Transcript Evaluate own skills, knowledge and teaching practices…..

Evaluate own skills, knowledge
and teaching practices…..
…….against needs of current and
future role
Description of the Unit: Maintain
Professional Practice
• The environment in which teachers and trainers undertake their
role is constantly changing. Teachers and trainers in all settings
need continuously to evaluate their own practice and identify
opportunities for personal and professional development. They
need to recognise the importance of, and engage in, evaluation of
their own professional practice within the context of internal and
external factors that influence their work. Teachers and trainers
need to reflect on their own practices, knowledge, skills and
competencies within their own work role. They are encouraged to
identify targets and plans for their professional development. They
are expected to carry out an analysis of professional practice
expectations and to identify any legal and statutory requirements.
Finally they need to undertake a self assessment of their own
behaviour against professional codes of practice.
Own Skills, knowledge and teaching
practices:
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Subject Specific
Industry Specific
ICT skills
Communication Skills
Presentation Skills
Interpersonal Skills
Tutoring
Mentoring
Generic Problem Solving Skills
Own Skills, Knowledge and Teaching
Practices:
• Programme Objectives, mission,
policies,local,national and international
• Teaching Practices: Session Planning
• Teaching and learning strategies
• Assessment strategies
• Time Management
• Learning environment and resource management
• Learner diversity: backgrounds and experience
and learning styles
Evaluate:
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Self reflection
Feedback: audits
Appraisal system
Learner Feedback
Learner achievement
Areas for improvement
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Skills
Knowledge
Teaching Practices
Teaching approaches
Create a personal development plan
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Self directed research and Study
Training on the job
Training off the job
Mentoring
Peer observation
Quality improvement
Conferences
Secondment/Deputation
Some examples of emerging crossdisciplinary domains
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Applied Linguistics
Astrobiology
Biomedical Robotics
Biophysics
Cognitive Sciences
Cybernetics
Decision Sciences
Nano-technology
The noble act of teaching…once a
calling
• Teachers are always a boon to society.
• They not only hone the learner's intellect and
aptitude but also, create a well-rounded
personality.
• Teaching influences the mind and character
and gives the satisfaction of sparking the light
of knowledge and dispelling the clouds of
ignorance.
Challenging and satisfying as well
• Teaching is an interesting and challenging activity. It
is not for the meek or faint of heart.
• You can choose to teach very young children from
pre-school through the elementary grades;
• You can work with middle and high school students
and specialize in the arts, sciences, math, or special
education.
A teacher vs. a mere expert
• An expert can do it;
• A teacher can do it but also knows what it
takes to progress from ignorant to novice to
expert
• Those who can do, do.
• Those who understand, teach.
OS for the human brain?
• “There are hundreds of companies and
thousands of people writing software for
computers. What about the human
computer? What about the human brain?
….We have got so used to our existing mental
software that we see no fault or limitation in
it….”. Edward de bono in ‘New thinking for the
new millennium’
Some present day challenges
• Inclusive education: imparting quality education to
increasing numbers…developing learning metrics
• Moving from the art of teaching to the science of
learning
• Building in the students the capacity ‘to learn how
to learn’
• Adopting 21st century communication tools for
enhanced learning experience
Criticality of educational research
• Without a science base to support existing
practice, the future of teaching as a profession
may be in jeopardy
• We need to conduct research that will directly
improve teaching and learning
• Document the effectiveness of our strategies
Goals of learning
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Knowing the syllabus
Mainly recalling information
Application in predictable areas
Some laboratory work
Exams of several hours with a variety of
question types
• All paper and pen/pencil type
Examination performance
• Mainly a Bell curve
• Debate on whether we evaluate using marks
or grade them
• The examination can find out some of the
things the child does not know, but not all of
the things that the child knows
Potential for improvement
• A student can demonstrate what he knows
and where he stands on the developmental
scale
• He can attain the desired goals (Grade A)
given a longer time to learn and ways and
means to achieve mastery
• The Bell curve can be History
Multiple roles of a teacher
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must be content expert,
a diagnostician,
a rescuer,
a patient communicator,
a manager and leader,
a student of human behavior.
Higher Order Thinking Skills
• Problem Solving
• Learning skills strategies
• Creative innovative thinking
• Decision making
Affective Skills and traits
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Dependability/ Responsibility
Positive attitude towards work
Conscientiousness, Punctuality, efficiency
Interpersonal communication skills, cooperation, working as a team member
Affective skills and traits…
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Self confidence, positive self image
Adaptability, flexibility
Enthusiasm, self motivation
Self-discipline self management
Honesty, integrity
Ability to work without supervision
Grooming, appropriate dress
Teachers as leaders in the knowledge
economy…
• Teachers will play the central role.. following
the earlier success of the shopkeepers,
traders, contractors, lawyers…
• We need to be owners and creators of
knowledge products not a mass market
• Needs creativity, innovation on a continuous
basis and not conformity and repetition
Some fundamental changes
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WTO,GATS,TRIPS from January 1, 1995
Education is one of the 12 services
4 modes of delivery of cross-border services
Mutual recognition agreements are critical
Importance of certifications
ICT and the future of the teaching
profession
• A networked profession
• Designing innovative learning experiences
• Implementing personalized, mastery and
adaptive learning
• Teachers as leaders in the Knowledge
Economy
What makes a teacher great?
Bill Gates on www.ted.com
How do you make a teacher great?
• It seems like the kind of question that people would
spend a lot of time on, and we'd understand very
well. And the answer is, really, that we don't. Let's
start with why this is important. Well, all of us here,
I'll bet, had some great teachers. We all had a
wonderful education. That's part of the reason we're
here today, part of the reason we're successful. I can
say that, even though I'm a college drop-out. I had
great teachers.
In fact, in the United States, the teaching
system has worked fairly well.
• There are fairly effective teachers in a narrow set of
places. So the top 20 percent of students have gotten
a good education. And those top 20 percent have
been the best in the world, if you measure them
against the other top 20 percent. And they've gone
on to create the revolutions in software and
biotechnology and keep the U.S. at the forefront.
Now, the strength for those top 20% is
starting to fade on a relative basis……..
• …….but even more concerning is the education that the
balance of people are getting. Not only has that been weak;
it's getting weaker. And if you look at the economy, it really is
only providing opportunities now to people with a better
education. And we have to change this. We have to change it
so that people have equal opportunity. We have to change it
so that the country is strong and stays at the forefront of
things that are driven by advanced education, like science and
mathematics.
When I first learned the statistics I was
pretty stunned at how bad things are.
• Over 30 percent of kids never finish high school. And
that had been covered up for a long time because
they always took the dropout rate as the number
who started in senior year and compared it to the
number who finished senior year. Because they
weren't tracking where the kids were before that.
But most of the dropouts had taken place before
that.
For minority kids, it’s over 50%
• And even if you graduate from high school, if
you're low-income, you have less than a 25
percent chance of ever completing a college
degree. If you're low-income in the United
States, you have a higher chance of going to
jail than you do of getting a four-year degree.
And that doesn't seem entirely fair.
So, how do you make education better
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• Now, our foundation, for the last nine years, has invested in
this. There's many people working on it. We've worked on
small schools, we've funded scholarships, we've done things
in libraries. A lot of these things had a good effect. But the
more we looked at it, the more we realized that having great
teachers was the very key thing. And we hooked up with some
people studying how much variation is there between
teachers, between, say, the top quartile -- the very best -- and
the bottom quartile.
Inter and intra-school variations…..
• How much variation is there within a school or
between schools? And the answer is that
these variations are absolutely unbelievable. A
top quartile teacher will increase the
performance of their class -- based on test
scores -- by over 10 percent in a single year.
What does that mean?
Improving the quality of teachers….
• That means that if the entire U.S., for two
years, had top quartile teachers, the entire
difference between us and Asia would go
away. Within four years we would be blowing
everyone in the world away.
So, it’s simple.
• All you need are those top quartile teachers.
And so you'd say, "Wow, we should reward
those people. We should retain those people.
We should find out what they're doing and
transfer that skill to other people." But I can
tell you that absolutely is not happening
today.
Is experience important for good
teaching?
• What are the characteristics of this top
quartile? What do they look like? You might
think these must be very senior teachers. And
the answer is no. Once somebody has taught
for three years their teaching quality does not
change thereafter. The variation is very, very
small
Does a higher qualification make a
better teacher ?
• You might think these are people with
master's degrees. They've gone back and
they've gotten their Master's of Education.
This chart takes four different factors and says
how much do they explain teaching quality.
That bottom thing, which says there's no
effect at all, is a master's degree.
What is rewarded financially?
• Now, the way the pay system works is there's
two things that are rewarded. One is seniority.
Because your pay goes up and you vest into
your pension. The second is giving extra
money to people who get their master's
degree. But it in no way is associated with
being a better teacher.
In maths higher qualification may
matter…..
• For math teachers majoring in math there's a
measurable effect. But, overwhelmingly, it's your
past performance. There are some people who are
very good at this. And we've done almost nothing to
study what that is and to draw it in and to replicate
it, to raise the average capability -- or to encourage
the people with it to stay in the system.
Flight of talent….
• You might say, "Do the good teachers stay and
the bad teacher's leave?" The answer is, on
average, the slightly better teachers leave the
system. And it's a system with very high
turnover
An example worth emulating…
• Now, there are a few places -- very few -- where
great teachers are being made. A good example of
one is a set of charter schools called KIPP. KIPP
means Knowledge Is Power. It's an unbelievable
thing. They have 66 schools -- mostly middle schools,
some high schools -- and what goes on is great
teaching. They take the poorest kids, and over 96
percent of their high school graduates go to fouryear colleges
Making teaching better…
• And the whole spirit and attitude in those
schools is very different than in the normal
public schools. They're team teaching. They're
constantly improving their teachers. They're
taking data, the test scores, and saying to a
teacher, "Hey, you caused this amount of
increase." They're deeply engaged in making
teaching better.
The high energy levels of a good
teacher…
• When you actually go and sit in one of these
classrooms, at first it's very bizarre. I sat down
and I thought, "What is going on?" The
teacher was running around, and the energy
level was high. I thought, "I'm in the sports
rally or something
Involving all the kids in class…
• What's going on?" And the teacher was constantly scanning to
see which kids weren't paying attention, which kids were
bored, and calling kids rapidly, putting things up on the board.
It was a very dynamic environment, because particularly in
those middle school years -- fifth through eighth grade -keeping people engaged and setting the tone that everybody
in the classroom needs to pay attention, nobody gets to make
fun of it or have the position of the kid who doesn't want to
be there. Everybody needs to be involved. And so KIPP is
doing it.
Lack of data on teaching quality….
• How does that compare to a normal school?
Well, in a normal school teachers aren't told
how good they are. The data isn't gathered. In
the teacher's contract, it will limit the number
of times the principal can come into the
classroom -- sometimes to once per year. And
they need advanced notice to do that.
An (inappropriate) comparison to a
factory
• So imagine running a factory where you've got
these workers, some of them just making crap
and the management is told, "Hey, you can
only come down here once a year, but you
need to let us know, because we might
actually fool you, and try and do a good job in
that one brief moment."
Lack of information and techniques…
• Even a teacher who wants to improve doesn't have
the tools to do it. They don't have the test scores,
and there's a whole thing of trying to block the data.
For example, New York passed a law that said that
the teacher improvement data could not be made
available and used in the tenure decision for the
teachers. And so that's sort of working in the
opposite direction. But I'm optimistic about this, I
think there are some clear things we can do.
Testing and teaching tools
• First of all, there's a lot more testing going on,
and that's given us the picture of where we
are. And that allows us to understand who's
doing it well, and call them out, and find out
what those techniques are
Including video clips of best practices
that work..
• Of course, digital video is cheap now. Putting a few cameras in
the classroom and saying that things are being recorded on an
ongoing basis is very practical in all public schools. And so
every few weeks teachers could sit down and say, "OK, here's
a little clip of something I thought I did well. Here's a little clip
of something I think I did poorly. Advise me -- when this kid
acted up, how should I have dealt with that?" And they could
all sit and work together on those problems. You can take the
very best teachers and kind of annotate it, have it so everyone
sees who is the very best at teaching this stuff.
Tracking and helping children
• You can take those great courses and make
them available so that a kid could go out and
watch the physics course, learn from that. If
you have a kid who's behind, you would know
you could assign them that video to watch and
review the concept
Accessible even without Internet
• And in fact, these free courses could not only
be available just on the Internet, but you
could make it so that DVDs were always
available, and so anybody who has access to a
DVD player can have the very best teachers.
And so by thinking of this as a personal
system, we can do it much better.
Work hard, be nice….
• Now there's a book actually, about KIPP -- the
place that this is going on -- that Jay
Matthews, a news reporter, wrote -- called,
"Work Hard, Be Nice." And I thought it was so
fantastic. It gave you a sense of what a good
teacher does. I'm going to send everyone here
a free copy of this book.
Importance of investing in education
• Now, we put a lot of money into education, and I
really think that education is the most important
thing to get right for the country to have as strong a
future as it should have. In fact we have in the
stimulus bill -- it's interesting -- the House version
actually had money in it for these data systems, and
it was taken out in the Senate because there are
people who are threatened by these things
Making a difference
• But I -- I'm optimistic. I think people are
beginning to recognize how important this is,
and it really can make a difference for millions
of lives, if we get it right. I only had time to
frame those two problems
More possible challenges
• There's a lot more problems like that -- AIDS,
pneumonia -- I can just see you're getting
excited, just at the very name of these things.
And the skill sets required to tackle these
things are very broad.
Who does it?
• You know, the system doesn't naturally make
it happen. Governments don't naturally pick
these things in the right way. The private
sector doesn't naturally put its resources into
these things.
It’s your task as well….
• So it's going to take brilliant people like you to
study these things, get other people involved - and you're helping to come up with
solutions. And with that, I think there's some
great things that will come out of it.
• Thank you.