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State Council of Educational Research and Training M.P. Bhopal

State Council of Educational Research and Training M.P. Bhopal. Piloting in DIET Shahdol. State Interventions. Good teaching p ractices in Mathematics Active learning methodology, Activity based learning etc. Experiences from US. Good Teacher McREL (9 categories ) TAP Rubrics Equity

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State Council of Educational Research and Training M.P. Bhopal

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  1. State Council of Educational Research and Training M.P.Bhopal Piloting in DIET Shahdol

  2. State Interventions Good teaching practices in Mathematics Active learning methodology, Activity based learning etc.

  3. Experiences from US • Good Teacher • McREL(9 categories ) • TAP Rubrics • Equity • Technology support (good experiences) • Field visit(Learn from field experiences) • School visit(American classroom practices) • ASU teaching classes

  4. Reform Proposal Improve mathematics teaching practices through support at elementary level

  5. Objectives • To creating the environment for learning about the develop mathematical concepts ( area of rectangular paths). • Helping students to develop understanding about area of rectangular paths. • Helping students to extend and apply knowledge in daily life experiences.

  6. “Improve mathematics teaching practices through support at elementary level “ • To develop ownership and accountability of DIET experts, BAC and CAC towards teaching practices. • To increase participation and involvement of teachers for improve mathematics teaching practices. • Apply knowledge and skills related to ways of thinking that are translated into action that create Change.

  7. Experiences from US School VisitClass observation I found following key observations • Only one teacher for all subjects in the class & very good control in whole class, also role of teacher is as facilitator. • Evocation of the lesson “subtraction” is start with discussion &questions, topic link with previous knowledge, giving opportunity to children for creating their own ideas, • Class room environment is friendly and joyful. • Face-to-Face promotes interaction – Encourage individuals. Activate efforts to achieve and help one another learn, students think & giving their own ideas about subtraction, like difference, separating, left numbers, take away etc. • Group discussion and presentation by students is good experience. • Provide additional instruction, practice, and corrective feedback on the topic related skills necessary to move successfully in the group, also group formation by the students is in the practice

  8. Experiences from US School VisitsClass observation I found following key observations • Use of technology (Smart Board) in class is good i.e., for mathematics practice and for exercise. • Discussion through poster and chart by the students found very useful and interesting. • Question by students on poster to other students, teacher only help the children, creating question on poster and answer by other students, this is good observation all student answer one by one not at a time, self-controlled class occurs • Class work on mathematics is enjoying. • 8-3=5 ,8 is whole ,3 is part and 5 is difference ,develop with Group discussion , group discussion on why 8 is whole ,why 3 is part and why 5 is difference ,in a group students applying own ideas, so students mentally involved in the class. • Work sheet on fractions and ratios-Candies, only four questions on the worksheet, question with picture is promoting understanding part of the children. Worksheet helping students to develop understanding and apply their knowledge.

  9. School Visit…….Class observation I found following key observations • Finely all efforts are focused on individual level, teacher role is as facilitator only, this is good for students learning. • Engage in continuous improvement. • Activities created by teacher in the class ,8 biscuit gave to 8 students and they are in standing position, 3 biscuit eaten by 3 students and sitting in the row ,only 5 students in standing position , again group discussion on the activity.(8 – 3 = 5 ), continuous different-different activities created by teacher for improvement and promoting understanding part of the children. • Focus on equity in learning and participation.

  10. Teaching practices (Focus on-two categories from McREL) • Cues and Questions. 1. Focus on what is important. 2. Use explicit cues. 3. Ask inferential Questions. 4. Ask analytic questions.

  11. Teaching practices …… • Cooperative Learning. • Positive Interdependence • Individual. Accountability • Organize groups of two –five student. • Use cooperative learning consistently and systematically • Provides students with opportunities to interact with each other in groups in ways that enhance their learning.

  12. Action PlanState level (7 to 9 January 2014) – • Sharing detail reform plan with two state KRP on McREL only two categories, 1.Cues and Questions. 2.Cooperative Learning. SoC , I C map and development of diagnostic sheet for to know the students status.( 3days)

  13. Action Plan……DIET level-(14 to 16 January2014) • Sharing detail reform plan with Principal DIET, DPC , 2 DIETexperts, 1 BAC,1BEO,5CAC,5student teachers on brainstorming about Mathematics teaching practices and how to improve it. • 5 school visit (3days.) Govt. girls school Govt. boys school Govt. Co-edschool Govt. KGBV Link school Govt. Girls Hostel Link school

  14. Action Plan……Block level- (21 to 24 January 2014) • Sharing with 5 Teachers, 2 DIETexperts, 1 BAC,1BEO,5CAC,5student teachers on brainstorming about • Mathematics teaching practices and how to improve it,this workshop is based on McREL • cuse & questions and • Cooperative learning for improve mathematics teaching practices and on SoC and I C map (detail in action plan) 3days.

  15. Action Plan…….School level- • Improve Teaching Practices . 27 January 14 to 7 April 14 Total 50 working Days

  16. Action Plan……School level-

  17. EvaluationEntry level - • 1. Comprehensive screening (Monitor progress in key skills of teachers. • Through TAP rubrics, Stages of Concern, Levels of use, • I C map analysis of class room practice) by DIET experts Teacher observation report tools (NIET) WB74, 75 Additional scoring and evidence template tools (NIET) WB80 • 2. Group administered test for students by teacher with CAC • 3. Individually administer test for students by teacher with CAC • (For 2 &3 diagnostics assessment sheet develop by DIET experts)

  18. Evaluation…..Ongoing level- 1. Diagnostics assessment of each students at the end of topic by teachers. (Document and record the necessary change ) 2. Monitor progress in the student’s behaviors observe by teachers. (Document the necessary change) (For 1 &2 diagnostics assessment sheet develop by DIET experts) 3. Analysis and document every day end of the class by DIET experts, BAC, and CAC 4. Monitor progress of key skills (teaching practices) in teacher, observe by DIET experts, BAC, and CAC. ThroughTeacher observation report tools (NIET) WB74, 75 (Through TAP rubrics, Stages of Concern, Levels of use, I C map )

  19. Weekly level- . 1. Identify & observe Performance of BAC and CAC by DIET experts. Focused key skills of educator professionalism through Educator professionalism rating report tools (NIET) WB10, 76 (Document and record the necessary change have been made) 2. Monitor progress of key skills (teaching practices) in teacher, observe by DIET experts, BAC, and CAC. Through Teacher observation report tools (NIET) WB74, 75 (Through TAP rubrics, Stages of Concern, Levels of use, I C Map analysis of class room practice, McREL Performance rubric) 3. Analysis and document weekly on the end of topic by DIET experts Writing daily project journalEvaluation…..Weekly level- 1. Identify & observe Performance of BAC and CAC by DIET experts. • Focused key skills of educator professionalism through Educator professionalism rating report tools (NIET) WB10, 76 (Document and record the necessary change ) 2. Monitor progress of key skills (teaching practices) in teacher, observe by DIET experts, BAC, and CAC. Through Teacher observation report tools (NIET) WB74, 75 ,TAP rubrics, Stages of Concern, Levels of use, I C Map analysis of class room practice, McREL Performance rubric) 3. Analysis and document weekly in the end of topic by DIET experts Writing daily project journal

  20. Report to SCERT • Analysis , record and documentation the necessary change will be reported to SCERT ,Bhopal MP ( May 2014)

  21. Thanks

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