1. Joint lesson planning for improving students’ academic achievements
Tamar Nebieridze
Principal of LEPL village Zemo Keda #2 Public School, Dedoplistskaro Municipality

2. Survey
After covering The Leadership Academy course I studied the situation at school, identified and assessed problems.
Goals of the survey- researching teaching STEM subjects in grades and pupils’ attitude to it.
Tools of research:
Observing 15 lessons.
Surveying pupils by means of interviews and questionnaires.
Pupils self-assessment questionnaire.

3. Current situation Teachers impart ready-made knowledge.
Pupils get ready information.
Knowledge is acquired in a decontextualized form.
Teacher is the main source of information.
The majority of teachers does not use computer technologies in the classroom.
Teachers is the main assessor.

4. Current situation
There is a line drawn between learning and assessment.
The only goal is getting correct answers.
Summative assessment is done only through tests (often with close-ended questions).
The environment is competitive.
Assessment is used for monitoring.

5. Desirable situation
Pupils gain knowledge through collecting information and synthesizing it with general skills, e.g., communication, critical thinking, problem solving…
Pupils are actively involved in the process of obtaining information.

6. Desirable situation
Obtained knowledge is connected with everyday real world.
Teacher is a trainer and facilitator.
Teacher and pupils jointly assess learning process.
Assessment has diagnostic and stimulating purposes.

7. Desirable situation
Learning from mistakes and getting full answers to questions.
Works, drafts, projects, researches are assessed.
The environment is collaborative and encouraging.
Both teachers and pupils are learning.

8. Interventions- what was done for achieving the purpose
Meeting with teachers of STEM subjects was organized and we discussed:
Pupils’ outcomes;
Survey results concerning pupils’ low motivation;
Weak points in planning a lesson.
We jointly listed criteria for pupil-centered lessons and lesson plans;
Lessons were planned, attended, discussed and reflected on in a systematic way.
We worked out forms of encouraging pupils.

9. Factors that assisted me
Collaborative environment
Efficient communication
Diversity of resources and their accessibility (literature on methodology, electronic resources)
Readiness for novelties
Pupils’ high interest
Involvement and engagement

10. One of the results- Irakli’s example
Problem- less communication with others, less engagement, aloofness.
Analysis- his individual needs were not studied.
What was done- pupil-centered teaching (e.g., instructions appropriate for his needs, constructive feedback, involving him in discussions and group activities).

11. Obstacles parents: teachers: pupil:
Interested only in points and memorizing new material.
teachers:
Reluctant to plan and use diverse activities.
Choosing easy ways and methods of conducting lessons.
Avoiding noise which accompanies active learning.
pupil:
interested in getting points and in memorizing material by heart

12. Thanks for attention!