We already have Higher Order Thinking Skills (HOTS) and 21st century techniques but teachers want to know how to do it in the classrooms. Genosis provides strategies to help them implement active learning strategies in class. The programme is empowering. These new skills motivate us because we now have the knowledge to be more creative. The workshops simulate a classroom environment so teachers get to experience how it really works. The flipped learning pedagogical approach is good and the materials are really helpful. I’m a master trainer for many programmes where I’ll usually be talking for 80% of the presentation. After attending the Genosis training, I realised that we should only be speaking for 20% of the time - the rest should come from the participants.
- Institute of Teacher Education (Raja Melewar Campus) excellent lecturer Dr Zailah Zainudin
We’ve attended many KSSM (Secondary School Standard-based Curriculum) courses but nothing like this. My first impression of Genosis was a little negative though. It wasn’t until I attended the workshops that I saw the big picture. During the workshops, teachers got to feel how it’s like being a student. Teachers already have the basic foundation of 21st century learning but Genosis is more structured. It strengthens pedagogy. It’s very different from conventional learning. While teachers have been exposed to 21st century learning, not all are implementing it because the how wasn’t clear. Our delivery in classrooms have been enhanced. Teachers now know how to facilitate idea creation among students. We now know the kind of attributes we need to cultivate in students and how we can achieve the desired student outcomes. Now there’s continuity between all classroom activities.
- SMK SS17 Subang Jaya teacher Maizuliana Mukhtar
This is the first time for me collaborating with educators from different schools, Institute of Teacher Education, and the district education offices. And, the hands-on workshops aren’t a one-off thing. The organisers do follow ups to check on the effectiveness of the programme in schools. That’s excellent. This ensures effective cascading because we all go to the pilot schools together to implement Genosis. The programme supports our curriculum wonderfully. Elements like global trends gives teachers an idea of how they can broach international issues, which are pertinent to students. Beyond teaching strategies, Genosis is very different from what we’re used to. Student attributes, global trends and themes are not very inherent in our local curriculum. Genosis elements support, and go beyond the local curriculum.
- Institute of Teacher Education (Bahasa Melayu Campus) senior lecturer Dr Thusha Rani
Genosis is an additional tool for teachers. We want to produce well-rounded, holistic students. Classroom teaching must be student-centred. Genosis is in line with what the Education Ministry wants. It’s a good change because some teachers are still using old teacher-centred methods. The unique activities and techniques introduced here can really liven up the classroom environment and increase student participation. For example, students can do station rotation presentations in groups so that everyone can participate and explore together. Things will change from passive to active when it’s student-centred. The burden of teachers having to prepare their daily teaching plans is lessened and because Genosis tracks student development through the years, parents are able to see how their kids are doing. Schools are also supportive because they know that this will result in empathetic, considerate students with the right values and attitude.
- District education office (Keramat) school improvement specialist coach Yusmanwadi Jamaludin
Genosis enhances, updates, and strengthens, what we have. I like it because it gives teachers from different schools the space and opportunity to exchange ideas, and it encourages divergent thinking. The skills we’ve learnt are very useful and practical. The materials we’ve been given are organised, systematic and well-planned. It inspires us to tackle future possibilities. It’s about applying what we learn to real situations.
- Institute of Teacher Education (Special Education Campus) lecturer Jamaliyah Ahmad
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