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ADB Grant 0257 SESDP Laos
Master Teachers’ Training Workshop SESDP/DSE/RIES/DTEJuly-August 2016Dr. Bernadette V. Gonzales, Team Leader
ADB Grant 0257 SESDP Laos
ADB Grant 0257 SESDP Laos
Main Objective
To prepare all central master trainors (CMT) for the training of the provincial master trainors for M7
To make sure that everyone will be properly trained on the learner-centered approach as to be applied in classrooms with UbD as the lesson planning tool.
ADB Grant 0257 SESDP Laos
CMTs need to:
Fully understand the big difference between the LCA and the traditional training approach
They must be able to fully understand the agenda They must understand that they should be good facilitators of
collaborative learning and push for the adoption of UbD in classrooms They must be keen in providing comments to the demo teaching They must encourage creative thinking They must be familiar with the pre- and post-test to be used during the
training
ADB Grant 0257 SESDP Laos
Training Steps per Agenda
1. Pre-test2. Group learning and creativity3. Familiarity with the lesson plan
shown in the subject training manual
4. Demonstration Teaching by RIES Master Trainor --- showing how to teach based on lesson plan
5. Pairing (participant A + participant B)
6. Selection and Assignment of topics
7. Preparing Lesson Plans for Demo Teaching
8. Demo Teaching9. Critiquing and assessment10. Post-test
ADB Grant 0257 SESDP Laos
First Classroom Session
1. Welcome and introduce participants 2. Present traditional lesson planning3. Present UbD lesson planning4. Give meta cards to participants 5. Compare traditional vs. UbD lesson planning in terms of
advantages/disadvantages, strengths/weaknesses
ADB Grant 0257 SESDP Laos
The Traditional Lesson Plan
OBJECTIVE CONTENT ACTIVITY TIME MATERIALS EVALUATION
ADB Grant 0257 SESDP Laos
UbD FormatStage 1- Desired Results
Established Goals: G
Understandings: U Students will understand that…
Essential Questions: Q
Students will know… K Students will be able to… S
Stage 2- Assessment Evidence
Performance Tasks: T Other Evidence: OE
Stage 3- Learning Plan
Learning Activities: L
ADB Grant 0257 SESDP Laos
What we typically (incorrectly) do
Identify content
Brainstorm activities & methods
Come up with an assessment
WithoutChecking for
Alignment
WithoutChecking for
Alignment
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3 Stages of Backward Design
1. Identify desired accomplishments
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Then and only then
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Verbs in Revised BLOOMS
ADB Grant 0257 SESDP Laos
Current MOES Piloting of UbDInform them of current MOES piloting of UbD in 5 districts, and if successful, will implement nationwide. Present Traditional Lesson Planning
Instructed to Fully Use UbD Tested for M4 ASLO in 2017 Districts
Nong, Savannakhet Taoy, Saravanh Xaichamphone, Bolikhamxay Viengxay, Huaphan Phontong, Luang Prabang
ADB Grant 0257 SESDP Laos
Performance Task (Group Analysis)Notes to Master Trainors
Make sure they have meta cards and marker pens They have to divide the class into 5 groups making sure each group
must provide an answer or answers to each question Make sure they have the participants put answers to each question in
one place. Assign each group to summarize answers to each question, in this case
for Questions 1-5 and present to class.
ADB Grant 0257 SESDP Laos
Essential Questions to be Used in Performance Task?1. Have they been using UbD in their classrooms? What are the results?
Was it good/bad? How should they improve?2. What are the current operational problems in using UbD in classrooms?3. Can they combine UbD and traditional lesson planning into one lesson
plan? What will they lose? What will they gain?4. What do we need to do to be able to fully use UbD in classrooms?5. Consolidate, integrate and summarize.
ADB Grant 0257 SESDP Laos
Demo teaching by the CMT
Show lesson plan and explain Demo teach Get feedback and provide
guidance
ADB Grant 0257 SESDP Laos
Performance Task for Master Trainors
Prepare Lesson Plan in pairs using UbD
Demo teaching Critiquing Assessment using rubrics
ADB Grant 0257 SESDP Laos
SPA Conference on the 6th day Presentation of school quality improvement measures Meta Cards Sharing on What Has Been Done so Far in Adopting the
Learner-Centered Approach in Classrooms
1. Participants will be asked to fill out first meta cards on what have they done to support adoption of the learner-centered approach in classrooms
2. Participants will be asked to write on the second meta card the results of their efforts in adopting the learner-centered approach in classrooms
ADB Grant 0257 SESDP Laos
SPA Conference on the 6th day3. Processing of learnings from the Meta Card Sharing activity
3.1 Assessing what needs to be done in building capacities of teachers towards the further use of the Learner-Centered Approach in Classrooms.3.2 What will they do to make sure teachers adapt the UbD lesson plan?3.3 What measures will they install so that a school-based approach to instructional quaility improvement is installed? 3.4 Have they implemented and use the Teacher Performance Monitoring and Evaluation (TPME) Guidelines at the school, district and provincial levels?3.5 How to further build capacities of school heads/principals so they can enhance and supervise instructional delivery in their schools?
ADB Grant 0257 SESDP Laos
SPA Conference on the 6th day3.6 What are the roles and responsibilities of school principals in capacitating teachers in the use of the learner-centered approach in classrooms? 3.7 How do they enforce use of LCA in classrooms, and how do they monitor?
3.8 Do the schools have learning action cells (LACs) in their schools, which would group same subject teachers together to meet on a regular basis so they can exchange information, review teaching/learning practices and inspire each other to adopt improvements in classrooms?
3.9 How to further use the SPA time to improve instructions and ensure that the learner centered approach is used in all secondary classrooms?
ADB Grant 0257 SESDP Laos
SPA Conference on the 6th day
4. Prepare an Instructional Quality Improvement Plan per PESS (to be presented during the SPA conference)
ADB Grant 0257 SESDP Laos
SPA Conference on the 6th dayNotes to Facilitator1. Display and presentations of best lesson plans2. Report by Province on status of the adoption of the learner –centered
approach in classrooms 2.1 Report of Accomplishments in adapting the Learner-Centered Approach in classrooms 2.2 What are the challenges?2.3 What are the lessons learned?
3. Display of all Instructional Quality Improvement Plan by PESS and presentation by selected PESS.
ADB Grant 0257 SESDP Laos
SQIM Theory (for SPA Conference)
This is for Ajarn Xayadeth to present during the SPA conference
ADB Grant 0257 SESDP Laos
SQIM TheoryTheory of Change: School-Based Quality Improvement Model to Increase student learning outcomes with the ff. elements in place
School-Based Quality
Improvement Measures
LCA using UbD
Deployment of DSPA
Use of ICT4LE
Strengthen-ing capacity
of school principals
for Instructional Leadership
Delivery of remedial classes
Strengthening quality
management structure
PESS
DESB
Incr
ease
d st
uden
t lea
rnin
g ou
tcom
e
ADB Grant 0257 SESDP Laos
SQIM 1: School-based Quality Improvement Measures (SQIM)This includes: Deployment of District Pedagogical Advisor Use of ICT for Lao education (ICT4LE) Capacity building in the use of the learner-centered approach (LCA) using Understanding
by Design (UbD) as a lesson planning tool; Strengthening of quality management structure: a) establishment of schools of quality
model/cluster management and information exchange among school principals by district through monthly quality improvement meetings to be facilitated by the DSPA; b) establishment of school-/subject-based learning cells; and, c) engaging the community to support quality improvement.
Delivery of Remedial Classes; Capacitating and empowerment of school principals on instructional leadership
ADB Grant 0257 SESDP Laos
SQIM 2: Deployment of District Pedagogical Advisor (focused on 5 districts)
5 DSPAs were deployed in 5 districts to provide ICT4LE and assist school principals and teachers in the instructional quality improvement
ADB Grant 0257 SESDP Laos
SQIM 3: Use of ICT for Lao education (ICT4LE)
DSPAs were provided laptop and small LCD They are also provided with DVDs (videos and powerpoint on the
learner-centered approach Learning channels have been set up by the MOES (please see next slide)
ADB Grant 0257 SESDP Laos
Channels/Groups Main Theme Active Members
http://www.moe.gov.la/ries/index.php/en/media-for-education/radiotv
Teacher Training by ETC/RIES
www.facebook.com/groups/TE.LAO/ Teacher Training 6,464www.facebook.com/groups/LaosLearn2013/ Assessment 65www.facebook.com/groups/SESDP.QUALITY.COUNCIL/ Task Force 40www.facebook.com/groups/Laocurriculum/ Curriculum Design 147www.facebook.com/groups/MOES.TTIs/ TTIs, Teacher Training 210https://www.facebook.com/groups/ICT.Development.TE/ Internal by DTE 53https://www.facebook.com/groups/ICT4LE.LAOS/ Internal: Strategy Dev’t Team 16www.facebook.com/groups/LaoScience.Teachers/ Science Instruction Discussions 171https://www.facebook.com/groups/Laocurriculum/ Curriculum Design 147www.facebook.com/groups/BESDP.friends/ General Educ./ Project Updates 784PAGES (for those who do not wish to “join” groups) https://www.facebook.com/LAO.EDUC.HEALTH.DEVELOPMENT
Educ. & Health Page
https://www.facebook.com/MOES.SPA.Laos/ Page for SPAs http://www.facebook.com/MOES.DSE.LAOS. DSE Page 1,579 likeshttps://www.facebook.com/SESDP.Laos/ Project Page 1,318
likes OTHER LAOS channels https://www.facebook.com/groups/educationoflaos/ General educational reform
discussions led by Civil Society35,370
https://www.youtube.com/channel/UCtP6trBtpjTd-tdQlO_mB2w
By JICA Volunteer 10.9.51.177/Laolearn Learning management system for
MOES network by ICTCintranet
ADB Grant 0257 SESDP Laos
SQIM 4: Capacity building in the use of the learner-centered approach (LCA) using Understanding by Design (UbD) as a lesson planning tool
This explains why trainors must fully understand how to deliver outcome-based education using the learner centered approach with UbD as a lesson planning tool
The M1-M7 teacher training built capacities of teachers in shifting to the learner-centered approach from the traditional approach.
ADB Grant 0257 SESDP Laos
SQIM 5: Strengthening of quality management structure
a) establishment of schools of quality model/cluster management and information exchange among school principals by district through monthly quality improvement meetings to be facilitated by the DSPA; In this model, cluster head school where the DSPA is assigned leads efforts towards quality improvement; by setting up monthly learning meetings with all school principals within the district.b) establishment of school-/subject-based learning cells; and, The school principals should set up learning cells by subject. Learning cells are composed of all subject teachers in the school, who will have to meet every month to exchange ideas, insights and observations on how to improve classroom instructions. Part of the activity is a scheduled classroom observation where a specific teacher is observed during actual teaching and is given positive re-enforcement on how to further improve her lessons.c) engaging the community to support quality improvement.The communities are engage to fund quality improvement activities like sponsoring educational tours of teacher to nearby schools, rewarding teachers with highest TPME rating, and other such activities.
ADB Grant 0257 SESDP Laos
SQIM 6: Delivery of Remedial Classes
Students who fail to meet minimum competency requirements of 5/10 must be identified
Along with at least 3 of their competent classmates, a remedial class will be conducted for them by the teacher
Remedial classes are conducted by repeating the day’s or week’s lessons and providing them exercises or drills, so they can fully understand the lesson and catch up with their classmates. The teacher must think of practical learning opportunities to make sure students learn and are able to perform tasks assigned by the teacher.
The teacher may decide to deliver the remedial class her/himself by repeating the lesson and providing specific learning opportunities for students to learn from and be able to catch up with their lessons; or,
Organize peer-to-peer learning opportunities where a student is able to exchange knowledge with another student; under the teacher’s supervision.
ADB Grant 0257 SESDP Laos
SQIM 7: Capacitating and empowerment of school principals on instructional leadership
The school principal must take a lead role in pursuing improvement in instructional delivery
He or She must learn the learner-centered approach by heart and be able to work with his/er teachers on the improvement of teaching
S/he must conduct classroom observation and provide constructive and inspiring comments to teachers
S/he must establish learning cells by subject and monitor exchanges of information and guidance on how to improve classroom performance of teachers
S/he must monitor and enforce the use of the Learner-Centered Approach in classrooms
S/he must require the preparation of UbD lesson plans and provide good advice for improvement and delivery of lessons.
ADB Grant 0257 SESDP Laos
Thank You!!!SESDP
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