General Pedagogy PPT.pdf

General Pedagogy Module Special Capacity Building Training Program for Secondary School Teachers on General Pedagogy By Tadesse Melesse (Professor) 2  Presentation Outlines 1 T...

General Pedagogy Module Special Capacity Building Training Program for Secondary School Teachers on General Pedagogy By Tadesse Melesse (Professor) 2  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, new The new curriculum Need assessment teaching-learning reforms made were conducted and materials have been enforced to develop teachers’ training developed and he training module gaps identified. teachers are teaching Finally, agreement General education Different reached to develop frameworks and consultative trainings on General guidelines developed meetings and Pedagogy and based on policy discussions were Subject Specific directions, made subjects. 4  General Pedagogy Principles that guide the Goal training program: The ultimate goal of this General It is anchored in the new curriculum; Pedagogy is to create a platform It is rooted in the lived experiences of the for trainees to discuss and share their experiences, to trigger and teachers and the learners; motivate them to be inquirers of It applies both the pedagogy of knowledge, skills, and values; to investigation and the pedagogy of link their training with the school- enactment; based continuous professional development (CPD) and It involves inclusiveness and diversity in ultimately to further develop the instruction; creative, emotional, and social It ensures teacher learning as lifelong learning of their students. learning (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 6 class sizes.  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.  h c ao d r esaB ppA y riu qnI.5 hc a ev orp h evi cao i t arg pA rp e t tc nI.4 e fle pA R.3 Pedagogical Approaches hc hc a v ao evi orpp i t cu rppA.2 tarob A r tsn tsi a lloC o C.1 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 Session 3.1: Recognizing learners’ diversity in Curriculum Reform (5 hrs.) classrooms and accommodating their diversity in Session 1.1: Components of a learning curriculum Session 3.2: Creating a gender-responsive and inclusive Session 1.2: Major shifts in the new curriculum and reasons for and classroom environment 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 Unit Two: Teaching-Learning and size Quality Teachers (8 hrs.) Unit Four: Assessment and feedback practices (3 hrs.) Session 2.1: Knowledge areas of quality teachers Session 4.1: Concepts and purposes of continuous assessment Session 2.2: Teaching, Session 4.2: Tools of assessment and techniques of learning, and teacher quality providing constructive feedback Session 2.3: Active learning Unit Five: Creating and Implementing Constructively Aligned strategies Instructional Plans (3 hrs.) Session 3.4: Experiential learning and inclusion of Session 5.1: Concepts of instructional planning and indigenous knowledge formulation of objectives 11 Session 5.2: Developing annual and lesson plans.  Unit 1: The Concept of Curriculum & the New Curriculum Reform (5 hrs.)
Key Unit Objectives Sessions After completing this unit, trainees will be able to: Session 1.1: Comprehend the concepts of curriculum. Concepts of Identify the components of curriculum materials teachers are curriculum and expected to use. components of curriculum Use appropriately the different curriculum materials in their materials classroom teaching. Session 1.2: Major Recognize the major reform areas and reasons for the reform. reforms in the new Apply properly the major curriculum reforms in their classroom. curriculum and reasons of reform Appreciate the new curriculum reforms and major shifts. Session 1. 3: Integrate horizontally & vertically the lessons they are teaching. Competence based Analyze the concepts of competence-based curriculum & curriculum and 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. Identify the planned and unplanned curriculum Concepts of and their purposes. curriculum & Create awareness of the relevance of the components informal, hidden, and null curriculum. Understand the different components of the of curriculum curriculum (teaching-learning) materials. 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 Key Ideas step. Curriculum, as a dynamic field of study, has 1. What is curriculum? been characterized as elusive, fragmentary, 2. Are schools addressing only and confusing. the formal/planned curriculum? Curriculum is the vehicle through which a 3. What major curriculum materials do you have at country empowers its citizens with the hand? necessary knowledge, skills, attitudes, and 4. What are the components of a flowchart and a values that enable them to be socially and syllabus? economically engaged and empowered, for 5. What is the link between the personal and national development. textbook & teachers’ guide? Give Activity 4 as a home task for trainees..se la vi t fo noit cejbo eh tnem acud t n e ro gnita iatt dn f ses ulav a a s e ,s ec ecor ,s ruo p l a i r e s er lan ,tne tam oi tn h tcu oc fo tiw s rtsn no l i de itc ipup n na aretn lp i e hT no i de tcurt n s d e nal ni no fo itcu nna pnu & lp ecn rts h toB de euq ni nn es a lp A se c n ei r gn epxe fo & in no stne rael Curriculum… dn itazi tnoc a n n oi agro fo ,sevi tcele n s o ita tcejb lu m o na rof lp r ets ro a m f A  Session1.2: Major reforms in the new curriculum and reasons for the reform
Session Objectives Activities After this session, trainees will be able 1. Compare the previous reforms to: of TESO and PgDT in our teacher  Understand the major reforms made in education programs? What were the general education curriculum their strengths and weaknesses?  Analyze the reasons for changing the 2. Currently also a new education old curriculum. reform was made. Why do you  Apply the major curriculum reforms in think is a curriculum reform their classroom teaching needed?  Appreciate the new reforms in the education structure and contents of 3. Mention the critical problems of each subject matter. the 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 different grade levels. reforms from the old.  Key Ideas The new curriculum Education Lists of subjects reform is: structure of Competence based General education Pre-primary Indigenous knowledge Primary focused pre-primary, Middle Involving the 12st C skills Primary (Grades 1-6), Middle level (Grades 7 Secondary Practice oriented -8), and Involving moral Secondary education education (Grades 9-12). Vocationalization of education Digitalising the 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 & M o r a l Citizenship Education Physics, Biology Area based Subjects Visual Arts Education Citizenship Education Chemistry, Geography Manufacturing Mathematics Performing & History Construction Visual Arts 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  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 Session 2.2. Teaching, standards of general education teachers learning and qualities of ideal Recognise the TPACK of teachers and other teachers knowledge areas Session 2.3: Active learning Understand the different active learning strategies to strategies address 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 Session 2.5: Experiential active learning learning and inclusion of Integrate experiential learning and inclusion of indigenous knowledge indigenous 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 Understand the characteristics of an effective teacher. of quality teachers Identify the major professional Characteristics of Ineffective attributes or knowledge areas effective teachers teachers of 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 (b). knowledge about subject matter human behavior Knowing the subject well to He/she should know how a human being develop and learn teach with confidence He/she should be able to reflect Preparing daily for effective on a pupil’s performance and teaching make suggestions for Selecting appropriate improvement materials, methods and He/she should be able to learning experiences identify 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 (d). Teaching skills foster learning and genuine He/she must be versatile human relation ship Using a variety of skills He/she must be friendly Ready to adapt to changes He/she must be sympathetic Focusing on the 3Hs (head, hand & Treating pupils as human beings(with 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 Know the content and how to teach it (PCK) education teachers are expected to meet. Professional Practice The three Domains: Plan for and implement effective teaching and learning Create and maintain supportive and safe learning environments Profession Assess, provide feedback and report on student al learning Integrate ICT to support the teaching and Knowledge learning Profession Professional Engagement al Engageme Profession Engage in professional learning nt al 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'’ Realize the concepts of learning teaching experience, define based on different theories teaching based on the behaviorist, cognitivist, and Identify the characteristics and constructivist views? principles of teaching Make aware of the qualities of What about learning? ideal teachers that are Is our current classroom appreciated by their students teaching following the and the community. behaviourist or constructivist Demonstrate the major approach? characteristics of ideal teachers When do trainees think they in their classroom teaching. are effectively teaching?  Teaching… Teaching is Teaching focuses on Constructivists: stsiruoivaheB stsivitingoC stsivitcurtsnoC focused on understanding how Teaching as a learners process, store modifying or process of and retrieve shaping student information. facilitating active behaviour through construction of Emphasis is given on reinforcement and mental processes their own repetition/practice. (thinking, memory, understanding ad Drills, practice knowing, & problem knowledge. solving), active learning, exercises and the scaffolding, use of prior Active learning, use of rewards and knowledge, reflection, consequences are metacognition, & meaningful often included. organised instruction, contexts, assessment and knowledge feedback. construction, social  Learning Learning as a relatively permanent change in behaviour. This perspective emphasizes the role of external stimuli Behaviourists rather than internal mental states. Conditioning (classical & operant), observational learning are key principles Cognitive learning theory focuses on the internal mental Cognitivists processes 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 Constructivist through experiences and interactions with the world. s (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 Active learning is an student-centered (active learning) instructional approach Define the term active learning that actively engages Identify the different active learning strategies students in the Analyze the different case scenarios. learning process. Understand the misconceptions of active learning Key characteristics are: Use the various active learning strategies student engagement, Create favorable conditions for the active involvement of students critical thinking, Appreciate the active engagement of students and teachers in the collaboration, active learning process feedback, application Conduct microteaching using different active learning strategies. of knowledge, Identify the roles of students and teachers during the active reflection, etc. 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 4.When do you think students from the learner-centered are actively engaged in their approach? learning? Just try to show 2. What is active learning? What makes learning “active”? How trainees the following figure do teachers prepare students and try them to argue in favor active from the start? Why is it necessary to make learning or against the figure based on active? their 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 5: Guide then active Activity 4: Ask the trainees to learning strategies and how they list ALMs they know work Group 1 Group 2 Group 3 Group 4 ? ? ? Jigsaw Hot seating Discovery Gallery walk discussion Balloon learning Action ? ? Brainstormin gaming Spider research Active g Future wheel diagrams Matching Learning ? ? Inquiry- method Diamond exercise strategies based Mind ranking Picture ? ? learning mapping Debate analysis ? ? Classificatio Crossover Gapped Project ? n grouping lecture method Demonstrati Problem- Field visit Goldfish on solving Flipped bowl 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. 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 prepare food items and alcohol, etc,? experiences or experiential learning of 3. How do the local communities cultivate crops, students. rear, and adapt different animals? 4. What local medicines are you familiar with in Synthesize the indigenous knowledge with your areas and for what purpose are they used? the knowledge of books 5. What can the local community do to save a person heated by thunder? Apply inclusion of indigenous knowledge in 6. What does the state of arbitration look like in their classroom teaching our local communities? Link the indigenous knowledge with 21st-  Activity 2 1. Mention various indigenous 1. What is your opinion on knowledge areas which encompass integrating and applying customs, traditions, traditional indigenous knowledge ecological knowledge, spiritual with 21st-century skills? beliefs, and local language in your 2. What are the challenges areas and contexts that are related of applying indigenous to your subject matter and share knowledge in classroom with your colleagues how it works. teaching? 2. How does the integration of indigenous knowledge in our curriculum look like?  Inclusion of Indigenous knowledge & experiential learning …. Activity 3: Discuss on the following activities by analysing the pictures associated with it. Are students coming to school without prior experience of indigenous knowledge? Why the mathematics teachers are teaching students about a Circle and circle formula (to find circumference, diameter, radius, arc, etc? 39. 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 Activity 1: After completing this session, trainees will be able 1. classroom Are all students in the the same? If not to: what are their differences? List exhaustively the major differences of students in the 2. If all students in the classrooms classroom are diverse, what were the methods of Apply various differentiated teaching you have employed instruction strategies in their to address the diverse classroom teaching to needs and interests of students? accommodate students’  Activity 2 1. Is a one-size-fits-all approach 4. Is it possible to differentiate or differentiating instruction contents/ lessons, methods of according to students’ learning teaching, assessment strategies, and learning environment in the diversity important in the same classroom teaching? Why? current classroom teaching? Why? 5. How is a homogenous assessment practice possible for 2. What is differentiated heterogeneous class students in instruction (DI) for you? What our context? are the components and 6. What type of strategies can you strategies of DI? apply content, method, assessment, and learning 3. What makes DI different from environment differentiations? universal design for learning (UDL)? Activity 3:Is our classroom teaching different from this?  Key Ideas:

No two students are exactly alike!!! Readiness levels Educational experiences Interests Students came with a Learning styles variety of Intelligences Personal experience Learning profiles  of UDL and DI

UDL focuses on creating inclusive learning environments from the start, incorporating UDL vs DI 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 Differentiation is a strategy aimed at focused on the inclusive design of addressing/adjusting each student’s the whole learning environment at individual levels of readiness, interest, the onset. and learning profiles. The teacher modifies content and It aims to ensure all students have processes to address the needs of full access to everything in the each student and directs students to classroom, regardless of their needs specific activities and abilities. 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 & expression to all learners from the optimal learning environment for individuals/groups of learners. start. DI is doing what’s fair for students. Students are encouraged to self-  UDL DI Proactive- anticipate the Reactive- existence of learner variability and DI reactively evaluates plans for it before a lesson begins. individual students and UDL proactively evaluates the modifies on the back end. classroom instruction and environment and provides access Evaluates the student to the content on the front end; Cause/effect based planning & Evaluates environment, intervention classroom, culture Intentional prior planning Focuses on individual disability Focuses on variability  DI Meet individual needs UDL “ Fix the Give all students access to the “Fix the lesson” same high quality content student” Plan the lesson in Create highly supported, engaging Modification in anticipation to student learning environment response to learner needs Provide multiple ways to develop needs and knowledge and skills preferences as they Build the tools and are identified during methods of Emphasize critical thinking and and after instruction differentiation right into strategic learning the lesson Occurs post- Adjust student progress during instruction Occurs prior to learning and adjust as needed instruction (Proactive) (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 3. Based on your prior experience, is there gender and gender-responsive pedagogy. stereotyping in your classroom teaching? Create a conducive learning 4. In your schools, what major challenges do you environment for both females and identify in female students’ learning compared males and students with special to male students? needs. 5. Is your classroom teaching-learning approach for male and female students the same? Why? Apply gender-responsive and inclusive 6. What is gender-responsive pedagogy? classroom teaching for all students in the 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 Activity 1: styles and multiple 1. intelligences of individual What types of students are learning in the classrooms? Or, are they all the same? students. 2. How can you characterize the behaviors Treat students in classrooms of students during your classroom to use and develop their unique teaching? intelligence, talents, and 3. In your lesson teaching, are you using the learning styles. same instructional media for all students or different? Do all students have the Apply the different instructional same learning styles? media for their lessons by 4. In your experience, what are the diverse considering the different learning styles individual students are learning styles and multiple applying in their classroom teaching? intelligences of students in What about the students’ multiple their classroom teaching. intelligences? Learning styles & Multiple intelligences…. Learning Styles Multiple intelligences What? What? ? ? ? ? ? ? Multiple ? Intelligences ? ? ? ? What? What? ? ? 1. How can you treat students Learning Styles in 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, Multiple intelligences are you considering the 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 2. Auditory Learners: absorb kinesthetic learners, teachers should information best through sound incorporate experiential learning and and spoken words. They prefer real-world applications into their listening to lectures, discussions, teaching methods; incorporate hands- and audio recordings. To cater to on activities, experiments, and 1. Visual Learners: is prosper when simulations; encourage students to auditory learners, teachers should participate in role-plays, skits, or information is presented in a visual focus on verbal communication.; physical demonstrations; use format. They prefer to see and observe information through images, diagrams, ask students to read aloud; engage manipulatives, models, or interactive graphs, and videos. For these learners, students in discussions and technology to reinforce concepts; incorporating visual aids and creating debates to encourage active provide opportunities for students to visually stimulating learning materials is engage in practical applications of listening; use lectures, podcasts, knowledge and provide opportunities essential. Teachers can cater to use and audio recordings to deliver visual aids like info graphics, charts, for movement during lessons, such as diagrams, and mind maps to present information; encourage students to incorporating gestures or allowing information and enhance explain concepts verbally or students to work in groups comprehension and retention; provide participate in group discussions; opportunities to create their own visual and provide opportunities for representations of concepts; students to present their ideas and incorporate videos, animations, and slideshows to reinforce concepts; findings orally. encourage visual note-taking and the use of colour coding to organize  Session 3.4: Conducive classroom management and managing large class size
Session Objectives ACTIVITIES Activity 1 Identify the conducive classroom environment setting for students’ learning 1. What does the classroom setting refers to? Analyze the pros and cons of the different sitting arrangements 2. What types of sitting arrangements do you Realizing the techniques of managing large know? Mention them with their advantages class size in their teaching and limitations. Which type of sitting Appreciating large class size as an opportunity arrangement is mostly applied in the for experience sharing than as a challenge. classrooms? Identify various classroom management approaches and how they work 3. Is a flexible group arrangement or a fixed Recognize the different classroom student group arrangement advantageous? Why? misbehaviors and causes of the misbehavior 4. Is there large class size in your schools? Devise preventive and curative mechanisms or techniques for student classroom How large is it? misbehavior. 5. Is large class size an opportunity or a challenge?  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 Session 4.1: Concepts, for learning and grading. Recognize the various tools of assessment to be purposes and used before, during, and after instruction to characteristics of address learners’ assessment Apply the different assessment tools to address learners’ diverse needs, interests, readiness, Session 4.2: Tools of learning styles, and multiple intelligences. Appreciate the use of continuous assessment for assessment and students’ learning progress and feedback. techniques of providing Recognize the various techniques of providing constructive feedback constructive feedback.  Session 4.1: Concepts, purposes, and characteristics of continuous assessment Session Objectives Activity 1 Understand the concepts of assessment1. Are students learning what they are and continuous assessment, supposed to be learning? Differentiate the concepts of 2. How can you check whether your students assessment from measurement and are learning or not? How frequently are you evaluation assessing? Analyze the different types of 3. What is continuous assessment for you? continuous assessment. How can you differentiate assessment from measurement and evaluation? Recognize the characteristics of 4. When do you think is assessment provided? continuous assessment. For what purpose is assessment used? Differentiate the purposes of continuous5. Is assessment part of the teaching-learning assessment before, during, and after process? How? instruction 6. What are you going to assess? How can you Apply different assessment techniques assess the knowledge, skills, and attitudes of before, during and after instruction. students? What assessment tools can you apply to measure knowledge, skill, and attitudes? What is the difference???? Evaluation Assessmen t Measurement Exam Key concepts… Measurement: The explicit quantification of the results Evaluation = Measurement obtained through testing. + Assessment + value Assessment: collecting information to judgment check students’ attainment of the Evaluation = Quantitative (measurement) + qualitative required learning outcomes description (non- Evaluation: The placing of value or measurement) + value interpretation of a measurement judgments. and assessment. It is providing decisions based on assessment  Activity 1.  Assessment What is assessment?  What is continuous The word ‘assess’ assessment? comes from the Latin  ongoing process of gathering verb ‘assidere’ and interpreting information meaning ‘to sit with’. about student learning. In assessment one is a means for collecting information to check students’ supposed to sit with attainment of the required the learner. objectives. This implies it is  process of gathering pupils’ something we do responses to an educational ‘with’ and ‘for’ task. students. It enables one self adjust to learning  Why we assess students? Activity  Incentive to learn  Feedback to student 1. Why are we going  To inform instruction to assess? 2. How can we  Modification of learning activities assess students  Selection of students knowledge, skills  To decide success or failure and attitudes?  Feedback to teacher 3. Which assessments are  Gather evidence of student learning useful and which  To motivate students are not?  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 Activity 1: Purposes of Assessment assessment tools to be employed before, during, and after the instruction Understand the purposes of feedback Purposes of Appreciate the assessment importance of feedback to improve trainees’ Diagnostic Formative Summative learning and 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 FCA CA 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 Demonstration Q&A Quiz s Cases Projects Practical Portfoli activities o Home Observations work Class Tests/Assign FCA Tools work ments 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) Demon Oral stratio Q&A Quiz Project Question ns s Practical Observation work results Hom Tests/Assig ewor nments k Written FCA Final works Tools exam  Assessment for Learning Assessment of Learning During learning After learning (at the end) to provide information to improve Used to certify student achievement competence 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.  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: Differentiate the components of instructional planning. Concepts of Formulate objectives based on Bloom’s taxonomy of instructional planning the three objective formulation domains in a balanced and formulation of manner, objectives in planning Develop the annual plan for their subject areas, Develop sample lesson plans in specific lessons. Session 5.2: Appreciate the importance of developing a Developing annual constructively aligned annual plan and daily/weekly plan and lesson plans. lesson plans. Evaluate the previously developed annual plans and lesson 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, Analyse the characteristics 1. what is instructional planning? and purposes of instructional 2. what is its purpose? planning, Address the key instructional 3. What are the basic question planning questions to be addressed in instructional included during instructional planning? 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 Han and daily lesson plan? d Hear 4. How can you state SMART Hea objectives for a lesson plan? d t 5. Formulate SMMART Objectives Let’s do on the for a single lesson using the 3 Hs. 3Hs Bloom’s Taxonomy of objectives (try to balance the domains) Cognitive Psychomotor Affective Imitation Knowledge Receiving Manipulation Understanding /Attending Precision Application Responding Articulation Analysis Naturalization Valuing Evaluation Organization Creating Characterization 82  Further discussion points Sample Plans Sample Sample Lesson Annual plan See the sample attached lesson plan 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.