My objectives for the program (update1)

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My objectives for the program (update1)

  1. 1. 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 /><ul><li>To bring back the actual practice of Learner-based approach
  2. 2. + How US teacher uses this approach in classroom
  3. 3. . She arranged the seats in groups
  4. 4. . She provided time for students to work
  5. 5. . She prepared questions in advance for the groups
  6. 6. . Activities are planned and arranged in order
  7. 7. . Her role was to provide feedback or to give some clues during discussion
  8. 8. . Students chose the task they were interested in doing (but she maintained that all tasks
  9. 9. assigned are done by asking for any volunteers to work on the tasks which were not selected.)
  10. 10. . She did enough scaffolding for students on points which were very new to them via providing
  11. 11. extra documents to read
  12. 12. . She used LCD to present something which she quoted from any sources for students (Techno.)
  13. 13. . She always asked for answers from students or asked for ideas from students
  14. 14. . In case the answer was not enough she facilitated the discussion to get them to get to the right
  15. 15. answer
  16. 16. . She usually used factual and real life examples to explain or link with the daily lesson
  17. 17. . She used instructional differentiation
  18. 18. + Gain activities / strategies / techniques used
  19. 19. . Group discussion
  20. 20. . Presentation
  21. 21. . Listening and ask for more information
  22. 22. . Think-pair share
  23. 23. . Differentiation
  24. 24. + Relationship between the teacher and class
  25. 25. . There barrier between students and teacher is fluid and flexible but with limits
  26. 26. . Students call teacher by last name
  27. 27. . Teacher and students can share their personal feelings and not afraid to talk about their family
  28. 28. . Relationship is like one family
  29. 29. .Students can tell the teacher what they don’t like or can express when they are not happy with
  30. 30. what the teacher has done
  31. 31. .
  32. 32. + Lesson plan structure (use the link)
  33. 33. . Bloom’s Taxonomy
  34. 34. . Some formats from different teachers
  35. 35. + Students’ behavior in the classroom
  36. 36. . They are really curious about learning
  37. 37. . They are very active
  38. 38. . They bring lots of ideas into classroom about the topics
  39. 39. . They ask questions
  40. 40. . Agreement and disagreement actively happen in their daily interactions
  41. 41. + Reaction (Teacher and students to the approach)
  42. 42. . Students always express their view when they don’t agree with what the teacher says
  43. 43. . They are very keen to share what’s in their mind
  44. 44. + Interaction
  45. 45. . Teacher and students are very active
  46. 46. . Open the discussion together
  47. 47. . Providing support is part of their learning and teaching
  48. 48. . Family relationship is created in this learning environment
  49. 49. + Classroom management
  50. 50. . She made sure that all students have chance to speak.
  51. 51. . She usually call student’s name when she want them to speak.
  52. 52. . Students’ achievements are displayed on the wall
  53. 53. . Text books are placed in the shelves
  54. 54. . Exit slip box is placed near the door
  55. 55. . Classroom is clean
  56. 56. . Many pieces of self-help poster are displayed on the wall
  57. 57. . There is a word wall
  58. 58. . There are two trash bins
  59. 59. To learn service learning project conducting in high school
  60. 60. + How to organize this project
  61. 61. .
  62. 62. .
  63. 63. + How to correlate service learning to the study curriculum
  64. 64. .
  65. 65. .
  66. 66. + Who correlate to service learning project in order to ensure the success of the project?
  67. 67. .
  68. 68. .
  69. 69. + How to evaluate this project</li></ul>.<br /><ul><li>.</li></ul>Similarities (between US classroom and Cambodian classroom):<br /><ul><li>Preparing questions in advance for the groups
  70. 70. Activities are planned and arranged in order
  71. 71. Get ideas from students
  72. 72. Late students are not allowed to get in
  73. 73. Blame students when they behave badly
  74. 74. Checking attendance every session
  75. 75. Motivate students to learn
  76. 76. They are really curious in learning</li></ul>Differences (between US classroom and Cambodian classroom):<br /><ul><li>+ Relationship between the teacher and class
  77. 77. . There barrier between students and teacher is fluid and flexible but with limits
  78. 78. . Students call teacher by last name
  79. 79. . Teacher and students can share their personal feelings and not afraid to talk about their family
  80. 80. . Relationship is like one family
  81. 81. .Students can tell the teacher what they don’t like or can express when they are not happy with
  82. 82. what the teacher has done
  83. 83. + Students’ behavior in the classroom
  84. 84. . They are really curious about learning
  85. 85. . They are very active
  86. 86. . They bring lots of ideas into classroom about the topics
  87. 87. . They ask questions
  88. 88. . Agreement and disagreement actively happen in their daily interactions
  89. 89. + Reaction
  90. 90. . Students always express their view when they don’t agree with what the teacher says
  91. 91. . They are very keen to share what’s in their mind
  92. 92. + Interaction
  93. 93. . Teacher and students are very active
  94. 94. . Providing support is part of their learning and teaching
  95. 95. . Family relationship is created in this learning environment
  96. 96. + Classroom management
  97. 97. . Text books are placed in the shelves
  98. 98. . Classroom is equipped with modern technology
  99. 99. . Everyone has chance to speak</li></ul>Effective points observed in US classroom:<br /><ul><li>Objectives and the procedure of every lesson must be provided with timing
  100. 100. Direct positive feedback should be provided
  101. 101. Follow-up questions when the students respond or came up with some ideas
  102. 102. Exit slip (write down one thing they learnt and one question and take it to ask to the class in the next class)
  103. 103. 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
  104. 104. 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)
  105. 105. Let students choose the task they like to do but motivate and encourage them to do the task which majority of students don’t
  106. 106. 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)
  107. 107. 90 minute class
  108. 108. Using instructional differentiation
  109. 109. Praise the students for the right answers and also encourage students who have no idea to share
  110. 110. Time for planning is provided for all teachers at Mays High School (teacher planning schedules vary according to schools)
  111. 111. Table arrangement
  112. 112. Display students’ achievement in the classroom</li></ul>What I plan to apply immediately:<br /><ul><li>To bring back the actual practice of Learner-based approach
  113. 113. + How US teacher uses this approach in classroom
  114. 114. . Providing enough time to work
  115. 115. . Stand on the role of facilitator and monitor
  116. 116. . Giving choice to students to choose task they want to do
  117. 117. . Providing more scaffolding
  118. 118. . Using instructional differentiation
  119. 119. . Using factual and real life examples to explain or link with the daily lesson
  120. 120. . Exit slip
  121. 121. . Advisement session
  122. 122. + Gain activities / strategies / techniques used
  123. 123. . Group discussion
  124. 124. . Presentation
  125. 125. . Listening and ask for more information
  126. 126. . Think-pair share.
  127. 127. . Differentiation
  128. 128. + Lesson plan structure (see the links)
  129. 129. . Bloom’s taxonomy
  130. 130. . Some formats from different teachers
  131. 131. + Interaction
  132. 132. . Assigning task and activities to make students more actively involved in the lesson
  133. 133. . Open the discussion together
  134. 134. . Providing support is part of their learning and teaching
  135. 135. . Creating family relationship in the learning environment
  136. 136. + Classroom management
  137. 137. . Making sure that all students have chance to speak
  138. 138. . Students’ achievements are displayed on the wall
  139. 139. . Exit slip box is placed near the door
  140. 140. . There is a word wall
  141. 141. ** Estimated difficulties in applying these ideas**
  142. 142. Advisement session:
  143. 143. - using the fixed classroom cannot be done
  144. 144. - spend much time to help students and colleagues to see advantages of this session
  145. 145. - be hard to motivate and encourage teachers to facilitate the session
  146. 146. + Plans to deal with these difficulties
  147. 147. . Make suggestion to principal to use library as an advisement classroom
  148. 148. . Put “Advisement Session” in the weekly meeting agenda
  149. 149. . Ask for some incentive for teachers who volunteer to help this session
  150. 150. . Give those teachers more opportunity
  151. 151. Provide enough scaffolding:
  152. 152. - Lack of resources
  153. 153. - Time consuming
  154. 154. + Plans to deal with these difficulties
  155. 155. . Write requests to Asian Foundation and Room to Red and Local library
  156. 156. . Combine some lessons together if they are connected
  157. 157. . Use “Exit slip” to check students’ comprehension in order to save time
  158. 158. Develop lesson plan structure:
  159. 159. - Inspectors will complain about ignorance of Format given by Ministry
  160. 160. - Fight with the conservative ideas of colleagues and person in charge
  161. 161. - Promotion will be postponed or cancelled
  162. 162. + Plans to deal with these difficulties
  163. 163. . Be patient, listen to their complains and use their input to improve the
  164. 164. transition to these new strategies
  165. 165. . Explain them about the advantages of “Flexibility”
  166. 166. . Promote ‘the idea of taking risk’ “No risk, No change”</li></ul>Future adaptation:<br /><ul><li>. Eliminate the barrier of communication between teacher and students
  167. 167. (Adapt new things with the culture but not change the culture to achieve personal goal)
  168. 168. . Giving choice for advisement session
  169. 169. . Set up the connection between school and parents to ensure that parents get all information
  170. 170. about their children.
  171. 171. . Table arrangement</li></ul>What can’t be done:<br /><ul><li>. Seat arrangement: (all subject teachers come to teach in one class and different teachers
  172. 172. prefer different way)
  173. 173. . Technology in the classroom: (It is absolutely impossible because of financial support and
  174. 174. maintenance)
  175. 175. Challenges during the class observation:</li></ul>- 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 />

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