Training for School

Supervisors and Inspectors

A.A. City Administration
Oct. 2020
 Participants will be able to distinguish between
Teacher Center Learning (TCL) &Student Center
Learning (SCL)
 Identify the difference between Active Learning
(AC) & Active Learning Method (ALM)
 Analyze relationship between learners’ diversity
& curriculum
 Identify major challenges of effective use ALMs
 Forward suggestions to overcome the challenges
facing application of ALMs
 Brief Entry
 Major qualities Expected from teachers as
professionals
 Categories of methods of Teaching and Learning
 Characteristics of TCL
 AL and ALM
 Philosophical foundation of Active learning
 Why ALMs ?
 Characteristics of SCL
 Types of ALMs
John, a woodcutter, worked for a company for five years but never got a
raise. The company hired Bill and within a year Bill got a raise. This
caused resentment in John and he went to his boss to talk about it. The
boss said, "You are still cutting the same number of trees you were
cutting five years ago. We are a result-oriented company and would be
happy to give you a raise if your productivity goes up." John went back,
started hitting harder and putting in longer hours but he still wasn't
able to cut more trees. He went back to his boss and told him his
dilemma. The boss told John to go and talk to Bill. "Maybe there is
something Bill knows that you and I don't." John asked Bill how he
managed to cut more trees. Bill answered, "After every tree I cut, I take
a break for two minutes and sharpen my axe. When was the last time
you sharpened your axe?" This question hit him like a bullet and John
got his answer.
 “The illiterate of the 21st Century
are not those that cannot read or
write, but those that cannot learn,
unlearn, and relearn.”
 Alvin Toffler
Traditional pictures Alternative pictures
 Learning = listening  Learning = involvement (in
 Teaching = telling
the process) +
understanding (as a
 Knowledge = object product)
 The mind =  Teaching = providing
container conditions for good learning
 An educated person  Knowledge = structure or a
= a person who story that works
knows (or  The mind = interpretative
remembers; has a activity of making meaning
lots of objects in  An educated person = a
his/her mind) person who knows how to
work with knowledge and to
relate to it
 Shifting from Instruction (teaching) to
Learning
 Paradigm shift from focus on instruction to focus
on student learning (Ginnis,2002;Burnett,2002).
 Teachers should be more concerned with how
students learn as they traditionally have been
concerned with what & how to teach (Bruer in
Ginnis,2002;Bellanca,1994).
 Instruction (teaching)  Learning
 Mission and Purposes
 Mission and Purposes
￮ Produce learning
￮ Provide/deliver instruction
￮ Elicit discovery & construction of
￮ Transfer knowledge from staff to knowledge
students
￮ Improve the quality of learning
￮ Improve the quality of instruction
 Criteria for Success
 Criteria for Success
￮ Learning & student-success
￮ Inputs, resources outcomes
￮ Quality of entering students ￮ Quality of exiting students
￮ Curriculum development, expansion ￮ Learning technologies development
￮ Quantity and quality of resources ￮ Quantity and quality of outcomes
￮ Quality of faculty, instruction ￮ Quality of students, learning
 Instruction (teaching)  Learning
 Teaching/Learning Structures
 Teaching/Learning
￮ Holistic; whole prior to parts
Structures ￮ Learning held constant, time varies
￮ Atomistic; parts prior to whole ￮ Specified learning results
￮ Time held constant, learning varies ￮ Pre/during/post assessments
￮ Covering material  Learning Theory
￮ End-of-course assessment ￮ Knowledge exists in each person's
 Learning Theory
mind and is shaped by individual
￮ Knowledge exists "out there" experience
￮ Knowledge comes in chunks and bits; ￮ Knowledge is constructed, created
delivered by instructors and gotten by ￮ Learning is a nesting and
students interacting of frameworks
￮ Learning is cumulative and linear ￮ Learning is student centered ￮
￮ Learning is teacher centered Learning environments and learning
￮ The classroom and learning are are cooperative, collaborative, &
competitive and individualistic supportive
What are major qualities
expected from teachers
as professionals?
 Knowledge of the subject-matter
 Skill of applying active learning
strategies/pedagogical knowledge
 Preparedness /having plan of action
 Knowledge about the nature of learners
 Research skill/problem solving
 Have vision/farsightedness (Munroe,1973).
 Cooperating with others, respect others
 CPD (changing the gear)
 Commitment ,devote, perseverance
 Positive thinking, be courageous in
shouldering responsibility, be
optimistic than
pessimistic(Khera,S.2002;Peale,N.,1990).
[Link]-centered methods
II. Student-centered methods
 Millions of students will struggle in
school today. Just as they do every day. In
classrooms in your school, these
students will feel discouraged,
misunderstood, and alone. Not because
they can’t learn, but because the way
they learn doesn't align with the way
they are taught.
What is teacher center
method?
What are major
characteristics of TCL?
Encompass lecture, and
teacher’s demonstration.
Teacher is considered as the
only source of knowledge.
 Low level of student choices ;Students are
passive
 Power is primarily with the lecturer
 Assume students have little useful knowledge
 The course has specific objectives relating to
what students have to know for formal-
assessment
 Present facts to students.
 Cover information that might be
available from textbook
 Structure the course to help students
pass formal assessment
 Provide information needed to pass
formal assessment
 Active learning is lifelong process ;learning from
environmental interaction through life career.
 ALM is strategy of student- centered learning
with high learner’s commitment &
involvement(Melissa, et al,2012).
 Active learning focuses on how students learn,
not just on what they learn. Students are
encouraged to ‘think hard’, rather than passively
receive information from the teacher.
 Underlying philosophies of AL/SCL are
progressivism(Dewey,) reconsturctionism ,&
existentialism (Melissa, et al.,2012).
 These philosophies put basis for Constructivism to
emerge.
 Now a days, Constructivism is considered the main
spring board for AL/SCL.
 Constructivism emphasises the fact that
learners construct or build their own
understanding.
Why ALMs ?
 “Tell me, I forget. Show me, I remember.
Involve me, I understand.”
Chinese Proverb
 “Give a man a fish; you have fed him for
today. Teach a man to fish; and you have fed
him for a lifetime.”Author unknown
 Engagement ... is the vehicle driving
STUDENT LEARNING.
 ALMs are fit to raise student
achievement with strategies for every
learner (Ginnis,2002).
 One size does not fit to
all(individualized learning).
 ALMs suit to students of d/t interest &
d/t pace of learning.
 ALMs contribute much to student’s deep
learning (critical thinking).
 Students are expected to achieve 21st century
skills( life & career skills, active learning &
technology (ICT) skills(Melisa, et al.,2012).
 This is possible through st’s engagement.
 Focus is on students’ learning &on enhancing sts’
achievement than mere teaching.
 Learning is the change in behavior is related to
the acquisition of knowledge, the development of
skills, and the formation of value systems.
• Learning takes place in three stages: the motivation
stage, the acquisition stage and the performance
stage(Brainard, 1997).
Motivation phase :

The leaner receives a stimulus to learn. This provides

the drive (kick start) for the learning process.
He/she selects information from the environment,
which is obtained by the sensory receptors.
 The Acquisition phase

• The information acquired is processed after it entered

to the short -term memory from which it can be
retrieved and exploited within a very short time.
• But the capacity of the short-term memory is very
limited. The acquired information, following rehearsal,
is stored in the long-term memory.
Performance phase :
stage of practicing what the student learned in
the process of acquisition. This continues in life.
 Experience gained through life, education and work
should play a central role in learning.
• This, constructivist, perspective on learning is called
experiential learning.
• The most widespread theory of learning from
experience is associated with David Kolb (1984)
 Experiential learning is a continuous process and
implies that we all bring to learning situations our own
knowledge, ideas, beliefs and practices;
 The continuously cycling model of learning is known as
the ‘Kolb Learning Cycle’.
 This cycle has four stages.
 Kolb’s Learning cycle

concrete Experience
( CE)

• Active Experimentation Reflective observation

• (AE) (RO)

Abstract conceptualization
(AC
 What are the benefits of active learning?
 Active learning helps students to become 'lifelong
learners‘
 In an active learning approach, learning is not only
about the content, but is also about the process.
 Active learning develops students’ autonomy and
their ability to learn.
 Active learning gives students greater involvement
and control over their learning. This means that
students are better able to continue learning once
they have left school and college.
 Active learning encourages success
 Encouraging active learning helps students
to achieve higher grades, based on their
enhanced skills and understanding.
 Because active learning encourages
students to take a central role in their own
learning, it prepares them better for both
higher education and for the workplace.
 Active learning is engaging and intellectually
exciting
 An active learning approach encourages all
students to stay focused on their learning, which
will often give them greater enthusiasm for their
studies.
 Teachers also find that they enjoy the level of
academic discussion with their students which an
active learning approach encourages.
 Discuss the main
Characteristic of SCL
 High level of student choices;· Students are active
 responsibility to learn is primarily with the
student
 STs develop communication with the teacher
,&themselves
 Provide opportunity for students to reveal
change
 Encourage students to restructure existing
knowledge with new knowledge(constructivism).
 Set aside some teaching time for students to
discuss among themselves
 Use examples to provoke debate
 Students generate own ideas & notes
 Student reflection is emphasized.
 An increased
Increased sense of
responsibility & autonomy in the
Emphasis on Accountability of
deep learning learner
learner
&understanding
, higher order Interdependence
thinking & mutual respect
between
Teacher &
Active rather ALM/SCL learner
than passive
learning ,needs
reflection Does not have one-
size-fit-
Adapted ;Melissa,et al.,2012) solutions/diversity
 ALMs have got emphasis in EHE
proclamation(2009).
 T-L process shall be student-centered
 Creation of in-class & on- campus student
enabling environments
 Curriculum design shall focus on students’
knowledge &skills to bring about attitudinal
changes
 SCL enhances students’ knowledge retention and motivation to learn

 Retention
Lecturing
Visual
symbols
Reading 10%
Aaudio-
Hearing materials 20%

Demonstrations
Seeing 30%

Dramtized experiences(Role
See &hear 50%
Play)
60%,70%,80%,90%
Direct, Purposeful
experience=write,discuss,experience,&
teach others
 To make ALMs more effective to raise students’
achievement :
There need to be proper assessment
on the basis of students’ learning
experiences,&
Assessment should be based on
planned, well-defined student
assessment techniques .
1. In 20 minutes, work with a partner and
identify a list of active learning
approaches.

2. Matching activity (active learning and

description)
 Mind mapping involves writing down a central
idea and thinking up new and related ideas which
radiate from the central idea. It requires thinking
of an idea and looking for branches out and
connections between the ideas – mapping
knowledge in a manner which help understand
and remember new information.
 Athletics

Gymnastic SPORT Football

Volleyball
• "Think-Pair-Share" is an active learning strategy
that engages students with material on an
individual level, in pairs, and finally as a large
group. It consists of three steps.
1. First, the instructor poses a prepared question
and asks individuals to think (or write) about it
quietly.
2. Second, students pair up with someone sitting
near them and share their responses verbally.
3. Third, the lecturer chooses a few pairs to briefly
summarize their ideas for the benefit of the
entire class.
 Think of
Turn to a Do you have
what you
partner and anything to
know about
reflect what share with
professional
you know the class?
enhancement
 When used at the beginning of a lecture, a Think-
Pair-Share strategy can help students organize
prior knowledge and brainstorm questions.
 When used later in the session, the strategy can
help students summarize what they're learning,
apply it to novel situations, and integrate new
information with what they already know.
 The strategy works well with groups of various
sizes and can be completed in as little as two or
three minutes, making it an ideal active learning
strategy for classes in which lecture is the primary
instructional method.
Take out a sheet of
paper and list as
many impact of
COVID-19 on
education as you
can
How different is
COVID-19
affecting girls in
urban and rural
setting?
 Like focused listing, brainstorming is an active
learning strategy in which students are asked to
recall what they know about a subject by
generating terms and ideas related to it.
 In brainstorming, however, students are
encouraged to stretch what they know by forming
creative connections between prior knowledge
and new possibilities.
 To initiate the strategy, the instructor asks
students, via a PowerPoint slide, what they know
about a topic.
 Students are instructed to begin with those things
they know to be true and systematically work
toward formulating surprising relationships they
hadn't considered before.
 Brainstorming can work well at the beginning of a
lecture to gain students' attention and prepare
them to receive the day's material, or it can be
used at the end of a lecture to summarize and
help students formulate connections between
what they've just learned and the world outside
the classroom.
 Like the previous strategies we've discussed,
brainstorming can be adapted to large or small
classes and can be completed in as little as a
minute.
 Students are asked to take turns responding to a
question or concept. All students must answer.
 Use this method as alternative to brain storming.
 Example: What should be done to help students
to reintegrate with schooling after re-opening?
 One Minute Paper: Ask students to take out a
piece of paper and write answers to a question
within one minute. The question could be about
summary of previous lesson.
Example: What was the main point of yesterday’s
lesson?
 This is a way of forcing students to read assigned
material. This can be used as an effective measure
of student comprehension. If you continue asking
similar questions in subsequent reading quizzes,
students will get a clue as to what information to
look for in a written material. The questions that
appear in the quiz might be asked to know which
student has read the material and/or
Self-reflective enquiry (self & team
learning approach).
Directed to solve problems & improve
practice
Conducted individually or in groups
Helps to develop students’ reflective
capability
 Sort of novel game through which sts can
learn
 Students differentiate what are in the
imaginary balloon.
 Students discuss & decide what is to be thrown
out first from the balloon to keep the balloon
from falling.
 It contributes to the development of students’
discussion & decision making skills.
 Small clusters of students.
A teacher puts a question to generate
many ideas on an issue
Sts discuss within short period of time
(about 2minutes) & quickly respond.
This can be used integrated with
lecture.
This can be used to students feel alert
when they are tired.
A teacher provides a problem or
situation
Students search solution by themselves.
Sts learn how to deal with a situation.
Enables students to develop problem
solving skills.
Students compete with each other to
complete a task to win & get prize.
This can be a debate, problem-solving
contest
It initiates students to participate.
A teacher provides a material to
students.
 Students read or work on the material
and demonstrate that they understood
the material.
 It can take form of assignment,
homework, research , etc
 Discussion on controversial issue.
 The class is divided into 2 groups
supporting a side of the issue
 It has chairperson to keep order &
decide the winner group.
 Helps students develop skills of
speaking & reasoning .
 After the teacher has shown & explained
how to do something, students
demonstrate .
 Students are provided with written
instruction and materials to
demonstrate
Taking a theory or idea and testing it.
It involves a very specific &controlled
method of procedure .
Students learn from what they carryout,
read, see ,and record.
From the recorded result, conclusion is
made.
 Students visit physical & historical
sites.
 They are engaged in data
collection.
 Sts write and present report.
 Discussion follows.
 Sts learn from the environment
&each other
Ways of student learning & reviewing .
Games help students be alert
participant in case of explanation or
action.
Teachers adapt games with the
materials the students learn or
activities students perform.
Eg. Bingo ,group ‘pub’ competition
quiz, computer game, board game , etc
Combination of quick active
learning techniques with lecture
method.
This breaks the monotonous
lecture and gives chance to
students to participate.
After say 15 minutes lecture,
students continue with discussion,
bubble thought, questioning ,etc
 Select two students to sit back to back
in the center of the room with other
students grouped around.
 Each student is assigned a particular
view to carryout debate.
 If an other student wants to join in,
he/she replaces the one in the center.
 Each student should be replaced in
turn.
 It is useful to discuss hot topic.
 A student is placed in the center of a group to role
play the character of famous persons.
 Other group members direct questions to the
student in the center; he/she has to respond.
 After some 2 minutes change of student in the
center and the character is undertaken.
 Is a quick activity for some 5 minutes at the
beginning
 It is intended to make students know each
other, come together, & create relationship.
 It is to break the ‘ice’ and create warmth.
 It has role in facilitating conditions for
learning.
 It can be in the form of name games,
snowballing,& different games produced by
teacher
 Takes forms of class activity, homework,
essay, research, experiment ,etc.
 Useful to discover things independently
 A student completes activity without
help from others.
 Invite other expert in your field as
guest speaker.
 Help students carryout interviews
with the guest.
 They exchange experiences and
learn more.
Divide students in small groups.
Provide an issue to work on.
Identify ‘specialist’ from each group.
Take one specialist from each group to
form new group of ‘specialist’ group.
This will create fit (jigsaw) of specialists.
Two ways of making models-by
students & by teacher.
Eg. Sts can be assigned to make
model of a globe or part of a
body.
Teacher also produces models of
reality to show to students as
teaching resource.
This is when students try out d/t
teaching methods with a small
group for 10-15 minutes for 1
student.
Sts give feedback on the mini
lesson & the method used.
It contributes to students’ skill of
planning & managing T-L.
Students are assigned to write a
newspaper report or design radio
program on a given topic
Sts should address who, what,
where, why, when ,& how ? of the
report or the program
Sts should follow format of news
reports & broadcasts; the report be
informative.
Can be done with the student sitting
beside or pairs can work with students
they haven’t worked with before
Includes completing a task,&
discussion.
This gives the chance to shy students
to voice ideas.
It also leads into a pyramiding
activity.
 Students will be assigned to prepare
what they present
 Sts present a topic in front of their class
individually or as a group.
 The teacher has to make clear the
criteria needed to develop &deliver
effective presentation.
 This helps students to develop skills of
writing & explanation.
Students are encouraged to find
solutions to problems by themselves
under the supervision of the teacher.
Sts do this individually or in groups.
Takes form of assignments, essays,&
research.
Helps students to understand &
demonstrate what they have dealt with.
 Teacher & students identify the component
of the project
 Teacher outline marking scheme of the
project
 Teacher outlines what is expected from
students.
 Teacher supervises & evaluates studens’
project plan & its implementation.
Teacher puts provoking questions to
revise & to know whether or not
students understood what they have
carried out.
Sts also ask questions.
This stimulates minds.
Questioning should target the lesson
objectives
Takes about 5-10 minutes.
Is an activity that allows students to
take time ,think over, and respond
to what they have learned or done.
Reflection can be described using
thought bubbles ,or mind map.
This addresses strengths &
weaknesses of students, & area
learned.
Is a visual representation of mind map.
Teacher divides a class into groups
Gives each group piece of paper & marker.
Gives topic to students ,& they write the
topic in the middle of the paper.
Students think as many ideas as possible
related to the topic,& write in circles
around the topic .
Students join the ideas using lines to the
central topic.
Is a reflective activity.
A teacher asks a question
students write down a thought they
have regarding the issue
They stick it on a picture of a bubble,
as if it was coming out of their mind.
Teachers can use this as an
introductory activity telling students
to write what they think they want to
learn.
 Identifying what TC and SC methods are &
distinguishing the difference b/n them is
important to make decision on what type of
methods to use.
 No single method is the best of all others; all
methods of teaching & learning methods are good
in seasons.
 On top of this , ALMs are suit to student’s pace &
capability of learning and they help to develop
students’ critical or reflective thinking.
 But as the demand of raising students’
achievement with different strategies, ALMs are
preferable.
 Encourage students to find things out &work
things out for themselves
 Encourage students to articulate ideas & derive
meanings
 Provide interactive feedback that is specific &
immediate
 Punctuate the learning (Jensen,1995 in
Ginnis,2002)
 Identify the top three critical challenges
to implement active learning and
propose remedial actions to address
them.