I

NITI
ALPRIMARYTEACHER
EDUCATI
ON

EDUCATI
ONFOUNDATI
ONSTUDI
ES
NOTES

FE
S
ED
AP
NATUREOFLEARNI NG
Lear ningi sacqui sitionofknowl edge, skillsandat titudeswhi chr esul tsi nt oper manent
behav iour al change.I ttranscendsmemor i
sat ionoff act s.Ournewbehav iouri si nfluenced
bythepr ev i
ousone.Aschi l
dr enl ear n, theyar econst ant lymodi fying, adapt i
ng, and
devel opi ngt heiror iginal nat ure.
Pract iceandmot ivat ioncont ribut et owar dsadv ancementi nl ear ning.Anexampl eoft his
processmi ghtbewhenachi ldbegi nst olear nt owr i
te.
Atfirst , t
hel etterswi llbeundeci pher able.Lat er, thel et t
er scanber ecogni sed.Wi thmor e
mot ivat ion, thechi l
dwi l
l becomemor eexper ienced.
Childr enhav et hel ongestper iodofi mmat ur i
tyhencet hel ongerper iodf oroppor tuni tyfor
l
ear ning.Apar tfrom t heenv ir
onmentcont ribut i
ngt owar dsani ndi vi
dual ’sl earni ng
exper iencet hener voussy stem cont rol sther ateofl ear ni ng.Anot herchar acter isticof
l
ear ningi sgr owt h,whi chi snev erendi ngasateachst age.Thel ear ner sacqui renewi nsights
i
nt hei rf ut uregr owt handnewst andar dsofachi ev ementt owar dst hei ref for t
s.Each
achiev ementf ormsapl at for mf oraf reshat t
emptt oachi evenewerandhi gherl ev elsof
perfor mance.
Theor iesofl earning
Const ruct i
vism
Thisi saphi l
osophyofl ear ningf oundedont hepr emi set hat, byr ef lect ingonour
exper iences, weconst ructourownunder st andingoft hewor ldwel ivei n.I tar guest hat
humansgener at eknowl edgeandmeani ngf r
om ani nt eract ionbet weent heirexper iences
andt hei rideas.Dur ingi nf ancy , i
ti sani nter actionbet weent hei rexper iencesandt hei r
refl
exesorbehav i
our -pat ter ns.Knowl edgei sconst ruct edbyani ndi vidual basedonment al
acti
v ity .Lear nersar econsi der edt obeact iveor gani smsseeki ngmeani ng.Const ruct i
vism is
anappr oacht olear ningandt eachi ngt hatf ocusesonbr ingi ngoutt hebesti nt hel ear ner.
Social const ructivistcl assr oomspr omot est udent swor kingt oget hert oenhancet he
l
ear ningexper iences.I temphasi zesl ear nercent redmet hodsoft eachi ng.Const ruct iv
ist
i
deashav eor i
ginatedf r
om t heor istsandpr actitioner ssuchas: JohnDewey ,JeanPi aget,
Mar iaMont essor i,andLevVy got sky .
Char act er i
sticsofconst ruct i
v ism i ncl ude:
 act ivel earningwhi chal lowsl ear ner st obedi rect l
yi nv olv edi nt hei rlear ning, for
exampl e, f
indi ngoutsomet hingont hei rowni nst eadofbei ngr eci pi entsof
inf ormat i
on
 l ear ner sengagei nconcr etet hanabst ractact i
v i
ties; aswel lasr eal andnotsy mbol ic.
 t eacherensur esact i
vitiesar ei nterest ingandchal lengi ngt ot hel ear ner s
 newi nformat ioni spr esent edf rom knownt ounknown
 l ear ner sar egi v ent heoppor tuni tyt or eflectaboutwhati sbei ngl ear nt
 l ear ner sar egi v enanoppor tuni tyt oassoci at ewi t hot her st oshar et heirl ear ning
 t eacher sf aci l
itat elear ni ng, r
at hert hanpr esent ingt ol ear ner s.
 t eacher spr ov idel ear ner swi thscaf foldingt hatmaybeneededf ort hei rpr ogr ess
Goodconst r
uct ivi
stt eachi ngandl ear ning
Lessonpr epar ationI dent ifyar elev antconceptwhi chcanchal lengey ourl ear ners.
Rat hert hanpr esentt hel esson, lett hel ear ner sr ef l
ectont hephenomenonandshar e
thei rexper i
ences.Al thought het eacher s’ inter estwoul dbet oal lowt hel ear ner st o
const ructt hei runder standi ngs, t
het eacherwi llhav especi ficout comest hatt he
lear ner sar eexpect edt oachi ev eint heend.
EFS1
 Deliv
er y :Dur i
ngt helesson, t
het eacher s’taski stoensur ethatgr oupsar eperforming
accordi ngt ot eacherexpect ations,forexampl e,beingont askont heassi gnment,
tr
eatingeachot herfair
lybyal l
owi ngev erymembert opar t
icipat eint hediscussi
ons.
Closur e:Af terconduct ingthel esson,itisnecessar yf orthet eachert odetermine
whetherl earnershav eknowl edgeconst r
uctionst hatareimpr ov edandt houghtful.
Learner sshoul dfeel fr
eetoi ndicatewhet heratt heendoft hel esson, t
heyar emor e
knowl edgeabl eaboutt heconceptt hanwhent heywer etaught .Sinceoneoft he
cruci
al outcomesofl earni
ngi sunder standing, socialconstruct ivi
stsbelievethat
engagi ngl earner singrouporcol l
abor ati
vel earningwi l
lenabl el earnerstobenefit
fr
om t hei rlearnercommuni ty .

Behav i
ourism
Behav i
ouristshel pusunder standwhywebehav easwedo.Behav iourist
sar einterestedin
fi
ndingouthowext er nal,env ir
onment alstimul icauseobser vablelearnerbehav i
ourandhow
changingal earner ’senv ironmentcanchangebehav i
our .I mportantconcept sin
behaviouri
sm i ncludecont i
guity,classical condi tioning, operantcondi tioningandsoci al
l
earning.
Cont i
guity
 Ref er st osi mpl est imulus-r esponse( S-R)pai rings, associations,orconnect i
onseg
li
ght i
ngandt hunder .
 Whenast imul usi sregul arl
yassoci atedwi thar esponse, anS- Rconnect i
oni s
establ i
shed.
 TheS- Rconnect ionusual l
yoccur swi thinav erybr iefspan, hencet hecont i
guitylabel
.
 Manyconcept sandf actsar elear ntthr oughsi mpl est i
mulus-r esponsel earning.
Classicalcondi tioni ng
 Ref er st olear ni ngt hatoccur swhenweal readyhav eanest abli
shedconnect ion
(cont i
gui t
y )bet weenapr imar yoror iginal stimul usandar esponse
 Thenwepai ranewsecondar yst imul uswi ththeor igi
nalstimul uslongenought o
evoket heor i
gi nal stimul usev enwhent heor i
ginal sti
mulusi sabsent .
Forexampl e:Pav l
ov ’sdogs
 Pav l
ov ,aRussi anPsy chologist(1920s)f oundt hathi sexper imental dogsnat urall
y
sali
v ated( responded)whenhi slabassi st antsf edt hem meatpowder( ast i
mul us).
 Pr esenceofhi slabassi stants(newst imul us)causeddogsant icipatebei ngfedand
tosal ivate.
School exampl e
 St udent sandt eacher sassoci ateabel l (stimul us)wi t
htheendi ngofacl assper i
od.
 Teacherof tenassi gnshomewor katornearendofcl ass.
 Mer eassi gnmentofhomewor k( newst imul us)wi l
l br
ingabout( eli
cit)many
behav i
our sorr esponsesassoci atedwi tht her i
ngi ngoft hebel l
-packi ngbookbags
andsof orth.
 Hencesomet eacher sassi gnhomewor katbegi nningofcl ass.

Impli
cati
onsofbehavi
ouri
sm fort
eaching,l
earni
ngandassessment
I
magi neyourl
ect
urerv
isi
tsyouduri
ngteachingpract
iceandyourhandsar
etr
embli
ngwhen
he/shecomestosupervi
seyourcl
ass.Thismightbeduet oassoci
ati
ngpr
evi
ous

EFS2
unpl
easantexper
ienceswithyoursuper
visor
.Thi
simpl
iesthatteacher
sshoul
dbe
consci
ousofthewayt heypresentt
hemselveswheni
nter
actingwithst
udent
s.
Operantcondi ti
oning:Ref er stohowpeopl eoper ateont heirenvi
ronment.Thefol
lowingare
t
heassumpt i
onsofoper antcondi ti
oning:
 Learningisf acili
tatedt hroughr einforcement .Forexampl e,alear
nerdoessomet hi
ng
correctlyorappr opr iatelyand, consequent lyreceivesar eward.
 Ifwedosomet hingwear er ewardedf ororwhi chisrewardinginit
self
,wewilldoit
again.Ifnotr ewar ding, wear elessl i
kelytorepeatabehav i
or.
 Iti
sbaseduponpl easur e-painviewofhumanbehav iour.
Anexampl ei spresent edbel ow:
ThecaseofChi mwemwe’ sessay
Teachers’comment si ncludedt hef ol
lowi ng:
 wel lwr i
tt
en
 usedmanyr ef erences
 pr esentedmaj orpoi nt sonbot hsi desoft het opic
 dr ewt hought f
ul concl usions
Teachers’reacti
on: MayIsubmi tyourpaperonourbul let
inboard?Assumi ngChimwemwe
f
indsthatcommentr ewar di ng,shewi llwr i
teanot heressay .
Sociallear ning
Thi
sisal socal ledobser vational lear ning
 Thebasi cpr inciplei sthaty oucanl ear nal otbywat chingot hers.Tobeef f
ect i
ve,
lear ner smustat tendt osomeone’ sbehav iour ,retainwhatwasobser ved, i
mitate,
repr oducet hebehav iour, exper iencesat isfact ionasaconsequence.
 Lear nersar emostl ikelyt oimi tat e(model )per sonswhoar esomewhatl ike
themsel ves, whom t heyconsi dert obecompet ent ,war m orpower ful.
 Forpr i
mar ychi ldrenf requent lyident ifywi tht elev i
sion/ mov iechar actersespeci all
y
superher oes, andmi micwhatt heydo.Soci al lear ningal sooccur swhenwesee
somet hinggood/ badhappent oanot herper sonf orinstance:
 Af ri
endi spr aisedf orherschool wor kwet r
yt oi mi tatewhatshedoes, sowet oocan
bepr ai
sed.
 Wemi ghtav oidsomebehav i
ourwhi chanot herl earneri fitwasnotwel lreceived.
 Teacher swhohol d(espouse)cl assical condi tioni ng,oper antcondi tioni
ng, andsoci al
lear ningwi lldot hef oll
owi ng:
 Makecl assr oomsenj oy abl eintel l
ect uall
y ,soci ally,andphy sicall
y.
 Beopenandspeci ficaboutwhatneedst obel ear nt( eg.behav i
oural objecti
ves).
 Becer taint hatl ear nershav ebasi cknowl edgeandski l
lst oenabl et hem learn
(pr erequi siteknowl edge) .
 Showconnect ionofnewl ear ningt opr eviousl ear ning.
 Whennewmat erial i
scompl ex ,introducei tgr adual lyforexampl e: sequent i
al,short
,
easi lylear ntpar ts.
 Associ at ewhati st obel earntwi tht hingsl ear ner slikef orinstance: associating
poet rywi thr ap.
 Don’ tassoci atewhati st obel ear ntwi tht hingsl earnersdon’ tl i
keegschool wor kwith
puni shment .
EFS3
  Recogni seandpr aisei mprov ement .
 Findoutwhati srewar dingtoeachst udentanduset hatrei
nforcest udentlearni
ng.
 Prov i
demor er egularr ei
nforcementwhenat aski snewordi f
f i
cult
.
 Reinforcet helearningbehav ioury ouexpectf rom students;forexampl e:-attendi
ng-
engaging-t ry
ing-r espondi ng-i mpr oving-compet i
ng
 Encour ageshyori nsecur elear ners’responsesandl ookf orshychi l
drenwhodonot
volunteerandgi vet hem oppor t
unity.
 Createsi tuati
onswher ebyeachst udenthast heoppor tunit
ytosucceed.
 Model behav i
ourt haty ouwantl earnerstoimitateforinstance, showent husiasm f
or
l
ear ni
ngandr espectf orall
.
 Drawat tenti
ont olear nerswhodemonst r
atedesirablebehav iour.
 Askpar entstor ei
nf orcedesi redbehav ioursathomet orecogni zeenthusiasm for
l
ear ni
ng, effortandgr owth.

Fact orsaf fect ingl ear ningi nl owerpr imar y

Lackofcr eat i
v ity:Fact orst hati nf luencel earningi ngener al mi ghtincludewhatsome
studi esf oundt hatt eacher sdonotempl oyav ar i
et yoft eachi ngmet hodswhent eaching.
Somet eacher s’ choiceoft eachi ngmet hodshasbeeni nfluencedbyt heirpr imaryschool to
collegeexper i
encest heyhadasst udent s.Teacher st heyhadbef orei nfluencedt hewayt hey
prepar edt hei rlessons.Somesel ect edmet hodsoft eachi ngbasedonpr iort rai
ningt heyhad
i
naneducat ional cour se.Ot her snot edt hattheirinf luenceont eachingmet hodswasbased
ont hei rownt hi nkingaboutt eachi ngwhi chi ncludedper sonal needs, non- classroom
teachi ngatchur ch,relat i
veswhower et eacher s.
Lackofv ariety :Somet eacher sdonotpr epareav ariet
yofmedi aforusei nthet eaching
andl ear ning.Somet eacher s’ i
nst r uct i
onal mat erialsar el imi tedt otext booksandsy l
labuses
althought her ear eother swhot akeper sonal i
niti
at i
v etouseTALULAR.
Har shandunf riendlyt eachi ngandl ear ningenv i
ronment s:InMal awi ,har shenv ironment s
i
ncl udepoorcl assrooms, wher et her ei snof urnitureandl ear ner ssitont hef loor.Insome
cases, learner sl earnout side, undert reesduet ohi ghpopul ationofl ear ner s.
Inadequat epar entalsuppor t:Par ent alsuppor tint ermsofext ramat erialssuchast ext
booksandr ev isionbooksi sv eryl ow.Par entsspendmostoft het imei nmoneymaki ng
ent er priset omanaget heirf ami li
es.Onl yasmal lpr opor ti
onofpar ent s’gui det heirchildren
onhomewor k.Theydonotpr ov ideext ralessonsf ort hei rchi l
dr en.
Lear nerdi ff
er ence:Di ff erencessuchaseconomi c, cul
t ural,gender , dev elopment al,can
affectt heper for manceoft hel ear ner s.Di versityincl udechi ldrenofl owerasopposedt o
highsoci o- economi cst atus; girl
sasopposedt oboy s;achi ldwi t
hahear i
ngi mpai rment ; a
childwi thlear ni ngchal lenges.

SELFASSESSMENTACTI
VITI
ES

TasksTask1
Relat
inglearni
ngtheori
est
otheneedsoflearner
sint
hel
owerpr
imar
y.I
nthi
stask,
youwi
l
l
rel
atelearni
ngtheori
eswit
hlear
ningneeds.

EFS4
Activi
ty1
Discussingsituati
onswher elearni ngtakesplace(30min)Learni
ngisacri
ti
cal
endeavorina
person’sdevelopmentbecausei tenabl esonet oadaptt
ot heenvi
ronment
.Whetheri
tis
formal ori
nformal lear
ning,aper sonwi llbeabl
etoacquireeducati
on.
1.Discusssituationswher elearni ngtakesplace.
2.Howdoest hel earni
ngt akepl ace?
3.Whi chsit
uat i
onissuitablef oreducat ion?

Activ
ity2
Researchingonconstructi
vistandbehaviouristtheori
es( 1hour sand30mi n)
Researcht of
indoutmor eaboutconst r
ucti
vistandbehav iouri
sttheor
iesguidedbythe
fol
l
owi ngquesti
ons:
1.Whyar econst
ructiv
istandbehav i
ouristimpor t
antf orteachi
nglowerprimary?
2.Demonst rateaconst ruct
ivi
standbehav iouri
stmi nilessonbasedonanyt opi
cf ort
he
lower
pri
mary.
3.Inyouropini
onwhi chisabet t
ertheorywhent eachingacl assofdiv
erselear
ning
needs?
4.Shar
ether
esear
chf
indi
ngsasacl
ass.
Task3
Anal
ysi
ngf
act
orst
hati
nfl
uencesl
ear
ningi
nst
andar
d1-
4
Foreff
ecti
vet
eachingandlearningt otakepl acei
ntheclassr
oom, y
ouneedtocreat
e
conduci
veenvi
ronmentforlearning.Inthistaskyouwi l
li
dent
ifyl
earni
ngneedsofst
andar
d
1-4l
earner
sandanalysefactor
st hatinfluencelear
ning.

Act
ivi
ty1
I
denti
fyi
ngl
ear
ningneedsandf
act
orst
hati
nfl
uencel
ear
ningi
nlowerpr
imar
y(1hour20
mins)
1.I
nter
viewat
eacheronl
ear
ningneedsandf
act
orswhi
chi
nfl
uencel
ear
ningi
nlower
pr
imary.
2.Pr
epareasi
mplecheckl
i
stforcl
assobser
vat
iononl
ear
ningneedsandf
act
orst
hat
i
nfl
uencel
ear
ningi
nlowerpri
mary.
3.Obser
veaclasst
ofindoutl
ear
ningneedsandf
act
orst
hatar
erequi
redf
orgood
l
earni
ngi
nlowerpri
mary.
4. Anal
ysef
act
orst
hati
nfl
uencel
ear
ning
5. Shar
efi
ndi
ngs.
Act
ivi
ty2
Anal
ysi
ngf
act
orst
hati
nfl
uencel
ear
ningi
nSt
andar
ds1-
4(30mi
ns)

EFS5
 1.Di
scusshowt
hef
act
orsi
dent
if
iesi
nact
ivi
ty1i
nfl
uencel
ear
ningi
nSt
andar
d1-
4.
2.Shar
einpl
enar
y.

THENATI ONALPRI MARYCURRI CULUM

OutcomeBasedEducat ion
Outcome- basededucat i
onmeanscl earlyf ocusi ngandor gani singev erythi
ngi nan
educat ional sy stem ar oundwhati sessent ial foral lstudent stobesuccessf ulatt heendof
thei
rl ear ningexper i
ences.Thi smeansst artingwi thacl earpi ctureofwhati simpor tantfor
student st obeabl etodo, thenor ganisingcur riculum, i
nst ructionandassessmentt omake
suret hatl ear ni nghappens.
Thekey st ohav i
ngout comesbasededucat i
onar e:
 dev elopi ngacl earsetofl ear ni
ngout comesbasedonal lcomponent sofout come
basededucat i
on
 est abl i
shi ngt hecondi t
ionsandoppor tuni t
ieswi t
hi nthesy st em thatenabl eand
encour ageal lst udent st oachi evet hoseessent i
al out comes
Outcomesar ecl earl earningr esul tsthatst udent sdemonst rateatt heendofsi gnificant
l
earni ngexper i
ence.Theyar ewhatl earner scanact uallydowi thwhatt heyknowandhav e
l
earned.OBEf ocusesondev el opingacl earsetofl ear ni
ngout comesar oundwhi chal lofthe
system' scomponent scanbef ocused.I tal sodwel l
smuchonest abl i
shingt hecondi ti
ons
andoppor tuni tieswi thint hesy stem t hatenabl eandencour ageal lstudentst oachi ev ethose
essent ial out comes.I nMal awi ,t
her ear ef ourcomponent sofout comebasededucat ionand
curriculum whi char ei nterrelat ed.
Dev elopment alout comesar eexpect edknowl edge, skil
lsandat titudest hatlearner smust
acqui reatt heendoft hepr imar yschool cy cle.Thesedet ermi net hepr imar yout comes( to
achiev et hedev elopment al out comes) .
Primar yschoolout comesst at ewhatt hel ear ner sshoul dknowandbeabl et odoi nacor e
element .Acor eel ementi sf ormul atedf rom ar ational eofal ear ningar ea.Thepr i
mar y
school out comesdet ermi net heassessmentst andar ds.
EFS6
Assessmentst andar dsar edescr i
ptionsofcompet enci est obeacqui redbyl earnersf or
successful l
ear ningandachi evementofacor eelement .Theassessmentst andar ds
determinet hesuccesscr iteri
a( atclassl evel).Successcr iteriaaredescr i
pt i
onsofbasi c
ski
llsandknowl edget obeshownbyl earner sinlear ningpr ocess.Thesedescr iptionshav e
tobemeasur abl esot hatwecanmeasur et heachi ev ement .Howev er,tochecki fthe
curri
culum isi mpl ement edasdesi gned, successcr i
t eriaar echeckedf ir
stiftheyachi evet he
assessmentst andar ds, then, i
ftheyev entuallymeett hedev elopment aloutcomes.
Characteristicsofout comebasededucat i
onandcur riculum
 Focusesonmeasur ableout comes.Eachout comehasi ndi
catorsformeasur ingt he
l
ev elsoft helear ner s’performance.
 Emphasi zesoncont i
nuousassessmentwhi chr einfor cesthel i
nkwi thteachi ngand
l
ear ning.Thi sgi vest heteacherandl earners’ feedbackwhet hert helearning
outcomesar eachi ev ed.
 Encour agesl ear ner st of i
ndouti nformat i
onont hei rown.Theydonotdependon
theirteacher sf ort hei nformat ion.Theyar eencour agedt obei ndependent ,creat i
v e
andcr i
ticalint hef indingofi nf ormation.
 Doesnotdependonpr escri
bedcont entonl y.I tgi vesr oom tot eachersandl ear ners
tosour ceot herr elev antcont ent.
 Accommodat esneedsofal l l
ear nersbyt heuseofmul ti
pleinstr
uctionaland
assessmentappr oach.
 Pr omot esl earner s’appl i
cationofknowl edge, ski ll
sandat t
it
udebey ondschool li
fe.
 Enabl esl earner st osucceedt hroughcont i
nuoussel f
-assessment ,proper
managementoft i
meef f
ectiveuseofl ear
ning, teachi ngandassessmentr esour cesi n
ordert omaxi mi set hei rpotent i
als.

SELFASSESSMENTACTIVI
TIES
Tasks
TaskAnal
ysi
ngout
comesbasededucat
ionI
nthi
stasky
ouwi
l
lexpl
oret
heconcept
ofOBEandanal
ysei
tscomponent
s.

Act
ivi
ty1

Di
scussi
ngt heconceptofOBE(30min)
1.Whatt ypeofcurr
icul
um wasMal
awi usi
ngbef
oretheint
roduct
ionofOBE?
2.Whydoy outhi
nkoutcomebasededucati
onwasintr
oduced?
3. Expl
ainthepri
ncipl
esofOBE.

Acti
vit
y2
Di
scussingthecomponent sofOBE( 30mi n)
1Usingthet abl
einthebackground,expl
ainhowteaching,
lear
ningandassessment
ar
e
int
errel
ated.
2Explorethedevelopmentaloutcomesforeachl
earningareai
npr i
maryschool
.
3Shareinplenary

THESYLLABUS
EFS7
Thesy ll
abusi sacour seout l
inewhi chcont ai
nst opicstobecov er
edi napar t
icularlear
ning
areaandcl ass.Italsopr ovi
dest hecont entthaty ouasat eacherusewhendel i
ver i
ng
l
essons.Asy ll
abushasal istoft opi cs,suggest edact i
vit
ies, suggestedlearning,teachi
ng
andassessmentr esources,suggest edl earni
ng, teachi
ngandassessmentmet hodsand
successcr i
teriaforapar ti
cularcl ass.Act ivit
ies,resourcesandmet hodsar esuggest edfora
teachertochooseaccor di
ngt otheabi li
tyofl earners.
Asy l
labushasf uncti
onswhi chi ncl ude:
 st andardisingtheeducat ioni nthecount ry
,
 l i
mitingscopeofexami nations
 gui dingteacher stoprepar edet ail
edschemesofwor k.
Thesy ll
abusi sdev el
opedbyt heMi nistryofEducat i
on,throughMal awiInstit
uteof
Educat i
on. Asy ll
abusisdev el opeddependi ngont hef unct i
onsitwil
l serve.Thereare
twot ypesofsy ll
abuses:
a.exami nationwhi chismai nl yusedbyexami nat
ionsboar ds
b.t eachingsy ll
abusesusedbyt eacher sinacl ass

SELFASSESSMENTACTI VITIES
Tasks
TaskInter
preti
ngt
hecomponent sofasyll
abus
I
nthistask,youwi
llexpl
orepurposesofasyl
labusanddescr
ibei
tscomponent
s.

Act
ivi
ty1
Di
scussingpur posesofasy l
labus( 15mi ns)
1.Di scussr easonsforhavingsy ll
abusesinschools.
2. Shar ey ourworkinplenary.
Act
ivi
ty2
Di
scussingcomponent sofasy l
labus( 15mins)
1.St udyt hedesignandst r
uct ureofasyll
abus.
2.I dentif
ycomponent sofasy ll
abus
3. Di scussi mport
anceofeachcomponentofsy l
labus.
4. Repor ty ourf
indi
ngsinpl enary.

SCHEMESOFWORK
Aschemeofwor ki stheint er
pretationofasy ll
abus.Itshowst heweeklyamountofwor kto
becov er edbyat eacherinat erm.I tismoredet ai
ledthanasy l
l
abus.Teachersprepar
e
schemesofwor kf ordiff
er entlearningareastheyaret eachingbecauseithelpst
hem in
writi
ngl essonplans,guidinglearningandt eachingact i
vit
iesaswellasinprepari
nglearni
ng,
teachingandassessmentr esour cesinadv ance.Schemesofwor karedevelopedfort
he
wholet er m,f
rom thefir
stt othel astweek.

Templ ateforschemesofwork
Preambl e
Thefollowingareel
ementsofapr
eambl
e,whi
char
ewr
it
tenatt
hef
ir
stpageoft
heschemes
ofwork
Standard:
EFS8
Subject/l
earningar ea:
Year:Term:
Ager ange:
Abili
ty:
Numberofper iodsperweek:
Numberofper iodsperweek:
Component sofschemesofwor k
WeekandDat es
SuccessCr iteria
Plannedact i
v i
ties
Teachinglear ningandassessmentmet hods
Teachinglear ningandassessmentr esources
References
Impor t
anceofschemesofwor k
 I ti
ndicat estheamountofwor ktobecov eredinaterm byateacher.
 Theschemesdescr i
bet heprocessoflearningandteaching.
 I tguidest eacher si
nlearningandteachingandenabl estheheadteachert
ochecki
f
teacher saredoi ngtheirworksystematical
ly.
Factorstoconsi derwhenwr it
ingschemes
 Teachi ng, l
earningandassessmentr esources
 Lear ner s’previousexperience
 Abi li
tyofl earners
 Annual andschool calendar

SELFASSESSMENTACTI VI
TES
Tasks
Task1
Devel
opingsampl eschemesofwor k
I
nthistaskyouwi l
ldev elopschemesofwor k
Acti
vi
ty1
Comparingteachers’guidesandthesy l
l
abus(30min)
1.Choseanyl earningareainStandard1-4andcompar
ethe:
teacher
s’gui
des,
lear
ner
s’
booksandsy l
l
abus.
2.2Shar eyourfindingsinaplenar
y.

Acti
vi
ty2
Descri
bingcomponent sofschemesofwor k(
15mi n)
1.Identif
ythecomponent sofschemesofwork.
2. Describethepurposeofeachcomponent
.
3. Discussthepurposesofschemesofwork.
4. Presentyourfi
ndingsi
napl enar
y.

Acti
vi
ty3
Descri
bingf
actor
sconsi
der
edwhenprepar
ingschemesofwork(
15min)
1.Descri
befact
orst
obeconsi
der
edwhendev el
opi
ngschemesofwork.
EFS9
 2. Pr
esenty
ourf
indi
ngsi
napl
enar
y.

Act
ivi
ty4
Dev
elopi
ngschemesofwor k(1hour)
1.Dev el
opschemesofwor kofanylear
ningareawithr
efer
encetothestr
ucture
pr
ov i
dedi
nthebackground.
2. Presenty
ourworktotheclass.
3. Analyset
hesamplesofschemeofwor kdevel
opedfr
om dif
fer
entlear
ningareas.

LESSONPLAN
Alessonpl anisanor ganisedstructureofimportantpoi
ntsori deastobecov er
edina
l
esson.Agoodt eacherpl ansinadv anceinordertoachi
ev etheintendedsuccesscr i
ter
ia.
Thisplanni ngincludes, teachi
nglear ni
ngandassessmentr esources,l
earning,t
eachi
ngand
assessmentmet hodsandact i
vi
ties.Alessonplanhelpsteacherst ofaci
l
itateteachi
ngand
l
earningsuccessf ull
y.
Component sofal essonpl an
 pr eambl e
 successcr i
teri
a
 t eachi ng,learningandassessmentr esources
 i ntr
oduct ion
 dev elopment alst
eps
 concl usion
 l essonev aluation

St
andar
d:
Dat
e:
Ti
me:
Lear
ningar
ea/Subj
ect
:
Cor
eel
ement
:
Topi
c:
Successcr
it
eri
a:
Lear
ner
smustbeabl
eto:


Teachi
ng,
lear
ning,
andassessmentr
esour
ces:

Teacheract
ivi
ti
es Lear
ner
s’act
ivi
ti
es

EFS10
I
ntr
oduct
ion
Dev
elopment
alst
eps
St
ep1:

St
ep2:

St
ep3:

Concl
usi
on

Lessonev
aluat
ion

SELFASSESSMENTACTI VITIES
Tasks
Task1Prepar
inglessonplansusingsy
ll
abusandschemesofwor
kInt
hissect
iony
ouwi
l
l
wri
tel
essonplansusingschemesofwor kyoudev
elopedi
nTopi
c7.

Act
ivi
ty1
Di
scussi
ngthei mportanceofal essonpl an(
30mi n)
1.Ev al
uatetheimpor tanceofal essonplantoateacher.
2. Describealessonpl anstruct
ur e
3. Discussfactorstoconsiderwhendev el
opingalessonpl
an
4. Reportyourfindingsinplenary

Acti
v i
ty2
Microteaching( 1hour s30mi n)
1.Pr epar eal essonplaninanyl ear
ningareausingtheschemesofwor
kyouprepar
edi
n
topic7andt hepr i
mar yschoolsyll
abus,t
eachers’gui
desandl
ear
ner
s’books.
2. Mi crot eachusi ngthepreparedlessonplan.
3. Ev aluatethel esson.
4. Giv efeedbackt othemicrolesson.
EFS11
RECORDSOFWORK
Recordsofwor kareaccount swhi chshowt heact ualworkt hatlearnersar eabletodoand
thesuccessesandt heirindicators,challengesandt hei
rreasonsandt hewayf orward,
i
ncludingt i
me.Ther ecordsofwor kar efill
edev er
yweekaf terteachingt heplannedworkin
thatparti
cularweek.I nformationf orther ecor dsofwor kisder i
vedfrom t helesson
evaluati
onsofeachl essonpl anusedi nt heweek.
Impor t
anceofr ecordsofwor k
 Remi ndt het eacherofwhathasbeencov eredalready
 Hel pt het eacherwhot akesov ert hecl asst oknowwher etostartfrom
 Showsuccessesandf ai
luresofl essonsandawayf orwar d
 Showwhatshoul dbedonei fthel essonwasnotsuccessf ul
 Hel pt hepr imaryeducat ionadv isors( PEAs) ,headt eachersandmi nistryofeducati
on
offi
cialstocheckwhatl earnersar elear ning
 Hel pt eacher stodr awbet terschemesofwor kforthef ol
lowingt er
m

SELFASSESSMENTACTI
VITI
ES

Tasks
TaskPrepar
ingsampl
esofrecor
dsofwor
k.I
nthistaskyouwi
l
ldescr
ibecomponent
sof
recor
dsofwork.Youwi
ll
alsowri
teasampl
eofrecordsofwor
k.

Acti
vi
ty1
Descri
bingcomponentsofrecordsofwork(30min)
1.Identi
fycomponentsofrecordsofwork.
2. Descri
bethepurposeofeachcomponent .
3. Expl
ainhowrecordsofwor kisr
elat
edtolessonev
aluat
ion.

Acti
vity2
Prepari
ngrecordsofwor k(30min)
1.Preparer
ecor dsofwor kusi
ngtheschemesofwor
kandl
essonpl
anpr
epar
edi
nthe
previ
oustopics.2.Presentyourwor
k.

TEACHI NGANDLEARNI NGMETHODSFORLOWERPRI MARY

Pairwor k
Pairworkisanactivi
tyinwhi
cht wolear
nersareaskedt opairuptodoagi v
ent ask.Pair
wor kcaneit
herbeopenorclosed.Openpai rworkisalsoknownasdemonst rationpairwork.
Openpai rworki
nvolvestwolear
nerstal
kingtoeachot herwhil
eother
sar ewat ching.Closed
pairwork,ontheotherhand,
involv
esalll
earner
st alki
ngtoeachotheri
nt wosatt hesame
ti
me.
Whatst ageofalesson?AnyHowl ong? 2-3mi nutesResources:
books,chalkboar d

EFS12
Procedure
Therearemanyway sofformingpai
rsinaclasssit
uati
on.Thef ol
l
owingar
epossibleway
s
offormingpai r
s:
1.Pai rbycountingnumbers,
onetotwo.Letonebepai r
edt otwo.
2.Makel earner
ssit
ti
ngatthefr
ontoftheclasstur
ntowar dseachot
herandtellt
her
est
oftheclasstodot hesame.
3.Pai rbasedonsex.4
4.Tel ll
earnerstohol
dhands,wit
heachot her
.Thenpairthosewhoarenotholdi
ng
hands.

St
rengt
hs
 Alllearnersparti
cipateint
hel esson
 Itisamor enaturalwayofinteracti
onf
orl
earners
 Shyl earnerspart
icipatemorebecausetal
ki
ngi nasmal
lgr
oupi
seasi
ert
hant
othe
wholeclass

Chall
enges
 Itl
eadstonoisemaki
ng
 Iti
sdif
fi
cultt
oorgani
sepairwor
kinal
argeclass
 Iti
snoteasyfort
heteachert
ofol
lowl
earner
s’di
scussi
ons

Howtomakepai
rworksuccessful
?
Someoft
hewaysyoucanfoll
owt omakepairworksuccessf
ularet
ell
i
ngl
ear
ner
s:whatt
o
do,
whotowor
kwith,
whent obeginanact
ivi
tyandwhent ostop.

Games
Agamei saki ndofpl aygov er nedbyr ules.Gamespr ovideani nterestingcontextfor
l
ear ning,especi all
yinpr actisinguseofl anguage.Theypl ayani mpor tantrol
einthet eaching
andl earningpr ocessespeci allyf ory oungl earners.Severalsubjectscanbet aughtthrough
theuseofgames.Forgamest obeef f
ect iv
et hereisneedt ofoll
owappr opri
ategui del
ines.
Whatst ageoft hel esson: i
ntroduct ion, developmentaswel lasconcl usion.Howl ong:
Dependsont het y
peofact ivi
tyResour ces: dependsonsubj ect/learningareausingi t
Procedur e
Forgamest obeef fect i
vet her ei sneedt of ol
lowappr opri
ategui deli
nes.
1.Choosegamest hatar er el
evantt othet opi
candappr opri
atef ortheagegr oup.
2.Pr act i
cet hegamebef or et helesson.
3.Di scusst hegamewi thl earners.
4.Letl ear ner spl ayt hegame.
5.Consol idat epoi ntsr einf orcedi nt hegame.
Strengt hs
 l ear nersenj oyl earningt hroughgames
 easyt ounder standconcept s
Chal l
enges
 t het eachermaynotbef ami l
iarwi t
hsomegames
 l ackofr esour cesf orsomegames
Songs
EFS13
Youngl earnersenj oysinging.I nmostcasesl ear
nersenjoysi
ngingandtheyaremot
ivat
ed
tol
ear n.Songsar epower fulmeansofcommuni cati
ngwi t
hyounglear
ners.
Howl ong: Upt o5-20mi nutes.
Resour ces: drum, whistl
e,per cussions, badzaet c.
Procedur e
1.I dentifysongst hataref amili
art othelearnerssuchastradi
ti
onalsongs.
2.Usesongst hatareeducat i
v eandr elevant.
3.Sel ectsongst hatarecul t
urall
yaccept able.
4.Sel ectsongst hataregenderbal anced.
Strengths
 mot ivatelearnersthroughsi nging
 hel pst oimpr ovef l
uencyamongl earners
 addsv ari
etytot eachingandl earning
Challengesofusi ngsongs
 at eachermaynotbef ami l
iarwi t
hsomesongs

Rolepl ay
Rolepl ayi samet hodi nwhi chl ear ner sactoutasi t uation.Lear ner suset heirown
experiencesandcr eat ivi
tyt oimi t
at er ealli
fesi tuations.Lear nerscanr olepl aypar entsi nt he
homeoranysi tuat iont heywant .Forexampl e: shopkeeper ,hospi talcustomer ,weddi ngs.
Rol epl aycanbeei therst r
uct ur edorunst r
uct ured.I nacont rolledorst r
uctur edr ol
epl ay
l
ear nersusei deasandl anguagepr ov i
dedbyt het eacherwhi leinf reeorunst ructuredr ole
playlear nersuset hei rownl anguageandi deas.
Whatst ageoft hel esson?Dev elopment ,concl usionHowl ong?10- 30mi nut es
Resour ces: lear ner s’exper iences
Pr ocedur e
1.Or gani sesi tuat ionsandr olest obepl ay edi nadv ance.
2.Assi gnr olest ol earner sbyaski ngf orv olunt eer sorappoi nti
ngl earner stoactoutt he
roles.
3.Gi v elear ner senought i
mef orpr epar ation.
4.Makesur ey ouhav easaf eat mospher e.
5.Letl ear ner sexchanger oles.
6.Makeasummar yofwhathasbeencov er ed.
7.' de- role' thel ear nersaf tert her olepl ay .Thi shel pst oav oidlearnersget ti
ngst uckwi th
thenamesandr olest heyassumedi nt hepl ay
Strengt hs
 I tgivesl earner sachancet oseehowot hersf eel,thinkandact .
 I tmot ivatesl ear nersandencour agest hem t oexpr esst heirownf eelingsand
attit
udes.
 I thel psl ear nerst ol earnwhathappensi nr eal l
ifeliket hatofshopkeeper sand
cust omer s.
 Lear ner swi thspeci al educat ional needsgetact ivelyinv olvedi nthel essonsi ncet hey
canusev erbal andnon- v erbal communi cationsi nt her olepl ay.
 I thel psl ear nerst odev elopsoci al
lyast heyknowhowt oi nteractandwor kwi thot her
peopl eandf i
tint osi t
uat ionst heyar el ear ningabout .
 Rol epl ayal sohel psl ear ner stodev elopconf idence, asser t
ivenessandsel f-
est eem.
EFS14
Chal
lenges
 Ifnotwellorganisedlear
nersmaybecar ri
edaway.
 Itmaynotbehel pf ul
ifnotrel
atedt
olearnersandt
hetopi
c.
 Shyl ear
nersandt hosewithspeechdi
ffi
culti
esmayfi
ndrol
epl
aydi
ff
icul
tandnot
par
ti
cipateful
ly
.

Brainstor mi ng
Amet hodf orgener atingmanyi deasaboutat opi c.
Groupsi ze: Brainstormi ngcanbedonei ndi vidual l
y ,i
npai r
s,insmal lgroups,orthewhole
class.
Resour ces: Br ainstormi ngr equiresonl ypenci l andpaperorchal kboar dandchal kfor
recordingi deas.
Procedur e
1.I nt roducebr ainst ormi ngtot hewhol ecl assf ir
st.
2.I nt roducet het opi corpr oblem v erycl ear ly.
3.Gi vel ear nersat i
mel i
mi ttosol v et hepr oblem.
4.Encour aget hem t oshar eanyi dea, nomat terhowodd, thatisrelat
edt otheproblem.
Remi ndt hem nott ocr i
ti
ciseeachot her ’
si deasi nanyway .Encouraget hem tobuil
d
oneachot her’
si deas.Donotst ayonanyonei deaf ortoolong.
5.Wr itedownt heiri deasast heyof ferthem
6.Lat er ,hav elear ner sdiscusst her esul tswei ghtingtheideai npairsorasawhol e
group.I deasmayal sobecat egor ised.
St r
engt hs
 gi vesl ear nerst heoppor tunityt ot hinkt hr oughi ssues
 pr omot esr espectf orot herlear ner s’ideas
 encour agesl ear nerst oexpr esst heirv iewsf reelysinceresponsesar enotj udged
 i deasgener atedar eownedcol lect i
vel ybyl earners
Challenges
 v erydi fficulttoensur et hatev eryl ear nerspeaksi ft
hecl assislarge
 r e-organi singi deasorpoi nt smaybedi fficult

Groupwor k
Groupwor kisanact i
v i
tyi
nwhi chmoret hant wol earnerswor ktogether.Learner
sar e
ar
rangedinsmal lwor ki
nggr oupsinor dertodoanact ivi
ty.
I
tprovi
desl earner swi thmor echancest otal
kt hanwhol eclassactiv
iti
es
Whatstageoft hel esson: developmentHowl ong: 15mi nutesormor eResour ces:fl
ipchart
Way soff orminggr oups
 mi xupgr oupsmember saccordingtogenderandabi l
i
tyordiverseneeds
 usedi fferentcr it
eri
af orgroupf ormatione. g.themont hofbir
thofl ear
ners,fi
rst
let
tersoft heirnames, famil
yposi t
ioni.e.fi
r storsecondbor n,classrows, orcount1-
2-3-4-5,
 makesur el eadershiprolesarechangedf rom t i
met ot i
me
 varyor gani sationofgr ouptasksandpr esent ati
on
Learneror i
entedgr oupwor k
Akeyelementt ol earneror i
entedgroupwor kistoassi gnt hegroupsanappr opri
atetask:

EFS15
  agoodgr oupwor kt aski sbot hmot i
vat i
onalandchal l
enging
 t eacheror gani sesadequat einf ormationinputf orlearnerswhatt heyaresupposedto
do
 i nsteadofsi mpl ydemandi ngt hegroupt odiscuss, brai
nstorm anddiscuss,atask
tellsl
earner sexact lywhatt heyar esupposedt odo
 t eachercl arifi
est askst ol earner sbefor etheygoi ntogr oups
 goodgr oupt asksr equi relear nerstoappl yacqui redskillsonat opic,
pract
iceskil
l
s,
discussopi nions, expl oreandhy pothese.
 t eachersuper visesandgi vesassi stancewher enecessar y
Exampl esofv aryingor gani zationsofgr oupwor k(groupt asks)
UseofJi gsawt echni que( met hod)
Givedifferentgroupsdi f ferentaspect sofat opictowor kon: t
opic:Malaria
Group1: Causesofmal aria-descr i
bingt hecauseofmal aria
Group2: Symptomsofmal ar i
a: descr ibi
ngsy mpt omsofmal aria
Group3: Howt oav oid( pr ev ent)mal aria
Askgr oupst opr esentt hei rwor k
Str
engt hs
 l earnersar eact ivel yi nvolved
 l earnerslear nf r
om eachot her
 l earnerspr act i
cet hei rverbal ski l
l
s
Challenges
 noteasyt oassessi ndi vi
dual perfor
mance
 f astlearner smaydomi nate
 di scussionmayl osedi r
ect ionifleader shipisweak

Questionandanswer
I
tisamet hodbasedont heuseofquest ionst obeanswer edbylear nersdur i
ngtheprocess
ofteachingandl earning.
Stageoft hel esson: usedt hroughoutt hel esson
Howl ong: throughoutt hel esson
Resources: chal kboar d, fl
ipchar t
Procedur e
 pl ant hequest ionsbef or et
helesson
 deci det hepur poseoft hequest ions
 askt hequest i
on, pauseal i
ttl
eandnamet helearner
 gi vef eedbackt oal llear ner
sdist ri
but ethequest ionacrosst heclass
 r ephr aset hequest i
oni fthelearnershowsnosi gnofunder standing
 i nvolvebot hv olunt eersandnonv olunt eers
 donotmov etot henextquest ioni fthel earnerhasgivenani ncompl et
eanswer
 donotgett oocl oset ot helearnerswhenaski ngquest i
ons
 pr obet hel earner st hrought heuseof" why ","what"and"how"
 di rectmor eor al quest ionst oav i
sual l
yi mpai r
edlearnertomaxi mi sehis/her
attent i
on
 pr epar ewr it
tenquest i
onsf orlear nerswi t
hhear i
ngimpai r
ment
 si gnl anguagei nt erpret ershouldpr esideov erthelessonforl ear
ner swithheari
ng
EFS16
 i
mpai r
ment
Str
engths
 st imulatingi nt eresti nl ear ner s
 moni toringpr ogr essi nal esson
 moni toringl ear ner s
 ident if
y i
ngwhatl earner sal readyknowaboutt hel ear
ningarea
 ident if
y i
ngspeci al educat ional needs
 cl assifyi
ngandexpandi ngcer tai
npoi ntsinthel esson
 ev aluat i
ngl ear ner s'pr ogress
 pr ovidingdi rect iont ol ear ner s'thinking
 pr ovidingf eedbackt ot het eacher s
 di scipli
ningl ear ner s
 emphasi zingt hemai npoi nt soft hel esson
 hel pingl earner st oor gani seandi nterpretmat erial
 assi stingl earner si nev aluat ingt heirownabi l
it
ies
Chall
enges
questi
onsmaysl owt het eachi ngpr ocess
somet i
mest eacher sf i
nddi fficultiesi nf ormulatinggoodquest i
ons
l
owor derquest ionsencour agel ear nerst omemor isemat er
ial
swhi chtheydonot
understand
poorl
yconst r
uct edquest ionsmakel earner sloseconf idenceinthet eacher.Goodquesti
ons
shoul
d: -beshor t-ber elevantt ot het opi c-becl earandt othepoint-suitthelevelof
l
earners-notcal l f
ordoubl eanswer satt hesamet ime-appeal t
ot helearners'
reasoni
ng

Discussi on
Thisi samet hodwher et eacher sandl ear ner sar einv olvedi nadi scussion.Stageofthe
l
esson: dev elopmentHowl ong: 10-30mi nut esResour ces: chal kboard
Pr ocedur e
Somegui delinesf ordiscussi oni ncludet hef ol l
owi ng:
1.Thet opicf ordiscussi onshoul dcat cht hei nterestandi magi nati
onofmostl earner
s.
2.Thet opicmustbesi mpl e.
3.Makesur et hatal l
lear nersar epar ticipat i
ngi nt hedi scussi on.
4.Ensur et hatf astlear nersdonotdomi nat ethedi scussi on.
5.Gi vel eader shipr olest olear ner swi thspeci al educat ional needst oensur emaximum
part i
cipationandt omot i
v atet hem.
6.Si gnl anguagei nter pretert opr esideov erpr oceedi ngsoft hedi scussiontothe
hear i
ngi mpai r
edl ear ners
7.Gui det helear nersi ntodi scussi ngr elev antissuesonl ytoav oi
ddi gr
ession
8.Cr eat eadi scussionf reeat mospher ebybei ngf riendly
9.Encour agel earnerst or ecor dasummar yoft hedi scussi on
St rengths
 makesl earnersact i
v e
 makesl earnerspr act i
set heirv erbal skills
 encour agesl earner st olearnf rom eachot her
 pr ov i
desoppor tunitiestol ear ner sf orcr it
icalthinki ng
EFS17
  pr ovidesoppor tunit
iestolearnerst opracti
cel
ist
eni
ngact
ivel
y
 gi vesgoodpr act i
cei nprobl
em sol ving
 pr ovidest r
ainingi ndemocr ati
cpr ocesses
Chal
lenges
 timeconsumi ng
 di ff
iculttoachi evemaxi mum i nteracti
onwhendiegroupi
slar
ge
 noteasyt oassessi ndividualperformance
 f astlearnersmaydomi natethedi scussions
 di scussionmayl osedirecti
oni fl
eader shi
pisweak

Demonst rat i
on
Demonst rationmet hodi sani nstruct i
onal act i
vityinwhi chthet eacherperformsanact i
vi
ty
toshowhowat hingi sdoneort opr ovet het rut hbymeansofanexper iment.Itisanaudi o-
vi
sual expl anat i
on, emphasi singt hei mpor tantpoi nt sofapr oduct,aprocessori dea.Iti
s
basicall
yanact ivitywhi chcombi nest elli
ng, showi nganddoi ngf orthebenefitofan
audience, bei taper sonorgr oupofper sons.
Stageoft hel esson: dev elopmentHowl ong: 5-10mi nutesResour ces:asrequired
Procedur e
1.Pl ant hewor kadequat ely
2.Anal yset heobj ectivesoft hedemonst ration
3.Pr epar eexpl anator ymat erials
4.Pr act i
cet hedemonst rationi fnecessar y
5.Pr epar et heout li
neoft hedemonst r
ation
6.Pr epar et heenv ir
onment
7.Chooset het ypeofdemonst r ationt ouse
8.Demonst rat ebyt ouchf orv isual lyi mpai redl ear ners
9.Lett hesi gnl anguagei nt erpr eterpr esideov ert hedemonst rat
ionforthehear i
ng
impai redl ear ner s
10.Keept hedemonst rationsi mpl e
11.Pacet hedemonst rationf ordr amat iceffect
12.Checkl ear ner sunder standi ngatal lt
imes
13.Summar iset hedemonst ration
Strengths
 t rainsl ear ner stobekeenobser vers
 r educesacci dent sift heact iv it
iesar edemonst ratedfirst
 st imul atest hinking
 ar ousesi nt eresti nl ear ner s
 i tiscostef f ect i
ve
 i tismostappr opriatewhent eachi ngt heuseofmachi neorpiecesofequi pment
 ef fect ivei nski lll
ear ning
Challenges
 di fficul ttodemonst ratet ov isual lyimpai r edl earners
 t imeconsumi ng
 r equi rest hor oughpl anni ng
 notef fect i
v ef orl
ar gecl asses
EFS18
Walkar oundt al karound
Walkar oundt alkar oundi sacooper ativ
el ear ni
ngact i
vit
yf orshar ingi deasduringt he
anti
cipatoryphaseofal esson.
Groupsi ze:Alar gegr oup; 20-30ormor e.Resour ces: Alargespace.
Procedur e
1.Thet eacheraskseachl earnert ot hinkbr i
ef l
yaboutapr obl em r elat
edt othel esson.
2.Thel earner sthenst andupandwal kt oacl earspacei nt hecl assroom.
3.Thel earner swal kar oundr andoml yint hespaceunt i
l t
het eachercl apsonet ime.
4.Thel earner sst opandt alkt ot henear estper sonaboutt hequest ionthatthet eacher
asked.
5.Af t
eraboutonemi nute,thet eachercl apst wot imes.Ev ery oneshoul dwal kar ound
again.
6.Thet eachercl apsonceagai n.Thel ear nersst opagai nandt alkt othenear estperson.
7.Repeatt hispr ocessat hirdt i
me.
8.Af t
ertheyt al
kwi thot herlear nersthr eet i
mes, t
het eacheraskst hem tositdown
again.
9.Thet eacherasksaf ewoft hem t oshar etheirideaswi t
ht hel argegroup.Thet eacher
askst hem i fanyquest i
onscameup.Thet eacherwr itest hei rideasandquest ionson
achar t.
10.Thet eachert hent ellsthel ear ners:“Let ’
stalkaboutt hesei deasandt heni dentif
ytwo
i
mpor t
anti ssues. ”
Strengths
 itmot i
vat eslear ner stot hi
nki ndependent l
y
 gi veschancet ol earnerst oshar eideas
Challenges
 I trequiresenoughspace

Think-pair-
shar e
Think-
pai r
-shar eisamet hoddesi gnedt opr ov idel ear
nersoppor tunitytothinkandr efl
ecton
agivent opicsot hatt heycandev eloporf ormul ateindivi
dualideasandshar esuchi deas
withotherl earner s.Themet hodpr omot espar ticipati
onbyal ll
ear nersinthecl assand
encourageseachl earnert othinkt hrought hei rownanswer stot hequest ion(s)bef orethe
questi
onsar ediscussedandanswer edbyt hecl ass.I
naddi t
ion,learnershav et he
opportunityt othinkal oudwi thfellowl ear
ner saboutt heirresponsesbef orebei ngaskedt o
sharetheiri deaswi tht hewhol ecl ass.
Whatst ageofl esson?Anyst ageoft helesson:Howl ong?5- 10mi nutesResour ces:
Chalkboar dandanyl ocallyavail
abl eresour ces
Procedur e1
1.Announceadi scussiont opicorpr obl em t osolve.Wr i
tethequest i
onorst at
ementon
thechal kboar d.Forexampl e“howwoul dy oudivi
deK400t ot wopeopl einther ati
o
3:5?”or“ ify ouwer etowr iteacomposi ti
onaboutt hei mpor tanceoft reesiny our
vil
lage, whatpoi ntswoul dy oumake? ”
2.Makesur eev eryoneunder st andsthet ask.
3.Gi vel earner satl eastami nut eofthinkt imet oTHINKoft heirownr esponse.
4.Askl ear nerst oPAI Rwi t
hanot herlear nert odiscusstheirresponses.
EFS19
 5.SelectafewlearnerstoSHAREt heirideaswit
ht hewhol
ecl
ass.
6.Summar i
seandemphasi zewhatshoul dbelearntfr
om t
hedi
scussi
on
Strengths
 itmotivat
eslear
nerst othinki
ndependently
 giveschancetolearnerstoshareideas
 shylearnerspar
tici
pateeasily
Chall
enges
 itisnoteasytodetecterrors

Think-
ink-pair-
shar e
Thi
nk-i
nk- pair-
shareisav ariati
onoft hemet hodt hink-
pair-shar
e.
Whatst ageofl esson:Anyst ageoft helesson:Howl ong:5- 10minut
es
Resources: chalkboardandanyl ocall
yav ai
labler esources
Procedur e
1.Teacherposesaquest ionrelatedtot helesson
2.Gi velearnersuf f
ici
entt i
met ot hi
nk
3.Askeachl earnertowr i
teordr awdependi ngont hecourseofcont
ent
4.Lear nerspai rtodiscusstheirresponses
5.Lear nersshar etheirresponseswi ththewhol eclass.

Mixfreezepai r
Mix/Freeze/ Pair(Kagan, 1994)i salivel
ymeansofhav inglearnerswor kwithnewpar tners
tocompl eteacl oselydef i
nedt ask.
Groupsi zeSi xtosixty
Timer equired:2-5mi nut es
Mix/Freeze/ Pairshouldbedonequi ckly,
int wot of iv
emi nutes.
Procedur e
1.Thi nkofaquest ionoraser i
esofquest ionsaheadoft i
me.
2.Gi vet hedirectionsaheadoft ime, t
oav oidchaos!Tel ll
earnersthatwheny ougivethe
signal,theyar etogetupandmov ear oundt heroom.Wheny ousay“ fr
eeze”they
shoul dstopandpai rupwi ththeper soncl osesttothem.
3.Gi vet hesignal.Al lowonemi nutefort hem tomov e.Thensay ,“Freeze!
”andt el
l t
hem
theirtask.
4.Gi vet helearner saf ixedamountoft imet oaccompl i
sht hei
rtask.Thenaskt hem t o
gobackt ot heirseat s.
Strengths
 hel pst obui l
dsoci al ski
ll
samongl earner s
 gi veschancet ol earnerstoshar eideas
Challenges
 Noteasyt odet ecter ror
smadebyl earners
 Requi resadequat espace

Fl
ashlight
Theflashli
ghtmet hodshowsagroup’si
deasandopi
nionsatacer
tainmoment
.
Whatst ageoflesson:Anystageofthel
esson:Howlong:10-15minut
es
Resources:Chalkboard
EFS20
Procedure
1.Wr i
teaquest ionont hebl ackboar d.Exampl es:Shouldboy sandgirlsl
earntoget
her?
Giveonemi nut etolear nersfort hinkingaboutt heiropinionont hequest i
on.
2.Askt hem t opr epareav eryshor tanswer( 10- 15seconds) .Thereisnoneedt o
prepar ethem i nwritt
en.
3.Tel llearner st hatduringt heFl ashlightprocedur enoi deaistobequest ioned,
cri
ticized,orcomment edonbyot herl ear
ner sorbyt het eacher
/lectur
er.
4.Leteachl ear nerpresenther /hisideaoranswer ,foll
owi ngtheseat i
ngarrangement
.
Strengths
 hel pslear ner stodev elopf astthinking
 ev erylearnerpar ti
cipatesi nthel esson
Challenges
 i ti
sbi asedt owar dsf astlearners/ thi
nkers

Storytel l
ing
Storytellingi st heshar ingofst oriesandev entst hroughwor ds, soundsandv i
sual i
mages.
Tell
ingst or iesi st henat ureofhumanbei ngs.St or iesar eusedasat ool toexpresst hei
r
i
deas, per suadeot hersandt ounder st andt hewor l
d.Mostl ear nersenj oyl i
steningt ostories
andanef fect i
v est oryt
el lercapt urest heat tent ionofl i
stener s.
Whatst ageofl esson:Anyst ageoft hel essonHowl ong: Nomor ethan15mi nut es
Resour ces: Chal kboar d, local l
ymadepuppet s,andmusi ci nst r
ument s, etc.
Procedur e
Beforet ellingt hest or
y
1.Choosey ourst or ycar ef ull
yensur i
ngi tissui tablef oral l y
ourl ear ners
2.Fi ndast oryormakeoneupt of i
tinwi thy ourl esson
3.Choosest oriest hatengagel ear ner s’ variousemot i
onssuchasl aughing, wor ryi
ng,
expr essamazement ,etc.
4.Gett oknowt hest or yv erywel lbef or eusi ngi twi t
ht hel ear ners
5.Deci deatwhatst age( s)oft hel essont ouset hest ory
Duringst or ytelling
6.I nv ol vet hel earner si nt hest or ybyaski ngquest i
onsoccasi onal lye.g.inv olveoneor
twooft hel earner saschar acter sift hest or yissui t
abl e
7.Usepr ops( smal lobj ectusedbyact orsi napl ayorf ilm) .Puppet scanbehel pful
especi all
yi fthet eacheri stellingast or yr athert hanr eadingi t.Fi ngerorhand
puppet scanbemadef r om wast emat erialssuchasol dsocks, wi t
hbut t
onssewnon
forey es
8.Useasi mpl emusi cal inst r
umentl ikeadr um t osi gnal aspeci al partofthest ory
9.Usev oi ceasani nst rument :v aryt het oneandusedi fferentv oicesf oreachchar acter.
Makebackgr oundnoi sesl iket hewi ndbl owi ng
10.Thet eacherpausesbef or ethecl imaxoft hest ory,andt rytodr awt helear nersalong
wi thhi m/ herbyf orexampl easki ngcr iti
cal quest ionssuchaswhatt heyt hinkwi l
l
happennext .
11.Beawar eofl earner sthatar ebegi nni ngt ol osef ocusont hest orypar tl
ybecauset he
st or yisl ongort oodi fficulttounder stand
Otherway sofgoi ngabouti t
1.getl ear nerst ot ell simpl est orieswi t hsi mi lart hemesbef orecl ass.
EFS21
 2.getl
ear
nerst
oprov
ideapossi
bleendi
ngtoastoryt
oldbythet
eacher
3.assi
stl
ear
ner
stodoamime( pl
aywithoutwor
ds)anddanceaspartoft
ell
i
ngast
ory

SELFASSESSMENTACTI VITI
ES
Tasks
Task1Analysi
ngteachingski
ll
sandapplyi
ngthem i
nmicrot
eachi
ng
I
nthissect
ionyouwill
analyseteachi
ngski
ll
sandapplyt
hem inmicr
oteachi
ng.

Activ
ity1
Practi
singtheskil
lofintr
oduction(1hour )
1.Obser vedif
ferentwaysofi ntr
oducingalesson.
2. Discusstheef f
ectsofdiff
erentintr
oducti
ons.
3. Choseanyt opicfrom t
het eachers’gui
desStandar
ds1-4andpl
anfordi
ffer
entway
s
ofint
roduci
ngt hetopi
c.
4. Presentthedev el
opedintroducti
ons.
5. Givefeedbackt othepresentedintr
oducti
onsandsuggestwayf
orward.

Act
ivi
ty2
Theski
llofexpl anati
on(1hour )
1.Di scussel ementsoft heskil
lofexplanati
on.
2.Dev elopa15mi nuteslessonplanfocusingonl owerpri
marytopracti
cetheski
l
lof
explanation.
3. Pr esental essonthroughmi cr
oteaching.
4. Ev aluatethelessonpr esent
edinclassdi scussi
onusingtheapprai
salgui
deabove
5. Howbestcoul dthelessonbeenpr esented/theconcepttobeexplai
ned?

Acti
v i
ty3
Theskillofill
ustr
ati
on( dev el
opmentanduseoft eachingandl earni
ngr esour
ces)(30min)
1.Anal yseill
ustr
at i
onsgi venbyt helecturerbyst ati
ngthest r
engt hsandweaknesses.
2. Dev elopanill
ustrationforl earningareaf rom Standar ds1-
4
3. Ev al
uatethedev elopedi llustr
ationsbyusi ngt heappr ai
salguide
Acti
v i
ty4
Theskillofquestioni
ng( 1hour )
1.Choseat opicanddev elopopenendedquest ionsf orthetopic.
2.Assesst hedev el
opedquest ions.
3.Whatwer ethechallengesi nf ormingt hequest ions?
4.Howwoul dy ourephraset hedev el
opedquest i
ons?Pr act
icerephrasingquest
ions.
5.Discussway sofdistr
ibut i
ngt hequest ions.
6.Developal essonpl antopr act i
cet heskillofquest i
oning.
7.Practi
cset heskil
lofquest i
oni ngincludingthedi str
ibuti
onofquest ions.
8.Givefeedbackt othemi cr olessons.

Act
ivi
ty5
Theski
ll
ofr
einfor
cementandtheski
l
lofvari
ati
on(30min)
1.Famil
iari
seyour
selfwi
ththeel
ementsoftheski
l
lsofrei
nfor
cementandv
ari
ati
on.
EFS22
 2. Obser
vealect
urerf
ocusi
ngonski
l
lsofr
einf
orcementandv
ari
ati
on
3. Shar
einpl
enary

Act
ivi
ty6
Theski
llofclosure( 1hour )
1.Obser v ealessondemonst rat
edbyal ecturer
.
2.Ev aluatethel esson.
3. From t helessonobser vedsurveysimil
arit
iesanddif
fer
encesbetweent
heski
l
l
int
roductionandt heskil
lofcl
osure.
4. Pr act
icedifferentway sofconcludi
ngalessonf orachosentopi
c.

Act
ivi
ty7
Theski
ll
ofcl assroom management(1hour
)
1.Obser vedemonst rati
onofcl
assmanagementbyl
ect
urer
.
2.Pr act
icet heski
llofcl
assr
oom management
.
3. Givefeedbackonuseofski l
lofcl
assmanagement
.

Act
ivi
ty8
Theski
llofchal
kboar duse(30mi n)
1.Obser veademonst rat
ionlessonfocusi
ngont heski
l
lofchal
kboar
dusebyal
ect
ure.
2. Crit
iquethelessonbyidentif
yingthest
rengt
hsandweaknesses.
3. Practi
cingtheskill
ofchal
kboar duse.

Task2Appl
yi
ngt
eachi
ngski
l
lsi
nmi
cro-
teachi
ngl
essons

Acti
v i
ty1
Micro-t
eachi
ngusingtheteachi
ngskill
s(2hours)
1.Chooseat opi
c,planandmi cr
oteachusingal
lteachi
ngski
l
lslear
nt.
2. Observemicr
o-teachi
nglessonsoffel
lowstudentsusi
ngapprai
salgui
de

TEACHI NGANDLEARNI NGRESOURCESI NLOWERPRI MARY

Thenat ur
eandqual it
yoft eachi
ngandl earni
ngi
srelatedtowhatmet hodsandr esour ces
teachersusei nthelessons.
MI E(2008)definesteachingandl earningresour
cesas:
a.Tangi bleandunt angiblematerialsusedduri
ngt heprocessoft eachingandl earning.
Tangibleresourcesar econcreteandcanbeseenort ouched.Ont heotherhand,
untangibleresourcescannei t
herbeseennort ouched.Thesear eabstractresour ces.
b.Mat er
ialsthatateacherusesdur ingthet
eachingandl earni
ngtof acil
i
tatel
ear ning.

Teachingandl earningresour cesandl earni

ngstyl
es
Peopl ehav edi
ffer
entlearningstyles.Thismeansthateachindi
vi
duali
sincl
i
nedtoa
parti
cularlear
ningstyl
et hattheyacquir eknowl
edgethr
ough.Teacher
sneedtounder
stand
theselearningstyl
esiftheirteachi
ngi stosupportal
ll
earner
sinthei
rcl
assappr
opri
atel
y.
EFS23
Withthatnot ioni nmi nd, usi ngdi fferentteachingandl ear ningr esour cescanai dt hel earning
despitethedi fferentlearni ngst ylesi ndivi
dual smayhav e.
Chil
drenj ustlikeadul tstol earni ndi ff
erentway s.Somel ear nbet terbyt akingnot es, others
byli
steningt oi nformat i
onanddi scussi ngi t
,otherspr efert omov eaboutanddopr actical
acti
vi
ties.Manypeopl el ear ni nall thethreeway s.Itoftendependsonwhatonei slear ning.
Teachersshoul dpr eparef ordi f
fer entlearningst yl
esbyi dent i
fyingwhi chteachingand
l
earningmet hodsandr esour ceswoul dwor kwel lf
ordi versityofl earner s.
Therearet hreel earningst yles:
1.Vi sual l
ear ningst yle: Somepeopl el earnbestbyr eadi ng,lookingati l
lustr
at ionsand
writi
ngnot es.Thi si st hev isual l
earningst yle.
2.Audi t
or ylearningst yle:Thisi swher ebysomei ndividualsl earnwel lt
hroughl istening
andt alking.
3.Ki naest heticlearningst yle: I
nt hislearningst y
le,indiv i
dual slear nbestt hrough
mov ingar oundanddoi ngpr act
icalactiviti
es.Manypeopl elear nthroughal l thet hree
way s.Thi srelatest owhatConf uci
us2000y earsagost atedt hat :IhearandIf
“ orget,
I
seeandIr
emember
,IdoandIunder
stand.
”

Categor i
esoft eachi ngandl ear ningr esources
Whi l
eteachi ngandl ear ningr esour cescanbeei t
hert angibleorunt angi ble,t
heycanf urther
beclassi f
iedi ntodi fferentcat egor i
es.
Visualaids
Thesear er esour ceswhi chai dlear ni ngbyseei ng.Ther earemanyr esour cesint hi
s
category,forexampl e, ani l
lust r
ationonachar torav i
deor ecor di
ngoft eacherpr esentinga
l
essoni nacl assr oom.
Il
lust
rations, model s,realiaandspeci mensmakepossi blef orthingst obemor eeasily
remember edandcl arifyideasandconcept s.
Teacher sshoul dmakei tapr acticet opr esentinformat i
onusi ngav arietyofresour ces.
Learnersinl owercl assesbecomei nterestedandat t
ractedt oimagest hatar ewel ldrawn
withbeaut if
ul colour st hatcat cht heey e.
Theyalsobecomei nter estedi ngr aphi canddi agrammat icrepresent ationsofconcept s.
Audioai ds
Theser esour cesf acil
itatel earningt hroughhear i
ng.Usi ngar adioorcel lphonecanbe
concreteexampl esofaudi oai ds.Lear nersinthel owercl assesenj oyl i
steningt oradioor
whent heyar egi v enchancet ousephones.Thei nt er
activeradioi nstruction(IRI)broadcast
asTikwer er adiopr ogrammei sanexampl eofhowaudi oai dsar eused.

Audio-
v i
sual aids
I
nt hi
scat egor y
, l
earningisfacil
itat
edbyusi ngboth,senseofsi ghtandheari
ng.
Theadv antageoft hi
scat egoryisthatlear
ningthroughsightandhear i
ngcompl ementeach
other
.At elevisi
onseti sanexampl eofanaudi o-vi
sual ai
d.
Howev er,whenani ndividualseesimagesonl ywithoutsoundsf rom aTVsetthent hat
wouldbev i
sual aidandal sowhent herearenoimagesbutsoundsonl yfrom t
heTVsett hen
i
tbecomesaudi o.Not e:Notallresourcesaremat eri
alsbutall
mat eri
alscanber esour
ces.
Importanceoft eachingandl earningresourcesforlowerprimar y
Resourcesmakel essonsmor ereali
sti
candi nt
eresti
ng.Teacher sneedtounderstandthe
agechar acteri
sticsoft heirl
earnersbeforetheyprepareresourcestouse.Thisisimportant
EFS24
becauset het eacherpr esent scont entatl ear ner s’lev elandcanmaket hel essonsmor e
meaningf ul andl i
ve.Teachi ngandl ear ningr esour cesar ei mpor tantbecauset hey :
 Faci litat eteachi ngofconcept si nal esson.
 Pr ov idev ariet yofexper iencest ot hel ear ner ssuchasobser v ation,touchi ngand
evaluat i
ng.
 Maket eachi ngandl ear ningi nt erest i
ng.
 Hel pt eacher scl ar i
fyabst ractconcept s.
 Hel pl ear nersunder st andsubj ectcont enteasi l
y .
 Ai dr et ent i
oni nl ear ner s.
 Assi stl earner st oi nt er actandappr eci atet hei rimmedi at eenv ir
onment .
 Ai dl ear ningt hr oughdev el opmentofusef ul l
ear ningski llssuchasl i
steni ng,
obser vat i
onandmani pul atingobj ect s.
Conditionsf orsui tabi l
ityofr esour cesf ory oungchi l
dren
a.Ageappr opr iat eness: Theconcept st aughtandt hei rmet hodofpr esent ationshoul d
refl
ectr ealist icexpect at ionsf ory oungchi l
dr en.Ther esour cesshoul dconsi dert he
ageofl earner si ndesi gn, pr esent at i
onandpur pose.Forexampl e,thet eacherwoul d
useobj ectswi thdi ff erentcol our sorsi zesandl engt hsf orl ear ner stosor t.
b.Chi ldcont rol :Chi ldr enshoul dbeunder st oodasact i
v epar ticipant s.Theyi niti
at eand
decidehowact i
v i
tiesshoul dbedoner athert hanbei ngmer er ecipientsof
predet ermi nedact ivities.Thet eachi ngandl ear ni
ngr esour cesshoul dther ef ore,
facili
tat eact ivemor et hanpassi v ei nv ol vement ;l
ear ner sshoul dther eforsett hepace
i
nl ear ning.Forexampl e, lear ner scanbegi venr esour cest hatar esel f
-direct i
ng.
Act i
v i
tiest hatmayusedi cesort hoset hatf itobj ect st oget herl ikejigsawpi eces
i
nitiatepr operl ear nercont rol .
c.Cl eari nst r
uct i
ons: Mostl ear ner si nt hel owerpr i
mar ymaynothav est artedr eading
compl exst at ement s.Theywi ll mostoft het imesr equi rev er bal expl anat i
ons.When
theyr eadont hei rown, acl arificat ioni sneededi nsi mpl eandpr ecisemanner .
d.Expandi ngcompl exi ty :Mostr esour cesusedi nl owerpr imar yr equi r
ebei ngatal ower
entryl ev elsot hatchi ldr encanl ear nt omani pul ateandunder standt hem.Resour ces
shoul dsi mpl ifyconcept si nt hel esson.Howev er,somer esour cescanbemadet obe
compl exandchi ldr enmaybei naposi tiont ounder st andwi tht ime.
e.I ndependentexpl or ation:Af terbei ngexposedt osomet eachi ngandl ear ning
resour cesatapar ti
cul art ime, childr enshoul dbegi v enchancet omani pulat et hem
withoutmuchsuper v i
si on.Thi swi llpr omot ei ndependentl ear ning.
f. Processor ient at ion:Whenchi ldr enar eexposedt odi fferentusesofr esour ces, the
knowl edgecanl eadt odev el opmentofmor eski l
ls.Theout comeofbei ngexposedt o
ther esour cebecomespar amount .Thel ear ner scancont inuedi scov eringont heir
ownt hanbei ngdr ill
edi ntospeci ficabi liti
es.Mot ivationbecomesmor ei nt ri
nsi cas
thel ear nersdev elopcur iosi tyandi nt er estt ol earnont hei rown.Forexampl e,
l
ear ner scani dent ifywor dsf rom car ds, sor t
ingobj ect saccor dingt ocol our s,
number sordoi ngashoppi ngscenewoul ddev elopcur i
osi tyandi nterestt olear nt he
processesi nv olv edi ndoi ngpar ti
cul art asks.
g.Realwor l
dr epr esent at i
on:Teachi ngandl earni ngr esour cesneedt or epr esentr eal
wor ldbyexposi ngl ear ner st oconcr et er epr esent ationoft hei renv ironmentandt heir
funct ions.Suchr esour cesbecomer el i
abl emodel sofexampl esofr eal lif
esi tuations.
Fori nst ance, at eachercanuset heshoppi ngscenet oexpl ai nt heconceptofbuy ing
EFS25
 andsel l
ingatt hemarket.
h.Trialander r
or:Duetolearners’curi
osi
ty,resourcesshouldpr ovi
dethem wit
h
chancesoft est i
ngandfindi
ngal t
ernat
iver esponses.Learnerscanthensolv
eown
problemst hroughbuil
dinggoodst ruct
uresandknowl edge.Anexampl ewouldbeto
askl ear
nerst oconstr
uctatowerf rom cubesofdi ff
erentsizes.Whenthetowerf
ails
tostand, t
heycanchangeposi t
ionsofthedi ffer
entcubesunt il
theymanagetoerect
one.

THECONCEPTOFTEACHI NGANDLEARNI NGUSI NGLOCALLYAVAI LABLERESOURCES

(TALULAR)
Teachi
ng,learningandassessmentareimportantprocessesineducationsy st
em.Adequate
resour
cesarer equiredift
eachi
ngandlear
ningistobeef fecti
ve.Teachersneedtouse
vari
edresourcest hatmeettheneedsofal
llearner
s.Learningisbetterachievedwhen
l
earnersareablet orelat
ewhattheyl
earni
ncl asstowhatt heyint
eractwithinever
ydayl
ife.
However
,manyt
eacher
sthinkcommerci
all
yproducedinstr
uct
ionalmat
eri
alsar
ethe
mosti
mport
antr
esour
cesinteachi
ngandl
earningprocess.
Thismaynotbet ruebecauset hebestr esour cesar ethoset hatinit
iategoodlearni
ngand
teaching.Suchr esourcescanbecommer cial
lyorlocal lyidentif
ied.
Manyt imest eacherscompl ai
nt hatt heyar eunabl etot eachbecauseofl ackofsuch
mat er
ials.Inthiscase, teacher sresor ttot eachingwi thoutai ds.Butt eachingwit
houtany
resourcei snotasol utionatal l
.Itshoul dbeunder stoodt hatteachingandl earni
ngismore
effect
ivewhent eachersut ili
semanyl ocal l
yav ail
abler esources.
Reasonsf orusinglocal lyav ail
abler esour ces:
 theyar eusuallycheapsucht hatt heycanbegotatnocostatal l
 learnerscanbr ingt hem t oclassf rom theirhomes.
 mostoft heseresour cesar ef amiliartolearners
 locallyavail
abler esour cescanbei nteresti
ngwhenpr operlyused.Thisthenwould
r
einforcethei
rlear ni ng
Learningbecomesmeani ngf ulwhenmanyr elevantappr oachesandr esourcesareusedi
n
thelessons.Thequal i
t yoft eachi ngandl earningr esour cesi sdependenton:
 itsrelevancetot eachi ngandl earning
 theconceptbei ngt aughtand
 theobj ecti
vesort hesuccesscr i
ter i
aoft helesson.

Whati sTALULAR?
TALULARst andsf orTeachingandLear ni
ngUsi ngLocal l
yAv ai
l
ableResour ces.
Itstr
essesonef fecti
venessandsust ainabil
ityoftheteachingandl earningpr ocess.
Locallyavail
abler esourcesthereforecanl eadt otheattai
nmentoft hisgoal wherebythe
teachingandl earningbr i
ngoutintendedr esul t
sthatcanbemai ntainedov ertimeor
enhancedwhenTALULARi sfull
yut i
li
sed.
Accor di
ngtoI nWent( 2008),TALULARi snowcommonl yusedamongsteducat i
on
i
nstituti
onsandor ganisati
onsandhasbeenaccept edasanEngl i
shwor dwi t
hout
capit
al i
zat
ion.Ithasbeenappr ovedi nspelli
ngascor r
ect.
TheTALULARconcepthasr ecentlybeenemphasi zedinschool sandot heracademi ccircl
es
i
nanef for
ttor educedependenceonmanuf actur
edresour cesonly.Thisallowsl ear
nersand
teacherstoident i
fyresourcesf r
om t heirl
ocal envi
ronment .Therear emanysour cesofsuch
EFS26
mat erial
swi t
hinthereachoft eachersandl earners.Theseai dsmayi ncl
udemat eri
alsfrom
l
ivingt hi
ngssuchaspl antsorani mals.Inaddi t
iont othese,non-li
vi
ngthingscanalso
prov i
demanyot herresour ces.
Lear nerscanassistinbringi ngandi dentifyi
ngr esourcesfrom stones,bottl
es,pl
asti
c
mat erial
sandmanyot her s.
Usi ngTALULARconceptf rom knownt hingsmakesl earni
ngr eali
sti
c.Teachersare
encour agedtocont i
nuecol l
ect i
ng,producingandst ori
ngr esourcesappropri
atel
y.Thiswill
ensur esustainabi
li
tyofr esour cesforfut ur
euse.Teacher scanal sosharetheseresources
withwor kmatesasneedar i
ses.Itshoul dbeunder st
oodt hatsamer esourcescanbeused
di
ff erentl
yinquesttoexpl aincer tai
nconcept s.

TypesofTALULAR
Therearedifferentt y
pesofTALULARwhi chdependonwher etheycomef rom andhowt hey
areuti
l
ised:
1.Humanr esour ces:Theser efertopeopl ewhof acil
i
tatel ear ni
ngapar tf r
om theclass
teachersuchasr esour ceper sons.
2.Animalr esour ces:Thesear eanimalsandt heirproduct swhi charer eferr
edtodur i
ng
teachingandl ear ni
ngf orexampl e,domest i
cani mal s,wildani malsandani mal
product ssuchasmeat ,hides, mi
lk,eggsandbones.
3.Plantr esour ces:Thesei ncl udewhol eorpar t
sofpl antswhi chcanbeusedi nthe
teachingandl ear ni
ngandassessment .Forexampl e,fruittrees,vegetables,tubes,
grassandt r
ees.
4.Mat erialresour ces:Thesear eobject swhichar eusedei therdi r
ectlyorcanbe
recycledf orapar ti
cularpur poseinthet eachingandl earni ngprocess.Forexampl e,
charts, cardboar ds,wat er,tins,bott
let ops,stoneset c.
5.Nonmat erialresour ces:Thesear er esourceswi thoutpr oper ti
esf orinstancetime,
personal knowl edge, skil
ls,talent
s,st ori
es,poems, prover bsetc.

Real i
a:Thesear er ealthingsusedast eachingandl earni
ngresour ces.Forexampl e,st ones,
acar ,al eaforagoatdur i
ngl anguaget eachingwhent hesef orm apar toft het opicfor
discussi on.
Somet i
mesr ealiamaybedi ffi
culttouse.Fori nstance, someoft hem maybedanger oust o
handl esuchasl i
v esnakes, beesorcr ocodi l
es.Ot herreali
amaybet oolarget obebr ought
i
nt othecl assr oom ort oosmal ltobeseenwi t
hourey es.Belowar eexampl esofr eali
a.
Speci mens: Speci mensar er ealobject swhi chy oucanuset ot eacht hataref rom nat ur al
organismsf orexampl e, beans, tomat oes, r
ats,stoneset c.Speci mensar er ealinnat ure
thereforear er ealia.Thef i
gur ebel owshowsanexampl eofspeci men.
Ty pesofspeci mens
1.Li vespeci mens: Thesear el i
vingor ganismssuchasbi r
ds, grasshopper s,f r
ogs,
snakes, t
rees, fl
ower s, butter
fliesandot hers.
2.Deadorpr eserv edspeci mens: Thatwer eatonet i
mel ivi
ngor ganisms.Thesei ncl ude
seeds, leav es,deadsnakesorf rogs, dri
edf ruits
3.I nanimat eobj ect s:Thesei ncludeal lnonli
vingor gani
smssuchasbot tl
es, ti
ns, books,
chairs,tables, clay ,sand, stones.
Model s: Arer ecogni sabl er epresent ationsofr ealthingi neveryrespectexceptsi ze.Thesi ze
i
sei therr educedorenl arged.Whensi zei sreducedt hemodel showsessent i
alpar t
sand
EFS27
whenenlarged, i
tshowsdet ai
ls.Therearewor ki
ngandnon- worki
ngmodel s.Wor ki
ng
model
sf uncti
onl iker ealobjectsforexample,toycar srunningonbat t
eries.Nonwor ki
ng
model
sar enon- oper ati
onal, f
orexample,adol l.
Gui
del
inesi nmaki ngmodel s:
 Ensur et hemodel isl argeenoughsot hatitisseeneasi l
ybyal l
learners.
 Knowhowt ousei tbef or
et hel
esson,ifthemodel needstobet akenapar tandre-
assembl ed.
 Al l
owl earner st ot
oucht hemodel sothatt heyfeelandunder st
andi t
.
 Usecol ouredmodel stost r
essimportantfeaturesinanobj ect.
 Model sshoul dber eali
stic.

I
mpor tanceofTALULAR
Teacher sandl earner sneedt oempl oyTALULARbecause:
 iti suserf r
iendl y
 itbr ingsr ealityintot hecl assr oom
 iti seasyt ost ore
 itdev elopst heski llofr esour cef ulness, creati
v i
tyandi nnovati
onont hepartofthe
lear ner sandt eacher s.
 lear ner scanappr eciat er esour cesf rom theenv i
ronmenthencedev elopan
under st andingofhowsy stemswor kandhowt heycanbesust ai
ned.
 itassi st slearner sindev el opingconf idence
 itpr omot esmeani ngf ul communi cation
 ensur esbet t
err etentionofknowl edge
 pr ov i
desf i
rsthandordi rectexper ienceswi t
hr eali
ti
esoft hesocialandphysical
env i
ronment
 st imul atesandmot iv atest udent st olearn
 encour agesact i
vepar t
icipat ion, especi al
lyifstudent sareall
owedt omanipulatethe
mat erials
 hel pssi mplifycompl icatedt opi cs
 r educet heneedf orat eacher ’sv erbal expression
 consol idatesknowl edge, skill
sandat ti
tudest hatstudentshav ealr
eadylearned
 hel pssummar i
semai npoi nts
 encour agescr eat i
vity
 encour agest her educt i
on, recy clingandr euseofl i
tterhencetheyar eenvi
ronment al
l
y
f ri
endl y

TALULARandi mprovisat ion

Teacher sshoul dunder standt hatnotal lteachingandl ear
ningr esour cescanber eadil
y
available.Learner
sandt eacher scant hencoor dinatetheireffortsinmaki ngsomel earni
ng
mat eri
alsf r
om locall
yav ailabler esources.Impr ovisati
onist hear torpr acti
ceofmaki ng
somet hingusi ngmat erialsf rom t heimmedi at
eenv i
ronment .Incaseswher er eady-made
teachingandl earningmat er i
alsar einadequate,inappropriateorunav ail
able,teachersare
encour agedt oimprov i
se.I mpr ov isati
onalsoassi stswhensomer eady -mader esources
couldbeexpensi vetoget .Thr oughi mprovisat
iont heteachercanr emov ethingsthatmay
notbenecessar ytotheobj ectivesoft helessons.Ther earemanyr esourceswhi chcanbe
EFS28
i
mprovised.Forexampl
e,t
oot
hbr
ushesf
rom t
hebr
anchesandpai
ntmadef
rom l
eav
esand
char
coal.

Quali
ti
esofteachingandl earningresources
Teachi
ngandlearningresourcesshoul dstimulat
eaninqui
sit
iveatt
itude.Teacher
sshoul
d
useconcr
eteresourcestoassi stinclar
if
icati
onofabstr
actconcepts.

Qual
it
yteachingandlearni
ngresourcesdependont her
elev
ancetoconcept sunder
di
scussi
on.Teachersneedtohav eanunder st
andi
nganddev el
opskil
lsofmaking
appr
opri
ate,agespecif
icanduserfriendl
yteachi
ngandlear
ningresources.

I
nt eachi ngandl ear ning, teacher sshoul ddev elopr esourcest hatmeett hebasi cqual i
tiesof
goodr esour cesbyusi ngt heABCsoft eachi ngandl earni
ngr esour ces.Ther ear ei
nt hiscase
manywor dswhi chqual ifyt hequal ityofr esour ceswhi chst ar twi ththelettersi ntheABC.
Thisassi st s
teacher st opr oducesui t ableandr elevantr esour ceswhi chr espondaccor dingl ytotheage,
abilityanddi v ersel ear nerneedsi nlowerpr imar yschool .
Itist heref or eimpor t
antf ort eacher stomai ntaint heABCsoft eachingandl ear ni
ngt hat
theyshoul dbe:
 appr opr i
at ef ort heey eandsubj ect
 accur at eini nfor mat i
on
 at tract ivet odr awl ear ner s’attention
 br iefandwi thessent ial informat i
on
 bol df orl earner st oseeandr ead
 br ight -wi t
happr opr iatecol ours
 cl earf orlear ner st ogett hemessage
 cl eanandt idy .Unt i
dyr esour cesspoi ll
essons.
 car eful l
ymade- saf ef orlear ner stouse
Ift eacher sobser vet hest atedqual iti
esoft eachingandl earningr esources,theycanmake
mat eri
alst hatwoul dbesaf eanduserf r
iendl yforal lt
ypesofl earners.Super v i
siononhow
l
ear nersuset her esour cesi sv er yimpor tantbecausesomel ear nersmaynotuset he
resour cesappr opr iately .Att hesamet ime, teacher sneedt ospendt i
meonsel ectionof
resour cesf ordi fferentl essonsespeci allythoset hatar etobeusedbyl ear ner sinthel ower
primar ycl asses.
Fur thertot hechoi cesofr esour ces, teacher sshoul dconsiderdur abili
tyandaccur acyoft he
resour ces.I tisv it
al thatt eacher sbr i
ngr esour cest hatarest rongandt hoset hatcar r
yr ight
i
nf or mation.

Int hesameway ,ther esourcesusedint eachingandl earningshouldrepresentt hereal

objects.I
tisalsoadv isablethatteachi
ngandl ear
ningr esourcesshoul dbepor t
abl efor
usageandst or
age.I nt hiscase,resourcesar eexpectedt obecl assi
fi
edaccor dingt otheir
purposeorobj ectives.Thet eachershoul dr el
atetheteachi ngandlearningresour cetothe
diversi
tyoflearners.Lear nershav evari
edl earni
ngstylest hatneedthet eachertoi denti
fy
suitabl
eresourcesf oref f
ectivel
earniTasksTask1Dev elopingteachingandl earning
resourcesforalllear ningareasforStandar d14usi nglocal envi
ronment-TALULAR
EFS29
SELFASSESSMENTACTI
VITI
ES

Act
ivi
ty1
Di
scoveringy ourpr ef
erredlearningsty
leandteachingandlear
ningresour
ces(15mi ns)
1.Compl et
et het askindiv
iduall
y.
2. Donotdi scussanyquest i
onoranswer.
3. Donott hinkf orlongabouty ouranswer;i
tisbestt
ochooset hefir
stonethatcomes
intoy ourmi nd.
4. Af teranswer i
ngall t
he15quest i
ons,r
ecordhowmanya)b)andc)answer syou
chose.
5. Di scusshowdi f
ferentl
ear ni
ngsty
lesareli
nkedtothecategori
esofteachi
ngand
learningresour cesment ionedabove.

Acti
vit
y2
Refl
ecti
ngont eachingandl earningr esourcesinlowerprimary(15mi ns)Teachingand
l
earni
ngr esour cescansuppor tlearningbymaki ngchil
drendevelopanunder st
andingand
wil
li
ngnessinbei ngcreati
veandi nnov ati
ve.Int hi
staskyouwi l
lreflectonal essonsy ou
at
tendedi nlowerpr imaryinwhi chy ourteacherusedsomet eachingandl earni
ngresources.
1.Ref l
ectony ourownl earningi npr i
mar yschool,whatweret hechar act
eri
sti
csofthe
resour cest hatwereusedf orl owerpr i
mar y?
2. Classifyeachr esourcet hatwasusedaccor dingtothecat egories3
3.Whatcoul dbetheadv ant agesandchal lengestheteacherexper iencedusingthe
teachingandl earni
ngr esour cei nthelowerpr i
mary.

Task2
Usi ngteachi
ngandlear
ningresourcesinmicr
o-t
eachingandevaluatethemselvesInthi
s
task,youwill
observ
eal essonandanalysehowteachersuseresourcesinlessons.Youwil
l
alsopracti
ceteachi
nginlowerpri
mar yusi
ngappropr
iateresour
ces.

Acti
vi
ty1
Observ
ingalessonwi t
hafocusont heuseoft eachingandlearni
ngresources
1.Obser vealessoninlowerpri
mary.2
2.I dent
if
ythetypesofteachi
ngandl ear
ningr esourcesusedduri
ngt helesson
3. Observeandr ecor
dhowt eachi
ngandl earningresourcesareused.Uset hetabl
e
below.

Acti
vi
ty2
I
dent
ify
ingteachingandlearni
ngresour cesforlowerpr i
mar y(1hour)
1.Identi
fyanyt opicfr
om anylearningareainst andards1-4(Lowerpri
maryschool
).
2. Stat
et heresourcessuggestedi nthattopicandhowt heyaret
obeused.
3. Chooset eachingandlear
ningr esourcey ouwoulduset ot
eachthatt
opi
c.

EFS30
Act
ivi
ty3
Dev
elopi
ngt eachingandl ear
ningr
esourcesf orlowerpri
mar y(1hour)
1.Usi ngthequal it
iesoft
eachi
ngandl earningresourcesinthebackgr
oundinfor
mat
ion,
devel
opar esourceyouwoulduset oteacht hetopicyouident
if
iedi
nacti
vit
y1.
2. Planami crolessonwheretheresourcewi l
lbeused.

CHI LDDEVELOPMENTI NLOWERPRI MARY

Childdev elopmentr eferstot hebiological andpsy chol ogi cal changest hatoccuri nhuman
beingsbet weenconcept i
onandl ateadul t
hood, asthei ndi vidual progr essesf rom
dependencyt oi ncreasingaut onomyWhi lephy si
cal growt h, forinst ancehei ghtst ops,
humanscont i
nuet odev elopsocially,emot ional l
yandi nt ellectuallyt hroughoutl if
e.Ev ery
stageofdev elopment ,orbehav i
ourwi t
hinast age, bui l
dsonpr eviousdev elopmentand
formst hef oundat ionf ornextstage.
Dev el
opment alchangesmayoccurwhent hechi l
disgr owi ngupbecauseofgenet ically-
cont r
oll
edpr ocessesknownasmat uration.Gr owi ngupi sanat ur al pr
ocessofal lliving
being.
Iti
snor mal t
hatachi ldshoul dgrowi nt hef ollowingdomai ns: phy sical,ment al,soci al,mor al
andspi rit
ual.Unf ortunately,duetot hecompl exityofl i
fe, thedev el opmentofhumanbei ngs
canbeaf fectedposi t
ivelyornegat i
velybyphy sical,soci al,economi candenv i
ronment al
factors.Theconceptofchi lddevelopmenthasbeent ackl edbysomedev el opmentt heor ist
s
andpsy chologistsi nthear easofcogni tive,soci o-cultural ,communi cative, social
-emot i
onal,
mot orandadapt i
vebehav iour.I
tisassumedt hatall childr enwi l
lpr ogresst hrought hese
stages, al
thought het i
met heytaket opasst hr ought hest agesmaydi ff
er .Inthist opi c,we
willmost lyfocusonPi aget’scogniti
vet heor yofdev elopmentwhi chi sdiv idedi nt
of our
stages, aswel lasVy gotsky ’
ssocio-culturaltheor y.
Althoughchi ldrenmaydemonst ratesimil
arphy sicalgrowthchar acteri
sti
cswithinthesame
agegr oup,itisnotaguar anteet hattheywil
lhav ethesamecapabi li
ti
es.Asat eacher,i
tis
i
mpor tantfory outobeobser vanttounderstandt her ealabil
it
iesofy ourl
earnersast hey
engagei nlear ningacti
vi
ties.Ift heclasshasl earnerswi t
hspeci aleducati
onalneeds( SENs)
youmustobser vet
hechar acteristi
csofthei
rcogni t
ivedev el
opmentandbehav iourand
mat chtheobser vedcharacteristicswitht
hef undament alcharacteri
sti
csofeachst agei n
thesetheories.Thi sall
owsy out osetspecif
ict askstomeett heabi l
it
ylevel
soft helearners
withspecial educationalneeds.
Factor
sthati
nfluencechi
lddevelopment
Factor
scanbecl assi
fi
edint
otwo, t
hosethatarecausedbynat ureandthosebasedon
nurt
ure. Thetermsnurt
ure
andnaturer
efertoheredi
tyandenvir
onment.Itshouldbenotedthatdevelopmental
changesdonotnecessari
lyrel
atetochr
onologicalage.Thebasiccausesofchil
d
EFS31
devel
opment alchangesaregeneticfactor
s( her
edit
y/natur
e)andenvir
onmentalfact
ors
(envi
ronment/nurt
ure).Genet
icfactorsareresponsi
bleforgrowthofbodyandbrainpart
s
whil
eenv i
ronmentalfactor
saffectthedevelopmentofsocial,emoti
onalandcognit
ive
experi
ences.
Naturalfactor sar et
hosei nheri
tedbyt heindivi
dualchil
df rom one’sparentsfrom
conceptiontobi rt
h.Thefollowingar eexampl esofnature:
a.Genet ic:Geneticfactorreferstoinherit
edcharacterist
icsfrom themot herandthe
father.Thegenescont rolthephy si
cal,mentalandot herbodypar ts.Anindiv
idual
has
nocont rolofgenes.Genesal soaf fectchar
acterandI ntel
li
gentQuot ient(
IQ)ofan
i
ndi vi
dual .Whenmut ati
on( al
terati
on)occursduringgenemul t
ipli
cationorcrossof
genesdur ingfert
il
isati
on,ment aldisabil
i
tymightr esul
t.
b.Mat er
nalnutr
iti
on: Mat er
nalnut
ri
ti
onr ef
erstowhatanexpectantmothereat sduri
ng
pregnancy.Whenmot herhaspoornut r
it
ion,
thegrowthoft
hef oet
us’physicalbody
andbraincell
sisaf f
ect edandmayr esul
tinpoorheal
thanddeformit
iesi
ncl udi
ng
sl
owcogni ti
vedev el
opment .Toensuretheproperdevel
opmentofthechild,amot her
shouldeatbalanceddi etwhichwil
lprovi
detheri
ghtfoodgroups.
c.Mother’
shealt
h:Mot her
’shealthisal
soimpor t
antinensuringproperchil
d
devel
opment.Asickl
ymot hermayi nf
ectthefoetus’
dev el
opment .Expect
ant
mothersshoul
dvisi
tthedoctorinordertoensurethatthechild’
shealthycondi
ti
oni
s
good.Theyshoul
dalsoexerciseregul
arl
yandr estadequately
.
Nur
tur
erefer
st ofactorsexperiencedafterbi
rthwit
hr ef
erencet otheenv i
ronmentsuchas:
a.Chil
d’snutriti
onandf it
ness: Malnutr
it
ioncausesretardationinchil
ddev elopment
whichmayl at
erdev el
oppoorchi ld’
scognit
ivefuncti
ons.Exer ci
sesareal so
importantinensur i
ngproperchilddevelopment.Foodi scriti
cal
t oensurebaby ’
s
growth.Breastfeedingisgoodf orchil
ddevelopmentasi tsuppliesallnutri
entsand
anti
bodiesneededbyt hebaby .Thereisneedforadequat ecalci
um andpr ot
einfor
thechildtoensur ehealt
hybodywi t
hstrongbonesandt eeth.
b.Fami l
y:Famil
yisasociall
yrecognizedgroupofindivi
dualswhomaybej oinedby
blood,marri
age,oradopti
onandf orm anemotionalconnectionandaneconomi c
topicofsoci
ety.Thefamilyisthefi
rstpl
aceforachi l
dtolearnhowt osociali
se.The
famili
esensurethatchil
drenlear
nt hesoci
ety
’svalues,beli
efs,at
ti
tudes,
knowl edge
andskill
s.Chil
ddevelopmentdependsonwhatt hefami l
ytrai
nsthem inorderto
becomeusef ulci
ti
zens.
c. Peer:Chil
ddev elopmentai msatdev elopi
ngachi l
dholisticall
y( physical
ly,
int
ell
ectuall
y,culturall
y,spiri
tual
ly
,economi call
y,orl
inguisticall
y).Peer sarean
int
egralpartofchi l
ddev elopmenti nlowerpr i
mary.Peerscanposi t
ivelyornegati
vel
y
inf
luencethedev el
opmentoft hechild.Peercult
urescanbebenef i
cialwhenachi l
dis
openandabl etof i
twithintheenv i
ronment .Somepeergr oupshav econt r
ibut
ed
positi
vel
yt olearners’li
vesbyi nfl
uencingthemember s’mot i
vati
onandachi evement
inschool.Mot i
vat i
onandachi ev
ementmaybeseenamongchi ldrenwhosef r
iends
arestable,suppor t
ive,sociall
ycompet entandmat ure.
Pi
aget’
sstagesofchil
ddevelopment
Accor
dingtopsy
chologi
stJeanPiaget
,chi
l
drenpr
ogr
esst
hroughaser
iesoff
ourcr
it
ical
EFS32
stagesofcogni
tiv
edevel
opment .Eachst
ageismarkedbyshif
tsi
nhowchildr
enunder
stand
theworld.Pi
agetbel
i
evedthatchil
drenarel
i
ke"l
it
tl
escient
ist
s"whoact
ivel
ytryt
oexpl
ore
andmakesenseoft heworldaroundthem.
Thr
oughobser
vati
onsofhischil
dr en,Piagetdevel
opedast
aget
heor
yofi
ntel
l
ect
ual
dev
elopmentt
hati
ncl
udedf ourdistinctstages:
 Thesensori
-motorst
age, f
rom bi rt
ht oage2

 Thepr
eoper
ati
onal
stage,
from age2t
oaboutage7

 Theconcr
eteoper
ati
onal
stage,
from age7t
o11

 Thef
ormal
oper
ati
onal
stage,
whi
chbegi
nsi
nadol
escenceandspansi
ntoadul
thood.
Pi
aget
'sstagesofcogni t
ivedev el
opment
1.Thesensor imot orst age:Dur ingt hisstage, i
nfantsandt oddlersacquireknowl edge
throughsensor yexper iencesandmani pulati
ngobj ects.Itwashi sobservationsofhis
daught erandnephewt hatheav il
yinf l
uencedhi sconcept i
onoft hisstage.Att his
pointindev elopment ,achi l
d'si ntell
igenceconsi st
soft heirbasicmot orandsensor y
explorationsoft hewor ld.Piagetbel i
evedt hatdevelopingobj ectpermanenceor
objectconst ancy ,theunder standingt hatobjectscont inuet oexistevenwhent hey
cannotbeseen, wasani mpor tantel ementatt hispointofdev elopment .Bylearning
thatobj ectsaresepar ateanddi stinctentit
iesandt hatt heyhav eanexi stenceoft hei
r
ownout sideofindi vidual perception, chi
ldrenaret henabl etobegi ntoat tachnames
andwor dst oobj ects.
2.Thepr e-operati
onalst age:Att hi
sst age,childrenlearnthroughpr et
endpl aybutst i
l
l
strugglewi thlogicandt akingt hepointofv iewofot herpeopl e.Theyalsoof t
en
strugglewi thunder standingt hei deaofconst ancy.Forexampl e,aresearchermi ght
takeal umpofcl ay ,divi
dei ti
nt otwoequal pieces,andt hengi v
eachi ldthechoice
bet weent wopi ecesofcl aytopl aywi t
h.Onepi eceofclayi sroll
edintoacompact
ball whiletheotheri ssmashedi ntoaf l
atpancakeshape.Si ncetheflatshapelooks
l
ar ger,thepreoper ational chi
ldwi lll
i
kelychooset hatpieceev enthought hetwo
piecesar eexactl
yt hesamesi ze.
3.Theconcr eteoper ati
onalstage:Chil
drenatthi
spoi ntofdev elopmentbegi ntothi
nk
mor elogi
cally,
butt hei
rthi
nkingcanalsobev eryrigi
d.Theyt endtost r
ugglewith
abstractandhy potheti
calconcepts.Atthi
spoint,chil
drenal sobecomel ess
egocentri
candbegi ntothinkabouthowot herpeoplemi ghtthinkandf eel
.Kidsi
nthe
concreteoperationalstagealsobegintounderstandt hattheirthoughtsareuniqueto
them andt hatnotev er
yoneelsenecessaril
ysharest heirthoughts,feel
ingsand
opini
ons.
4.Thef ormaloperati
onalst
age:Thefi
nalstageofPiaget
'stheoryinvol
vesanincrease
i
nl ogic,
theabil
it
ytousededucti
vereasoning,andanunderstandingofabstr
act
i
deas.Att hi
spoint,peopl
ebecomecapableofseeingmul t
ipl
epot ent
ial
soluti
onsto
problemsandt hi
nkmor esci
enti
fi
cal
lyabouttheworldaroundt hem.
I
tisi
mportantt
onotethatPi
agetdidnotv
iewchi
ldr
en'
sint
ell
ectualdevel
opmentas
aquant
it
ati
veprocess;
thati
s,chi
l
drendonotj
ustaddmoreinformati
onand
EFS33
 knowl edget ot
heirexist
ingknowledgeastheygetolder.I
nstead,Pi
agetsuggested
thatthereisaqual i
tati
vechangeinhowchi l
drent
hinkast heygraduall
yprocess
throught hesefourstages.Achil
datage7doesn'tjusthav emoreinformati
onabout
thewor ldthanhedi datage2; t
hereisafundamentalchangeinhowhet hi
nksabout
thewor ld.
Tobet
terunderst
andsomeofthet
hingsthathappenduri
ngcogni
ti
vedevel
opment,i
t
i
simport
antfi
rsttoexami
neafewoftheimpor t
anti
deasandconceptsi
ntr
oducedby
Pi
aget
.Thefoll
owingaresomeoft
hef act
orsthati
nfl
uencehowchil
drenl
earnand
gr
ow:
Fundament alconcept s
SchemasAschemadescr ibesbot hthement alandphy si cal act ionsi nv olvedin
under standi ngandknowi ng.Schemasar ecat egor iesofknowl edget hathel pust oi nterpret
andunder st andt hewor ld.I nPi aget '
sv i
ew, aschemai ncl udesbot hacat egor yofknowl edge
andt hepr ocessofobt ainingt hatknowl edge.Asexper i
enceshappen, thisnewi nfor mat i
on
i
susedt omodi fy,addt o, orchangepr ev iouslyexi stingschemas.Achi ldmayhav ea
schemaaboutat y peofani mal ,suchasadog.I ft hechi ld'ssol eexper iencehasbeenwi th
smal l dogs, achildmi ghtbel iev ethatal l dogsar esmal l
, fur ry,andhav ef ourlegs.I fhe
encount er sanenor mousdog, hewi lltakei nthisnewi nf or mat ion, modi fyi
ngt hepr ev iously
existingschemat oincludet hesenewobser vations.
Assi mi l
at ionThepr ocessoft akingi nnewi nformat i
oni nt ooural readyexi stingschemasi s
knownasassi milat i
on.Thepr ocessi ssomewhatsubj ect iv ebecausewet endt omodi fy
exper iencesandi nf ormat i
onsl ightlytof itinwi t
hourpr eexi stingbel i
efs.I ntheexampl e
abov e, seei ngadogandl abel ingi t"dog"i sacaseofassi mi l
atingt heani mal int
ot hechi l
d's
dogschema.
Accommodat i
onAnot herpar tofadapt ationi nv olv eschangi ngoral t
eringourexi sting
schemasi nl i
ghtofnewi nfor mat i
on,apr ocessknownasaccommodat ion.Accommodat i
on
i
nv olvesmodi fy
ingexi st i
ngschemas, ori deas, asar esul tofnewi nformat ionornew
exper iences.Newschemasmayal sobedev elopeddur i
ngt hispr ocess.
Equi l
ibr ationPi agetbel i
ev edt hatal lchildr ent ryt ost rikeabal ancebet weenassi mi l
at i
on
andaccommodat i
on, whi chi sachi evedt hr oughamechani sm Pi agetcal l
edequi l
ibrat i
on.As
childrenpr ogr esst hrought hest agesofcogni ti
vedev elopment ,iti simpor tanttomai ntaina
balancebet weenappl yingpr ev iousknowl edge( assi mi l
at ion)andchangi ngbehav iourt o
accountf ornewknowl edge( accommodat ion).Equi li
br ationhel psexpl ainhowchi ldrencan
mov ef rom onest ageoft houghti ntot henext .
CHI LDSTUDY
Childst udyr eferst oasci ent ificpr ocessofl earni ngmor eaboutchi l
dren.Itisanat temptt o
fi
ndoutaboutaspeci fi
cchi ldbyobser vingandi nter actingwi thhi m/hert olearnaboutt heir
phy sical,ment alandper sonal it
ychar act er i
st i
csandt her elev antf actsaboutt he
env i
ronmenti nwhi chhe/ shei sgr owi ngup.St udy i
ngchi ldr enhel psi nlearningmor eabout
them.Knowi nghowt heyt hink, feelandwhyt heybehav et hewayt heydohel py out omake
betterj udgment sr egardinghowt orespondandhel pt hem.
Methodsofconducti
ngchi
ldstudy
Therearethr
eemethodsmostcommonl yusedbydev
elopment
alpsychol
ogi
stst
ost
udy
chi
ldren.
Method Strengt
h Chal
lenges
EFS34
Cr
oss–sect
ional
studi
es

 compar isonsaremade  l essexpensi

vet ocarr
y  theremi ghtbea
ofthebehav i
ouroftwo outthest
udy disappear anceofsome
ormoredi ff
erentgroups par t
ici
pant s.Thi
sisdue
 resul
tsar
egainedfaster
,
ofchil
dren todi ff
erentreasons,e.
g
astheinv
esti
gatordoes
l
ar gergroupsi nvol
ved.
 eachgroupcov eri
nga nothavetowaitfort
he
di
ffer
entager ange chil
drent
ogetolder
Casest
udi
es  prov i
dingav eryrichand  hardtodr awdef i
nite
detail
edpi ct ureof cause-effectconclusi
ons
 oneorav erysmall
dev el
opment
numberofchi l
drenare  hardtogener ali
sef r
om a
seenregular
lyovera  prov i
dingi nsightsint
o si
nglecase
peri
odoftime topicst hatshoul dbe
 possiblebiasesindat a
i
nv esti
gat edi nal ar
ger
 theti
meper i
odi s col
lectionand
sampl eofchi ldr
en.
vari
abl
ebutusual l
yissix i
nterpretati
on(since
monthsormor ei n si
ngleper songat hers
l
ength. andanal ysesthe
i
nformat ion)
Longi
tudi
nalst
udi
es  couldbear el
ati
vel
y  theoverlapping
shortperi
odofseveral characteri
sti
csof
 i
samet hodt
hat
mont hsorinsome chil
drenofdi ffer
entages
engagesagroupof
casesfordecades mightdi st
ortthe
chi
ldrenwhoar e
researchfindings
fol
lowedupov erti
me  samechildr
enareseen
atall
oftheagesbeing
studi
ed

Areasofchi ldst udy

Tounder st andachi ld,youneedt olearnasmuchabouthi m/ heraspossi ble.Howev er,
for
thepur poseofgui dingyou, thef oll
owingshoul dhelpy outof indcompr ehensi veinformation
aboutt hechi ld:
Fami l
yandhomecondi ti
ons:Thechi ld’
sf amilyandcondi tionsunderwhi chhe/ shel i
vesis
l
ikelyt oinfluencet hewayt hechi l
dbehav es.
Phy sicaldev elopment :Fi ndi nformat i
onaboutt hewayt hechi ldisdev el
opi ngphy sical
ly.
Youshoul dincl udemot orandphy si
ologicalachievement soft hechildandt heirinfl
uenceon
thechi l
d’ sbehav iourandacademi cper f
ormance.Youshoul dal soinvestigat ethechi l
d’s
healthr elatedpr oblemsi ncl udinganyot herphy sicaldefects.Fi ndoutt hesour cesand
i
nfluencesofsuchheal thpr oblems.
Cogni ti
v e/intellectualdev elopment :Studyt hechild’
sment alabi l
i
ties.Findi nformation
aboutt hechi ld’sreasoni ngandpr oblem sol vi
ngabi l
iti
es.Lookathows/ hei nterprets
i
nfor mat ion.
Soci aldev elopment :I
nvest igatet hechi l
d’srelati
onshipwi thot herpeopl esuchaspar ents,
rel
at i
ves, teacher sandf riends.

EFS35
Emot i
onaldevel
opment:St
udythechil
d’sabil
i
tytocontrolsuchdeepfeeli
ngasanger
,
exci
tement,anxi
ety
,at
tachmenttootherpeopleandfearindiff
erentsi
tuat
ions.

Mor
aldev
elopment
:Inv
est
igat
ethechi
l
d’sabi
l
ityt
ojudger
ightorwr
ong.

Tasks 3 Cont
rastPi
aget
’spr
inci
plesof
chi
l
d

Task1 Analy
singt
heabi
li
ti
esof dev
elopmentwi
th
behav
iour
ism

st
andar
d1-
4lear
ner
sand andconst
ruct
ivi
sm.

l
inkagest
othest
agesofchi
ld

devel
opment Act
ivi
ty3Expl
ori
ngst
agesof
chi
ld

Thi
staskwi
l
lhel
pyout
ofami
l
iar
ise dev
elopment(
30mi
ns)

wi
tht
ermi
nol
ogi
esassoci
atedwi
th 1 Di
scusst
hest
agesofchi
l
d

chi
l
ddev
elopment
,under
standt
hei
r dev
elopment
.

behav
iours,
appr
eci
atet
hei
r 2 Pr
esenty
ourf
indi
ngsi
n
pl
enary.

mot
ivat
ional
lev
elsl
ear
ner
sof

Standar
ds1-
4anddev
iseappr
opr
iat
e Task2 Resear
chi
ngonf
act
ors
that

approachest
oenhancel
ear
ningi
n i
mpactchi
ld
development

l
owerpr
imar
y. I
nthi
sact
ivi
tyy
ouwi
l
lanal
yse
f
act
ors

t
hati
nfl
uencechi
l
ddev
elopment

Act
ivi
ty1Obser
vingt
heabi
li
ti
esof

Standar
d1-
4lear
ner
s(1 Act
ivi
ty1Exami
ningf
act
ors
that

EFS36
 hour
) i
nfl
uencechi
ld

1 Ref
lectont
heabi
l
iti
esofSt
andar
d dev
elopmenti
nlower

1-
4lear
ner
sandr
ecor
dyour pr
imar
y(30mi
n)

fi
ndingsi
nthef
oll
owi
ngt
abl
e. 1 Whatar
eot
herf
act
orst
hat
aff
ect

2 Obser
veanycl
assi
nSt
andar
d1-
4 chi
l
ddev
elopmentapar
tfr
om
t
hose

andobser
vet
heabi
l
iti
esoft
he gi
veni
nthebackgr
ound?

l
earner
s.Recor
dyourobser
vat
ions 2 Pr
esenty
ouranswer
stot
he
cl
assfor

i
nthet
abl
ebel
ow. di
scussi
on.

3 Compar
ether
esul
tsoft
het
wo

act
ivi
ti
est
oconf
ir
mther
eal
i
ty. Task3Appl
yi
ngknowl
edgeon
chi
ld

dev
elopment
Tabl
e1 I
nthi
ssect
iony
ouwi
l
lusey
our
Abi
li
ti
es Abi
li
ti
es knowl
edgeofchi
l
ddev
elopment
i
n

Cl
ass br
ainst
ormed obser
ved r
eal
sit
uat
ions.

St
andar
d1

St
andar
d2 Act
ivi
ty1Whatt
eacher
sshoul
d

Standar
d3 consi
derwhen
teachi
ng

St
andar
d4 l
owerpr
imar
yschool

speci
alneeds
l
ear
ner
s(1

Act
ivi
ty2I
dent
if
yingpr
inci
plesof hour
)

chil
ddevel
opment(
1hour
) 1 Di
scusst
hei
mpl
i
cat
ionsof
Piaget
’s

1 Car
ryoutdeskr
esear
chon pr
inci
plesandst
agesofchi
l
d

pr
inci
plesofchi
l
ddev
elopment
. dev
elopmentonl
owerpr
imar
y

2 Rel
ateobser
vat
ionsmadei
n cl
assr
oom pr
act
ices.
EFS37
Act
ivi
ty1wi
thpr
inci
plesofchi
l
d 2 Pr
esenty
ouranswer
sint
othe
cl
ass

dev
elopment
. f
ordi
scussi
on.
16
Japhetbot
a2023pr
oduct
ion
Bukul
indal
i
lembapogwi
l
itsa
Nt
chi
tomabukuena

EFS38