enhancing professional development of brunei teachers through lesson study: a preliminary study hjh...
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Enhancing Professional Development of Brunei Teachers through Lesson Study:
A Preliminary Study
Hjh Aishah binti Hj Mohd Husain & Ali Hamdani M DiahDepartment of Schools, Ministry of Education,
Brunei Darussalam
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20 February 2010
Meeting the national visionBy 2035, Brunei wishes to be recognised for:
• the accomplishments of its well-educated and highly skilled people
• the quality of life
• the dynamic and sustainable economy
To achieve this there are 8 main strategies and an education strategy is one of them
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Meeting the National curriculum change• To raise to the challenge of Vision 2035, MoE, with the
contribution of work done by National Education Review Committee, has made a change. The product of this change is the new education system for the 21st century SPN21
• The new system has 3 main changes1. Education Structure2. Curriculum and Assessment3. Technical Education
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THE 21ST CENTURY NATIONAL EDUCATION SYSTEM (SPN 21) EDUCATION STRUCTURE
2 YEAR COMMON CURRICULUM
SECONDARYGENERAL
EDUCATION PROGRAMME
FURTHER EDUCATION/UPSKILLING/EMPLOYMENT
TERTIARY EDUCATION
Nursing Diploma
Nursing Education
BGCE”A”/ VCE
Pre– University
BDTVEC(NSC,D)
Diploma
SPECI ALISED EDUCATION PROGRAMME
(5 YEAR)
SPECI AL EDUCATIONAL NEEDS
PROGRAMME(5 YEAR)
Vocational & TechnicalEducation
Specialised Education
Learning Profile
Primary School Assessment
Primary education (Year 1-6) (Age: 6-11 )
Pre School (Age: 5 )
BGCE “O” / IGCSE and other alternatives
Entry Test to ARABIC SCHOOLS at YEAR 4
ARABIC SECEDU
TERTIARYEDUCATION
POST-SECONDARYEDUCATION
SECONDARYEDUCATION
PRIMARYEDUCATION
STPU
SPU
[4/5
YEA
R]
2 YEAR COMMON CURRICULUM
SECONDARYAPPLIED
PROGRAMME
[5 Y
EA
R]
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Profile: Brunei Schools http://www.moe.edu.bn
6 Sixth Form Colleges
29 Secondary Schools
118Primary Schools
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Profile: Brunei Teachers and Students http://www.moe.edu.bn
Levels Primary Schools
Secondary Schools
Sixth Form Colleges
No of Teachers 2738 2739 678
No of Students 31010 30851 2451
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Impact of National changes• Demands on Teacher Quality:
“The quality of a school system rests on the quality of its teachers…, the quality of education cannot exceed the quality of teachers in any system of education, getting the right people to become teachers is critical to high performance..”
McKinsey & Company (2007). How the world’s best-performing school systems come out on top.
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Professional development that works• Ensure that professional development focuses on the
subject matter teachers will be teaching• Align teachers' learning opportunities with their real
work experiences, using actual curriculum materials and assessments
• Provide adequate time for professional development and ensure that extended opportunities to learn emphasise observing and analysing students’ understanding of the subject matter
• Ensure that school districts have reliable systems for evaluating the impact of professional development on teachers’ practices and students' learningResearch Points, American Education Research Association, Summer 2005
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Role of CDD with new curriculum• Prepare curriculum materials required for the
implementation of new mathematics curricular initiatives (including new syllabuses) in schools – - textbooks- workbooks- teachers’ resource books- other non-print materials
• Provide orientation and developmental workshops and training to inform teachers and school leaders implement curricular changes.
(Teacher Development by CDD to socialise the new material and text books being used in mathematics)
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Example of mathematics topics at Year 4
Role of schools in translating curriculum
• Effective school leaders are key to large-scale sustainable education reform. Creating and sharing knowledge is central to effective leadership (Fullan, 2001).
• Thus School-based Professional Development need to be emplaced and sustained.
• A norm of sharing one's knowledge with others is the key to continual growth for all.
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LESSON STUDY
PLANNING
REVIEWINGOBS
ERVING
Aims of the LS Pilot Project• To develop a group of key-teachers with an interest in
mathematics who will assist the MoE in implementing LS initiatives;
• To improve the quality of mathematics teaching and supporting teachers’ professional development in Brunei Darussalam as desire in the SPN21;
• To show that LS has an impact on pupils’ involvement in learning of mathematics.
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The LS Pilot Project - Profile3 primary schools;The headmasters & coordinators from respective
schools; 34 primary maths teachers; specialists from the CDD and University.
Year 1 and Year 4 classes involving two cycles.
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The LS Project – Instruments and Analysis
• Research Lesson Plans• Observation checklist• Interview questions
• Using mean and percentage• Similar count of responses
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Finding
• Observation checklists:– Increased by 63.4% and 46.7% for Year 1 and Year 4 on pupils’
participation, motivation, communication and involvement in the activities conducted in the lessons.
• Teachers responses:1. Positive attitude towards the lesson study process;2. Collaboration assisted teachers to be more aware of their
pedagogy and content;3. Motivation to learn new approach in pedagogy of teaching.
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The way forward• More schools in 2010?or for the next 5
years?• How can this initiative be sustained?• Experts? Do we have enough locally?• Materials/text books? Are the current ones
enough?• Sharing of lessons/depository
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