Sharing Classroom Teaching Experiences: A Rare Culture Among Tanzanian Teachers
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In recent years, internet has been one of my major sources of knowledge and skills. Whether preparing to facilitate learning or studying computer programing, internet contains almost anything you would like to learn.
As a Netizen, apart from learning what others share on the internet, I also learn why they share their contents although the reasons for sharing my not always be apparent. In this article, I want to share with you the culture I learned from Western Teachers. The culture of sharing what happens in their classes. Challenges, achievements, innovations and their prospects as far as teaching and learning is concerned.
I have come cross several blogs and Websites owned by teachers themselves and some other platforms owned by educational organizations where teachers share their facilitation experiences. Through these teacher's live experiences, I have learned several aspects of teaching and learning. Among them, is the culture of sharing teaching and learning practices teachers encounter while teaching. Expressing their feelings about teaching and their readiness is among the interesting aspects.
Through this culture, some teachers have shared their new innovations including new teaching approaches and assessment. Kelly Donahue-Wallace, Author and Professor from the University of North Texas is one of the these teachers. Kelly shares her experience on how she transformed her class into a more interactive, student driven and engaging. Follow her article shared here in Pearson Website. In case you feel you cant follow the link, below is her article.
I flipped my class, now everyone talks, laughs, and works
Kelly Donahue-Wallace, Author and Professor, University of North Texas | March 2, 2017 in Higher Education
My journey
toward teaching in a flipped classroom began when I started teaching
classes that met once a week for three hours. Neither my voice nor the
students’ perseverance could handle three-hour lectures. This led me to
experiment with alternate uses of classroom time via a variety of group
and individual activities. At the same time, I was interested in
developing skills that supported our program outcomes. It seemed to me
unfair for the program to assess students on skills that we were not
developing in a transparent and consistent way in individual classes. The result was that I began to teach
sessions that were split between content delivery (lecture) and skill
development (activities) tied to specific assignments. Soon, however, I
shifted content acquisition onto the students’ shoulders and dedicated
class time exclusively to activities that reinforced the information,
explored it from different angles, and demanded that students engage it
for the entire class session. The results have been phenomenal.
Student command of and facility with the course content has improved
across the board. Now even the middle-performing third of the students
could discuss the content with the ease of the top performers. More importantly, however, students
were finally having fun in my class. Art history is fun, especially the
joy of discovery and applying learned information to new, unknown works.
But my students weren’t having fun in lecture courses. The A students
learned the content and were engaged as they furiously took notes (I
talk fast) but the rest seemed to hate being in class–or at least were
very bored. The flipped class has everyone engaged. The stronger
students help the weaker ones. The quiet ones contribute ideas and let
the more boisterous present it to the class. Everyone talks. Everyone
laughs. Everyone works.
And I have fun. I get to know my
students better than I ever have before. I know everyone’s name within
two weeks. I can’t wait to get to class each week to share the in-class
activities I have developed for them. And I spend the session delighting
in their work and engagement, noting which activities bore the most
fruit and which need to be retooled, and thinking about ways to make the
next class session even better.
I have been asked how flipping
impacts my student evaluations. The reality is that there really has not
been much of a change. My lecture courses were good lecture courses and
my evaluations reflected that. My flipped classes are good flipped
classes, and the numbers correspond as well. But flipped classes pay off
for me and my students’ learning, which counts much more than
evaluation data. In case you are interested, I presented a more in-depth webinar on flipping my art history class. View at your leisure.
------------ End of the Article------------------
Her more in-depth webinar on flipping her art history class can be view here in Youtube.This is definitely a good culture worth to be practiced by our teachers. It makes it easy for teachers to assess themselves, be assessed by peers and allow others to learn from their experiences. It also provide teachers with opportunities to share their new thinking, innovations and creativity to the outside World.
Picha: Blogger. Upimaji endelevu wa mwanafunzi ndio namna pekee ya kutoa taarifa za maendeleo ya ujifunzaji wa mwanafunzi katika kufikia malengo ya ujifunzaji yaliyokusudiwa kwake. Kwa hiyo, upimaji endelevu ni shuhguli ya msingi mno ya kuzingatiwa na mwalimu na wanafunzi. Upimaji endelevu siyo shughuli ya mwalimu peke yake. Ni mchakato wa pamoja kati ya mwalimu na manafunzi. Hii ni kusema kuwa, upimaji endelevu ni sehemu ya ujifunzaji wa mwanafunzi na ufundishaji wa mwalimu. Ikiwa tunahitaji kuona upimaji wenye tija, basi kila mmoja ni lazima atimize wajibu wake kwa kushirikiana. NWEA katika chapisho lao la mwaka 2016 linaloelezea mambo makuu manne ya kuzingatia ili kuleta ufanisi kwenye upimaji endelevu, wanaeleza kuwa upimaji endelevu ni mchakato wa pamoja kati ya mwalimu na wanafunzi wa kukusanya ushahidi wa ujifunzaji wa wanafunzi kwa lengo la kuboresha kile kinachoendelea darasani, kwa maana ya mchakato wa ujifunzaji wa wanafunzi. Ili kufanya mchak
Umbali kati ya shule na waishipo wanafunzi, hususani kwa shule za kutwa, umebainishwa na watafiti wa elimu kuwa unaathiri masomo ya mwanafunzi. Picha kutoka Fullshangwe Blog . Imetumiwa bila ruhusa. Kama nilivyodokeza katika makala iliyotangulia, makala hii inajadili mambo kadhaa ya msingi ya kuzingatia ili kuboresha na kuongeza ufanisi wa shule, hususani za msingi na sekondari. Mambo haya ni matokeo ya tafiti mbalimbali za masuala ya uboreshaji na ufanisi wa shule. Ubora wa elimu Tanzania umeendelea kushuka siku hadi siku, na mikakati kadhaa ikiwamo ya matokeo makubwa sasa imeanzishwa katika kukabiliana na changamoto hii.. Harakati yoyote ya kuboresha ufanisi na ubora wa shule hauna budi kuzingatia mambo kadhaa yakiwemo haya takayoyajadili hivi punde kwa mujibu wa tafiti mbalimbali za kielimu. Uongozi bora Tafiti za masuala ya ufanisi wa shule zinaonesha kuwa, wakuu wa shule wamekuwa kiini cha mafanikio ya shule. Tafiti hizi zinaonesha kuwa, ubora wao hufikiwa pale wana
Kila mwanafunzi anajituma wakati wa kujifunza katika harakati za kufikia malengo yao ya ujifunzaji. Picha: Mwandishi wa makala Kama mnakumbuka, kati ya mwaka 2005 na 2007 yalitokea mabadiliko ya mitaala, hususani kwa shule za msingi, sekondari na vyuo vya Ualimu. Kulikuwa na msemo uliovuma sana wa "muhamo wa ruwaza" au "paradigm shift" kwa kiingereza. Ruwaza ni mfumo au imani inayomuwezesha mtu kutekeleza jambo fulani kulingana na matakwa na taratibu fulani zinazofahamika. Kwenye ufundishaji, iliaminika kuwa mitaala yetu ilikuwa ya mfumo unaomuona mwalimu kama chanzo cha maarifa na mwanafunzi kama pipa linalosubiri kujazwa tu maarifa. Mitaala mipya inaaminika kuwa ya ruwaza tofauti, ndio maana mabadiliko haya yakaitwa ya kuhama kwa ruwaza. Namna mitaala ilivyoandikwa na namna ya kuitekeleza ni miongoni mwa mabadiliko haya. Kwa mfano, mabadiliko haya yalipelekea maandalio ya masomo yawe na kipengele cha upimaji kwa kila hatua ya somo. Pia, zimependekezw
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