Use of Learner Centered Teaching Approach in Social ScienceALOK KUMARDecember 16, 2013Mary Lou Fulton Teacher College
3 Months Experience in ASU • Core Learning science class and reform planning By Dr. ChirstopherM. Clarke And Dr. Suzanne Painter • Dr. SwaroopMathur • Technology Modules By Dr. Keith, Dr. Archumbolt, Dr. Todd Kisskey along with Emily, Jay And Uday • McRel by Dr. B. J. Stone • Diversity and Equity Alliance by equity alliance center • TAP training by National institute for excellence in teaching Dennis dotterer • Education for Democracy by dr. Gustavo fischman • Leadership for change :innovation configuration map by Coleman
Field Experiences • Kyrena District school grade 5 level • Metro Tech High School • Desert Thunder School • ASU Downtown Campus
Places visited according to In-STEP Program • Goldfield City and Dolly Canyon Lake • Heard Museum • Desert park • kartchner caverns Park • Washington DC • Grand Canyon • Monument Valley
Reform proposal • Introduction • Problematic of the study/Rational • Topic: Use of Learner-Centered Teaching Approach in Social Science • Objectives • Action • Potential Benefits • References
Rationale • trend of rote memorization instead of understanding the concepts of Social Science • teachers adopt only the lecture method • No connection between Content Knowledge and Practical Life. • Lack of qualitative education in Social Science
Goal: To implement learner-centered method for teaching of Social Science building capacity of the In-service teachers so that the In-service teachers can apply these methods at Grade 8th level in their classroom practices.
Objective: • To develop knowledge and understanding among In-service teachers on learner centered methodology in social science. • To develop skill among the In-service teachers in implementing learner centered methodology in the teaching of social science.
Actions: • Sharing the Ideas of Reform Proposal • Selection of Sample • Observation of classes to have information on existing practices • Development of the Strategies/Plan • Orientation program for Capacity Building and Classroom Observation • School based Support • Objectives • to observe the learner-centered methodologies implemented by selected teachers • orientation program focused on the assessment and feedback mechanism • Reflection Session
Evaluation Plan • Observation of selected teachers on objectives, methodologies and assessment and feedback in social science • The TAP Rubrics used for pre-evaluation, will be used for post-evaluation after completion of my intervention • Comparison of Performance level
Benefits • To develop knowledge and understanding among In-service teachers on learner centered methodology • To develop skill among the In-service teachers in implementing learner centered methodology in the teaching of social science • capacity building of the In-service teachers • To increase creative activity and skills related to practical life of children • Creating academic atmosphere of learning
References: • Clark, C. M. (1993), Good Teacher, English Teacher’s Journal (Israel), No. 46, pp. 29-34. • Hall, Gene E. and Hord Shirley M. (2011), Implementing Change: Pattern, Principles and Potholes, • Siddiqui, Mohd. Akhtar, 2008, In-Service teacher Education, N. Delhi, A.P.H. Publishing Corporation. • Evaluation System Handbook/Training Workbook (2011), National Institute for Excellence in Teaching • National Curriculum Framework for Teacher Education 2009, N. Delhi, NCTE. • National Curriculum Framework 2005, N. Delhi, NCERT.
a THANK YOU