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Introducing TESSA

Introducing TESSA. Workshop aims. To articulate what it means to be ‘learner-centred’ To become familiar with the TESSA materials To consider how they might be integrated into teacher education progammes , in particular, as a way of modelling pedagogy. Activity 1.

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Introducing TESSA

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  1. Introducing TESSA

  2. Workshop aims • To articulate what it means to be ‘learner-centred’ • To become familiar with the TESSA materials • To consider how they might be integrated into teacher education progammes, in particular, as a way of modelling pedagogy

  3. Activity 1 • What needs to change in African classrooms in order to successfully implement the new curriculum? Focus on teachers’ practices and the students’ experience of school. What should there be more of? What should there be less of? Write your idea on a post-it note

  4. The teachers and teacher-educators should as much as possible, use methods that promote active learners’ participation and interaction. They should use methods that encourage learners to reflect, think and do rather than reproduce from rote learning. In this regard, teachers and teacher-educators are strongly advised to use the Learner-Centred Approach in the teaching and learning process. (Extract from Zambian Curriculum Framework, 2012)

  5. Activity 2 Indicate whether you think each of these statements about ‘learner-centred education’ are true (T) or false (F) ‘Learner-centred’ means that the pupils are in charge ‘Learner-centred’ means taking account of the needs of all pupils ‘Learner-centred’ means taking account of what pupils already know If you are teaching in a learner-centred way, you do not need to plan your lessons In a learner-centred lesson there will always be a lot of noise. A learner-centred teacher believes that all children can learn If pupils are working in groups then the lesson must be learner centred Learner-centred approaches are not possible with large classes Good learner-centred lessons require a lot of planning Learner-centred lessons always require a lot of resources Learner-centred means not telling pupils when they are wrong A learner-centred teacher encourages pupils to talk about their ideas

  6. Learner-centred teachers • Take account of the needs of all pupils • Take account of what pupils already know • Believe that all pupils can learn given the right support • Plan their lessons carefully but are flexible if required • Encourage pupils to talk about their ideas • Relate learning to everyday life • Adopt a variety of approaches

  7. TESSA – Resources and a programme of activities • Collaboratively produced resources for teachers • Versioned for 10 African countries • A network of teacher educators working together to improve teaching

  8. collaboration discussion consultation observation

  9. Shortages of qualified teachers Teacher training programmes too theoretical Teacher-centred approaches dominate Student achievement is low Policy aspirations not being realised Context

  10. TESSA materials • Promote student learning • Promote teacher learning • Engage students • Show teachers how to put theory into practice • Creating a demand for professional development from teachers • All are Open Educational Resources (OER)

  11. Activity 3 Learning about angles The facilitator pretends to be the teacher; the participants pretend to be pupils. (the activity is describes in the notes section)

  12. Reflecting on Activity 3 • What did you learn? • How do teachers usually teach children about different types of angles? • How did the activity support peer assessment? • How did the activity support assessment for learning? • How did the activity support all learners?

  13. TESSA units All the units have the same structure Learning outcomes for teachers Learning episode 1 Case Study 1 Activity 1 Learning episode 2 Case study 2 Activity 2 Learning episode 3 Case study 3 Key Activity Resources (up to 6)

  14. www.tessafrica.net • How many Key Resources are there? • What is the name of the teacher in Literacy, Module 3, Section 3, Case Study 2? • What is the title of Life Skills, Module 3, Section 2? • Use Working With Teachers handbook to find the name of the TESSA Executive Chair. • When and where was the Teaching Practice Supervisors’ Toolkit written? • How many Science (secondary) Biology units are there? • What scientific principle is covered in Physics, section 4, activity 3?

  15. Activity 4 Working in pairs, look at TESSA Literacy, M3, S3, Case Study 3 in detail. • What would you expect the teacher to have learnt from this case study? (concepts? skills? procedures?) • How could you use the activity (or a similar one) with student teachers?

  16. Literacy, M3, S3, Case Study 3 What can a teacher learn from this case study? • How to get students to make books to increase the resources available • Advantages of working collaboratively • How to organise group work – give every person a specific task • An example of peer assessment • How to support all learners • How to encourage thinking (this is a sequencing exercise)

  17. Feedback • What is your response to this unit?

  18. Break • Write any questions you have about TESSA on a post-it

  19. What needs to change? • How can the use of TESSA address some of these challenges?

  20. TESSA resources • Subject Resources – Literacy, Numeracy, Life Skills, Science, Social Studies (3 modules, 5 section) – total: 75 units • Key Resources • Handbooks for teacher educators and teachers • Toolkits – Teaching Practice Supervisors Toolkit, Inclusion Toolkit • Audio Resources

  21. Integrating TESSA into courses Teacher training courses have certain elements • Subject knowledge development • Pedagogical knowledge • Educational studies • Professional studies • Teaching practice and micro-teaching

  22. Overlap between TESSA OER and components of a teacher education curriculum Area D: Subject content Area A: Education Studies Area B: Subject methodology Area C: Professional studies Area E:: Teaching Practice / School internship TESSA OER

  23. Activity 5 • In a group of 3, find a TESSA resource on the website – a whole unit, a case study, a key resource, a handbook that you could use in your teaching • Explain how you would use it. Be prepared to tell us the resource you have chosen how you would use it

  24. Activity 6 How student-centred are you? What do you need to change in order to become more student-centred? Think about: - What you focus on in planning - How you take account of students prior knowledge - How you communicate with your students - Your attitude to your students - How students learn - Your role as an educator

  25. The student-centred educator

  26. TESS-India TESS-India is a sister project, with a greater range of resources. • www.tess-india.edu.in • www.edx.org (google chrome) • ‘Enhancing Teacher Education through OER’

  27. Key message Teachers and student teachers need to experience the approaches they are expected to use in their teaching. It is not sufficient to read about them or assess their skills and understanding through written tests. Teacher educators modelling the approaches in their own work is powerful; this has implications for teacher educators and the culture of the college. TESSA OER can provide the support for this change.

  28. Questionnaire • Please complete the questionnaire and return it to the facilitator

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