NAKAWA VOCATIONAL TRAINING COLLEGE

DEPARTMENT OF TECHNICAL TEACHER AND

INSTRUCTOR EDUCATION
DIPLOMA IN INSTRUCTOR AND TECHNICAL TEACHER
EDUCATION Year II Semester II
TVET: This is an abbreviation which stands for Technical Vocational Education and
Training

Technical: it demonstrates special skills or practical knowledge especially in a

particular field.

Vocational: the term is often used in conjunction with work that requires a specialized
skills training or knowledge set, e.g. BCP, Automobile, Fitter mechanics, Shoe Making,
fashion design etc.

Education: is the process of imparting or acquiring a particular knowledge. Or what is

attained by an individual from the time of birth to the time of death.

Training: getting the knowledge/ imparting the knowledge to someone by an individual

from time of birth up to death.

Importance of TVET:

 This refers to education and training that prepares someone for gainful
employment

 It also refers to deliberate intervention to bring about learning which makes

people more productive in designated areas of economic activity e.g. economic
sectors, occupation specific work tasks

 It has the potential to enhance human capacities and enlarge people’s chaises

 Is simply education to prepare people, students, job seekers, the employed and
self-employed for the world of work and business. It is also known as world
source training because it includes all programs and courses that contributes
towards the development of the knowledge, technical skills, attitudes, and core
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 Skills essential to bringing competition in the world of work

 The rapid development of technical development and the global structural

changes both have directed that one has to be prepared to move in line with the
resulting challenges in the application of knowledge and skills

Core Skills

 Communication

 ICT

 Problem solving

 Working with others effectively

 Improving one’s own learning and performance

Concept of TVET

 It encompasses a diverse programs and activities

 It emphasizes both education and training up to the extend beyond school,

post school, institutions and work place, enterprises to community based
non formal education system

 It deals with a diverse age range to adult, also have different response
capacities and socio economic and cultural back grounds

 It offers a considerable range of programs in order to address the diverse of

the community

 It allows someone to specialize in only a particular course he/she is well

conversant with e.g. TCG, BCP, Agric, Fitter Mechanics, Automobile etc

 It is expected to be in practical working environment which results in the

promotion of personal development, particularly in making an individual to

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 develop the capacity for working independently and promotion of good
working culture

Benefit of TVET to students

 Job creators and small scale entrepreneurs spring up as evidenced by

establishing workshops e.g. BCP, TCG, FM, MVT etc.

 Presence of skilled manpower which supports productions.

 A vocational course will equip you with knowledge and skills for self-reliance.

 It gives you an insight to the kind of career you will like while building your
confidence.

 Its courses are designed to lead you to higher level of education

 Provides relevant recognition of being part of the national developers

TVET Institutions

 Directorate of industrial training

 Business, Technical and Vocational Education and Training (BTVET)

 Ministry of Agriculture Animal Industry and Fisheries (MAAIF)

 Ministry of Education Science Technology and Sports

 Uganda Association of Private Vocational Institution

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 BLOOM’S TAXONOMY

Bloom's taxonomy is a set of three hierarchical models used to classify educational

learning objectives into levels of complexity and specificity (three main domains of
learning). These domains are;

1) Cognitive (This involves thinking),

2) Affective (emotion/feeling)
3) Psychomotor or sensory domains (physical/kinesthetic)

REVISED BLOOM’S TAXONOMY

The Revised Bloom’s Taxonomy provides the measurement tool for thinking. The
changes in RBT occur in three broad categories.
• Terminologies
• Structure
• Emphasis

Remembering: Find or remember information (use verbs such as; List, Find, Name,
Identify, Locate, Describe, Memorize, Define etc)

Understanding: understanding and making sense out of information (use verbs such
as; Interpret, Summarize, explain, Infer, Paraphrase, discuss etc.)
Applying: Use information in a new (but similar) situation (use verbs such as; Use,
Diagram, Make, Draw, Apply, Solve, calculate etc.)
Analyzing: Take information apart and explore relationships (use verbs such as;

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Categorize, Examine, Compare and contrast, organize etc.)
Evaluating: Critically examine information and make judgments (use verbs such as;
Judge, test, Critique, Defend, criticize etc.)
Creating: use information to create something new (use verbs such as; Design, Build,
Construct, Plan, Produce, devise, invent etc.)

Diagrammatic illustration

Evaluation using blooms taxonomy

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M I CR O T E A CH I N G

Microteaching is a technique aiming to prepare student teacher to the real classroom

setting

Microteaching can also be defined as a teaching technique especially used in

teachers' pre-service education to train them systematically by allowing them to
experiment main teacher behaviors.

Merits of Micro-teaching

1) It is a useful innovation in teacher education.

2) It develops greater awareness of individual differences.
3) It helps the teacher trainee of many problems such as indis¬cipline and anxiety
4) It helps to reduce strain on practicing school.
5) It is quite helpful in faster motivation of the students.
6) It is concerned more with self-improvement and self-evalu¬ation.
7) It helps in creating more interest and enthusiasm towards teaching.
8) It helps to develop greater understanding of teaching
9) It generates self-confidence.
10)It helps to develop a healthier attitude towards criticism.
11)It makes teaching more enjoyable.
12)It creates greater awareness of verbal and non-verbal com¬munication.

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 13)It helps in proper planning of lessons.

Limitations of Micro-teaching

1) It fails to provide necessary training for teachers to teach in a normal class-room.

2) Limited number of students fails to arouse interest in teach¬ing.
3) It is only of a limited application.
4) They require more time for planning.
5) Some-times it becomes difficult for the teacher to scale down a bigger unit into
smaller units.
6) It requires insightful supervisors.

Team teaching

Team teaching involves a group of instructors working purposefully, regularly, and

cooperatively to help a group of students of any age to learn.

Teachers together set goals for a course, design a syllabus, prepare individual lesson
plans, teach students, and evaluate the results.

They share insights, argue with one another, and perhaps even challenge students to
decide which approach is better.

Advantages

a. Students do not all learn at the same rate. Periods of equal length are not
appropriate for all learning situations.
b.
Teamwork improves the quality of teaching as various experts approach the
same topic from different angles
c. Working in teams’ spreads responsibility, encourages creativity, deepens
friendships, and builds community among teachers.
d. Teachers complement one another. They share insights, propose new
approaches, and challenge assumptions.
e. Teachers learn new perspectives and insights, techniques and values
from watching one another.
f. Students enter into conversations between them as they debate, disagree with
conclusions, raise new questions, and point out consequences. Contrasting
viewpoints encourage more active class participation and independent thinking
from students, especially if there is team balance for gender, race, culture, and
age.
g. The team cuts teaching burdens and boosts morale. The presence of another

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 teacher reduces student-teacher personality problems.
h. In an emergency in a team teaching, one team member can attend to the
problem while the class goes on. Sharing in decision-making bolsters self-
confidence.
i. As teachers see the quality of teaching and learning improve, their self-esteem
and happiness grow.

Disadvantages

a) Team teaching is not always successful because;

i. Some teachers are rigid personality

ii. Some may stick to a single method
iii. Some simply dislike the other teachers on the team
iv. Some do not want to risk humiliation and discouragement at possible
failures.
v. Some fear they will be expected to do more work for the same salary.
vi. Others are unwilling to share the spotlight or their pet ideas or to lose
total control.

b) Team teaching makes more demands on time and energy. Members must
arrange mutually agreeable times for planning and evaluation. Discussions can
be draining and group decisions take longer.
c) Rethinking the courses to accommodate the team-teaching method is often
inconvenient.
d) Opposition may also come from students, parents, and administrators who may
resist change of any sort.
e) Salaries may have to reflect the additional responsibilities undertaken by team
members. Team leaders may need some form of bonus. Such costs could be
met by enlarging some class sizes.

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METHODS AND TECHNIQUES OF TEACHING

Methods

These are organized, orderly, systematic, and well planned procedures aimed at
facilitating and enhancing students’ learning.

These are strategies or modalities or didactics used or employed in a teaching and

learning session.

A method is used throughout the lesson or it is used for a long period of

time during the lesson while a technique is used for a short period of time.

ATL Methods
For the lesson to be active and interactive (active teaching and learning-ATL) the
following methods are adapted

1. Learning station
2. Problem based learning
3. Project based learning
4. Learning contract

ATL Techniques of teaching

 Group Work/ Discussion

 Brainstorming
 Shared writing and (photo) story telling
 Presentation and demonstration

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  Simulation and Role Play
 Gallery walk

Other methods/techniques

• Field excursions
• Reports
• Debates
• Interactive Lecture
• Experimentation
• Trips
• Discovery learning etc

Methods

1. Learning stations

This method requires setting up a number of “learning stations” or “corners” or “activity

centers” around the training room at designated tables or spaces.

Activity done

i. Learners are grouped in small groups

ii. Small groups of learners will do specific learning tasks for a specific amount of
time.

iii. The small groups rotate from station to station, doing a different topic but a
related task at each station.

iv. When all groups have participated in all station activities, a debriefing session
follows for the entire group to discuss what they learned from the Learning
Stations.

v. Learning stations are purposefully designed to include the most effective

strategies for increasing learning opportunities for all learners.

Tips for successful learning stations

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 • Create manageable groups (with few learners).
• Allocate adequate time for each activity.
• Prepare thoroughly before time.
• Clarify tasks at the beginning.
• Make sure that individual learners reach and do tasks in all learning stations.
• Continuously give feedback
Benefits of learning stations

• It is hands on
• Allows in-depth understanding
• Learners are responsible and accountable for their own learning.
• Provides time for you as the teacher to spend with learners individually or in
small groups, helping them.
• A lot can be covered in a short period of time.
• Slow learners can have time to interact with the fast learners thus aiding their
learning

Challenges of learning stations

• May end up as a group work technique if not planned and executed

• Some learners may not perform the tasks given to them if they are not well
supervised.
• Lesson may not be concluded if time if not managed well

2. Learning contract method

A learning contract is an agreement written collaboratively between a learner and a

teacher that details what is to be learned, how it will be learned, and how that
learning will be verified.

Activities

 Learning contracts allow learners to decide what they wish to strive for, which
activities they will engage in, and how they will demonstrate that they have
satisfactorily completed their studies.

 It also permit the teacher to take advantage of the motivation within individual
learners.The use of learning contracts allows the learner to structure their own
learning; to be an active participant in the process of education.

 It also allows slow learners to have extra time to learn contents which were not
understood or a topic taught in the absence of the learners can also be handled.

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Features/characteristics of learning contract

All learning contracts have:

• A degree of choice for the learner;
• A learning plan;
• An agreement between the learner and someone who will help them – a tutor,
trainer, coach or mentor.
• The time frame but can be renewed.

Benefits of learning contracts

• The use of learning contracts leads learners to become more self-directing and
more responsible for their own learning.

• Learners learn material more deeply and permanently if they learn it through
projects of their own choice instead of being taught

• Learning contracts create the conditions for individualized instruction.

• It enables use of prior knowledge or experience.

• Encourages openness with respect to learning outcomes.

• Learning activities can be tailored to the specific need and interests of each
learner.

• Learning contracts encourage learners to take responsibility for their own

learning and become less dependent upon direction from others.

• Provide formal framework for structuring learning activities.

Steps in developing a learning contract

Step 1: Identifying what content will be learned.

This is done by:

i. Diagnosing one’s learning needs

ii. Specifying one’s learning objectives

Step 2: Specifying learning resources, methods and strategies that will be used
to learn the content

Step 3: Specifying target dates for completion

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Step 4: Specifying evidence of accomplishment.

Step 5: Specify how the evidence will be validated

Step 6: Carrying out the contract.

Step 7: Evaluating of your learning.

Step 8: Feedback from both parties

Tips for successful learning contracts

• Demonstrate to the learners the importance of the subject matter covered in the
course.

• Have them work collaboratively with the teacher in developing them.

• Make learners accountable for their work and display it for external audience(s)

• Contract for grades. Grade contracts have been reported to reduce the anxiety
level of the learner by having them focus on tasks, instead of worrying about
specific grades on specific assignments.

Challenges of learning contracts

• May be challenging to create for learners who are used to lecture/exam types of
courses. Hence needs to be carefully introduced.

• Not suitable for content with which learner is totally unfamiliar – some initial
guidance may be required.

• May require modification as unit progresses – careful thought is needed on how

much modification is acceptable and this could be defined at the outset of each
unit.

• May devalue collaborative learning.

• This method may take longer than other methods, for example, lecture method.

3. Problem-based learning (PBL)

Problem-based learning (PBL) is a collaborative and participatory student centered

approach to teaching and learning; based on group work and problem (challenge)

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 exploration.

Activity

 A hill structured problem is created by the instructor, guider, lecturer, mentor or

a coach and the learner is expected to trouble shoot and find out the problem
and solve it.

 PBL may be described as a socially constructed pedagogy as all participants

are collectively involved in a shared process of constructing knowledge.

 PBL originates from medical education and specifically from McMaster

University in Ontario, Canada, where it was pioneered in the 1960s.

Steps of conducting PBL

• Arrange the class into small groups that are manageable (about 6-12 learners).

• Each team/group is assigned its own team-work facilitator (chairperson).

• PBL groups are introduced to a hypothetical ‘problem’ or ‘scenarios’ based

around different ‘real-life’ topic areas.

• Problem is focused on students learning content knowledge and forming

diagnostic skills.

• Formulate specific learning objectives and questions for further research;

• Students themselves decide on the most important aspects.

• PBL groups’ members work with and each other to explore the problem(s).

• Students are encouraged to exchange ideas, feelings and knowledge and to

reflect on their own experiences.

• Allow learners to Analyze and brainstorm the problems, possible solutions,

explanations & actions

• Students share the results of private study, cite resources and discuss findings
and ideas by going through the agreed learning objectives.

• Presentations may be conducted too.

• Conduct a debriefing.

Educational benefits of PBL

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 • Increased ownership of learning, becoming active learners and learning how to
learn. This is obtained when learners search, research and look for their own
information.

• A deeper level of learning through group discussion. During group discussions a

variety of viewpoints and experiences emerge which expand students’ views on
particular topics. Arguing around a subject and explaining things to others
reinforces the learning of all members and learning to listen to the ideas of
others is an essential skill

• Team working; observed through contributing ideas, listening and accepting

alternative perspectives, project management, prioritizing tasks, and sharing
responsibilities etc.

• Transferability of skills and knowledge; Focusing on real-world case studies,

practical issues and actual experiences, and having to weigh up and consider
many options during problem exploration.

• Emergence of Confidence and presentation skills

• Interacting and communicating with professionals (at research centers,

universities etc.)

• Thinking critically, innovatively and creatively. During the PBL classes students
are encouraged to think critically and devise original ideas and potential
solutions to problems.

Challenges of PBL

• Group members may fail to turn up. This alters group dynamics and hinders
progression with group work.

• Lack of preparation – by some students before a group meeting; again this

slows the pace of group work and can lead to frustration.

• Dominating students – within a group environment can put others off and be
intimidating.

• Passenger students or ‘free riders’ – may simply ride on the work of others and
contribute little to group tasks.

• Conflicts within groups – may arise, especially when group assessment is

involved and one or more people have not pulled their weight.

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 • Facilitators fail to manage group problems – by allowing domineers, conflicts or
free-riders. This can lead to frustration and breakdown of group spirit.

• A new way of working can lead to groups having difficulty getting started.
Groups need to become comfortable with each other and the new mode of
learning.

• Issues of module content coverage. This relates to the topics being explored by
PBL groups and can be a worry for students and staff, especially if different
groups cover different topics.

• Some students find group work stressful and daunting (frightened, worried) –
and may not be confident in a group situation.

4. Project-based learning (PBL)

• ‘Project-based learning’ refers to students designing, planning, and carrying out

an extended project that produces a publicly-exhibited output such as a product,
publication, or presentation.

• it is related to enquiry-based learning (also known as inquiry-based learning),

and problem-based learning. the distinctive feature of project based learning is
the publicly-exhibited output.

• We have chosen to focus on project-based learning because it incorporates

enquiry, and because, in our experience, public exhibition is a tremendously
powerful motivator for both students and staff.

• A project is a task or set of tasks for students to complete, usually individually,

but sometimes in groups.

• Students usually exercise considerable autonomy over how, where, when and in
what order the tasks are carried out.

Role of a teacher during a project

 Throughout the project the teacher should guide the learners because they need
help.

 Provision of materials as the project progresses.

 The teacher must also show a lively interest in the learners work through his
own physical involvement in project work, verbal encouragement of learners

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 and regular visits

 The teacher assesses the work and grades them on project.

Advantages of project based learning method

 It captures the enthusiasm of learners.

 It stimulates the students’ initiative.

 It encourages the spirit of inquiry.

 It makes learning real.

 It encourages cooperation among learners i.e. providing good social training.

 It uses the talent and aptitude of all class members.

 It integrates many school subjects.

 Connects the school curriculum with real life outside the school.

Disadvantages of the project based learning method

 There is no certainty of all learners being interested or taking full part in the
work.

 It is difficult to assess the contribution of each individual in the group work.

 It takes a long time to prepare and carry out.

 It is not easy to organize a project, since it requires technical and organizational

ability of the teacher.

 It requires special supervision to hold the learners’ interest.

Techniques

• Group Work
• Brainstorming
• Shared writing and (photo) story telling
• Presentation and demonstration
• Simulation and Role Play

Other methods/techniques

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 • Field excursions
• Reports
• Debates
• Lecture
• Experimentation
• Trips
• Discovery learning etc

Group work

• Group work is a technique in which all participants are collectively, in group,

involved in a shared process of constructing knowledge and/or applying skills.

• It is a collaborative and participatory learner centered approach, since “More

hands make for lighter work”; “Two heads are better than one”.

• It is based on problem exploration.

• Typically, a small group consists of around 5-10 learners, though in large

classrooms, group work can be organized for as high as 25-50 learners.

Steps while conducting group work

1. Planning phase
2. Execution Phase
3. Group presentation
4. Conclusion

1. Planning phase

• Set objectives
• Identify task(s) to be discussed
• Design leading questions that will generate a discussion
• Determine the group size (4-6) and structure (characteristics of the participants)
• Identify the different responsibilities within the group (Facilitator, Recorder and
reporter)
• Identify the group tasks (will each group work on similar tasks or different?).

2. Execution Phase:
• Introduce the topic
• Introduce the task for discussion
• Set up rules and regulations for the groups

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 • Assign tasks
• clear guidelines (time, reporting mechanism, expected output)
• Supervise to ensure the groups are on track, check on time, ensuring
participation of all group members, etc.

3. Group Presentations:
• Invite the groups to present their output to the rest of the class (provide
guidelines for the presentations’ duration and mode of processing)
• Note down important issues arising from each group presentation
• Invite the class to ask questions to the group that presented
• Facilitate the session to ensure the plenary is focused on the topic and time is
well managed

4. Concluding Phase:
• Facilitator/teacher highlights the important points raised by each group and
provides a summary of the lesson

• The facilitator/teacher reflects by assessing and evaluating the learning activity.

Educational purpose of group work

• Group work motivates learners to think creatively (critical thinking) and teaches
the students the ability to discuss and reach consensus.
• This technique disciplines dominant students and brings up the shy ones to
contribute.
• The outcome of the members of the group is usually better than what an
individual would have done.
• Provides an opportunity for students to obtain a deeper understanding of the
material.
• Improves student motivation to see both learning goals and learning processes
as relevant to them (to feel some ownership of course and subject).
• Enhances student active participation which is associated with doing other than
passively receiving.
• Encourages interaction among peers and through these discussions students
improve their thinking.

Benefits of group work

• Group work technique helps students develop skills specific to collaborative

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 efforts allowing students to tackle more complex problems than they could on
their own.
• Enables delegation of roles and responsibilities.
• Sharing of diverse perspectives.
• Pooling of knowledge and skills.
• Group members hold each other accountable.
• Members receive social support and encouragement to take risks.
• Members develop new approaches to resolving differences.
• Group members establish a shared identity.
• Members find effective peers to emulate.
• Group members develop their own voice and perspectives in relation to peers.
• Depending on the purpose and nature of the group, the technique can also help
to develop ‘transferable’ skills, such as study skills, communication skills,
critical thinking, teamwork, problem solving and personal development.

Challenges of group work

• Group work technique can be time-consuming.
• Relies on learner preparation and willingness to participate.
• Leads to a dominant few controlling the floor to the exclusion of fuller
participation.
• Potentially disintegrates into off-task or social conversations.
• Frustrating for participants when they are at significantly different levels of
knowledge and skill.
• Challenging to ensure participation by all (especially in larger groups)
• Increased potential for interpersonal conflicts.

Tips for a successful group work

• Give students activities to help them integrate the material in lessons with the
rest of their experiences on the course.

• Delegate activities and agree on ground-rules for group work.

• Use group work for appropriate parts of assessed coursework.

• Use small group sessions to build flexibility into the overall course.

• Use other more experienced students to explain better some concepts.

• Understanding expected student behavior

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 Brainstorming

• Brainstorming is an ATL technique by which efforts are made to generate ideas

and thoughts.

• Brainstorming does not have the purpose to find a conclusion/solution for a

specific problem, but to gather a list of ideas spontaneously from members
within a group.

• Different brainstorming techniques can be applied to facilitate the process of

gathering ideas and organizing these.

• For all these techniques, learners are given a specific task on a given topic and
to share their ideas at various levels.

• Mostly, brainstorming involves formulating individual ideas; sharing with a peer

to discuss these ideas and merging and categorizing these ideas to come up
with refined answers or concept which goes beyond the individual input

Approaches/Styles/types of brainstorming

1. Snowballing or Think/ Pair/ Share or Pyramid

2. Paper Carousel
3. Mind Mapping
4. Falling/ Autumn Leaves
1. Snowballing or Think/ Pair/ Share or Pyramid
• Let each individual learner think through the task and develop a solution or idea
without referring to another colleague/learner.

• Organize the class into pairs and let them share their ideas in the pairs and
come up with an agreed or consensus solution for the task.

• Organize couples to pair up (make a group of four) and share their ideas and
consequently come up with consensus points on the task.

• In plenary, let each group of four present one idea to the whole class, until all
groups are done.

• Give guidance to the whole class (in terms of corrections, clarifications, in

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 relation to the ideas being discussed and the set objectives).

• Wrap up the presentation to consolidate learning

2. Paper-carousel

• Each participant notes spontaneously an idea on a sheet of paper.

• Then pass the sheet of paper to the neighbour on the right side.

• On the sheet of paper got from the left side, each participant notes a second
idea, freely associated to the one already on the paper.

• The last two steps are repeated until the learners get back the original sheet of
paper.

• The best ideas are marked. Organize couples to pair up (make a group of four)
and share their ideas and consequently come up with consensus points on the
task.

• Marking is repeated until the original sheet of paper is received back.

• Selection of the one idea of each sheet of paper with the best mark.

3. Mind mapping

• This is a technique with a visual form of note taking that offers an overview of a
topic and its complex information, allowing learners to comprehend, create new
ideas and build connections.

• Select an unlined A4 size paper (also possible on a blackboard or supported by

software applications).

• Write the topic or question in the centre and circle it.

• Branch off the main ideas (key words) from the central image. Further ideas can
be branched off from those key words

• Use one key word or symbol per line/branch.

• Colours can be used to depict themes and associations (note that anything that
stands out on the page will stand out in your mind).

• Use arrows when you want to make connections within and across the branch
pattern.

• Don’t get stuck in one area (if you dry up in one area go to another area).

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 • Be creative and have fun.

4. Falling/ Autumn Leaves

• Each participant notes ideas on a flash card and drops them on the floor.

• Each participant looks at the idea on the floor and should not drop the same
idea, but come up with another idea.

• After a set time, or when the ideas have stopped coming, the session is stopped.

• Related ideas are clustered and appropriate heading provided.

Benefits of brainstorming

• Promotes participation by all learners, leading to better understanding and

retention of material.

• Increases learners’ enthusiasm for self-directed learning hence spurring

learners on to independent research.

• Improves both the quantity and quality of learners’ responses.

• Gives the teacher the opportunity to observe and supervise all the learners as
they interact.

• Develops useful interpersonal skills.

• Helps learners to master concepts and apply them.

Challenges of brainstorming

• Requires a high level of individual accountability of group members.

• If not properly supervised, it can disadvantage the introverts and learners with
special educational needs.

• Requires a high level of class control and organization to avoid disorder.

• Can be time consuming and may not be suitable for large classes

Tips for successful brainstorming

• Evaluation and criticism during the activity is not allowed.

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 • Quantity is more important than quality.

• Unusual ideas are highly welcomed.

• Brainstorming requires a facilitator, space and something on which to write,

share and present ideas.

Simulations and role play/drama

• Simulation is the creation of realistic environment using life like problem solving
activities that are related to present real – life situations or future real
occupational experiences.

• A simulation can be described as an “imitation” of a real system. It is the

presentation of the problem and event, a situation or an object as it appears in
real life.

• Simulation can take many forms including role play, drama, models.

• Role play involves acting to create a realistic environment

Educational benefits of simulations and role play/drama

• Enhances motivation, interest and students active engagement which promotes

deep learning.

• Improves transfer of learning to other real life situations.

• Promotes development of communication and social skills, with allowance for

multiple attempts.

• Enables learners to place themselves in another person’s shoes. Proving

opportunities for learning all domains (affective, cognitive and psychomotor).

• Gets insight or evokes feelings of real life experience of students.

Challenges of simulations and role play/drama

• Computer based simulation are detached from participants’ real life experiences

• Cooperation among the individual for effective execution of activities may not
always be achieved.

• If the actual real situation is not well portrayed then simulation may not achieve
the intended learning outcomes.

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 • Simulations can be costly in terms of required materials for the activities and
logistics.

Steps/Procedure of conducting simulations and role play/drama

• Warm up or have an ice breaker, review previous lesson or work (depending on

the group).

• Prepare and explain the activity by the facilitator.

• Create the dramatic situation and allow learners to volunteer

• Provide guidelines either in a card or write them on board for the group that will
play and those to observe.

• Allow learners to go through their roles as individuals and then run through as a
group.

• Give time to learners to practice the role play and others observe the action.

• Use leading questions focusing on issues related to the learning goals.

• Summarize learning points at end of lesson.

• Reflect on the class feedback and note areas of improvement.

Tips for a successful simulation session

• Always make the simulation as near as possible to the real life situation

• Be careful when setting a role play especially if the class is doing it for the first
time.

• Gradually introduce learners to role playing starting with a small activity in

which the whole class can participate.

• Ensure that the instructions are clear.

Experimentation

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There are many topics in Agriculture that you can teach using experimentation e.g. the
effects of water to buildings, capillarity attraction, soil experiments, porosity of building
materials etc.

This technique involves;

 Identifying a topic to be taught using a simple experiment.

 Organizing materials and a place where the experiment will be set up.

 Discussing with learners’ ways of setting up the experiment.

 Setting up the experiment and carry out only necessary treatments e.g. laying
DPC.

 Making observations and keeping records of the experiments.

 Discussing observations on the experiment and drawing conclusions.

 Reporting findings and conclusions of the experiment.

Teacher talk or Lecture Techniques

• This involves the Teacher standing in front of the class and giving a verbal input
or delivery.

• A lecture is an event where information passes from the notes of a teacher to

the notes of the student, without passing through the brains of either.

• Teacher talk is the most commonly used method where by most teachers
occupy over 60% of the lesson’s time with the method.

• However, it is not recommended to occupy 60% of the lesson’s time with this
method.

• The concentration lag/span of learners while they listen to a teacher talk is less
than 15 minutes.

Educational benefits of the lecture

• It is a convenient method of delivering an explanation.

• It can be adapted to the correct level for the class, and the content be tailored to
the needs of the class.

• It is inspiring.

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 • Little preparation or resourcing is required for the experienced teacher.

• It is a rapid method of presenting material (knowledge/content)

• It is a more personal method of communicating than written methods.

Challenges of the lecture

• The student is not allowed to form an understanding or construct knowledge or

content.

• There is no feedback on whether understanding has taken place.

• Retention is very low, so backup is required to ensure that information is

understood and remembered.

• Students’ concentration span is shorter than for other learning methods.

• It assumes consenting students

• Students at times are not given the opportunity to use the ideas being taught

• The teacher must go at the same pace with the whole class

• Inexperienced teachers tend to deliver material too quickly.

• It can be boring.

• There is no active involvement.

Tips on How to improve the Lecture

• The teacher should use the body language effectively.

• Stand close to the class and avoid sitting behind a bench or desk.

• Move around the classroom

• Face the class and constantly make direct eye contact with students.

• Change the pitch and volume of the voice to add emphasis.

• Use gestures and body language.

• Slow down your presentation with a slow modulation of words (avoid being too
fast)

• Use often ice-breakers or appropriate jokes to attract the attention of the class.

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 • Be confident.

• Lecture for a small/short period of time in a lesson.

• Incorporate other active teaching and learning methods.

Presentation and demonstration

 These are instructional techniques in which content is delivered through oral,

visual and audio-visual channels that allow for teacher-learner interaction.

• Each group researches a different topic and makes a

presentation/demonstration to the rest of the class.

• The presentation or demonstration usually involves one member of the group or

indeed all of them, explaining or describing or performing/doing the groups
conclusions to the class.

• With demonstration, the teacher may first describe/do/perform the task then
lets the learners to also perform the activity in groups.

Educational benefits of presentation and demonstration

• Enable teacher & learner to prepare, develop & evaluate session together

• Difficult concepts are simplified

• Link theory and practice

• Reinforce learners’ memory retention.

• Critical steps and safety concerns are followed.

• Familiarization with instruction materials and resources.

• Learning by doing at own pace

• Develops learners in competences and confidence

• Useful in introducing new concepts and explaining complex steps of a skill

• Links theory to practice

• Sharing group work activities

Challenges of presentations and demonstration

• Requires more time to prepare meaningful presentations

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 • Requires adequate instructional materials and resources.

• It tends to slide into teacher-centeredness

Questioning technique

• This is a technique of teaching where by the teacher keeps on asking or

inquiring from learners about certain aspects.

• Questions are used in both verbal and written form.

• Most experienced teachers use questioning a great deal in talking to classes

and groups as well as talking to individual students.

Educational benefits of questioning

• The knowledge gained from a questioning lesson is transferable.

• Learners tend to provide a variety of suggestions hence understanding

concepts rather than knowing.

• Questioning teaches students to think for themselves.

• It is more interesting for students since they are actively involved in

constructing knowledge rather than passively listening.

• As a result of questioning, the learners have their assumptions and prior

knowledge challenged and corrected. (hence clearing misconceptions)

• Questioning technique is highly motivating especially when students answer the

questions correctly.

• Gives instant feedback on whether learning is taking place.

• Ensures that learning moves on the students’ pace

• Gives students practice in using the recently acquired ideas.

• Offers a chance for the teacher to diagnose the difficulty a stuck student may be
having.

• Can be used to discipline a student.

• Allows a teacher to assess or evaluate learning.

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 • Encourages understanding rather than rote remembering.

Challenges of questioning

• Can be a time consuming activity.

• It makes it difficult to involve all students in the group.

• It is not an easy technique for the teacher to master.

An attribute of effective questioning in a lesson

• Encourage all students in the class to think.

• Give students positive feedback encouraging their success in learning.

• After posing a question, wait for all students to puzzle out the answer. After they
have reasoned, then ask someone to answer.

• Ask simple questions first followed by the harder ones.

• Show that you are grateful for the responses.

• If an answer is given in a quiet voice, then repeat it to the class.

• Praise the correct answers but Do not ridicule the incorrect answers/responses;
instead, show the reasoning that would have given the correct answer.

• Correct misconceptions.

Shared writing and (photo) story telling

Storytelling is an interactive technique of using text, pictures, voice, motions, music

and actions to reveal the elements and images of a story while encouraging the
listener’s imagination.

Educational purpose:

Can be used as instructional tools to convey important information to others

Ways/means of story telling

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Audio/verbal storytelling:

– This can be in form of real life experiences, legends (celebrity), parables,

myths (folklore), tales (story/fiction). It can be sound stored on tape or
disc.

Photo storytelling:

– These are stories told with images, pictures printed out or using computer
technology

Written storytelling:

– These are texts such as guidelines, instructions, pamphlets,

concept notes, legends, parables etc

Video storytelling:

– This refers to a media that includes film techniques (full-motion video

with sound).

– These are stories told with images, pictures printed out or using
computer technology

Written storytelling:

– These are texts such as guidelines, instructions, pamphlets,

concept notes, legends, parables etc

Video storytelling:

– This refers to a media that includes film techniques (full-motion video

with sound)

Tips for a successful story telling lesson

• The story should be relevant

• Thorough preparation of the lesson

• Apply appropriate gestures

• Give voice to the story

• Make the story relatively short

• Design relevant questions

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 • Provide a conducive platform

Educational benefits of shared writing and story telling

• Promoting confidence, fluency in speech, listening, reading and writing skills

among learners

• Stimulating learners’ critical and independent thinking, logical reasoning

• Developing the imaginative skills of the learner and increasing their capacity to
possess an inquiring mind

• Boosting the teacher-learner relationship and making the instructional process

lively and interesting

• Facilitating learners’ communication skills both verbally and non-verbally.

• Making learning real by helping learners to understand abstract concepts.

• Providing learners with opportunities for transfer of learning.

• Increasing deeper understanding of concepts and retention of information

because stories aid memory.

• Capturing the attention and interest of the learners during the instructional
process.

• Promoting a significant reading culture which has been the greatest turning
point of this country for a long period of time.

Challenges of applying shared writing and story telling

• Some teachers/instructors may not have relevant stories to use during

particular lessons, depending on individual background and experience in the
use of stories.

• If storytelling is not well employed, it may turn into a mere entertainment,

thereby causing the teacher to waste learners’ time.

• Some learners need to open up to share stories and to participate in shared

writing activities, to contribute and to create.

Discussion Technique

• Discussion involves a free-flowing conversation, giving students an opportunity

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 to express their opinions and ideas, and to hear from their peers.

• It is used as a teaching method more often than you might realize

• Some teachers use short spontaneous discussions as a natural extension of

their questioning technique.

When to use discussions

• Where students’ opinions and experiences need to be known by the teacher.

• Where the topic involves values, attitudes, feelings and awareness, rather than
exclusively factual material.

• Where it is necessary to give students practice in forming and evaluating

opinions.

• Therefore, in a discussion session the values the learners’ experiences and s/he
is interested in their opinions.

ASSESSMENT
• Assessment is the measurement of breadth and depth of learning.

• The term assessment refers to a systematic process, procedure or activity of

designing, collecting, interpreting and using information about the knowledge,
skills, attitudes and values of a learner or group of learners.

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 • In other words, it is a process by which an individual or group’s performance is
judged through observing, monitoring and documenting the desirable change in
the behavior of the learner(s).

• Assessment can inspire, motivate and provide feedback that is essential for
targeting prompt corrective help.

• A teacher/instructor should be able to determine individual student’s

achievement during the course of the lesson.

• Assessment is most often mistaken to be synonymous to examinations and

tests.

• ‘Evaluation’ refers to the means of analyzing information about a student’s

encounter with a learning experience.

• It focuses on grades by making a judgment of quality – how good something is-

often using terms like excellent, very good, adequate, satisfactory or poor.

• Teachers wish to know which learning outcomes have been achieved or not and
the degree or level of leaner’s’ performance

ASSESSMENT TECHNIQUES
• Classroom Assessment techniques (CAT’s)

• Assessment rubrics

• Students’ portfolio

• Students’ progress portraits

1. Classroom Assessment techniques (CAT’s)

Are generally simple, non-graded, integrated in-class activities, designed to give the
teacher and students useful feedback on the teaching/learning process as it is
happening.

Types/examples of CATs

• Questioning

• Observing

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 • Discussing

• Analyzing

• Checking learners understanding

• Engaging learners in reviewing progress

Questioning

• To assess learners’ starting points

• To adapt learning and teaching activities to meet learners’ needs

Observing

• To watch and listen to learners’ discussions

• To make planned observations of particular learners so as to develop a deeper

understanding of their learning needs.

Discussing

• To assess understanding, to diagnose the reasons for any misconceptions and

resolve difficulties within the lesson.

• To follow up earlier assessment and diagnosis, and to discuss progress and

targets

Analysing

• To Mark and assess written work with learners to identify any common errors or
misconceptions, and to guide learners on how they can improve and progress.

• To discuss with the learners their responses to the tasks, identify and correct
any errors and misconceptions, to assess their achievement

Techniques to check learners’ understanding

• By conducting recall tests to assess immediate learners’ knowledge and speed

of recall.

• By introducing brief review checks that draw upon what has been taught
previously for learners and teachers to identify what might need revision, and to
guide the lesson and future planning.

Engaging learners in reviewing progress

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 • Develops supported self and peer assessment, in which pairs or small groups of
learners determine what they know and can do, what they still find challenging
and the next steps for them.

• Develops independent self and peer assessment, in which learners identify their
own achievements and progress and think about what they need to do next to
improve

Benefits of CAT’s

• Improvement of the teaching and learning that occurs in a class.

• Providing just-in-time feedback about the teaching-learning process

• Providing information about student learning with less work than traditional
assignments (tests, papers, etc.)

• Encouraging the view that teaching is an ongoing process of inquiry,

experimentation, and reflection

• Helping students become better monitors of their own learning

• Helping students feel less anonymous, even in large courses

• Providing concrete evidence that the teacher cares about learning

Challenges of CAT’s

• Teachers complain they may not even finish syllabi if they sacrifice time to
assess during the lessons

• Lack of training or professional development on how to use formative

assessments successfully

• Formative assessment is usually given low or no point value compared to a

summative assessment, and students may not take the assessments seriously

• May de-motivate learners.

• Could divert teacher from the objective (focus) of the lesson.

• Response could be influenced by the classroom environment.

2. Assessment rubrics

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An assessment rubric is a tool for communicating expectations of quality in relation to
learning outcomes/competencies providing a coherent set of criteria for guiding the
assessment of the students’ work.

It supports student self-reflection and self-assessment as well as communication

between teacher and students.

Reasons for using an assessment rubric

– To make the instructor’s expectations clear to the students

– To show students how to meet the instructor’s expectations i.e. what they
need to do to be successful

– To help students evaluate the quality of their own work

– To identify the specific elements an instructor uses to differentiate between

the qualities of performances. i.e. It helps the student answer the question
why a point taken off?’

– To improve the consistency and objectivity (standardization).

Components of an assessment rubric

• Criteria

• Rating scales

• Descriptors

S/n Criteria Descriptors Levels of Performance

4 3 2 1

Learner has learner needs learner needs learner needs

mastered the skill little support more support a lot of
to master the to master the support to
skill skill master the
skill

1 Setting out a A Learner clearly A Learner A Learner A Learner

simple interprets the clearly transfers the transfers the
building. plan and transfer interprets the plan to the plan to the

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 it to the ground plan and ground without ground
and checked all transfer it to clear without clear
the diagonal to the ground interpretation interpretation
ensure it has the and no
same dimension diagonal
check is
done.

Types of assessment rubrics

Holistic rubric

Scores the overall process without judging the component parts separately.

• Assesses student work as a whole and not in pieces.

• Description of overall grade.

• A single score based on an impression of a student’s performance

Analytic rubric

Scores the component parts separately following specific details underneath that are
marked to indicate strengths and weaknesses

• Each category of a total point’s rubric is assigned a certain number of points

which then produce a total score

• Multiple descriptors for each criterion evaluated

• Describes domains of product/ performance separately

3. Student’s portfolio

• A student portfolio is a systematic collection of student work and related

material that depicts a student's activities, accomplishments, and achievements
in one or more school subjects.

• Can be developed by the Learners or by the teacher “Teacher’s teaching

portfolio”.

• Portfolio can enhance teaching and learning as well as assessment.

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Categories of Student’s Portfolios

Process portfolio

• A Process portfolio: is used for classroom-level assessment on the part of both

the instructor and the student.

• It comprises of assignments, exercises, projects etc. given during the course of

teaching and learning

• Often reflects formative assessment but may be assigned a grade at the end of
the semester or academic year.

Product portfolio

• A Product portfolio demonstrates mastery of a learning task or a set of learning

objectives and contains only the best work.

• It is also summative in nature. It is for a major evaluation and may be

accompanied by an oral presentation of its contents.

• For example, it may be used as an evaluation tool for graduation from a

program or for the purpose of seeking employment.

Types of Portfolios

1. Growth Portfolio:

• To track the student’s progress throughout the course or subject.

2. Checklist Portfolio:

– Is made on agreed list of items or activities that should appear in a Portfolio.

3. Evaluation Portfolio:

Also called Assessment Portfolio.

• Used for judging learning outcomes/achievements

• It is emphasized in CBA

• Are a collection of teacher –directed artifacts that respond to specific criteria

determined by the teacher.

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 • It is used to show both the process and product of work

• Used to evaluate and report on student progress.

• Used to show learner achievement in a specific area of syllabus

Other forms of portfolios

• Professional/Academic Portfolio (for professional development)

• Career /Employment Portfolios (for employment purposes.)

Parts of a portfolio

• Vary from institution to institution.

• May contain the following;

 Cover page,

 Labeled spine and separators,

 table of content/checklist

 Acknowledgement,

 Personal philosophy,

 Specified requirements,

 Appendices.

Characteristics of a portfolio

 Represents a collaborative approach to assessment

 Represents a learner's range of performance in competences as well as cultural

understanding.

 Emphasizes learner’s range of competences.

 Represents a learner's progress over time

 Engages learners in establishing ongoing learning goals and assessing their

progress towards those goals.

 Gauges/measures each student's achievement while allowing for individual

differences between students in a class.

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  Addresses improvement, effort, and achievement.

 Allows for assessment of process and product

 Links teaching and assessment to learning.

Portfolio as an assessment tool

• Portfolio is a good assessment tool only if it is accompanied with the following

instruments:

 Portfolio submission sheets

 Grading/scoring criteria

 Assessment/scoring rubric

DEVELOPING A SCHEME OF WOR K

Objective (TPO)
A Student will be able to develop scheme of work according to formats provided
Competencies
The instructors;

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 • Define a scheme of work

• List the purpose of scheming

• Explains the components of scheme of work
• Explains the guidelines for mapping a scheme of work
• Identify the sources of content scheme
• Develops a scheme of work from the course outline

Definition of a scheme of work

The overall plan for the delivery of a module of a training package (includes all
components)
Purpose for a scheme of work

 Provides basic information for lesson planning that focuses on practical

exercises
 Breaks down learning working assignments into manageable exercises while in
New curriculum, content is available and competences as well
 Sequences practical exercises/content
 Identifies related knowledge required for the performance of the practical
exercises.
 Decides on the delivery mode
 Plans key learning activities
 Estimates time frame.

Format for a scheme of work

Preliminaries
• Name of institute

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 • Name of instructor
• Class
• No of students
• Duration in weeks
• Program
• Course unit
Elements of a scheme of work
 Module content or sub module

 Specific content
 Competences
 Mode of delivery
 Method/activities
 Duration (time)
 References material/resources
 Remarks

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 Example of a scheme of work

SCHEME OF WORK
COLLEGE/INSTITUTION/SCHOOL: ………………………………………………...

PROGRAMME: ……………………………………………………….…………………

SUBJECT: ……………………………………………...…………………………….….

HOURS: ……………………………………………………………………………….….

CLASS: …………………….…………………TERM: ………….…….…………….…...

YEAR: ……………………………………….NO OF LEARNERS: ……...……………

NAME OF THE INSTRUCTOR/TEACHER: ………………………...…………………

TPO:

 HKSJ

 KJHOP

 FGHJHI

DURATION SUB- CONTENT COMPETENCIES INSTRUCTIONAL INSTRUCTIONAL ASSESSMENT REFERENCE REMARKS

MODULE METHODOLOGY RESOURCES METHOD
W D/D H

1 1/1/2020 2 Bench Cutting By the end of the L e a r n i n g s t a t i on s -Flash card Class room Joseph D.M
work tools lesson, a learner based (2001)
will be able to: -Brainstorming -Flip chart assessment Engineering

44
DURATION SUB- CONTENT COMPETENCIES INSTRUCTIONAL INSTRUCTIONAL ASSESSMENT REFERENCE REMARKS
MODULE METHODOLOGY RESOURCES METHOD
- Group work -File -Questioning and metal
and work for
1. Define the term - Presentation -chisel
students,
cutting tool and -Observing
state the -Arc saw Daniel
characteristics of -Class work, Comboni voc
-Piece of meal institute Gulu
cutting tools

2. List the cutting

tools

3. Cut a piece of
metal using
cutting tool

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Assignment 1: Draw a scheme of work for a period of two weeks. Consider at least two
lessons per week.

DEVELOPING A TERMINAL PERFORMANCE OBJECTIVE (TPOs)

Objectives:
 Define TPO.

 Explain Criteria of writing a TPO.

 Explain relationship of TPOs and IPOs.

 Develop TPOs.
Definition of TPO
It describes the intended outcome of a trainees performance at the time the instruction
ends.

Example of a TPO

Given/Condition Given a patient

Cue/Signal Upon the doctors request

Who/Trainee The Nurse

What/Activity Will be able to take blood pressure check

Within/Duration Within 5min

How well/to what  Pressure out of range must be reported to the doctor
standard? immediately.
 Pressure results must be recorded into the chart and
initialed.

Or

Given/Condition Given a Vehicle with faulty timing belt

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Cue/Signal The Instructor (senior mechanics)

Who/Trainee The Learner (Junior mechanics)

What/Activity Shall be able to inspect and replace the timing belt

Within/Duration Within 30mins

How well/to what The engine should be able to crank and start
standard?

TPO criteria (Performance level)

Given:-Condition or variable which can affect the overall performance.
‘Cue”:-Identify the signal (s) or event(s) that lead to the performance
‘Who’’:- Job title of the performer and followed by the words ‘’will be able to’’.
‘What”: shows the observable performance to be exhibited by the end of the
training (action verb and object of the verb).
’With in’’: states the fixed time limit of the performance. (time bound)
‘’How well’ ’states the important performance criteria to be measured (how well
the skill must be performed to industry standards).
Always list the most important criteria for the performance of the skill
Importance of TPO

Gives direction to the instructor.

Aligns training with industrial standards.
Determines how to assess a performance
Assignment 2

a) Write a two skills: Individually in your specialty.

b) Write TPO: Individually formulate a TPOs Complete with at least six criteria for
the skills in (a) above. Collect your TPOs

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DEVELOPING A LESSON PLAN
Competencies
 Define a lesson plan.
 Identify the key components of a lesson plan.
 Explain procedure of developing a lesson plan.
 Perform a micro-teaching.
 Develop a lesson plan.

Definition of lesson plan

Is an Instructional tool used by the instructor in the delivery of a lesson

It’s a program of how an instruction is to be delivered within a specified period
of time.

Purpose of a lesson planning

 It acts as a guide to the instructor.

 Helps teachers to avoid “unpleasant” surprises
 Provides the roadmap and visuals in a logical sequence
 Provides direction to a substitute instructor.
 Enhances student achievement.
 Encourages reflection, refinement, and improvement to the instructor.

Categories of lesson plan

 Theoretical lesson plan.

 Practical lesson plan

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 LESSON PLAN
The format of lesson plan

LESSON PLAN FORMAT

INSTITUTION ESCON T I No. of student

Female:34 male: 3 total: 25

programme SUBJECT: DATE:

department LOCATION KEY

METHOD:

modules SUB-TOPIC: Techniques

T.P.O:  FJLL

COMPETENCES By the end the lesson a learner will be able to:

 DFHG
 FHGJJ
 DGHLJ

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DURATION STAGE COMPETENCE ACTIVITY TEACHING REMARKS
AID

T/A L/A

Introduction

Presentation

Application

Conclusion

SELF Strength:
EVALUATION:

Weakness:

Ways forward:

Example

LESSON PLAN
Course Unit: Bench work

Topic: Cutting tools

Sub-topic: files

Key method: Problem based learning

Techniques: Brainstorming, group work and presentation

Time allocated: 2hrs.

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 D ate of Execution: 20/02/2020

Terminal Performance Objectives: Given rough work piece by the lecturer, the learners
will be able to observe it and file it within 1hour. The work piece must be within the
accepted tolerance.
Or

At the end of the lesson, the learners will be able to file the rough work piece to the
accepted tolerance.
Co m p e t e n c e s :
 Put on the safety gears

 List the types of files

 Select and categories the files

 Fix the work piece on the vice
 File the work piece
 Collect, clean and store tools
Duration Stages Competenci Activity Instruction Remarks
es al aids
Teacher activity Learners
activity

2:00pm – Introduction -Put on the -The Lecturer -Learners record Writing Learners
2:15pm safety gear provides the their board participate
attendance sheet attendance. d actively
-List the Markers in the
types of file introductio
Flash cards
n of the
-Asks -Learners will
new topic
brainstorming think pair and
questions and share to review
distributes flash the previous
cards to the topic and
learners for the introduction of
review of previous new topic.
lesson and
introduction of new
topic.

2:15pm – Presentation - Select and -The Lecturer Learners select Files Learners
categories guides the learners the appropriate were able
2: 50Pm the files to select files and fix the Vice to fix the
appropriate files work piece on work piece
-Fix the work Work piece
and Demonstrate the vice on the vice
piece on the the method of correctly
vice fixing the work
 piece on the vice.

2:50 Pm- Application -Fix the work -Ask the learners to Learners will fix Files Learners
4:40pm piece on the fix the work piece the work piece tried to file
vice on the vice and file on the vice and Vice the work to
it. do the filing to the
-File the work Work piece
the required required
piece -Move around to tolerance. tolerance
Venire
supervise learners
caliper
work

4:40Pm- Conclusion - The Lecturer -Learners mind Detergent Learners

5:00Pm summarizes the map and take were able
-Collect main points note of the Tools to
clean and together with the lesson to be participate
store tools Tool box
learners. learnt in the in the
next lesson Brooms summary
Give the new topic of the
to be learnt in the -Learners lesson,
next lesson collect, clean they
and store tools collected,
cleaned
and stored
tools

S e l f E v a l u a ti o n :

Strength:

• The learning objectives were achieved since the learners were able to
participate actively in class; they acquired knowledge and skills amides the few
tools and materials that were available.

• The class was lively because learners were interested to learn new skills.

Weakness:

• Due to lack of tools and equipments, time was not managed well because
learners were to wait for the tools.

• Class management was not simple since learners were struggling for tools
Ways forward:

• Time must be observed next time

• Enough tools and materials are to be provided in the next lesson.

Stages vs Time in a lesson plan

Stages: there are four stages namely;
 Introduction.
 Presentation.
 Application.
 Conclusion

Time for each stage

Competencies

These are enabling objectives that enhance the accomplishment of the TPO.

 Always start with a verb.

 Break down the knowledge into (Facts, concepts, principles, procedures

and process).
  Intended trainees’ outcome/ accomplishment.

Activity (Instructors & trainees activity)

 What teaching strategies are employed in the instructional delivery? It includes;

 Methods and techniques.

 Practice Activities.

 Evaluation and assessment activities.

Resources / Teaching Aids

 Devices employed to enhance teaching and learning process. (e.g. chalkboard,

flip chart, projector, models)

Procedure of developing a L.P

Assignment 3

 Develop a lesson plan from your previous scheme of work for less than
15minutes.
 Perform a Micro-teaching exercise ( 15 minutes per person)
DEVELOPING A LESSON NOTES

These are instructional material given to the trainee for further studies or future
reference.

This may be given orally (dictation) or by visually to supplement the instruction.

Importance of lesson notes

 Motivate and arouse interest.

 Increase retention.
 Provide variety in learning approach.
 Ensure important points are covered.
 Make better use of instructional time.
 Reduce learner's note taking time.
 Used for future reference

Guidelines of preparing lesson notes

All lesson notes require careful thought and preparation. Check all facts and data for
accuracy to avoid giving learner's misinformation and to prevent confusion. Following
are general guidelines for developing lesson notes:
1. Be clear about the purpose of lesson notes.
2. Do library research to get as much and up-to-date information as possible.
3. Provide a clear title for the lesson notes.
4. Use clear and simple language
5. Define new terms as they appear.
6. Illustrate the words with sketches, illustrations and appropriate diagrams for
greater clarity.
7. Avoid crowding the page and provide adequate margins.
8. Use underlining or bold, numbers or bullets to emphasize or distinguish
headings, subheadings and content.
9. Use consistent terminology.
10. Provide references, if any, for further reading for interested learners.
11. Ask other instructors to proof-read your draft lesson notes.
 12. Ask learners for feedback.
13. Revise your lesson notes regularly.

D EVELOP THE TEACHING AID / R ESOU R CES

These are devices used by an instructor to reinforce the information being

taught.
They bring about the use of different sensory organs in teaching and learning
process.

Importance of teaching aid

1) Every individual has the tendency to forget. Proper use of teaching aids helps to
retain more concept permanently.
2) Students can learn better when they are motivated properly through different
teaching aids.
3) Teaching aids develop the proper image when the students see, hear taste and
smell properly.
4) Teaching aids provide complete example for conceptual thinking.
5) The teaching aids create the environment of interest for the students.

6) Teaching aids helps to increase the vocabulary of the students.

7) Teaching aids helps the teacher to get sometime and make learning permanent.

8) Teaching aids provide direct experience to the students.

Roles of teaching aid in a lesson

 Reduces dullness.
 To clear all confusion. (Clarity).
 Promotes conceptual thinking and reasoning. (No cramming!)
 To motivate.
 To increase vocabulary.
 To save time (explanations) and money.
 To give direct experience.
 Enhances Imagery & Retention.
 Promotes concept.
Categories of teaching aids/resources
There are mostly classified into:
Visuals: these are aids that use the actual vision like maps, charts, objects,
pictures, models, flash cards, chalkboard, projectors, slides, bulletin boards. Of
all the chalkboard is the most used and sometimes pictures.
Audio: these aids uses only the student’s sense of hearing examples are films,
television, DVDs, film strips etc.
Audio – visuals: these aids combine both the vision and hearing senses and
always give a more vivid picture examples are films.
The use of audio- visual teaching aids is known to be more effective and aid
comprehension in learners. The type of teaching aid used will also depend
largely on the level and age of students. For kindergarten and play pen kids
rhymes, pictures and flash cards are most appropriate, you definitely will not
use rhymes and flash cards to teach students in tertiary institutions instead go
for slides, maps and charts.

Developing record of work

WEEK COMPETENCIES REMARKS

DEVELOPING ASSIGNMENT
Assignment
This is a practice activity developed by the instructor after a delivery or acquisition of
knowledge , skills, and attitude
Why Assignments
Helps to demonstrate mastery in learning.
Demonstrates critical thinking.
Develop original idea
Learn and demonstrate the procedures,
practices and tools of field study
Criteria of developing assignment
Use directive verbs.
Provide for direction.
Format and document.
After designing the assignment sheet, read through and ask yourself the
questions below: If am the student
o Can I follow it easily?
o Is all necessary information included and in a logical order?
o Is it clear and comprehensible?
o Is it helpful?
o Given only the assignment sheet, what questions may arise?

TO D EVELOP ASSIGNMENT SHEET

Criteria of Developing an Assignment sheet

A: USE DIRECTIVE VERBS
Analyze – separate into constituent parts and examine critically
Synthesize – combine or bring together parts (the opposite of “analyze”)
Explain – render understandable by making clear or plain; make known in detail
Discuss – examine or consider by argument, comments, etc.; explore solutions
Assess – evaluate; estimate or explore the value of “X”
Compare and contrast – look at/evaluate similarities and differences
Survey – make a general or comprehensive examination of an area of study or a
situation
Critique – review or analyze critically

B: PROVIDE DIRECTIONS
 Provide directions and possible procedure, make sure the writing is clear,
persuasive and error free
 Clear instructions e.g.
 Circle the answers.
 Use a pencil in drawing.

C: FORMAT AND DOCUMENT

To: who are to do the assignment? From:
who is giving the assignment? Date:
assignment is given on which date?
Topic: what is the topic?
Task/assignment: what are students supposed to do?
Suggested procedure: how are students supposed to go about with the
 assignment?
Resources: what materials, tools, equipment may be required in execution of the
assignment?
Time: what duration should the assignment take?

Assignment sheet template

Name of the college/institute/ school: …………………..……..……………

Qualification: …………………………………………...…………………...
Level: ……………………………….………………………...……..………
Date: …………………………………………………………………………
From: ………………………………………………………..………………
Topic: …………………………………………………………..……………
Task: ……………………………………………………………...………….
Suggested procedures: ………………………………………...…………….
Time allocated: ………………………………………………..…………….

Example

College: National Instructors’ College Abilonino

Qualification: Diploma in Technical Teacher Education (DITTE)
Level: Year one semester one
Date: 06/03/2018
From: Lecturer/Instructor/teacher (Acut Geoffrey Moses)
Topic/skill: Identification, testing for iron and steel
Task: Identify the iron and steel from the metals provided by two methods
a. Dropping on an anvil
b. Grinding on the emery wheel
Suggested procedures: Attempt all the numbers
Tabulate all your findings
Summarize your findings
Collect your work
Time allowed: 2hours
DEVELOPING A PER F OR MANCE GU IDE and WOR K SHEET

Performance:
This an observable procedure which requires knowledge, skills and attitude of doing
something to an acceptable standard of performance, which leads to a product, goods
or service
Procedure
This is the series of steps done in proper sequence which accomplish a skill

When to use a performance guide or work sheet

 You want to be sure your students can use the tool or equipments properly
 The time to perform a skill is important
 There are health or safety hazards involved in the procedures
 Expensive materials could be wasted if the procedure is done improperly
Construction guide lines
1) State the skills clearly
2) State the condition of performance/ test
3) Develop a list of steps in performing a skill
4) State each step as clearly as possible
5) Visualize complicated steps
6) Indicate critical or safety steps
7) Make the list of steps reasonable in length
8) Attach the rating scale “when it is used assessment instrument
9) Format the guide
10)Provide clear direction for using the guide
Example
 Skill: apply fertilizer
 Wear safety gear YES NO
 Select right tool YES NO
 Read fertilizers specification YES NO
 Apply fertilizer according to specification on the container YES NO
Note: In performance guide, all the steps must be performed carefully by the performer
if not, disaster

11)State the minimum acceptable level of performance required

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 12)Revise the performance guide periodically

Uses of PG and WS
 For skills instruction
 For skills assessment
 For skills practice

Format for a Performance guide

Subject: ……………………………………………………………………………………………
Skill: ……………………………………………………………………………………………….
Date: ………………………………………………………………………...……………………..
Condition: …………………………………………..……………………………………………..
Required tools and materials: ……………………………………………………………………..

Direction: check YES or NO space to indicate whether the learner has performed each
steps or not

Name of the learner: ……………………………………..………………………………………

Name of assessor: ……………………………….……………………………………………….

Performance guide
SN STEPS YES NO

1 Wear protective gear

2 Collect tools and equipments

8 Clean the work area, equipments and tools

9 Return the tools and equipment to store or storage

Criteria for successful completion

Safety steps *
Critical steps #

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Conclusion: ………………………………..………………………………………………………

Work sheet template

WORK SHEET

Institution: -----------------------------------------------------------------------------------

Programme: --------------------------------------------------------------------------------------------------------------------- -
------------------------------------------------------------

Course unit: ---------------------------------------------------------------------------------------------------------------------- -

-----------------------------------------------------------

Work sheet code: ---------------------------------------------- Date: -----------------------------------------

Prepared by: --------------------------------------------------------------------------------------------------------------------- -

------------------------------------------------------------

Task: -------------------------------------------------------------------------------------------------------------------------------- -
------------------------------------------------------------------------------------------------------------------------------------------ -
----------------

Competencies: Learners will; ------------------------------------------------------------------------------------------- -

------------------------------------------------------------------------------------------------------------------------------------------ -
------------------------------------------------------------------------------------------------------------------------ -

Working drawing/ Models/ Specimen:

(Attached overleaf)

Procedures/steps/stages: ----------------------------------------------------------------------------------------------- -
------------------------------------------------------------------------------------------------------------------------------------------ -
------------------------

Equipment, tools and materials: ------------------------------------------------------------------------------------- -

------------------------------------------------------------------------------------------------------------------------------------------ -
-------------------------

Occupational health safety precautions/ measures : -------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------------ -
---------------------------------

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M E NTO R I NG

Mentoring is a complex and multi-dimensional process of guiding, teaching,

influencing, supporting, leading, and advising the junior or inexperienced persons in a
work situation. It is characterized by mutual trust and belief.

Mentoring is a positive developmental partnership, which is driven primarily by the

mentee. It offers a reflective space where the mentee can take responsibility for and
discuss their development

Its primary aim is to build capability and self-reliance in the Mentee

Mentors can help highlight issues and to assist the Mentee in planning ways through
them

They can help clarify the Mentee's perspective while bringing an additional impartial
view to bear on the issues

Sometimes, when the issues are straightforward and urgent, a Mentor might offer
advice or give some direction

Confidentiality, trust, understanding and positive expectation are key to a successful

partnership

The mentor is an experienced, knowledgeable, respected, competent and

professionally mature person who guides and provides opportunities for the
professional growth of protégée(s) by identifying situations and events, which
contribute knowledge, experience and values to the life of the protégée (younger
individual).

The mentee is the student who needs to absorb the mentor’s knowledge and have the
ambition and desire to know what to do with this knowledge. As a student, the mentee
needs to practice and demonstrate what has been learned.
Mentoring can help Mentees to:
 Address the issues and concerns of their daily working life and find solutions that
work for them
 Improve their level of performance and satisfaction levels
 Understand key institutional and decision-making structures
 Build relationships with colleagues and feel part of the community
 Manage the integration of job, career and personal goals

Qualities of mentor teachers:
 A range of interpersonal skills to fit a variety of professional encounters and
situations.
 Good working knowledge of a repertoire of teaching methods, alternative
modalities of learning, and styles of teaching and learning that affect student
achievement.
 Ability to use coaching processes that foster increased self-direction and self-
responsibility of the beginning teacher.
 Effective communication skills that facilitate the growth of the new employee
and accommodate the employee’s emotional, social and cognitive needs.
 Understanding the stages of teacher development within the context of how
adults learn.

Mentoring principles

 The Mentee drives the Mentoring agenda

 Engagement is on a voluntary basis for both the Mentor and the Mentee
 The Mentoring relationship is confidential
 Mentoring is non-directive in its approach
 It is a relationship built upon trust and mutual respect
 The Mentor empowers the Mentee to take responsibility for their own
learning and career development
 The relationship places no obligation on either party beyond its
developmental intent
 It is distinct and separate from the Performance Management
Development System
Characteristics of a mentor

Role model consciously practices at a very high standard and conducts self in a way
that the mentee can look to, value and adopt.
Energizer Is enthusiastic about the whole of profession, inspires interest and
motivates mentee.
Envisioned Is clear about how patient care could be even better, and is enthusiastic
and dynamic about innovations.
Investor Invests an appropriate amount of time in the mentee, and imparts own
knowledge and experience.
Supporter Encourages, gives time, is always willing to listen and makes himself or
herself available in times of need.
Standard prodder Always questioning standards of care and competence and is clear
about own standards.
Teacher-coach Teaches patient care-related knowledge and competence skillfully,
gives guidance, allows time to practice and encourages the student to learn through
experience.
Feedback giver Provides positive feedback, points out weaknesses and discusses
further learning.
Eye opener Inspires interest in wider issues, political, financial, etc., and departmental
initiatives that can impact on the practice setting or specialism.
Door opener suggests available healthcare provisions and learning opportunities
related to practice objectives.
Ideas bouncer Encourages mentee to generate and verbalize new ideas, listens to
them and helps mentee to reflect on them.
Problem solver Helps the mentee to think systematically about problems and ways of
resolving and preventing them.
Career counselor Available to offer own views and guidance in career planning.
Challenger Enables the mentee to think more critically about their decisions, and
challenges views, opinions and beliefs.
Roles of a mentor in the mentoring process

 For guidance and support

 To structure working environment for learning
 For constructive and honest feedback
 For debriefing related to good/bad experience during placement
 As a link person with other areas
 As a role model
 To assess competence
 As a friend and counselor
 For encouragement
 To provide the appropriate knowledge base for nursing interventions
 For questioning
 For protection from poor practice
 To build confidence
 For sharing learning, i.e. learning from each other
 To keep own skills and knowledge up to date
 For linking theory to practice
 For developing one’s work skills in teaching and explaining
 To provide structured learning programmes during practice placements

Roles of a student in the mentoring process

1) Allow your mentor to take the lead in the relationship, at least initially. Listen and
respect the opportunities, limitations and format of the relationship he or she is
able to provide for you. Always act with courtesy and respect towards your
mentor.
2) Use active listening skills during discussions with your mentor. Be careful not to
interrupt, unless you need to clarify a point and you see no other opportunity or
 pause. Take notes when appropriate, ask good questions and have a purpose
for your questions.
3) Prepare the goals and objectives you have for your career. Be prepared to ask
for specific guidance and advice on your goals, plans and strategic ideas. The
more specific you can be, the easier it will be for your mentor to help you.
4) Take the initiative to ask for feedback. Feedback, although difficult to hear at
times, is critical to your personal and professional growth and development.
Demonstrate that you are open to hear new ideas and suggestions to bring out
your best and overcome any blind spots. Get feedback on specific issues, for
example, how you come across to others. Ask for specific details to ensure you
understand specific behaviors. Tell your mentor how you prefer to get feedback
(for example, direct, with humor, softened).
5) Don’t be defensive. Thank your mentor for taking the risk to be honest with you.
Remember, if your mentor was not invested in you, he/she would probably not
take this risk. Honest feedback gives you an opportunity to improve yourself and
help you to move towards fulfilling your potential.
6) Always be considerate and respect your mentor’s time as you do your own. Be
thorough, but succinct in your explanations, experiences and comments. Watch
for clues that you may be going on too long. It is polite to ask directly if you are
talking too long.
7) Return phone calls promptly and be on time with commitments or meetings. If
your mentor offers a specific time frame of availability, respect his/her wishes
by following through. Only extend the time of your contact if your mentor
initiates or insists to extend or complete a task or discussion.
8) Seriously consider all advice or suggestions you receive. Arguing why the
mentor’s advice would not work, can be construed as rude and close-minded.
9) Demonstrate that you have followed advice or commitments for action at every
opportunity, even if you have modified your plan. Pointing out that you used
your mentor’s help and sharing outcomes is important.
10)Express your appreciation for every form of assistance you get. Provide positive
feedback, thanks as well as positive comments to him/her in front of others
 11)Make only positive or neutral comments about your mentor to others. If you
disagree with your mentor’s values, behaviors, or attitudes, discuss it with
him/her directly. Respect your mentor’s confidence and trust.
12)Assume the mentoring connection will be strictly professional. This does not
mean you cannot be yourself, or you cannot be friendly. Let your mentor take
the lead in establishing a more friendship based connection. Do not intrude into
your mentor’s personal life or expect to be close friends. If you have a cross-
gender connection, any romantic involvement is inappropriate. Ensure your
mentoring connection does not give the appearance of favoritism or
inappropriate/romantic.
13)Prepare yourself to move beyond your mentoring connection, once it has served
its purpose. Be sure to end on a positive note.
14)Keep the door open to return to your mentor for assistance or advice at a future
time.
15)Follow up with your mentor after termination to keep in touch, to share your
progress and to continue to express your gratitude.

Mentoring cycle/process (for an individual or group of mentee)

1. Rapport-building: Developing mutual trust and comfort

2. Contracting/Ground Rules: Exploring each other’s expectations of

mentoring

3. Direction-setting: Agreeing initial goals for the relationship

4. Progress making: Experimentation and learning proceed rapidly

5. Maturation: Relationship becomes mutual in terms of learning and

mentee becomes increasingly self-reliant.

6. Closure: Formal relationship ends, an informal one may continue

MENTORING PROCESS (ENTIRE ORGANIZATION)
1. Appoint a coordinator
In most programs, there is a coordinator who oversees the development and
implementation of a program. This person is sometimes responsible for:
 Gaining endorsement and funding for the program
 Publicizing and promoting the program
 Matching mentors and mentees
 Monitoring relationships and handling grievances
 Contracting external facilitators (if required)
 Managing the budget

2. Articulation of goals/objectives of the program

 There needs to be a clear statement of the goals, objectives and purposes of the
program.
 The program should be linked to the organizational system (e.g. induction,
performance development).
 Senior management should support the program (in terms of resources and
favorable attitude)

3. Timelines
 Decisions need to be made about the timeframe of the program during the
planning phases.
 The timeframe will depend on the goals and purpose of the program.
 The duration of programs can vary from six months to one year, or even two
years.

4. Clear roles and responsibilities of both parties

 Roles, responsibilities and expectations of both parties need to be known
and understood.
 Some formal programs encourage mentoring dyads to formalize their
agreed goals and sign a formal agreement

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5. Training of mentors
 Most organizations provide some training for both mentors and mentees.
 Training should cover information about the purpose of the program,
benefits of mentoring, and practical skills required.
 Decisions need to be made about who will provide the training, and the
duration of the training.
6. Participants
 Who will participate in the program will depend on the purpose and
objectives of the program.
 Participation should be voluntary, although in some formal programs, this
does not always happen, and it is compulsory for mentees to participate.
Where possible, mentors should be volunteers

7. Matching of mentors and mentees

 According to Rolfe-Flett (2002), there are two main matching methods:
1) Matchmaking — where a coordinator chooses who works with whom based on
biographical data both parties prepare
2) A selection process — where mentors and mentees are given some choice
regarding the person with whom they will work

8. Get-out clause
 In a mentoring program, the coordinator is usually the person who provides
ongoing support to mentors and mentees if they are having mentoring
relationship difficulties.
 In most organizations, there is a get-out clause stating that the mentoring
relationship can be terminated without blame if it is not working effectively.
 In this event the coordinator can then begin a new matching process for the
mentee or mentor.

9. Monitoring/evaluation

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  A key component of any mentoring program is monitoring and evaluation.
 Monitoring helps resolve issues as they emerge.
 A formal evaluation is required to evaluate all aspects of the program (e.g.
planning, training, matching, outcomes).
 Some methods which could assist in the evaluation include interviews, focus
groups, and surveys of mentors, mentees, the coordinator, the trainers and other
important parties.

Teachers
When a teacher walks into a classroom;
 He/she takes charge of the learning environment.

 The teacher is responsible for creating lesson plans that direct the course of
study students follow. Clear and concise objectives delineate what the student
learns on any given day.
 The teacher is responsible for measuring how much information the student
learns. Evaluation is often in the form of tests, but the teacher may use other
measurement tools to determine if the student met the teacher’s learning
objectives.

Exhibit enthusiasm: If you are enthusiastic about teaching, show it! Make learning fun.
Your eagerness for teaching will make a difference in the motivation of your students.
Beyond the classroom, it helps build a sense of teamwork. Enthusiasm is contagious.

Know your content: Keep up with your field of expertise. If you teach kindergarten,
subscribe to an early childhood journal. If you teach chemistry, attend the seminar at
the local college. No matter if this is your first year or your thirtieth, keep up with
changing trends in your field of expertise.

Be organized: Efficient organization allows you to spend more learning time with
students. Have a way of handling routines collecting student work, handing out
materials, posting assignments, what to do when finished with an assignment,

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communicating class news, etc. Established routines keep the class on track and give
you more time for teaching and engaging students.

Teach actively: Principals, like other supervisors and managers of people, appreciate
those who work hard. Effective teachers are involved, they move around, they don 't
stand around, but are busy. They are actively involved with students and with other
staff.

Show a good attitude: The French philosopher, Voltaire, said, "the most courageous
decision one makes each day is the decision to be in a good mood. "Children don’t
need teachers who stay in a foul mood. They need models with positive attitudes.
Listen to what you say to others and to your tone of voice. You should be displaying
care, concern, and respect. Likewise, administrators need to reflect good attitudes for
teachers, students, and the community.

Establish successful classroom management: Establish and enforce your classroom

management system from the first day of class. Discipline and reasonable structure
are essential for students to be on task and to have an orderly class environment. Be
consistent and fair. Avoid making rules that you do not enforce consistently, for
students soon learn that what you say does not matter.

Pace instruction: The amount learned is related to the opportunity to learn. Students
learn the most by doing, not by watching, not by standing in line, and not by listening.
Plan an instructional time line for your courses. Nothing is worse than approaching the
end of the school year and realizing there is not enough time to finish all that is in the
course of study.

Maintain good people skills: On a primary report card, this trait is referred to as "works
well with others." Administrators need teachers who work well with other people. If
people don't like your behavior as a teacher, they will not want to be around you, much
less perform for you! This is true for colleagues and parents as well as for students.
Education is a people business. Good human relations skills are imperative for

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successful teachers!

Communicate clearly: Effective teachers give information clearly. Be concise.

Demonstrate as well as explain. When presenting new information teachers must give
accurate directions. This process includes explaining, outlining, summarizing, and
reviewing. Too often children have no idea what they are learning or why they are
learning it.

Question effectively: Questioning is a powerful teaching tool. It is through questioning

that productive thinking occurs. Ask questions directed to the whole class as well as to
individuals. When directing a question to individual students, ask the question first
before calling student names. Give wait time for students to think through their
responses. Do not call on names too soon. An example of a less effective method:
"Nancy, what do you think was Edison's most useful invention and why?" What
happens? When someone’s name is mentioned, others relax and are not involved. But
the teacher could say, "What was Edison’s most useful invention and why?" and pause
for about 3 to 5 seconds. This wait time keeps everyone involved and gives students a
chance to think. It seems like a long time to wait, but the method is used efficiently by
many successful teachers.

Differentiate instruction: One of the biggest challenges to teaching is working with

students of varying learning styles, personalities, and rates of learning. Teachers need
to mix auditory, visual, and hands-on techniques. For specific lessons, subgroup
students with similar weaknesses or skill gaps.

Build success into your class: Success rate is important. If work is continuously too
hard for a student, he/she can become frustrated, resulting in behavior problems and
loss of effort. Research indicates that a success rate of at least eighty percent is
optimal. When students are not successful, provide further instruction and/or simplify
the task until they can master the task.

Hold high expectations: Principals want teachers who expect their students to learn.

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High expectations need to be communicated for good performance. Successful
teachers don't just accept participation but they require it. One can be demanding
without being unpleasant or mean. In fact, students respect teachers who expect them
to do their best.

Create a pleasant atmosphere: Don't allow your classroom to send out the aura of the
haunted house on the hill. Dismal, drab, and dreary will decrease the percentage of
learning. Cheerful and happy classrooms will stimulate learning. Teachers don't have
to create magic kingdoms to promote learning, but a pleasant room where students
feel comfortable is a must for turning up the academic burner.

Be flexible: So much of teaching requires flexibility. Can you adjust when timely topics
come up instead of staying with your lesson plan? Are you sensitive enough to student
needs that you can vary from your routines and rules when necessary to help a child?
Do you stay in control of your emotions and positive when your best-made plans have
to be altered due to circumstances beyond your control? As a recent saying goes, "The
flexible shall not be bent out of shape."

They're Dedicated to Their Students

Regularity and dependability are important qualities to have when special education
teaching. Taking the opportunity to work with students for an extended period of time
can be a huge confidence builder for them. Plus, once you know a student's strengths
and struggles, no one is better equipped than you to help them. Think about your
dedication and whether it can go the distance in meeting the needs of these
exceptional students.

Facilitator

There is a wide range of teaching styles in education. Some teachers prefer the
traditional lecture format, while others utilize a kinesthetic approach in which the
student learns by doing and feeling. Regardless of style, a teacher's job is to facilitate
learning by the pupil. If a teacher knows some of the characteristics of educational

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facilitators, she can help students own the learning process by developing a good
rapport and providing a positive role model who leans toward empowering students to
explore more about the subject at hand.

Facilitators might not be subject area experts like a teacher. They do have special
training in group dynamics, using processes such as conflict resolution, strategic
planning and team building. In any group setting, a facilitator can quickly determine
what the group knows so the group can proceed to build on that knowledge. By asking
questions and keeping the group focused, a facilitator helps the group establish a set
of ground rules, as well as its own learning objectives. The facilitator also helps the
group evaluate what group members learned from their activities.

Asking Rather Than Telling

The ability to ask questions is one of the key characteristics of a good facilitator. The
educational facilitator is less concerned with teaching content quickly and efficiently
and more focused on the philosophy that true learning takes place when the student is
able to discover the answers herself. The Socratic method of teaching by asking
questions goes back to the days of Plato and Socrates in ancient Greece. It is
important for teachers to know the right questions to ask, which often comes with
experience and practice. Generally, the more open-ended a question is, the more a
student is able to think creatively and critically to find the answer.

Relationship Oriented

Being oriented toward relationships rather than tasks is another key feature of a good
educational-facilitator. Although there is a definite balance between relationship and
task, knowing when to emphasize one over the other, at times, can help move the
learning process along. If learning is always a continuous flow of information, the
student may be swept away in the current. However, if there is an ebb and flow to the
process, students can easily fall into the rhythm. One way of doing this is to have a

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sequential ordering of questions that the facilitator can ask ahead of time. Generally,
the facilitator should begin with easy questions and gradually build to more specific
queries that require a higher level of thinking.
Seeking Students' Opinions

When a teacher-facilitator asks for students' opinions, it opens the door for discussion
and brainstorming. If a teacher-facilitator is always offering only her own opinions, this
may reinforce the infamous "regurgitation" of information by students who may not
have learned much but are simply trying to get the best grade.

Equal Learning Partners

If a facilitator simply doles out answers to students as a mother bird feeds her baby
chicks, it creates a disparity between the student and the learner. Although teachers do
have more experience and knowledge about a subject, creating a caste system of the
"sage on the stage" lecturing to a captive audience can lead to a lower level of learning.
On the other hand, if a teacher has the attitude that he might be able to learn from
students, this empowers students to share more of their ideas, insights and
discoveries and to ask questions the teacher may not be able to answer. If the teacher
is continually confronted with such questions, she may see herself as a lifelong
student.

The GROW model

This is a good way to structure a work relation with your mentee. You can either start
with the goal, work logically through the model, or you can move the model around,
starting with the reality and then the goal, if this works best. Remember to always
finish with the way forward and ensure that this is set and owned by the mentee.
Goal – Get the mentee to focus on the future and on what h e/sh e wants to achieve as
an individual. It is not where you think they should be aiming.
Reality – Ask questions to help the mentee establish where they are now. If you work
with the individual directly you may need to give feedback on actual performance.
Encourage the individual to get feedback on their performance from their direct line

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manager if you do not work with them directly as this will help them to identify their
current reality.
Options – help the mentee to identify what different options are open to them and ask
questions to help them explore the reality of each of these options. Share your own
experiences if the mentee is struggling to identify sufficient options and beware of
being too directive.
Way Forward – Encourage the mentee to design an action plan which they have
set and encourage them to set SMART objectives, objectives that are specific,
measurable, achievable and realistic for the mentee in their current position and
that have clear timescales attached.

CO A CH I N G

Definition: Coaching systems are designed to provide an employee with a content

expert who works with that individual in assuring that employee learns a particular skill
or piece of knowledge
Introduction
Coaching is individualized; job-embedded; timely; supportive; stimulating; challenging
Need for Coaching
Anytime a new team member comes on board; you (team leader) are off-site; the
individual appears to be too dependent on you and other team members; when
changes take place in the workplace; new processes, policies, procedures
implemented; a team member is failing, or is displaying the behaviour to potentially to
fail.

Coaching characteristics:
 Managers coach all of their staff as a required part of the job
 Coaching takes place within the confines of a formal manager-employee
relationship
 Focuses on developing individuals within their current jobs
 Interest is functional, arising out of the need to ensure that individuals can

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 perform the tasks required to the best of their abilities
 Relationship tends to be initiated and driven by an individual’s manager
 Relationship is finite - ends as an individual transfers to another job
Mentoring characteristics:
 Takes place outside of a line manager-employee relationship, at the mutual
consent of a mentor and the person being mentored
 Is career-focused or focuses on professional development that may be outside
a mentees’s area of work
 Relationship is personal - a mentor provides both professional and personal
support
 Relationship may be initiated by a mentor or created through a match initiated
by the organization
 Relationship crosses job boundaries
 Relationship may last for a specific period of time (nine months to a year) in a
formal program, at which point the pair may continue in an informal mentoring
relationship
Difference between Coaching and Mentoring
Coaching Mentoring
Task Oriented Relationship Oriented
Short Term Long Term
Performance Driven Development Driven
Can be done as needed; no design Program design needed to create effective
necessary program
Manager directly involved Manager involved only indirectly
More easily evaluated and measured Less easy to measure for ROI
for ROI
Reliance on performance Not dependent upon performance
management systems reviews, 360’s management , e.g.
etc. systems
Feedback by coach to manager about No feedback by mentor to manager

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progress
Coach paid for services Mentor receives no compensation
Coach operates independently Mentors operate with assistance from the
Mentoring Program Manager
No training of the coached needed Mentors and mentees trained
Focus is more on business issues Focus is on personal and professional
than personal development

Lower initial investment cost Higher initial investment cost (lower average
over time)
Lends itself to online software Management of the mentoring program lends
itself to software but not the relationship itself
Coaches leave organization when Mentors and mentees remain in the
done organization and can provide ongoing
mentoring to others
Done by inside or outside content Mentors are normally within the company
expert
Can be done for remedial purposes Never remedial
Internal politics not usually affected Internal politics a consideration in program
design
Cultural change may/may not occur Mentoring is transformational and affects the
culture
Diversity may or may not be included Diversity is a component of mentoring
Coaching done 1-on-1 Mentoring most often is done 1-on-1 but other
models may be used as well
Content expertise more important in Interpersonal skills more important in
coaching mentoring
Manager can be coach of own Mentor is outside mentee’s direct supervisory
employee line
Coaching is one-directional Mentoring is bi-directional

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Coaching is focused on the business Mentoring involves the whole person
person
Behavioral transformation Personal transformation

In summary,

“Coaching is about skills and knowledge acquisition. Mentoring is transformational

and involves much more than simply acquiring a specific skill or knowledge.”

Statutory body which governs education

 The constitution of Uganda
 Education Act
 Government white paper
 Local government act
 Teachers code of conduct
 Education service regulation
Autonomous institutions
 National council of sports
 Uganda national examination Board (UNEB)
 Uganda Business, and Technical Examination Board (UBTEB)
 Education service commission
 National curriculum development centre
 National council for higher education
 Directorate of industrial training
Stakeholders in education
a) Ministry of education and sports
i. They formulate policies on how to manage schools/ institutions
ii. Give the grants to schools/ institutions
iii. Build infrastructures
iv. Employ the personnel
v. Monitoring the school activities etc
b) Foundation body
i. Give the land for establishing infrastructures
ii. Influence the administrations positively in the management of the
school/institute etc
c) Board of governors (members of the council/ management committee)
i. They oversees general administration and management of the institution

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 on behalf of the ministry of education
ii. Approve the work plan and budget for the institution
iii. Give local appointments to the institution
iv. Enforce discipline at the institution
v. They evaluate the overall performance of the school
vi. They give guidance on the repair/ maintenance of the school/college
infrastructures
d) Parents
i. Provides the institutions by giving learners to be taught
ii. They provide financial and material support to institutions through fees
and food items
e) Community
i. They act as the watch dog on the management and administration of
institutions and report the progress and failure to the relevant authority
ii. They supply the institutions with food stuff

f) Teachers/Instructors/ Lecturers
i. Make effective teaching and learning and assess the academic
performance of learners
ii. They oversees daily college routine, conduct duty and does any other
work assigned to them
iii. Enforce school discipline
iv. Give report for student performance
v. Give guidance and counseling to the learners
g) Students
i. They are supposed to be taught with the required skills and knowledge
needed for building human capacity and they are supposed to learn what
is taught
h) Politicians
i. They follow up the implementation of government policies
ii. They priorities the allocation of infrastructures development
i) Non Governmental organizations
i. Sponsor the students
ii. Build schools/institutions
iii. Provide facilities to schools
Record teacher/instructors must have in class
Scheme of work: this is the breakdown of the syllabus for a period of time
Lesson plan: this is the teacher’s detailed plan for a lesson. It is the breakdown of the
scheme of work
Class register: this help the instructor to monitor daily attendance of learners in order

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to know who is present or absent
Record of work covered: this help a learner to know the coverage of the syllabus within
a term and also help the instructor to evaluate the progress of his/her scheme of work
for a term
Records of marks: this help to measure the academic progress of the learner
Records of in structural materials: This aid teaching and learning
Time table: help in lesson schedules and time management
Record of furniture in class: help the instructors to know the condition of the
classroom and report for losses or damage
Classroom culture and practices: These are rules governing the class

Advantages of continuous assessment

To the learner;
 Motivates learners to study hard
 Create learning activities to learners
 Give feedback the learner
 It enhance academic progress
 It aid memory
 Broaden the mind of a learner and encourage research
 Keep the learner busy and avoid them from absenteeism
To the teacher/instructor

 Provides diagnostic feedback to the teacher/ instructors

 Help the teacher to set standard
 Help the teacher to evaluate progress
 Relates students progress
 Help the teacher to evaluate himself
 Help the teacher to change his/ her method of teaching

Government policies in education

 Uganda students higher education financing policy
 UPPET: Universal post primary education and training (Free technical education)
 PIASY: Presidential Initiative on Aids Strategy for communication to youth (for
sensitizing youth on dangers of Sexual transmitted diseases)
 Affirmative action for girl child education (education for girl child)
 Information and communication technology in education sector
 National physical education and sports policy
 Vocationalization policy: this policy aim at opening technical schools and
vocational schools in all sub county in Uganda

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  UPOLET: Universal Post O’level Education and training (plan to provide free
education to A level students)
 USE: Universal secondary education program (free education to O’level students)
 UPE: Universal Primary education (free education to primary education)

Research on;
i. Teachers code of conduct
ii. Teaching methods and techniques
iii. Function of education service commission, structure and objectives of the
commission etc (you can get from www.esc.go.ug )
iv. Current affairs
v. Have your subject matter on your finger tips

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