ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING
COMPETENCIES
Active Learning….
“Instructional activities involving students in doing things and thinking about what they are
doing.” (Bonwell and Eison, 1991).
“Active learning implies that students are engaged in their own learning. Active teaching
strategies have students to do something other than taking notes or following directions…they
participate in activities..[to] construct new knowledge and build new scientific skills.”
(Handelsman et al., 2007)
“Active learning engages students in the process of learning through activities and/or
discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order
thinking and often involves group work.” (Freeman et al., 2014)
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
Spot the difference!
Source: [Link]
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
Shift in the ROLE of a TEACHER
Source: Active learning and Teaching methods for Key stages 1 &2 – North Ireland Curriculum
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
Shift in the ROLE of a STUDENT
Source: Active learning and Teaching methods for Key stages 1 &2 – North Ireland Curriculum
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
Let us look at some…..
ACTIVE LEARNING AND
TEACHING TOOLS
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
THE PAUSE PROCEDURE
The teacher can pause for 2 minutes every 12-18 minutes, encouraging
learners to discuss and rework on their notes in pairs. This approach
encourages learners to consider their understanding of what has been just
discussed in the class and organize that new knowledge as main pointers
in their notebook. It also provides an opportunity to ask questions and
clarify any doubts.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
DEMONSTRATIONS
The teacher can ask learners to predict the result of a demonstration.
After the demonstration, the learners are encouraged to discuss the
observed result and how it may have differed from their prediction. This
approach is used to test their understanding of a system by predicting an
outcome. If their prediction is incorrect, it helps them identify the
misconception and clarify the same with their peers and the teacher.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
VISIBLE THINKING ROUTINE – SEE THINK WONDER
Display an image and ask students these three questions:
1. What do you see?
2. What do you think is going on?
3. What does it make you wonder?
This routine emphasizes the importance of observations as the basis of
thinking and interpretation step that follows the close looking.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
VISIBLE THINKING ROUTINE – THINK PUZZLE EXPLORE
At the end of a topic discussion the teacher can ask students:
1. What do you think you know about this topic?
2. What questions or puzzles do you have about this topic?
3. How might you explore the puzzles we have around this topic?
This routine invites students to connect to their prior knowledge, to be
curious, and to plan for independent or group inquiry.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
VIDEO BASED COMPREHENSION
The teacher can show a small video that either introduces the topic or
summarizes the topic. At the end of the video the teacher can assign a
google form or a pen and paper based MCQ quiz to check the level of
comprehension. This allows the visual and auditory learners to express
their understanding of the topic.
This also helps to build a strong vocabulary around the topic and the
teacher can use the quiz form as a formative assessment.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
VISIBLE THINKING ROUTINE – 3-2-1 BRIDGE
The teacher can use this tool as a starter as well as for closure of the
topic. The teacher may ask students to think about the key concept or
topic and identify,
INTIAL RESPONSE NEW RESPONSE
3 WORDS 3 WORDS
2 QUESTIONS 2 QUESTIONS
1 METAPHOR/SIMILE 1 METAPHOR/SIMILE
BRIDGE
Identify how new responses connect to or shifted from initial
response
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
CONCEPT MAPS
These are visual representations of the
relationships between different concepts. A
child can summarize a unit by sketching a
general relationship between concepts and
arranging them two at a time, drawing
arrows between related concepts and
labelling with a short phrase to describe the
relationship. This approach helps learners
to actively examine and strengthen the
organization of information and also
emphasizes on the possibility of having
‘multiple right answers’.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
STRIP SEQUENCE
The learners are provided
with the steps of a process
as strip of jumbled paper
and asked to work
together to reconstruct the
correct sequence. This
strategy sharpens the
child’s logical thinking
skills and tests their
mental model of a process.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
CASE BASED LEARNING
This approach presents learners with situations
from the larger world that require them to
apply their knowledge to reach a conclusion
about an open-ended situation. In a small
group of 3-5 children, provide a case study in
which they decide what they know is relevant
to the case, what other information they may
need, and what impact their decisions may
have, considering the broader implications of
their decision making. This actively engages More information and collections of
cases are available at the National
them to the lesson idea in a collaborative way. Center for Case Study Teaching in
Science, the Case Method Website of
UC-Santa Barbara, and World History
Sources.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
CATEGORIZING GRIDS
The teacher can provide a grid that is made up of several important categories
and a list of scrambled terms, images, equations or other items. The learners
are expected to sort the correct items into different categories. This can be
followed with a few volunteers sharing their grid and answering questions that
may arise in the classroom. This approach allows them to express and
integrate the distinctions they see in a field of related items. This also allows
the teacher to address any misconceptions.
For example, I provided my student groups with jumbled images of animals
and asked them to categorize them into vertebrates and invertebrates. My
colleague provided a set of jumbled images of triangles and asked students to
categorize them into equilateral, isosceles and scalene triangles.
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
VISIBLE THINKING ROUTINE - STEP INSIDE
The teacher may present a scenario and ask learners to think about a
person or an object that is a part or connected to the event or situation in
that scenario. The learners has to place themselves within that situation
and think from that point of view. Some questions which can provide
direction are:
1. What can this person of thing see, observe or notice?
2. What might the person or thing know, understand, hold true or
believe?
3. What might the person or thing care deeply about?
4. What might the person or thing wonder about or question?
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
PLETHORA OF IDEAS…….
K-W-L CHART
RECIPROCAL CIRCLE OF
QUESTIONING VIEWPOINTS
ROLE PLAYS DIAMOND
CHART
ONLINE
SIMULATIONS MUSICAL
P-M-I CHART CORNERS
TWO STARS GALLERY
AND A WISH WALK
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
FOOD FOR THOUGHT…..
HOW CAN WE CHANGE OUR LESSONS TO PROMOTE MORE
ACTIVE LEARNING IN THE CLASSROOMS?
PROJECT INQUIRY
BASED DESIGN BASED
LEARNING THINKING LEARNING
(PBL)
[Link]
?v=kfBa2AdjRB4 (IBL)
[Link]
[Link] ?v=OdYev6MXTOA
?v=dhwuQU2-g5g
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES
ADVANCED CERTIFICATE COURSE IN DEVELOPING TEACHING COMPETENCIES