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Cultural and Creative Arts Manual

Cultural and Creative Arts Manual

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Published by drell54
effects of culture on creativity
effects of culture on creativity

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Categories:Types, Research
Published by: drell54 on Apr 24, 2013
Copyright:Attribution Non-commercial

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OrgLearning Consult
 –
Teacher Sensitization Cultural and Creative Arts Manual
Page | 1
Cultural and Creative Arts
 
Teacher Sensitization Manual
 
 
OrgLearning Teacher Training Department
 
OrgLearning Consult
 –
Teacher Sensitization Cultural and Creative Arts Manual
Page | 2
Foreword
 Nationally, the increasing number of Nigerian students performing at belowstandards in the core subject areas continues to dominate the national discourse oneducation reform. Numerous studies on student academic improvement point toteacher skill and knowledge base as the most powerful variable in the classroom.Teacher continuous and targeted professional development is a critical component of making sure that students are provided the learning opportunity to excel in differentsubject area. Having said this, we also understand that moving students towardssignificant gains in content achievement involves many things such as a powerfulclassroom culture, effective instructional strategies and a deep dedication tostudents and the teaching profession.The essence of this manual is to provide teachers with the thinking tools andmaterials to support their quest to meet the learning needs of all students. Themanual supports and addresses the knowledge and process gaps teachers encounterwhen dealing with student learning performance expectations. In doing that, wehave presented theory and practice through modeling, teaching strategies, andreflection activities. Through the activities in this manual, we remind the readers thateffective teaching requires certain personal attributes that can be enhanced throughcontinuous professional development. We subscribe to Walls et al (2002) conclusion
that, “knowing how effective and ineffective teachers behave does not provide a
prescription for shortening or easing the route to proficiency and excellence in
teaching.” Therefore, they insist that there must be “balance between formal
knowledge of educational practice and the application of concepts of effective
teaching.” 
It is hoped that all teachers using this manual will improve their content and processskills.
 
OrgLearning Consult
 –
Teacher Sensitization Cultural and Creative Arts Manual
Page | 3
Introduction
There is a recent and rapidly growing appetite for figuring out and accomplishing
what education scholars and reformers call “whole system reform” 
---how to improveall schools in a local government, a state, and geopolitical regions of our country.For a long time, there has been the realization that better education is the key tosocietal and global productivity and personal and social well-being. Only recently arewe beginning to see that interest turn into specific questions about how you actuallygo about whole system reform (McKinsey Report, 2010).The questions in the mind of most education advocates and education professionalsare:
 
What pathways, from what starting points, are we going to get results in reasonablyshort time frames?
 
How do we actually „raise the bar and close the achievement gap‟ for
all  
students?
 
How do we actually develop assessments (continuous assessment or formativeassessment) skills that support student learning and not just student ranking?
 
How do we support classroom teachers and school site administrators to develop theinstructional and management skills necessary for a learner centered school system?
 
How can policymakers understand the necessity of implementing policies thatsupport the development of our education system?Teacher professional development is a non-negotiable aspect of whole school reformand sustainable growth. Therefore teachers and all stakeholders that work within theschool system should be provided with opportunities to improve in both process andcontent knowledge. It is remarkable that teachers are constantly expected toinnovate in their practice without the corresponding support from some policymakersor school managers. This weakness in thinking of teacher professional developmentas demonstrated in our current approach to teacher support has impacted upon thequality of our curriculum design, development, implementation and evaluationprocess. Teachers are inundated with new schemes of work without requisitetraining. Yet, they are held responsible for effective implementation and student

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