Asking questions effectively - muele.mak.ac.ug Web viewGM: Generic Methods. GOU ... including high...

MODULE 2

CURRICULUM IMPLEMENTATION AND MANAGEMENT IN TIET

INSTITUTIONS

Authors

Dr. Jane Egau OkouMs. Caroline Kavuma Mr. Ali Kyakulumbye Ms. Consilous Rwanyonga

0

FOREWORD

The Ministry of Education and Sports has developed this course book on teacher education proficiency for administrators of NTCs in Uganda. The book was developed by a team of experts with support from Teacher Education Department.

The aims and objectives of this course are to build capacity and strengthen the NTC administrators’ knowledge, theories, principles, skills and practices in management of teacher training. Further it aims at developing positive attitudes needed to support and improve on the quality of teacher trainees, newly qualified teachers on probation and practicing teachers in the secondary schools.

This course will enhance the ability of the administrators in internalizing, modelling practices of the concepts, theories, and principles of administering teacher education institutions. The course will enhance provision of quality education in the NTCs by contributing to the set standards for the NTC student teachers, by providing guidance and support strategies on management of NTC and secondary school curricula.

The education sector cherishes the contribution of the stakeholders in education towards access and quality of education, the handbook is timely. It is one of the support mechanisms to the already existing policies, initiatives, reforms and innovations proposed for NTCs and the secondary schools.

F. X. K. LubangaPERMANENT SECRETARYACKNOWLEDGEMENT

1

The Ministry of Education and Sports conveys her appreciation to all individuals, organizations and teams who contributed to the development and production of this course book on proficiency in secondary Teacher Education.

Special thanks go to the Islamic Development Bank (IDB) for funding the development, production, and use of the course book for training.

The Ministry of Education and Sports is grateful to all those writers that contributed to the development of the courses; namely:

Gratitude to the Editing and Technical Team for the continued efforts in proof reading and providing additional information which has enriched the manuscript to this shape; The Team: Nsereko Margaret, Commissioner Teacher Instructor Education and Training, Aguti Janet Florence, Acting Assistant Commissioner, Primary Teacher Education, Dr Jane Egau Okou, Acting Assistant Commissioner, Instructor Tutor Education, Web Ndyabaika Elicad the Assiatant Commissioner, Secondary Teacher Education and Besigiroha K. Gad, Monitoring and Evaluation Officer – OPEC/IDB/SAUDI/BADEA & KUWAIT Projects.

Finally, we wish to convey special gratitude to the secretaries for typesetting the manual to this shape.

INTRODUCTION TO THE MANUAL

2

With support from the Islamic Development Bank, the Ministry of Education and Sports designed a tailor-made certificate course to enhance the efficiency of administrators of National Teachers Colleges to effectively operate as pedagogical leaders.

The Manual on proficiency in teacher education has been designed to address the integral components of the teaching and learning process which administrators must be conversant with to be effective pedagogical leaders. The manual has been designed with a view to providing practical management sessions on teacher training.

The manual aims at building capacity of teacher educators and particularly the teacher education administrators to internalize the concepts, theories, principles and practices of administration in general and administration of teacher education in particular.

The manual will also act as a support mechanism to the already existing policies, initiatives, reforms and innovations in NTCs and primary schools curricula. It will also support the administrators to further analyze the various aspects of teacher education and how to produce an effective secondary school teacher.

The manual is useful to both administrators as those in leadership positions at various levels of teacher training. The manual will continually help administrators to implement the protocols of reflective practice, action research, reflective papers, professional portfolio development, institutional development, education planning and management, support supervision, mentoring and coaching.

ORGANIZATION OF AND HOW TO USE THE MANUAL

The course is designed in five modules; namely:3

Module 1: Leadership and ManagementModule 2: Curriculum Implementation and ManagementModule 3: Supervision and MentoringModule 4: Assessment and EvaluationModule 5: Reflective Practice and Action research

The course is a one-year certificate course conducted in three sessions during holidays, with practical follow-up activities during the course of the term. At the end of the one year training, the administrators who successfully complete the course are awarded a certificate in Teacher Education Proficiency.

The Background gives the background information to current status of assessment in NTCs and secondary schools, justification for CTEP and the aims and objectives of CTEP.

Module 1 provides general background information on leadership and management. Module 2 is on implementation and management of the curriculum for secondary schoolsModule 3 focuses on supervision and mentoringModule 4 covers assessment and evaluationModule five is focussed on reflective practice and research.

References and appendices are provided at the end of the manual. Please utilize them to reinforce your use of this manual. Explore other sources and resources to enrich your knowledge, basic skills, and practices on management

ACRONYMS

4

CPD: Continuous Professional DevelopmentCPR: Class Progress RecordC-TEP: Certificate in Teacher Education ProficiencyDES: Directorate of Education StandardsEFA: Education for AllGM: Generic MethodsGOU: Government of UgandaIPR: Individual Progress RecordMDGs: Millennium Development GoalsMOES: Ministry of Education and SportsSSP: Supervised School Practice

INTRODUCTION

Curriculum implementation and management is the major role of the Principal and lecturer of Teacher Education and Instructor Training (TIET) institutions. It involves direct and indirect, overt and covert teaching

5

practices. The process of curriculum implementation and management keeps shifting from routine to creative ways of preparing, teaching and assessing learning, which will liberate and empower learners to obtain independence in searching for knowledge, application of skills for solving problems and portraying positive attitudes. Module two is intended to enable Course Participants (CPs) to revisit their instructional practices and adopt ways that will empower trainees to realise their greatest potential. The four units of the module will lay special emphasis on:

Inter-personal communication skills Planning skills Delivery skills Assessment skills Mentoring and coaching Documentation and reporting skills Resource development and management skills

6

UNIT 1: UNDERSTANDING THE TIET INSTITUTIONAL CONTEXT AND THE LEARNER

Topic 1: The Institutional Curriculum in TotalityDuration: 2 Hours

Learning Outcome: To explain the concepts of; curriculum, curriculum elements, examine the importance of the spiral curriculum and indicate the implicit curriculum values gained through classroom and whole institutional experiences

Background

Curriculum in totality must enable the learners to become successful learners, confident individuals, responsible citizens and effective contributors to society. The design of the curriculum should provide opportunities for students to develop skills for learning, skills for life and skills for work, pursue interests and experience a range of learning activities. Curriculum not only covers the formal teaching/learning but also the other aspects of human development associated with institutional life. It will transform a student into a productive citizen.

In most cases lecturers and instructors focus on completing the written syllabus and pay little or no attention to the context in which the curriculum happens. There is need for the institutional administrators/leaders and lecturers to pay attention to what is taught, why it is taught and how it is taught.

This session reviews the concepts of curriculum and curriculum elements and how they are used in the teaching and learning process. It will also enable CPs to explore the importance of spiral curriculum, the type of curriculum that is implemented in Uganda; and the role of the hidden curriculum; much of what revolves around daily or established routines as implied by the very structure and nature of institutions

7

Competences

By the end of session CPs should exhibit potential to:1. Demonstrate knowledge of curriculum and elements of curriculum and

how they are used in the teaching learning process2. Identify different types of curriculum paying more focus on the spiral

and hidden curriculum3. Explain the importance of the spiral curriculum to the Ugandan

education system4. Reflect on the importance of a hidden curriculum in the classroom, the

whole institutional environment and the society.

Content Outline

1. The concept of curriculum, elements of curriculum and how they are implemented in daily teaching and learning process.

2. Types of curriculum: the Ugandan Spiral Curriculum ; overt and covert; actual and formal

3. The importance of a spiral curriculum in the TIET Institutions4. The hidden curriculum 5. Institutional Plant and Practices as avenues for the manifestation of the

hidden curriculum: Intuitional Culture, routine etc. 6. The importance of the hidden curriculum in the classroom, the whole

institutional environment and the society.

Methodology: Reflection, Think-pair-share, small group discussion, plenary discussions

Instructional Resources: Flip charts, LCD projector, hand outs, Activity Sheets in Training Manual, VIPP Cards, markers

8

Procedure

Step Time Competences Activities Resources1 5 mins Facilitators will lead CPs through the

preliminaries of the session that will include introduction, objectives competencies among others.

Training Module

2 10 mins Demonstrate knowledge of curriculum, elements of curriculum and how they are used in the teaching learning process

Through think-pare-share, CPs will explain the concepts of curriculum, elements of the curriculum and how they are used in the teaching and learning process

Facilitator will consolidate the CP’s views using VIPP cards.

VIPP CardsFlip charts Markers

3 30 mins Identify different types of curriculum that are implemented in the Ugandan education system

Through the use of a jigsaw method, CPs will study the types of curricula that are implemented in Uganda’s education system.

Using PPP, the facilitator will consolidate CPs responses.

Power Point Presentation (PPP) – LCD projector

4 25 mins Explain the importance of the spiral curriculum to the Ugandan education system

In groups, CPs will discuss and analyze the importance of spiral curriculum to both teachers and learners and illustrate examples of spiral topics in their institutional curricular

Facilitator will work with CPs to process the responses in plenary

Training Manual

5 40 mins Reflect on the importance of a hidden curriculum in the classroom, school environment and society

CPs will identify the institutional components through which the hidden curriculum is manifested and specify its benefits and impact to students, institutions and the general society

Cite practical examples to describe differences among school graduates of different institutions

The facilitator will consolidate CPs

Manilla paperMarkers Masking tapeLCD projector

9

responses using PPP 6 10 mins Summary of key points:

The facilitator will ask CPs to bring out salient issues on curriculum, its elements, spiral curriculum and hidden curriculum

VIPP Cards

Follow up activityInstitutional leaders and staff should ensure that the students they pass out are well equipped beyond the taught planned materials to achieve other aspects of the curriculum like cleanliness, humility, respect for others, public address skills among others to make a complete educated person. How should this be achieved?

Further Reading

1. H. Lynn Erickson (2002) Concept-Based Curriculum and Instruction: Teaching Beyond the Facts: pages; 2002 London, Corwin Press, Inc, 174 pages

2. Robert J. Marzano, Debra Pickering, Jane E. Pollock (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement Alexandra, McREI- 178 pages

3. Ralph Winfred Tyler (1969) Basic Principles of Curriculum and Instruction; University of Chicago Press Ltd., London 128 pages

4. Pearl Gold Solomon (2009) The Curriculum Bridge: From Standards to Actual Classroom Practice; Corwin Press, New York - 225 pages

5. Bishop G. (1985) Curriculum Development- A Textbook for Students. Macmillan Education Ltd, London

Summary Notes

Curriculum Terms and Concepts: Definition of Curriculum and Elements of

Curriculum

10

What is "Curriculum"; "a plan for a sustained process of teaching and learning" (David Pratt, 1997, p. 5) Curriculum in narrow view includes content and examination. In wider frame curriculum includes aims, learning methods and subject matter sequencing. Broader concept of curriculum describes it as a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work

Elements/Components of the Curriculum

The nature of the elements and the manner in which they are organized may comprise which we call a curriculum design.

Component 1: Curriculum Aims, Goals and Objectives

Aims: Elementary, Secondary, and TertiaryGoals: School Vision and MissionObjectives: educational objectivesDomains:

1. Cognitive – knowledge, comprehension, application, analysis, synthesis, evaluation

2. Affective – receiving, responding, valuing, organization, characterization

3. Psychomotor – perception, set, guided response, mechanism, complex overt response, adaptation, origination

Component 2: Curriculum Content or Subject Matter

Information to be learned in school, another term for knowledge (a compendium of facts, concepts, generalization, principles, theories)

1. Subject-centred view of curriculum: The Fund of human knowledge 11

represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of his world

2. Learner-centred view of curriculum: Relates knowledge to the individual’s personal and social world and how he or she defines reality.

Gerome Bruner says: “Knowledge is a model we construct to give meaning and structure to regularities in experience”

Criteria used in selection of subject matter for the curriculum

1. Self-sufficiency – “less teaching effort and educational resources, less learner’s effort but more results and effective learning outcomes – most economical manner (Scheffler, 1970). (Not demanding to both the teacher and the learners).

2. Significance – contribute to basic ideas to achieve overall aim of curriculum, develop learning skills

3. Validity – meaningful to the learner based on maturity, prior experience, educational and social value

4. Utility – usefulness of the content either for the present or the future5. Learn ability – within the range of the experience of the learners6. Feasibility – can be learned within the tile allowed, resources available,

expertise of the teacher, nature of learner

Principles to follow in organizing the learning contents (Palma, 1992)

1. BALANCE. Content curriculum should be fairly distributed in depth and breadth of the particular learning area or discipline. This will ensure that the level or area will not be overcrowded or less crowded.

2. ARTICULATION. Each level of subject matter should be smoothly 12

connected to the next, glaring gaps or wasteful overlaps in the subject matter will be avoided.

3. SEQUENCE. This is the logical arrangement of the subject matter. It refers to the deepening and broadening of content as it is taken up in the higher levels.

The horizontal connections are needed in subject areas that are similar so that learning will be related to one another. This is INTEGRATION.Learning requires a continuing application of the new knowledge, skills, and attitudes or values so that these will be used in daily living. The constant repetition, review and reinforcement of learning is what is referred to as CONTINUITY.

Component 3: Curriculum Experience

Instructional strategies and methods will link to curriculum experiences, the core and heart of the curriculum. The instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome. Teaching strategies convert the written curriculum to instruction. Among these are time-tested methods, inquiry approaches, constructivist and other emerging strategies that complement new theories in teaching and learning. Educational activities like field trips, conducting experiments, interacting with computer programs and other experiential learning will also form part of the repertoire of teaching. Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use, here are some of them;

1. Teaching methods are means to achieve the end2. There is no single best teaching method3. Teaching methods should stimulate the learner’s desire to develop the

cognitive, affective, psychomotor, social and spiritual domain of the individual

4. In the choice of teaching methods, learning styles of the students 13

should be considered5. Every method should lead to the development of the learning outcome

in three domains6. Flexibility should be a consideration in the use of teaching methods

Component 4: Curriculum evaluation

To be effective, all curricula must have an element of evaluation. Curriculum evaluation refers to the formal determination of the quality, effectiveness or value of the program, process, and product of the curriculum. Several methods of evaluation came up. The most widely used is Stuffle beam's CIPP Model. The process in CIPP model is continuous and very important to curriculum managers. CIPP Model – Context (environment of curriculum), Input (ingredients of curriculum), Process (ways and means of implementing), Product accomplishment of goals)- process is continuous.Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of curriculum evaluation is introduced. These are the steps:

1. Focus on one particular component of the curriculum. Will it be subject area, the grade level, the course, or the degree program? Specify objectives of evaluation.

2. Collect or gather the information. Information is made up of data needed regarding the object of evaluation.

3. Organize the information. This step will require coding, organizing, storing and retrieving data for interpretation.

4. Analyse information. An appropriate way of analysing will be utilized.5. Report the information. The report of evaluation should be reported to

specific audiences. It can be done formally in conferences with stakeholders, or informally through round table discussion and conversations.

6. Recycle the information for continuous feedback, modifications and

14

adjustments to be made.

Source: Curriculum Development by Purita Bilbao, et. al. LoreMar Pub., 2008)

The Hidden curriculum

Hidden curriculum refers to conscious or unconscious intentions reflected in the structures of the school and classrooms and actions of those who inhabit them (Pratt 1987, p.29). A hidden curriculum is not documented but is rather unconsciously understood and adopted passively.

Hidden curriculum refers to the non-academic but significantly important consequences of schooling. It amounts to what an individual acquires silently by being part of a particular school setting. Its content includes the silent cultures, subcultures, structures, physical school plant, systems, procedures, verbal or nonverbal (spoken or unpronounced) instructional behaviour of the teacher during the teaching learning processes, policies, routines, messages, rules and regulations, co-curricular activities i.e. clubs, and all valued and unvalued practices of a specific school. As a result of the hidden curriculum, and diverse modes of delivery of the formal curriculum, we get graduates of school with varied and unique characters, personalities, attitude potentialities, dispositions and general outlook to life. Therefore, school life not only teachers but also informs and shapes the individual into obeying authority, being responsible, permissive or submissive, neat or shabby. Values like time management, forward-independent-positive thinking, sociable behaviour, life skills like decision making, value for work and the reverse of all these, are all learnt through the overt but more so through the unspoken lessons that occur in the school setting. The hidden curriculum includes;

15

a) All that is learnt during school/college activities that is not a designated part of official curriculum

b) What is “picked up” about e.g. role of teacher/learner, status, attitudes to learning

c) Implicit, embedded in taken-for-granted procedures and materialsd) May be unrecognised and often unexaminede) Can have profound effect on self-image on students, and attitudes to

education/other social groups

NB. Notes on the spiral curriculum will be in a hand-out Curriculum Elements

TOPIC 2: INSTITUTIONAL VISIONS AND MISSIONS

Duration: 2 Hours

Learning OutcomeTo scrutinize the reasons for why institutions exist and how their existence can be communicated to all stakeholders

Background

The philosophy of every institution is reflected in the mission and vision statements. Mission statement can include generalized reasons or purpose for the existence of the institution, but it can be more concrete and include

16

MethodsLearningExperiences

EvaluationPerformanceMeasurement

ContentSubject to be studied

PurposeAims GoalsObjectives

several aspects of student’s knowledge like: theoretical knowledge, skills, performances etc. Educational institutions should conduct their programs and activities guided by overarching vision and mission statements. The importance of vision statements should not be underestimated. The single paragraph often loaded with meaning will describe the values, services and vision for the future. Visioning is a journey from the known to the unknown which helps create the future from the montage (mixture) of facts, hopes, dreams, dangers and opportunities. Vision and mission statements should be revisited periodically and revised, if appropriate.

This session requires you to critique your vision and mission statements and question their relevance today. In the session activities, you will discuss the difference between institutional vision and mission statements, how you enact the institutional vision and mission; useful hints and tips on how to write vision statements. The session will also enable you to reflect on your institution’s missions and visions and to chart a way for formulating or reviewing them in case they may be out-dated.

Competences

By the end of session CPs should exhibit potential to:1. Ably interpret their institutional vision and mission statements and its

role 2. Illustrate the difference between institutional vision and mission

statements3. Enact their missions and visions in daily institutional activities 4. Formulate meaningful and relevant institutional vision/mission

statements

Content Outline

By the end of session CPs should exhibit potential to::

17

1. Difference between vision and mission statements2. Strategies for ensuring effective implementation of the vision and

mission 3. Writing good vision/mission statements

Methodology: Question and answer, think – pair share, small group work, plenary presentations

Instructional Resources: Flip charts, Power Point Projector, hand outs and Activity Sheets in Training Manual

Procedure

Steps Time Competences Activities Resources1 5 mins Facilitators will lead CPs through the

preliminaries of the session.Training Manual

2 40 mins Ably interpret their institutional vision and mission statements and its role

CPs will: reflect on their different institutional vision and mission statements; illustrate how they are enacted; justify their relevance today; state people who should participate or who participated in formulating them and why

Discuss the role of vision and mission statements and how they influence institutional practices and curriculum


3 15 mins Illustrate the difference between institutional vision and mission statements

In groups CPs will: discuss the difference between the two concepts; vision and mission

Using PPP, the facilitator will consolidate their responses and clarify issues where necessary

Training Manual PPP

18

4 15 mins Formulate sample institutional vision/mission statements following the hints

Using think – pair share, CPs will identify hints and tips on writing a good vision/mission statementThe facilitator will consolidate their responses

Flip charts

5 25 mins In institutional groups, CPs practice revising or writing meaningful and more relevant institutional vision/mission statements following the hints and tips

6 10 mins Enact their missions and visions in daily institutional activities

CPs to lay strategies for having relevant and live visions and missions for their institutions

Facilitators will conclude the session by making input

VIPP cards

Follow up activity Continue reflecting/revisiting on their institutional vision/mission statements basing on the identified hints and tips and for the institutions without the mission/vision statements to make a way forward for having them as soon as possible.

Further Reading

1. http://wiki.answers.com/Q/ What_are_the_different_between_vision_and_mission_statement#ixzz1vQsSiRAx

2. Cynthia D. Scott, Dennis T. Jaffe (1993) Organizational Vision, Values and Mission; Crisp Publications, Inc.

Summary Notes

Mission Statement

The mission statement should partly give sort of picture, what kind of

19

http://wiki.answers.com/Q/What_are_the_different_between_vision_and_mission_statement#ixzz1vQsSiRAx



student do we want. Involvement of the key subjects in process of curriculum development should be from the early stages of process of curriculum development, and one of the first steps is creation of mission statement of institution. All stakeholders of institution should be included in this process, and they all should give their view of the reasons why the institution exists.

In the process of defining of mission statement for medical institutions, it is recommendable to include all stakeholders such as: representatives of ministries of health, health care institutions accrediting agencies and scholarly societies and ministries of education. Stakeholders will ensure: financial, political and all other support which mission ask for in the process of implementation of new one or reformed curriculum. Some authors propose strong relationship with other educational institutions that are similar in certain aspects with the institution which try to define its mission.

Vision statement

Vision Statements are difficult to write - they should be short, clear, vivid, inspiring and concise without using jargon, complicated words or concepts. Successful Statements are memorable and engaging. They should be powerful and compelling.

Difference between Mission Statements and Vision Statements

A good definition for a Mission Statement is a sentence or short paragraph which is written by an institution which reflects its core purpose, identity, values and principle business aims. The definition for Vision Statements is a sentence or short paragraph providing a broad, aspirational image of the future. A Vision is defined as 'An Image of the future we seek to create'. A Mission is defined as 'Purpose, reason for being'. Defined simply "Who we are and what we do".

Mission Statements

20

These contain important information about an institution in a nutshell. This should include what the institution does, its products, its services and its target group. These types of Statements focus on today.

Vision Statements

These contain details of the institution’s future - the future plans with aims and objectives. These types of Statements focus on tomorrow.

Differences between vision and mission statements

1. A mission statement concerns what an organization is all about.2. A vision statement is what the organization wants to become.3. A mission statement answers three key questions: 4. What do we do?5. For whom do we do it?6. What is the benefit?

A vision statement, on the other hand, describes how the future will look if the organization achieves its mission. A mission statement gives the overall purpose of an organization, while a vision statement describes a picture of the "preferred future." A mission statement explains what the organization does, for whom and the benefit. A vision statement, on the other hand, describes how the future will look if the organization achieves its mission. Useful Hints and Tips on How to Write a Vision Statement

Take your time when writing a Vision Statement. It’s a hard but very important task, learning how to write a Vision Statement takes time! It needs to be positive and inspirational

How long are Vision Statements?

21

A good statement is a sentence or short paragraph consisting of two to four sentences. They are usually reviewed every three to five years, or when a specific goal has been achieved.

Importance of Vision Statements

The importance of Vision Statements should not be underestimated. One good paragraph will describe the values, services and vision for the future. They are usually reviewed every three to five years, or when a specific goal has been achieved

22

TOPIC 3: RELATING THE AIMS, VISION AND MISSIONS OF TIET INSTITUTIONS TO BROAD NATIONAL AIMS OF EDUCATION; MDGS, EFA GOALS AND MOES MISSION

Duration: 1:30 Hours

Learning OutcomeReflecting and contributing to the national broad aims of education, MDGs, EFA and MOES mission in day-today institutional activities through focused pursuit of Institutional aims and appropriate statement of lesson objectives.

Background

The Ministry of Education and Sports mission is to ‘‘provide for, support, guide, coordinate, regulate and promote quality education and Sports for all persons in Uganda for national integration, individual and national development’’. Secondary education comprises of two levels namely; four years of lower secondary education leading to the Uganda Certificate in Education (UCE) and two years of upper secondary education leading to the Uganda Advanced Certificate in Education (UACE). Parallel to Secondary schools are technical schools and Technical Institutes, which take a proportion of primary school leavers who are taught various crafts and skills for duration of three years. In addition, there are Community Polytechnics, which promote technical education and vocational training. This needs to be replaced Mr. Kyakulubye help

This session will critically analyse the aims of secondary teacher education, NTC and Health instructor education in relationship with the national broad aims of education, EFA, MDGs and MOES mission

Competences

23

By the end of session CPs should be able to:1. Share their institutional aims2. Enumerate the broad aims of education, EFA and the MDGs3. Reflect on the relationship of secondary teacher education, NTC and

health instructor education aims with the national broad aims of education

Content Outline

By the end of session CPs should exhibit potential to:1. Aims of Secondary teacher education, NTC and health instructor

education 2. National broad aims of education, EFA, MDGs and MOES mission3. Aims of Secondary teacher education, NTC and health instructor

education in relationship with National broad aims of education, EFA, MDGs and MOES mission and vision

Methodology: Reflection, Think-pair-share, small group work, plenary presentations Instructional Resources: Flip charts, Power Point Projector, hand outs, Activity Sheets in Training Manual

Procedure

Step Time Competences Activities Resources

24

1 5 mins Facilitators will lead CPs through the preliminaries of the session.

Training Manual

2 15 mins Share their institutional aims

CPs will: in institutional groups share their institutional aims in a way of reminding themselves of these aimsThe facilitator will consolidate the CPs sharing with the projection of each institutions aims

LCD projectorFlip charts Markers

3 20 mins Enumerate the broad aims of education, EFA and the MDGs

In groups CPs will: enumerate the broad aims of Education, EFA, MDGs and highlight the MOES mission

Facilitator will project the national broad aims of Education, EFA, MDGs and MOES mission

LCD projector

4 40 mins Reflect on the relationship of secondary teacher education, NTC and health instructor education aims with the national broad aims of education

In institutional groups CPS will discuss the relationship of their institutional aims with the National broad aims of education, EFA, MDGs and MOES mission and demonstrate how they promote the achievement of these aims in their institutions.

Facilitator will guide CPs to synthesize their responses for them to internalize the relevance of their institutional aims in enhancing the realisation MDGs, EFA and MoES goals, vision and mission.

Flip charts

5 10 mins Using their syllabi, groups write one lesson objective projected towards the achievement of each of the MDGs, EFA goals and MoES mission and vision.

Facilitators will conclude the session by making input

Manila Markers Syllabi VIPP cards

Follow up activityContinued reflection and contextualization of broad aims of education as they implement secondary teacher education, NTC and health instructor

25

education curriculum

Further Reading

1. Global University Network for Innovation (2001) Higher education in the world 2007: accreditation for quality assurance - what is at stake?

2. Minnesota. Legislature. Office of the Legislative Auditor. Program Evaluation Division (1992) Higher education administrative and student services spending: technical colleges, community colleges, and state universities

Summary Notes

MGDs1. Eradicate extreme poverty and hunger2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development

Education for All (EFA)

What is Education for All (EFA)?

Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society.” In order to realize this aim, a broad coalition of national governments, civil society groups, and development agencies such as UNESCO and the World Bank committed to achieving six specific education goals;

26

1. Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

2. Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free, and compulsory primary education of good quality.

3. Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.

4. Achieve a 50 % improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

5. Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.

6. Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

After a decade of slow progress, the international community reaffirmed its commitment to EFA in Dakar, Senegal, in April 2000 and again in September of that year. At the latter meeting, 189 countries and their partners adopted the two EFA goals that are also Millennium Development Goals (MDGs). Although MDGs 2 and 3 refer only to issues of universal primary education and gender parity, respectively, the World Bank recognizes that achieving these goals requires supporting the full EFA commitment.Why is EFA important?

27

Achieving the Education for All goals is critical for attaining all 8 MDGs—in part due to the direct impact of education on child and reproductive health, as well as the fact that EFA has created a body of experience in multi-partner collaboration toward the 2015 targets. Simultaneously, achieving the other MDGs, such as improved health, access to clean drinking water, decreased poverty, and environmental sustainability, are critical to achieving the education MDGs.

Although there has been steady progress towards achieving many EFA goals, challenges remain. Today, there are about 77 million children of school age, including 44 million girls, who are still not in school due to financial, social, or physical challenges, including high fertility rates, HIV/AIDS, and conflict.

Access to schooling in developing countries has improved since 1990—some 47 out of 163 countries have achieved universal primary education (MDG 2) and an additional 20 countries are estimated to be “on track” to achieve this goal by 2015. However, huge challenges remain in 44 countries, 23 of which are in Sub-Saharan Africa. These countries are unlikely to achieve universal primary education by 2015 unless domestic and international efforts are accelerated substantially.

Although the gender gap in education (MDG 3) is narrowing, girls are still at a disadvantage when it comes to access and completion of both primary and secondary school. Despite recent gains in girls’ enrolment at both the primary and secondary levels—particularly in low-income countries in Sub-Saharan Africa and South Asia—24 countries are unlikely to achieve gender parity at either the primary or at secondary level by 2105. The majority of these countries (13) are in Sub-Saharan Africa.

Poor learning outcomes and low-quality education also remain overriding concerns in the education sector. For example, in many developing countries, less than 60 percent of primary school pupils who enrol in first

28

grade reach the last grade of schooling. Additionally, pupil/teacher ratios in many countries exceed 40:1 and many primary teachers lack adequate qualifications.

Ministry of Education of Uganda

Mission Statement

The Mission is “to provide for, support, guide, coordinate, regulate and promote quality education and sports to all persons in Uganda for national integration, individual and national development”.

Vision Statement The Vision for the Ministry of Education and Sports is “Quality Education and Sports for All”

29

TOPIC 4: UNDERSTANDING CURRICULA OF TIET INSTITUTIONS: SYLLABUS INTERPRETATION ANALYSIS, ENRICHMENT AND MODIFICATION

Duration: 2 Hours

Learning OutcomeTo gain insight into proper curriculum implementation through syllabus interpretation and analysis, drawing creatively on CPs’ experiences to break topics into teachable units by scheming and lesson planning

Background

Sometimes, lecturers/teachers use the syllabus to teach without scheming or lesson planning. By so doing the syllabus coverage maybe hindered at the end. The objectives are not achieved; some topics not taught which may appear in the external examinations or the topics that would benefit students in society.

On the other hand, the lecturer/teacher sometimes fails to interpret the syllabus or know the demands of the subject taught. It definitely means the lecturer/teacher is likely to fail to teach concepts that would come in the examinations and then at the end students aren't prepared for examinations.

In order to ensure that the requirements of the syllabus are implemented, it is important to ensure that lecturers/teachers are prepared for the task of interpreting it appropriately. More importantly, it is crucial that they believe in the benefits of the syllabus interpretation and analysis and have the right kind of support and motivation to see it through. When analysing any syllabus, it is important that lecturers/teachers are guided to break down syllabus topics into teachable units. This will help in establishing what every student is expected to know at the end of each level and outline parameters for achieving content expectation.

30

This session will highlight the parameters used to achieve the expected content which will include:Real word context, instruments/measurements/representations, technical vocabulary, clarification and instructional examples. CPs will also practically participate in breaking down the syllabus into teachable units by making schemes of work and lesson planning.

Competences

By the end of session CPs should exhibit potential to:1. Explain the importance of syllabus interpretation and analysis2. Describe appropriate parameters to interpret and analyse the syllabus3. Demonstrate their knowledge of syllabus interpretation and analysis

through practical exercise of breaking syllabus topics into teachable units through scheming and lesson planning

Content outline

1. Importance of syllabus interpretation and analysis2. Parameters for syllabus interpretation and analysis3. Breaking syllabus topics into teachable units by scheming and lesson

planning using different syllabi form different institutions

Methodology: Brainstorming, Think-pair-share, Subject specific group discussions and plenary presentations

Instructional Resources: Flip charts, hand outs, copies of different syllabi, VIPP Cards, markers

Procedure


31

1 10 mins Facilitators will lead CPs through the preliminaries of the session. CPs will share their past experiences in syllabus interpretation

Training Manual

2 20 mins Explain the importance of syllabus interpretation and analysis

Through brainstorming, CPs will explain the importance of syllabus interpretation and analysisFacilitator will guide the internalizing of the brainstormed ideas and consolidate the CP’s views using notes on a flip chart.

Flip charts Markers

3 20 mins Describe appropriate parameters to interpret and analyze the syllabus

Through the use of think-pair share, CPs will bring out the parameters for interpreting and analysing the syllabusUsing VIPP, the facilitator will consolidate CPs responses

VIPP

4 60 mins Demonstrate their knowledge of syllabus interpretation and analysis through practical exercise of breaking syllabus topics into teachable units

In institutional/subject specific groups, CPs will carry out practical exercises on syllabus interpretation, enrichment, modification and formulation of teachable units by scheming and lesson planning; setting objectives to show how they contribute to the MGDs and broad aims of education

Examine how their curricula promotes: Effective communication to trainees,

students and patients Professionalism Confidentiality towards sensitive

information documentation development,

management, reporting skills assessment and use of data interpersonal skills

Specify ways of ensuring regular and effective syllabi interpretation during preparation for teaching.

CPs will present their work in plenary as the facilitator clarifies where necessary

Copies of the syllabus

32

5 10 mins Summary of key points:The facilitator will ask CPs to bring out salient issues on syllabus interpretation and analysis

Flip charts

Follow up activityPrincipals/directors to lay strategies of ensuring that tutors/teachers and lecturers develop the ability of helping students to interpret and analyse the syllabus by formulating teachable units.

Further Reading

1. Janice Yalden (1983)The communicative syllabus: evolution, design, and implementation, Pergamon Press; 189 pages

2. David Nunan (1988) Syllabus Design; Oxford University Press, - 165 pages

Summary notes

Syllabus interpretation and analysis

Start With the Big Picture

Start by looking at your long-term goals. What do your students need to have learned by the end of the course? Divide these goals by the number of weeks you have with your students, arrange them in the order you think makes the most sense (easiest to hardest, for most subjects), and aim to complete however many you need to complete each week in order to cover them all during the course.

33

TOPIC 5: LEARNING THEORIES AND HOW THEY INFLUENCE

CURRICULUM DELIVERY

Duration: 2 Hours

Learning Outcomes Constantly critiquing personal beliefs about leadership of teaching and learning and how they influence performance and .rethinking personal philosophies about leadership, teaching and learning to direct institutional processes and pedagogical leadership practices.

Background

Curriculum implementation is largely influenced by the mentors’ beliefs and attitudes and the way the affairs of learning and teaching are managed. This makes leadership critical in determining the learning outcomes and overall performance of any educational institution. As a lecturer, you directly participate in teaching and as a manager you are expected to direct the affairs of the school, including teaching. Whatever you choose to do as a manager or lecturer or instructor or tutor, is driven by some form of internal or external force. The internal force is often a combination of beliefs and attitudes generated over time; while the external force is a spectrum of expectations that you hope to achieve and satisfaction you realise as an individual or organisation.

This session offers you a chance to examine how your beliefs and attitudes determine the instructional choices you make and leadership practices. Consequently, you will become more aware of how your beliefs and attitudes inform and shape your practices and rethink those that you will find detrimental to effective leadership and mentoring.

Competences

34

By the end of session you should be able to:1. Relate personal beliefs and attitudes to leadership and instructional

practices and overall performance 2. Demonstrate readiness to re-think own beliefs and attitudes as a pre-

requisite for igniting improvement pursuits in your institution.3. Lay strategies for enacting the espoused beliefs about teaching,

learning and leadership practices 4. Constantly question own beliefs and attitudes towards educational

practices

Content Outline

1. TIET Instructor/Tutor/Lecturer beliefs about leadership, teaching and learning

2. Espoused beliefs and philosophies 3. Qualities of a good teacher educator or trainer 4. Professionalism

Methodology: Reflection, Think-pair-share, quiz, discussion, small group work, plenary discussions Instructional Resources: Flip charts, hand outs, Questionnaires in Training Manual, Power Point

Procedure


35


Training Manual

2 30 mins Relate personal beliefs and attitudes to leadership and instructional practices and overall performance

CPs will reflect on own beliefs about teaching, learning and leadership and how it impacts on their practice using quiz items below.

Through think-pare-share, CPs will examine how beliefs influence teaching and leadership practices

Read case studies on teacher beliefs and attitude and answer given questions

Facilitators guides CPs to analyze the implications of such beliefs and attitude and how they influence student learning; lecturers’ work and institutional governance and consolidate the CP’s views using VIPP cards.

Training Manual Activity sheet 1 on page …. with Quiz Items

Flip charts Markers

Refer to questionnaire below on teacher Kisaakye’s and Kalungi’s instructional practices on Page...........

VIPP Cards

3 15 mins Demonstrate readiness to re-think own beliefs and attitudes as a pre-requisite for igniting improvement pursuits in your institution

In groups, CPs respond to quiz items to demonstrate their attitudes and beliefs.

In groups CP describe a good teacher educator

Facilitator guides CPs to examine and compare their responses to the quiz items.

Training Manual Activity sheet 1 on page …. with Quiz Items

4 30 mins Compare and contrast their initial and current attitudes towards the C-TEP program

CPs individually assess their professionalism, beliefs on teaching, learning and leadership using a questionnaire

Facilitator guides CPs to synthesize their responses and to compare their initial feelings about teaching with their current perceptions, if any.

Activity sheets 2 with a questionnaire

36

5 30 mins Lay strategies for enacting the espoused beliefs about teaching, learning and leadership practices

In groups of 6/7, CPs draw action points on how to influence practice with their developed philosophies or beliefs in the following areas: Teaching Leadership Mentoring Community/Parental

involvement Professionalism

News printsMarkers

6 5 mins CPs to write one thing they have learnt one thing they need clarity on something they intend to do to change practice

Facilitators concludes the session by making input on qualities of a good teacher educator

Key session Highlights on flip chart to guide facilitator’s summary.

Session1Activity Sheet 1: Quiz Items for step 2

37

Session 2Activity Sheet 2 for Step 4

Make a sincere reflection. Tick the most genuine response to indicate your perception of teaching, learning and leadershipYour views about teachingSection A. The following paragraphs describe observations of two lecturers’ classes, Ms. Kisakye and Mr. Kalungi. Answer each question below by ticking the box under the column that best answers that question for you.

38

Instructions: Make quick responses to these questions and share your views with your colleague (s).

1. What do you believe teaching to be?2. How should a teacher educator or trainer teach to effectively prepare

students for a successful career?3. Define an effective classroom of the twenty-first century. 4. What is meant by ‘doing is believing?5. Some people argue that attitude is everything. What are your views in

regard to teaching, training and instructing?

Ms. Kisakye was leading her class in an enthusiastic way, asking questions that the students could answer quickly; based on the reading they had done the day before. After this review, Ms. Kisakye taught the class new material, again using simple questions to keep students attentive and listening to what she said.

Mr. Kalungi’s class was also having a discussion, but many of the questions came from the students themselves. Though Mr. Kalungi could clarify students’ questions and suggest where the students could find relevant information, he couldn’t really answer most of the questions himself. He was free to tell his students that he didn’t know the answers and was glad to learn a lot from his class during their presentations.

Definitely Ms Kisakye’s Close toMs Kisakye’s

Can’t decide

Close to Mr Kalungi’s

DefinitelyMr Kalungi’s

a) a. Which type of class discussion are you more comfortable having in class?

❏ ❏ ❏ ❏ ❏

b) b. Which type of discussion do you think most students prefer to have?

❏ ❏ ❏ ❏ ❏

c) c. From which type of class discussion do you think students gain more knowledge?

❏ ❏ ❏ ❏ ❏

d) d. From which type of class discussion do you think students gain more useful skills?

❏ ❏ ❏ ❏ ❏

Activity sheet 3 for Session 2 step

39

Section BIndicate how much you disagree or agree with each of the following statements about teaching and learning. Place a tick in the appropriate box to indicate how much you agree or disagree.

StronglyDisagree

Moderately Disagree

SlightlyDisagree

SlightlyAgree

ModeratelyAgree

StronglyAgree

A. Lecturers know a lot more than students; they shouldn’t let students struggle with wrong ideas when they can just explain the answers directly.

❏ ❏ ❏ ❏ ❏ ❏

B. A quiet classroom is generally needed for effective learning.

❏ ❏ ❏ ❏ ❏ ❏

C. Students are not ready for "meaningful" learning until they have acquired basic reading and mathematics skills.

❏ ❏ ❏ ❏ ❏ ❏

40

D. It is better when the teacher--not the students--decides what activities are to be done.

❏ ❏ ❏ ❏ ❏ ❏

E. Student independent projects often result in students learning all sorts of wrong "knowledge".

❏ ❏ ❏ ❏ ❏ ❏

F. Homework is a good setting for having students answer questions posed in their textbooks.

❏ ❏ ❏ ❏ ❏ ❏

G. Students will take more initiative to learn when they feel free to move around the room during class.

❏ ❏ ❏ ❏ ❏ ❏

41

H. Students should help to establish the criteria (standards) on which their work will be assessed.

❏ ❏ ❏ ❏ ❏ ❏

I. Instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly

❏ ❏ ❏ ❏ ❏ ❏

J. How much students learn depends on how much background knowledge they have--that is why teaching of facts is so necessary

❏ ❏ ❏ ❏ ❏ ❏

42

43

Section C. Different lecturers have described very different teaching philosophies to researchers. For each of the following pairs of statements, tick the box that best shows how closely your own beliefs are to each of the statements in a given pair. The closer your beliefs to a particular statement, the closer the box you check. Please tick only one for each set.A. “I mainly see my role as a facilitator. I try to provide opportunities and resources for my students to discover or construct concepts for themselves." ❏ ❏ ❏ ❏ ❏

B. "That’s all nice, but students really won’t learn the subject unless you go over the material in a structured way. It’s my job to explain, to show students how to do the work, and to assign specific practice."

C. "The most important part of instruction is the content of the curriculum. That content is the community’s judgment about what children need to be able to know and do."

❏ ❏ ❏ ❏ ❏

D. "The most important part of instruction is that it encourages ‘sense-making’ or thinking among students. Content is secondary."

E. "It is useful for students to become familiar with many different ideas and skills even if their understanding, for now, is limited. Later, in university, perhaps, they will learn these things in more detail."

❏ ❏ ❏ ❏ ❏

F. "It is better for students to master a few complex ideas and skills well, and to learn what deep understanding is all about, even if the breadth of their knowledge is limited until they are older."

G. "It is critical for students to become interested in doing academic work--interest and effort are more important than the particular subject-matter they are working on."

❏ ❏ ❏ ❏ ❏

H. "While student motivation is certainly useful, it should not drive what students study. It is more important that students learn the history, science, mathematics and language skills in their

Follow up activitySummary notes Teachers’/instructors beliefs about teaching influence their practice

directly or indirectly. It is essential to continuous question your own beliefs and attitudes

towards and how they influence your decisions, actions and behaviour. Beliefs and attitudes can change, so you could deliberately make effort to

change those that negatively impact on your professional practice. Your beliefs and attitudes may contribute to or deter your progress and

that of others and may be passed on to your trainees. Be the change you want to see in TIET institutions!

Qualities of a good teacher educator

Further reading

1. Bishop G. (1985). Curriculum development. A textbook for students. Macmillan Education: London

2. MoES (2007). Certificate in teacher education proficiency C-TEP) for teacher educators: Kampala: USAID

44

TOPIC 6: LEARNING THEORIES AND HOW THEY INFLUENCE CURRICULUM DELIVERY

Session 6: Review of Learning Theories Duration: 2 Hours

Learning Outcomes Consciousness to analytically and critically examine the implications of various schools of thought about teaching and learning to their professional practice; and readily applying the acquired knowledge on theories to guide their day-today leadership and teaching practices.

Background

There are several schools of thought about teaching and learning often referred to as theories. Theories of learning are suppositions about how humans of varying age brackets learn and the conditions under which they can learn best. Theories keep changing with time. Education cannot afford to remain static if it is to respond to the emerging needs of the society. Hence, lectures and managers cannot use the skills of yesterday to reasonably contribute and influence prevailing challenges.

This session is intended to enable you answer the questions regarding whether you are training for the 21st or 19th century; and consequently plan a way forward.

Competences

By the end of session you should be able to:1. Make informed instructional choices to promote active learning and

independent thought2. Integrate and combine theories to enrich teaching learning 3. Illustrate how theories determine the situational behaviour and processes

45

4. Critically reflect on their current practice to identify gaps in instructional and managerial choices

5. Apply relevant theories to bridge the gaps in their classroom and managerial practices

Content

1. Paradigm shift in regard to the concepts and practice of leadership, teaching and learning: behaviorism, pragmatism, constructivism

2. ingredients of effective teaching3. Instructional gaps across TIET Institutions

Methodology: Reflection, Think-pair-share, quiz, discussion, panel dissuasion, plenary discussions Instructional Resources: Flip charts, OHP, hand outs, Activity Sheets in Training Manual, Transparencies

46

Procedure

Step Time Competences Activities Resources1 5 mins Facilitators will lead CPs through the

preliminaries of the session.Training Manual

2 30 mins make informed instructional choices to promote active learning and independent thought

CPs will:Share reflections on teaching and learning practices in TIET institutions.

Read, critique and reflect on provided literature about teaching, learning and leadership.


Literature Hand outs

3 40 mins integrate and combine theories to enrich teaching learning

In groups, CPs study the table on theories and critique each theory in regard to their institutional missions, visions, goals and curricula objectives.

Respond to questionnaires 2 on knowledge and learning.

Facilitator will guide CPs to examine and compare their responses

Identify ways of integrating the theories during teaching

Suggest ways to ensure that lecturers/tutors/instructors apply the knowledge of theories to daily classroom practices.

Training Manual questionnaire 2 on page …. with table on theories

4 30 mins Illustrate how theories determine the situational behaviour and processes

CPs will Identify topics and plan lessons applying one of the theories and indicate how the theories determine the leaning and assessment activities, lecturers’ role resources and the method to be used.

Facilitator will guide CPs to synthesize their responses and to compare their initial feelings about C-TEP with their current perceptions.

Syllabuses of various subjects taught un TIET and related institutions

5 15 mins critically reflect CPs to write a simple reflection about Key session

47

on their current practice to identify gaps in instructional and managerial choices

the session indicating the emerging issues regarding the application of constructivist theories to teaching in TIET institutions

Facilitators will conclude the session by making input.

Highlights on flip chart to guide facilitator’s summary.

Questionnaire on knowledge and learning for step 2

Section 4: Your beliefs about knowledge and learningThere is no right or wrong answers for the following questions. We want to know what you really believe. For each statement indicate the extent to which you agree or disagree.

StronglyDisagree

Moderately Disagree

SlightlyDisagree

SlightlyAgree

ModeratelyAgree

StronglyAgree

1. It is important for lecturers to be creative.

❏ ❏ ❏ ❏ ❏ ❏

2. For student success in school, it’s best if they do not to ask too many questions.

❏ ❏ ❏ ❏ ❏ ❏

3. To be honest, you can't really change how intelligent you are.

❏ ❏ ❏ ❏ ❏ ❏

48

4. You will just get confused if you try to integrate new ideas in a textbook with knowledge you already have about a topic.

❏ ❏ ❏ ❏ ❏ ❏

5. How much a person gets out of school mostly depends on the quality of the lecturer.

❏ ❏ ❏ ❏ ❏ ❏

6. Effective teaching involves collaborating with parents as equal partners

❏ ❏ ❏ ❏ ❏ ❏

7. It is important for lecturers to address individual learning needs.

❏ ❏ ❏ ❏ ❏ ❏

8. The potential to learn is established at birth.

❏ ❏ ❏ ❏ ❏ ❏

49

9. It is annoying to listen to tutors or lecturers who cannot make up their minds as to what they believe.

❏ ❏ ❏ ❏ ❏ ❏

10. You can learn new things, but you can't really change your basic intelligence.

❏ ❏ ❏ ❏ ❏ ❏

11. A good lecturer’s job is to keep his/her students from wandering from the right track.

❏ ❏ ❏ ❏ ❏ ❏

12. Lecturers must always be ready to learn new classroom methods

❏ ❏ ❏ ❏ ❏ ❏

13. The most successful people have discovered how to improve their ability to learn.

❏ ❏ ❏ ❏ ❏ ❏

14. Things are simpler than most tutors would have you believe.

❏ ❏ ❏ ❏ ❏ ❏

50

15. You have a certain amount of intelligence and you can't really do much to change it.

❏ ❏ ❏ ❏ ❏ ❏

16. Lecturers should use a broad range of teaching strategies

❏ ❏ ❏ ❏ ❏ ❏

17. Tutors should know by now which is the best method, lectures or small group discussions.

❏ ❏ ❏ ❏ ❏ ❏

18. Going over and over a difficult textbook chapter usually won’t help you understand it.

❏ ❏ ❏ ❏ ❏ ❏

19. The primary focus for lecturers should be on raising standards of student attainment.

❏ ❏ ❏ ❏ ❏ ❏

20. Lecturers should develop working relationships with the local community

❏ ❏ ❏ ❏ ❏ ❏

51

21. When you first encounter a difficult concept in a textbook, it’s best to work it out on your own.

❏ ❏ ❏ ❏ ❏ ❏

Summary notes

Curriculum perspectives

Curriculum perspectives are theories of knowledge which are an important source of curriculum decisions. Zewii (1984), cited in Gatawa (1990: 21), states that the processes of curriculum development, implementation and evaluation depend heavily on these perspectives. There are a number of curriculum perspectives that you should be familiar with. In this section, we will explore the following five: rationalist, empiricist, pragmatist, existentialist and constructivist. It is important to consider each perspective as it relates to the following: the learner; the teacher, methodology and curriculum. The table that follows summarises the perspectives as they relate to the above components.

Perspectives Learner Teacher Method/Approach Curriculum

Rationalist Recipient ofInformation

Source of ideas, facts and information

Drilling, LecturingSubject-based

Subject matter ofsymbol and idea

Imperialist Recipient ofInformation

Demonstratorof process

LecturingTeacher-centred

Subject matter ofthe physical world

Pragmatist Experiencesknowledge

Researcher, projectdirector

Inquiry, ParticipatoryProblem-solving

Problem solving, HypotheticalSubject to changeProblems, Projects

Existentialist Ultimate chooser, Facilitator of Inquiry, Discovery Subject matter of

52

search for personal identity

choices choicesNot rigid

Constructivist Constructor of knowledge and meaning from set up learning experiences; an independent thinker who makes choices

Facilities learning by setting up appropriate learning experiences; guides, probes, mentors

Participatory, project inquiry, interdisciplinary and transformative strategies

Subject matter to empower and liberate the learner from perpetual dependency on others’ ideas, content to influence and cause change

Adapted from Beach, D. M., and Reinhatz, J. (1989: 106). Supervision: Focus on Instruction. New York: Harper and Row.

It is important for you to understand the essence of each perspective.

1. Rationalists say; True knowledge is achieved by the mind. Knowledge is a series of revelations.

2. Empiricists think; True knowledge is derived from evidence. Authentic knowledge comes through the senses.

3. Pragmatists believe that; Knowledge is hypothetical and changing constantly. Knowledge is experienced not heard. Knowledge cannot be imposed on the learner. Knowledge is a personal activity. Knowledge is socially constructed.

4. Existentialists or phenomenologist conclude that; Knowledge is personal and subjective. Knowledge is one’s own unique perception of one’s world.

53

Education should be less formal. Curricula should be diverse, not common for all.

5. Constructivist believe that;

Knowledge is a personal construction beyond the teacher Knowledge is best leant by interacting with real experiences and

deriving personal ideas as opposed to being pumped or spoon-fed with theory.

Through meaning-making; learners own the knowledge and become independent thinkers and users of the experiences.

Learners are empowered to make informed choices and influence exiting practices positively.

Encourage choice and interaction. The classroom should allow constructive interaction as opposed to

silence Encourage liberalism and democracy.

Self-Assessment

1. In one or two sentences, define the term ‘curriculum’ using your experience and your own words.

2. Give brief definitions of the following views in curriculum decision-making.

a. Rationalistb. Empiricistc. Pragmatistd. Existentialiste. Constructivists

54

Reflection

1. Consider the education system in your country. On which perspective would you say your system is based?

2. Who decides on the content, methods, purpose and evaluation of your institution’s curriculum?

Further Reading1. Bishop. G. (1985). Curriculum development. A text book for students.

London: Macmillan2. Beach, D. M., and Reinhatz, J. (1989: 106). Supervision: Focus on

Instruction. New York: Harper and Row.3. Reynolds J, Skilbeck M. Culture and the classroom. London: Open Books,

19764. MoES (2007). Certificate in teacher education proficiency (C-TEP) for

teacher educators: Kampala: USAID

TOPIC 7: INSTRUCTIONAL AND PEDAGOGICAL PRACTICES IN TIET

55

INSTITUTIONS

Duration: 2 Hours

Learning OutcomeEffective application of participatory, interactive and experiential approaches, finer mentoring skills and refined positive attitudes towards supporting trainees to learn how to learn by adopting teaching strategies that promote independent, higher order liberal thinking

Background

Creating a friendly learning climate comes with deliberate effort of mentors by initiating and cementing collegial relationships with their trainees. Lessons from teaching and learning suggest that students are more motivated to learn and excel under the guidance of teachers who are more friendly, supportive and accommodative. Attitudes tend to be contagious! A warm personality attracts students to become welcoming, friendly and cheerful, which attributes enable them to triumph over the challenges of undergraduate/adult learning.

The situation in TIET institutions may portray varying gaps between trainees and trainers, and probably between managers and employees. In some institutions, lecturers come and go immediately after the lecture. Similarly in secondary schools, technical and health colleges, instructors/teachers/tutors operate in the routine of report, sign, teach and go.

This session introduces and focuses your attention on the concept of general pedagogy as a tool for mentorship and management of teaching and learning in TIET institutions. It will also offer you a chance to share experiences about teaching and learning in TIET institutions. From the realities on the characteristics of the learner, you may realise that every student, irrespective of age, needs a caring and supportive mentor in order

56

to excel!

Competences

By the end of session you should demonstrate ability to: Exhibit general understanding of the learning and personal needs of

TIET learners and support them accordingly Demonstrate good knowledge of the challenges influencing effective

pedagogy and suggest ways to minimize them Critically reflect on their current practice to identify gaps in

instructional and managerial choices and draw lessons Employ relevant strategies and approaches to address pedagogical

needs of a given class or individual learner

Content Outline

1. Characteristics of TIET learners 2. Self and Institutional Assessment in terms of teaching and learning

effectiveness 3. Strategies for bridging instructional gaps 4. Meaning of general pedagogy

Methodology: Reflection, Think-pair-share, discussion, panel discussion, plenary discussions Instructional Resources: Flip charts, OHP, hand outs, Activity Sheets in Training Manual, Transparencies Case studies read – corrective case studies; report on school visit.

Procedure: Large numbers; Identify Roles as Manager, Teacher educator,

57

Mentor



Training Manual

2 30 mins Exhibit general understanding of the learning and personal needs of TIET learners and support them accordingly

Write a paragraph of about one hundred words about a single student you know well and share your findings with colleagues

Write the common challenges of trainees in TIET institutions

Paper News print

3 25 mins Demonstrate good knowledge of the challenges influencing effective pedagogy and suggest ways to minimize them

In groups: Read a case study on the situation in Madra NTC and share their reflections and insights

Role play to show a supportive climate to students with challenges Facilitator will guide CPs to develop and stage a role play

Training Manual case study 01 on page …. on Madra NTC

4 40 mins critically reflect on their current practice to identify gaps in instructional and managerial choices and draw lessons

In groups of 6/7, share reflections on teaching practices in TIET institutions using the following guiding questions: 1. How often do I teach a well-planned

lesson? 2. How often has my immediate

supervisor visited my class or office?3. How do I assess learning and how

often? 4. How do I respond to learners’ needs

in different situations?Plan and present a role play to reflect common discoveries or write a case study on real teaching experiences in your institutions.

MarkersNews print A questionnaire on self and institutional assessment to be developed by the facilitator; it will highlight delivery, planning, communication, recording and mentoring skills

58

5 15 mins Employ relevant strategies and approaches to address pedagogical needs of a given class or individual learner

Presentation of role plays and case studies to the class followed by plenary discussion on the implications of the portrayed issues

Manilla paperMarkers Masking tape

6 5 mins CPs develop personal action points to implement as a way of promoting effective pedagogy

Facilitators will give a summarized input to emphasize key learning points on general pedagogy


Case Study 1: Madra NTC

One of the community members of Madra NTC narrated that the students come to class casually dressed most of the time. The matron, who has made it a habit to drink from the Mama Miya’s mango-tree shade bar near the college on the very few occasions, gives permission to every student who wishes to go out without question. Some lecturers report to duty only once a week, others give assignments and lecture notes and hardly meet their students. Students complained that two lectures gave only outlines and when they appeared they had come to give a test. Students walk in and out of the classrooms and would be lucky to receive two lecturers a day. The few lecturers who report leave immediately after teaching. Students seem to read entirely on their own. They often complain that they do not know what to read and most often the library is closed. They try to form discussion groups but lack the guidance to make them effective. The few concerned ones are so worried about the forthcoming written examinations and practicum. .

1. Describe the likely product of Madra NTC.2. Write a corrective case study to project the good practices you expect

in an NTC/Vocational/Technical Health Tutors’ College. 3. Act a role play of your corrective case study to model god practices in

teacher/instructor and Health Tutor preparation.

Summary notes

59

Pedagogy refers to the overarching role of supporting and working with trainees to enable them excel in class and institutional work. It encompasses1. The teachers’ preparation process and considerations including the

instructional choices one makes: e.g. setting objectives, activities, choice of instructional media and methods, classroom arrangement, setting up of tools, equipment and materials.

2. The teachers’ instructional behaviour during the teaching learning process which may include use of the right questions in the right manner at the right time, material distribution techniques, application of methods, timing, assessment of learning, learner involvement strategies, individualised attention.

3. The psychological environment as created and influenced by the teacher and class members; application of media to support teaching/learning, assessment, relationship with learners; the strategies the teachers employs to follow individual learning needs, challenges and problems e.g. guidance and counselling, use of assessment data, mentoring, remedial teaching and/or assignments etc. Pedagogy is about knowing the learner well enough, creating a friendly atmosphere and applying possible strategies and methods to enable individual learners realise their potential.

Further Reading

1. Ash, R. L., & Persall M. (2000). The Principal as chief learning officer: Developing teacher leaders. NASSP Bulletin May 2000: 15-22

2. Beane, J. A. (1998). Reclaiming a Democratic Purpose for education. Education leadership 56 (2) 8-11.

3. Bishop. G. (1985). Curriculum development. A text book for students. Macmillan

4. MoES (2007). Certificate in teacher education proficiency (C-TEP) for teacher educators: Kampala: USAID

60

5. Education Standards Agency, (2005). Guidelines on teacher professionalism and competences. MoES: Kampala.

6. Hargreaves, A., & Fullan, M. G. (1992). Understanding teacher development. London: Cassell.

7. Polland A. (2005). Reflective teaching; London: Continuum. 8. Proefriedt, A. W. (1992). How teachers learn: Towards a more liberal

teacher education. New York: Teachers College.

61

TOPIC 8: FACILITATING AND MENTORING TRAINEES TO LEARN HOW TO LEARN THROUGH PARTICIPATORY, INTERACTIVE AND EXPERIENTIAL APPROACHES

Duration: 6 Hours Learning OutcomeTeacher educators with a repertoire of instructional strategies and methods to skilfully facilitate and mentor trainees in TIET institutions to become more liberal, cooperative, accountable and independent thinkers and users of knowledge.

Background

The most common way of implementing curriculum in TIET institution is through deliberate direct classroom or clinical teaching, clinical practice, mentoring, clinical supervision, community or field practice. All curricula of TIET Institutions have three components: core, non-core, which constitutes the electives, and a practicum. Each of the components is equally important in shaping a health tutor/ technical instructor and secondary school teacher. Research findings on teaching reveal that most trainees tend to adopt the instructional practices of their mentors. These findings have relatively, strong implications on the way teacher educators deliver their lessons. Teaching in TIET institutions requires that teacher educators (lecturers) strike a balance between subject content knowledge and pedagogical content knowledge. Conversely, the reality in the classrooms sometimes may portray contrary practice. Many lecturers may pay greater attention to subject content knowledge than to pedagogical content knowledge. This practice may result into having highly knowledgeable, but less skilled and less willed teachers/tutors or instructors. No doubt, knowledge without adequate skill and will power becomes less serviceable!

Similarly, due to several factors, teacher educators opt to lecture most of the time, which makes trainees more of dependants than independent thinkers

62

and users of knowledge.

This session will give you an opportunity to reflect on your classroom practice and enable you to explore the various methods best suited to teach trainees and to nurture them into critical, independent and liberal thinkers, able to appropriately transfer and apply acquired knowledge.

Competences

The CP ably; Promote quality learning time in daily teaching selects the most appropriate methods to facilitate learning of various

topics across the curriculum sets questions that stimulate and develop trainees thinking potential states objectives/competences that form a strong benchmark for

directing and assessing learning designs learning activities that enhance all round development and

assessment activities that challenge the trainees to creatively transfer and apply their learning

collects, designs, develops, manages and effectively utilizes instructional resources, tools, facilities, equipment and ICT to support learning

effectively applies selected methods to promote higher order, liberal and independent thinking to promote knowledge transfer and application

creates a conducive learning environment that motivated trainees to achieve their learning goals/targets

integrates crosscutting issues in day-today teaching for sustainable development

conducts reflective lesson evaluation and lays feasible actions for improvement

Content outline

63

1. Concepts of instructional approaches, strategies, methods and techniques

2. Experiential methods: project, case study; experimentation; demonstration; exhibition, assignment, field trip; clinical teaching/supervision,

3. Participatory and Interactive methods: discussion, Storytelling, Panel discussion, quiz, round table, debate, cooperative learning: jig-saw; circus; buzz session; think-pair-share; role play; drama; gallery walk; plenary session

4. Education for sustainable development Cross-cutting issues: (Gender responsive pedagogy, Life Skills SNE, Environmental issues; Peace Education, HIV/AIDS: PIASCY, Guidance & Counselling in teaching)

5. Learning (introduction, hands-on and minds-on tasks) and assessment lesson activities: assessment for learning vs assessment for evaluation [cross reference assessment]; evaluating teaching (cross reference with reflective practice); conducting revision and remedial lessons; using assessment data to improve practice

6. Quality instructional resources (open and multipurpose; durable, reusable)

Methodology: Demonstration, hands-on, Micro-teaching, Presentation, Plenary discussion, gallery walk

ProcedureStep Time Competences Activities Resources

1 10 mins Promote quality learning time in daily teaching

Facilitators will lead CPs through the preliminaries of the session.Facilitator orients CPs to the lesson using case study 2 on page............

Training Manual

64

2 180 mins

selects the most appropriate methods to facilitate learning of various topics across the curriculum

designs learning activities that enhance all round development and assessment activities that challenge the trainees to creatively transfer and apply their learning

collects, designs, develops, manages and effectively utilizes instructional resources, tools, facilities, equipment and ICT to support learning

A: Preparation for teaching CPs will:Read and analyse the provided literature on approaches, methods, strategies and techniques through the jig-saw method

Study, analyse and critique TIET syllabuses to modify and enrich content for elective; core and practicum courses/subjects

Identify methods and match them with topics they best suit to teach

Plan lessons on a selected topic while integrating it with one or two issues: Gender, Life Skills, SNE, Environmental issues; Peace Education, HIV/AIDS: PIASCY, Guidance & Counselling; MDGs and EFA goals etc.

Design learning and assessment activities/tasks/exercises to account for quality learning time; encourage originality of thought choice, creativity, higher order thinking; independent thought and collaboration Design and develop relevant materials, equipment and tools to facilitate learning of the topic

Newsprints Syllabuses Text books Old newspapers

InternetComputers Flip charts Markers

Reference on MDGs, EFA, Life Skills handout

PIASCY books

65

3 120 mins effectively applies selected methods to promote higher order, liberal and independent thinking to promote knowledge transfer and application

creates a conducive learning environment that motivated trainees to achieve their learning goals/targets integrates crosscutting issues in day-today teaching for sustainable development

B: Micro-teaching PresentationsIn groups, CPs micro-teach the lessons planned using the selected methods and techniques: Inquiry; project; case study; exhibition; gallery walk; round table; buzz sessions; mentoring and coaching; demonstration; jig-saw; role-plays; education tour/ field trips; discussion; assignments

Class will record observation

Facilitator will guide CPs to identify and employ proper procedures and techniques for effective use of the methods selected in supporting quality learning

Planned lessons and instructional resources, tools, equipmentLesson observation tools

4 30mins

conducts reflective lesson evaluation and lays feasible actions for improvement

C: Lesson Evaluation (RP)CPs will discuss the practical relevance of the instructional methods; activities, materials, equipment and tools; use of space; learner participation;

Facilitator will guide CPs to reflectively evaluate the micro-teaching presentations and adopt a comprehensive approach and practical strategies to lesson/self-evaluation in daily teaching.

7 05 mins integrates crosscutting issues in day-today teaching for sustainable development

conducts reflective

CPs outline the precautions one has to take to ensure successful application of the methods

Manilla paperMarkers Masking tape

8 15 mins CPs to write a comprehensive reflection about the micro-teaching

Key session Highlights on

66

05 minslesson evaluation and lays feasible actions for improvement

session indicating the strengths, weaknesses and way forward and display it for review using gallery walk.

Facilitators will conclude the session by making input.

flip chart to guide facilitator’s summary.

Case Study 2: Classroom experiences

Bob is an instructor in Quea Vocational Institute. He enters the class while pocketing and pulling his trousers held with blue suspenders up to the stomach. He takes his seat on the table in the left hand corner of the classroom. As a routine, he greets that class, How are we? The class roars in different voices “As we were yesterday.” No better than usual.” Not bothered by their response, he picks up a piece of chalk and writes: ‘Electronics’ on the chalkboard then wraps the content as students struggle to pick the big terminologies he pours out. He talks as he tosses the pieces of chalk in his hands. After 35 minutes of continuous talking he calls students names as he asks them to explain what they have understood in vain. Mawale what …… (Appropriate questions will be inserted after referring to syllabus) He scolds them and tells them they cheated O’ level exams and can never pass his papers. He asks students to take out their books and illustrate assembling and wiring ….. (to get relevant task from syllabus) Rather confused, the Students look at one another. One bold female students shouts, “Sir, we have not understood.” He roars back, “Never mind, those meant for hard matter have understood. Some of you are only accompanying the few born engineers. By the way, you may opt for simpler courses like Interior Design before it is too late.” At these remarks students walk out to seek help from the head of department, who simply tells them to do what they can and leave what they can’t. Dissatisfied, they seek the intervention of the Principal who tells them he can’t do much since that was not his area of specialty and was not in position to start training instructors, who have university degrees. Tasks:

1. Identify what you would consider unfriendly classroom practices and act a 67

role play 2. In a role play, demonstrate how a competent instructor would disassociate

with such practices 3. As a principal, how would you support the Bob to become a model mentor?

Designing learning and assessment activities/tasks/exercise

Which of the following are assessment and learning activities? 1. Write a story covering the major themes of the video watched. 2. Watch the video and note down the characters, setting and main message.3. Make a summary of the video, reflecting the main theme and characters. 4. Compose a three- stanza poem from the video. 5. How is Eddie Murphy characterized in the video? 6. Compare and contrast your own life experiences with those of Abraham. Cite

instances when you demonstrated faith like Abraham did. Cite instances of your life when you failed to demonstrate faith like Abraham.

7. Cite at least five verses where Abraham proves his faith and trust in God.8. Show that God is the main character in the book of Genesis, who judges and

punishes His people, leads and helps his people and shapes their history.9. Re-write the story reflecting God’s rewards for faithfulness and His punishments

for disobedience. 10. Demonstrate that Abraham is our ancestor in faith. 11. Identify verses in the book of Genesis where Abraham’s faith strongly

interfaces.12. Give an account of God’s work among His people, according to the book of

Genesis.13. Conduct an experiment to establish the soil type that has the highest water

holding capacity.

Instructions

Measure 100ml of water into beakers. Weigh 50milligrams of each given soil sample A, B, and C.

68

Place each measured soil sample into the funnels containing cotton wool in the positions illustrated [drawings will be provided]

Set the time clock working and note the time taken for the first drip to come out.

Repeat the experiment with soil samples B and C.

Which soil sample will have all water drained first? Which soil sample will have all water drained last? What ideas have you developed?1. Describe the process or key steps of the experiment. 2. Record your observations; analyse them and collectively draw a conclusion.

Explain to the group what you have learnt. How would variations in soil amounts affect the results? What would happen if the sand was twice as much as the loam soil?

3. Carry out a similar experiment individually and write a report including your observations, analysis and conclusion.

Sample project activities Abraham Our Father in Faith

1. Read the book of Genesis Chapters 12-50 or Read the book of Exodus2. Summarise each chapter by bringing out the main character(s) and key

message or theme(s) with examples 3. Justify the relevance of the Book of Genesis to the present generation or

examine the relevance of the message from the book of Genesis/Exodus to your life?

4. Illustrate (pictorially) the major events of the book (s) with brief relevant captions on each.

5. Develop a glossary of the key terminologies used in the book of Genesis. 6. Write a play from the book of Genesis or Exodus and act it. 7. Develop a personal/group action plan you will implement in response to God’s

message in the book.

69

Possible deliverables

1. A pamphlet characterising and illustrating Abraham as the ancestor of Faith (with a captivating cover picture)

2. A pictorial illustration of the book of Genesis/Exodus 3. An illustrated glossary for the book Genesis/Exodus 4. A play (about the main events in the books of Exodus and Genesis,

respectively)5. Pictorial messages 6. Posters with relevant messages to the present generation7. Action plans reflecting personal or collective responses to the key messages in

the books8. Reports on the survey about students opinions on the characters of Abraham

and Moses. 9. A written story on God’s rewards for faithfulness and punishments for

disobedience

Project: Establishing the relationship between the volume of a cone and the volume of a cylinder.

Resources: manila paper, glue, wood, wood glue;1. Make models of a cone and cylinder using the same measurements. 2. Fill the cone with ash, sugar, flour and sand, and then pour into the cylinder.

How many full cones fill the cylinder?3. Compare and contrast the volume of the cylinder with the volume of a cone.Deliverables: models of a cone and cylinder, discovered formulae

Follow up activity

1. Apply participatory approaches to nurture independency, higher order thinking, accountability and collaboration (empowering trainee to be in

70

charge)2. Read more about the meaning of life skills for deeper understanding3. Integrate life skills in teaching and develop a list of activities for

developing each. 4. Write a reflection on your experiences of using participatory methods and

integrating life skills in day-to-day teaching. 5. During cluster or peer group meetings (PGMs), share your reflections and

experiences on how you can structure each life skill in teaching.

Summary Notes

Life Skills

The skills needed by humans to live, suffice and succeed in life are of varying types: 1. Vocational skills; which relate to expert performance for career,

profession or productivity. All National, Health and Technical colleges aim at developing vocational skills among trainees to make them productive in society.

2. Practical skills; which may be survival or health-related skills e.g. use of Oral Rehydration Salts (ORS) to stop diarrehorea or climbing a tree to escape a lion. These skills are needed by all humans and may be acquired as part of a core or co-curriculum, depending on the specialty of an individual.

3. Physical skills; which action-rated and involve bodily performance by use of limbs e.g. walking, sitting, kicking, combing, holding, nodding, planting, bending etc. Humans acquire physical skills in stages in the process of development.

4. Social skills; which enable an individual to fit in a given setting or situation e.g. talking softly, turn-taking, asking for help, listening to others, keeping order for example by walking in line or raising ones hand, taking responsibility your action like cleaning one’s mess

71

5. Life Skills; which are related to behavior and interaction, are now part of the core curriculum to be integrated in all disciplines, courses and programmes.

Life skills are categorized into three groups:a. The skills of knowing and living with oneself and they include:

1. Self-awareness 2. Self esteem3. Assertiveness4. Coping with stress5. Coping with emotions

b. The skills of knowing and living with others

1. Friendship formation 2. Empathy 3. Peer resistance4. Negotiation 5. Non-violent conflict resolution6. Effective communication

c. The skills of making effective decisions

1. Critical thinking 2. Creative thinking 3. Decision-making4. Problem-solving

Questions and the Questioning Technique

Benjamin Bloom is known for developing the taxonomy of higher level thinking questions. The taxonomy provides categories of thinking skills that help educators formulate questions. The taxonomy begins with the lowest

72

level thinking skill and moves to the highest level of thinking skill. The six thinking skills from lowest level to highest level are;

1. Knowledge or Definitional: definitions, concepts, principles, formulas, elicited by questions such as “what is the formula for…?”

2. Comprehension: elicited by questions such as “what does…mean?”, “explain…”, “give an example of …”

3. Application: using information in a new context to solve a problem or answer a question. It is elicited by questions such as “how does the law of supply and demand explain the increase in the price of … in this situation?”

4. Analysis: breaking something into its constituent parts and explaining the relationship. It is encouraged by questions such as “what factors have contributed to the falling Australian dollar?”

5. Synthesis: putting parts together to form a new pattern, e.g. “how are long- and short-term consumer loan interest rates related to the prime rate?”

6. Evaluation: uses a set of specified criteria to arrive at a reasoned judgement. An example of this is “how successful will an income tax cut be in controlling inflation and decreasing unemployment?”

Questions can be asked at a number of levels and each is suitable for a different stage of learning. The more you move toward higher level questioning techniques, the easier it gets. Remind yourself to ask open ended questions, ask questions that stimulate 'why do you think' type answers. The goal is to get them thinking, what colour of the hat was he wearing is a low level thinking question, why do you think he wore that colour is better. Always look to questioning and activities that make learners think. Bloom's taxonomy provides an excellent framework to help with this.

To really understand these levels, let's look at how questions can be developed under each level. Since stories cut across age, time and space, we

73

shall take a simple familiar story of Goldilocks and the three Bears to apply Bloom's taxonomy to a teaching situation and also to illustrate that Bloom’s Taxonomy is applicable at all levels of learning.

The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said. So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up. After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet. "This chair is too big!" she exclaimed. So she sat in the second chair.

"This chair is too big, too!" She whined. So she tried the last and smallest chair. "Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home. "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

74

They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear. "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.

Potential Questions:

Knowledge

Who was the biggest bear? What food was too hot? Comprehension

Why didn't the bears eat the porridge?Why did the bears leave their house?Application

List/develop the sequence of events in the story.Draw 3 pictures illustrating the beginning, middle and ending of the story.

Analysis

Why do you think Goldilocks went for a sleep?How would you feel if you were Baby Bear?

75

What kind of person do you think Goldilocks is and why?

Synthesis

How could you re-write this story with a city setting?Write a set of rules to prevent what happened in the story.

Evaluation

Write a review for the story and specify the type of audience that would enjoy this book.Why has this story been told over and over again throughout the years?Act out a mock court case as though the bears are taking Goldilocks to court.

Asking questions effectively

Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you'll get the wrong information out. The same principle applies to communications in general: If you ask the wrong questions, you'll probably get the wrong answer, or at least not quite what you're hoping for. Asking the right question is at the heart of effective communications and information exchange. By using the right questions in a particular situation, you can improve a whole range of communications skills: for example, you can gather better information and learn more; you can build stronger relationships, manage people more effectively and help others to learn too.

Bloom's taxonomy helps you to ask questions that make learners think. Always remember that higher level thinking occurs with higher level questioning; and that higher level questioning draws from the competences you state. Low There must be an interplay among the components of the lesson plan, which is critical in realizing effective teaching and hence, quality learning outcomes. To promote independent, higher order and liberal

76

thinking, the teacher educator has to critically think and set good question prior to teaching. Quality questions are essential because it is through them that that an educator looks into the minds of the learner and uses the learners’ response to spur and drive them to the required levels of thinking. Here are the types of activities to support each of the categories in Bloom's Taxonomy.

Knowledge

Label List Name State

Outline Define Locate Repeat

Identify Mention Tell Recite

Comprehension

Discuss Explain Provide proof of Provide an

outline

Diagram Make a poster Make a collage Make a cartoon

strip

develop Answer who,

what, when, where, why questions

Application

Report Construct

Solve Illustrate/Draw

Construct Design

Analysis

d. Sorte. Analysef. Investigate

g. Classifyh. Surveyi. Debate

j. Graphk. Comparel. Discuss

Synthesis

77

1. Invent /Create2. Examine3. Design4. Formulate5. Hypothesize

6. Re-tell differently

7. Report8. Develop a

game

9. Assemble 10. Experime

nt11. Generate12. Compose

Evaluation Solve Justify Self-evaluate Conclude Critique

Do an editorial Weigh the

pros/cons Mock trial Group discussion Assess Judge

Criticize Appraise Comment Recommend

with informed opinions

Why do you think

78

1. Positive interdependence

Emphasizes the ideology/theory of ALL for ONE and ONE for ALL- Like in a football pitch, successful passes arise from mutual participation; the quarterback and the receive complement each other to complete the pass – one’s success leads to the success of the other. Student who are interdependent;

Sink and swim together Have a shared goal which they accomplish through shared

responsibility Have mutual support to learn and accomplish assigned tasks – no

finger pointing Have dual responsibility (for the individual and group) – positive

interference exists when students perceive that they are linked with group-mates in a way so that they cannot succeed unless their group-mates do and/or that they coordinate the efforts of the group-mates to complete that task.

Recognise that their interdependence promotes a situation in which students see that their efforts benefit the group-mates and vice versa

Share resources, success and blame – celebrate collective success Appreciate that each group member’s effort/contribution is

indispensable to group success; they tolerate no free-riders. Exploit each other’s’ potential, recognise each other’s strengths and

appreciate each other’s weaknesses Recognize that each member has a unique contribution to the joint

effort because of his/her resources, talents, skills, knowledge or role in the group

Provide mutual support to help each other in weak areas

2. Face-to-Face Positive Interaction

This component is based on the belief that starts excel with support from

79

others – there is no one man’s/woman’s show. In school like in any industry, its group effort that count. There’s no room for stars in an industrial organisation (scholarly setting). You need talented people, but they can’t do it alone, they have to have help. (Adapted from John F. Donnelly & Donnelly Mirrors). In CL lessons, the teacher needs to maximize opportunities for students to promote each other’s success by helping, assisting, supporting, encouraging and praising each other’s efforts to learn.

3. Individual accountability/personal responsibility

This base on the principle: What student can do together today, the can do alone tomorrow. The purpose of CL groups is to make each member a stronger individual. Individual accountability is evidenced when the performance of each individual student is assessed and the results given back to the group and individual. It is important that each group identifies who needs more assistance, support and encouragement in completing the assignment. It is also essential that members know that they cannot “hitch-hike” on the work of others.

4. Interpersonal and small group skills (social skills)

I’ll pay more for the ability to deal with people than any other ability under the sun (John D. Rockefeller). Social skills are learnt or developed because we are not born with them. Interpersonal and group skills do not magically appear when they are needed. Persons MUST be taught the social skills required for higher quality collaboration and motivated to use them for productive CL groups.

Group Processing

This component is based on the belief that self-evaluation of performance against the indicators informs members of their progress so as to work towards effectiveness and efficiency. Group processing refers to reflecting

80

on a group session to describe the actions of members that were helpful and unhelpful, and decide on what actions to continue with or change. The purpose of group processing is to clarify and improve the effectiveness of each member in contributing to the collaborative efforts to achieve group goals. It is a FEEDBACK CONFERENCE. It is essential for group members to discuss or continually check how well they are achieving their goals and maintaining friendly and effective working relationships. Group reflection on how well they are functioning influences the quality of work.. Group processing is useful since it provides a means to celebrate success of the group and reinforce members’ positive behaviour.

What group dynamics must be practised to ensure effective group work?How can you structure the components of CL in your instruction/teaching or tutoring practices?

Effective teaching

Keeps focus of and contributes to broad aims of education on daily basis

Takes care of societal interests, aspirations and needs Integrates cross cutting issues to address emerging needs Focuses on trainees’ collective and individual interests and needs Takes advantage of reflective practice as a tool for learning from

experience and informing future performance Links the 4 components: objectives, content, learning experiences,

evaluation Invests in effective planning, continuous assessment and uses

assessment data to influence future instructional practices. Answers the 4 question below;

81

Further Reading

1. Ash R. L & Persall M. (2000). The Principal as chief learning officer: Developing teacher leaders. NASSP Bulletin May 2000: 15-22

2. Bishop. G. (1985). Curriculum development. A text book for students. London: Macmillan


4. Hargreaves A & Fullan, M. G. (1992). Understanding teacher development. London: Cassell.

5. Kerka, S (1996). Using journals effectively. Journal writing and adult learning. ERIC Digest No. 174. Retrieved June 16,2004 from http://ericfacility.netdatabases/ERIC Digest/ed399413html

6. Linn, R. L & Miller, M. D. (2005). Measurement and assessment in teaching. New Jersey: Pearson.

7. Mlama P. Marema D. Makoye, H. (2005). Gender responsive pedagogy: A teachers’ handbook. FAWE: Nairobi.

8. MoES & UNICEF (1997). Life skills for young Ugandans. GoU: Kampala. 9. Polland A. (2005). Reflective teaching; London: Continuum. 10. Proefriedt, A. W. (1992). How teachers learn: Towards a more liberal teacher education. New York: Teachers College.

82

11. Rudney G. & Guillaume, A (2003). Maximizing mentoring: An action guide to teacher trainers and cooperating teachers. Thousand Oaks: Corwin.

83

TOPIC 9: MULTIPLE INTELLIGENCES AND LEARNING STYLES

Session 9: Understanding how TIET Trainees Learn

Learning Outcomes Employing instructional practices which match with the various learning styles and multiple inferences of trainees as a means of maximizing performance.

Background

As a trainer or educator, you may be aware that students have individual differences. One of the ways in which students differ is in terms of IQ and the ways in which they can best learn. Although this seems to be common knowledge, the reality in classroom practices seems to indicate that it is quite difficult for teacher educators to cater for students’ learning needs.

This session will give you an opportunity to review the concepts of multiple intelligence and learning styles, and challenge you to endeavour to design multiple learning and assessment activities to provide for choice.

Competences

The session will enable you to ably; Articulate the meaning of the different learning styles. Identify trainee’s learning styles Design multiple learning and assessment activities to match the various

learning styles so as to promote choice Adopt teaching styles that can meet the identified various learning needs

Content Outline 84

Meaning of learning styles

o Different approaches or ways of Learning

1. Types of learning styles Visual Learners Auditory Learners Tactile/Kinaesthetic Learners.

2. Types of Multiple Intelligences Visual/Spatial Intelligence Verbal/Linguistic Intelligence Logical /Mathematical Intelligence Bodily/Kinaesthetic Intelligence Musical/Rhythmic Intelligence Interpersonal Intelligence Intrapersonal Intelligence.

Instructional Materials Equipment and Tools:Manila paper; Markers; Masking Tape; Thumb tacks; News print; Hand outs on perceptions and perspectives

Lesson development procedure

85


1 30 mins Articulate the meaning of the different learning styles.

Facilitators will lead CPs through the preliminaries of the session and introduce learning styles with a story about four blind men who touched different parts of the elephant and developed different perception of giant.

Training Manual

2 20 mins CPs will study and interpret pictures to portray our differences in perceptions and perspectives.

Facilitator will give an input

Paper News print Hand outs on perspectives and perceptions

3 30 mins Identify trainees’ leaning styles and provide for them during instruction and assessment

Individually, CPs will think about their own learning styles and the type of intelligence they have. Also recall the learning styles some of their learners have exhibited during classes.

Facilitator will make input about necessary probes and input about multiple intelligences and learning styles.

Note books

30 mins Adopt teaching styles that can meet the identified various learning needs

Working in institutional groups CPs come up with a day’s schedule at school and then respond to the following questions:1. When you look back at your day’s/

week’s schedule, what activities do you usually engage your students in?

2. What do you aim to achieve by involving the students in those activities? (Goals, aims, objectives- of teaching)

3. How best could you plan to achieve your aim/ (strategies/ approaches used)

Paper ManilaNewsprint Markers

86

4. How do you know that your aim has been achieved? (Evidence of trainee’s learning outcomes

Suggest the teaching strategies they will employ to match the various learning styles

4 40 mins Design multiple learning and assessment activities to match the various learning styles so as to promote choice

In groups of 6/7, CPs will identify a topic and design activities that can match the various learning styles and multiple intelligences discussed.

Facilitator and CPs will probe and support CPs as they work on this project. .

Flip chart Markers

5 30 mins Presentation of group assignment and feedback from the rest of the class


6 20 mins Facilitators will give a summarized input to emphasize the need for trainers to be conscious to the trainees; multiple intelligences and learning styles


Follow up activityUsing the Hand out on learning styles, participants will be given a take home exercise to attempt to categorize learners in their class into different groupings; How many children fall into each category? What happened when you attempted to teach according to the different

learning styles? What would be the challenges of teaching children with different Learning

styles?Feedback will be required at the time of doing the practicumTOPIC 10: STRATEGIES FOR PROFESSIONAL DEVELOPMENT THROUGH WORKPLACE LEARNING AND PEDAGOGICAL

87

LEADERSHIP

Duration: 3 Hours

Learning OutcomeInitiating implementing and evaluating feasible professional development programmes at institutional level; establishing and developing learning communities and managing workplace learning through effective timetabling.

Background

Continuous Professional Development is inevitable. Socrates believed is that a good teacher is the one who remains a student after completing university. Such a teacher remains in search of knowledge and does not sit in a comfort zone. For this reason, all educators should fight the danger of being overtaken by events in terms of knowledge and skills. We saw in the topic on curriculum and pedagogy that due to advancement in technology and shift in beliefs, theories which guide teaching and learning do shift too (paradigm shift). In this respect, you ought to constantly update your knowledge, question your beliefs and attitudes and sharpen your skills so as to remain proficient and relevant to the TIET institutions of the 20th century.

Evidence shows that almost every educator desires to constantly develop one’s skills but may be hindered by the institutional culture and climate. This session will enable you to explore possible means of creating time to develop and share knowledge with colleagues.

Competences

The session will enable CPs to ably;a. Conduct feasible action research to improve classroom practices.b. Engage in reflective practice as a tool for learning from experiencesc. Lay strategies for effecting continuous professional development in

88

own institutiond. Support lecturers through mentoring and coaching e. Develop a work-plan with feasible strategies towards establishing a

learning community to promote professional growth

Content Outline

1. Strategies for pedagogical leadership: Effective timetabling; managing quality leaning time (time wasters) quality assurance measures and systems [meetings, quality checks, encouraging and structuring Reflective Practice in the institutional routine; providing facilities and strategies for effective self-study; peer supervision

2. Strategies for workplace learning: Reflective Practice and Action Research as tools for quality assurance and professional growth; keeping a professional Portfolio; peer coaching; mentoring

3. Concept of learning community4. Establishing learning communities

Methodology: Reflection, Think-pair-share, discussion, hands-on, plenary discussions Instructional Resources: Flip charts, OHP, hand outs, Newsprints, Markers, paper,

Procedure


1 15 mins Lay strategies for effecting continuous professional development in own institution

Facilitators will lead CPs through the preliminaries of the session and orient them to the key concepts of the session.

Training Manual

2 20 mins CPs will examine the different strengths they have and how they can

Paper News print

89

synergize to form a professional learning community; discuss possibilities and potential challenges and ways of addressing them through SWOT analysis.

3 30 mins Conduct feasible action research to improve classroom practices.

Individually, CPs will develop sketch proposals for action research; also plan to demonstrate mentoring and coaching processes and skills.

Facilitator will guide CPs to make input about conducting effective mentoring and coaching sessions.

Action research proposal formatRefer to session notes on professional portfolio

4 30 mins Support lecturers through mentoring and coaching

In plenary, CPs will model mentoring and coaching skills and also present highlights of their action research proposals

Facilitator and CPs will note strengths and areas for growth.

Flip chart Markers

5 55 mins Develop a work-plan with feasible strategies towards establishing a learning community to promote professional growth

Engage in reflective practice as a tool for learning from experiences

Institutional groups/pairs will identify training needs and suggest ways to address them.

Draw work plans for implementing and managing workplace learning: Reflective Practice Action Research Mentoring and coaching Professional portfolios Learning community

Facilitator will guide CPs to develop as they develop their work-plans.


6 30 mins CPs display their work-plans and prove constructive feedback to one another through gallery walk.

Facilitators will give a summarized input to emphasize importance of workplace learning today.


90

Summary Notes

1. Leadership is concerned with the vision and values of an organization while management relates to the co-ordination of organizational tasks and structures.

2. Leadership is the process of guiding followers in a certain direction with a state mission or goal, more through deeds than in words.

3. Leadership is the art of influencing people and moving them towards goals of permanence

4. Pedagogical leadership in simple terms refers to being in the lead of teaching and learning, that is, to illuminate the path in the search of knowledge.

It involves;a. Setting up and sharing a vision to direct the teaching and learning

activities of the institution in relation with the emerging societal issues e.g. MDGs and EFA

b. Developing structures, systems and procedures to ensure that effective teaching and learning continues even in absence of the Principal; that trainees conduct constructive self or collaborative study even when the lecturer is away on other official duties

c. Accounting for the public resources provided to support the training of human capital; and

d. Modeling efficient and proficient teaching and learning practices for others to appreciate and naturally emulate without being coursed.

e. Making initiatives aimed at improving teaching and learning practices right from classroom level and encouraging other members of staff to do the same; hence showing that everybody is a pedagogical leader of some sort. As a Principal, you are the chief pedagogical leader who is supposed to mentor more leaders.

f. Influencing the practice of members of staff in classroom-based action as opposed to issuing verbal orders. Actions create more impact than

91

words. g. Being a persistent change agent demonstrating that change is

inevitable and that it is the only constant that matches education with advancement in technology.

Meaning of mentoring

The mentoring process is a cooperative agreement between peers in which new members of the teaching profession are provided on going assistance and support by one or more skilled and experienced teachers. This relationship should be collegial in nature and all experiences should be directed towards the development of and refinement of the knowledge, skills and dispositions necessary for effective learning. This process is expected to be mutually beneficial for all parties involved and to result in improved instructional practice and professional performance.

Mentoring is better if initiated by the one who needs support. The individual chooses the person s/he trusts will be able to support him/her. Areas of need are identified and a schedule for meetings is drawn. They may make changes in the areas or time as they go along. However, in a school setting, the head teacher may propose to have mentoring sessions to a teacher. She may also have it as a system by pairing new teaches with more experienced ones to nurture their professional or even personal growth.

Further Reading

1. Ash R. L & Persall M (2000). The Principal as chief learning officer: Developing teacher leaders. NASSP Bulletin May 2000: 15-22

2. Beane J. A. (1998). Reclaiming a Democratic Purpose for education. Education leadership 56 (2) 8-11.

3. Bishop G. (1985). Curriculum development. A text book for students. London: Macmillan.

92


5. Hargreaves A. & Fullan, M. G. (1992). Understanding teacher development. London: Cassell.

6. Kerka S. (1996). Using journals effectively. Journal writing and adult learning. ERIC Digest No. 174. Retrieved June 16, 2004 from http://ericfacility.netdatabases/ERIC Digest/ed399413html

7. Linn R. L & Miller, M. D. (2005). Measurement and assessment in teaching. New

8. MoES (2006). Guidelines on institutional self-evaluation as a strategy to improve performance. ESA, Kampala.

9. MoES (2005). Community mobilization training manual: training parents and community leaders in improving quality education.

10.M.oES (2005). Child guidance and counselling for primary schools: Teacher’s Handbook.

11.Muijs D. & Harris, A. (2003). Teacher Leadership – Improvement through leadership? An overview of the literature. Educational management administration leadership, 31 (4), 437 -448.

12.Murphy S. & Smith M. A. (1992). Writing Portfolios: Abridge from teaching to assessment. Ontario: Pippin.

13.Rudney G & Guillaume A (2003). Maximizing mentoring: An action guide to teacher trainers and cooperating teachers. Thousand Oaks: Corwin.

14.UNESCO (2007). Gender lens to create curriculum and textbooks free of gender bias retrieved on 12 April from http://www.unescobkk.org/index.php?id=4572&type=9g

Appendix A: Glossary

1. Curriculum refers to all learning experiences including skills, attitudes, values and knowledge, which are planned or unplanned, programmed or un programmed, covert or overt, coordinated or uncoordinated, organized

93

http://www.unescobkk.org/index.php?id=4572&type=9g

or unorganized, timetabled or not timetabled, assessed or not assessed, which a student undergoes under the auspices of the school over a specified period of time and offered for purposes of achieving specified and unspecified goals towards the behavioural change of students.

According to Daniel Tanner (1980) curriculum refers to the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence.”

A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner, 1995: 158). 8), it is “the totality of the experiences of children for which schools are responsible”, (Gatawa, 1990:8). Sergiovanni and Starrat (1983) argue that curriculum is “that which a student is supposed to encounter, study, practice and master… what the student learns”.

2. Vocational curriculum is characterized as: experientially based in terms of content and teaching method; directly relevant to student needs; and puts emphasis on core skills. In its orientation, it tends to be explicit in outcome; and selection of content has input from industry, government, community as well as educators; it emphasis on student-centred learning and it is typically based on small units, separately assessed/certificated. (Marsh, 1997)

3. Academic curriculum is perceived as educationally elite, high status, traditionally thought of as more challenging; classroom based focus on knowledge of given subject area determined by subject experts; puts emphasis on end of course external exams; encourages free choice of subjects at advanced level, often at“ A-level” curriculum dependent on institution and can reinforce inequalities. Young & Leney (1997

94

4. Formal curriculum: According to Urevbu (1985: 3), formal curriculum refers to: what is laid down as the syllabus or that which is to be learnt by students. It is the officially selected body of knowledge which government, through the Ministry of Education or anybody offering education, wants students to learn.

5. Actual Curriculum refers to both written and unwritten syllabuses from which students encounter learning experiences (Tanner and Tanner 1975). Learning experiences can be selected from other sources rather than the prescribed, official and formal syllabuses. The actual curriculum is the total sum of what students learn and teachers teach from both formal and informal curricula.

6. Core Curriculum: You may have also come across the term ‘core curriculum’ in your readings. This is not an independent type of curriculum. It refers to the area of study, courses or subjects that students must understand in order to be recognised as educated in the area. In other words, ‘core’ refers to the ‘heart’ of experiences every learner must go through. The learner has no option but to study the prescribed course or subjects.

7. Extra-Mural Curriculum: You have probably heard and said a lot about this type of curriculum. It refers to those learning activities or experiences students are exposed to by their teachers but which are not stipulated in the formal or official curriculum. Teachers deliberately plan and teach these experiences and sometimes even assess their outcomes. Coaching and training in various aspects of school sports are some of the extra-curricular learning experiences available to students. As you know, these experiences are not stipulated in the formal curriculum. What can students learn from the hidden curriculum?

95

8. Community education includes traditionally cultural and recreation subjects; often held in community venues; voluntary attendance and usually non-accredited, although accreditation is increasing for funding purposes.

9. Curriculum models: A model if a format for curriculum design, developed to meet unique needs, contexts and/or purposes. In order to address goals, curriculum developers reconfigure or rearrange one or more key components to suit the needs of time for a particular society and target group of learners. In order to address specific goals, curriculum developers design, reconfigure and rearrange one or more components to get a variety or likeness of a design.

Curriculum development refers to the systematic, consultative, and cyclic process of writing a curriculum for a specific level to serve identified learning outcomes.

Curriculum elements are the building blocks or constituent parts of a curriculumProgramme refers to a specified educational plan laid down for a specific target group for the pursuit of a particular award. A programme runs for a definite period of time and has clearly stated objectives to accomplish. Examples of programmes include; PGDE, B.Ed. B. Arts. Certificate in education, BBA, BSS, B. Med. B.Eng.

10. Syllabus: A syllabus is the outline of work planned to be done with each class in each subject. It is a summary of a course of study or a programme of school lessons for each subject taught in the school at a given level. The syllabus contains the national goals of education, the objectives of secondary education, the aim of teaching each subject, the content to be taught in each class, teachers’ and students’ reference lists,

96

time allocation per subject. A syllabus gives uniformity and equal opportunity to all learners at a specific level of education.

11. Scheme of work: A scheme of work is an interpretation of the syllabus. In a scheme, the teacher attempts to break down content into manageable units per lesson. It indicates the work to cover in a specified period of time; usually planned in termly periods. It is a sketch or an outline of key aspects from which lesson plans are to be derived. It defines the structure and content of a course. It maps out clearly how resources, class activities and assessment strategies will be used to ensure that learning aims and objectives of the course are achieved. It can be used to monitor progress against the original work-plan. Schemes of work could be shared with students so that they have an overview of the work. A scheme of work should specific how many lessons will be needed to cover a specific theme/unit/topic. Schemes vary in formats and content details, some are detailed others are mere sketches.

12. Lesson plan: A lesson plan is a detailed description of the procedure the teacher will follow to develop specific concepts, skills, values or attitudes. It consists of basic information about the class and a description of the learners’ and teachers’ activities. Many experienced teachers reduce the lesson plan to a mental map or short outline. As a new teacher, a detailed lesson plan is indispensable. It is important to align the key aspects of the lesson: content, objectives and learning and assessment activities. The activities determine the methods and materials to use. The value of detailed and systematic preparation reduces tensions and time wastage. It usually ends in quality learning.

13. Learning activity: A learning activity/task aims at assisting students to develop concepts, skills or attitudes through hands-on or minds-on experiences. Having minds-on experiences means engaging the mind in critical thinking processes e.g. arguing, analysing, questioning, reflecting,

97

problem solving, associating, interpreting, judging, concluding or drawing inferences. Having hands-on experiences implies ‘doing’ [writing, modelling, constructing, building, painting, drawing, illustrating, planning, digging, measuring, counting, recoding, smelling, seeing, touching, tasting, smelling etc. As students attempt to do the activity, they learn through discovery, observation, interacting with the materials or people, recording interpreting and analysing data etc. If the content is complex, the first example may be done with the teacher’s guidance. But if students can find out on their own, then, the teacher needs to give them opportunity to grapple with the new knowledge as s/he facilitates, guides and probes. Learning activities can extend into practice or class sharing. Learning activities lead students into wonder and fascination. Design activities that learners can get absorbed into for a while as you guide.

14. Assessment activity: An assessment activity requires students to demonstrate what they have learnt in their own way or own words. It calls for a high degree of originality and creativity. It has to be comprehensive enough and should aim at knowledge application and transfer of learning. Students must be seen to own the knowledge and use the skills. Attend to individual differences by encouraging choice as much as possible through giving several options [within scope] for students to choose from.

98

Appendix B: Lesson Observation Tool

Certificate in Teacher Education Proficiency Classroom Observation Tool

Basic Information

Institution ..............……………………………………………………………………............ Team/Trainee/Lecturer........………………………………………………………………….. Subject: ………………..............………………………………………………………………Topic: …………………………............................………………………………………………Lesson: …………………….................…………………………………………………………Class: …………………….............................………………………………………………… Time: …………………………...............…………………………………………………………

Competences CommentsCurriculum Interpretation /Planning Statement of SMART objectives to enhance holistic developmentProper interpretation and enrichment of the syllabus, integration of cross cutting issues Statement of manageable content Personality and Teacher Pupil Relationship

99

Exhibits a warm and friendly personality that avails a healthy psychological environment Creates a relaxed and warm learning climate Understanding the LearnerExhibits knowledge of learners by their developmental and individual learning needs (teacher actions/behaviour)Development and use of class records to monitor and support trainees’ development and learningAbility to support individual learners development [remedial, mentor, extra support]Teaching and Learning Process Application of a of variety, practical and suitable methods to enhance mental, social, emotional and moral development (higher order thinking, social skills, attitudes)Effective use of questioning technique to probe learners to think Designed practical learning activities/tasks to promote minds-on and hands-on participatory (active) learning and independent thinking Designing of assessment activities/tasks that promote knowledge application and transfer

100

Timely use of varied, suitable and adequate instructional materials to support learning Classroom Organization and Management Arrangement of seats is varied to suit the methods and activities in useDisplay of relevant and varied instructional recourses (related to theme/topic) to support incidental learning Evidence of proper use and storage of class records (attendance registers, progress/continuous assessment records, teaching notes, schemes, lesson plans)Provision of facilities to keep the classroom clean and orderly (storage, rules, list of helping hands)Pedagogical LeadershipEvidence of initiatives made to improve teaching and learning at classroom level (soliciting for/creating extra learning time, making necessary changes in the classroom, initiating class rules, involving community in learning, attempting to use new methods like project or cooperative learning) Ability to positively influence other teachers’ classroom practices and

101

beliefs Lesson Evaluation Comprehensive, critical and objective self-evaluation (methods, activities, learners, teacher, resources, time) Ability to suggest practical actions to improve practice

Way Forward (Action Steps):1. ______________________________________________________________________2. ______________________________________________________________________3. ______________________________________________________________________4. ______________________________________________________________________Overall comments:----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Name of Supervisor: ------------------------------------------ Designation: ---------------------Signature: --------------------------------------------------------- Date: ------------------------------

102

UNIT 2: EDUCATION COMMUNICATION TECHNOLOGY

Topic 11: Education communicationDuration: 75 min

Learning OutcomesThe Trainee identifies Key concepts on human communication Monitoring strategies for classroom communication

Background

The unit re-emphasizes to the trainee him/her monitoring role as an instruction leader in the practice of classroom communication.

Competences

During the covering of this topic, the trainee:1. Writes down key concepts of human communication2. Identifies common practices in classroom communication3. Explains the phrase ‘Monitoring Classroom Communication4. Demonstrates monitoring skills for classroom communication

Content outline

1. Human Communication Concepts2. Classroom Communication Practices3. Monitoring Classroom Communication4. Tasks in Monitoring Communication Activities in a Classroom -

Supervision Roles

103

Methodology: Using lectures, brain storming and role playing

Instructional Resources: Flip charts, markers, hand outs

Procedure

Step Duration/Time Competences Suggested Instructional Strategies & Activities

Resources

1. 15 min Writes down key concepts of human communication

Sharing experiences Group discussion

Flip chartshandouts

2. 15 min Identifies common practices in classroom communication

Brain storming,Group discussion

Flip charts, markers

3. 15 min Explains the phrase ‘Monitoring Classroom Communication’

Sharing experiences, Group discussion

Flip chartshandouts

4. 30 min Demonstrates monitoring skills for classroom communication

Role playing,Group discussion


Reference

1. Gillette, J. E. (2007). ICS 602-Human communication: Course syllabus (p. 3).

2. Rion Hollenbeck (2008). Definition of Human Communication. From http://rionhollenbeck.com/GradPortfolio/Papers/602-Final/FinalPaper.pdf on 19-05-2012, 10.am.

TOPIC 12: EDUCATION TECHNOLOGY

Duration: 140 minLearning Outcomes

104

http://rionhollenbeck.com/GradPortfolio/Papers/602-Final/FinalPaper.pdf%20

Using his/her experience in the practice of selecting, developing, using and managing teaching aids, the trainee identifies: Challenges encountered Supervision strategies for improving the practice

Background

The unit re-emphasizes to the trainee him/her supervision role in the practice of selecting, developing, using and managing teaching aids.

Competences

During the covering of this topic, the trainee:1. Explains the concepts ‘ relevance & quality of teaching aids and ICT in

student teachers’ learning’2. Demonstrates selection and development of appropriate teaching

equipment, tools and materials3. Demonstrates the use of teaching equipment, tools and materials4. Demonstrates the management of teaching equipment, tools and

materials5. Identifies supervision strategies for the practice of selecting,

developing, using and managing teaching aids.

Content Outline

1. Concepts in education technology – relevance & quality of teaching equipment, tools and materials, and ICT use in learning and teaching

2. Selection and development of teaching equipment, tools and materials – tasks for trainees

3. Application of teaching equipment, tools and materials4. Management of teaching equipment, tools and materials5. Supervision tasks on the use of teaching equipment, tools and

materials105

6. Supervision tasks on the storage of teaching equipment, tools and materials

Methodology: Using lectures, brain storming and role playing

Instructional Resources: Flip charts, markers, hand outs, models, Manila paper, real objects

Procedure

Step Duration/Time

Competences Instructional Strategies & Activities

Resources

1. 20 min Explains the concepts relevance & quality of teaching aids and ICT in student teachers’ learning’


Flip chartshandouts

2. 30 min Demonstrates selection and development of appropriate teaching equipment, tools and materials

Brain storming,Demonstrations,Group discussion

Flip charts, markers, Models & Real objects

3. 30 min Demonstrates the use of teaching equipment, tools and materials


Flip charts, Models & Real objects

4. 30 min Demonstrates the management of teaching equipment, tools and materials


Charts, Models & Real objects

5. 30 min Identifies supervision strategies for the practice of selecting, developing, using and managing teaching aids

Group Discussions,Presentations

Flip chartshandouts

Reference

1. Ellington H. Percival, F. and P. Race (1993). Hand book of Educational Technology. 3rd Edition. Kogan Page. University of Michigan (USA).

106

TOPIC 13: ROLES OF STAKEHOLDERS IN SOLICITING FOR INSTRUCTIONAL RESOURCES

Duration: 80 minLearning OutcomesUsing his/her experience in the practice of selecting, developing, using and managing teaching aids, the trainees; Identifies strategies for establishing working relations with teacher

education stakeholders Demonstrates his/her role in mobilising for the teaching equipment, tools

and materials

Background

The unit introduces the trainee to the practice of working with teacher education stakeholders in soliciting for teaching equipment, tools and materials.

Competences

During the covering of this topic, the trainee;1. Identifies key stakeholders in teacher education2. Outlines strategies for establishing working relations with stakeholders3. Identifies the roles of stakeholders in soliciting for teaching equipment,

tools and materials4. Demonstrates the role of the instructional leader in mobilising for the

teaching equipment, tools and materials

Content Outline

1. Stakeholders in teacher education2. Establishing working relations with stakeholders

107

3. Role of stakeholders in soliciting for teaching equipment, tools and materials

4. Role of the instructional leader in mobilising for the teaching equipment, tools and materials

Methodology: Using group discussions, brain storming and role playing

Instructional resources: Flip charts, markers, hand outs, Manila paper

Procedure


Resources

1. 10 min Identifies key stakeholders in teacher education



2. 20 min Outlines strategies for establishing working relations with stakeholders

Group discussion,Presentations


3. 20 min Identifies the roles of stakeholders in soliciting for teaching equipment, tools and materials



4. 30 min Demonstrates the role of the instructional leader in mobilising for the teaching equipment, tools and materials


Flip charts, markersHandouts

Reference

1. Clever v. Cherry Hill Township Board of Education, Civ. 93-1012 (1993) Retrieved on July 10, 2008 from http://www.belcherfoundation.org/clever_v_cherry_hill.htm

2. Cotton, K., & Wikelund, K. R. (2001). Parent involvement in education. Retrieved June 18, 2008, from http://www.nwrel.orglcomm/resources.html

3. Department for Education and Children’s Services (1996). Parent and school policy. Retrieved June 18, 2008, from

108

http://www.belcherfoundation.org/clever_v_cherry_hill.htm

http://www.decs.sa.gov.au/docs/files/communities/docman/1/parents school policy

4. Eadie, D. (2007). Hiring a board savvy superintendent. American School Board Journal, 194 (11). Retrieved on June 19, 2008, from EBSCO host database.

5. Nancy Kendall (2006). Stakeholder Collaboration: An Imperative for Education Quality. Working Paper; EQUIP2, USAID.

109

http://www.decs.sa.gov.au/docs/files/communities/docman/1/parents%20school%20policy

http://www.decs.sa.gov.au/docs/files/communities/docman/1/parents%20school%20policy

TOPIC 14: SETTING UP THE LEARNING ENVIRONMENT

Duration: 60 minLearning OutcomesThe trainee demonstrates the role of an instruction leader in the maintenance of a good learning environment

Background

The unit re-emphasizes to the trainee his/her role to maintain an effective learning environment

Competences

During the covering of this topic, the trainee;1. Outlines what constitutes a good learning environment2. Identifies the challenges in organising and maintaining a good learning

environment3. Demonstrates the skills of maintaining a good learning environment

Content Outline

1. Constitutes of a good learning environment2. Classroom organisation and management3. Displays4. Challenges in organising and maintaining a good learning environment5. Role of the instructional leader in ensuring a good learning

environment

Methodology: Using: Group discussion, brain storming and role playing.

Instructional Resources: Flip charts, markers, hand outs, models, Manila

110

paper, charts and real objects

Procedure


Resources

1. 10 min Outlines what constitutes a good learning environment

Brain stormingGroup discussion

Flip chartshandouts

2. 20 min Identifies the challenges in organising and maintaining a good learning environment



3. 30 min Demonstrates the skills of maintaining a good learning environment

Demonstration,Group discussion

Flip chartshandouts

Reference

1. Akumu Patience (2010). What makes a good learning environment? In the education column, the observer, Sunday, 30 May 2010. The observer © 2012 Observer Media Ltd.

2. Peter Harwood and Jo Harwood; what is a good learning environment? SLA on Jul 14, 2008

111

http://www.slideshare.net/SLA

TOPIC 15: RECORDS KEEPING

Duration: 60 minLearning OutcomesThe trainee demonstrates the role of an instruction leader in the development and keeping records

Background

The unit re-emphasizes to the trainee him/her role as an instruction leader in the practice of developing and keeping records.

Competences

During the covering of this topic, the trainee;1. Outlines records kept by a teacher 2. Explains the significance of records kept by a teacher3. Demonstrates the skill of developing a teacher’s records file

Content Outline

1. Records kept by a teacher2. Significance of keeping each type of record3. Supervision of records keeping – roles of the instructional leader

Methodology: Using: Group discussion, brain storming and Practice session.

Instructional Resources: Flip charts, markers, hand outs, models, Manila paper, real objects

Procedure

Step Duration/Time Competences Suggested Instructional Resources 112

Strategies & Activities1. 10 min Outlines records kept by a teacher Sharing experiences

Group discussion Flip charts, markers

2. 20 min Explains the significance of records kept by a teacher

Group discussionPresentations

Flip charts, markers, handouts

3. 30 min Demonstrates the skill of developing a teacher’s records file

Practice Session,Group discussion

Flip chartshandouts

113

TOPIC 16: CONTEMPORARY ISSUES IN EDUCATION COMMUNICATIONS TECHNOLOGY

Duration: 60 minLearning OutcomesThe trainee identifies; Some education contemporary issues critical to educational technological

practice Teacher development activities on the identified education contemporary

issues.

Background

The unit outlines some education contemporary issues that are critical in education technology, and the roles of the instruction leader in the implied teacher development.

Competences

During the covering of this topic, the trainee identifies Contemporary issues in education, critical to educational technology,

including;o ICT use in teaching and learningo Modern methods of Teaching and learning o Mass Media, and Community Involvement and Participation

Teacher support and development activities on the identified education contemporary issues

Content outline

Some education contemporary issues that are critical to education technology like the following;

a. ICT competence – use of applications software

114

b. ICT use in teaching and learning- strategy of usec. Role of mass media, and community involvement and participation in

educationd. Modern practices in teaching and learning strategiese. Role of the instructional leader in ensuring teacher development in

new/modern/recommended

Methodology: Practice in teaching and learning

Procedure


Resources

1. 20 min Contemporary issues in education, critical to educational technology; including: ICT use in teaching and

learning Modern methods of

teaching and learning Mass media, and

community involvement and participation

Brain storming,Group discussions

Flip charts, markers,Laptops/Desk Tops

2. 40 min Teacher support and development activities on the identified education contemporary issues

Group discussions,Presentations


Reference 1. Sergiovanni, T. J. (1993). Supervision. a redefinition. McGraw-Hill Inc. New York.

115

UNIT 3: COLLEGE OR SCHOOL PRACTICE

Introduction to the Unit

College/School Practice is for teachers and trainers on pre-service training courses. It aims at providing student teachers with practical experience in teaching in a school/college set-up as well as participate in other activities of the institution. Specifically, the student teachers use the opportunity to further develop their knowledge and skills in the areas studied in their education courses. Student teachers develop schemes of work to produce lesson plans for all activities they plan and lead themselves. During College/School Practice, student teachers apply a variety of methods to teach individual pupils or students, groups, and whole classes to facilitate their learning. Student teachers monitor and evaluate their own work as well

116

as the work produced by the pupils or students. They evaluate each lesson taught, reflecting on their own professional development and demonstrating an understanding of the role of the teacher.

College/School Practice represents the culmination of the preparation for a student teacher to become a trained teacher. The experience consists of an extensive period of school-based activities such as observations, discussions, planning, teaching, assessing, evaluating and reflecting. All of these activities are undertaken in a supervised working atmosphere. The initial days of School Practice, usually referred to as Orientation week, is utilised by the student teacher to observe a range of teaching and learning situations, to familiarise him/herself with school routines and activities, to gather information needed for teaching tasks, and to plan and discuss lessons with practising teachers. Student teachers may observe teachers working with classes of different ages and levels; gather information about the teaching of the subject(s) they will be teaching; develop knowledge and expertise about the available resources; and collect, develop, organise, and prepare resources for teaching and learning. This initial orientation and subsequent experience gradually builds the student teacher to become the professional he/she is being prepared to be.

The unit requires 5 hours to cover and a variety of methodologies and instructional resources as outlined in the delivery plan. The facilitator is required to ensure as much practicability as possible to enable the instructional leader acquire the outlined competencies.

The Unit has the following 5 topics and sub-topics;

Topic 1: School Practice Coordination Set up of SP coordination office Appointment of SP Coordinator Assessment of SP centres

117

Placement of trainees Placement of Supervisors Inputs and materials for SP Role of the Instructional Leader in ensuring effective coordination of SP.

Topic 2: Conducting quality school practice Purpose of SP Length of SP Pre-requisites of SP Preparation for SP Evaluation of SP Giving feedback Role of the Instructional Leader in ensuring proper conduct of school

Practice.

Topic 3: Assessment of School Practice Preparation for teaching Teaching and learning techniques Evaluation of the teaching/learning process Assessment of teaching practice Role of the Instructional leader in promoting professionalism

Topic 4: Professionalism Teachers code of conduct Ethics and integrity Preparation for teaching Personal, Interpersonal and relationship skills Transparency and honesty Role of the Instructional leader in promoting professionalism

Topic 5: Records, record keeping, and report writing

118

Types of records Record keeping systems Report Writing Techniques Role of the Instructional Leader in promoting effective and reliable records

system

UNIT 4: COLLEGE/SCHOOL PRACTICE

Topic 18: School Practice CoordinationDuration: 1 hourLearning OutcomesThe trainee identifies; The importance of setting up a school practice office The need for appointment of an effective school practice coordinator The importance of assessing centres where students go for school

practice The various techniques for placing trainees at SP centres The need for proper placement of supervisors to supervise the SP The tools, materials and inputs necessary for proper coordination and

management of SP

Background to the topic

The unit outlines the importance of having proper coordination of school Practice in order to realize its goals and stresses the roles of the instruction leader in the coordination of this exercise.

119

Competences

By the end of the topic, the trainee is able to identify;a) Important inputs necessary to set up an SP coordination officeb) Strategies necessary for proper placement of students and supervisors

for school practicec) Key tools and instructional materials necessary for SP.

Content

1. Set up of SP coordination office2. Appointment of SP coordinator3. Assessment of SP centres4. Placement of trainees5. Placement of supervisors6. Inputs and materials for SP7. Role of the Instructional leader in ensuring effective coordination of SP.

Procedure


Resources

1 20 min Identification of the important inputs necessary to set up an SP coordination office



2 20 min Identification of the strategies necessary for proper placement of students and supervisors for school Practice



3 20 min Identification of the key tools and instructional materials necessary for SP

Group work Flip charts, markers

120

Reference

1. Otto A. Y. Otto (2008): School Practice Module, Kyambogo UniversityFollow-up activities

1. Apart from the School Practice Coordinator, identify and name other important persons that play an important role in school/college practice

2. Analyse the competences of your staff members and internally assess which staff would be most suitable for appointment as an SP coordinator

3. Examine the competences of your current SP coordinator and suggest what support you would need to give him/her to become more efficient and effective.

Summary notes

The roles of the Instructional leader in effective school practice include;

a) Initiation of the planning process for SPb) Appointment a school practice coordinatorc) Approval of the school practice plans and budgetsd) Processing funds for the exercisee) Ensuring survey of schools for SP is donef) Ensuring placement of students to the surveyed schoolsg) Ensuring availability of the inputs necessary for SP and supervise

implementationh) Ensuring transportation of students to schoolsi) Ensuring students welfare during SPj) Enabling the supervisors (both internal and external) carry out

supervisionk) Monitoring the entire process and gathering evidencel) Ensuring compilation of the report for management purposes

121

MODULE 1: CURRICULUM IMPLEMENTATION AND MANAGEMENT IN TIET INSTITUTIONS

Unit 4: College/school practiceTopic 19: Conducting quality school practice

Duration: 1 hourLearning OutcomesThe trainee identifies; The importance of school Practice in modelling of a teacher The need for appropriate length of SP to gain maximum benefit from the

exercise The requirements to be completed before sending students for school

Practice The important preparation required of student teachers before entering a

class to teach (Understanding the school environment and Curriculum interpretation)

The tools necessary for proper evaluation and guidance of students SP Techniques for giving proper feedback and guidance to students after

supervision

Background

The unit outlines the important elements and processes for conducting quality college/school Practice. It also outlines the roles of the instruction leader in the process.

122

Competences

By the end of the topic, the trainee is able to;a) Appreciate the importance of a well-managed school practice b) Identify the pre-requisites of school practicec) Identify a conducive learning environment and the required

preparatory documents for school practiced) Identify evaluation tools and techniquese) Provide guidance on supervision feedback.

Content

1. Purpose of SP2. Length of SP3. Pre-requisites of SP4. Preparation for SP5. Evaluation of SP6. Giving feedback7. Role of the Instructional leader in ensuring proper conduct of school

practice.

Procedure


Resources

1 10 min Appreciation of the importance of a well-managed School Practice



2 10 min Identification of the pre-requisites of school practice



3 15 min Identification of the learning Individualized Samples of

123

environment and documents for school practice

learningDiscussion

documents

4 15 min Identification of evaluation tools and techniques

Group workGuided Discovery

Flip charts, markers,School Practice Assessment Form

5 15 Provision of guidance on supervision feedback.

Group discussion,Role playBuzz groups

References

1. Bishop ... (2000) “Clinical supervision” 2. Farrant J. S. (1980): Principles and Practice of Education, Longman

Publishers3. Machana S. M. (1989): School Practice in Schools, Macmillan

Follow-up activities1. What additional skills can help an instructional leader ensure effective

conduct of school practice?2. Identify 10 points you consider to be the key elements of a well

conducted school Practice exercise.

Summary notes

School Practice is a very important exercise in modelling a teacher trainee. It is the part of the curriculum used for;

a. Translating theory into Practiceb. Giving students opportunity for hands-on practical training in a real

school settingc. Exposing students to the world of work and their professional

responsibilityd. Consolidating professionalism in the fielde. Marketing students and the training institutions

124

f. Assessing students’ practical competencesg. Interpreting and applying the curriculumh. Creating a sense of professional belongingi. Discovering performance gapsj. Practicing different forms of pedagogyk. Discovering individual differences among students

The instructional leader must therefore ensure provision of a conducive learning environment for the above to take place. Emphasis must be put on monitoring to ensure the necessary inputs are available and the student teacher gets adequate support to enable effective promotion of the purpose of school practice.


Unit 4: College/school practiceTopic 20: Assessment of school practice

125

Duration: 1 hour

Learning OutcomesThe trainee identifies; The important documents required in preparation for teaching which the

student trainee must have and which therefore the supervisor will look out for

The variety of methods that the teacher trainee is expected to use in teaching and their effectiveness and relevance to the specific planned lessons

The methods used for evaluation of teaching by both the teacher trainees and the supervisors or moderators

Background

The unit outlines the important elements to look out for in assessment of School Practice and reviews the main reference materials that the students and the supervisors must have. The roles of the instruction leader in ensuring the standards are met are emphasized.

Competences

By the end of the topic, the trainee is able to identify;a. The documents necessary for preparing to teachb. The documents used in the teaching processc. The methods used for teachingd. The instructional materials necessary for teachinge. The evaluation and assessment techniques

Content

1. Preparation for teaching2. Teaching and learning techniques

126

3. Instructional materials for teaching/learning4. Evaluation of the teaching/learning process5. Assessment of teaching practice6. Role of the Instructional Leader in promoting professionalism

Procedure


Resources

1 10 min Identification of the documents necessary for preparing to teach


Samples of Curriculum and syllabus

2 15 min Identification of the documents used in the teaching process

Group discussions,PresentationsProject Learning

Flip charts, markers Samples of schemes and lesson plans

3 10 min Identification of the methods used for teaching

PresentationsGroup Discussions

Flip Charts

4 10 min Identification of appropriate instructional materials

Group workPresentations

Flip charts

4 15 min Identification of Evaluation and Assessment techniques

Group discussionsDiscovery learningSelf-directed learning


References

1. Bishop, J. (2000) “Clinical Supervision” 2. Bennars G. A. (1994) Theory and Practice of Education & School Practice,

E.A. Publishers Ltd, Nairobi

Follow-up activities1. Discuss the implications of teaching without a scheme of work and a

lesson plan.

127

2. Identify 5 key points that must be taken care of for an effective assessment of School Practice to take place

Summary notes

For an instructional leader to ensure effectiveness in school practice, it is important to ensure that student teachers are equipped with;

1. The curriculum or syllabus of the subject or subjects they will teach and that they have the techniques of curriculum interpretation

2. Relevant reference textbooks3. Schemes of work prepared based on the syllabus4. Lesson plans with appropriate teaching methods and instructional

materials5. Record of work books6. Record of marks books7. Class registers

The supervisor assessing school practice will, in addition to the above, look out for;

a. Instructional materials like chartsb. The classroom environmentc. Marked exercise books of students, etcd. Participation in out of class activities


Unit 4: College or school practiceTopic 21: Professionalism Duration: 1 hour

Learning OutcomesThe trainee identifies; The importance attached to the professional code of conduct for teachers

128

in training professional teachers The professional ethics the teacher must observe to be qualified as a

professional The values attached to personal, interpersonal and relationship behaviour

in modelling a teacher trainee both at college and during school practice that promote transparency in the process of modelling a teacher trainee

Background

The unit outlines the importance of professionalism in the conduct of school practice and gives a review of the teachers’ code of conduct which both the student teacher on school practice and the supervisors must adhere to. The roles of the instruction leader in enforcement of these values are very important and emphasized in this unit.

Competences

By the end of the topic, the trainee is able to identify;a) The Code of conduct for teachersb) Ethics and Integrity elements expected of a teacher and teacher

traineec) The importance of effective preparation for teachingd) Interpersonal and relationship skills expected of a professional teachere) Techniques for promoting transparency and honesty in the process of

modelling teacher trainees and conducting School Practice

Content

1. Teachers Code of Conduct2. Ethics and integrity3. Effective preparation for teaching4. Personal, Interpersonal and Relationship skills5. Transparency and honesty

129

6. Role of the Instructional Leader in promoting professionalism

Procedure

Step Duration/Time

Competences Suggested Instructional Strategies & Activities

Resources

1 20 min Identification of the Code of conduct for teachers


Flip charts, markers,Education Service Teachers Professional Code of Conduct

2 10 min Identification of Ethics and Integrity elements expected of a teacher and teacher trainee



3 10 min Appreciation of the importance of effective preparation for teaching

Presentations Flip Charts

4 10 min Identification of the Personal, Interpersonal and relationship skills expected of a professional teacher

Group discussions Flip charts, markers

5 10 min Identification of Techniques for promoting transparency and honesty in the process of modelling teacher trainees and conducting School Practice

Group discussion, Flip Charts

Reference

1. The Education Service Act (2000)

130

2. The Teachers Code of Conduct

Follow-up activities1. Identify 5 key behavioural characteristics that you would expect of a

professional supervisor on School Practice and;2. Identify 5 characteristics that you would expect of a student teacher

practising professionalism during School Practice

Summary Notes

During training, adequate emphasis must be given to modeling a professional teacher. The lecturers act as role models and exhibit appropriate behavior that students are expected to emulate. During school Practice, the lecturers that supervise the students must exhibit professional behavior in the way that they supervise, guide and assess the students. The code of conduct for teachers remains the main guide for both the supervisor and the student teacher on school Practice. The supervisors’ aim should be to assist the student teacher become a professional and not to punish. The supervisor shall;

1. Maintain regular contact with student teachers and assist them on every aspect of teaching.

2. Advice on the preparation of schemes of work and lesson plans; as well as ensure that student teachers have access to teaching resources within the host-school

3. Assess for the degree of risk in all teaching activities and assist student teachers to cope with any risk, general or specific.

4. Provide student teachers with up-to-date information and content on their subject-discipline and to encourage and assist them to put it to good use in teaching.

131

5. Observe and assess student teachers’ performance and offer guidance and advise on academic and professional matters and, where appropriate, on personal matters.

6. Be particularly sensitive to the needs of student teachers, particularly as they are novices, who may be undergoing a culture shock as they attempt to reconcile their idealistic positions on teaching with the true realities on the ground as they experience, perceive, and interpret them.

7. Report to the school SP Coordinator on student teachers’ progress, including any other information they deem essential for profiling a student teacher’s performance and professional integrity.

8. Note specific issues on teaching practice for discussion with external assessors.

Student teachers, on the other hand, should be mindful of the code of conduct and use the SP opportunity to practice what they have learned. They should recognize that it is their primary responsibility to ensure that the students learn effectively. They must therefore carry out activities that show professional development such as effective preparation of lessons and all that goes with the teaching learning process. They must exhibit professional behavior expected of a teacher as a role model. Students will respect teachers they admire for their professionalism.

132


Unit 4: College/School PracticeTopic 22: Records, record keeping and report writingDuration: 1 hour

Learning OutcomesThe trainee identifies; The various records that are necessary for school practice Various record keeping systems The importance of report writing and the various approaches to report

writing

Background

The unit outlines the types of records that must be kept in relation to school practice, the system that must be put in place to promote transparency as well as confidentiality, and the importance of report writing to generate the appropriate records. The instructional leader must be aware of these and ensure reliability of the records and record keeping system.

133

Competences

By the end of the topic, the trainee is able to identify;1. Various school practice records2. Various record keeping systems3. Various approaches to report writing

Content

1. Types of records2. Record keeping systems3. Report Writing Techniques4. Role of the Instructional leader in promoting effective and reliable

records system

Procedure


Resources

1 20 min Identification of the types of records necessary for school practice

Brain storming,Group discussionsCooperative learningPeer tutoring


2 20 min Identification of the record keeping systems

Group discussions,PresentationsDiscovery learning


3 20 min Identification of the report writing techniques

Group discussionPresentationsGuided Practice


Reference

1. Kise & Unise, (2002): Educational Assessment, Kise Printing House Nairobi2. Bishop, J. (2000): Clinical Supervision

134

Follow-up activities1. Explain how effective record keeping can help in classroom management

as well as management of the entire school practice2. Identify five key elements of a well written report

Summary notes

The following are important records;1. Progress chart2. Register3. Reference Materials4. Teacher and pupils books5. Curriculum6. Instructional materials7. Supervision records8. Maps and details of the schools9. Timetables10. Students marks and grades11. Students profiles

135

Asking questions effectively - muele.mak.ac.ug Web viewGM: Generic Methods. GOU ... including high...

Documents

Transcript of Asking questions effectively - muele.mak.ac.ug Web viewGM: Generic Methods. GOU ... including high...