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    Cambridge Lower Secondary Global Perspectives Case Studies - tcm143-675802

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    The document discusses the experiences of several teachers in implementing the Cambridge Lower Secondary Global Perspectives program at their schools. It describes how the teachers initially planned lessons by discussing the learning objectives and developing questions to engage students. They found that carefully planning group work and resources helped students become curious and interactive. The teachers' roles shifted to facilitating learning as students worked through activities. At the end of the first term, teachers realized they needed to provide more detailed observations of student skills. By the end of the year, teachers felt more enriched by the content and competent in managing groups.

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    Cambridge Lower Secondary Global Perspectives Case Studies - tcm143-675802

    Uploaded by

    victor
    118 views5 pages
    The document discusses the experiences of several teachers in implementing the Cambridge Lower Secondary Global Perspectives program at their schools. It describes how the teachers initially planned lessons by discussing the learning objectives and developing questions to engage students. They found that carefully planning group work and resources helped students become curious and interactive. The teachers' roles shifted to facilitating learning as students worked through activities. At the end of the first term, teachers realized they needed to provide more detailed observations of student skills. By the end of the year, teachers felt more enriched by the content and competent in managing groups.

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    The document discusses the experiences of several teachers in implementing the Cambridge Lower Secondary Global Perspectives program at their schools. It describes how the teachers initially planned lessons by discussing the learning objectives and developing questions to engage students. They found that carefully planning group work and resources helped students become curious and interactive. The teachers' roles shifted to facilitating learning as students worked through activities. At the end of the first term, teachers realized they needed to provide more detailed observations of student skills. By the end of the year, teachers felt more enriched by the content and competent in managing groups.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    118 views5 pages

    Cambridge Lower Secondary Global Perspectives Case Studies - tcm143-675802

    Uploaded by

    victor
    The document discusses the experiences of several teachers in implementing the Cambridge Lower Secondary Global Perspectives program at their schools. It describes how the teachers initially planned lessons by discussing the learning objectives and developing questions to engage students. They found that carefully planning group work and resources helped students become curious and interactive. The teachers' roles shifted to facilitating learning as students worked through activities. At the end of the first term, teachers realized they needed to provide more detailed observations of student skills. By the end of the year, teachers felt more enriched by the content and competent in managing groups.

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    © All Rights Reserved
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    of 5

    Cambridge Lower Secondary

    Cambridge Global PerspectivesTM case studies

    Case Study: The role of the Cambridge Global Perspectives teacher

    Achama Mathew, Chief Education Officer – Bombay Cambridge Gurukul


    Bombay Cambridge International School
    Andheri East
    India

    Teachers at our school began by making lesson plans for each of


    the Challenges. We read through each Challenge a few times
    together and spent time discussing the aims and learning
    objectives. We spent a lot of time thinking about how we as
    teachers would teach the programme or how we would manage
    group work.

    We worked on our lesson plans in small groups and listed questions


    that would support learners to develop their skills. This helped us to
    focus on engaging the learners actively.

    We found that if we carefully planned the grouping of learners, the use of resources, and the key questions
    for each teaching session, the learners responded positively by being curious, interactive, and by sharing
    their learning with enthusiasm.

    As we worked through the Challenges, we found that our teaching role in the classroom had shifted to
    facilitating and supporting learners. We helped them through activities, asked questions to clarify what they
    were doing, how confident they felt in particular skills and how well they understood local and global issues.
    We were able to observe the skills develop in our learners and reflect on how skill development was
    possible.

    At the end of the first term, when we prepared the term report, we realised that some of our observations of
    learners and their participation in the sessions needed to be more detailed so that we could comment on
    their skill development effectively.

    The progression of the learning objectives in the programme really helped us to understand how the skills
    developed across the stages. We use them to cross-check our activities for the development of the skill and
    importantly to give feedback to the learners.

    By the end of the academic year, as teachers we felt more enriched with the content that the learners
    explored, more competent in managing groups, and we recognised the value of skill development.

    1
    Case Study: Planning

    Prof. Cecilia Cabrera Martirena, Head of English Studies


    Escuela y Liceo Elbio Fernandez
    Uruguay

    At the beginning the teachers felt a bit overwhelmed as they were


    invited to
    implement this new skills-based programme in addition to the
    teaching that
    they were already doing. However, as they started delivering the
    Challenges, they realised the students became more motivated
    and enthusiastic and this made them feel more confident. This
    learner reaction also inspired them to go deeper into the
    development of the Challenge and think creatively on how to guide
    the students to construct knowledge.

    The teachers worked together with the coordinator and other


    teaching colleagues, discussing different ideas, exchanging views
    and sharing materials. Implementing the programme has really
    helped us to consolidate good teaching practices such as
    collaboration patterns, peer observation and professional
    exchange techniques.

    By the end of the academic year, the teachers were producing high quality, consistent lesson plans. They
    became capable of making connections between different knowledge areas or subjects and had evolved
    into critical thinkers.

    The teachers who participated in delivering the programme have demonstrated skills that make teacher
    coordination meetings more enriching. They bring different points of view and a more thoughtful and
    creative way to plan lessons. The programme has allowed teachers to build up their lessons creatively
    around meaningful input and to work together with their peers in authentic collaboration.

    Cambridge Lower Secondary Global Perspectives case studies 2


    Case Study: Collaborative planning

    Mrs Carol Hinde, Global Perspectives, Science and Biology teacher


    Chisipite Senior School
    Zimbabwe

    For a teacher, delivering the Cambridge Global Perspectives Lower


    Secondary programme is liberating! We started our implementation by running
    a series of team brainstorming sessions where we carefully evaluated the
    activities in the Challenges. This took a lot of the scare out of the programme
    for staff. Co-creating lesson plans together then gave us structure and
    direction – although we have found that teachers need to be prepared for a
    lesson to take a path we did not anticipate, as learners respond to the
    Challenges and come up with unexpected ideas and perspectives.

    We initially chose Challenges that suited our different subject departments and
    allowed them the freedom to deliver them. As with anything new, the Challenges require planning and
    preparation so that they run smoothly. One aspect we really like is that the Challenges can be adapted to
    suit the context of any class as long as skill development is at the heart of the teaching and learning. Whilst
    the activities given have been really helpful to provide ideas on how to start, they have also inspired other
    ideas within our formal subjects.

    Our learners have told us that they enjoy different teachers being involved in the lessons, as well as
    meeting teachers to interview or survey for their Challenge work. It has been rewarding to see the learners
    appreciate the relevance of their subjects in today’s world through the delivery of the programme.

    Our Global Perspectives Challenges have become a whole school project. They have been embraced by
    the different subject departments so that it is not just a ‘stand-alone’ programme. Every teacher has a
    vested interest in making it work and it has developed not only the girls’ skills, but also the staff’s skills.

    Cambridge Lower Secondary Global Perspectives case studies 3


    Case Study: Assessment criteria

    Mrs Carol Hinde, Global Perspectives, Science and Biology teacher


    Chisipite Senior School
    Zimbabwe

    In our ongoing commitment to equip our learners with the skills needed to face
    the modern world, we started the Global Perspectives Lower Secondary
    programme in our school.

    In preparing for the Global Perspectives Checkpoint assessment which is an


    individual research report, we used the assessment criteria from Cambridge
    International to guide us. The assessment criteria is a valuable tool for
    the learners to be able to reference because it allows them to approach the
    Research Report in a self-directed manner.

    The Research Report is marked by a member of staff at the school then submitted online to Cambridge
    International for moderating. As a science teacher I had no experience in marking essays so I found the
    idea of marking the research reports daunting.

    I found it really useful to spend some time reading through the assessment criteria before beginning
    marking in order to familiarise myself with the differences between the grades. I read through the essays,
    annotating the relevant points outlined in the assessment criteria. From there it was an easy step to allocate
    marks according to the rubric and add up the final marks. The research reports are moderated by
    Cambridge International so I gained further comfort in the knowledge that they would check up on my
    marking ability. This was important to me as I was inexperienced in this field.

    I had expected marking research reports to be a time-consuming exercise but instead found it to be quick
    and painless. Not only that, I enjoyed reading the research reports as they gave me an insight into the
    learners’ interests that I had not been aware of previously. I look forward to marking more research reports
    next year.

    Cambridge Lower Secondary Global Perspectives case studies 4


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