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Implementing a Learner-Centered Teaching Approach in Social Science Education

This proposal outlines the implementation of a learner-centered teaching approach in social science education for in-service teachers. Highlighting the limitations of traditional rote memorization and lecture methods, this initiative aims to enhance teachers' capabilities in applying learner-centered methodologies. The goals include developing teachers' knowledge and skills, facilitating classroom observations, and encouraging practical applications in teaching. Through orientation programs, capacity building, and assessments, we aim to foster an academic atmosphere that enhances creativity and life skills among students in grade 8 social science classes.

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Implementing a Learner-Centered Teaching Approach in Social Science Education

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  1. Use of Learner Centered Teaching Approach in Social ScienceALOK KUMARDecember 16, 2013Mary Lou Fulton Teacher College

  2. 3 Months Experience in ASU • Core Learning science class and reform planning By Dr. ChirstopherM. Clarke And Dr. Suzanne Painter • Dr. SwaroopMathur • Technology Modules By Dr. Keith, Dr. Archumbolt, Dr. Todd Kisskey along with Emily, Jay And Uday • McRel by Dr. B. J. Stone • Diversity and Equity Alliance by equity alliance center • TAP training by National institute for excellence in teaching Dennis dotterer • Education for Democracy by dr. Gustavo fischman • Leadership for change :innovation configuration map by Coleman

  3. Field Experiences • Kyrena District school grade 5 level • Metro Tech High School • Desert Thunder School • ASU Downtown Campus

  4. Places visited according to In-STEP Program • Goldfield City and Dolly Canyon Lake • Heard Museum • Desert park • kartchner caverns Park • Washington DC • Grand Canyon • Monument Valley

  5. Reform proposal • Introduction • Problematic of the study/Rational • Topic: Use of Learner-Centered Teaching Approach in Social Science • Objectives • Action • Potential Benefits • References

  6. Rationale • trend of rote memorization instead of understanding the concepts of Social Science • teachers adopt only the lecture method • No connection between Content Knowledge and Practical Life. • Lack of qualitative education in Social Science

  7. Goal: To implement learner-centered method for teaching of Social Science building capacity of the In-service teachers so that the In-service teachers can apply these methods at Grade 8th level in their classroom practices.

  8. Objective: • To develop knowledge and understanding among In-service teachers on learner centered methodology in social science. • To develop skill among the In-service teachers in implementing learner centered methodology in the teaching of social science.

  9. Actions: • Sharing the Ideas of Reform Proposal • Selection of Sample • Observation of classes to have information on existing practices • Development of the Strategies/Plan • Orientation program for Capacity Building and Classroom Observation • School based Support • Objectives • to observe the learner-centered methodologies implemented by selected teachers • orientation program focused on the assessment and feedback mechanism • Reflection Session

  10. Evaluation Plan • Observation of selected teachers on objectives, methodologies and assessment and feedback in social science • The TAP Rubrics used for pre-evaluation, will be used for post-evaluation after completion of my intervention • Comparison of Performance level

  11. Benefits • To develop knowledge and understanding among In-service teachers on learner centered methodology • To develop skill among the In-service teachers in implementing learner centered methodology in the teaching of social science • capacity building of the In-service teachers • To increase creative activity and skills related to practical life of children • Creating academic atmosphere of learning

  12. References: • Clark, C. M. (1993), Good Teacher, English Teacher’s Journal (Israel), No. 46, pp. 29-34. • Hall, Gene E. and Hord Shirley M. (2011), Implementing Change: Pattern, Principles and Potholes, • Siddiqui, Mohd. Akhtar, 2008, In-Service teacher Education, N. Delhi, A.P.H. Publishing Corporation. • Evaluation System Handbook/Training Workbook (2011), National Institute for Excellence in Teaching • National Curriculum Framework for Teacher Education 2009, N. Delhi, NCTE. • National Curriculum Framework 2005, N. Delhi, NCERT.

  13. a THANK YOU

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