1. TESSA materials have too purposes
TESSA materials have too purposes. They help teachers provide better learning experiences for students and therefore support student learning. However, in the process of trying out different classroom activities we recognise that teachers will learn. The aim of this work was to understand more about the materials – how they support student learning and teacher learning, and the implications of this for using the materials in teacher education programmes.
Introducing TESSA

2. Workshop aims To articulate what it means to be ‘learner-centred’
To become familiar with the TESSA materials
To consider how they might be integrated into teacher education progammes, in particular, as a way of modelling pedagogy

3. Activity 1
What needs to change in African classrooms in order to successfully implement the new curriculum?
Focus on teachers’ practices and the students’ experience of school. What should there be more of? What should there be less of?
Write your idea on a post-it note

4. The teachers and teacher-educators should as much as possible, use methods that promote active learners’ participation and interaction.
They should use methods that encourage learners to reflect, think and do rather than reproduce from rote learning.
In this regard, teachers and teacher-educators are strongly advised to use the Learner-Centred Approach in the teaching and learning process.
(Extract from Zambian Curriculum Framework, 2012)

5. Activity 2
Indicate whether you think each of these statements about ‘learner-centred education’ are true (T) or false (F)
‘Learner-centred’ means that the pupils are in charge
‘Learner-centred’ means taking account of the needs of all pupils
‘Learner-centred’ means taking account of what pupils already know
If you are teaching in a learner-centred way, you do not need to plan your lessons
In a learner-centred lesson there will always be a lot of noise.
A learner-centred teacher believes that all children can learn
If pupils are working in groups then the lesson must be learner centred
Learner-centred approaches are not possible with large classes
Good learner-centred lessons require a lot of planning
Learner-centred lessons always require a lot of resources
Learner-centred means not telling pupils when they are wrong
A learner-centred teacher encourages
pupils to talk about their ideas
1. F, 2. T, 3. T, 4. F, 5. F, 6. T, 7. F (The activity has to be appropriate, the focus has to be on learning – being in a group doesn’t guarantee learning unless it is properly organised.) 8. F (pair work can be done with 500 in a lecture theatre), 9. T, 10. F, 11. F, 12. T.

6. Learner-centred teachers
Take account of the needs of all pupils
Take account of what pupils already know
Believe that all pupils can learn given the right support
Plan their lessons carefully but are flexible if required
Encourage pupils to talk about their ideas
Relate learning to everyday life
Adopt a variety of approaches

7. TESSA – Resources and a programme of activities
Collaboratively produced resources for teachers
Versioned for 10 African countries
A network of teacher educators working together to improve teaching

8. collaboration discussion consultation observation
TESSA materials were produced collaboratively by people drawing on their own experience, knowledge and expertise. They grew out of a deep understanding of practice in the context of the different countries.
But what does the literature say? What does effective student learning look like? What does effective teacher learning look like?
Drawing on a range of comtemporary research around LC education and pedagogy and teacher learning, I have identified a set of charactieristics that these sort of materials should have.
I then analysed TESSA Sec Sci in the light of these principles. This analysis has provided some insights which could support the effective implementation of the materials. So – looking first at Student learning.
consultation
observation

9. Context Shortages of qualified teachers
Teacher training programmes too theoretical
Teacher-centred approaches dominate
Student achievement is low
Policy aspirations not being realised
15 years on from the MDG, greater demand for secondary education. Shortages of secondary teachers with increasing numbers of primary teachers working in the secondary sector. Teacher training programmes that are theoretical, very little teaching practice, separation of methods teaching from subject teaching. Lack of PCK. Teacher-centred approaches still dominate in school.
This is a photograph of a pre-service teacher I observed recently. He dictated notes on the leaf for 40 minutes. No leaves were produced, very few questions were asked – all closed. The notes were in the textbook.
This is what we need to change

10. TESSA materials Promote student learning Promote teacher learning
Engage students
Show teachers how to put theory into practice
Creating a demand for professional development from teachers
All are Open Educational Resources (OER)
TESSA materials are designed to disrupt. They open up possibilities for the teacher. By trying activities in their classrooms, they will learn. There is evidence that TESSA primary has created a demand – what this means is that students like Kevin realise that they have a great deal to learn and start to wonder how they can learn it.
Eg Indian teacher – ‘I was the greatest teacher – very confident. I now realise I am the worst teacher, but I am getting better’.

11. Activity 3 Learning about angles
The facilitator pretends to be the teacher; the participants pretend to be pupils.
(the activity is describes in the notes section)
Activity: Embodying angles (
Part 1: Using hands
Ask your students to show the following angles using their two hands joined at the wrist:
an angle of 90 degrees
an angle of 0 degrees
an angle of 180 degrees
an angle of 45 degrees
an angle of 135 degrees
a straight angle
an obtuse angle
a right angle
an acute angle.
Different examples are possible for the obtuse and acute angle. Discussing the validity of these different examples offers a good opportunity to talk about definitions and possible variations within these definitions.
It is also an appropriate time to introduce (or reinforce) the shorthand notation of the degree symbol – for example, 90° for a right angle.
Part 2: Using one arm
Repeat the questions from Part 1, now asking the students to use one arm, with their armpit acting as the centre of rotation of the angle. To depict the angle of 0°, the arm would hang down, and be held against the side of the body.
Point out that an angle is not a static position, but that the word ‘angle’ describes the amount of a turn – that is, an angle is a measurement of a turn or rotation.
Try asking them to show 45 degrees and 135 degrees. This makes the point that and angle is a rotation and it is important to define where you measure it from.

12. Reflecting on Activity 3
What did you learn?
How do teachers usually teach children about different types of angles?
How did the activity support peer assessment?
How did the activity support assessment for learning?
How did the activity support all learners?
This simple activity is very powerful in demonstrating activie learning. Some participants will not remember the words ‘acute’ and ‘obtuse’ (and you will probably notice who they are) but will get support by copying colleagues: this demonstrates the power of peer-support. Everyone is involved.
Once you start using arms, most people will automatically ‘measure’ from the arm pointing down. If you ask your co-facilitator to start with the arm in a vertical position, to demonstrate 45 degrees, you can demonstrate quite powerfully that it matters where you measure the angle from.

13. TESSA units
All the units have the same structure Learning outcomes for teachers Learning episode 1 Case Study 1 Activity 1 Learning episode 2 Case study 2 Activity 2 Learning episode 3 Case study 3 Key Activity Resources (up to 6)

14. www.tessafrica.net How many Key Resources are there?
What is the name of the teacher in Literacy, Module 3, Section 3, Case Study 2?
What is the title of Life Skills, Module 3, Section 2?
Use Working With Teachers handbook to find the name of the TESSA Executive Chair.
When and where was the Teaching Practice Supervisors’ Toolkit written?
How many Science (secondary) Biology units are there?
What scientific principle is covered in Physics, section 4, activity 3?
Website quiz. Using the website to find the answers to the questions. This will help people to become familiar with what is available.

15. Activity 4
Working in pairs, look at TESSA Literacy, M3, S3, Case Study 3 in detail.
What would you expect the teacher to have learnt from this case study? (concepts? skills? procedures?)
How could you use the activity (or a similar one) with student teachers?
Use Literacy, M3, S3, Case Study 3 for this activity

16. Literacy, M3, S3, Case Study 3
What can a teacher learn from this case study?
How to get students to make books to increase the resources available
Advantages of working collaboratively
How to organise group work – give every person a specific task
An example of peer assessment
How to support all learners
How to encourage thinking (this is a
sequencing exercise)
This also highlights the transferability of learning between the units. Teaching thinking skills is hard. But this case study uses a sequencing exercise to encourage pupils to think. The idea of ‘sequencing’ can be used in history, geography, maths, science etc.

17. Feedback
What is your response to this unit?

18. Break
Write any questions you have about TESSA on a post-it

19. What needs to change?
How can the use of TESSA address some of these challenges?

20. TESSA resources
Subject Resources – Literacy, Numeracy, Life Skills, Science, Social Studies (3 modules, 5 section) – total: 75 units
Key Resources
Handbooks for teacher educators and teachers
Toolkits – Teaching Practice Supervisors Toolkit, Inclusion Toolkit
Audio Resources

21. Integrating TESSA into courses
Teacher training courses have certain elements
Subject knowledge development
Pedagogical knowledge
Educational studies
Professional studies
Teaching practice and micro-teaching

22. Overlap between TESSA OER and components of a teacher education curriculum
Area A:
Education Studies
Area B: Subject methodology
Area C: Professional studies
Area D:
Subject content
This slide demonstrates that TESSA units can be integrated into teacher education programmes.
Area E:: Teaching Practice / School internship
TESSA OER

23. Activity 5
In a group of 3, find a TESSA resource on the website – a whole unit, a case study, a key resource, a handbook that you could use in your teaching
Explain how you would use it. Be prepared to tell us
the resource you have chosen
how you would use it

24. Activity 6
How student-centred are you? What do you need to change in order to become more student-centred? Think about: - What you focus on in planning - How you take account of students prior knowledge - How you communicate with your students - Your attitude to your students - How students learn - Your role as an educator

25. The student-centred educator
Teacher-centred e.g.
Planning - focuses on covering the curriculum, own needs
Communicates one way from teacher to students– telling
Does not know students’ needs or care about them’ does not value students’ ideas and dismisses them
Not interested in students’ existing knowledge, experience and attitudes
Views learning as transmitting information and students absorbing it
Views learner as passive receiver
Sees their role as a provider of information and deliverer of the curriculum
Values knowledge and achievement
Student-centred e.g.
Planning- focuses on the students’ needs and selecting appropriate activity that will engage them
Communication is 2-way – teacher listens to students
Adjust teaching to meet different needs; values students’ ideas and takes account of them
Wants to find out about students’ existing knowledge, experiences and attitudes
Views learning as an active process and the learner as active constructor
Sees their role as a facilitator of learning
Values students as individuals, their learning and enjoyment of learning

26. TESS-India
TESS-India is a sister project, with a greater range of resources.
(google chrome)
‘Enhancing Teacher Education through OER’

27. Key message
Teachers and student teachers need to experience the approaches they are expected to use in their teaching. It is not sufficient to read about them or assess their skills and understanding through written tests. Teacher educators modelling the approaches in their own work is powerful; this has implications for teacher educators and the culture of the college. TESSA OER can provide the support for this change.

28. Questionnaire
Please complete the questionnaire and return it to the facilitator
Use this slide if you have an evaluation questionnaire.