General Pedagogy PPT PDF

General Pedagogy Module Special Capacity Building Training Program for Secondary School Teachers on General Pedagogy By Tadesse Melesse 2 (Professor)  Presentation Outline...

General Pedagogy Module Special Capacity Building Training Program for Secondary School Teachers on General Pedagogy By Tadesse Melesse 2 (Professor)  Presentation Outlines 1 The concept of curriculum & the new curriculum reforms 2 Teaching, learning and quality teachers 3 Differentiated Instruction 4 Students’ learning, assessment and feedback 5 Implementing Constructively Aligned Instructional Plans  Day One  Module Introduction (Justifications) Based on the reforms, The new curriculum Need assessment were new teaching-learning reforms made enforced conducted and materials have been to develop the training teachers’ training gaps developed and teachers module identified. are teaching General education Finally, agreement frameworks and Different consultative reached to develop guidelines developed meetings and trainings on General based on policy discussions were made Pedagogy and Subject directions, Specific subjects. 4  General Pedagogy  Principles that guide the training Goal program:  The ultimate goal of this General  It is anchored in the new curriculum; Pedagogy is to create a platform for  It is rooted in the lived experiences of the trainees to discuss and share their teachers and the learners; experiences, to trigger and motivate them to be inquirers of knowledge,  It applies both the pedagogy of investigation skills, and values; to link their training and the pedagogy of enactment; with the school-based continuous  It involves inclusiveness and diversity in professional development (CPD) and instruction; ultimately to further develop the creative, emotional, and social learning It ensures teacher learning as lifelong learning of their students. (teacher learning continuum); 5  Purpose of the module  Introduce the major curriculum concepts ,components and major reforms of the new general education curriculum.   Provide reliable information to trainees about the qualities and knowledge areas of effective or ideal teachers.  Provide opportunities to explore their students’ differences and the mechanisms of accommodating the student differences in their classroom teaching through DI.  Aware the application of gender-responsive and inclusive classroom environments.  Apply the different active learning strategies that help students acquire the necessary knowledge, skills, and values.  Provide the different concepts of classroom management and gadgets to create a conducive classroom environment for learners and managing large class sizes.  Aware of the concepts, purposes, and tools of continuous assessment strategies.  Aware the constructively aligned instructional planning and skills of developing it 6  Module Competencies After completing the training of this module, trainees are expected to: ✓Equip trainees with the knowledge, skills, and attitudes of the new curriculum reforms appropriate for developing competency-based curriculum. ✓Solidify the trainees’ conceptual and practical understanding of learning and teaching with Ethiopia’s new competency-based curriculum ✓Equip with the necessary knowledge and skills to identify diverse student characteristics, how they learn and know the contents, and accommodating these diversities through applying differentiated instruction in their classroom teaching. ✓Develop professional knowledge, professional practice, and professional engagement of trainees both individually and in groups.  Competencies… ✓Equip them with practice-based, context-based, and learner-centered training methods that they will use to deliver in their classroom teaching. ✓Acquaint trainees with the knowledge, skills, and attitudes of applying the various active learning strategies in their classroom teaching practices. ✓The desire to and conviction towards facilitation of learning as espoused in the reformed curriculum and creating and maintaining supportive and safe learning environments. ✓Develop the capacity to assess, run follow-up or monitoring, provide feedback, and report on students’ progress towards the desired level of competence using carefully designed tools. ✓Equip trainees with the capability of developing lesson plans to implement effective teaching and learning. Pedagogical Approaches Assessment Recommendations Both formative and summative assessment techniques will be employed. During the training process, continuous-based assessment will be conducted mainly for learning and feedback purposes. This ongoing assessment will be carried out to identify achievements and shortcomings in the delivery of the module and appraise the overall execution of the pedagogy. Finally, end-of-course assessment will be administered to gain a summative appraisal of the module. After trainees have completed the training and its impact on their actual school practices, a follow-up evaluation will be conducted using a questionnaire, interview, portfolio review, or classroom observation.  Structure of the Module Unit One: The Concepts of Unit Three: Differentiated Instruction (5 hrs.) Curriculum and the New Curriculum Session 3.1: Recognizing learners’ diversity in classrooms and Reform (5 hrs.) accommodating their diversity in learning Session 1.1: Components of a curriculum Session 3.2: Creating a gender-responsive and inclusive and Session 1.2: Major shifts in the new classroom environment curriculum and reasons for change Session 3.3: Instructional media usage versus students’ Session 1.3: Competence-based learning styles and multiple intelligences Curriculum and Instruction Session 3.4. Conducive classroom management & large class size Unit Two: Teaching-Learning and Unit Four: Assessment and feedback practices (3 hrs.) Quality Teachers (8 hrs.) Session 2.1: Knowledge areas of Session 4.1: Concepts and purposes of continuous assessment quality teachers Session 4.2: Tools of assessment and techniques of providing Session 2.2: Teaching, learning, constructive feedback and teacher quality Unit Five: Creating and Implementing Constructively Aligned Session 2.3: Active learning Instructional Plans (3 hrs.) strategies Session 3.4: Experiential learning Session 5.1: Concepts of instructional planning and and inclusion of indigenous formulation of objectives knowledge Session 5.2: Developing annual and lesson plans. 11  Unit 1: The Concept of Curriculum & the New Curriculum Reform (5 hrs.) Unit Objectives Key Sessions After completing this unit, trainees will be able to: Session 1.1: Concepts Comprehend the concepts of curriculum. of curriculum and Identify the components of curriculum materials teachers are expected to components of use. curriculum materials Use appropriately the different curriculum materials in their classroom Session 1.2: Major teaching. reforms in the new Recognize the major reform areas and reasons for the reform. curriculum and reasons Apply properly the major curriculum reforms in their classroom. of reform Appreciate the new curriculum reforms and major shifts. Session 1. 3: Integrate horizontally & vertically the lessons they are teaching. Competence based curriculum and Analyze the concepts of competence-based curriculum & instruction. instruction Deliver competency-based instruction in their classroom teaching. Unit 1: The Concept of Curriculum & the New Curriculum Reform…. Session Objectives After completing this session, trainees will be able to: Session 1.1: Recognize the different concepts of curriculum. Concepts of Identify the planned and unplanned curriculum and their purposes. curriculum & Create awareness of the relevance of the informal, components of hidden, and null curriculum. curriculum Understand the different components of the curriculum materials (teaching-learning) materials. Apply both the planned and unplanned curriculum for students’ learning. Use the different curriculum (teaching-learning) materials jointly in their classroom teaching.  Session 1.1 Activities Do activity 1, 2 & 3 step by step. Key Ideas 1. What is curriculum? Curriculum, as a dynamic field of study, has 2. Are schools addressing only been characterized as elusive, fragmentary, and the formal/planned confusing. curriculum? 3. What major curriculum Curriculum is the vehicle through which a materials do you have at country empowers its citizens with the hand? 4. What are the components of a necessary knowledge, skills, attitudes, and flowchart and a syllabus? values that enable them to be socially and 5. What is the link between the economically engaged and empowered, for textbook & teachers’ guide? personal and national development. Give Activity 4 as a home task for trainees. Curriculum…  Session1.2: Major reforms in the new curriculum and reasons for the reform Session Objectives Activities After this session, trainees will be able to: 1. Compare the previous reforms of ✓Understand the major reforms made in the TESO and PgDT in our teacher general education curriculum education programs? What were ✓Analyze the reasons for changing the old their strengths and weaknesses? curriculum. 2. Currently also a new education ✓Apply the major curriculum reforms in reform was made. Why do you think their classroom teaching is a curriculum reform needed? ✓Appreciate the new reforms in the education structure and contents of each 3. Mention the critical problems of the subject matter. previous general education ✓Identify the general education learners’ curriculum of Ethiopia. profiles and general education learning 4. Differentiate the new curriculum areas learners are expected to take at reforms from the old. different grade levels.  Key Ideas The new curriculum Education Lists of subjects reform is: structure of Competence based General education Pre-primary Indigenous knowledge pre-primary, Primary focused Primary (Grades 1-6), Middle level (Grades 7- Middle Involving the 12st C skills 8), and Secondary Practice oriented Secondary education Involving moral education (Grades 9-12). Vocationalization of education Digitalising the curriculum 2(3)-6-2-4 Pre-primary Primary Middle Level Secondary Grades 9 &10 Career & Technical Subjects (G.11 &12) First language First language First Language Common Subjects Natural Science Environmental Federal A Federal Language English Common Subjects Science language English, Mathematics Personal & Social- English, English Mathematics Mathematics Physics, Chemistry Emotional Mathematics General Science IT Biology, IT, Agriculture Development Environmental Social Studies Science Performing & Moral Education Citizenship Education Physics, Biology Area based Subjects Visual Arts Performing & Citizenship Education Chemistry, Geography Manufacturing Mathematics Visual Arts History Construction Health & Physical HPE Performing & Visual Citizenship Education Information Technology Education Arts, HPE, IT Economics Health, Agriculture Career & Technology First Language Social Science Education Health & Physical Common Subjects Education English, Mathematics, Geography, Optional Subjects History, Economics, IT A Federal Language Area based subjects Performing & Visual Language & Social Science Arts Business, Performing & Visual Arts  Day Two Unit Two: Teaching, Learning, and Quality Teachers (8 hrs.) Module Objectives Sessions Session 2.1: Quality teachers Understand the qualities of ideal or effective teachers and professional attributes Analyse the different professional attributes and standards of Session 2.2. Teaching, learning general education teachers and qualities of ideal teachers Recognise the TPACK of teachers and other knowledge areas Session 2.3: Active learning Understand the different active learning strategies to address strategies learning diversity. Session 2.4: The roles of the Apply the various active learning strategies in their teacher and students in active classroom teaching. learning Differentiate the roles of students and teachers in active Session 2.5: Experiential learning learning and inclusion of Integrate experiential learning and inclusion of indigenous indigenous knowledge knowledge in the curriculum Appreciate the values of indigenous knowledge for students’ learning. Session 2.1: Quality teachers and their professional attributes Session Objectives Activity 1 After completing this session, Let trainees do Activity-1 in the trainees will be able to: module referring to characteristics of Understand the characteristics of an effective teacher. quality teachers Identify the major professional Characteristics of Ineffective attributes or knowledge areas of effective teachers teachers quality teachers Apply a variety of content and ? ? pedagogical knowledge in their teaching. ? ? Apply technological pedagogical content knowledge in their teaching ? lessons. ? Qualities of an Effective Teacher (a).knowledge of subject (b). knowledge about matter human behavior Knowing the subject well to He/she should know how a teach with confidence human being develop and learn Preparing daily for effective He/she should be able to reflect teaching on a pupil’s performance and make suggestions for Selecting appropriate improvement materials, methods and He/she should be able to identify learning experiences fast, medium and slow learners Reading extensively around He/she should find ways of the subject matter assisting slow learners.  Qualities of an effective teacher (c). display of attitudes that foster (d). Teaching skills learning and genuine human He/she must be versatile relation ship Using a variety of skills He/she must be friendly Ready to adapt to changes He/she must be sympathetic Treating pupils as human beings(with Focusing on the 3Hs (head, hand & heart) respect) Ability to explain difficulties with patience Being firm and impartial Show interest in pupils as well as their parents He/she must always strive to motivate pupils Activity 2: Professional Attributes of teachers What are the three domains or The 8 Standards professional attributes? Professional Knowledge Mention eight standards general Know students and how they learn education teachers are expected to Know the content and how to teach it (PCK) meet. Professional Practice The three Domains: Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, learning provide feedback and report on student Professional Knowledge Integrate ICT to support the teaching and learning Professional Engagement Professional Engage in professional learning Engagement Professional Practice Engage professionally with colleagues, parents/care givers and the community 23 Activity 3: Teachers’ TPACK Teachers’ TPACK: Knowledge of the subject matter Pedagogical knowledge Technological knowledge Pedagogical content knowledge Technological pedagogical knowledge Technological content knowledge Technological pedagogical content knowledge (TPACK) 24  Session 2.2: Teaching, learning, and teacher quality Session objectives Activities Define what teaching is properly Activity 1. From trainees'’ teaching Realize the concepts of learning experience, define teaching based based on different theories on the behaviorist, cognitivist, and Identify the characteristics and constructivist views? principles of teaching What about learning? Make aware of the qualities of ideal Is our current classroom teaching teachers that are appreciated by following the behaviourist or their students and the community. constructivist approach? Demonstrate the major characteristics of ideal teachers in When do trainees think they are their classroom teaching. effectively teaching?  Teaching… Teaching focuses on Cognitivists Behaviourists Constructivists Teaching is focused Constructivists: on modifying or understanding how Teaching as a process learners process, store shaping student and retrieve information. of facilitating active behaviour through Emphasis is given on construction of their reinforcement and mental processes own understanding repetition/practice. (thinking, memory, ad knowledge. knowing, & problem Drills, practice solving), active learning, Active learning, exercises and the use scaffolding, use of prior reflection, of rewards and knowledge, meaningful contexts, consequences are metacognition, & knowledge often included. organised instruction, construction, social assessment and feedback. interaction, etc. is there.  Learning Learning as a relatively permanent change in behaviour. This perspective emphasizes the role of external stimuli rather Behaviourists than internal mental states. Conditioning (classical & operant), observational learning are key principles Cognitive learning theory focuses on the internal mental processes Cognitivists involved in learning rather than observable behaviousrs. It focuses how people understand, process, and store information. Learning by constructivists centers around the idea that learners actively construct their own knowledge and understanding through experiences and interactions with the world. Constructivists (Knowledge is not passively received). Knowledge construction , student engagement, problem solving ,learning by doing…  Session 2.3: Active Learning Strategies Session Objectives What is active learning? Compare and contrast the teacher-centered approaches with student- Active learning is an centered (active learning) instructional approach Define the term active learning that actively engages Identify the different active learning strategies students in the learning process. Analyze the different case scenarios. Understand the misconceptions of active learning Key characteristics are: student engagement, Use the various active learning strategies critical thinking, Create favorable conditions for the active involvement of students collaboration, feedback, Appreciate the active engagement of students and teachers in the active application of learning process knowledge, reflection, Conduct microteaching using different active learning strategies. etc. Identify the roles of students and teachers during the active learning Ice breaker 1. What do you understand from the proverbs given? 2. State the information in your own words. Give examples of it. 3. Foresee some of its consequences. 4. State its opposite or converse.  Activity 2 1. What makes teacher-centered teaching different from the learner- 4.When do you think students centered approach? are actively engaged in their 2. What is active learning? What learning? Just try to show makes learning “active”? How do trainees the following figure and teachers prepare students active try them to argue in favor or from the start? Why is it necessary against the figure based on their to make learning active? prior experience. 3. How do they help students acquire knowledge, skills, and attitudes... actively? And how do they make learning unforgivable?  Brainstorming Questions 1. When do you think are students actively engaged in their learning? 2. How much do they acquire the knowledge and skills when they engage in reading only, hearing only, hearing and looking, saying and writing, and doing it practically? 3. How can you relate the issues of this figure with your instructional media usage? What do you understand in general from the picture? Activity 3 Case based scenarios 1. What are some of the differences between the two lessons described in the table below? Mr. Shaw’s lesson Mr. Hammond’s lesson ______________________ _____________________ ______________________ _____________________ ______________________ _____________________ 2. Which lesson do you think is more powerful? Why? 3. What are the strong and weak sides of Mr. Shaw and Mr. Hammond? 4. What type of teaching methods were the two teachers employing? 5. What is inquiry-based learning? 6. Why inquiry-based learning needed? Activity 4: Ask the trainees to Activity 5: Guide then active learning strategies and how they work list ALMs they know Group 1 Group 2 Group 3 Group 4 ? ? ? Jigsaw Hot seating Discovery Gallery walk ? discussion Balloon gaming learning Action research ? Brainstorming Future wheel Spider diagrams Matching Active Inquiry-based method Diamond exercise Learning ? ? strategies learning Mind mapping ranking Picture analysis ? Classification Crossover Debate Project method ? Demonstration grouping Gapped lecture Goldfish bowl ? ? Storytelling Problem-solving Field visit ? Cooperative Flipped learning classroom Some active learning strategies Balloon Bus stop Mind Gaming mapping Golden fish Picture bowel analysis Future wheel Hot seating Pyramiding Gapped lecture Gallery Walk Demonstration Formal/Informal Cross over Ranking order Active Learning Jigsaw Brain storming Methods o Action research o Gallery walk o Quiz o Active listening o Gapped lecture o Ranking tasks o Balloon gaming o Goldfish bowl (including. o o o Brainstorming Bus stop Buzz group o o Hot seating Ice breaker/ starter activity/ warm-up o o diamond ranking) Reflection Research o CAF (Consider All o Independent work o Roleplay Factors) o Interviews o Scenario analysis o Case studies o Investigation o Self-assessment o Competitions o ICT use o Small group o Comprehension o Inquiry method discussion activities o Jigsaw groups o Spider diagram o Cooperative learning o Making models and (similar to mind o Creative writing resources map, can be used o Crossover groups o Mastery learning – to record results of o Debate ‘practice makes brainstorming) o Demonstration perfect’ o Stimulus material (formal/informal) o Matching exercises o Storytelling o Drama o Microteaching o Target setting o Drawing pictures, o Mind map (sometimes o Thought bubbles maps, graphs called concept map) o Visits, etc. o Discovery learning o Newspaper or radio o Evaluation of reporting lesson/programme o Pair discussion o Experiment o Peer assessment o Fieldwork o Picture analysis o Flashcards o Portfolio development o Future Wheel (also o Presentation called consequence o Problem-solving wheel) o Project work o Games o Pyramiding o Questioning o Question and answer 35 36  Day Three Session 3.4: Experiential learning & inclusion of indigenous knowledge Session Objectives Activities Define experiential learning and its cycles. Activity 1: 1. Are students coming to school without Explore the experiential knowledge and knowledge and skills gained through life indigenous knowledge practices of trainees. experience? 2. How the indigenous people are controlling soil Relate the daily lessons with the prior erosion, use medicines, construct buildings experiences or experiential learning of students. prepare food items and alcohol, etc,? 3. How do the local communities cultivate crops, Synthesize the indigenous knowledge with the rear, and adapt different animals? knowledge of books 4. What local medicines are you familiar with in your areas and for what purpose are they used? Apply inclusion of indigenous knowledge in 5. What can the local community do to save a their classroom teaching person heated by thunder? Link the indigenous knowledge with 21st- 6. What does the state of arbitration look like in our local communities? century skills.  Activity 2 1. Mention various indigenous knowledge 1. What is your opinion on areas which encompass customs, integrating and applying traditions, traditional ecological indigenous knowledge knowledge, spiritual beliefs, and local with 21st-century skills? language in your areas and contexts 2. What are the challenges of that are related to your subject matter applying indigenous and share with your colleagues how it knowledge in classroom works. teaching? 2. How does the integration of indigenous knowledge in our curriculum look like?  Inclusion of Indigenous knowledge & experiential learning …. Activity 3: Local material Corresponding Global picture Measurement Discuss on the following activities Volume and surface area of cone and by analysisng the pictures associated with it. Are students coming to school cylinder without prior experience of indigenous knowledge? Volume and surface areas of cones and cylinders from a realistic perspective. Why the mathematics teachers are teaching students about a Circle and circle formula (to find circumference, diameter, radius, arc, etc? 39. Volume and surface areas of cone Volume and surface areas of and sphere frustums. Tadesse Melesse (PhD)  Activity 4 Case study Let’s say, those people in Bahir Dar who are living along the borders of Lake Tana are repeatedly suffering from malaria. So, based on the four steps of Kolb’s Cycle of experiential learning, how can these people get relieved from this problem? What can you do step by step for this problem?  Experiential learning… The experiential learning programme aims to promote professional skills and knowledge through hands- on experience, building confidence and ability to work in project mode and acquire enterprise management capabilities. There are four major characteristics of experiential learning theory: concrete experience, reflective observation, abstract concepts, and active experimentation. 43  Unit 3: Differentiated Instruction (5 hrs.) Unit Objectives After completing this unit, trainees will be able to: Understand the presence of diverse learners in the classrooms, Recognize and respect the learners’ diversity in the classrooms, Address learners’ diverse needs, interests, readiness, learning styles, and multiple intelligences by applying differentiated instruction strategies in their classroom teaching. Create gender responsive and inclusive classroom environment while teaching. Use various instructional media to address learners’ diverse learning styles and multiple intelligences accordingly. Appreciate the presence of diversity in the classrooms for knowledge, skill, and value sharing. Identify the different classroom management techniques Create a conducive classroom environment for all students’ learning. Identify the root causes of student misbehaviors. Apply the diverse techniques of managing large class-size in their teaching Use the preventive and curative techniques of handling student misbehaviors.  Key Topics Session 3.1: Recognizing learners’ diversity in classrooms and accommodating their diverse learning Session 3.2: Creating gender responsive and inclusive classroom environment Session 3.3: Instructional media usage versus students’ learning styles and multiple intelligences Session 3.4. Creating conducive classroom management Session 3.5: Managing large class-size and techniques of classroom management  Session 3.1: Learners’ diversity in classrooms and accommodating their learning Session Objectives Activities After completing this session, Activity 1: trainees will be able to: 1. Are all students in the classroom the same? If not List exhaustively the major what are their differences? differences of students in the classrooms Apply various differentiated 2. If all students in the classroom are diverse, what were the instruction strategies in their methods of teaching you have classroom teaching to employed to address the accommodate students’ learning diverse needs and interests of diversity. students?  Activity 2 1. Is a one-size-fits-all approach or 4. Is it possible to differentiate differentiating instruction contents/ lessons, methods of according to students’ learning teaching, assessment strategies, and learning environment in the same diversity important in the current classroom teaching? Why? classroom teaching? Why? 5. How is a homogenous assessment 2. What is differentiated instruction practice possible for heterogeneous (DI) for you? What are the class students in our context? components and strategies of DI? 6. What type of strategies can you 3. What makes DI different from apply content, method, assessment, universal design for learning and learning environment (UDL)? differentiations? Activity 3:Is our classroom teaching different from this?  Key Ideas: No two students are exactly alike!!!  Differences and interconnections of UDL and DI UDL vs DI UDL focuses on creating inclusive learning environments from the start, incorporating flexible materials and methods that benefit all students. UDL through three components: Representation (the what of learning), Action & Expression (the how of learning), and Engagement (the why of learning). DI is a systematic approach to planning curriculum and instruction for academically diverse learners that focuses on modifying (1) content, (2) process, (3) product, and (4) learning environments in response to students’ needs. DI modifies teaching to meet individual student needs, adjusting content, process, product, and learning environment.  UDL DI UDL is an overarching approach focused Differentiation is a strategy aimed at on the inclusive design of the whole addressing/adjusting each student’s individual learning environment at the onset. levels of readiness, interest, and learning profiles. It aims to ensure all students have full The teacher modifies content and processes to access to everything in the classroom, address the needs of each student and directs regardless of their needs and abilities. students to specific activities Differentiation is done after the data is UDL provides multiple means of collated and trends are noticed. engagement, representation, action & The goal is to provide a responsive and optimal expression to all learners from the start. learning environment for individuals/groups of Students are encouraged to self- learners. differentiate and choose the best path for DI is doing what’s fair for students. themselves.  UDL DI Proactive- anticipate the existence of Reactive- learner variability and plans for it DI reactively evaluates individual before a lesson begins. students and modifies on the back UDL proactively evaluates the end. classroom instruction and environment and provides access to Evaluates the student the content on the front end; Cause/effect based planning & Evaluates environment, classroom, intervention culture Focuses on individual disability Intentional prior planning Focuses on variability  DI UDL Meet individual needs “ Fix the Give all students access to the same student” “Fix the lesson” high quality content Create highly supported, engaging Modification in Plan the lesson in response to learner anticipation to student learning environment needs and preferences needs Provide multiple ways to develop as they are identified Build the tools and knowledge and skills during and after methods of differentiation Emphasize critical thinking and instruction right into the lesson strategic learning Occurs post- Occurs prior to instruction Adjust student progress during learning instruction (Proactive) and adjust as needed (Reactive) Occurs during “independent” practice  Session 3. 2: Creating a gender-responsive and inclusive classroom environment Session Objectives Activities Identify where there are specific and Activity 1 impairment-related differences in 1. What is gender? What is gender equity? classroom teaching. 2. Why is gender agenda for schools and the community? Understand the concept of inclusive and 3. Based on your prior experience, is there gender gender-responsive pedagogy. stereotyping in your classroom teaching? Create a conducive learning environment 4. In your schools, what major challenges do you for both females and males and students identify in female students’ learning compared to with special needs. male students? 5. Is your classroom teaching-learning approach for Apply gender-responsive and inclusive male and female students the same? Why? classroom teaching for all students in the 6. What is gender-responsive pedagogy? classrooms. Do Activity 2 in a similar manner  Activity 2 1. In your schools, are there students with special needs (i.e., visually impaired, deaf, blind, mentally retarded, emotionally disturbed, and intelligent students)? If No, why so? If Yes, How are you supporting them? 2. Are there supporting learning materials (e.g., braille for the blind, hearing devices, sign languages, and also trained teachers with inclusive and special needs education)? 3. How can you address the problems of students with special needs in the classroom teaching while teaching them with other ‘normal’ students in the same classroom? What treatment and support mechanisms are provided for them in the classrooms and outside the classroom? 4. Can you share the major strategies you apply to accommodate these differences? What are also the major challenges you faced? What solutions did you use for the challenges you faced?  Session 3.3: Learning styles and multiple intelligences of learners and Instructional media usage Session Objectives Activities Identify the diverse learning styles Activity 1: and multiple intelligences of individual students. 1. What types of students are learning in the classrooms? Or, are they all the same? Treat students in classrooms to use 2. How can you characterize the behaviors of and develop their unique students during your classroom teaching? intelligence, talents, and learning 3. In your lesson teaching, are you using the styles. same instructional media for all students or Apply the different instructional different? Do all students have the same learning styles? media for their lessons by considering the different learning 4. In your experience, what are the diverse styles and multiple intelligences of learning styles individual students are students in their classroom applying in their classroom teaching? What about the students’ multiple intelligences? teaching. Learning styles & Multiple intelligences…. Learning Styles Multiple intelligences What? What? ? ? ? ? ? ? Multiple ? Intelligences ? ? ? ? What? What? ? ? Multiple intellegence Visual-spatial Linguistic-verbal Logical-mathematical Body-kinesthetic Musical Interpersonal Intrapersonal Naturalistic 1. How can you treat students in Learning Styles classrooms to address their unique intelligence, talents, and learning styles? 2. What type of instructional media are you frequently applying in teaching your subjects? While using different instructional media, are you considering the Multiple intelligences learning styles and multiple intelligences of students? 3. What type of instructional media do you think is appropriate for visual, auditory, and kinesthetic /tactile learners?  3. Kinesthetic/Physical/Tactile Learners: are hands-on learners who thrive through physical activity and movement. They prefer to engage in practical experiences and learn through touch and manipulation. To cater to kinesthetic learners, teachers 2. Auditory Learners: absorb should incorporate experiential learning and information best through sound and real-world applications into their teaching spoken words. They prefer listening to methods; incorporate hands-on activities, lectures, discussions, and audio experiments, and simulations; encourage recordings. To cater to auditory students to participate in role-plays, skits, or 1. Visual Learners: is prosper when learners, teachers should focus on physical demonstrations; use manipulatives, information is presented in a visual format. verbal communication.; ask students models, or interactive technology to They prefer to see and observe information reinforce concepts; provide opportunities to read aloud; engage students in for students to engage in practical through images, diagrams, graphs, and discussions and debates to encourage videos. For these learners, incorporating applications of knowledge and provide visual aids and creating visually stimulating active listening; use lectures, podcasts, opportunities for movement during lessons, learning materials is essential. Teachers can and audio recordings to deliver such as incorporating gestures or allowing cater to use visual aids like info graphics, information; encourage students to students to work in groups charts, diagrams, and mind maps to present explain concepts verbally or information and enhance comprehension participate in group discussions; and and retention; provide opportunities to provide opportunities for students to create their own visual representations of present their ideas and findings orally. concepts; incorporate videos, animations, and slideshows to reinforce concepts; encourage visual note-taking and the use of colour coding to organize information; and provide written instructions and handouts to supplement verbal explanations.  Session 3.4: Conducive classroom management and managing large class size Session Objectives ACTIVITIES Identify the conducive classroom environment Activity 1 setting for students’ learning 1. What does the classroom setting refers to? Analyze the pros and cons of the different sitting 2. What types of sitting arrangements do you arrangements know? Mention them with their advantages and Realizing the techniques of managing large class limitations. Which type of sitting arrangement is size in their teaching mostly applied in the classrooms? Appreciating large class size as an opportunity for experience sharing than as a challenge. 3. Is a flexible group arrangement or a fixed group Identify various classroom management arrangement advantageous? Why? approaches and how they work 4. Is there large class size in your schools? How Recognize the different classroom student large is it? misbehaviors and causes of the misbehavior Devise preventive and curative mechanisms or 5. Is large class size an opportunity or a challenge? techniques for student classroom misbehavior. 6. What techniques can you apply to manage large class size in classroom teaching?  Activity 2. 1. Mention what types of classroom management approaches they are applying in their classroom teaching. 2. Compare the strong an weak sides of the following classroom management approaches Authoritarian Instructional/ Cookbook Lessiez-faire/ Intimidation approach Democratic approach Permissive approach _______ Bb approach ________ approach ________ _______ ________ ________ ________ 2. ________ _______ ________ _______ ________ _______ _______ _______ _______ _______ _______  Activity 3: 1. What are misbehaviors to you? 2. What is the root causes of the student misbehavior? Try to guide the trainees to discuss the root causes by framing their discussion as teacher related, student related, school leadership related, parent/ community related misbehaviors. 3. How can you tackle or minimize students’ classroom misbehaviors? 4. What are preventive techniques? 5. What are also curative techniques for student classroom misbehavior?  Day Four Unit Four: Assessment and feedback practices for students’ learning (3 hrs.) Unit Objectives Key Sessions Understand the concepts of assessment and continuous assessment Analyze the purposes of continuous assessment for Session 4.1: Concepts, learning and grading. purposes and characteristics Recognize the various tools of assessment to be used of assessment before, during, and after instruction to address learners’ Apply the different assessment tools to address Session 4.2: Tools of learners’ diverse needs, interests, readiness, learning assessment and techniques styles, and multiple intelligences. of providing constructive Appreciate the use of continuous assessment for feedback students’ learning progress and feedback. Recognize the various techniques of providing constructive feedback.  Session 4.1: Concepts, purposes, and characteristics of continuous assessment Session Objectives Activity 1 Understand the concepts of assessment and 1. Are students learning what they are supposed to be continuous assessment, learning? Differentiate the concepts of assessment 2. How can you check whether your students are from measurement and evaluation learning or not? How frequently are you assessing? Analyze the different types of continuous 3. What is continuous assessment for you? How can assessment. you differentiate assessment from measurement and evaluation? Recognize the characteristics of continuous 4. When do you think is assessment provided? For assessment. what purpose is assessment used? Differentiate the purposes of continuous 5. Is assessment part of the teaching-learning process? assessment before, during, and after How? instruction 6. What are you going to assess? How can you assess Apply different assessment techniques the knowledge, skills, and attitudes of students? before, during and after instruction. What assessment tools can you apply to measure knowledge, skill, and attitudes? What is the difference???? Evaluation Assessment Measurement Exam Key concepts… Measurement: The explicit quantification of the results obtained Evaluation = Measurement + through testing. Assessment + value judgment Assessment: collecting information to check students’ attainment of the Evaluation = Quantitative (measurement) + qualitative required learning outcomes description (non-measurement) Evaluation: The placing of value or + value judgments. interpretation of a measurement and assessment. It is providing decisions  Activity 1.  Assessment What is What is continuous assessment? assessment? The word ‘assess’ ongoing process of gathering and comes from the Latin interpreting information about student learning. verb ‘assidere’ meaning a means for collecting information ‘to sit with’. to check students’ attainment of In assessment one is the required objectives. supposed to sit with the process of gathering pupils’ learner. responses to an educational task. This implies it is It enables one self adjust to something we do ‘with’ learning and ‘for’ students.  Why we assess students? Activity Incentive to learn Feedback to student 1. Why are we going to To inform instruction assess? 2. How can we assess Modification of learning activities students knowledge, Selection of students skills and attitudes? To decide success or failure 3. Which assessments Feedback to teacher are useful and which are not? Gather evidence of student learning To motivate students Increase student achievement To assign grades/ranks.  Types of Assessment Diagnostic Formative Summative assessment assessment assessment  Session 4.2: Tools of assessment and techniques of providing constructive feedback Activities Session Objectives List the various assessment Activity 1: Purposes of Assessment tools to be employed before, during, and after the instruction Understand the purposes of Purposes of feedback assessment Appreciate the importance of feedback to improve trainees’ learning and Diagnostic Formative Summative learning progress. Assessment Assessment Assessment Apply different feedback ? ? ? techniques before, during, and after instruction. ? ? ? ? ? ? It is not the assessments themselves that are Diagnostic, formative or summative but how they are used. Diagnostic Types of CA FCA SCA Formative Continuous Assessment (Assessment for learning) It is to assist the learning process by providing feedback It is continuously gathering evidence about learning. It has the greatest impact on student learning. It is diagnostic and remedial It is non-graded Can be done formally or informally for feedback. It is process oriented (cultivating the learner) Carried out during instruction It is part of the teaching method..  Tools of FCA Demonstrations Q&A Quiz Cases Projects Practical activities Portfolio Home Observations work Class Tests/Assignm FCA Tools work ents  Summative Continuous Assessment: (Assessment of Learning) at the end of a unit/term/semester. the purpose is to gather evidence of student achievement after instruction. used primarily to make decisions for grading or certification purpose. to judge the learner’s overall performance. for checking mastery to pass or failure to determine what has been learned from the lesson, to summarize student progress. Tools of SCA (But for grading purpose) Demons Q&A Quiz Oral trations Project Questions Practical Observation work results Home Tests/Assign work ments Written Final FCA Tools exam works  Assessment for Learning Assessment of Learning During learning After learning (at the end) to provide information to improve Used to certify student competence achievement Used to identify and respond to Used to rank and sort students student needs Purpose: improve learning Purpose: measure or audit attainment Focused on the learning process. Focused on the products of learning. Collaborative: Teachers & students Teacher directed work together. Fluid- Ongoing process Rigid- fixed time  Unit Five: Creating and Implementing Constructively Aligned Instructional Plans (3 hrs.) Unit Objectives Key Topics Understand the concepts and purposes of instructional planning Session 5.1: Concepts Differentiate the components of instructional planning. of instructional Formulate objectives based on Bloom’s taxonomy of the planning and three objective formulation domains in a balanced manner, formulation of Develop the annual plan for their subject areas, objectives in planning Develop sample lesson plans in specific lessons. Appreciate the importance of developing a constructively Session 5.2: aligned annual plan and daily/weekly lesson plans. Developing annual Evaluate the previously developed annual plans and lesson plan and lesson plans. plans and make the necessary improvements. Session 5.1: Concepts of instructional planning and its components Session Objectives Activities Identify the concepts of Activity 1: instructional planning, 1. what is instructional planning? Analyse the characteristics and purposes of instructional planning, 2. what is its purpose? Address the key instructional 3. What are the basic question planning questions to be included addressed in instructional planning? during instructional planning. Identify the major components of instructional planning.  Activity What is constructive instructional alignment? Effective teaching involves aligning the three major components of instruction: learning objectives, assessments and instructional activities. 1. Discuss how these components are aligned: 2. What should the student know or be able to do? 3. How does the student reach the final level? 4. How are knowledge and abilities measured? Activity 1. How are you formulating objectives for annual plan and daily lesson plan of your subjects? 2. How is the composition of the three domains of objectives? 3. What are the major differences in stating objectives for annual plan and daily lesson plan? Hand 4. How can you state SMART objectives for a lesson plan? Head Heart 5. Formulate SMMART Objectives for a single lesson using the 3 Hs. Let’s do on the 3Hs Bloom’s Taxonomy of objectives (try to balance the domains) Cognitive Psychomotor Affective Knowledge Imitation Receiving Manipulation /Attending Understanding Precision Application Articulation Responding Analysis Naturalization Valuing Evaluation Organization Creating Characterization 83  Unit Six: Mental Health and Psychosocial Support (3 hrs.) Unit Objectives Key Topics Understand the concepts and purposes of mental health and Definition of basic psychosocial support concepts Explain the uses of psychological first aid, Major mental health problems experience in Know the basic parameters to identify major mental health schools problems in schools, Causes of mental health Appreciate the importance of providing psychological first problems aid for needy students. Tips for identifying mental health problems Psychological first aid as a means of intervention Definition of basic terms Mental health is a state of well-being in which an individual realizes their own abilities, can cope with the normal stresses of life, can work productively, and can contribute to their community. It encompasses emotional, psychological, and social well-being, affecting how we think, feel, and act. A mental health problem refers to a condition that affects a person's thinking, feeling, behavior, or mood. Mental health problems range in severity from mild, temporary issues to more serious, chronic conditions. Major mental health problems in schools 1.Anxiety Disorders: are characterized by excessive fear, worry, or unease that can interfere with daily activities. Examples: A student may constantly worry about school performance, leading to difficulty concentrating and sleeping. 2. Depression: involves persistent feelings of sadness, hopelessness, and a lack of interest or pleasure in activities. Examples in Schools: Example: A student might show signs of withdrawal, lack of energy, and a significant drop in academic performance. 3. Attention-Deficit/Hyperactivity Disorder (ADHD) ADHD is characterized by inattention, hyperactivity, and impulsivity. Examples: A student may struggle to focus, follow instructions, or complete assignments. Major mental health problems in schools 4. Bullying and Peer Victimization: involves repeated aggressive behavior with an intent to harm another person physically, emotionally, or socially. Examples in Schools: Physical Bullying: Hitting, pushing, or other forms of physical aggression. Verbal Bullying: Name-calling, teasing, or threats. Social Bullying: Excluding someone from a group, spreading rumors, or damaging friendships. 5. Post-Traumatic Stress Disorder (PTSD) PTSD can develop after exposure to a traumatic event, causing intense, disturbing thoughts and feelings related to the experience. Examples in Schools: Exposure to Violence: A student who has witnessed or been a victim of violence may have flashbacks, nightmares, and severe anxiety. 6. Conduct Disorder: involves a pattern of aggressive, disruptive, or deceitful behavior. Examples in Schools: Physical fights, cruelty to people. Major Causes and Effects of Mental Health Problems in Schools Major Causes of Mental Health Problems in Schools Academic Pressure, Bullying and Peer Victimization, Family Issues, Traumatic Experiences, Social Isolation, Substance Abuse and Lack of Support Major Effects of Mental Health Problems in Schools He/she may show decline on the following:Academic Performance, Social Relationships, Behavioral Issues, Emotional Well-being, Physical Health, School Attendance and Risky Behaviors Tips for identification 1. Observing Behavioral Changes Academic Performance: Decline in Grades: Noticeable drop in academic performance. Incomplete Assignments: Frequent failure to complete homework or classwork. Lack of Concentration: Difficulty focusing during lessons or exams. Classroom Behavior: Restlessness or Hyperactivity: Inability to sit still or constant movement. Disruptive Behavior: Frequent interruptions, talking out of turn, or causing disturbances. Withdrawal: Isolation from classmates, reluctance to participate in group activities. Attendance: Frequent Absences: Missing school regularly without a clear medical reason. Tardiness: Often arriving late to class. 2. Emotional Indicators Mood Swings: Sudden and extreme changes in mood. Persistent Sadness or Irritability: Prolonged periods of sadness, irritability, or tearfulness. Expressions of Hopelessness: Statements indicating feelings of worthlessness or hopelessness. 3. Physical Symptoms Unexplained Aches and Pains: Frequent complaints of headaches, stomachaches, or other physical ailments without a medical cause. Fatigue: Consistent tiredness or low energy levels. Changes in Eating or Sleeping Habits: Noticeable changes in appetite or sleep patterns. 4. Social Indicators Isolation: Avoiding interactions with peers or withdrawing from social activities. Conflict with Peers: Increased conflicts or arguments with classmates. Difficulty in Making Friends: Struggles to form and maintain friendships. 5. Changes in Appearance Neglect of Personal Hygiene: Poor personal hygiene or changes in grooming habits. Significant Weight Loss or Gain: Unexplained changes in weight. 6. Communication and Self-Expression Talking About Death or Self-Harm: Any mention of suicidal thoughts, self-harm, or preoccupation with death. Negative Self-Talk: Frequent expressions of self-criticism or self-doubt. Artistic Expressions: Drawings, writings, or other creative works that reflect themes of despair, violence, or sadness. Psychological first aid as means of intervention Psychological First Aid (PFA) is an intervention to respond for psychological needs of needy students. Goals of Psychological First Aid Stabilize: Reduce distress and prevent escalation of the emotional response. Support: Provide comfort and reassurance. Normalize: Help individuals understand their reactions are normal in the context of the situation. Connect: Link individuals to social support and resources. Core Components of Psychological First Aid Contact and Engagement: Initiate a connection in a non-intrusive, compassionate manner. Safety and Comfort: Enhance immediate and ongoing safety and provide physical and emotional comfort. Stabilization: If necessary, help the student to calm down and stabilize. Information Gathering: Identify immediate needs and concerns. Practical Assistance: Offer practical help to address immediate needs and concerns. Connection with Social Supports: Help establish brief or ongoing contact with primary support persons or other sources of support. Information on Coping: Provide information about stress reactions and coping. Linkage with Collaborative Services: Connect the student to further resources and professional help.  Further discussion points Sample Plans Sample Sample Lesson plan Annual plan See the sample attached lesson plan and annual plan formats in the module and discus on it. If you have different experiences, bring it to the stage and share your experience.