Training of Master Trainers for
SME-ICT project Implementation
Esther Mwiyeria (GESCI)
9th – 10th Feb 2012
Esther.wachira@gesci.org
Ground Rules
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Everyone participates. Everyone has been invited to contribute and has an opportunity to bring value to
the discussions through ideas, thoughts, opinions
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Different opinions are welcome and valued. We do not all have to agree and can learn from
divergent thinking. Disagreement is an opportunity to learn more about an issue and ultimately make a wiser
group decision.
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Silence is agreement
One conversation at a time - limit side conversations show respect for others by listening to
their point of view and refraining from side conversations.
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Start on time; end on time. You will miss important dialogue and decisions and generally disrupt the
discussion. We should not be "punishing" the prompt by making them wait for the late-comers.
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Challenge ideas, not people. Focus on interests, not positions; separate people from the problem.
Seek to understand others point of view by asking questions and explaining the reasoning behind
someone’s opinion.
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Participate in a positive and constructive manner
Be concise and to the point with interventions to contribute to efficient time management
Stick to the agenda to achieve objectives, outputs and outcomes
No cell phones or email during the sessions unless they are being used as media.
Follow through on agreements.
Feedback on the online validation
180 responses
Validation
• Clarity
• Relevance
• Scope
Clarity of Objectives
Clarity - Accuracy
Relevance
Relevance: Engaging content
Relevance: Promotion of Learning
Scope: Coverage & understanding
Scope – Coverage:
Scope: Is there something missing
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The context domain is missing in the TPACK model
Technical skills
The competences could be listed to make them uniform
The reference materials were not enough
The resources should be separated from the modules so that it can
be easier to print and use in case of power downtimes
Tutors should be enabled with laptops
Open office is unfriendly and ambiguous and requires enough time
to learn
More specific Math content
Skills to download picture interactive videos and animation
Some of the exercises are there already but for the rest, the
facilitator will have to develop.....however, if there are some missing
things it will be better realized during T/L process
The basic skills for producing multimedia content is very important
and should be included in the topic to enhance the production and
proper use of Video and Audio
Open discussion
• Collaboration in the zones
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How have you achieved collaboration in your zone?
What has worked well?
What has not worked well?
Proposed solutions to challenges encountered
Capacity building efforts for tutors
Priority topics in digital content resources
Digital resources identification – progress so far
Use of the WIKI space for collaboration
Lesson plans for effective ICT
Integration in SME teaching
Esther Mwiyeria
SME-ICT Project Coordinator
GESCI
9th – 10th Feb 2012
Esther.wachira@gesci.org
Background
Meeting in Mpwapwa – 25th Nov 2011
Feedback on lesson evaluation
“..Although the graphics were attractive and
support the content of the lesson with the
teacher helping the students use technology
was to a good level, the use of technology to
demonstrate complex ideas and to observe
things that would otherwise be difficult to
visualize in life was at a minimum…”
Feedback on lesson evaluation
• The use of technology to interact and collaborate with
students
• The ability of the teacher to adapt the use of technology to
different learning activities
• Teachers use of technology-based tasks to engage students
was lacking
• No opportunity for student collaboration during the
learning process
• The teachers judgement on when to use or not to use
technology is largely lacking
• However the use of references was limited
• Technology was predominantly used to display images and
not to engage and involve students
• Skills in teachers reflection should be revisited and
enhanced
Feedback on lesson evaluation
General Remarks
• The teachers pedagogical approach was predominantly
leading (through lecturing and directing class activities)
• Teacher used technology to present information
Conclusion
• The required skills are those related to:
– enhancing the lesson through technology use
• using technology to enhance students involvement and
use technology to investigate and construct the
meaning of complex ideas
Review of the prepared technology
integrated lesson plans and resources
Objectives of the session
• Develop lesson plans that integrate
technology resources
• Develop one technology resource for use in
lesson implementation
• Critically evaluate lesson plans and technology
resources of peers
Group task
• Form pairs according to subjects
– Chemistry
– Physics
– Biology
– Mathematics
– English
Resources
• Lesson plans developed at the zonal level in
the different subjects
• Module 2
• Internet ?
Task description
• Each subject team should take one lesson plan
from the zones
• Go through the planned objectives, activities,
resources and timeframes
– Is there any indication on where the ICT resource will
be used in the lesson plan?
– Has TPCK been integrated in the lesson plan
• What does the team like about the lesson plan
and choice of resources
• Suggest improvements
Plenary
• Teams present their evaluation of the lesson
plans and resources
• Teams discuss suggestions for improvement of
lesson plans
Summary
• Feedback from the facilitators
Monitoring and Evaluation tools
Overview (tools)
• Workshop processes
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General workshop evaluation tools
Teachers self assessment tool
E-diary
E-portifolio
• Application of ICT in SME Teaching
– Classroom observation protocol – to be administered by the
visiting tutor
– Teacher self-reflection framework
• Reflection on the lesson before teaching
• Reflections on the Lesson after teaching
– Did the lesson differ from your expectations?
– What do you think are the reasons for the way things happene
– What would you do differently next time to make the lesson more
effective
Overview (tools)
• Impact on students learning environment
– Students questionnaire
– Students ICT questionnaire
• School visits
– Project team
– Tutors
– Inspectors
Teacher self-assessment tool
(during workshop processes)
Tool 1
• This is a questionnaire for measuring teacher
competency in applying technology, pedagogy
and content knowledge (TPACK) in teaching
and learning of Science, mathematics and
English (SME) subjects.
• Who can use the tool: Tutors/teachers
• When to use the tool: at the beginning of a
lesson/workshop
E-diary
Tool 2
• The e-diary is a teacher reflection tool that is
integrated into workshop activities. The tool is
designed to encourage teachers to
a) reflect on past teaching experiences;
b) reflect on the way they teach now;
c) reflect on the way they experience the activities in the
workshop module;
d) reflect on change as they experiment with technology
use in their classroom practice.
What is in the e-diary?
• Before the activity
– What do I understand about the new Pedagogy
in Science, Mathematics and English teaching:
• After the activity
– What I have learnt from my group tasks about
the new pedagogies and constructivist approach for
teaching Science, Mathematics and English
– What I feel about my progress so far
E-portifolio
Tool 3
• The e-portfolio is a collection of documents and artefacts that can
be used for assessing/ monitoring the work produced by
participants as they complete modules in each workshop
programme.
• What for?
– Teachers can use the e-portfolio to store and review all of the
documents and artifacts (PowerPoint presentations, lesson plans,
concept maps etc) that they produce during the workshops.
– They can share their portfolio documents/ artifacts with other
teachers in their schools when they return to their schools from the
workshops.
– They can use their portfolio documents/ artifacts as a reference to
retrieve and apply workshop ideas, concepts and artifacts (lesson
plans/ group work activities etc) in classroom practice.
When will these be of use?
• The workshop facilitators should gather samples
(photocopies) of teacher portfolios to demonstrate
the quality of products that teachers have developed
in workshop activities in March and subsequent
trainings
• The school visit teams (college tutors, inspectors and
national teams) can also gather samples of teacher
portfolios as part of the school visit programme.
• National project management team will analyze the
portfolio workshop/ school visit artifacts and include
these assessments in monitoring and evaluation
reports
Monitoring project outcomes
• Student Survey Questionnaire
– To measure the initial impact of project activities on student
performance in relation to Cognitive (performance &
Achievement), Affective (Attitudes & Disposition) and
Psychomotor (Skills & Behaviors) domains. The focus is to
continually improve all aspects of the project design and
facilitation based on field observation and student feedback
• ICT Student Questionnaire
– What Students think about Laptops in the Classroom
Overview of Monitoring and Evaluation Tools
Level 5: Student learning Outcomes in Project Pilot Schools
Tools: Student Questionnaires; School records examination results
To be used by students
Level 4: Teacher Use of New Knowledge & Skills in Project Pilot Schools Tools:
TPCK Observation Checklist; Teacher Reflection on Lesson Implementation;
Teacher and Student artifacts
To be used by tutors and teachers
Level 3: Organization Support & Change in Pilot Schools
Tools: School Inspector Checklist ; School Visit Protocol for Zonal Teams;
To be use by: College tutors. District Inspectors, National Team)
Level 2:
Teacher Learning – Workshop capacity building & reflection workshops
Tools: Teacher Self-Assessment ; Teacher workshop E-portfolios ; Teacher Workshop E-Diaries
To be used by: Workshop participants
Level 1:
Teacher Reaction - Workshop Capacity Building
Tools: Teacher Workshop Evaluation – Offline (hard copy)/ online (survey monkey)
To be used by: workshop facilitators
Asante!