Tarp natūros ir kultūros: mokyklos įvietinimas Jūratė Litvinaitė, Vilniaus Vy...
Dr. Ritos Dukynaitės pranešimas
1. ICSEI 2011 (International Congress for school effectiveness and Improvement) 24 –asis tarptautinis mokyklos veiksmingumo ir tobulinimo kongresas Kipras, Limassol 2011-01-04/07 Taip išgirdo ir suprato Rita Dukynaitė 2011-03-23
2. Pasaulio visuomenės jausmas Nuotrauka : Dr. Jan Robertson, Adjunct Professor, Griffith University, Brisbane, Leadership Consultant, Waiheke Island, New Zealand
10. Konceptualios sistemos (iliustracija) Šaltinis : Andreas Demetriou, Minister of Education and Culture of CYPRUS
11. Konceptualios sistemos (iliustracija) Šaltinis : Andreas Demetriou, Minister of Education and Culture of CYPRUS
12. Konceptualios sistemos (iliustracija) Šaltinis : Andreas Demetriou, Minister of Education and Culture of CYPRUS
13. Konceptualios sistemos (iliustracija) Šaltinis : Andreas Demetriou, Minister of Education and Culture of CYPRUS
14. Konceptualios sistemos (iliustracija) Šaltinis : Halia Silins, School of Education, Slindersuniversity of Souithg Australia School - and Teacher-level Factors Influencing Student Outcomes
15. Konceptualios sistemos (iliustracija) Šaltinis : Roel J. Bosker, Groningen Institute for Educational Research
16. Konceptualios sistemos (iliustracija) Šaltinis : Brekelmans (2010) “Climate change in the classroom”
37. Šaltinis : Roel J. Bosker, Groningen Institute for Educational Research
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39. Mokykla: mokosi visi mokiniai, visi mokytojai Nuotrauka: Judy Halbert, Linda Kaser, Mary-Lynn Epps, Lynn Brown Paige Fisher Nuotrauka : Dr. Judy Halbert & Dr. Linda Kaser
40. Mokymasis , ne aplinka svarbiausia Nuotrauka : Robert K Sembiring, Institute Technology Bandung, ID, Zulkardi, Universitsas Sriwijaya, Palembang, ID Kees Hoogland, APS Utrecht,NL Nuotrauka : Johanna Bell, Julie Fraser
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45. Mokykla: mokytojų „auginimas“ “… švietimo kokybės pradžių pradžia, pagrindinė magistralė – mokytojų profesinis tobulinimas …” (Stoll et al. 2003) “… švietimo sistemos kokybė negali pralenkti mokytojų kokybės …” (Mckinsey et al. 2007) Nuotrauka: Judy Halbert, Linda Kaser, Mary-Lynn Epps, Lynn Brown Paige Fisher Nuotrauka : Helen Timperley, prof. of Education The University of Auckland New Zealand
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49. Motyvacija ir emocijos Žmonės pamirš, ką tu sakei Žmonės pamirš, ką tu darei Bet žmonės nepamirš, kaip tu juos privertei jaustis People will forget what you said People will forget what you did But people will never forget how you made them feel Halia Silins , School of Education, Slindersuniversity of Souithg Australia Nuotrauka: Dr. Judy Halbert & Dr. Linda Kaser
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51. ICSEI 2011 (International Congress for school effectiveness and Improvement) 24 –asis tarptautinis mokyklos veiksmingumo ir tobulinimo kongresas Kipras, Limassol 2011-01-04/07 Taip išgirdo ir suprato Rita Dukynaitė 2011-03-23
Editor's Notes
Sparnai balandžiams, kaip pašaras katėms Sparnai ereliams kaip pašaras karvėms Sparnai paukščiams pašarus gyvūnams Skraidymas yra paukščių, kaip vaikščiojimas yra su gyvūnais Sparnai lėktuvams, kaip ratai į automobilius Sparnai lėktuvams kaip ratai motociklams Sparnai skraidymo aparatams kaip ratai valcavimo mašinoms Skraidymas skraidančioms mašinoms kaip svyravimas valcavimo mašinoms Skraidymas, vaikščiojimas, ir riedėjimo kad pasiūlymą, atsižvelgiant į suvaržymus kiekvienos gyvos būtybės ar transporto priemonių (plaukiojantys): B (paukščių):: C (pėsčiomis): D (gyvūnų)::: E (plaukiojantys): F (lėktuvais):: G (geležinkelių): H (lengvieji automobiliai) => judesio
"Anglijoje tikriausiai turi daugiau duomenų ir atlikti daugiau sudėtingų duomenų apie švietimą nei bet kuri kita jurisdikciją visame pasaulyje ". (Earl ir Fullan, 2003: 385)
achievement focused, empowering in aspiration, research based and theory rich, context specific, capacity building in nature,enquiry driven, implementation oriented, interventionist and strategic, externally supported, systemic. David Hopkins, School Improvement for Real, 2001
Reflecting on classroom observations in practical settings - experiencing classroom teaching: methodically controlled description of events, processes, systems - observation professional action - tradition of educational action research (Schön, 1983; Elliot, 1991; Posch, 2001) - closing the gap between theory and practice - creating a learning environment for student teachers in a changing world
Assessment Reform in the Asia Pacific Region Almost all major systems in the Region ( Singapore, Japan, Korea, Australia, New Zealand, PNG, Taiwan, Hong Kong ) are having assessment reform ( e.g. Hogan, 2008; CERI; Mok, Gurr, Izawa, Knipprath, Lee, Mel, Palmer, Shan, & Zhang, 2003 ). Changes: 1. Purpose: from single (selection) to multiple (selection, articulation, accountability, LEARNING) 2. Conception: from summative to formative 3. Orientation: from evaluative (what students cannot do) to supportive (what students can do & how can they be better) 4. Format: from paper to multiple (performance, project, portfolio, debate, quiz, CAT, web-based…) 5. Analysis: from CTT to Rasch-based & Multilevel 6. Initiation: from other (Teacher) to SELF (students) 7. Reporting: from Norm to Criterion and Standards reference. 8. Domain: from curric-based to curriculum-based, generic skills and affective outcomes (e.g. OBE, OTE) 8 New Paradigm: Self-directed Learning Oriented Assessment 2. Implementation strategies 3. Implications for school improvement 11 Acknowledgement: Earlier versions of this presentation had been presented to other conferences, including the 3rd Pedagogy Conference, 1- 3 June 2009, National Institute of Education, Singapore, and in the book entitled, Self-directed Learning Oriented Assessment: Assessment that Informs Learning & Empowers The Learner . HK: Pace Publications Ltd.
“ Assessment is to inform us how much we know and it is helpful to us” We found that if we teach around this Zone, students learned most effectively. …” 1. What is the desired learning goal? 2. Where are we in the learning? 3. Is there a gap between the desired goal and the achievement? 4. How can we close the gap? Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment . London: GL Assessment Hattie, J., & Timperley, H. (2007). The Power of Feedback. RER, 77(1), 81–112
Effect of schooling: Growth • Questions to address: – Do we have evidence of growth? – What is the rate of growth of this student? – Is the rate of growth of this student comparable to an average student of similar background? – Will this rate of growth lead to reaching the standard in due course?
THE COMPETENCY - BASED APPROACH The word competency is taken in the broad sense of knowledge, attitudes, skills, and “behaviors that facilitate intellectual, social, emotional, and physical growth in children” (Weber, 1972). The basic concepts of this approach are: Program requirements derived from the practice of Effective Teachers Instruction is modularized based on specific skills Requirements are stated as competencies (What teachers know about teaching is less important than their actual ability to teach) Instruction and assessment are related to demonstration of competencies However, The approach is rather decontextualised. The long detailed lists of skills which were formulated gradually resulted in a kind of fragmentation of the teacher’s role. Too many isolated skills which cannot be cover thoroughly, no matter how long the training program is. Almost no basic definite research was conducted to prove or disprove its effectiveness (Houston, 1998). There is little consideration to changes in teacher cognitions and beliefs THE HOLISTIC / REFLECTIVE APPROACH Today’s dominant orthodoxy in teachers’ training and professional development is that of reflective practice (Golby and Viant, 2007). Reflection enables practitioners to analyze, discuss, evaluate, and change their own practice, adopting an analytical approach towards their practice, Encourages them to appraise the moral and ethical implicit in classroom practices, and their own beliefs and perceptions about good teaching. Assumption: Increased reflection will translate into action and in improvements in teaching and learning. However, Major problem of content Major problem of definition (self-monitoring teachers, teachers as experimenters, teachers as researchers, teachers as inquirers etc.) Reflection separates theory and practice: Some teachers are excellent at reflecting about practice but awful in its execution (Johnston and Usher,1996). There is little solid empirical evidence that supports the view that it results in superior teaching practices with teachers (Cornford, 2002, NcNamara, 1990).
