Presentation on theme: "Training of Master Trainers for SME-ICT project Implementation"— Presentation transcript:
1Training of Master Trainers for SME-ICT project Implementation Esther Mwiyeria (GESCI)9th – 10th Feb 2012
2Ground RulesEveryone participates. Everyone has been invited to contribute and has an opportunity to bring value to the discussions through ideas, thoughts, opinionsDifferent opinions are welcome and valued. We do not all have to agree and can learn from divergent thinking. Disagreement is an opportunity to learn more about an issue and ultimately make a wiser group decision.Silence is agreementOne conversation at a time - limit side conversations show respect for others by listening to their point of view and refraining from side conversations.Start on time; end on time. You will miss important dialogue and decisions and generally disrupt the discussion. We should not be "punishing" the prompt by making them wait for the late-comers.Challenge ideas, not people. Focus on interests, not positions; separate people from the problem.Seek to understand others point of view by asking questions and explaining the reasoning behind someone’s opinion.Participate in a positive and constructive mannerBe concise and to the point with interventions to contribute to efficient time managementStick to the agenda to achieve objectives, outputs and outcomesNo cell phones or during the sessions unless they are being used as media.Follow through on agreements.
12Scope: Is there something missing The context domain is missing in the TPACK modelTechnical skillsThe competences could be listed to make them uniformThe reference materials were not enoughThe resources should be separated from the modules so that it can be easier to print and use in case of power downtimesTutors should be enabled with laptopsOpen office is unfriendly and ambiguous and requires enough time to learnMore specific Math contentSkills to download picture interactive videos and animationSome of the exercises are there already but for the rest, the facilitator will have to develop.....however, if there are some missing things it will be better realized during T/L processThe basic skills for producing multimedia content is very important and should be included in the topic to enhance the production and proper use of Video and Audio
13Open discussion Collaboration in the zones How have you achieved collaboration in your zone?What has worked well?What has not worked well?Proposed solutions to challenges encounteredCapacity building efforts for tutorsPriority topics in digital content resourcesDigital resources identification – progress so farUse of the WIKI space for collaboration
14Lesson plans for effective ICT Integration in SME teaching Esther MwiyeriaSME-ICT Project CoordinatorGESCI9th – 10th Feb 2012
15Meeting in Mpwapwa – 25th Nov 2011 BackgroundMeeting in Mpwapwa – 25th Nov 2011
16Feedback on lesson evaluation “..Although the graphics were attractive and support the content of the lesson with the teacher helping the students use technology was to a good level, the use of technology to demonstrate complex ideas and to observe things that would otherwise be difficult to visualize in life was at a minimum…”
17Feedback on lesson evaluation The use of technology to interact and collaborate with studentsThe ability of the teacher to adapt the use of technology to different learning activitiesTeachers use of technology-based tasks to engage students was lackingNo opportunity for student collaboration during the learning processThe teachers judgement on when to use or not to use technology is largely lackingHowever the use of references was limitedTechnology was predominantly used to display images and not to engage and involve studentsSkills in teachers reflection should be revisited and enhanced
18Feedback on lesson evaluation General RemarksThe teachers pedagogical approach was predominantly leading (through lecturing and directing class activities)Teacher used technology to present informationConclusionThe required skills are those related to:enhancing the lesson through technology useusing technology to enhance students involvement and use technology to investigate and construct the meaning of complex ideas
19Review of the prepared technology integrated lesson plans and resources
20Objectives of the session Develop lesson plans that integrate technology resourcesDevelop one technology resource for use in lesson implementationCritically evaluate lesson plans and technology resources of peers
21Group task Form pairs according to subjects Chemistry Physics Biology MathematicsEnglish
22ResourcesLesson plans developed at the zonal level in the different subjectsModule 2Internet ?
23Task descriptionEach subject team should take one lesson plan from the zonesGo through the planned objectives, activities, resources and timeframesIs there any indication on where the ICT resource will be used in the lesson plan?Has TPCK been integrated in the lesson planWhat does the team like about the lesson plan and choice of resourcesSuggest improvements
24PlenaryTeams present their evaluation of the lesson plans and resourcesTeams discuss suggestions for improvement of lesson plans
27Overview (tools) Workshop processes Application of ICT in SME Teaching General workshop evaluation toolsTeachers self assessment toolE-diaryE-portifolioApplication of ICT in SME TeachingClassroom observation protocol – to be administered by the visiting tutorTeacher self-reflection frameworkReflection on the lesson before teachingReflections on the Lesson after teachingDid the lesson differ from your expectations?What do you think are the reasons for the way things happeneWhat would you do differently next time to make the lesson more effective
28Overview (tools) Impact on students learning environment School visits Students questionnaireStudents ICT questionnaireSchool visitsProject teamTutorsInspectors
29Teacher self-assessment tool (during workshop processes) This is a questionnaire for measuring teacher competency in applying technology, pedagogy and content knowledge (TPACK) in teaching and learning of Science, mathematics and English (SME) subjects.Who can use the tool: Tutors/teachersWhen to use the tool: at the beginning of a lesson/workshop
30E-diaryTool 2The e-diary is a teacher reflection tool that is integrated into workshop activities. The tool is designed to encourage teachers toa) reflect on past teaching experiences;b) reflect on the way they teach now;c) reflect on the way they experience the activities in the workshop module;d) reflect on change as they experiment with technology use in their classroom practice.
31What is in the e-diary?Before the activityWhat do I understand about the new Pedagogy in Science, Mathematics and English teaching:After the activityWhat I have learnt from my group tasks about the new pedagogies and constructivist approach for teaching Science, Mathematics and EnglishWhat I feel about my progress so far
32E-portifolioTool 3The e-portfolio is a collection of documents and artefacts that can be used for assessing/ monitoring the work produced by participants as they complete modules in each workshop programme.What for?Teachers can use the e-portfolio to store and review all of the documents and artifacts (PowerPoint presentations, lesson plans, concept maps etc) that they produce during the workshops.They can share their portfolio documents/ artifacts with other teachers in their schools when they return to their schools from the workshops.They can use their portfolio documents/ artifacts as a reference to retrieve and apply workshop ideas, concepts and artifacts (lesson plans/ group work activities etc) in classroom practice.
33When will these be of use? The workshop facilitators should gather samples (photocopies) of teacher portfolios to demonstrate the quality of products that teachers have developed in workshop activities in March and subsequent trainingsThe school visit teams (college tutors, inspectors and national teams) can also gather samples of teacher portfolios as part of the school visit programme.National project management team will analyze the portfolio workshop/ school visit artifacts and include these assessments in monitoring and evaluation reports
34Monitoring project outcomes Student Survey QuestionnaireTo measure the initial impact of project activities on student performance in relation to Cognitive (performance & Achievement), Affective (Attitudes & Disposition) and Psychomotor (Skills & Behaviors) domains. The focus is to continually improve all aspects of the project design and facilitation based on field observation and student feedbackICT Student QuestionnaireWhat Students think about Laptops in the Classroom
35Overview of Monitoring and Evaluation Tools Level 5: Student learning Outcomes in Project Pilot SchoolsTools: Student Questionnaires; School records examination resultsTo be used by studentsLevel 4: Teacher Use of New Knowledge & Skills in Project Pilot Schools Tools: TPCK Observation Checklist; Teacher Reflection on Lesson Implementation; Teacher and Student artifactsTo be used by tutors and teachersLevel 3: Organization Support & Change in Pilot SchoolsTools: School Inspector Checklist ; School Visit Protocol for Zonal Teams;To be use by: College tutors. District Inspectors, National Team)Level 2:Teacher Learning – Workshop capacity building & reflection workshopsTools: Teacher Self-Assessment ; Teacher workshop E-portfolios ; Teacher Workshop E-DiariesTo be used by: Workshop participantsLevel 1:Teacher Reaction - Workshop Capacity BuildingTools: Teacher Workshop Evaluation – Offline (hard copy)/ online (survey monkey)To be used by: workshop facilitators