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Pedagogical change in the Normal Technical classroom
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This report presents the findings from a two-year innovation project, the focus of which was to improve student performance and engagement as a consequence of teachers' improved capacity to plan and teach according to the strengths and specific pedagogical needs of NT students, based on Wiggins and McTighe's (2004) framework of Understanding by Design (UbD).We worked with 18 Secondary 1 and 2 Mathematics, English and Science teachers of the Normal Technical stream from 4 neighborhood schools. Both quantitative and qualitative data were collected and semi-structured interviews were conducted during the baseline and post-intervention phases. After attending a module on UbD, participants were able to apply the concept of "backward design" in planning, teaching and devising assessments. This intervention had a significant impact on teachers' commitment to planning and it helped them see the benefits of collaboration. Though teachers' dependency on worksheets did not change much during the post intervention phase; change in the quality of worksheets could be observed The intervention introduced teachers to alternative modes of assessment and also how to develop appropriate rubrics. But, teachers had difficulty crafting specific rubrics for use in the curriculum units. This intervention did not bring about a significant change in teachers' beliefs about NT students. Recommendations were made for NT classrooms.
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Project number: 
CRP 26/05 JA
Appears in Collections:CRPP - Research Reports

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CRP26_05JA_Summary.pdfExecutive Summary57.54 kBAdobe PDFView/Open
CRP26_05JA_FinalResRpt.pdfFull Text914.22 kBAdobe PDFView/Open
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