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Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
Integrating student centered approaches in science teacher training in Cambodia
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Integrating student centered approaches in science teacher training in Cambodia

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  • What can we offer you in the next 15 minutes.
  • Province surrounding Phnom Penh, the capital of CambodiaTotal population:
  • 4 pictures:Khmer rouge picture “Tuol Sleng”AgricultureBusy PP
  • Lack of teachers: picture of large classCauses:High birth rate (after KR fell)Lack of qualified teachersLack of school buildings & materialsLow salariesLack of teaching material: picture illustrating rote learning, small A4 poster…Lack of access to teaching resources (language, financially, IT skills)
  • Short description of educational context: EFA, Programme is aligned with other organisations, with vision on education shared by Ministry of education
  • Working toward teacher training material on science education. With techniques, examples, activities, experiments…
  • Material development:Lesson plansExperiments with manualTeacher training manualsPostersMonitoring includesfollow-up activities after workshopRegular lesson observationsYearly tests with teachers and studentsMovie fragment: SCA workshopMovie: lesson fragment with SCA try-out?
  • In cooperation with ministry of education and other donors
  • BarriersLimited knowledge and confidenceCosmetic application of student centered approachesHigh teacher rotationLimited sustainabilityEvaluationHigh student-teacher ratio and pupil-class ration
  • In contrast with “one fits all” shotgun approachTry-out techniques and discuss with teachers how to adapt to local circumstancesSCA should serve lesson objectives. Sometimes techniques are applied without considering impact on reaching lesson objectives.
  • Printed versions of full paper available in hard and soft copyInterested in teacher training manual, posters, experiments
  • Transcript

    • 1. Strengthening Student Centered Learning In Science Teaching In Cambodia<br />Global Learn Asia Pacific 2010, Penang, Malaysia<br />
    • 2. Contents<br />Cambodia<br />Country context<br />Education context<br />Student centered approaches?<br />Methodology<br />Barriers encountered<br />Lessons learned<br />Contact<br />
    • 3. 1. Cambodia<br />Kandal province<br />Teacher training college, Kandal province<br />
    • 4. 1. Cambodia<br />
    • 5. 2. Context Education<br />
    • 6. 2. Context Education<br />Education For All (EFA) by 2015 (UNESCO)<br />Child Friendly School Policy (UNICEF)<br />Focus on increased enrollment<br />Effective teaching and learning<br /><ul><li>Student centered approaches
    • 7. Skills</li></li></ul><li>3. student centered approaches<br />Versus practice of “rote learning”<br />Focus on:<br />How things work?<br />Conceptual science teaching<br />Skills<br />Active reading<br />Note taking<br />Creative writing<br />Reasoning<br />Formative assessment<br />Collaborative learning<br />Problem solving<br />
    • 8. 3. student centered approaches<br />Why?<br />Teacher satisfaction <br />Student motivation<br />Better learning<br />Different learning styles<br />Interest in science<br />
    • 9. 4. Methodology<br />
    • 10. 4. Methodology<br />Training and monitoring at other training centers<br />Testing and training at training center in Kandal <br />
    • 11. 5. Barriers<br />Lack of confidence<br />Teaching material<br />Lack of content knowledge<br />High Absenteeism<br />Curriculum & Textbook issues<br />Teacher rotation<br />Big classes<br />
    • 12. 6. Lessons Learned<br />Small groups & frequent feedback<br />Time for localization of methodologies and materials<br />E.g. adapt to lesson plan structure<br />Focus on lesson objectives<br />Monitor progress through peer-teaching and try-outs<br />Focus on time aspect of SCA<br />Quick-and-easy methodologies for fast results<br />Involve both lecturers and teachers from practice schools<br />
    • 13. 7. Further research <br />Long term monitoring to measure impact on school level.<br />In-depth analysis of barriers to student centered activities (experiments)<br />
    • 14. 8. Contact<br />Interested ?<br />VVOB Cambodia http://www.vvob.be/vvob/?q=en/cambodia_en<br />UonVirakvirak.vvobseal@gmail.com<br />StefaanVandeWallestefaan.vvobseal@gmail.com<br />

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