Ministry of Education - Guyana In collaboration with the OAS and ProFuturo FOUNDATION

2020 CARICOM INNOVATION ROUTE - ADVANCE LEVEL

MODULE 1 – TRANSFORMING THE CLASSROOM THROUGH INNOVATION Training Manual for Teachers of Riverine and Hinterland Region

MINISTRY OF EDUCATION ELIMINATING LITERACY, MODERNIZING EDUCATION, STRENGTHENING TOLERANCE

Message form the Minister of Education

Dear Teachers

Across the world, the COVID 19 pandemic (Corona Virus) continues to cause undesirable disruption to the global education systems. Guyana, as you know, was not spared. As such, we implore you to keep engaging our nation’s learners and we applaud those of you who have tried and continue to try. We heard your concerns when you told us you were uncertain about how to teach using different means, that you lacked confidence, and that you felt you were not equipped. This is our first response in partnership with the OAS and ProFuturo Foundation. This training will give you the much-needed knowledge and expose you to the tools you need to deliver education differently by being innovative and by using easily available technology.

We are aware that the cost of data is of great concern to you and we have remedied that by partnering with GTT and Digicel to zero rate the ProFuturo platform domain. This means that

when anyone accesses the training platform, data will not be consumed. If teachers have neither devices nor connectivity, we will arrange a suitable location and if teachers, as those in the hinterland and riverine areas, cannot access either, even with our help, we have arranged for part of the program to be done through these printed modules because we know that it is only a matter of time before you are able to access connectivity and devices. We will never leave you behind.

I encourage you to take this training offer with vigour so that you can be better prepared to do what you love: influence by teaching the next generations.

CONTENTS KEY TERMS

Unit 1. Introduction

1.1. Presentation

1.2. Starting point

1.3. Objectives

1.4. Contents outline

Unit 2. Learning in school 2.1. Presentation

2.2. The Finnish model

2.3. Why is so little learned?

2.4. The lack of learning.

2.5. The cone of learning

2.6. ICTs: innovative tools

2.7. The roles

Unit 3. The teacher of the 21st century 3.1. Presentation

3.2. A new role

3.3. How to transform the

classroom?

3.4. Are you prepared for change?

Unit 4. Innovation

4.1. Presentation

4.2. Ready, set, go!

4.3. Let’s go

Unit 5. Methodology

5.1. Presentation

5.1. Creation of a blog

5.2. SWOT analysis

Unit 6. Conclusion

6.1. Presentation

6.2. Summary

6.3. Practical activity

6.4. Final word

1. Active subject: Is who performs the action, the one responsible for

the benefits and effects of said action.

2. Blog: Is a website that is periodically updated and that

chronologically compiles texts or articles by one or more authors. It

gives the author total freedom to post whatever he/she believes is

pertinent.

3. GDP: The Gross Domestic Product is a macroeconomic measurement

that expresses the money of the production of a country's goods and

services during a specific period of time, normally one year.

4. ICT: Information and communication technologies.

5. Lutheran Church: Lutheranism is a protestant religious movement

institutionally inspired by the teachings of Martin Luther (1483-

1546) regarding Christianity

6. Per capita: Per person.

7. Passive subject: Is who receives the effects or benefits of the action

performed by the active subject.

8. Vocational school: Are medium superior level schools that provide a

technical education according to the chosen branch of knowledge or

specialization; for example, physicist, mathematician, medical-

technologist, electrician, etc.

STUDENTS Finnish children begin school at seven. Regardless of their capabilities, all children have class in the same classroom. The difference between the strongest student and the weakest student is minimal, and the lowest in the world. Primary school students have 75-minute breaks every day.

CLASSES AND HIGHER EDUCATION Thirty percent of all children receive extra help from teachers. Science classes have a maximum of 16 students so that everyone can perform the experiments during class. Ninety-three percent of all Finns graduate from high school, and 66% of all students enter higher education.

TESTS AND HOMEWORK Students very rarely have homework or tests during Primary school. Children are not assessed for the first six years of school.

GOVERNMENT Spends 30% less per student than what the government of the USA does. Finances 100% of the education system. There are no private schools.

TEACHERS Only spend four hours in class and have two hours of training every week. All of them must have studies in education. In 2011, only 10% of the 6,600 people (660) who presented themselves to enter university to be teachers were accepted

FINNISH METHODOLOGY Finnish teachers know

that student participation in

class

is important for acquiring

knowledge:

Students speak for 60% of

the class, proposing new

ideas and providing

answers.

During the remaining 40%,

the teacher offers

explanations and new

knowledge.

QUANTITY VS. QUALITY The same thing continues to be done. The belief still exists that problems are solved just by adding contents. In other words, children and youths will acquire more knowledge just by adding a few more years of Primary or Secondary education. The problem is related to the “quality” more than the “quantity”.

METHODOLOGIES USED Teachers continue to use unimaginative and uncreative

methods that don’t motivate children to learn. The student

becomes a “robot” that only organizes and records the

information for the time necessary to “pass the test”.

Use of ICTs The classic tools are not very effective. Because of this, teachers are recommended to migrate towards the use of new tools that make it possible for the student to remember more than 50% of what is learned. The teacher can also use ICTs to develop his/her class; for example, use videos, animations, on-line demonstrations of experiments, etc.

ICT tools During the last two modules, technological tools were presented that you as a teacher can use. Thus, according to the cone of learning, name three ICT based tools that would facilitate and improve the learning process and that you would use in class.

DEVELOP HIS/HER SKILLS AND KNOWLEDGE

Learn about ICTs, the new tools available and the education trends, among others.

PROMOTE COLLABORATIVE WORK Collaborative work is a skill that can also be

acquired. The teacher must get used to sharing his work and to receiving feedback

and information from his colleagues.

DARE TO TRY NEW THINGS Be willing to use new tools and to be

recursive. In summary, to dare to apply creativity and to be innovative.

CREATE AN IDEAL ENVIRONMENT The teacher must be forget the notion that the classroom is only for

students to go and listen to him and to answer his/her questions. He must be willing to create a relaxed and participative environment. No idea is absurd, the classroom is an environment of experimentation

where everyone is learning, and making mistakes is normal.

BE AN AGENT OF CHANGE The teacher is an influential agent on the student and makes the families and society participate, transforming him/herself into an

agent of change.

The job We have to prepare children because it will be very difficult for them to be competitive if their education doesn’t adapt to changes. In terms of jobs, more and more jobs that never existed before are in constant demand.

CREATE YOUR OWN BLOG Create a blog about your ideas for the development of a study plan and send an invitation to all your colleagues. Propose a creative idea for developing an activity and ask your colleagues to assess it and provide recommendations and suggestions. Once you have the necessary ideas, execute the activity and then share your experience. Remember to use photographs and videos to present your success story, among other tools. To create a blog, consult the recommended links in the “Material” section.

Practical activity Activity 1. Establish synergies and differences between the educational models. Your educational model vs. the Finnish model. The following are some parameters for analysis; you can put those that you consider important.

2. Of the differences, which Finnish differences do you consider

positive and should be used as references?

For example: I. Finnish teachers use technological tools during their classes. II. The parents instill the importance of education to their children. III. ______________________________________________________________________ IV. ______________________________________________________________________

>>How you will carry out the plan: • What tools you will use: ___________________________________________________ • Will you receive help or support from third parties: _____________________________ • What would you do if you didn’t receive the expected support: ____________________ >>In how much time do you expect to see the results: _____________________________ >>What do you think would be the ideal result: __________________________________ >>In the long term: • Do you expect your idea to become a mandatory element in your school’s structure? • Do you intend to continue implementing the idea? • What happens if you don’t receive support from third parties?

3. Create a plan for incorporating the positive characteristics in your class or if you want to have a greater impact in your school. You can structure the plan with the following elements: >>A positive idea or point of the Finnish system to use as model: ______________________________________________________________________ >>Who is in charge of developing the plan: ___________________________________ >>Why you believe it’s important for the educational system you work in: ______________________________________________________________________ • Who it would benefit: __________________________________________________ • How it would benefit you: _______________________________________________ • Do you think it can influence others: _______________________________________

Objective To contribute in the transformation of schools. Result Share the plan with your colleagues. Become part of the community that builds platforms and solutions for collaborative work.

Our

Model Finland

Age when children start going to school

Moment when the children are assessed

Classroom work and/or recreational classes

Materials used in class