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My objectives for the program (update1)
 

My objectives for the program (update1)

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    My objectives for the program (update1) My objectives for the program (update1) Document Transcript

    • TEA Program (1st February to 21 March 2010)<br />Washington, Georgia, Nebraska<br />“In Georgia State University” (4th February 2010)<br />In Benjamin E. Mays High School in Atlanta, Georgia” (16th Feb to 12th March)<br />Objectives:<br />
      • To bring back the actual practice of Learner-based approach
      • + How US teacher uses this approach in classroom
      • . She arranged the seats in groups
      • . She provided time for students to work
      • . She prepared questions in advance for the groups
      • . Activities are planned and arranged in order
      • . Her role was to provide feedback or to give some clues during discussion
      • . Students chose the task they were interested in doing (but she maintained that all tasks
      • assigned are done by asking for any volunteers to work on the tasks which were not selected.)
      • . She did enough scaffolding for students on points which were very new to them via providing
      • extra documents to read
      • . She used LCD to present something which she quoted from any sources for students (Techno.)
      • . She always asked for answers from students or asked for ideas from students
      • . In case the answer was not enough she facilitated the discussion to get them to get to the right
      • answer
      • . She usually used factual and real life examples to explain or link with the daily lesson
      • . She used instructional differentiation
      • + Gain activities / strategies / techniques used
      • . Group discussion
      • . Presentation
      • . Listening and ask for more information
      • . Think-pair share
      • . Differentiation
      • + Relationship between the teacher and class
      • . There barrier between students and teacher is fluid and flexible but with limits
      • . Students call teacher by last name
      • . Teacher and students can share their personal feelings and not afraid to talk about their family
      • . Relationship is like one family
      • .Students can tell the teacher what they don’t like or can express when they are not happy with
      • what the teacher has done
      • .
      • + Lesson plan structure (use the link)
      • . Bloom’s Taxonomy
      • . Some formats from different teachers
      • + Students’ behavior in the classroom
      • . They are really curious about learning
      • . They are very active
      • . They bring lots of ideas into classroom about the topics
      • . They ask questions
      • . Agreement and disagreement actively happen in their daily interactions
      • + Reaction (Teacher and students to the approach)
      • . Students always express their view when they don’t agree with what the teacher says
      • . They are very keen to share what’s in their mind
      • + Interaction
      • . Teacher and students are very active
      • . Open the discussion together
      • . Providing support is part of their learning and teaching
      • . Family relationship is created in this learning environment
      • + Classroom management
      • . She made sure that all students have chance to speak.
      • . She usually call student’s name when she want them to speak.
      • . Students’ achievements are displayed on the wall
      • . Text books are placed in the shelves
      • . Exit slip box is placed near the door
      • . Classroom is clean
      • . Many pieces of self-help poster are displayed on the wall
      • . There is a word wall
      • . There are two trash bins
      • To learn service learning project conducting in high school
      • + How to organize this project
      • .
      • .
      • + How to correlate service learning to the study curriculum
      • .
      • .
      • + Who correlate to service learning project in order to ensure the success of the project?
      • .
      • .
      • + How to evaluate this project
      .<br />
      • .
      Similarities (between US classroom and Cambodian classroom):<br />
      • Preparing questions in advance for the groups
      • Activities are planned and arranged in order
      • Get ideas from students
      • Late students are not allowed to get in
      • Blame students when they behave badly
      • Checking attendance every session
      • Motivate students to learn
      • They are really curious in learning
      Differences (between US classroom and Cambodian classroom):<br />
      • + Relationship between the teacher and class
      • . There barrier between students and teacher is fluid and flexible but with limits
      • . Students call teacher by last name
      • . Teacher and students can share their personal feelings and not afraid to talk about their family
      • . Relationship is like one family
      • .Students can tell the teacher what they don’t like or can express when they are not happy with
      • what the teacher has done
      • + Students’ behavior in the classroom
      • . They are really curious about learning
      • . They are very active
      • . They bring lots of ideas into classroom about the topics
      • . They ask questions
      • . Agreement and disagreement actively happen in their daily interactions
      • + Reaction
      • . Students always express their view when they don’t agree with what the teacher says
      • . They are very keen to share what’s in their mind
      • + Interaction
      • . Teacher and students are very active
      • . Providing support is part of their learning and teaching
      • . Family relationship is created in this learning environment
      • + Classroom management
      • . Text books are placed in the shelves
      • . Classroom is equipped with modern technology
      • . Everyone has chance to speak
      Effective points observed in US classroom:<br />
      • Objectives and the procedure of every lesson must be provided with timing
      • Direct positive feedback should be provided
      • Follow-up questions when the students respond or came up with some ideas
      • Exit slip (write down one thing they learnt and one question and take it to ask to the class in the next class)
      • Make use of something has happened in the classroom or some fact that happened during the day or the week to be an example for students
      • Be a facilitator (giving much time to students to do their work and to share their idea. Teacher listen and give more information or ask them some questions to make sure that they are taking about their learning context)
      • Let students choose the task they like to do but motivate and encourage them to do the task which majority of students don’t
      • Advisement class (use this to be a session to prepare students to get to their goal in life. Topic for this class usually picked by the counselor of the department and teacher who is responsible for the advisement class is the one present it)
      • 90 minute class
      • Using instructional differentiation
      • Praise the students for the right answers and also encourage students who have no idea to share
      • Time for planning is provided for all teachers at Mays High School (teacher planning schedules vary according to schools)
      • Table arrangement
      • Display students’ achievement in the classroom
      What I plan to apply immediately:<br />
      • To bring back the actual practice of Learner-based approach
      • + How US teacher uses this approach in classroom
      • . Providing enough time to work
      • . Stand on the role of facilitator and monitor
      • . Giving choice to students to choose task they want to do
      • . Providing more scaffolding
      • . Using instructional differentiation
      • . Using factual and real life examples to explain or link with the daily lesson
      • . Exit slip
      • . Advisement session
      • + Gain activities / strategies / techniques used
      • . Group discussion
      • . Presentation
      • . Listening and ask for more information
      • . Think-pair share.
      • . Differentiation
      • + Lesson plan structure (see the links)
      • . Bloom’s taxonomy
      • . Some formats from different teachers
      • + Interaction
      • . Assigning task and activities to make students more actively involved in the lesson
      • . Open the discussion together
      • . Providing support is part of their learning and teaching
      • . Creating family relationship in the learning environment
      • + Classroom management
      • . Making sure that all students have chance to speak
      • . Students’ achievements are displayed on the wall
      • . Exit slip box is placed near the door
      • . There is a word wall
      • ** Estimated difficulties in applying these ideas**
      • Advisement session:
      • - using the fixed classroom cannot be done
      • - spend much time to help students and colleagues to see advantages of this session
      • - be hard to motivate and encourage teachers to facilitate the session
      • + Plans to deal with these difficulties
      • . Make suggestion to principal to use library as an advisement classroom
      • . Put “Advisement Session” in the weekly meeting agenda
      • . Ask for some incentive for teachers who volunteer to help this session
      • . Give those teachers more opportunity
      • Provide enough scaffolding:
      • - Lack of resources
      • - Time consuming
      • + Plans to deal with these difficulties
      • . Write requests to Asian Foundation and Room to Red and Local library
      • . Combine some lessons together if they are connected
      • . Use “Exit slip” to check students’ comprehension in order to save time
      • Develop lesson plan structure:
      • - Inspectors will complain about ignorance of Format given by Ministry
      • - Fight with the conservative ideas of colleagues and person in charge
      • - Promotion will be postponed or cancelled
      • + Plans to deal with these difficulties
      • . Be patient, listen to their complains and use their input to improve the
      • transition to these new strategies
      • . Explain them about the advantages of “Flexibility”
      • . Promote ‘the idea of taking risk’ “No risk, No change”
      Future adaptation:<br />
      • . Eliminate the barrier of communication between teacher and students
      • (Adapt new things with the culture but not change the culture to achieve personal goal)
      • . Giving choice for advisement session
      • . Set up the connection between school and parents to ensure that parents get all information
      • about their children.
      • . Table arrangement
      What can’t be done:<br />
      • . Seat arrangement: (all subject teachers come to teach in one class and different teachers
      • prefer different way)
      • . Technology in the classroom: (It is absolutely impossible because of financial support and
      • maintenance)
      • Challenges during the class observation:
      - Had only morning period to be in class so that I missed so many lesson (Many lessons were conducted in the afternoon after lunch)<br />