in-step ( india support for teacher education program) an overview
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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 COURSETopics discussed-• 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
• 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
• Writing workshop with Kristine Wilcox• Smart Board training by CCS• Academic conferences in ASU –by
distinguished professors and researchers from other countries
• 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
OUR MOST RESPECTED TEACHERS
Prof. Christopher Clark
Dr. Suzanne Painter
Dr. Swarup Mathur
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, 2009Implications of these two for the reform proposalReform 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 ConstructivismWriting practice, eg. on another
group memberOnline assignment practicesPanel discussion with small scale
reformers
OATH OF ASSAM
OATH OF ASSAM
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 presentation and questioning on that
video
NEW LEARNING IN SUBJECT AREAS-Mathematics- • 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 EXPERIENCESWe 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. Longview Lancers, Osborn School District (11/05/13) (Grade 4)
3. Desert Thunder Elementary School, Phoenix (12/10/13) (Grade 5,8)
4. Alhambra High School, phoenix Union HS District (11/19/13) (Grade 9 & 11)
IMPLICATIONS FOR OUR SCHOOLS- AN 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)• Grouping of students according to their performance in a subject and
providing them inputs accordingly• Academic planning by teachers for one week
GROUP WORK IN SCHOOL PROFESSIONAL HELP
INFRASTRUCTURES OF AN ELEMENTARY SCHOOL
LibraryClassroo
m
on Maths
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 content2.Extensive use of technology3.Use of manipulatives4.Use of metaphors and graphicorganiser Dr. Spanias taking class on Teaching of fraction (Maths)
VIEWS FOR BETTER TEACHER PREPARATION PROGRAMMES
Internship programme- o Intense internship for PSTE courses for rigorous teaching experience and to
relate theory with practiceo 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 Conferenceso 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
(Ka-sreni), 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 teachersDeputation of faculties for higher studies- doctoral, post-doctoralOrientation of faculties on new trends in educationOrientation 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
STRENGTHS: Co-teachingExperience-based TeachingGroup- work PLCs Well- organized schedule of activities Time management Advance planning
WEAKNESSES:
Some sessions towards the end of the
programme were not very fruitful
In some sessions summing- up was not
effective
Towards the end overlapping of sessions,
so excessive work load and less time for
reform proposal
Due to tight schedule, less time for library
reading
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
• Preparation of the reform plan should be started a little earlier-
from the 1st month of the programme itself or less work load in the
last month (it takes time in refinement of the proposal).
• Participants should have more free time to devote strongly on the
reform proposal (second- half of the day could be made free from
classes to be engaged in library reading).
• Participants should have the opportunity to explore the library to
the fullest.
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