Curriculum Implementation & CPD Workshop SEQUI2 Kuwait 2015

1. School Education Quality Improvement Program (SEQI 2)برنامج تحسين جودة التعليم المدرسيPreparing the new curriculum implementation in Grade 2 Follow-up Workshop on Curriculum Implementation and Continuous Professional Development Kuwait City December 2-3, 2015

2. Workshop Objectivesأهداف ورشة العمل • Identify the main progress achieved so far and issues they should be focused on during the implementation of the new curriculum in grade 2; • Support the subject trainers and the teachers in solving problems appeared in the implementation process; • Enhance the teaching and learning process according to the new curriculum taken into account the teachers’ needs and concerns; • Support and facilitate the subject-specific effective teaching in the classroom; • Foster the role of SbCPD as a continuous technical support.

3. Roles After the completion of this workshop, the Master Trainers are expected to: - Discuss the main difficulties identified in the process of implementation at the General Supervision level and find suitable solutions to mitigate these problems; • Adopt for each subject a coherent and consistent message concerning the technical instructions/advice given to teachers; • Enhance the role of SbCPD by organizing regular meaningful activities; - Fully support their subject supervisors and school teams to implement the new curriculum in Grade 1.

4. Module 4: Teaching/learning strategies and classroom management in learner-centered curriculum environment Dr. Zulfiyya Veysova

5. Student-centered approach ? ? ? Student ? ? ?

6. Traditional approach

7. Student-centered approach Students first! Age Intellectual abilities Student as unique individual Psychological features Educational needs Interests Physiological characteristics

8. Student-centered approach

9. The wisdom of Confucius • What I hear, I forget • What I see, I remember • What I do, I understand

10. How people learn?

11. Mel Silberman: • When I hear, I forget; • When I hear and see, I remember a little; • When I hear, see, and ask questions or discuss with someone else, I begin to understand; • When I hear, see, discuss, and do, I acquire knowledge and skill; • When I teach to another, I master

12. Traditional vs Modern Teaching Approaches

13. Traditional vs Modern Teaching Approaches

14. Active/interactive learning Active/interactive learning process stimulates and organizes the cognitive activity of the students and has the following methodology. The teacher: Creates a problem solving situation around a subject matter; Problem solving Encourages inquiry activities of students in the process of problem solving process Inquiry Creates the necessary conditions for independent research and discovery of the new important information, acquisition and understanding the knowledge by the students. Conditions for research

15. The main features of active/interactive learning • Active cognitive attitude of students throughout the lesson, based on the activation of thinking; • The role of the student as a discoverer, the researcher: self-discovery and mastery of knowledge in the course of solving the problem; • The role of the teacher as a facilitator, creating the conditions for self-discovery and learning; • The dialogic nature of learning: collaboration of students and teachers, joint problem solving , group interaction feedback; • Statement of the problem-issue at the beginning of the lesson and focus on its solving; • Inquiry-based learning (lesson as the research); • Support for different types of thinking (logical , critical, creative) • Stimulation of the autonomy and independence of thought • The creative application of knowledge for the achievement of life goals • Extensive use of group work, along with other forms (in a large group , in pairs, individually ) • Respectful and trusting style of relationship between students and teacher; • The variety and wide range of techniques and methods of learning, types of activities, sources of information • Use the effective methods of organization and evaluation of learning activities (for example, worksheets and handouts, forms of organization the learning environment, various methods of quantitative and qualitative evaluation and assessment, etc.)

16. Advantages of active/interactive learning • Independently acquire knowledge and analyze issues; • Develop logical, critical and creative thinking as well as problem-solving and decision-making skills; • Develop research skills; • Develop cooperating skills and understand the importance of mutual respect; • Provide opportunity to gain more information and skills within a shorter period of time and as a result making it possible to increase efficiency of teaching.

17. Mechanisms of the active/interactive learning Mechanism №1. Mechanism №2. re Creating a problem solving situation Necessity of dialogue and cooperation Active/ interactive learning Mechanism №3. Mechanism №4. Psychological support, Respect and Trust Student-researcher, teacher –facilitator

18. Mechanism №1.Creating a problem solving situation

19. What happens during the motivation stage? Problem-issue Assumption 2 • Assumption 1 • Assumption 3 Research Question • Check the assumptions • Finding the evidences, which could prove if any of them are correct or false?

20. Mechanism №2.Necessity of dialogue and cooperation

21. Mechanism №3.Student-researcher, teacher-facilitator

22. Mechanism №3.Student-researcher, teacher-facilitator • The students’ positionis “discoverer” or “researcher”. The students are interfering with the feasible for their developmental level the questions and problem-issue, solve them through an independent inquiry activity. However, it is very important that the students clearly understand the purpose of the learning exercise as cognitive one: what, why and how s/he is performing and what kind of the final result the students should produce. The teacher’s position is a guide or facilitator. The teacher: • must create the conditions necessary for the students to be able to conduct their inquiry, help them to define their inquiry goals and facilitate their learning process by asking relevant questions and guiding them towards sources of information; • doesn't dominate the class as a strong authority, and is not far from students; • cooperates with the students, and guides them towards what they must learn and how to learn.

23. Full participation of students in the education process Intention to learn Mechanism №4.Psychological support, Respect and Trust Trust Support Respect

24. What the child is doing when he/she would like to understand something?

25. The structure of active lesson: stages and its results Since the active learning method is inquiry-based,aimed at discovering the new knowledge,the nature of the active lesson relates to the research process.

26. The structure of active lesson: stages and its results • Lesson Stage 1: Motivation, formulation of the research question • Lesson Stage 2: Carrying out research (inquiry) • Lesson Stage 3: Sharing the information • Lesson Stage 4: Discussion and organizing the information • Lesson Stage 5: Generalization and Conclusion • Lesson Stage 6: Creative application • Lesson Stage 7: Self-evaluation and Reflection

27. Stages of the active lesson and traditional lesson

28. STAGES OF THE ACTIVE LESSON AND THEIR RESULTS

29. Stages of the active lesson and traditional lesson

30. What happens during the motivation stage? Problem-issue Assumption 2 • Assumption 1 • Assumption 3 Research Question • Check the assumptions • Finding the evidences, which could prove if any of them are correct or false?

31. Methods for designing the motivation stage

32. Evaluation of the lesson’s motivation stage • Has the motivation activated participants thinking? • The feasibility of the motivation method used. • Is motivation short and timesaving? • How much time and efforts spent the teacherdesigning the motivation?

33. Types of thinking Logical thinking I understand the world Critical thinking I evaluate the world and express my opinion Creative thinking I'm changing the world

36. Active learning methods can be classified as: • Methods that facilitate concepts and ideas understanding. They build on students’ previous experience, develop communication and decision-making skills, and focus on developing an active attitude: discussion, debate, role-play, etc. • Methods that stimulate thinking and creativity.They urge students to search and develop solutions for various problems, to engage in critical thinking and to make judgments, to compare and analyze given situations: case studies, problem solving, practice, etc. • Methods that teach students to work productively with their peers. These methods develop collaboration and mutual help skills: jigsaw puzzle, the coffee shop, small group projects, etc.

37. List of active/interactive methods • Associations • Auction • Brainstorming • Mind Mapping • Bubble Map • Concept Mapping • Group Discussion • Discussion Maps • Buzz Groups • Field Visits or Tours • Forums • The Cube • KWL (What We Already Know/ /What We Want to Know/ What We Have Learned) • Venn Diagram • Problem Solving • Role Plays • Dramatization • Simulation • Case Study • Demonstrations • Essay • Questioning Strategies

38. List of active/interactive methods • Projects • Blitz tournament • Tree of Dreams • Ideas Carpet • Thought Experiment • Drawing the posters and slogans • False Puzzle • Cinquain • Carousel • Take position • Debate • Discovery of the concept • “Do’s” & “Dont’s” • Pros & Cons • Six Hats Thinking • Reflection • Fishbone • Aquarium • Jigsaw Puzzle • Prognosis • Classify and Categorize • Make Connections

39. Ground rules for group work • Time keeping, arrival time, break times • Do not be late • Follow to time according the training schedule • Comply with the time setting • Rules on the use of mobile phones, smoking, talking  • Keep the phone switched off • Not smoking • Talking related to training activities only Participation among others: • Be an active • Listen to each other • Respect for different (each other's) opinions • Not interrupt a peer who had asked a question for clarification • Cooperate • Everybody is encouraged to express their opinions • Do not be afraid to express own opinion • Comments need to be constructive and specific, personal remarks are not allowed • Follow the rules and discipline

40. Additional Learning Resources Additional learning resources meet the varying needs of students and teachers . Websites, catalogs, graphic organizers Reading materials, periodicals Learning Resources Audio, TV,CD,DVD Manipulative activities, demonstrations, experiments, games Museums, exhibitions, performances

42. CharacteristicsofEngagingExperiences • activatepriorknowledge • foster active investigation • promotegroupinteraction • encouragecollaboration • allowfor choice • includegamesandhumor • supportmastery • nurtureindependentthinking • donotmakechildren wait

43. How children learn? • Learning requires the active participation of the learner. • People learn in a variety of ways and at different rates. • Learning is both an individual process and a social process.

44. An active learning classroom • Children choosing from available activities, materials, and experiences for substantial portions of the day • Meaningful, learner-centered experiences • Opportunities to touch, manipulate, and experiment • Opportunities to ask questions, solve problems, and think independently • A range of expectations for all children • Extensive talking, reading, and writing

45. An active learning classroom • Opportunities to make decisions and to be creative • Respect and trust for the learner • Adults learning along with children • Opportunities to learn from mistakes • Integration of content areas • Assessment as part of the daily routine

46. How teachers teach in active classroom? Teachers create environments wherein children are actively invited to seek knowledge through exploration and play. Childrenhave an active voicein initiating learning needs. Teachers respond to these needs by planning learning experiences that are: enjoyable, challenging, intellectually interesting, and which allow the learner freedom to make choices, self-direct learning, and collaborate with the teacher in the active construction of knowledge.

47. Playful approaches to higher order cognitive skills such as criticalthinking…areespeciallyimportantduringtheelementary years aschildrenbegintobeableto‘playwith ideas,’ testing their thinkingandcomparing it with that of their peers. Opportunities for creating playful challengesthathave comfortable levelofriskarecrucialduringthisageperiodandshould be available at school. Bergen & Oden, 1988

49. Can-Do Attitude The following statements related to teachers’ attitude characterize the best teachers: • “He believed in me.” • “She challenged me.” • “He was always enthusiastic.” • “She had a great sense of humor.” • “He cared about me as a person.”

50. Tips for classroom management Tip #1: Establish classroom rules immediately and enforce them consistently. Tip #2: Set logical rules and consequences. Tip #3: Use positive instead of negative language. Tip #4: Make your students feel responsible for their own learning environment. • Tip #5: Praise efforts and achievements for their own sake, not for the sake of teacher approval. Tip #6: Be mindful of different learning paces and keep the students occupied.