ENVIRONMENT CREATING INNOVATION
Many opinions point out that innovation and reduction of dependence on textbooks require synchronous management from the subject group level, school leaders to departments and offices of education and training.
For a long time, when inspecting and examining professionally, inspection teams at all levels have rarely paid attention to the program, only to how the textbooks, lessons, and lesson plans have reflected the content of the textbooks. The new program has given autonomy to teachers, so it cannot have the same content and assessment methods as the old program. There must be appropriate assessment methods to create motivation for teachers to innovate.
The new program has given autonomy to teachers, so the content and methods of assessment must be changed.
Ms. Nguyen Thi Nhiep, Principal of Chu Van An High School (Hanoi), shared that when the new program was first implemented, many teachers still could not get rid of the mindset of having to teach the correct and complete textbooks. Many teachers were afraid that if they missed any content in the textbooks, their students would be lacking, and if the exams asked exactly that part, the students would be disadvantaged. Some teachers also thought that the lesson sequence in the textbooks had to be followed exactly. Schools have not yet taken advantage of their autonomy to create an environment for innovation and support teachers to innovate. If this is not overcome, it will be difficult to change the perspective on using new textbooks.
"In order for teachers to change, schools must proactively have an overall education plan and in each subject. Based on the Ministry's curriculum, goals, teaching conditions, student objects..., each subject must be redesigned. From that program, subject groups and teachers can visualize the tasks and proactively apply learning resources, methods, and teaching approaches to design lessons," said Ms. Nhiep.
Ms. Le Tue Minh, Chairwoman of the Edison Education System Council, believes that with such a goal of change, each set of textbooks only plays the role of one of the options, solutions, and tools to achieve the required capacity.
According to Ms. Minh, in order to find suitable, useful, truly high-quality, feasible learning resources that can be used to serve the learning program with the goals of developing appropriate capacity, qualities, and skills, there needs to be clear direction from the school leadership with specific criteria, careful selection and quality control. Under the 2018 framework program for each subject issued by the Ministry of Education and Training, the school must have a program and training department that coordinates with experts in each field to design and build detailed programs with specific directions on learning resources and methods suitable for each subject and topic of study.
Reducing dependence on textbooks requires synchronous management from the subject group level, school leaders to departments and offices of education and training.
REGULATORY AGENCIES SHOULD NOT INTERFERE IN PROFESSIONALISM
The most important thing to motivate teachers to continuously train themselves and learn to improve their knowledge, according to Ms. Minh, is: "Correct evaluation criteria and mechanisms, recognizing teachers' responses to professional requirements. When there is such a motivational mechanism from the school, the learning and creativity of each teacher is limitless."
Looking at the textbook selection process, National Assembly delegate Luu Ba Mac (Lang Son) said: "The most important thing is to give the real rights and professional responsibilities to the students and teachers themselves to choose the textbooks that best suit the subject and the practical situation at their educational institution. State management agencies are responsible for inspecting, urging and supervising the selection of textbooks and should not interfere with the professional work of teachers in choosing textbooks for their own educational institutions."
Open teaching organization
In order to teach independently of textbooks, Nguyen Binh Khiem Secondary and High School (Hanoi) has proactively researched the program, concretizing the content and teaching methods to develop learners' capacity. That is, organizing teaching in an open direction and creating conditions for students to participate in the process of building lessons in the way that students play the role of teachers, promoting interest, group cooperation and the ability to use information technology sensitively. In addition, training and fostering teachers in teaching methods and content is also an issue that schools need to pay attention to. In particular, training for teachers is based on the program instead of training based on textbooks as before when there was no overall program.
Ms. To Lan Huong, a teacher at Nguyen Sieu Secondary and High School (Hanoi), said that the school's way of doing things is to mobilize collective intelligence. Teachers in the subject group will prepare together as resources for the group. On that basis, when teaching, it will "break out" to suit each group of students that the teacher is teaching in each class. Professional activities will support teachers in overcoming difficulties when organizing teaching activities with students. "I told the teachers in the group that we have the right to choose what is appropriate, we can completely change, can cut down. We have boldly done so, changed the teaching plan like that and have done it," Ms. Huong said.
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