Training for 19 to 20 Grade Officers of Education

Department at DSD,, Lahore on 20-05-2016

Becoming Excellent
Educational managers

Dr. Zaheer Ahmad

Resource person DSD
zaheeredu@yahoo.com
Two broad areas of Educational
Managers

ADMINISTRATIVE

ACADEMIC
First one

Administrative
Factors affecting on performance
of Educational managers
Capacity problems
Lack of commitment
 We confront with multiple tasks.
We do not prioritize
Contd…..
We simply forget
We do not do follow up systematically
We sometimes procrastinate
We do not assign in advance or well
in time
We show reluctance to initiate as the task
seems quite difficult
Irregular work results in abundance/ a lot of
work
We start on receiving reminder and due to
shortage of time it results in poor quality.
Finally results in staff and your frustration.
 Minor Financial issues
 demanding and challenging role

 Tool for Educational Management ( TEM)

 USE OF THIS TOOL will transform you
into an
EXCELLENT EDUCATIONAL MANAGER
 Only and only Condition is to use it.
 Are you ready to understand the tool
Activity

List/ Identify most important

components/ assignments of
Educational Managers
Second area
Academic
 2.Academic domain
 Enhancing students’ results in:
 LND,
 PEC
 n Board Exams
Advantages Of Cooperatune
learning
 Highest results
 Pleasant learning experience
 Development of Social skills
 Positive attitude toward learning
 Benefits to all types of students.
 Systematic way to do otivation
 Team building/ spirit of team
 How?
 Through

 cooperative
learning
Advantages Of Cooperatune
learning
 Highest results
 Pleasant learning experience
 Development of Social skills
 Positive attitude toward learning
 Benefits to all types of students.
 Systematic way to do otivation
 Team building/ spirit of team
Cooperative Learning – An
Introduction
Cooperative learning is an
instructional strategy in which
students work actively and purposely
together in small heterogeneous
groups to maximize their own and
their team-mates learning.
Components of Cooperative
Learning
 Positive interdependence
 Individual accountability
 Verbal interaction
 Social skills
 Group processing
Procedure of CL STAD Model
 Formation of Teams
 Teachers’ presentation
 Students’ group work
 Students’ assessment through
individual quizzes
 Team certificates and rewards
Formation of Teams
 forming six compatible/ balanced groups from
following 30 students’ Average score in last
examination.
Std. Std. Std. Std. Std. Std.
No. Score No. Score No. Score
1 90 11 75 21 52
2 61 12 69 22 60
3 72 13 95 23 44
4 45 14 52 24 75
5 94 15 43 25 50
6 67 16 40 26 91
7 41 17 62 27 51
8 77 18 54 28 70
9 98 19 65 29 53
Teacher’s presentation
 Teaching of key concepts/ theme of
the lesson
 Instructions of the activity
 Attribution of success or failure
 Appreciating interpersonal skills
Students’ group/ team work
 Mutual cooperation
 Sharing of others’ problems
 Learning together
 Taking turns
 Respect for teacher and peers
 Conflict resolution
Students’ assessment through
individual/ group quizzes
 Becoming answering accountable
 Shouldering responsibility
 Maximizing one’s potential
Team certificates and rewards
 Self-efficacy
 Empathy
 Accepting defeat
 Celebrating success
 Motivation for work
Presenter’s Experience
with CL Use
Study showing team positions in class
quizzes demonstrating equity

Quiz Position in first half of the semester Quiz Position in second half of the Semester
T otal Positioin in Semester
10
9
8
7
6
5
4
3
2
1
0
Te am I Te am II Te amIII Te amIV Te am V Te am VI Team VII Team VIII
Responses of the Prospective Teachers
of Islamic education taught through
cooperative learning

 CL is an enjoyable learning experience

 Wished to be taught again through CL
 Plan to use this methodology in future
 CL as first experience in life
 CL as effective methodology
 Feelings of cooperation and care for
others
Responses from the Students
taught through CL
In fact, those students in the
class who are quite shy, can also
be involved (in lesson) by this
method. High achievers can help
the low achievers to learn
something.
Recommendations for Teachers
 Start slowly and gradually
 Use it first for already taught lessons
(revision purpose)
 Complete the cycle of CL in a week not in a
single lesson
 For starting it use it in course you are
comfortable with
 Next implement in other new courses
Recommendations for Trainers
Teach four to six explicit lessons on the
cooperative learning while doing the
teachers’ training.
Embed cooperative learning in
instructional strategies to impart training
to teachers
Recommendations for school
administrators
 Teachers should be supported for using
cooperative learning.
 Whole school approach be developed
for obtaining desire results
References
Abdullah, A. R. S. (1982). Educational Theory: A Quranic Outlook.
Umm Al-Qura University. Makkah Al-Mukarramah.

Ahmad, Z. & Mahmood, N. (2010). Effects of cooperative learning vs.

traditional instruction on prospective teachers’ learning experience
and achievement. Journal of Faculty of Educational Sciences, 43
(1), 151-164.

Ashraf, S. A. (1985). New Horizons In Muslim Education. Hodder and

Stoughton. The Islamic Academy. Cambridge.

Character.org (2014). Eleven principles of effective character

education. Retrieved from
http://www.character.org/wp-content/uploads/2011/12/
ElevenPrinciples_new 2010.pdf

Kagan, S. (1999). Building character through cooperative learning.

References
Khan, S. A. (2014). Role of Islamic Education in character building of
young generation: A case study from secondary level institutes of
Karachi. Educational Research International, 3(2), 97-105.

Mustafa, Z. & Salim, H. (2012). Factors affecting students’ interest in

learning Islamic education. Journal of Education and Practice,
3(13), 81-86.

Nasution, S. W. I, Siahaan, A., Jaya, F, Rafida, T., Rakhmawati, F. &

Suharni (2011). Teaching for active learning in two primary-level
Islamic schools (Madrassahs) in North Sumatra. Excellence in
Higher Education, 2, 97-102.

Pohl, F. (2009). Islamic Education and the public sphere.

FORMING SIX COMPATIBLE/ BALANCED GROUPS FROM FOLLOWING
30 STUDENTS’ AVERAGE SCORE IN LAST EXAMINATION.

Std. Std. Std. Std. Std. Std.

No. Score No. Score No. Score
1 90 11 75 21 52
2 61 12 69 22 60
3 72 13 95 23 44
4 45 14 52 24 75
5 94 15 43 25 50
6 67 16 40 26 91
7 41 17 62 27 51
8 77 18 54 28 70
9 98 19 65 29 53
10 93 20 42 30 72
Questions
&
Answers
Than
ks