Second Science & Mathematics Education Workshop for Stake-Holders 2010 Meeting the Needs of Rural and Innovative

& Creative Teaching in Science and Mathematics 6 8 July 2010 Tang Dynasty Hotel, Kota Kinabalu, Sabah

What is our current status in science and mathematics ? Preparing our students for the future: 21st Century skills in Maths and Science How do we improve? How can teachers acquire knowledge of teaching Outline of teacher education in Malaysia Lesson Study: The way forward for in-service teacher education

1999

2003

2007

Singapore
Chinese Taipei Japan

568
569 550

578
571 552

567
561 554

Republic of Korea
England United States

549
538 515

558
544 527

553
542 520

Australia
Malaysia Thailand

514
492 482

527
510

515
471 471

Indonesia

435

420

433

1999 Chinese Taipei Republic of Korea Singapore Japan England United States Australia Malaysia Thailand Indonesia 585 587 604 579 496 502 509 519 467 403

2003 585 589 605 570 498 504 505 508 411

2007 598 597 593 570 513 508 496 474 441 405

20th Century skills: reading, writing, mathematics 21st Century skills: critical thinking, problem-solving skills, computer and technology skills, and communication and self-direction skills Developing human resource needs of the country towards 2020

Aim Objective Content Organisation Emphasis in Teaching and Learning

The Mathematics Curriculum for secondary school aims to develop individuals who are able to think mathematically and who can apply mathematical knowledge effectively and responsibly in solving problems and making decision. This will enable the individual to face challenges in everyday life that arise due to the advancement of science and technology.

Problem solving in mathematics Communications in mathematics Mathematical reasoning Mathematical connections Application of technology

Teachers Teachers Teachers

Pre-service training In-service training - Formal training - School-based training

National Trainers District Trainer District Trainer District Trainer

District Trainer District Trainer

Teacher Teacher Teacher Teacher

Senior Teacher Teacher Teacher Senior Teacher Teacher

Teacher

School A

Teacher Teacher

District/State Level Committee

School B

Formal Training
Often Initiated at the National Level Address needs from the national perspective Useful for transmitting information from National to school level National ownership of training program Off- site

School Based Training

Initiated at the School Level Directly address school needs Useful for solving issues at classroom and school level School teachers have direct ownership of program On-site

Derived from two Japanese words: jugyokenkyuu () Jugyo = lesson ; kenkyu = study/research

Plan

Improve

Teach

Observe

Study

Reflect/ Discuss

Plan

Do

Plan
1. Plan research lesson 2. Anticipate student thinking 3. Plan observation, data collection

Do Research Lesson
1. One member teach 2. Others observe/ collect data

Reflect/ Discuss
1. How did the students learn? 2. How can the lesson activities be improved? 3. What can we do for the next lesson cycle?

Study 1. Study Curriculum 2. Consider long-term goals for student learning and development Reflect/ Discuss 1. How did the students learn? 2. How can the lesson activities be improved? 3. What can we do for the next lesson cycle? Plan 1. Plan research lesson 2. Anticipate student thinking 3. Plan observation, data collection

Do Research Lesson 1. One member teach 2. Others observe/ collect data

Shared long-term goal Focus on lesson content and subject matter Careful observation of students learning in lesson Live observation of lesson

Lesson Study

Action Research

4 phases: Plan, Teach, Observe, 4 phases: Plan, Act, Observe, Improve Reflect Focus on improving the lesson Focus on improving action in a variety of school-related problems Basis of Evidence/ data collection: Research techniques More indivualistic

Basis of evidence/ Data collection: Observation by fellow teachers Collaborative

Continuous incremental improvements of teachers skills, knowledge and attitude Teachers become more reflective of curriculum, content and lesson Improved collegiality within the school Improved personal discipline Improved morale among teachers

Many years ago, at Sipitang in Sabah there was a very strong and skilled woodcutter who asked for a job with a timber merchant.

He got the job with a good salary and decent work conditions. And so, the woodcutter was determined to do his best for the boss. His boss gave him an axe and on his first day, the woodcutter cut down 15 trees. The boss was pleased and said: Well done, good work!

Highly motivated, the woodcutter tried harder the next day, but could only fell 13 trees. The third day, he tried even harder, but only 11 trees were chopped down. Day after day, he tried harder but he cut down fewer trees. I must be losing my strength, the woodcutter thought. He apologised to the boss, claiming he could not understand why.

When was the last time you sharpened your axe? the boss asked. Sharpen? I had no time to sharpen my axe. I have been too busy cutting down trees, said the woodcutter. He sharpened his axe and immediately was back to 15 trees a day. Since then, he begins the day by sharpening his axe.

The woodcutter does need downtime to rest, but it is not sharpening the axe. The woodcutter only becomes more productive by sharpening his blade, analysing new woodcutting techniques, exercising to become stronger, and learning from other woodcutters.

Who dares to teach must never cease to learn.

John Cotton Dana(18561929)