Innovative Classroom Supervision: Unlocking the Potential of Active Learning

Abstract

          In the current era, education faces numerous challenges due to technological changes and the demand for new skills among students. As a result, classroom supervision has become a vital tool in enhancing and developing the quality of teaching and learning. This article proposes a new model of classroom supervision that emphasizes proactive learning through the use of digital technology and more participatory methods from learners. By analyzing the problems that teachers and students face today, it introduces a supervision process that integrates Coaching, Mentoring, and Supporting techniques to empower teachers in creating an environment conducive to participatory and creative learning. This leads to the development of a new supervision model to enhance the potential for proactive learning, the “USE-2BS” model, which comprises 7 components (3 processes and 2 success factors): Component 1: Objectives, Component 2: Content, Component 3: New supervision principles/techniques, Component 4: Process 1) Awareness, with Stage 1: Identifying problems and basic information, Stage 2: Studying context and data collection & analysis; 2) Support, with Stage 3: Setting goals, Stage 4: Planning, designing; 3) Empowerment, with Stage 5: Implementation, Stage 6: Reflecting on learning outcomes, Stage 7: Sustainable development; Component 5: Academic supervision network, Component 6: Use of digital technology, Component 7: Success factors, which include 1) A master plan for success, 2) Behavioral participation, 3) Sustainability and scalability. The findings highlight the necessity of developing and modernizing supervision models to be contemporary and align with the diverse needs of both supervisors and supervisees, to promote effective proactive learning management in the digital age.