News from the Provinces

Page 17 

BEFORE TRAINING

AFTER TRAINING

PROGRAM PREPARATION

• The sequence of basic competencies was exactly as in the curriculum (there was no competency mapping)

• The syllabus and lesson plans were copied from other sources without considering the conditions at the school

• Sequence of basic competencies based on competency mapping

• Syllabus is based on an analysis of the curriculum

• Lesson plans made by myself based on school syllabus & school conditions

LESSON PLANNING

• No details of timing for any of the activities

• Teaching mainly by lecturing

• Worksheets copied from books
• Poor learning ideas
• Did not use a detailed assessment rubric
• No need to keep a reflective journal

• There are detailed descriptions of each activity with timing

• Teaching methods are varied and take place within and outside the classroom

• Make my own worksheets
• Use learning ideas that supports the goals of the lesson
• Use an assessment rubric
• Write a Reflective Journal

LEARNING ACTIVITIES

• Students just listen to the teacher explaining

• Students write what the teacher tells them

• Students working on worksheets to fill in answers or answer questions Yes or No
• Not designing worksheets to encourage students to do things
• Using limited learning resources, only the textbook
• No opportunity for students to assess their learning

• Arrange students to work in groups

• Students work on challenging worksheets

• Students to produce their own work
• Encourage students to discuss their work
• Using contextual and easily available learning resources
• Involving students in reflecting on the lesson and the results achieved
• Benches and tables arrange to study in groups

CLASSROOM ENVIRONMENT

• Not arranging tables and benches for active learning

• Not using out of the classroom learning resources

• No displays of student work
• Student's work mainly notes written for homework
• Failed to value the student's work

• Enriched learning resources, inside and outside the classroom

• Using the student's work as a source of new learning

• The student's work displayed varies and includes: reports of experiments, results of observations, posters, simple teaching aids
• Always praise the work and creativity of students

Captions:
(1 and 2) Student's reflections on the skills they have learned in the lesson and their feelings while they were learning.
(3) Student's explaining their work to visitors to the education exhibition in Soppeng District.

 Sharing Innovation in Junior Secondary Education

Edition 07/August 2010