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Building Pedagogical Capacities of Teachers to Improve Teaching and Learning

at Escuela Agricola San Francisco Cerrito, Chaco Paraguay


Dr. Andrew Jilani

This report is dedicated to the girls and boys of Escuela Agricola San Francisco in Cerrito, Paraguay who relentlessly work and study to become entrepreneurs and strive for a better future for themselves and for the rural communities they come from

1. Introduction
This academic assessment of the Escuela Agricola San Francisco in Cerrito, Paraguay (the school) and the pedagogical capacity development workshops for the teachers and the staff were prepared and conducted by Dr. Andrew Jilani (consultant) during his stay at the school from February 17th to April 30th, 2010. The consultant was tasked to specifically recommend strategies to improve the pedagogical and lesson planning skills of the teachers at the school. The consultant used a participatory approach to understand the academic component of the school, observe its activities and to interact with teachers, students and the staff. Once the pedagogical needs were assessed, the consultant designed and conducted three workshops for 15 teachers and staff. This report presents the scope of work, methodology to conduct this assignment, background of Fundacin Paraguaya (FP), description of the School, design of the workshops, findings and a set of recommendations. The school with its present mission and structure was developed by Fundacin Paraguaya (FP), a non profit social enterprise which was founded in 1985. The school and FP pride themselves in schools financially selfsufficient model which enables students from low income rural families in Paraguay to achieve a diploma and to become entrepreneurs. According to FP, the school achieved its goal of self sufficiency in 2007 and empowers its graduating students to develop businesses, become employed in the agricultural sector or to pursue higher education.

2. Scope of Work
During meetings with Martin Burt, the Executive Director, Luis Fernando Sanabria, the General Manager and Luis Cateura, Manager of Schools of FP, it became evident that there is an urgent need at the School to develop pedagogical skills of the teachers, particularly in lesson planning. Thus, the consultant spent significant time in planning and conducting workshops for the teachers and staff in Lesson Planning and providing practice teaching opportunities for teachers to improve their skills in Lesson Planning and pedagogical skills. While the consultant has examined other parts of the academic program at the school; they are not in depth. A sustained time and planning were spent in developing pedagogical skills of teachers in lesson planning with an aim to make the academic program self sufficient, an over all goal of FP. Equally, attention was devoted to create a better connection between theory and practice at the School. Detailed information about Lesson Planning workshops is provided later in this report.

3. Methodology
The consultant availed the opportunity to live and work at the beautiful campus of school in Cerrito, a small town 45 kilometers away from the capital Asuncion. This provided an opportunity to interact with teachers, staff and students almost on daily basis and to observe class room teaching and to participate in some of the activities at the school. The 3

consultant used interviews, participant observations, informal and formal conversations with the students, teachers and the directors to understand the school model and the need of its teachers. In the course of gathering information about the Fundacin and the School, the consultant interviewed the key managers at the Fundacin and the director, academic director, staff and teachers at the school. At one occasion, the consultant cotaught one class with a teacher and at other occasions taught English to students also. Additionally, the consultant shared meals and occasionally played basketball and soccer with teachers and students. This helped build a rapport with the teachers, staff and students which enabled the consultant not only to understand the academic component well but also to form lasting friendships. The new academic year in February, 2010 at the Mbaraca Yu an all girls school in the forest reserve, also provided the consultant with an additional opportunity to witness the expansion of FPs academic work. Here, the consultant, first hand witnessed the joy of 50-60 incoming girls who were welcomed by the teachers and the staff of the school and of FP. For many they were the first in their families to pursue an opportunity of education. Additionally, during this consultancy assignment, the teachers and the staff of the School in Cerrito participated in learning Strengths, Weaknesses, Opportunities and Threats (SWOT) model. The consultant availed this opportunity to participate during one afternoon in this workshop. Thus both of these opportunities were invaluable for the consultant to understand FPs overall academic work and in understanding the needs of its staff and teachers at the School, particularly in short and long term planning. In order to understand the academic model of the school, the consultant also reviewed several documents which were provided by the school. These included Plan Anual (Ministry of Education), Plan de Negocios Didactico Productivo, Plan Anual de cada Profesor/a and detail course lists of Plan Comune and Plan Espicifico. In addition, the consultant also designed, distributed and collected a survey (encuesta) to determine the needs of the teachers in lesson planning skills and to design workshops. The participatory approach of methodology enabled the consultant to understand the model of the school and to design workshops for the teachers and the staff.

4. A Brief Background of Fundacin Paraguaya


The Fundacin Paraguaya (FP) is located in Ascunsion, Paraguay. According to FP, it has 20 micro finance offices nationally with 38 million clients out of which 20 million are women. The field offices serve to spread the word about its agricultural school in Cerrito. According to FP, the goal is provide the children of our borrowers with education also (Interview, February 17, 2010). As such the school, in addition to being promoted though word of mouth, is also promoted through loan officers who directly work with the community as they make loans. In the process, the loan officers get to know a borrower and the education needs of his/her children ands are a great source of recommendation to prospective students. FP maintains a web site which describes its mission, strategic objectives, approach, principles and programs at (http://www.Fundacinparaguaya.org.py). According to its

web site, the mission of the Fundacin Paraguaya is to promote entrepreneurship, enabling people of limited resources to create jobs and increase their family income. The FP works towards achieving 5 strategic objectives. The 4th two-part objective specifically relates to the school and states: Objective 4: Achieve financial self-sufficiency at our Agriculture High School. Its goals are (a) Achieve financial self-sufficiency at our Agriculture High School by the end 2007; and (b) Provide hands-on entrepreneurial education so that graduates can achieve economic success (http://www.Fundacinparaguaya.org.py). The FPs business model has three interrelated strategies. These three strategies form the basis of Foundacions three programs also. The 3rd strategy specifically relates to the school in Cerrito. The strategies and programs are: 1. A Microfinance program that supports micro entrepreneurs and emerging entrepreneurs generally relegated by other microfinance institutions. 2. An economic education program for children and young people (Junior Achievement). 3. A self-sufficient agricultural high school that teaches organic agriculture and business skills to low income youth from rural areas to transform them from poor small landholders into rural entrepreneurs. In 2002, the Fundacin was approached by the congregation of La Salle Brothers who started and were managing the School. The Brothers shared with FP the financial challenges the school was facing and their ageing community who was finding hard to manage the school. The Brothers and FP negotiated an agreement under which FP took over the school with most of its assets.

5. San Francisco Agricultural Boarding High School


The school is located in the small town of Cerrito in the department of Chaco. It has 62 hectares of land, 15 of which were bought by the Fundacin from the Brothers and the rest were donated by the Brothers to the Fundacin (Baird & Harrelson, 2008). The rural setting of the school provides an ideal opportunity for students and teachers to live and learn in a peaceful and a rural environment. More importantly, the location of the school mirrors Fundacins mission of being a financially self sufficient high school that promotes the entrepreneurship among the rural poor youth. It is a boarding high school and enrolls both boys and girls. However, until 2006, it was an all boys boarding school when the first group of girls was enrolled. Thus, FP took a significant step to redress the gender equity in the society. Additionally, one teacher eluded that ever since the school has started enrolling girls, the boys have started behaving and dressing up much better.

When the Fundacin took over the school from the Brothers, it also agreed to do the following 7 things. They are: 1. Continue providing a technical education to young, rural farmers on agriculture and livestock; 2. Introduce Academic and Administrative reforms into the school; 3. Invest resources to bring the school out of bankruptcy and build new infrastructure; 4. Maintain the boarding school system; 5. Open credit lines for graduates and facilitate their access to credit for production; 6. Develop mechanisms for graduates to apply what they learned at the school in their communities of origin; and 7. Provide technical assistance to graduates (Baird & Harrelson, p. 7, 2008). In order to apply to the school students submit a written application and a proof that they have passed 9th grade. Once enrolled, the students spend three years at the school and are awarded a degree either in Bachillerato Tecnico Agropecuario (BTA) and/or in Bachillerato Tecnico Hotel y Tourismo (BHT). Some students pursue and complete degrees in both. The following table provides a picture of the student enrollment and of graduation from 2007-2009.

Students Enrollment at the School


2007-2009
2007 16 15 0 31 0 38 30 29 97 29 2008 18 14 15 47 15 39 34 35 108 35 2009 24 17 12 53 12 41 34 35 110 35

First Year Second Year Third Year Total Enrollment Graduated First Year Second Year Third Year Total Enrollment Graduated

(Source: Tomas Sotelo, Academic Director, April, 2010)

Boys

Girls

The students on campus are divided in two groups; Group A and Group B. While one group takes classes the second group works in one of the 17 businesses at the school. In the second week the groups rotate. According to the school, this method allows students to gain practical skills necessary to be entrepreneurs, better prepared for jobs in the agricultural or hotel and tourism sectors or to seek higher education. The emphasis on developing practical skills results students gaining 3 years of working experience as they complete their high school degrees. A typical day at the school starts very early in the morning. Daily Schedule at the School Time 5:45 am 6-7 am 7.00 am 8-11 am 11:30 -1 pm 1-4 pm 4-9:45 pm Activity Wake up Assigned Cleaning Breakfast Practical Work (Animals, Vegetable Garden, Marketing, Hotel etc) Lunch & Break Practical Work Recreation, rest, dinner and time for bed 7-11 am Academic Classes & 12:30- 6:30 pm

(Source: Tomas Sotelo, Academic Director, February, 2010)

Daily Class Schedule (Ist Semester, 2010)


HORARIO DE CLASES UNIFICADO B.T.A. - B.T.H. AO LECTIVO 2010 PRIMER CURSO TURNO MAANA
HORA 07:40:0 0 08:20:0 1 0 08:20:0 0 09:00:0 2 0 09:10:0 0 09:50:0 3 0 09:50:0 0 10:30:0 4 0 10:40:0 0 11:20:0 5 0 LUNES Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Menor Dr. Rolon Ganado Menor Dr. Rolon MARTES Eco.Agr. y Ad. Rural Ing. Sotelo Eco.Agr. y Ad. Rural Ing. Sotelo Gastronomia Prof. Martina Gastronomia Prof. Martina Junior A. MIERCOLES Equipos Virgilio Borges Equipos Virgilio Borges Informatica Prof.Alberto G. Informatica Prof.Alberto G. Junior A. JUEVES Fruti-Silv-Hort. Tec. Alonso Fruti-Silv-Hort. Tec. Alonso Ingles Pasante Ingles Pasante Ingles Pasante VIERNES Turismo Ecoturismo Yeni Valinotti Turismo Ecoturismo Yeni Valinotti Turismo Ecoturismo Yeni Valinotti Turismo Ecoturismo Yeni Valinotti Junior A.

ALMUERZO 11:30 12:00 SEGUNDO CURSO TURNO MAANA


HORA 07:40:00 08:20:00 08:20:00 09:00:00 09:10:00 09:50:00 09:50:00 10:30:00 10:40:00 11:20:00 LUNES Equipos Virgilio Borges Equipos Virgilio Borges Equipos Virgilio Borges Equipos Virgilio Borges Agricultura Tec. Alonso MARTES Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Menor Dr. Rolon MIERCOLES Castellano Cinthia Barrios Castellano Cinthia Barrios Castellano Cinthia Barrios Castellano Cinthia Barrios Castellano Cinthia Barrios JUEVES Ingles Pasante Ingles Pasante Ingles Pasante Ingles Pasante Agri-Pas Ing. Sotelo VIERNES Fruti-Silv-Hort. Ing. Sotelo Fruti-Silv-Hort. Ing. Sotelo Fruti-Silv-Hort. Ing. Sotelo Fruti-Silv-Hort. Ing. Sotelo Fruti-Silv-Hort. Ing. Sotelo

1 2 3

4 5

ALMUERZO 11:30 12:00 TERCER CURSO TURNO MAANA


HORA 07:40:00 1 2 3 4 08:20:00 08:20:00 09:00:00 09:10:00 09:50:00 09:50:00 LUNES Ecoturismo Ing. Sanchez Ecoturismo Ing. Sanchez Agricultura Ing. Sotelo Agricultura MARTES Ad. Rural Ing. Martinez Ad. Rural Ing. Martinez Ad. Rural Ing. Martinez Ecoturismo MIERCOLES Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Mayor Dr. Rolon Ganado Menor JUEVES Fruticultura Ing. Sotelo Fruticultura Ing. Sotelo Fruticultura Ing. Sotelo Fruticultura VIERNES Informatica Prof. Alberto Informatica Prof. Alberto Gastronomia Martina Caballero Gastronomia

10:30:00 10:40:00 5 11:20:00

Ing. Sotelo Agricultura Ing. Sotelo

Ing. Sanchez Ecoturismo Ing. Sanchez

Dr. Rolon Ganado Menor Dr. Rolon

Ing. Sotelo Junior A.

Martina Caballero Gastronomia Martina Caballero

ALMUERZO 11:30 12:00

(Source: Tomas Sotelo, Academic Director, April, 2010)


Director

Director Acadmico

Vice Director de Autosuficiencia Cuerpo Docente Jefe de Producci n


Coordinador Prod. Vegetal Coordinador Prod. Animal Jefe de Ventas

Administrador

Asistente Admin.

Secretario Acadmic o

Jefe del Internado

Encargado del Parador

Enc. Inter. hombres

Enc. Inter. mujeres

Encargado P. Lctea

Enc. De Depsito

Tcnico produc. agrcola


.

Enc. De Tambo

Cocinero de la E.A.

Cocinero del Parador

Ayudante de Cocina

Ayudante de Cocina

Organigrama of Escuela Agricola San Francisco, Cerrito, Paraguay. (Source: Luis Cateura, April, 2010)

6. Academic Program at the School

Plan Comn Compulsory Courses for all students

Plan Espicifico Courses in Technical Specialization Bachillerato Tecnico Agropecuario

Plan Espicifico Courses in Technical Specialization Bachillerato Tecnico Hotel y Tourismo

History Vegetable Production Tourist Administration Ethics Agriculture & Pastures Tourism & Ecotourism Anthropology Animal Production Accounting Guarani Ganado Mayor Marketing Language and Literature Ganado Manor Information Technology (Spanish) Fruits, Gardening & Gastronoma Chemistry Forestry Hotel Industry Mathematics Agricultural Economics Physics Rural Administration English (Source: Tomas Sotelo, Academic Director, March, 2010) All Students take compulsory courses which are outlined in Plan Comn. In addition, based on the technical area a student chooses to graduate in, additional courses are taken in a technical specialization. Currently, there are two technical specialties offered at the school; Bachillerato Tecnico Agropecuario and Bachillerato Tecnico Hotel y Tourismo. Underlining the above course preparation and completion, the students are guided by the following six principles. They are; Learn to Be (autonomy moral justice, personal responsibility, communication and leadership) Learn to Live Together (integration with others, participation n groups, democratic leadership, acceptance of socio cultural diversity) Learn to Understand (manage cognitive strategies, selection, comprehension, memory, integration, and monitoring; and manage meta cognitive strategy planning, control and regulation of your own learning) Learn to Do (resolute action, and technical-vocational training for work) Learn to be an Entrepreneur (initiative, self management, and concentrating on personal goals; spirit of research and analysis; capacity to confront contingencies and generate alternative opportunities; to be proactive and look for your own good and that of others) Learn to Make Money (do a business plan, analyze equilibrium point, balance cash flow) (Interview, Luis Fernando Sanabria & Baird & Harrelson, p. 13, 2008).

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7. Needs Assessment for Teacher Training Workshops


In order to assess the capacities and needs of the teachers in lesson planning, the consultant designed a survey comprising of ten questions in English. This survey was then translated into Spanish and distributed among teachers through the Academic Director. The purpose of this survey was to determine the needs of the teaching staff in lesson planning. The teachers and the staff were informed that the information gathered from the survey will be used to conduct workshops on Lesson Planning. They were reminded that this was an anonymous survey and as such requested not to write their names and to complete the survey fully and with honestly. The consultant received 11 surveys back and shared the results with Luis Cateura, Manger of the Schools for FP. In summary, 9 out of 11 respondents said Yes to the question, I would like to attend a workshop to improve my lesson plans. To another question, Are you a trained/certified teacher? 8 out of 11 respondents said No to this question. The completed 11 surveys are part of this report and are attached. Once the results of the survey were tabulated, the next goal was to develop training workshops for the school teachers keeping in mind the unique model of the school which emphasis learning by doing. Therefore, appropriate lesson plan models were researched which could enhance the knowledge base and skills sets of the teachers and the staff. Once the appropriate model was found the consultant designed the workshop with the following 5 objectives:

8. Teacher Training Workshop: Developing Effective Lesson Plans


In order to conduct the workshops, the consultant prepared training objectives and appropriate materials. The training workshops were translated in to Spanish and distributed to the participants. The actual training was conducted with the help of Luis Cateura who assisted in the translation from English to Spanish. The objectives of the training workshops stated that at the end of the two- day training workshop, the teachers of the school will be able to: 1. 2. 3. 4. 5. Discuss the importance of developing an effective lesson plan in order to improve teaching and learning at the school State the importance of the process of Standards-Based Instructional Planning Explain the six stages of learning and knowing as developed by Bloom Demonstrate an understanding of 6 steps to develop a lesson plan Develop and present in pairs (in the second workshop) a complete lesson plan for an actual subject taught at the school

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The consultant then presented a series of workshops in the month of April, 2010 to the teachers and staff. A total of 14 participants attended these workshops and a list of attendees is attached with this report. Several folders with the materials were prepared and distributed to the participants during the workshops. While all these materials are annexed to the report, below is an out line of the materials covered in the training workshops. 8.1 Materials Presented in the Teacher Training Workshops 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Standards Based Instructional Planning Six Steps to Develop a Lesson Plan Benjamin Blooms Taxonomy (Classification) of Learning and Knowing Developing Specific Objectives for Lesson Plans A template for Developing Lesson Plans A Comparison of Formal and Nonformal Education Capacity Development as a Multidimensional Process An Organogram for Education Committee Verbs used with Blooms taxonomy Evaluation of Training Workshop

9. TeacherPractice in Lesson Planning


Once the bulk of theoretical materials were presented in the first workshop, teachers were given home work to prepare a lesson plan based on the new Lesson Plan template which they practiced preparing in the workshop. Subsequently, three workshops were held in which teachers practiced teaching their lesson plans in pairs for an actual class subject. A total of 13 teachers presented their lesson plans and after each presentation they were provided with feedback by the workshops participants to improve their lesson planning and pedagogical skills. A sample of lesson plan developed by a teacher is also annexed to this report.

10. Teacher Training Workshop Evaluation


At the end of the three workshops, an evaluation form was developed to evaluate the impact of workshops conducted for the teachers and staff to improve their lesson planning and pedagogical skills at the school. It consisted of ten questions and 12 teachers and staff returned their forms back to the consultant. Below is a sample of their responses for the evaluation of the workshops.
Tena muchas ganas de tomar este taller Excelente Bueno 5 4 3 Pobre 1

Six of the participants marked 5, four of them marked as 4 and 2 marked as 3

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El objetivo de este taller fueron claros y relevantes para mi desempeo como profesor en esta escuela. Excelente Bueno Pobre 5 4 3 2 1 Six of the participants rated as 5 while the remaining six rated as 4. Yo clasifico este taller de entrenamiento como: Excelente Bueno 5 4 3 Pobre 1

Five of the participants rated as 5, six of them rated as 4 and one rated as 3. Yo clasifico los conocimientos presentados en el taller como: Excelente Bueno 5 4 3 2 Six rated as 5, five rated as 4 and one rated as 3. Pobre 1

Como resultado de este taller, yo incremente mis capacidades como profesor de la Escuela. Muy de Acuerdo No totalmente de acuerdo Excelente Bueno Pobre 5 4 3 2 1

Five of the participants rated it as 5 and five rated as 4 and the remaining two rated as 3.
Yo recomiendo la realizacin de talleres para aumentar las capacidades de los profesores se realizen: Una vez al ao. Una vez por semestre Otros

Eight of the participants indicated that such workshops should be conducted every semester; three noted that it should be held once a year while one did not complete this question.

10. Findings
While others have referred to the unique model of the school and it success, I have experienced and witnessed first hand by living and working at the school. The school has many strong areas which need to be highlighted. They are: 10.1. Financially self-sufficient School From the very onset of taking over the school in 2002, the Fundacin was determined to make the school financially self sufficient. The records indicate that the Fundacin also informed the Ministry of Agriculture and Livestock that it would not take financial subsidies from the government. As of 2007, the school has achieved the goal of being financially self

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sufficient. This achievement is significant in many ways but for the purpose of this study and report, it highlights that the organization has the capacity and motivation to achieve goals including that of improving the pedagogical capacities of the teachers for improved teaching and learning at the school. 10.2. Relevance of Education The experience based and entrepreneur oriented education at the school have significant relevance for the students, their families, rural communities and to the society at large. The Schools mission to recruit students from the poor rural areas and to provide them with relevant education meets a very specific need. Hopefully, this empowers students and their communities with a threefold purpose of this education; starting their own businesses, securing jobs in agricultural and hotel and tourism sectors and pursuing higher education. 10.3. Student Learners as Entrepreneurs The students engage in and learn about 17 different businesses which operate at and near the school. This allows students to hone their practical skills in learning set of skills in entrepreneurship, developing an entrepreneurial aptitude and gaining confidence in working with or starting their own businesses. This allows students to gain a 3 year practical experience while they complete academic degrees. 10.4. Additional School Based Curriculum The school has developed their own curriculum called Plan de Negocios Didactico Productivo. This is in addition to Plan Anual which is prepared by the Ministry of Education (MOE) and implemented by all schools in the country. FP and schools ability to develop their own curriculum to augment the MOEs Plan Anual indicates institutional commitment to create learning opportunities through non formal education opportunities which exist abundantly at the school. 10.5. Dedicated Teachers and Staff The teachers and the staff are hard working. Most of them take genuine interest in students. They eat with the students in the cafeteria, perform weekend and evening duties while some also play different sports (soccer, basket ball and Frisbee) with them. At different occasions, the consultant observed a cordial relationship which exists between the teachers/staff and the students. During this consultancy at least four of the teachers and staff working at the school were graduates of the school. This practice can result teachers and staff teaching and working with greater understanding

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of the model of the school, meeting the needs of the students and in teaching and working at the school with greater passion. 10.6. School Facilities The boarding school enjoys beautiful and expansive facilities in Cerrito. The school naturally blends itself in the rural setting of the area with agricultural fields and an indigenous village nearby. Schools own property includes; a hotel, library, facilities at the church, class rooms, separate dormitories for boys and girls and sheds for cows, goats, pigs, chickens and; fields for organic vegetables and facilities to make yogurt and cheese. 10.7. The Student Body The student body according to the Academic Director consists of 40 % girls and 60 % boys. Three students are from Bolivia and some 9 students are indigenous from Paraguay. Students show a great interest in the model of the school and find the theoretical knowledge coupled with practical work beneficial for opportunities they want to pursue in the future. They demonstrate confidence as they work in the hotel, the cooperative at the school, the road side restaurant (parador) and in the market in Asuncion on Tuesdays. In order to get to know the students better, the consultant at times worked with them while milking goats, cutting fire wood and in playing sports. At other times he also taught few classes of English. The students seem extremely friendly, funny and highly respectful. More importantly they work very hard collectively. 10.8. International Recognition of the School During this consultancy assignment, there were several international visitors at the school who came to learn the school model. They included; a Pakistan woman engaged in development projects in the country, the mayor of Mali, a NGO worker from Tanzania, professors from a University in the United States and several overseas interns. The consultant interacted with these visitors and exchanged ideas about the model of the school and also briefed them about the findings of the consultancy. The Mayor of Mali was particularly interested in bringing students from Mali to study at the School in Cerrito and inquired the consultant about its feasibility. The international recognition of schools model can be a great incentive for the school to continually improve including its academic component.

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11. Recommendations
11.1 Establish an Academic Committee Findings: The consultant was informed and also has observed that currently there is no academic committee or regular meetings of the teachers with the academic director. This can result in poor yearly or semester based academic planning. Additionally, it can also result in some teachers continuing with poor pedagogical and poor or no lesson planning skills. Specific Recommendations: The academic component of the school will improve tremendously by creating an Academic Committee. The consultant suggests that a 5-person team head by the Academic Director be institutionalized as soon as possible. The committee should function as a consultative body maintaining the current line reporting relationships intact.

Organigram of the Academic Committee

Academic Director

Manger of Schools FP

One Full Time Teacher

One Part Time Teacher

A third year Student

It is recommended that the overall goal of the Academic Committee (AC) is to ensure the implementation of academic plans, policies and academic innovations at the School. This goal needs to be implemented in the light of the overall goal of FP of providing self sufficiency to the school. Academic self sufficiency is as paramount as the financial self sufficiency of the school. During the workshops it became clear that most of the teachers do not make lesson plans while others do not make Plan Anual de cada Profesor/a and some do not know about Plan de Negocios Didactivo Productivo or Plan Anual of the Ministry of Education. During at least two workshops the participants engaged in a spirited discussion about how the academic component of the school can be improved. While some shared lack of time and coordination, others pointed that there are no regular meetings of the teachers and the academic director. One teacher who has worked at the school for the last one year indicated that during this time there has not been a single meeting. Alarmingly, a teacher who has worked there for the last ten years at the School indicated the same. The School does have a culture of holding meetings to discuss 16

operational issues and for financial planning. This culture now can be expanded to the academic sector to plan and implement academic policies, plans and to introduce pedagogical innovations to improve teaching and learning at the school. It is recommended that the AC undertake the following steps; A. Ensures that the committee members meet physically or through a teleconference once a month to review and guide Academic Programs at the school. B. Ensures that the Academic Director conducts a monthly meeting of all teachers (part time and full time). He/she should develop a participatory agenda and include among other items, progress of semester/yearly plans. report by each teacher highlighting progress and challenges, preparation and implementation of Plan Anual de Cada Professor/a and Lesson Plans. C. Ensures that the Annual Academic Calendar is prepared which includes the start and end dates of each semester, dates for tests/exams, national and international days, i.e. Earth Day, Indigenous Peoples Day etc. D. Include the suggestions and or concerns of the students through their third year representative who should be chosen by the students. E. Recommend the pedagogical needs of the teachers to the Academic Director who then plans annual or semester workshops to improve teaching and learning at the school. 11.2 Schedule Class Times Effectively

Findings: During this consultancy, it was noticed under (Horario de Clases Unificados) that from Monday to Friday long classes are planned with just one teacher for the second course. The schedule provided and prepared by Alberto Gonzales is included with this report. For example, according to this information, the class of Ganado Mayor on Tuesdays with Dr. Rolon starts at 7:30 am and ends at 11:20 am. Thus, making it almost a 4-hour long class. Such a schedule can easily result in students not paying full attention and teachers not being effective in their teaching methods. Thus, long hours do not necessarily result in greater learning. Specific Recommendations: It is recommended that the academic director sequence the timing of the class for shorter duration. As a rule any class long than an hour and 10 minutes would not result in greater learning.

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11.3

Hire a Woman in a senior Academic Position

Findings: During the period of this consultancy, all senior level positions at the school were held by men. Specific Recommendations: Given the fact that some 40% of the students are girls, having a woman in a senior level position at the school will provide the girls with a role model and enable these girls not only to emulate this role model but also to share their concerns and joys which they may not easily do with a man. 11.4 Conduct Performance Evaluation

Findings: The consultant was informed that since 2008 there have been no performance evaluations of the teachers and staff. The director of the school asked the consultant if he could be provided with some formats to conduct evaluations. The consultant agreed and a Template Performance Evaluation is annexed with this report. Specific Recommendations: Performance evaluations can benefit both the employee and the School. It can enable an employee to improve his or her performance and the school can determine if a particular/staff is good fit and/or what assistance can be provided to the teacher/staff to improve his or her performance at the school. It is recommended that the teachers be evaluated once a year by the academic director. A template for evaluation was developed by the consultant and is annexed with the report. 11.5 Provide Job Descriptions to Teachers/Staff

Findings: The consultant was informed that currently the teachers do not have job descriptions. Specific Recommendations: The teachers and staff can not be evaluated if they are not provided with a job description. It is recommended that each teacher and the staff be provided with a job description, outlining the schools mission, reporting mechanism, salary and main duties/responsibilities which are expected form the staff/teacher. A sample Job Description is annexed with this report. 11.6 Incorporate Effective Teaching Methods

Findings: The consultant observed that most teachers do not use interactive, student-centered teaching methods. Quite a few of them use power point presentations exclusively to teach a class while others dictate to students. This makes students passive learners as they take only notes with out any interaction with their peers or teacher.

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Specific Recommendations: The School should strive to conduct yearly or semester workshops to build teachers pedagogical skills. As pointed elsewhere in the report, some of the teachers rely on power points as a primary method to teach. This also became evident when teachers practiced their new skills in developing a lesson plan and practice teaching in front of other workshop participants. Most relied on power point as a primary source of their method of teaching. The consultant believes that the present teachers at the school will need yearly/semester capacity building workshops to improve their pedagogical skills at least for the next three years. 11.7 Develop Student Organization/Clubs

Findings: The consultant inquired about student run organizations or clubs at the school. The consultant was informed that in the past there was a Guarani Cultural Association but that currently there are none. Almost on daily basis the consultant observed that students spent much of their free time in watching television, sometimes as early as 9 am in the morning during the weekdays. They watched even more on weekends and earlier than 9 am. Specific Recommendations: The students should be encouraged to use their free time and the ample space which is available on campus to start organizations and clubs. Some of them could include; Math Club, Veterinarians Organization, Chess club, Young Entrepreneurs, Environmental Organization, Guarani Cultural Association, English Club and Music/Dance Clubs etc. This will allow students to engage their interest and talents and develop their extracurricular and leadership skills. It will also provide students an opportunity to be creative and to have fun. 11.8 Plan Free (Study) Time for Students

Findings: Students shared their concerns with the consultant that they get very little time to relax or to study on their own. They also indicated that sometimes when teachers do not show up for classes, they sit among themselves and talk. But when a staff or another teacher sees them they are asked to work in the field. Students find this unfair as they indicated that this happens even when they have their assignments for the practical work. Specific Recommendations: It is recommended that there should be structured free or study time for students. But efforts must be made that during this time they do not watch TV. Open library hours for instance, during this time can be an option. 11.9 Develop Pedagogical/Planning skills of the new Academic Director

Findings: The current Academic Director is new in this position. However, he has worked at the school as a teacher for the last ten years and is very hard

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working. As such, his experience as a teacher can be instrumental in his new position. While working with him, I felt that he could improve his planning and pedagogical skills in his new role as the academic director. This will enable him to develop a broader vision for the academic needs and then take a lead in strengthening teaching and learning at the school. Specific Recommendations: Planning and Pedagogical skills will enable the new academic director to develop a broad vision from which to plan the academic component of the school. 11.10 Ensure a balance between students working too much and Gaining Entrepreneurship Skills Findings: Students complained in a focus group that sometimes they are asked to work too much. An example they shared with the consultant was that when a teacher does not show up for a class and they are talking with friends or studying on their own, they are asked to leave and work instead. Specific Recommendations: The Academic Director needs to determine the real situation. If what students say is correct, they may resist the practical work. A better planning will ensure that there is a balance between the practical work and their needs to study and rest. 11.11 Improve linkage between Plan Anual de cada Professor/a with Lesson Plans Findings: The consultant observed several classes and also reviewed three Plan Anual de cada Professor/a. Most teachers do not make or use a lesson plan when they teach. The three plans submitted to the consultant had no specific objectives or learning outcomes for classes. Specific Recommendations: It is recommended that at the beginning of each semester, the academic director conducts a 1-2 day retreat where teachers participate in a workshop to plan and prepare their lesson plans for the whole semester. 11.12 Improve the Library Findings: The library gives a deserted look and during this consultancy period the computers in the library were not hooked up to the internet. It is a spacious library which can be better utilized. Some of the magazines looked dated. The consultant offered to the academic director to help link a boarding school in the USA which may donate books to the library at the school. Specific Recommendations: The students should be involved and encouraged to develop class projects which can be displayed in the library.

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This will make the library more vibrant and provide the wider student/teacher community to visit the library more often and learn from different class projects displayed in the library. 11.13 Hire a counselor Findings: During this consultancy it was found that the school does not have a trained counselor. Also during this time a number of students were expelled for various reasons. Additionally, given that some 40% of the students are girls and the fact that currently there are no females in the leadership positions, it is imperative for the school to hire a counselor. Specific Recommendations: It is recommended that the school hire a parttime trained counselor, ideally a woman. This can be particularly beneficial for girls to approach a woman counselor and share their difficulties and any challenges they face at the school. It can also be beneficial for those students who have left their homes for the first time and those who come from other countries (currently there are three from Bolivia). Additionally, this counselor can conduct regular sessions on alcohol drinking, dealing with homesickness, study skills, interpersonal relationships and other needs which students and or the teachers/staff identify. 11.14 Develop a pool of Substitute Teachers Findings: Students shared in a focus group that often teachers do not show to teach classes and that this disrupts their learning. This was also observed by the consultant while conducting teacher training workshops. It appeared that when a teacher does not show up to teach her/his class there are no alternative plans for the students. Additionally, the students also told the consultant that there were not enough teachers to teach Hotel and Tourism classes. Specific Recommendations: It is recommended that the School should explore and contact some teachers who can be called as substitute teachers when a regular teacher does not show up to teach. The School should also develop a system where a regular teacher informs the academic director at least 24 hours before he/she can not come to teach. This will allow the academic director to make alternative arrangements so that the learning for students is not disrupted. Also efforts should be made to assess if there are enough teachers to teach Hotel and Tourism classes. FP and the school should engage in an analysis to determine whether hiring more full time teachers and reducing part time teachers will address some the issues mentioned here.

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11.15 Provide balanced meals to students Findings: The students complained and the consultant observed that some times the students are not provided enough to eat. Also the meals are not balanced. Vegetables and fruits were rarely served to the students in the cafeteria. This can be detrimental to the health of the students who are physically/emotionally growing up and work and study as part of their program at the school. Specific Recommendations: The school should make efforts to provide balanced diet to the students. Efforts should also be made to provide healthy snacks at the cooperative so that students access healthy food/snacks. 11.16 Provide a continuity of English teachers Findings: During a focus group the students pointed out that the English teachers (mostly international interns) who are in the country on short time assignments with FP are asked to teach English at the school. This disrupts their English learning. Specific Recommendations: Since English is a compulsory subject and most students show lot of interest in learning English, the school should hire a full time teacher which can ensure on going English learning for the students. 11.17 Ensure on going pedagogical improvement of teachers Findings: In order to assess the pedagogical needs of the teachers, the consultant designed and distributed a survey (encuesta). To a question, Are you a trained/certified teacher? 8 out of 11 respondents said No to this question. In addition, after the workshops overwhelming number (11 out of 12) teachers indicated that such workshops should be conducted regularly. Specific Recommendations: A. The Education Committee should regularly assess and recommend the pedagogical needs of the teachers to the Academic Director who should then plan and arrange such workshops at the beginning of each semester/academic year. B. The Academic Director should consult with the area supervision as the consultant was informed that the Ministry of Education also provides resources such as pedagogical workshops which are free of cost the schools.

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11.18 Ensure a balance between sound theoretical knowledge with appropriate practical work Findings: During the focus groups with the students, they indicated that while they really like the school and its model, there is no connection between theory and practice. They also indicated that nobody explains them what to do in the camp. When asked for suggestions they indicated that 3rd year students should be better prepared so they can train 2nd and 1st year students better. Specific Recommendations: A. The new Academic Director has to ensure that at the beginning of each semester/academic year the teachers understand and know the competencies for each academic year. This should follow with a clear linkage between Plan de cada Professor/a and Lesson Plans. B. The consultant has annexed a sample job description and a template to evaluate teachers. Teachers having job descriptions and their performance being evaluated annually will steer teachers towards the goal of linking theory with practical work. 11.19 Increase Full Time Teachers Findings: For a boarding school the ratio of part time to full time teachers seems high at the school. The consultant was told that there are about 10-11 part time and 5-6 full time teachers at the school. Specific Recommendations: A. Given the model of the school, it may help the school to determine a cost benefit analysis of hiring more full time teachers and decreasing the number of part time teachers accordingly. B. Even though the school has a unique model, it may help to explore and study the ratio of part time to full time teachers at other boarding schools which have vocational components. 11.20 Establish a sister school relationship with a boarding school internationally Findings: The school and FP enjoy global recognition and have many connections overseas. These connections should be utilized to establish sister school relationship. The consultant explored and suggested two boarding

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schools in the United States to the Academic Director which are interested in establishing such a relationship with the School in Cerrito. Specific Recommendations: A. FP should assist the School to develop its own web site. This will enable the students and teachers at the school to share specific projects with a sister school overseas. For example, students can write the process of cheese making with photos which could be informational for students from the sister boarding school. Similarly, the teachers could share their lesson plans and ask for feedback from the teachers of the sister boarding school. B. An effective sister school relationship could result in student and faculty exchanges thus furthering and strengthening the academic component of the school. C. The School could also request resources for the library and for text books in Spanish. Increasingly schools in the United States have books in Spanish as the Spanish speaking students in the

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Appendices
1. Training Workshop 2. Developing Effective Lesson Plans 3. Benjamin Blooms Taxonomy of Learning and Knowing 4. Six Steps to a Lesson Plan 5. A Comparison Formal and Nonformal Education 6. Developing Specific Objectives for Lesson Plans 7. Template for Developing a Lesson Plan 8. Template for Job Description for a Teacher

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9. Template for Teacher Evaluation

Taller de Capacitacin
Desarrollar Lecciones eficaces
Fundacin Paraguaya
Escuela Agricola, San Francisco Asis
Cerrito, Chaco Abril 2010 Dr. Andrew Jilani

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Taller de Capacitacin Desarrollar lecciones eficaces


Dr. Andrew Jilani

Escuela Agricola, San Francisco Asis


Cerrito, Chaco Abril 2010 Al terminar los dos das de capacitacin, los profesores podrn: 1. Explicar la importancia de crear lecciones eficaces para mejorar la enseanza y el aprendizaje en la escuela. 2. Explicar la importancia del proceso de Standards-Based Instructional Planning (Planificacin de lecciones basada en estndares). 3. Explicar las 6 etapas del aprendizaje (learning) y conocimiento (knowing) tales como fueron desarrolladas por Bloom. 4. Demostrar una comprensin de los 6 pasos para crear un plan de leccin (lesson plan)
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5. Crear y presentar (en grupos de 2) una leccin entera de una materia enseada por el profesor (a la escuela).

10. Planificar la Clase 9. Explicar: Cmo se evaluarn los objetivos de la clase

Planifica8. Incluir Niveles Cognitivos adecuados cin de la Clase 7. Los Objetivos de la Clase deben ser claros, medibles y enmarcados en la estructura de
aprendizaje de los estudiantes

6. Ordenar las Materias en un calendario y desarrollar un Plan Anual de Instruccin de cada profesor/a Planificacin de Cada 5. Materia Definir los Estndares/Competencias en Unidades Plan Anual de cada Profesor/a 4. Identificar la capacidad de los estudiantes en cada nivel (Test de Diagnstico)

3. Establezca el material para Test Frecuentes 2. Consultar los Currculums regionales de ser necesario 1. Revisar y conocer bien el Plan Anual y el Plan Didctico Productivo 28

Planificacin a Largo Plazo


Plan Didctico Productivo, Plan Anual con CD

1. Planificacin de Clases

2. Planificacin de Materias
Plan Anual de cada profesor/a)

3. Planificacin a Largo Plazo


Plan Didctico Productivo, Plan Anual con CD

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Taxonoma de Benjamin Bloom (Clasificacin) para Aprendizaje y Conocimiento Dimensin Cognitiva (relacionada a la adquisicin de conocimientos)

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Taxonoma de Benjamin Bloom (Clasificacin) para Aprendizaje y Conocimiento Dimensin Cognitiva (relacionada a la adquisicin de conocimientos)
Adaptacin de: Teaching for Student Achievement, Guidebook: The New Teacher Project [NP]

1. Conocimiento
Es el nivel ms bajo de la taxonoma cognitiva de Bloomberg. Muestra el recuerdo de la informacin objetiva y depende principalmente de la memoria. o recordar; o reconocer; o evocar (quin, qu, cundo, dnde, cmo ...?).

2. Comprensin
El estudiante entiende qu informacin se est comunicando y puede usarla sin necesidad de ver sus implicancias o su relacin con otra informacin. o descripcin en sus propias palabras; o organizacin y seleccin de hechos e ideas.

3. Aplicacin
El estudiante utiliza una abstraccin para situaciones concretas. Como el ttulo lo indica, el estudiante puede aplicar intelectualmente lo que ha aprendido a situaciones nuevas. o solucin de problemas; o aplicacin de informacin para producir resultados;

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utilizacin de hechos, reglas y principios Cmo esun ejemplo de? Cmo estrelacionado con? Por ques importante?

4. Anlisis
El estudiante puede desglosar un concepto complejo en sus componentes de tal manera que las relaciones entre las partes estn claras y se logra un mayor entendimiento sobre la sumatoria de las partes. subdividir un todo para demostrar como est compuesto; separacin de un todo en las partes que lo componen Clasificarsegn Resumir/diagramar Cmo se compara/contrasta con.? Qu evidencia podra enumerar de?

o o

5. Sntesis
El estudiante mezcla elementos y partes a fin de formar un pardon structural coherente que no estaba previamente presente. a. creacin de un producto nico, original que puede ser verbal o fsico; b. combinacin de ideas para formar un todo i. Qu diras/asumiras de? ii. Cmo creara/diseara un nuevo? iii. Qu pasara si combinas? iv. Qu soluciones sugerira para?

6. Evaluacin Es el nivel ms alto de la taxonoma cognitiva de Bloom. En este contexto evaluacin significa que el estudiante emite juicios cualitativos y cuantitativos sobre hechos utilizando ya sea sus proprio criterios de evaluacin o los de otros. o toma decisiones de valor sobre temas; o resuelve controversias o diferencias de opinin; o desarrollo de opiniones, juicios o decisiones Ests de acuerdo con? Qu piensas de? Cul es la ms importante? Ordena segn la prioridad Qu decidiras acerca de? Qu criterios utilizaras para evaluar?

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Conocimiento Definir Listar Memorizar Recordar Relatar/Narrar/ contar Repetir Sealar Otro

Comprensin Aplicacin Describir Discutir Explicar Expresar Identificar Informar Localizar Reconocer Refrasear Revisar Otro Aplicar Bosquejar

Anlisis Analizar Argumenta r Calcular

Sntesis Arreglar

Evaluacin Apreciar Calibrar Decidir Defender Determina r Diagnostic ar Escoger Estimar Evaluar Juzgar Medir Opinar Selecciona r Valorizar Otro

Compon er Construir Construi r Demostrar Categorizar Crear Dramatiza r Emplear Ilustrar Interpreta r Operar Pintar Practicar Traducir Usar Otro Clasificar Comparar Criticar Debatir Diferenciar Distinguir Esquematiz ar Examinar Experiment ar Inspecciona r Plantear Probar Resolver Otro Disear Ensambl ar Establec er Formula r Juntar Manejar Ordenar Organiz ar Planifica r Preparar Propone r Recoger Resumir Otro

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Seis Pasos para un Plan de Clases


Componente de La Clase
Utilizar mtodos pedaggicos centrados en el estudiante. Apertura de la Clase (5-10 minutos)

Descripcin del Componente


Ejemplo, confraternizacin juego de roles, pequeos grupos, parejas, etc. Paso 1: Objetivo Habilidades especficas, medibles que aprendern los estudiantes. Paso 2: Motivacin Crear un inters, punto de atencin o enganche para los estudiantes.

Ejemplos de Componentes
1. Los estudiantes podrn identificar Paquistn en un mapa, aprender sobre su gente, su cultura, comidas, idioma, religin y ubicarn su capital y los pases vecinos. 2. Contarles sobre mi origen paquistan. En un mapamundi invitarlos a mostrar dnde queda Paquistn. El grupo repasa la independencia de Paquistn, su idioma, deportes, etc. Un video corto / Youtube sobre la gente de Paquistn, lugares, arte, comida. Escuchar un CD de msica en Urdu. Mostrar artesanas de Paquistn Divididos en pequeos grupos, los estudiantes completan un mapa en blanco de Asia y ubican Paquistn, su capital y los pases vecinos. Prctica de Urdu bsico. Preguntas y respuestas. Los estudiantes escriben una composicin corta sobre Paquistn. Dividir la clase en pequeos grupos y que cada uno presente lo que ha aprendido sobre Paquistn. Por qu es importante? Preguntas?

Introduccin de Material Nuevo (10-15 minutos)

Paso 3: Material Nuevo - Presentar cundo y cmo naci Paquistn. - Presentar datos sobre su poblacin, religin, idiomas, etc. - Escribir en Urdu, el lenguaje oficial, en el pizarrn. - Ensearles Urdu bsico.

Prctica del Material Nuevo (20-25 minutos)

Paso 4: Prctica Guiada - Articular las actividades que usarn los docentes para que los estudiantes apliquen los nuevos conocimientos o practicar las nuevas habilidades bajo la tutela de los docentes. Paso 5: Prctica Independiente - Delinear cmo los estudiantes practicarn los nuevos conocimientos y habilidades - por medio de la tarea. Paso 7: Evaluacin Resume las estrategias de evaluacin que sern utilizadas para medir los logros de los estudiantes en cada objetivo especfico.

Cierre (5-10 minutos)

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Desarrollando Objetivos Especficos para Plan de Clase


Descripcin de los componentes
Rendimiento del Estudiante Cada objetivo debera enfocarse sobre lo que los estudiantes harn a diferencia de lo que el docente har. -- Los estudiantes sern capaces de hacer oraciones en guaran en tiempo pasado. -- Los estudiantes sern capaces de calcular las fuentes de ingreso mensuales del hotel de la escuela. -- Los estudiantes harn una lista y presentaran las enfermedades ms comunes que pueden afectar a la produccin de tomate -- Dando a los estudiantes una lista de datos de ingresos mensuales del hotel y una calculadora. -- Despus de una clase terica, los estudiantes identificaran las enfermedades ms comunes que afectan a las plantas de tomate en el campo.

Ejemplos

Los Resultados Los Objetivos deberan establecer como los estudiantes demostraran cuando los objetivos han sido dominados. Las Condiciones El objetivo de una clase debera detallarse el como o con que los estudiantes demostraran su dominio del estndar.

Adapted from Teaching for Student Achievement, Guidebook: The New Teacher Project [NP]

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Escribiendo Objetivos SMART SPECFIC= Especifico Identificar el criterio bsico para un buen Objetivo MEASURABLE= Medible Identificar un numero ACHIEVABLE= Realista Alcanzable - Puede se alcanzado en una clase o sesin. RELEVANT= Relevante Apropiado TIME BOUND= Con un tiempo determinado Para el final de la clase o sesin.

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Template for a Lesson Plan Ttulo del taller: ----------------------------------------------------------------------Nombre del profesor: -------------------------------------------------------------------------Grado/Clase: ----------Hora: ----------------- Ao acadmico: -----------------------Competencias evocadas/enseadas:

El objetivo del taller:

Actividad del taller


Utilice mtodos pedaggicos enfocados en el estudiante Comienzo del taller (----- minutos)

Descripcin de la actividad
Ejemplo, rompe hielo, juego de rol, pequeos grupos, trabajo en pareja, etc. Paso 1: Objetivo Aptitudes o comportamientos especficos y medibles que los estudiantes aprendern Paso 2: Motivacin Hacer que los estudiantes se interesen

Actividad actual

Introduccin de nuevos materiales (--------minutos) Los estudiantes se ponen a practicar el nuevo material (------- minutos)

Paso 3: Nuevo material Paso 4: Trabajo guiado - explica cuales actividades el profesor utilizar para dejar que los estudiantes apliquen lo aprendido y/o practiquen nuevas aptitudes con la ayuda del profesor. Paso 5: Trabajo independiente - explica cmo los estudiantes pondrn en prctica sus nuevas aptitudes a travs de tareas (durante las aulas o en casa). Paso 7; Evaluacin - explica las estratgicas para evaluar y medir el progreso del estudiante (si ha obtenido el objetivo especifico).

Conclusin (----- minutes)

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A Comparison
Formal and Nonformal Education
Formal Education
It is future oriented. Leads to obtaining a specialized degree, i.e., MA in Agriculture, BA in Hotel Management Long term and general Knowledge is a gift given by those who consider themselves knowledgeable to those whom they consider to know nothing Long cycle Mostly Full time Teacher centered

Nonformal Education
It is present oriented and addresses the needs of the learners, NOW Example, Short course on Malaria for parents, Agriculture Extension for framers Short term and specific A learner comes with prior life experiences and knowledge and builds upon it Short cycle Mostly part time Learner centered Integrated (with the needs of the learners) and community related

Isolated (from socioeconomic environment and needs)

Externally Controlled (curriculum and standards are externally determined) via Ministry of Education Hierarchical (internal and external control is defined by clear roles between teachers and students and between the school and the ministry of education)

Self- governing (autonomy of programs pedagogy and curricula)

Democratic (Control is with the learners, teachers and the community)

Adapted from, Training of Trainers, World Education, Boston, MA. [nd]

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Sample Job Description for a Teacher Template: Job Description for a Teacher
Escuela Agricola San Francisco Cerrito, Chaco Title of the position: Teacher Name of the Teacher: Start Date: ------------------Mission Statement of the School: Part Time [ ] Full Time [ ] Reports to: Academic Director End Date:

Main Duties of the Teacher


Teaching and Learning
1. Provide support for individual students inside and outside the classroom to enable them to fully participate in academic as well as entrepreneurial activities at the school 2. Conduct diagnostic test of first year students (if applicable) to determine the level of the command students have in a particular subject 3. Prepare for and teach assigned classes under the direction and guidance of the Academic Director 4. Work and collaborate with other teachers and staff, as necessary 5. Prepare student records of their attendance, progress and exams etc. on monthly, semester and yearly basis 6. Support students with emotional or behavioral problems and help develop their social skills 7. Develop and use Lesson Plans for each class and use creative pedagogical methods to ensure effective teaching and learning 8. Participate in annual pedagogical workshops to improve hi/her teaching and learning as planned or recommended by the School

Administrative duties
1. Prepare and submit Plan Anual de cada Professor/a to the Academic Director at the start of each semester 2. Prepare and submit Lesson Plans to the Academic Director at the start of each semester 3. Prepare and present displays of students' work in the library, class room or other assigned areas in the school 39

4. Review and learn about the new Plan Anual issued by the Ministry of Education in Paraguay and Plan de Negocios Didactivo Productivo made by Fundacion Paraguaya 5. Undertake other duties from time to time as the Academic Director requires

Standards and quality assurance


1. 2. 3. 4. Support the mission and objectives of the school Set a good example in terms of dress, punctuality and attendance Attend monthly teachers meetings Undertake professional duties that may be reasonably assigned by the Academic Director 5. Be proactive in matters relating to teaching and learning at the school

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Sample-Teacher Evaluation

Template: Teacher Evaluation


Escuela Agricola San Francisco Cerrito, Chaco Note: This form should be used for a teachers self-assessment, classroom observation, and the summary evaluation. Name of the Tecaher: ____________________________________________Date:______________________ _ Evaluator:_ _________________________________________Title:________________________ 1. Teacher demonstrates leadership by taking responsibility for the progress of all students & ensures they graduate with solid academic & entrepreneurship skills to start their own businesses, work in agricultural sector or to pursue higher education. 5 Excellent 4 3 Average 2 1 Poor

2. Teacher incorporates effective pedagogical methods and engages students in their learning. Teacher uses role plays, small groups, pairs, guided practice etc. and ensures that all students participate in the class. 5 Excellent 4 3 Average 2 1 Poor

3. Teacher regularly maintains records of students academic progress, attendance, exams etc 5 Excellent 4 3 Average 2 1 Poor

4. Teacher has submitted her/her Plan Anual de cada Professor/a and the learning outcomes in this Plan relate to the Lesson Plan a teacher uses in the class 5 Excellent 4 3 Average 2 1 Poor

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5. Teachers has discussed with and submitted her/her Lesson Plans to the Academic Director each semester and uses these Lesson Plans to improve teaching and learning at the school. 5 Excellent 4 3 Average 2 1 Poor

PREPARACION y INSTRUCCIN 5 Excellent 4 3 Average 2 1 Poor

Objetivos de la leccin son directamente de reforma educativa (en el orden del programa). Profesor/a ha planeado una forma de evaluacin formal o informal para la leccin Refuerza la tarea planeada de la leccin del da en la casa. Leccin utiliza aprendizaje conceptual (por ejemplo, "que es multiplicacin?" vs. "multiplicar mostrando muchos problemas" Leccin ensea vocabulario necesario para entender conceptos. Objetivos son conectado a conocimiento previo. Profesor comienza con una "hace ahora" o actividad que conecta objetos de da previa a objetos corrientes. Profesor modela ejemplos, ofrece una oportunidad para prctica guiada, y actividades independientes. DIFERENCIACIN Lo siguiente es fuerzas especficas y reas para el profesor para mejorar FORTALEZAS SUGERENCIAS

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Plans to Improve Teaching Lo siguiente es reas especficas que el profesor debera mejorar por un programa planeado y calculado Specific Areas to Improve Time Frame

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