The
following sections of this paper report the three days training course on
teaching methodologies for the teachers of a private secondary school in the northern region of Pakistan. This report comprises the rationale, objectives, process
of the training course, achievements, challenges, and recommendations. The
training course started on July 31 and ended on August 02, 2017, comprising 5
hours per day. Total 20-course participants attended the training who were
mostly having masters degrees in different disciplines and two consultant
trainers who along with professional rich experiences earned their M. Ed
degrees from IED and NDIE conducted the training course.
Looking
at the demands of rapidly changing society, after the developments in education
in the twenty-first century, the up to date knowledge and cutting edge teaching
skills have become need of the teachers. Thus the teachers in PSS were also
needed pedagogical support and this training course responded to that call.
The
objectives of the training course were:
Providing
teachers with an opportunity to take part and harness their knowledge and
understanding about teaching and learning,
Providing
an opportunity to share experiences and learn from them
Developing
their skills on teaching methodologies and prepare them for implementing new
learning in their contexts
In
order to achieve the above mentioned objectives, the training course was
processed mentioned as under:
The
training course was started with a brief and simple opening ceremony which
started with the recitation of some verses from the Holy Quran. Then the
Consultant Trainers (CTs) introduced themselves and asked the CPs to introduce
them through sharing their names, qualification, and institutions. After the introduction
training norms were set by CTs and CPs and expectations were shared bilaterally.
The
next activity involved eliciting prior knowledge of the CPs about assessment.
After that the CTs delivered an oral presentation on what, why, and how to
assess students’ learning. Then the presentation group work was assigned to CPs
to develop a test involving objective and short subjective type test in their
subject areas. Previously developed question papers were given to the CPs to
review. Then each group presented their group work and other participants asked
questions to critique on the developed test papers. At the end of each
presentation, CFs provided feedback on the basis of delivered presentations.
The cooperative learning approach came under discussion. Through asking questions, CPs prior
understanding was found on which new learning could have been constructed. Then the CT explained the importance and
procedure of cooperative learning with the help of examples. CPs were assigned
with pair tasks to share with each other about the procedure of cooperative learning
and assigning tasks in groups.
Another
theme for the day was the emerging roles of the teachers. Reading materials were
distributed among the CPs to read in groups and share their understanding. On
sharing of understanding by each group, CT provided feedback and explained ten
standards of teachers in Pakistan. A reading task was assigned to CPs as a home
task and instructed them to present the next day.
Then
the sessions of the day were winded up through oral reflections of CPs and
feedback given by CFs. Task was assigned to be prepared to share reflections on
the sessions next day.
The
sessions of the second day were started with three to four reflections on the previous
day’s sessions by the CPs and feedback was provided on the basis of
reflections. Reflections of the CPs revealed that their existing beliefs about
teaching and learning are changing and they assured to bring about changes in
their practices in classrooms.
After
reflections, Jigsaw a strategy of cooperative learning during which a lengthy
topic in a short time can be addressed effectively was brought into discussion.
First of all, the steps of the jigsaw were explained. CPs asked questions wherever
they needed. Then through forming groups of CPs, practically jigsaw was
demonstrated. The content was taken from social studies of 8th grade
which was related to the education system in Pakistan. CPs worked in home groups
and expert groups followed by presentations. While providing feedback to CPs,
with the help of graphic presentation, CPs' learning was reinforced by clarifying
their misconceptions.
Another
them of the day was teaching methods and techniques for which a brainstorming
activity was conducted about modes of teaching, methods/approaches of teaching.
With the help of discussion, the modes of teaching such as transmission,
transaction, and transformation were covered. Inductive/deductive methods were
touched and teaching techniques were addressed in detail through hands-on
activities. Some hands-on teaching techniques such as scramble, word formation,
vocabulary tree, magic box, enlist the terms and rub to ask, hide and guess,
and so on were explained. The CPs asserted that such techniques are productive
and easily applicable in their classroom teaching.
Speed
reading in English and Urdu languages was practically demonstrated by the CTs
and it as declared that for improving reading fluency the technique of speed
reading needs to be introduced in classrooms. Homework was a short theme for
the day which was covered by identifying positive and negative impacts of
homework on students’ personalities. Some real examples of positive and
negative impacts from the classrooms were shared by the CTs and CPs. Productive,
challenging, and short homework was suggested to be assigned which could not be
cheated by the students and they would do on regular basis. Then the sessions
for the whole day were recapitulated and summed up the sessions.
Day 3: Classroom Management and Organization,
Collaborative working environment, Multiple Intelligence
The
session was started as usual
and reflections were shared following feedback
from the CFs. The reflections of CPs
revealed that have got command over regarding the addressed themes. Then
according to the plan, in order to dig out prior learning of CPs about classroom management and organization, they were assigned a group task to bring
their understanding of the topic into the drawing sheets. In groups, they
discussed their previous knowledge about classroom management and prepared
graphical presentations. After sharing their graphical presentations with the
whole class, CTs gave input on classroom management in detail. Four
dimensions of classroom management and organization were addressed through the
example and experience from classrooms.
With
the help of multimedia, one of the CTs delivered a detailed presentation on a collaborative work environment and discussed the ways people work in teams.
Requirements for teamwork, collegiality and other procedures of teamwork were
shared involving the CPs by asking questions from time to time.
The
CTs generated a discussion and elicited responses from the CPs on Multiple Intelligences.
After that CTs delivered a presentation about nine multiple intelligences. CPs
asked questions and shared examples during the presentation.
As
it was the last day of the training course and therefore CPs were given Training
Evaluation Tools (TET) to fill. A closing ceremony was held where the CPs and
CTs shared their reflections on trainings and the application of learning in
classrooms was emphasized to get the maximum benefits of the training. The
Principal of PSS shared his ideas and discussed the importance of training for the professional development of teachers. The Chairman of the governing body of PSS
shared his ideas about the efforts governing body for the development of the
school. He shared the plans for the future of the PSS and asked the teachers to
support the principal and governing body in achieving the goals of the
organization. With a vote of thanks, the closing ceremony was ended.
Some
of the major achievements during the training course are mentioned below:
A
group of twenty teachers was equipped with professional knowledge and
skills.
CTs
successfully implemented the plan in the form of a manual.
The
CPs reflected analytically on the session on daily basis.
The
CTs tried to create a conducive learning environment where the CPs raised
critical questions and showed agreements/disagreements with the CTs based on
reasoning and justifications.
- The hot weather along with the shortfall of electricity
was a big challenge for the smooth conduction of this training course
- Three days duration for the training was short
as the themes were important to be smoothly addressed
- Skewed level of understanding among the CPs as
there were some high qualified teachers while some had no strong
background of secular education.
- In the training evaluation tools, most of the
CPs recommended that the duration of training courses should be extended
- Refresher courses on the basis of application of
learning during training need to be arranged
- Follow up mechanism need to be developed after training so that the impact of training could be observed in real classrooms
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