Studies show that there is a close relationship between students’ achievement and the knowledge, skills, and practices of their teachers. It means that what teachers know and can do is crucial to what students learn. Teachers who know a lot about teaching and learning and who work in environments that allow them to know students well are critical to successful learning. What teachers understand about content and students, shapes how sensibly they select from textbooks and other instructional materials and how effectively they present these materials in class. Their skill in assessing students’ progress depends also on how deeply they themselves know the content, and how well they can understand and interpret students’ verbal answers and written work. Nothing can fully compensate for the weakness of a teacher who lacks the knowledge and skill needed to help students master the curriculum.
NISMED is aware that teachers’ effectiveness depends not only on the amount and kind of teacher education and disciplinary training they have had but also on the professional development opportunities they experience while practicing their profession. NISMED believes that the extent of teachers’ preparation in methods, curriculum, and teaching is as important in predicting effectiveness as is preparation in science and mathematics itself. We acknowledge that students who are taught by fully effective science and mathematics teachers experience significantly greater gains in achievement than those who are taught by nonmajors. We are conscious that the concept of educational quality extends beyond knowledge and skills in key subject areas. It includes broad outcomes including students’ self concept, their social skills, their engagement with learning, and their overall well being. Hence, we expose our teachers on how to do investigations and problem solving in science and mathematics and integrate technology in teaching. We developed inquiry based/problem-based science and mathematics curriculum frameworks which show how these disciplines relate to the socio-cultural aspects of life. We formulated standards for science teachers so that they work to become reflective and critical thinkers and life-long learners. All these experiences help teachers “let students shine.”
Letting Student Shine is the theme of the seminar-workshop being organized by NISMED and DepED in October 2009. Visit out website and check on our latest publications and research studies, as well as schedules of training. And thank you for making NISMED a part of your professional career.
Studies show that there is a close relationship between students’ achievement and the knowledge, skills, and practices of their teachers. It means that what teachers know and can do is crucial to what students learn. Teachers who know a lot about teaching and learning and who work in environments that allow them to know students well are critical to successful learning. What teachers understand about content and students, shapes how sensibly they select from textbooks and other instructional materials and how effectively they present these materials in class. Their skill in assessing students’ progress depends also on how deeply they themselves know the content, and how well they can understand and interpret students’ verbal answers and written work. Nothing can fully compensate for the weakness of a teacher who lacks the knowledge and skill needed to help students master the curriculum.
NISMED is aware that teachers’ effectiveness depends not only on the amount and kind of teacher education and disciplinary training they have had but also on the professional development opportunities they experience while practicing their profession. NISMED believes that the extent of teachers’ preparation in methods, curriculum, and teaching is as important in predicting effectiveness as is preparation in science and mathematics itself. We acknowledge that students who are taught by fully effective science and mathematics teachers experience significantly greater gains in achievement than those who are taught by nonmajors. We are conscious that the concept of educational quality extends beyond knowledge and skills in key subject areas. It includes broad outcomes including students’ self concept, their social skills, their engagement with learning, and their overall well being. Hence, we expose our teachers on how to do investigations and problem solving in science and mathematics and integrate technology in teaching. We developed inquiry based/problem-based science and mathematics curriculum frameworks which show how these disciplines relate to the socio-cultural aspects of life. We formulated standards for science teachers so that they work to become reflective and critical thinkers and life-long learners. All these experiences help teachers “let students shine.”
Letting Student Shine is the theme of the seminar-workshop being organized by NISMED and DepED in October 2009. Visit out website and check on our latest publications and research studies, as well as schedules of training. And thank you for making NISMED a part of your professional career.
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