0000000000369262
AUTHOR
Līga ČAkāne
showing 9 related works from this author
STUDENT GRAPHICAL INFORMATION LITERACY IN MATHEMATICS AND SCIENCE
2017
Among the most important 21st century skills that every student needs are the ability to work with information. The key for implementing competency based approach to learning will be related to how students' ability to apply skills acquired in, for example, mathematics can be transferred to other subject contexts. Newest OECD PISA results presented in 2016 show a recurring tendency that in Latvia there is a small number of students whose performance is in accordance to the 5th and 6th level of the framework. These two levels represent students' ability to apply deep thinking skills in new learning contexts. It is necessary to analyze the causes of this situation in order to identify opportu…
TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE
2016
We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial for a good leader. Categories characterizing teacher leaders and lead schools were identified. Fac…
DESIGNING & PILOTING ONLINE TESTS AS PART OF A TEACHER COMPETENCE ASSESSMENT
2019
Approaches for competence assessment are becoming increasingly important to plan school development goals, especially during complex educational changes. This paper outlines authors’ experience and recommendations from the designing and piloting of teacher online tests as part of a wider competence management process. A developed theoretical model of a universal teacher competence profile is presented. Tests represent four thematic parts related to teacher performance in classroom to facilitate: student cognitive activation, student self-regulation, student collaboration, and leveraging digital. Test questions were developed based on a framework of teacher performance assessment that consis…
TEACHING TO USE IN SCIENCE AND MATHEMATICS PREVIOUSLY ACQUIRED SKILLS
2016
Goal of the research is to analyse how students currently succeed in using basic skills acquired in mathematics, in science and real-life contexts, before new reforms in Latvia for the development of students' competence have been started. Only about 20% of students in the national testing for 9th grade were able to do it. The research analysed students’ papers, results, and study aids, as well as teacher performance in lessons.
How science teachers learn to reflect by analyzing jointly observed lessons
2015
The aim of the article is to present a teacher's professional learning model implemented within the project PROFILES of FP7 Science in Society. The article reveals the contribution of the joint observation in real-life classroom environment and lesson analyses to the development of the capability of teachers' reflection skills. The survey of teachers, conclusions of experts and teachers' feedback all demonstrate that the model enhances the development of science and mathematics teachers' reflection skills. At the same time the article gives guidelines to follow when this model is practiced with different groups of teachers. Efficient teaching of inquiry skills in the school is impossible wi…
THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS
2021
The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the…
A Collaborative Classroom-Based Teacher Professional Learning Model
2017
This article reviews the Latvian experience of exploring a teacher continuous professional learning model, with an emphasis on teacher collaboration for professional learning. The developed model focuses on lessons taught in real-life classrooms and their subsequent analysis. The model consists of a set of regularly scheduled workshops in a period of a school year. It is based on the idea of a multiple activity cycle of “observe–reflect–write–discuss” conducted several times during every workshop. Every participant has an opportunity to experience two roles: that of a leader, teach a demonstration lesson to his/her colleagues, and that of a learner, observe, analyse and reflect on a colleag…
Mācīšanās lietpratībai
2018
Grāmatā atklāta kompetences jēdziena būtība, aplūkota mācīšanās iedziļinoties un mācīšanās paradigmas pakāpeniska maiņa skolu praksē. Atsegtas kompetences kā kompleksa snieguma vērtēšanas iespējas. Analizēts jau esošo valsts līmeņa pārbaudes darbu potenciāls mērīt kompleksu sniegumu, ieviest formatīvo vērtēšanu regulārā skolu praksē. Analizētas skolotājiem nepieciešamās prasmes šādas pieejas īstenošanā, iespēja mērīt skolotāju prasmes mācīšanās vajadzību apzināšanā un būvēt atbilstošu ilgtermiņa praksē balstītu skolotāju mācīšanos un inovāciju pārnesi skolā un starp skolām. Aplūkota digitālās pratības attīstīšanas nepieciešamība un informācijas tehnoloģiju iespējas snieguma vērtēšanā. Autor…
Vērtēšanas aspekti skolas matemātikā
2009
Maģistra darbā aplūkoti skolēnu mācību sasniegumu vērtēšanas aspekti skolas matemātikā. Analizējot matemātikas skolotāju pieredzi formatīvās vērtēšanas jomā, konstatētas pozitīvās iezīmes un nepilnības veicot vērtēšanu, apzināta skolotājiem nepieciešamā metodiskā palīdzība vērtēšanas jomā. Aplūkotas pieejas vērtēšanas procesā iegūto datu fiksēšanai, lai sekotu izvirzīto mācību mērķu sasniegšanai. Apkopoti metodiski ieteikumi (uzdevumu piemēri, darba formas, metodiski paņēmieni) formatīvajai vērtēšanai matemātikas stundās.