Transcript Slide 1

School Development Initiative
in Central Asia
Training on Management of
Teaching and Learning
Mimoza Anastoska-Jankulovska
1 Participatory Learning
If you want to go fast, go alone.
If you want to go further, go together.
Participatory Learning
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Student – centered
Teaching as facilitating
Learning as constructing
Flexible environment
Big variety of activities
... is a variety of educational approaches
involving joint intellectual effort by students,
or students and teachers together.
What is learning?
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Learning is an active constructive process
Learning depends on rich contexts
Learners are diverse
Learning is inherently social
Participatory learning
• promotes student learning and academic
achievement
• enhances student satisfaction with their learning
experience
• develops students' social skills and skills in oral
communication
• promotes student self-esteem
• increases student retention
• develops a community of learners
• promotes individual and group accountability
Participatory learning
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Cooperative learning
Peer teaching
Learning communities
Problem based learning
Discussion groups
Social skills
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Leadership
Decision-making
Trust-building
Communication
Conflict-management skills
• Group work - Squares
2 Teaching and learning
• Individually,
brainstorm the most important teaching skills.
Essential Teaching Skills
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Planning and preparation
Lesson presentation
Lesson management
Classroom climate
Discipline/order in classroom
Assessing students’ progress
Reflection and evaluation
Essential Teaching Skills
• They involve purposeful and goal-directed
behaviour.
• Their level of expertise is evidenced by the
display of precision, smoothness, and
sensitivity to context.
• They can be improved by training and
practice.
• In pairs, discuss which of your teachers have
influenced you the most. Think why? What
skills he/she had?
• Present few examples!!!
• Rank the competences received. You can add
or replace some.
3 Learning environment
• Individually, brainstorm
what factors influence quality of learning?
Learning Styles
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By using a learning style methodology
learning community is more sensible to
diversity.
Cognitive style is a usually described as a
personality dimension which influences
attitudes, values, and social interaction.
Learning Styles
• Defines approach and behaviour of an individual
towards the learning.
• Determines the way individual prefers to learn.
• Specific combination of learning strategies that
individual applies in a certain situation.
Learning Styles
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There exist individual differences in learning
process
Individual learning style is relatively stable
during time
Individual learning style is relatively stable
while solving problems, assignments,
problems, situations
Individual learning style can be “determined”
Experiential Learning
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Concrete experiences
Reflective observation
Abstract conceptualisation
Active experimentation
Kolb & Lewin, 1984
Support for the implementation of Albania’s National Education Strategy
with special focus on Pre-University VET
EuropeAid/128450/C/SER/AL
This project is financed
by the European Union
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Training of VET School Directors and Deputy Directors, Organisation Development in VET Schools, Tirana, February 2011
22
Questionnaire about Learning Styles
Delegation
Delegation
• Delegation means assigning of certain
responsibilities along with the necessary
authority.
• Delegation is quite common in all aspects of life
• Due to delegation, subordinate become
responsible for certain functions transferred to
them.
• Delegation is a tool, which a superior manager
uses for sharing his work with the subordinates
and thereby raising school’s efficiency.
Why Delegation?
• To reduce the excessive burden on the
superiors.
• To provide opportunities of growth and self
development to other employees.
• To create a team of experienced and matured
managers.
• To improve individual’s as well as overall
efficiency of the schools.
Advantages of Delegation
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Relieves manager for more challenging jobs
Leads to motivation of subordinates
Facilitates efficiency and quick actions
Improves employee morale
Develops team spirit
Maintains cordial relationships
Facilitates management development
Barriers to Delegation
• Unwillingness of the manager to delegate
authority
• Fear of competition
• Lack of confidence in subordinates
• Absence of monitoring mechanisms
• Desire to dominate subordinates
Principles of Effective Delegation
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Knowledge of objectives
Balance of authority and responsibility
Clarity of delegation
Absoluteness of responsibility
Completeness of delegation
Effective communication support system
Reward for achieved results after effective
delegation
5 Competence framework for teachers
Professionalism in Education
• Ability to reach students in a meaningful way,
developing innovative approaches to
mandated content while motivating, engaging,
and inspiring young minds to prepare for everadvancing technology.
Professionalism in Education
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Competence
Performance
Conduct
Reflect on educator’s: goals, abilities, and
standards.
Competence
• Preparation (essential teaching skills)
• Knowledge of subject area (self-confidence)
• Used pedagogical approach
Performing
• A professional teacher educates so that
students learn concepts and apply them to
their lives.
Conducting
• Ability to initiate and maintain quality
communication with all the parties involved in
education.
• Representation of how well one takes care of
himself or herself, from aesthetics to language
and behaviour.
Towards New Professionalism
• Teachers are not only users of professional
knowledge produced by others, but they need
to be producers of new knowledge.
• Teachers must be responsive to new demands
and expectations and to undertake activities
as a part of changes in the school and its
environment.
• Instead of developing ‘reactive’ reaction on
changes, teachers must act ‘proactively’.
Towards New Professionalism
• Mandatory development and learning:
Teacher professional is relying upon values of
his/her work.
• Professional autonomy: ethics is foundation in
the work of professional teacher. Professional
development is seen in the permanent
learning.
Towards New Professionalism
• Dynamic perception of learning: Professional
teacher supports learning responsibly, and
acts in direction of developing responsibility
among students for learning.
• Cooperation and interaction: Teacher is ready
to transform from introvertness and inactivity
to active cooperation of school groups with
new partners in the area of technology,
culture, work life and social cooperation.
Teachers’ activities
and competencies
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Administration
Training
Development and Quality Assurance
Networking
Administration
• Organization and planning
• Project Management
Training
• Planning
• Facilitation of Learning
• Assessment and Evaluation
Development
and Quality Assurance
• Developing oneself
• Developing institution
• Quality assurance
Networking
• Internal networking
• External networking
• Read the Case study
• What kind of changes can you introduce in
your school in order to foster Professional
Development?
• Use Constructive feedback
The Golden Rules for
Constructive Feedback
1. Be specific and don’t generalize
2. Describe behavior and not personality
3. Do not overload. Choose the 2-3 most important
things
4. BUT…and
5. Try to offer the tool as well as the observation
6. Stay modest. Use words like “maybe…you could”
instead of “you have to, should, from now
on…you always”
The Golden Rules for
Constructive Feedback
7. Feedback is a dialogue. Lead with open
questions
8. Try to put personal feelings aside and avoid
the halo affect
9. Be honest. Use of the “Sandwich” technique
10. Wrap up the meeting and obtain
commitment
6 Bono’s Hats
6 Bono’s hats
• Encourage critical thinking
• Awareness that there are multiple
perspectives
• Focus and creative thinking
• Explore ideas from a variety of viewpoints
• Add depth to the planning process
• Improve communication
• Improve decision making
How it works?
• Each hat gives different perspective
• Team wears one hat at a time
• Everyone wears the same color hat at the
same time
• Everyone looks at the idea/problem from the
same perspective
White hat
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Information and facts
What information do we know?
What information is missing?
What information we would like to have?
How can we get these information?
What is relevant, important , valid?
Yellow hat
brightness and optimism. (Under this hat you
explore the positives and probe for value and
benefit.)
• What are the benefits?
• Why it will work?
• How it will help us?
Black hat
judgment - the devil's advocate or why
something may not work.
• Spot the difficulties and dangers.
• Where things might go wrong?
Red Hat
feelings, hunches and intuition. (When using this
hat you can express emotions and feelings and
share fears, likes, dislikes, loves, and hates.)
• How do I feel about this?
• How am I reacting to this?
(Don’t think too long or too hard!)
Green hat
creativity; the possibilities, alternatives, and
new ideas. (It's an opportunity to express new
concepts and new perceptions.)
• What are some other ways to solve this
problem?
• What are other possible ways of doing this?
Blue hat
manage the thinking process. (It's the control
mechanism that ensures the Six Thinking Hats
are functioning.)
• What have we done so far?
• What decision have we reached?
• What do we do next?
• Time-keeping
Blue hat
• Blue Hat Thinker is responsible for summaries,
overviews and conclusions.
• Blue Hat Thinker monitors the thinking and
ensures that the rules of the process are
followed.
Sequence to use
• The yellow hat followed by the black hat may
be used to assess an idea.
• The black hat followed by the green hat may
be used to improve a design.
• Critically thinking - the white hat; then the
black hat to discover difficulties; then blue hat
or red hat thinking.
Sequence to use
• Red + White - Comparing fact and opinion
• Black + Yellow + Green – Comparing and
synthesising (coming up with new ideas from
the known)
• White + Blue - What do we know (facts) and
where are we going (planning)
• Scenario 1: Students should pay for each
absence from school or homework forgotten.
• Scenario 2: Students should be allowed to
freely use mobile telephones in classes.
• Scenario 3: Teachers who use computers in
classrooms should receive 30% raise.
7 Management of Curriculum
8 School boards in teaching and
learning
School Boards involvement
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Supporting and supervising school work
Liaison between school and environment
Supporting school finances
Supporting vocational activities
Monitoring and advise vocational classes
Why Monitoring?
• Getting acquainted with the initial state
• Timely conclusions about the outputs from
decisions made
• Successful conducting of education process in
the school
• Planning development and increasing quality
Why Monitoring?
• Getting acquainted with the work of the
teachers and assessing the work
• Implementing innovative projects/ideas
• Solving concrete problems in educational
process important for students, or problems
that influence work quality
• How to monitor teacher’s work?
Teacher’s Perspective
• Concern/Fear
• Criteria (not existing?)
• Irregularities in monitoring process
(incidentally, or as threat)
• Teacher’s work complexity
• Lack of communication after observation
Observer Perspective
• Time
• Observation culture and tradition (lack of
habit)
• Teacher individualism (visit is disturbance)
• Own confidence/preparedness (trained to
perform this process)
• No ideas what to tell teacher after the
observation
• What after the observation? (to link it up with
professional development)
Process of Monitoring
1. What is successful work?
2. When observation will take place?
3. What is the observation objective and what
tool/s will be used?
4. Observation itself
5. Observation analysis to be performed
6. Discussion after the observation to be
conducted, and agreement on future
professional development to be reached
Observation Analysis
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Go through the instrument/tools used
Think why you have checked/filled cells in
the instrument as you did
Think of positive and negative situations
to be used as illustrations, if needed
Think of questions that you will ask
Why Discussion After Observation
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Adult people learn from feedback
Feedback is a way to build learning
organisation
Sharing analyses of observed class
Joint identification of areas of improvement/s
Agreement how improvement/s need to be
pursued
Discussion/Feedback Elements
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Set time and place
Positive attitude / atmosphere
Active listening
Empathy towards teacher
Positive Attitude/Atmosphere
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Find out what the class objective was and
how teacher was planning to achieve it.
Remind teacher that he/she needs to
prepare for discussion after observation.
Describe instead of assess (“Six students
were not active”, or “You are not good in
motivation”.)
Positive Attitude/Atmosphere
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Focus on solving the issue, not on mastering
the situation, or putting teacher on pressure
to change his/her opinion.
Discussion should be spontaneous, no need
for manoeuvring.
Be adaptable and not to insist only on own
opinion by all means.
Discussion Elements
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How to initiate the discussion?
When teachers will have time for
questions/explanations (somewhere in the
middle or at the end)?
Who will start to analyse observed class
(usually it should be the teacher who need to
start this)?
Duration of discussion to be agreed.
Unsuccessful Class
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Discussion should be private
Carefully ask questions
Listen actively
Show that you are appreciating the opinion of
the teacher
Determine the areas of improvement
Monitor implementation of the agreed
activities of the teacher
How to Destroy Discussion/Yourself?
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Do it unprepared and quickly
Do it without structure in it
Do it nervously
Do not appreciate the teacher
Let your phone ring or other disturbance
Use questions that are not directed towards the
meeting objective
Forget to mention that you will monitor follow-up
activities of the teacher.
Observation Rubrics
• Performance based assessment tools
• Use concrete criteria
• Narrative descriptions separated in levels of
performance
• Each level describes degree of proficiency and
each level is assigned a value
• Rating scales
• Create a rubric for monitoring a class!
9 Teachers’ motivation
Training needs assessment
- "Would you tell me, please, which
way I ought to go from here?"
- "That depends a good deal on
where you want to get to," said the
Cat.
- "I don’t much care where," said
Alice.
- "Then it doesn’t matter which way
you go," said the Cat.
Begin with end in mind
• What is the purpose of the subject/course?
• What do you want the pupils to come away
with?
• What has to happen in the classroom/course?
SMART objectives
• Specific: You know exactly what it is you want to
accomplish.
• Measurable: There is a clear way to measure it
and to know when you have done it.
• Achievable: It is achievable within your
reasonable control.
• Realistic: It is a realistic goal bearing in mind the
time and the resources available.
• Time-bound: There is a date or deadline for
achieving the objectives.
Components of objectives
ABCD
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Audience,
Behavior,
Condition and
Degree.
Good objective
• Given a standard sentence (condition), the
student (audience) should be able to identify
(behavior) the noun and verb without error
(degree).
• Create objective for your subjects
Intellectual property
Free access and editing of information
www.wikipedia.org
Copyright clearance
• Design your own materials
• Written permission from the author
• Creative Commons
– http://creativecommons.org
Creative Commons – The Licenses
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Attribution
Attribution Share Alike
Attribution No Derivatives
Attribution Non-Commercial
Attribution Non-Commercial Share Alike
Attribution Non-Commercial No Derivatives
10 Students’ motivation
Assessment
What
When
How
Why
Assessment types
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Written assignments
Participation in online discussions
Essays
Publication of student work / presentations
Online quizzes and questions
Experiential activities, such as role-play
Collaborative assignment work
Portfolios
Reviews
Journals and reflection
Assessment of learning
(summative assessment)
• State assessments
• District benchmark or interim
assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Scores that are used for accountability for
schools and students (report card grades)
Assessment for learning
(formative assessment)
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Criteria and goal setting
Observations
Questioning strategies
Self and peer assessment
Student record keeping
Balanced assessment
Using Bono’s hats discuss
Group 1. Include self-assessment of pupils in
their grade
Group 2. Include peer assessment in the grade
Group 3. Pupils should be able to assess the
teacher
11 Support students in managing their
transition to the working life or to
future career
• Choosing a career that matches the interest,
skills and values of a person, significantly
increases the chances for success at work and
personal happiness.
Pre-motivation: not
realising there’s a change
or decision to be faced
Motivation
Evaluate process
Ready and able to face
change
Reflect on learning
career
planning
cycle
Approach
Conscious and effective
process for decision making
Manage outcomes
Self awareness
Cope with success or
‘failure’
Aware of own wants,
needs, abilities etc
Implement decision
Opportunity awareness
Access opportunities: apply,
manage selection etc.
Aware of the valid options,
what they involve and require
Decide
Select best option
Copyright© L Hambly 2006
Support students in managing their
transition to the working life or to
future career
• Helps individuals to identify own aptitudes,
competencies and interests, to make
educational, training and occupational choices
• Particularly important in transition moments
• Can be given by teachers, family, community
leaders, employers and friends
Why?
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Increases self-esteem and self-confidence
Develops transition skills
Maximizes students potential
Enables students to manage and plan their
learning and work pathways
• Supports schools with motivated students
• Supports employers and companies with
skilled workers
Why?
• Assists local, regional, national and global
economies through development of workforce
and adaptation to changing economic
demands and social circumstances
• Assists in the development of societies in
which citizens actively contribute to their
social, democratic and sustainable
development
Results
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Increased self awareness
Increased opportunity awareness
Improved decision making skills
Improved evaluation and management skills
(dealing with success and failure)
• Each group will receive announcement from
the newspaper and should prepare topics and
activities how to empower students to apply
for this job
– What will be the objectives of the activity?
– What kind of activities are you planning?
– How will evaluation be done?
Thank You!
[email protected]