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WELCOME

WELCOME. To Sharing Learning Experiences in In-step Program with faculty member. Important Learning Experiences. ASU Campus, U.S. Culture and Law , Culture shock

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WELCOME

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  1. WELCOME To Sharing Learning Experiences in In-step Program with faculty member

  2. Important Learning Experiences • ASU Campus, U.S. Culture and Law , Culture shock • Good Teacher-A Research Paper • NCFTE-2009 • Core Learning Classes the Idea of Small-Scale Reform Project- Problem Area& Change that we can make at our work place • Gender Equity and Inclusion • The Classroom Instructions that works(McREL Classroom Strategies) • Teacher Advancement Program(TAP Rubrics) • Leadership Module-Implimenting Change(Patterns,Principales and Potholes)

  3. Continued... • Democracy Module- Schooling , Democracy and Education • Sustainability Classes • Writing Skill Workshop • Early Literacy • Poverty and Education • Conference on Special Education • Seminar on Early Childhood • Dealing with Behavioral issues in the Classroom

  4. Technology workshop • Word, Power Point Presentation • Edmodo , Evernote, Photopeach • Weebly.com ,Creating Professnal Website • Projector Implications • Google Plus Applications • Downloading video from You tube

  5. SITE VISITES • Visites to k-8 and k12 schools • Visit to ASU faculty members classes • Visit to National Heard Museums • Visit to Gold Field & Grand Canyon Lake • Visit to Sonora Desert Museum & Cave • Visit to Washington DC Memorials • Visit to Grand Canyon • And the many more

  6. Reform Proposal Topic • Reflective Classroom Teaching in Mathematics for student- teachers At DIET ,Gorakhpur, Uttar Pradesh JAI PRAKASH OJha DIET , GORAKHPUR

  7. Context • Instructivist Classes- -Teacher is transmeter of knowledge -Students are passive receivers -Focus on memorization of textbook knowledge -Achievement is certified in terms of grades/marks of the examinations

  8. According to NCF 2005 Problems in school Mathematics Education are- • Children give up early on and drop out of serious Mathematics learning • Children have a sense of fear and failure • Curriculum is Disappointing • Problems,exercises and methods of evaluation are mechanical and repetative with too much emphasis on memorization • Teachers lack confidence,preparation and support

  9. Consequences- • Low Learning Achievement in Children • Many Children fail to understand content • Many Children unable to use knowledge in different life situation • The Student-teacher failed to understand Content , Pedagogy and processes involve in teaching-learning the lesson • The student-teacher feel more difficulties in teaching-learning of Mathematics

  10. Objectives • It will create basic conceptualization of the nature of mathematics in student-teachers. • It will help student-teacher in better understanding of contents and pedagogy involved in teaching-learning processes of Mathematics. • It will develop insight in student-teacher for reflective teaching inMathematics. • It will help to develop skill among the student-teacher to be practiced inside the classroom for mathematics learning

  11. Plan to do-Reflective Teaching: Exploring our own Classroom Practices • Looking at what we do in the classroom • Thinking about why we do it • Thinking about if it works-a process of self-observation &self-evaluation • Collecting information about what goes on in our classroom • Analyzing and Evaluating this information • Identifying and Exploring our own practices and belief • This may then lead to changes and improvement in our teaching

  12. Why it is Important • If a lesson went well we can describe it and think about why it was successful • If the student-teachers did not understand Contant, Pedagogy and involve teaching-learning processes we introduced .We need to think about what we did and why it may have been unclear • If student-teachers are misbehaving what were they doing , when and why?

  13. Reform Proposal:- Beginning the Process of Reflection • For exploring our own classroom Practices as a way of finding more about our teaching the step is together information about what happens in the class. Some strategies of doing this are- • Teacher’s Diary • Peer Observation • Recording Lessons • Student Feedback

  14. What to do Next ? • Think • Talk • Read • Ask

  15. Conclusion- • Reflective teaching is a cyclical Process . Once we start to implement changes then the Reflective and Evaluative cycle begins again- • What are you doing ? • Why are you doing it ? • How effective is it? • How are the student responding? • How can you do it better?

  16. As a Result of Reflection we may Decide: • To do some thing in a different way. • Are may just decide that what we are doing is the best way . • That is what Professional Development is all about us.

  17. Reform Proposal Action Plan: • STEP-(1) Sharing the experiences of learning in In-Step Program with DIET faculty members with an objective of making favorable environment for implementing Small-Scale Reform Proposal. Timeline-First week of January 2014 (2 days, 2 hour per day) • STEP-(2) Selection of student-Teacher for implementing Small-Scale Reform Proposal Timeline- 3rd week of January2014

  18. continued • STEP-(3) Sharing the idea and concept of the Reflective Classroom Teaching with Mathematics colleague and selected student-teachers. Timeline-4th week of January 2014 (2 days, 2 hour per day) • STEP-(4) Selection of topic and Preparation of Teaching Lesson Plan Timeline :- 1st week of Feb2014 ( one day , 3 hours )

  19. Continued... • STEP-(5 Practicing Reflective classroom teaching in the Mathematics classes • Reflective classroom teaching in Mathematics classes of student-teacher by me. • Timeline-(once in a week in 2nd, 3rd and 4th week of month February 2014 and need based in march& April.) • Reflective classroom practice teaching in Mathematics classes by the student-teacher. • Timeline- (twice in a week in 2nd, 3rd and 4th week of February &may be thrice in a week of March &April2014)

  20. Continued.... • STEP 6- School Classroom Practice by the student teacher Timeline- between 15th to 30th April 2014. • STEP 7 Data Analysis and Evaluation Plan Timeline:- January to May 2014

  21. Assessment of Intervantion Here are some general questions to get you started: Lesson objective • Did the students understand what we did in the lesson? • Was what we did too easy or too difficult? • What problems did the students have (if any)? • Was there a clear outcome for the students? • What did they learn or practice in the lesson? Was it useful for them?

  22. Continued..... Activities and materials • What different materials and activities did we use? • Did the materials and activities keep the students interested? • Could I have done any parts of the lesson differently? Students • Were all the students on task (i.e. doing what they were supposed to be doing)? • If not, when was that and why did it happen? • Which parts of the lesson did the students seem to enjoy most? And least?

  23. Continued.... Classroom management • Did activities last the right length of time? • Was the pace of the lesson right? • Did I use whole class work, group work, peer work or individual work? • What did I use it for? Did it work? • Did the students understand what to do in the lesson? • Were my instructions clear? • Did I provide opportunities for all the students to participate? • Was I aware of how all of the students were progressing?

  24. Continued.... Overall • If I taught the lesson again, what would I do differently?

  25. Desired Outcomes • The DIET Mathematics faculty member and me will be able to understand the concept and practice of Reflective teaching in a better way. We shall be able to know effective Reflective teaching strategies and challenges involved to our context. This will help us in organizing Reflective classroom teaching in DIET in future. This will be the desired change that will happen in our work place. Thus Reflection will be the integral part of our teaching-learning strategies. • The student-teacher will also be able to understand the concept and practice of Reflective teaching. They will start using Reflective teaching in their practice teaching with peer groups at DIET Gorakhpur.

  26. Continued.... • As a result of implementation of this project, the Student-teacher will be having a better understanding of content, pedagogy and teaching-learning processes of Mathematics. In the long term the student-teacher will be able to use context specific appropriate pedagogy in the classroom transection of the content in the schools and they will be a good teacher. • The student-teacher will be able to know components, techniques, activities and strategies of reflective teaching to their context. • The long term outcome of this small-scale project will be implementing Reflective teaching in the schools. This will improve learning achievement level of children in Mathematics. Thus children will be benefited. The quality of education will better in Mathematics.

  27. Invitation For Partnership • I Request Respected Principal and Senior Lecturer to provide all needed support and time to time their kind suggestion for betterment. • I welcome my all faculty members to be a partner in this efforts. • I urge upon my Mathematics faculty member to join this efforts.

  28. Thank you

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