Objectives
The Module Learners centered methodology aims to support participants to:
Ψ Analyze different factors to improve quality of education
Ψ Discuss characteristics of learners motivation
Ψ Compare and discuss characteristics of learners centered methodology
Ψ Describe the role of the teacher/facilitator
Ψ Organize group work
Ψ Organize activities for learners: open problems; discussions; projects
Ψ Work together to make lesson plans
Ψ Observe, discuss and provide feedback of learners centered classroom practice
Ψ Analyze examples of learners centered methodology during micro-teaching sessions
Introduction:
Starting this training program, participants already possess professional knowledge and skills. Our aim is the development of professional knowledge and skills of educators to be able to assure quality education for all learners.
During each training session, applying group work, participants will be invited to share their experiences with their colleagues, discuss and try-out new approaches.
Participants will have opportunities to implement new skills during their daily teaching practice. Reflecting on their practice, they will be able to adapt content and methodologies to the local context.
Objectives:
Participants will be able to:
ό use the CIPO model to analyze different factors defining quality of education
ό discuss and rank the different roles of a teacher implementing learners centered methodology
ό discuss and propose expected outcomes for learners at the end of primary education
Introduction:
Improve quality of education is the most important aim of all educators. A lot of scientific research has been done to define when and how effective learning takes place. To present the results we consider schools as learning organizations and we use the CIPO model:
- Context
- Input
- Process
- Output
Description:
Context
The context is created by:
1. The Policy of the Government
- Importance of education
- Organization of teacher training
- Infrastructures
- Teacher/learners ratio
- Books and learning/teaching materials
- Gender equity
2. Commitment of the society
Input
We consider four inputs:
1. Effective school management
- The school is a learning organization
- Management team, teachers and learners have a shared vision
- Management team assures staff development
- Teacher/learners ratio
- Books and learning/teaching materials
- Gender equity
- Teachers are qualified and responsible
- They have high expectations of their learners
- They give positive reinforcement
- Learners
- Mutual respect between teachers and learners
- Learners take responsibility for their own learning
- Parents
- Parents are committed to their childrens learning
- Parents are kept informed about their childrens progress
Process
We describe the process as follow:
1. Ministry of Education
- The Ministry of Education defines the overall objectives
- Inspection services report on strengths and weaknesses
- Educational Counseling services provide in-service training for teachers
- Educational Counseling services provide support for learners who need special care
2. Management team
- Shared leadership
- Effective staff development
- Effective resource management
3. Teachers
- Learners centered methodology
- Active learning/teaching methods
- Variety of learning opportunities
- Learning to learn
4. Learners
- Whole development of learners: knowledge; skills and attitudes
- Development of social skills
- Formative assessment
- Regular and positive feedback
Output
The output is what we want our learners to know, to be able to do and to be, at the end of the learning/teaching process.
Examples:
Ten overall outcomes for learners:
- Life long learners
- Be able to use science and technology
- Be multi-lingual
- Have acquired scientific knowledge
- Have acquired social skills
- Be able to manage themselves and their activities responsibly and effectively
- Be able to work with others in a team, organization and community
- Know how to collect information and how to use it
- Able to solve problems by using creative and critical thinking
- Demonstrate health and environmental awareness
Ten basic competencies for teachers.
We consider the teacher as:
1. a team player
2. a partner for parents, attendants, outsiders
3. a subject expert
4. a cultural participant
5. an innovator
6. an educator
7. a member of the school community
8. a coach for learning and developmental processes
9. an organizer
10. a researche
Group activities:
Group 1 & Group 2
Teachers are an important input to assure quality of learning/teaching activities.
Discuss why.
Do you agree teachers are more than transmitters of knowledge? Consider the 10 basic competencies of teachers, rank them in order of priority. Start with the most important.
Group 3 & Group 4
In the CIPO model we present the output of quality education as 10 overall objectives for learners. Compare these objectives with the overall objectives of education in Cambodia. What are the differences?
Discuss which objectives are really important.
Try to make a ranking, starting with the most important.
Present your ranking to the whole group.
Follow-up:
During the next training session we are going to discuss which factors motivate learners to learn.
We like you to prepare this training session with your learners.
The following activity will guide you:
Ask your learners to tell/write:
1. At least 5 things that help them to learn
2. At least 5 things that make learning more difficult
At the beginning of the next training course you will present your findings.
