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    Building Learning Communities

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    Ira Sandhu
    This document summarizes a professional development session focused on building learning communities and equal partnerships. The session began with an activity to introduce the concept of "ASK" (Awareness, Skills, Knowledge) and discuss how it was incorporated. Participants were then asked to consider what meaningful learning is and the factors that promote it through activities and discussion. The document outlines several activities used in the session including having participants make sense of nonsense paragraphs, memorize word pairs, and create metaphors for teachers and lecturers. It discusses comparing teaching styles from the past to present and how the roles and expectations of lecturers have changed over time.

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    Download as PDF, TXT or read online from Scribd

    Building Learning Communities

    Uploaded by

    Ira Sandhu
    55 views54 pages
    This document summarizes a professional development session focused on building learning communities and equal partnerships. The session began with an activity to introduce the concept of "ASK" (Awareness, Skills, Knowledge) and discuss how it was incorporated. Participants were then asked to consider what meaningful learning is and the factors that promote it through activities and discussion. The document outlines several activities used in the session including having participants make sense of nonsense paragraphs, memorize word pairs, and create metaphors for teachers and lecturers. It discusses comparing teaching styles from the past to present and how the roles and expectations of lecturers have changed over time.

    Original Description:

    Professional sharing by ELT practitioners

    Original Title

    BUILDING LEARNING COMMUNITIES

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    This document summarizes a professional development session focused on building learning communities and equal partnerships. The session began with an activity to introduce the concept of "ASK" (Awareness, Skills, Knowledge) and discuss how it was incorporated. Participants were then asked to consider what meaningful learning is and the factors that promote it through activities and discussion. The document outlines several activities used in the session including having participants make sense of nonsense paragraphs, memorize word pairs, and create metaphors for teachers and lecturers. It discusses comparing teaching styles from the past to present and how the roles and expectations of lecturers have changed over time.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    55 views54 pages

    Building Learning Communities

    Uploaded by

    Ira Sandhu
    This document summarizes a professional development session focused on building learning communities and equal partnerships. The session began with an activity to introduce the concept of "ASK" (Awareness, Skills, Knowledge) and discuss how it was incorporated. Participants were then asked to consider what meaningful learning is and the factors that promote it through activities and discussion. The document outlines several activities used in the session including having participants make sense of nonsense paragraphs, memorize word pairs, and create metaphors for teachers and lecturers. It discusses comparing teaching styles from the past to present and how the roles and expectations of lecturers have changed over time.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 54

    Building Learning Communities and Equal Partnerships Through Professional Development

    ASK
    Dr. Ramesh Rao

    Mahadi Saran

    Day 2 Session 1

    Roles / Disclaimer / House Rules

    1. Handphone 2. Computers 3. Procedure


    2

    Recap

    Recap!!!
    No 1 Pedagogy Quotes All of us must have Ponder Do we?

    2
    3

    Teaching

    Positive and negative side Facilitating Giving guidance Showing them (preservice & in-service teachers) the way
    Lecturing Voice of authority

    Is the line clear?


    Do we know the way?

    Who gave you the authority?


    4

    ASK

    Awareness Skills Knowledge


    5

    D2/S1/T1

    Profession- ASK

    Awareness Skills Knowledge


    7

    D2/S1/T2

    image that represents ASK ?

    The key is the of The Thekey keyto to togrowth growth growthis isthe theintroduction introduction introduction of of The key to growth is the introduction of higher higher higherdimensions dimensions dimensions of of ofconsciousness consciousness consciousness into into into higher dimensions of consciousness into our our ourawareness. awareness. awareness. our awareness. Lao Lao LaoTzu Tzu Tzu Lao Tzu A winner is someone who recognizes his A A winner winner is is someone someone who who recognizes recognizes his his Skills A winner is someone who recognizes his Skills Skills God-given talents, works God-given God-giventalents, talents,works workshis his his tail tail tailoff off offto to to God-given talents, works his tail off to develop into skills, and uses these develop developthem them theminto intoskills, skills, and and uses uses these these develop them into skills, and uses these skills skills skills to to toaccomplish accomplish accomplish his his his goals. goals. goals. skills to accomplish his goals. Larry Bird Larry LarryBird Bird Larry Bird Real knowledge is to know the extent of Real Real knowledge knowledge is is to to know know the the extent extent of of Knowledge Real knowledge is to know the extent of Knowledge Knowledge one's ignorance. one's one'signorance. ignorance. one's ignorance. Confucius Confucius Confucius Confucius

    Awareness Awareness Awareness

    POINTS TO PONDER

    10

    BUILDING LEARNING COMMUNITIES AND EQUAL PARTNERSHIPS THROUGH PROFESSIONAL DEVELOPMENT

    Setting the Stage

    11

    Day 2 Session 2

    D2/S2/H1
    Turkish Online Journal of Distance Education-TOJDE April 2009 ISSN 1302-6488 Volume: 10 Number: 2 Article 3 TEACHING PRACTICE FOR STUDENT TEACHERS OF B.ED PROGRAMME Issues, Predicaments & Suggestions

    Task Presentation (oral) Time = 15 minutes

    12

    D2/S2/H1
    Turkish Online Journal of Distance Education-TOJDE April 2009 ISSN 1302-6488 Volume: 10 Number: 2 Article 3 TEACHING PRACTICE FOR STUDENT TEACHERS OF B.ED PROGRAMME Issues, Predicaments & Suggestions

    As a trainer, you would like to use this article in an afternoon session. However you are faced with a dilemma. The time for reading is not conducive. In addition your participants have only 15 minutes to read this twentypage article. Discuss how you would use this article in your session.
    13

    1. How was `ASK incorporated in Activity 1?

    14

    POINTS TO PONDER

    15

    BUILDING LEARNING COMMUNITIES AND EQUAL PARTNERSHIPS THROUGH PROFESSIONAL DEVELOPMENT

    DAY 2 SESSION 3 Dr. Premalatha nair Dr. Ramesh Rao

    16

    ACTIVITY 1

    MAKING SENSE

    17

    INSTRUCTION:

    Read the paragraph and answer the questions.

    18

    Last Fernday, George and Tony were in Donlon peppering gloopy saples and cleaming, burly greps. Suddenly, a ditty strezzle boofed into Georges grep. Tony blaired, Oh George, that ditty strezzle is boofing your grep! Answer the following questions. 1. 2. 3. 4. When were George and Tony in Donlon? What did the ditty strezzle do to Georges grep? What kind of saples did George and Tony pepper? What was Tonys reaction?

    19

    Answers:
    1. 2. 3. 4. Last Fernday Boofed into Georges grep Gloopy saples Tony blaired, Oh George, that ditty strezzle is boofing your grep!

    20

    Question!!!

    What is meaningful learning?


    What are the factors that promote meaningful learning?

    21

    ACTIVITY 2

    REMEMBER, REMEMBER, REMEMBER

    22

    INSTRUCTION:

    In 15 seconds, memorize the following pairs of words.

    23

    CANDLE DANCER BREAD GLASS MIRROR RABBIT LAMB MOON FOOTBALL LAKE DOLLAR ELEPHANT CAR HONEY LIPS MONKEY PENCIL LETTUCE SOAP MERMAID HOUSE - DIAMOND
    24

    INSTRUCTION
    In 15 seconds, memorize the following pairs of words by visualizing the two objects interacting

    25

    EXAMPLES
    dog window (picture in your mind of a dog jumping through the window) shoes elephant (picture in your mind of an elephant wearing shoes)

    26

    Task:
    ENVELOPE SLIPPER FRECKLES APPLE TREE OCEAN CANDY MOUNTAIN SCISSORS BEAR CUSTARD LUMBER JAIL CLOWN IVY MOTHER SHEEPSKIN CANDLE BOOK PAINT LIZARD PAPER
    27

    ACTIVITY 3

    TELL ME, SHOW ME

    28

    INSTRUCTION
    Read the handout (D2/S3/T4) and answer the following question.
    To what extent do you agree with the views stated?

    29

    Metaphor

    Create one metaphor to represent a teacher and another for a lecturer.

    30

    What are the similarities and differences seen in the metaphors used to represent a teacher and a lecturer?

    31

    Points to Ponder

    32

    Spotlight on ME
    Day 2 - Session 4
    Kuruvilla C.K Joseph Mahadi Saran
    33

    Table Group Discussion


    Three people an engineer, a doctor and a teacher are put away in deep freeze for 100 years;

    34

    Table Group Discussion


    They are brought back to life after 100 years; Carry out a table group discussion with your friends and decide who, in your opinion, will get a job first the engineer, the doctor or the teacher? Provide valid reasons to support your answer.

    35

    A Joke on Teachers/ Educators!!


    Teachers do not change; Teachers use the same old outdated methods; Teachers rely on and use outdated knowledge; Teachers do not have to be creative; Teachers do not have to be innovative; Teachers know everything; Would the same apply to lecturers?
    36

    37

    38

    39

    40

    TGD: Spot the Similarities and Differences

    41

    Spot the Similarities and Differences

    1950s

    Present

    42

    How is this different?

    43

    Thinking Questions
    Does the lecture mode work? How do we use the lecture mode effectively? When do we use the lecture mode? Teaching Styles PLOWDEN Report (1960s) a report on the need to transform the teaching approach in the UK, throw out didacticism in the classroom
    44

    Teaching Styles
    Pedagogies create learning experiences

    45

    Teaching Styles DIDACTIC


    I tell you not just saying but telling Whole class teaching Desks arranged neatly, board is in front of the class Teacher is in front of the class Lecture theatre lectern: physically puts you there Authority of teachers knowledge get my knowledge into your head (unreliable way of getting information from A to B). Huge onus on teacher to know everything. Transmission information flying around and the need for the students to connect and make sense of the transmitted information
    46

    Teaching Styles EXPLORATORY


    You find out for yourself Individualized learning programmes very demanding on the teacher Learners create knowledge for themselves what students bring to class is vital Discovery learning

    47

    Teaching Styles INTERACTIONAL (Social Constructivism - Vygotsky)


    Most modern theories on education are based on Vygotskys theory We talk in many ways Variety of groupings (so long as interaction can take place) tutor can talk so long as it is the right time and right place Teacher enters learning dialogues with students (scaffolding) Jointly-constructed knowledge
    48

    Group Work
    Recall a really good lecture you attended. Describe it and say why, for you, it was so excellent. List the features of the good lecture on a mahjong paper. Nominate a rep to present on behalf of the group.

    49

    Lecturer Roles
    Has the role & job specifications of lecturers changed over the years? (Teaching, administrative work, practicum, examination/ coursework, qualifications, facilities, research/ innovation etc) Table group discussion (15 minutes) & a role-play: 3 groups
    Lecturer from the pre-1957 to 1980s era Lecturer from the 1990s to 2012 Lecturer from the future

    Hot seat a rep from each group will role-play will talk about life then and take questions from the CPs.
    50

    Plenary
    Job specifications are changing and becoming more challenging and lecturers need to keep up with the changing times. In what ways can lecturers keep up with the changing times? Read the article by Surabhi Bharati entitled A Trainers Attempt at Change (to be done if CPs are not overburdened with reading!)
    51

    Handout D2/S4/H2
    Read the newspaper article entitled Universities: Good lecturers bring lessons alive Is it true that most lecturers dont have knowledge of basic teaching as they are experts in their fields? Can the same be said of our IPG lecturers? What then distinguishes IPG lecturers from university lecturers? (Plenary)
    52

    Conclusion
    Lets now look at the title for this session: Spotlight on ME Why has it been named such? In your free time, please read the article A Trainers Attempt at Change by Surabhi Bharati a very enlightening article that touches on the changes that a teacher trainer adopted
    53

    Points to Ponder

    54

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