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LESSON ONE: DEFINITIONS OF CONCEPTS IN EDUCATION: GOALS,

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LEARNING OUTCOMES, TEACHING AND LEARNINGDEFINITIONS OF
CONCEPTS IN EDUCATION: GOALS, LEARNING OUTCOMES, TEACHING AND
LEARNING
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1.1 Introduction
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In this first lesson, we lay the foundation for the entire course by defining the concept
entrepreneurship and other related terms. Throughout our teaching experiences, we have
found that an understanding of the basic principles behind the subject and their
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applications increases the students’ motivation for the subject. We therefore introduce you
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to the theories upon which entrepreneurship study is based and encourage you to engage
in in-depth discussions of these concepts and theories. Since the term entrepreneurship is
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closely associated with small businesses, we introduce the concept of small business too.
The purpose of this lesson is to enable you understand fundamental concepts and theories
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of entrepreneurship.

1.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

1.2.1 Define goals, learning outcomes, teaching and learning

1.2.2 Explain the relationship between teaching and learning.

1.2.3 Explain the nature and components of teaching and learning

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NEXT

PREVIOUS
1.2.1 The definitions of goals and learning outcomes
Goals from education perspective can be defined broadly as statements of educational
intension by a given education system. . They describe skills, attitudes and competencies
students should attain during a given education program.

In Kenya, there are eight goals which educational programs from primary to university seek

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to achieve. They include but are not limited to the following;

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1. Education should promote patriotism, nationalism and national unity.

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2. Education should promote social, economic, technical and industrial needs for national
development.

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3. Education should promote individual development and self-fulfilment

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4, Education should promote sound moral and religious education.
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However, in some countries goals can also be specific. In this case, they are
formulated as statements with both an action verb and the competency required after a
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learning process. In such a case the goal takes the place of an objective e.g by the end of
the course the learner/ students should be able to explain/discuss …

Learning outcomes refer to statements of what the learner should know and be able to do
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to demonstrate their knowledge, understanding, attitudes, values and skills and/or

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competences at the end of a learning process. Under the Competency Based Curriculum (
CBC)in Kenya they have replaced objectives.
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The learning outcomes like goals can be limited to a lesson, course, program or a degree
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or level of education.. Therefore, they can be specific and narrow or general and broad.
For example learning outcomes for early education according to Nyamoti (2018) include
among the following:

1. Apply digital literacy for learning and enjoyment

2. Demonstrate basic literacy and numeracy skills in learning

3.’Apply creative and critical thinking skills in problem solving

4. Practice hygiene, nutrition, sanitation, safety and nutrition to promote health and well
being.

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5, Practice appropriate etiquette for interpersonal relationships

It can also be specific to a lesson e.g By the end of the lesson you will be able to describe …

E-tivity 1.2.1 – Concepts of goals and learning outcomes

Numbering, pacing 1.2.1
and sequencing
Title Definitions of goals and learning outcomes in education
Purpose The purpose of this e-tivity is to enable you explain key concept in the

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course.
Brief summary of Read content on goals and learning outcomes under the links. below.

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overall task
https://www.atikaschool.org/pre-primary-one-curriculum-with-
syllabus/national-goals-of-education-in-kenya (NATIONAL GOALS OF

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EDUCATION IN KENYA ...)

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Play Video

(Website )

(Website ) AP Play Video

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Spark
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D
N
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Individual task a) Using bullet points, outline the key themes in the definitions of goals
and learning outcomes.

b) In a sentence develop your own definition of these terms: goals and

learning outcome.

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Interaction a) Post two themes that are common in the definition of goals and
learning outcomes.

b) Provide positive and constructive feedback on the terms defined by

stating the relationship between the two.
1,Ensure that learners are focused on the content and context of the
discussion
E-moderator
interventions 2. Stimulate further learning and generation of new ideas

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3. Provide feedback on the learning progress

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4.Close the e-tivity
Schedule and time This task should take one hour.
Next The concepts teaching and learning

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1.2.2 Concepts of teaching and learning

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Teaching comes from the old English word ‘’tǣcan’’ which means to show or point out.
Learning on the other hand comes from the old English word leornian which means to get
knowledge or to think about it.(Brown 2018)
AP
Lefancons (1991) in Nasibi (2003) defines teaching as a process that facilitates changes in
H
learners and entails telling and persuading, showing and demonstrating, guiding and
directing learners’ efforts or a combination of these actions. Learning on the other hand is
AH

defined by Ferrant (1980) in NasibI (2003) as a process by which knowledge,

,understanding , attitudes , skills and capabilities can be acquired and retained..
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Teaching and learning are therefore interconnected terms. One has to learn before
teaching and therefore teaching is dependent on learning.
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E-tivity 1.2.2 Defining the term teaching and learning

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Numbering 1.2.2
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pacing and
sequencing
Title Defining the term teaching and learning
Purpose The purpose of this e-tivity is to enable you to explain the concept teaching
and learning.
Brief Read more about the meaning of teaching and learning from the link below
summary 1.https://www.researchgate.net/publication/272620585_by A.H Sequeira on
of overall introduction_to_concepts_of_teaching_and_learning (Website )
task 2.http://www.sun.ac.za/english/learning-teaching/ctl/t-l-(Website)
)resources/curriculum-t-l-
assessment#:~:text=Teaching%20can%20be%20defined%20as,%2C%20delive
ry%2C%20assessment%20and%20reflection.

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 b) Watch the video at the link attached:
https://www.youtube.com/watch?v=-Xt4R2Eo0js

Spark

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ES
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AP
H
AH

Individual a) Using bullet points outline the key themes in the definitions of teaching and
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task learning
b) In a sentence develop your own definitions of the terms teaching and learning.
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Interact a) Post two themes that are common in the definition of teaching and learning.
ion b) Provide positive and constructive feedback on the definition of teaching and
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learning.
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E- 1. Ensure that learners are focused on the content and context of the discussion
modera 2. Stimulate further learning and generation of new ideas
tor 3. Provide feedback on the learning progress
interve 4.Close the e-tivity
ntions
Schedul This task should take one hour.
e and
time
Next The relationship between teaching and learning
1.2.3 Relationship between teaching and learning
The relationship between teaching and learning is crucial. Both of them are processes, are
interdependent and inseparable. Teaching and learning as a process starts with planning

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for teaching, the execution of the teaching and lastly carrying out assessment to find out
if the teaching and learning outcomes have been realized.

Teaching and learning are interconnected and interdependent. They cannot operate
independently. There can be no learning without teaching nor there teaching in the
absence of learning. Both teachers and learners bring in knowledge of their learning
experiences and interactions creating understanding and new experiences.

Although teaching determines the nature of learning and effective teaching leads on

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effective learning , a teacher cannot make learners to learn. The best he/she can do is to
create an environment which will lead to learning; an atmosphere that will motivate

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students and contribute to active learning

According to Brown (2018), in teaching and learning relationship, the teacher has the role

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of a facilitator, human relation specialist and a motivator. The effective implementation of
these roles will promote learning.

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E-tivity 1.2.3 The relationship between teaching and learning
Numbering,
pacing and
1.2.3 AP
H
sequencing
Title The relationship between teaching and learning
Purpose The purpose of this e-tivity is to enable you to explain the relationship
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between teaching and learning.

Brief summary Watch videos1 and2 on these links.
oral task
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http://www.differencebetween.net/language/words-language/difference-
between-teaching-and-learning/ (Website ; Brown 2018)
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thttps://onlinelibrary.wiley.com/doi/abs/10.1002/aehe.3640150403 (Website ;
Brown 2018)
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Individual task a) Using bullet points, outline the key themes in the relationship between
teaching and learning .

b) In a sentence explain what you understand by each of the components.

Interaction a) Post two themes that are common in the relationship of teaching and
learning.

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 b) Provide positive and constructive feedback on the explanation given on the
relationship of teaching and learning.

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
interventions
2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

4.Close the e-tivity

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Schedule and This task should take one hour.

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time
Next The components of teaching and learning
1.2.4 The nature and components of teaching and learning

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The nature of teaching and learning is not only complex, dynamic and flexible but also,

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interactive and creative. Although a teacher can be seen teaching , learning cannot be
seen but can be inferred from change in observable behavior. It is difficult to understand

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how teachers teach and how their teaching is perceived by their learners. The nature of
learning is characterized by the following: universality, experience, continuity, relative
permanent change in behaviour and unobservable.
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According to Nasibi (2003) the components of teaching and learning include stating the
learning outcomes, identifying the content to be taught, selecting appropriate teaching
AH

methods and techniques, identifying instructional resources, presenting the lesson,

measuring and evaluating the learning outcomes.
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E-tivity 1.2.4 The nature and components of teaching and learning

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Numbering, pacing and 1.2.4

sequencing
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Title The nature and components of teaching and learning

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Purpose The purpose of this e-tivity is to enable you to describe the nature
and explain the components of teaching and learning.
Brief summary orall task Watch videos 1 and 2 on these links.

http://www.differencebetween.net/language/words-
language/difference-between-teaching-and-learning/(Brown 2018)

https://onlinelibrary.wiley.com/doi/abs/10.1002/aehe.3640150403

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Spark

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ES
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Individual task a) Using bullet points, outline the key themes in the nature and

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components of teaching and learning

b) In a sentence explain what you understand by each of the

components. AP
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Interaction a) Post two themes that are common in the nature and components
of teaching and learning.
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b) Provide positive and constructive feedback on the explanation

given on the components of teaching
E-moderator 1,Ensure that learners are focused on the content and context of the
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interventions discussion
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2. Stimulate further learning and generation of new ideas

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3. Provide feedback on the learning progress

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4.Close the e-tivity

Schedule and time This task should take one hour.
Next The next lesson will be on GANAG,Instructional Model; Systems
Approach to teaching
LESSON TWO: INSTRUCTIONAL MODEL: SYSTEMS APPROACH TO
TEACHING AND LEARNING

2.1 Introduction
Systems thinking involves moving from observing events or data, to identifying patterns of
behavior overtime, to surfacing the underlying structures that drive those events and

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patterns. By understanding and changing structures, we can create satisfying, long-term
solutions to chronic problems in education. Systems thinking perspective requires curiosity,
clarity, compassion, choice, and courage. This approach includes willingness to see a
situation more fully, to recognize that we are interrelated, to acknowledge that there are
often multiple interventions to a problem in education, and to champion interventions. This
lesson explores how to look at education and classroom teaching as a system

2.2 Lesson Learning Outcomes

By the end of the lesson, you should be able to:

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2.2.1 Define a variety of terms in systems approach

2.2.2. Discuss various components of a system in education

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2.2.3. Apply systems thinking in instructional planning

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2.2.1 Definitions: System
AP
Romszowski (1981): “a set of elements or components or elements or objects which are
interrelated and work towards an overall objective”
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Groenewegen (1993): “a complex of factors interacting according to an overall plan for a
common purpose or goal”
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“an organized set of doctrines, ideas, or principles usually intended to explain the
arrangement or working of a systematic whole” (Merriam-Webster Dictionary)
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Generally: Any collection of interrelated parts that together constitute a

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larger whole. These component parts, or elements of the system are intimately linked with
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one another, either directly or indirectly, and any change in one or more elements
may affect the overall performance of the system, either beneficially or adversely. The
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systematic approach to teaching provides a method for the functional organization and
development of instruction.

Examples of systems

Common systems used in our day to day activities are for example:

The human body – and subsystems such as the circulatory system, digestive system and
nervous system

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Mechanical systems: refrigeration system, generators, music system, computer system,
engines etc.

Social systems: organisation such as family, education systems, political parties, trade
union movements, industries and churches

Natural systems: rivers, forests etc.

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General Systems Theory

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General systems theory (GST) was outlined by Ludwig von Bertalanffy (1968). Its premise is
that complex systems share organizing principles which can be discovered and modeled

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mathematically. To quote Bertalanffy, ""...there exist models, principles, and laws that apply
to generalized systems or their subclasses, irrespective of their particular kind, the nature

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of their component elements, and the relations or ""forces"" between them.."" (Bertalanffy,
1968, pp 32).

AP
Systems theory is the interdisciplinary study of systems. A system is a cohesive
conglomeration of interrelated and interdependent parts which can be natural or human-
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made. Every system is bounded by space and time, influenced by its environment, defined
by its structure and purpose, and expressed through its functioning. Changing one part of
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a system may affect other parts or the whole system. The goals of systems theory are to
model a system's dynamics, constraints, conditions, and to elucidate principles (such as
purpose, measure, methods, tools) that can be discerned and applied to other systems at
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every level of nesting, and in a wide range of fields for achieving optimized equifinality.
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History of General Systems Theory

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Systems Theory comes from the General Systems Theory proposed by the biologist Ludwig
von Bertalanffy (1968).

There is a need for a unified and disciplined inquiry in understanding and dealing with
increasing complexities in organisations.

The systems view investigates the interaction between components of an organisation,

and the relation of components to their larger environment.

Characteristics of general systems theory

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  Open system: a system keeps evolving and its properties keep emerging through its
interaction with environment
 Holistic view: systems theory focuses on the arrangement of and relations between
the parts that connect them into a whole. The mutual interaction of the parts makes
the whole bigger than the parts themselves.
 Goal-directedness: systems are goal oriented and engage in feedback with the

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environment in order to meet the goals. Also, every part of the system is

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interdependent with each other working together toward the goals.
 Self-organizing: productive dynamic systems are self-organizing this implies the
adaptive ability of the systems to the changes in the environment.

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PI
Components of a system

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1. Goals and mission: every system has a goal (target to be achieved). All members
work towards the achievement of the set goal.
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2. Elements: there are several elements – these are interrelated and interact. Exists in
a hierarchy of relationships – each functional unit forms a subsystem with elements
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that cannot work independently. A supra-system: one that has subsystems each of
which should perform but is interdependent on other subsystems.
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3. Has boundaries – which distinguish it from other systems parts ensuring that a
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specific task is performed at a particular point, but both/all parts depend on each
other
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4. Environment: a set of conditions such as resources, changes and constraints (e.g.

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inadequate material, dissenting voices) that affect the system either positively or
negatively. There is a flow both inward and outward the system into the
environment. In order to survive, the system must interact with and adjust its
environment and the other parts of the supra system. The environment provides
inputs such as money, people and resources which will determine the quality of the
operation of the system
5. Harmony: a coherent interaction for attaining the common goal. Elements work in
harmony, although each has its own function which it contributes in achieving the
goal of the system.

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 6. Some degree of disorder (internal entropy) – because systems are open and
operate within environmental constraints; there is a critical point at which a system
may collapse (hence need for flexibility of objectives of a system to minimize
entropy)
7. Feedback – input or information about the achievement (output) for purposes of re-
examining the system. Provides for assessing the suitability of the success level in

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the interaction leading to the attainment of the intended goal.

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8. Growth- through either transformation or diversification or multiplication
9. Dynamic stability (equilibrium) with the environment – in harmony with the
environment and has to exhibit levels of balance among its elements/subsystems

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10. It has a set of inputs (learners) which are subject to a process in order to attain

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certain objectives which appear as outputs (educated students).

AP
11. It has a self-adjusting combination of interacting people/institutions and things to
accomplish a pre-determined purpose. (Hooper (1971)
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Impact to Educational Systems: Systems Approach to Teaching/ Instruction

According to Banathy (1987), there are four subsystems in any educational enterprise:
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1. The learning experience subsystem: the cognitive information processing of the

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learner
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2. The instructional subsystem: the production of the environment or opportunities

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for learners to learn by the instructional designers and teachers

3. The administrative subsystem: decision making of resource allocation by the
administrators based on the instructional needs and governance input
4. The governance subsystem: the production of policies which provide directions and
resources for the educational enterprise in order to meet their needs by "owners"
5. The instructional system is part of educational system. Reigeluth (1996)

Inputs to the educational systems approach include:

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  Well defined objectives,
 Analysis of the intended audience,
 Special criteria desired by the customer (government, parents, students),
 Analysis and use of existing resources - Content requirements, Content
development and Use
 A team of instructional system specialists, subject matter experts, writers, and SNE

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specialists

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The School as a system

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PI
o It is an organised entity with goals received from society (MoE – see national goals,
curriculum and syllabuses); receives raw materials (learners) from the environment;

AP
learners are put through a process; the output is assessed to see if behaviour is
transformed.
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o It has elements/parts which must work together for the goals to be realised (head
teachers, teachers, support staff, learners, T/L resources, physical resources etc). All
AH

these must interact in order to realise the desired output.

o It must have harmony – all elements (all those involved in the education system)
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must work harmoniously for goals to be realised. E.g. Head teacher as chief
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administrator must provide leadership etc. Learners must work alongside teachers
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etc. Support staff must perform their respective roles etc.

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o It must provide feedback – both teachers & learners must get feedback to check if
the products are being processed desirably. Feedback maybe positive or negative.
Then teacher can adjust teaching methods, resources, experiences, classroom
management to achieve desired goals.

Why Teaching is considered a system

 Because it has a well-defined goal or objective;

 It consists of more than one element

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  All these elements work in harmony.
 It also has provision for feedback.

NB: There is an interrelationship among all the components. The focus of the systematic
instructional planning is the STUDENT/LEARNER.

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Parts of a systematic instruction explained:

The following procedure guides the teacher in accomplishing instructional goals:

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1. Specification of objectives: Define Objectives - Instruction begins with the definition of

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Instructional Objectives that consider the learners’ needs, interests and readiness.

AP
2. Selection of content: according to the curriculum

3. Assessment of entry behaviour: organizing students into groups.

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4. Choice of teaching strategy - On the basis of the objectives, the teacher selects the
appropriate teaching methods to be used. And, in turn, based on the teaching method
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selected, the appropriate learning experiences and appropriate materials, equipment and
facilities (resources) will also be selected. The strategic method or learning methodology is
based on the nature of the learner. Chose appropriate experiences; allocation of time and
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learning space.
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Assign personal roles – The use of learning materials, equipment and facilities
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necessitates assigning the appropriate personnel to assist the teacher and defining
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the role of any personnel involved in the preparation, setting and returning of these
learning resources.

5. Implement the instruction - Carrying out or Executing teaching instruction. With the
instructional objectives in mind, the teacher implements planned instructions with the use
of the selective teaching method, learning activities, and learning materials with the help of
other personnel whose role has been defined by the teacher.

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 o Examples of Learning Activities: Reading, Writing, Interviewing, Reporting or doing
Presentation, Discussing, Thinking, Reflecting, Dramatizing, Visualizing, Creating,
Judging, evaluating
o Examples of Learning Resources for Instructional Use: Textbooks, Workbooks,
Programmed materials, Computer, Television programmes, pictures, Slides and
transparencies, Maps, Charts, Cartoons, Posters, Models, Mock ups, Flannel board

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materials, Chalkboard, Reals objects

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6. Evaluate outcomes/Evaluation of teacher and learner performance (quality control
monitoring, performance testing etc.) - after instruction, teacher evaluates the outcome of
instruction. From the evaluation results, teacher comes to know if the instructional

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objective was attained.

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7. Analysis of feedback by teacher and learner: refining the process - It is dependent on the
outcome. If the instructional objective was attained, teacher proceeds to the next lesson

AP
going through the same cycle once more. If instructional objective(s) was not attained, then
teacher diagnoses what was not learned and finds out why it was not learned in order to
introduce a remedial measure for improved student performance and attainment of
H
instructional objectives. The teacher should device plans (remedial, tutorial or give more
examples) for the learners to fully understand the lesson. (Glaser, 1962)
AH

NB: The purpose of a system instructional design is “to ensure orderly relationships and
interactions of human, technical, and environmental resources to fulfill the intended goals
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which have been established for instruction.” (Brown, 1969)

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The phases or elements are connected to one another. If one element or one phase of the
instructional process fails, the outcome, which is learning, is adversely affected. The
N

attainment of the learning objective is dependent on the synergy of all the elements and of
SA

all the factors involved in the process

Planning to teach as an example of part of the instructional system

The lesson plan

The teacher/instructor should plan to teach through the scheme of work (long-term plan
for content activities and resources in teaching e.g. in one term or year).

For immediate classroom use, the teacher/instructor prepares a lesson plan. This is a plan
indicating the instructional objectives, time required, the major steps to follow, the content

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and relevant activities, the necessary resources and teaching aids. The plan also gives room
for self-evaluation.

Every lesson plan or lesson presentation must have objectives, elements, harmony
(suitable methods, resources, entry behaviour have to be in harmony), evaluation.

Lesson presentation as a model systems approach

A well-presented and organised lesson should exhibit the following qualities:

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Relevance to objectives.

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

 Accuracy of information/content.
 Likelihood to arouse and maintain interest.

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o Learner participation in: Oral activities, Written experiences, Listening

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activities, Visual activities, Art and craft activities e.t.c.



Appropriate pace for learners.
AP
Clarity of organization of information - clarity of expression, conversational, of
quality.
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AH

Models
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D
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SA

Figure 1: A simple Model of a systems approach

In Figure 2 below, the system consists of four distinct elements A, B, C, D, which are related
to or dependent upon each other as indicated. Note that some interrelationships may be
two-way, while others may be one-way only. These elements may themselves be capable of
further breakdown into other smaller components, and may thus be regarded as sub-
systems of the overall system.

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A simple system is illustrated schematically in Figure 2:

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ES
N
PI
AP
H
Figure 2. A typical system
AH

The processes of teaching and learning can be considered to be very complex systems
indeed. The input to a given teaching/learning system consists of people, resources and
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information, and the output consists of people whose performance or ideas have (it is to
D

be hoped) improved in some desired way. A schematic representation of systems of this

type is shown in Figure 3:
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Figure 3:
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Figure 3. The 'systems' model of the educational process (Romiszowski 'Designing
Instructional Systems')

NEXT

PREVIOUS
E-tivity: 2.2.1: Instructional model: systems approach to teaching
Numbering, pacing and sequencing 2.1.2: The nature and components of teaching and le
Title The nature and components of teaching and learning

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Purpose The purpose of this e-tivity is to enable you to descri

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learning.
Brief summary orall task Follow the link below for more insights.

https://eric.ed.gov/?q=systems+approach+to+teachin

N
PI
and

https://eric.ed.gov/?q=systems+approach+to+teachin
Spark
AP
H
AH
R

Individual task a) Using bullet points, outline the key themes in the
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b) In a paragraph explain how a successful system w

Interaction a) Post two themes that are common in the nature an
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b) Provide positive and constructive feedback on the

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E-moderator interventions 1,Ensure that learners are focused on the content and

2. Stimulate further learning and generation of new i

3. Provide feedback on the learning progress

4.Close the e-tivity

Schedule and time This task should take one hour.
Next The next lesson will be on TEACHING STRATEG

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LESSON THREE: TEACHING STRATEGIES AND THEORIES - HEURISTIC
AND EXPOSITORY STRATEGIES IN TEACHER EDUCATION

3.1 Introduction
Most learning and teaching strategies can be broadly classified under two categories. These
are: Heuristic Strategy and Expository Strategy. Many teaching methods fall under the two
strategies. Some of the teaching methods are a blend of the two strategies.

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3.2 Lesson Learning Outcomes

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By the end of this lesson you will be able to:

3.2.1 Identify Heuristic Methods of teaching

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3.2.2 Identify Expository Methods of teaching

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3.2.3 Apply Kolb’s Theory of Experiential learning to teaching

3.2.4 AP
Explain the conveniences and inconveniences of Heuristic Methods
H
3.2.5 Explain the advantages and disadvantages of Expository Methods
AH

3.2.1 Heuristic Methods of teaching

Definition Strategy in teaching
R

A strategy in teaching can be defined as the general idea, or the overall way in which the
process of teaching and learning is organized. In teaching, one finds some common
D

aspects of practices across a variety of methods. One can therefore say that a strategy
N

encompasses a number of methods which share common features, even though the
features may apply differently, in each method.
SA

Definition of Method in teaching

A method can be described as a way, which, practical in many instances, a teacher follows
in the delivery process of content in a given strand or lesson. It is seen as a means to
achieving the learning outcome, in specific steps, deliberately arranged to lead to a desired
aim, goal or end.

Heuristic Strategy

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The heuristic strategy, commonly called “Discovery Strategy” refers to teaching approaches
or methods which encourage the teacher to allow learners to discover facts and
information, in the process of instruction. In this strategy, the learner and not the teacher,
is the center of instruction .The term “heuristic” has been coined from the Greek word
<eureka> meaning to find out or to discover. The teacher then becomes a facilitator, who
through the skills acquired in his/her training, guides the learners to find out for
themselves the answers to issues, rather than telling them directly.

3.2.1: E-tivity: Heuristic Strategy

S
Title Identifying heuristic methods.

ES
Purpose To enable the learner to apply heuristic
methods
Brief Summary of Overall Task To establish the overall nature of heuristic

N
methods
Spark Know when to be silent

PI
Individual Task Read the following reference and answer the
questions.

AP
1.Choose and study any 4 of the methods. List
3 characteristics of each , which show they are
H
Heuristic in nature.
AH

https://wabisabilearning.com/blogs/literacy-
numeracy/28-instruction-methods-infographic
R
D

Interaction Begins Discuss the question with your peers. Post your
answers on the Kusoma forum before the end
N

of the week of this lecture.(kindly avoid any

unrelated chat here)
SA

E-Moderator Interventions Your opinions will be summarized here after

you’ve posted them
Schedule and Time This should take 2 hours
Next Read also Instructional Methods in Education.
Chapter 4 for further information(this text is
available in the library, consult your lecturer)

Title Advantages/disadvantages of Heuristic methods

Purpose To enable learner to determine when to use and when not to use
heuristic
Brief Summary of overall Study the conveniences/inconveniences
Task

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Spark Make value judgements
Individual Task Read the article and answer the following questions:-
https://www.preservearticles.com/education/advantages-and-
disadvantages-of-heuristic-method-of-teaching-science/5381

How do these advantages apply in your own subject area?

How would the disadvantages affect teaching of your subject?

Interaction begins Discuss the questions with peers and share your opinions on the
forum

S
E-Moderator Interventions To view and summarise answers on forum.

ES
Schedule This task should take 3 hours.
Next Ask your lecturer to guide you on access to the text Instructional
methods in Education. Read chapter 4 for further information

N
3.2.2 Expository Strategy

PI
The Expository Strategy involves direct teaching. The teacher does most of the talking. In
the meantime, learners remain largely inactive. In this Strategy learners have to memorize

AP
information with the aim of reproducing the same, when called upon to provide
explanations. As expected, learning with this strategy will most likely produce a student
who has weaknesses in making value judgments on what they have learnt, among others.
H
This strategy leads to shallow learning since it does not lead learners to express their views
and opinions on what they are told. The Expository Strategy can be said to be teacher
–centered in nature.
AH

E-tivity - 3.2.2 Expository Strategy

R

Title Identifying Expository methods.

Purpose You will be able to apply expository methods
D

Brief Summary of overall Task To establish the overall nature of expository

methods
N

Spark Who wants to be a passive listener?

SA

Individual Task Read the and answer the questions.

http://www.nzdl.org/gsdlmod?e=d-00000-00---
off-0fnl2%2E2--00-0----0-10-0---0---0direct-
10---4-------0-1l--11-en-50

1. From the descriptions which are

Expository methods?
2. Give reasons for your choice

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Interaction Begins After exchanging your views on the questions
with peers post your answers, in short
sentences on the forum.
E-Moderator Interventions Your answers will be summarized in the forum
by your e-moderator.
Schedule The activity should last 2 hours
Next Read Chapter 4 of Instructional Methods in
Education for further information.
Title Advantages/Disadvantages of Expository
Purpose To allow learner to determine when to and not

S
use Expository methods

ES
Brief Summary of Overall Task To be able to determine when to use or not use
Expository methods
Spark Consider what is relevant to the situation

N
Individual Task http://www.nzdl.org/gsdlmod?e=d-00000-00---
off-0fnl2%2E2--00-0----0-10-0---0---0direct-

PI
10---4-------0-1l--11-en-50

AP
1. Study the methods and find out which
expository methods would be advantageous to
use in teaching one of your subjects. (Note that
not all the methods here are expository)
H
2.Give reasons why you chose this/these
AH

methods
Interaction Discuss the questions with your peers
E-Moderator Intervention To summarise student findings and post them
R

on forum by end of lesson week.

Schedule Post your group answers in the forum. This
D

task should last 3 hours

Next Read also Instructional Methods in Education
N

Chapter 4 for additional information.(find out

from your lecturer how to access this text
SA

3.2.3 Experiential Learning

Definition of Experiential Learning.

Experiential Learning can be defined simply as <Learning through experience> or

<learning through reflection on doing>. Key words here are reflection and doing. The
learner then is not just simply doing something but up and above that he/she is reflecting
or thinking, evaluating, judging, at every step of the way in the learning process.

Kolb’s Theory of Experiential Learning

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A number of theories have been developed over the last few decades to support this
Learning method. One of the most applied theories applied with this method is David
Kolb’s Theory of Experiential Learning. It is one of the best known educational theories in
education. The theory presents a way of structuring a session or a whole course using a
learning cycle. The different stages of the cycle are associated with distinct learning styles.
Individuals differ in their preferred learning styles, and recognizing this is the first stage to
developing a strand that will cater for the different learning styles represented among your
learners. . In this Lesson we will attempt to see how this theory can be applied to teaching
and learning to improve learning .

S
ES
The Experiential Learning Cycle

N
Kolb's experiential learning style theory is typically represented by a four-stage learning
cycle in which the learner comes into contact with all the contents of the programme.

PI
These stages are as outlined below.

AP
1. Concrete Experience - a new experience or situation is encountered, or a
reinterpretation of existing experience.
H
2. Reflective Observation of the New Experience - of particular importance are any
inconsistencies between experience and understanding.
AH

3. Abstract Conceptualization reflection gives rise to a new idea, or a modification of an

existing abstract concept (the person has learned from their experience).
R

4. Active Experimentation - the learner applies their idea(s) to the world around them to
D

see what happens.

N

E-tivity - 3.2.3 Kolb’s Experiential Learning Theory

SA

Title Kolb’s Theory

Purpose You will be able to apply this theory to
teaching and learning
Brief Summary of overall Task This task allows you to understand the
components of experiential learning and its
application to teaching
Spark Every great success begins with a mental
image picture of that success.
Individual Task Read the article. Answer the questions below

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 1. Choose an area from one of your
subjects.
2. How can you apply the four stages
mentioned to improve learning in that
particular area?

Interaction Begins Discuss the questions with members of your

S
peer group and post your answers in the forum.
E-Moderator Interventions Your opinions will be summarized and posted

ES
on the link you’ll have been given
Schedule This task will last 3 hours.
Next This link is also crucial to understanding the

N
nature of Experiential learning.
LESSON FOUR: INSTRUCTIONAL METHODS: COMPETENCY BASED

PI
TEACHING METHODS

4.1 Introduction AP
In chapter four of this module, we learnt about teaching strategies and teaching methods.
H
We defined heuristic and the expository strategies of teaching and explained that heuristic
strategy is a learner centred approach to teaching whereas the expository strategy is a
AH

teacher centred approach to teaching. Under each strategy, we discussed several teaching-
learning methods which you can use to present information to the students. We concluded
that no one teaching-learning methods is suitable for every teaching situation.
R

In this topic, we shall explore more instructional methods that lean towards competence-
D

based teaching-learning methods. In particular, we shall learn about enhanced teaching

methods such as problem solving, innovative, collaborative and cooperative learning
N

methods, project-based learning and service learning. However, before we delve much in
SA

the methods, lets first explore the concept of competence-based teaching methods.

4.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

4.2.1 Explain competence-based approach to learning and give its benefits.

4.2.2 Identify the enhanced teaching methods and explain how they enhance learning.

4.2.3 Explain each of the six given innovative methods and give their benefits.

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4.2.4 For any four of the six given learning enhancement methods give the steps involved
in using them.

4.2.1 Competence Based Teaching Methods

In our earlier topics, we learnt that a teaching method comprises of the principles and
methods used by a teacher to enable the students acquire knowledge and skills. A
teaching-learning method is determined by the complexity of the subject matter, the
instructional media available as well as the learning needs of the learners and the
objectives to be achieved.

S
ES
Competency based educational (CBE) approach allows learners to advance at their own
pace regardless of the learning environment, based on their ability to master the skills. This
approach is tailored to meet learning abilities and can lead to more efficient student

N
outcomes. CBE recognizes that learning can happen in many different ways and rewards
demonstration of competency rather than the time spend learning.

PI
What Is Competence Based Education? AP
H
Competence based approach in education refers to teaching and learning of measurable
skills rather than abstract learning. The task to be completed must create the outcome that
AH

can be identified and measured. The learning task needs to be meaningful and engaging
and to be completed in an effective and efficient manner.

Competency based learning has been described as very flexible since it depends on the
R

individual learner. It is skill based and the focus is not the final outcome but the journey. In
D

addition, the student is more engaged in the learning process besides

N

E-tivity - 4.2.1 Competency based teaching and learning

SA

Numbe 4.4.2 Competency based teaching and learning

ring,
pacing
&
sequen
cing
Title Instructional Methods.
Purpos The purpose of this e-tivity is to understand the importance of competency-based
e learning and be able to choose appropriate teaching competency based method for
effective learning by the student based on the learners learning needs, content
complexity and instructional media available.

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Brief Read the provided links https://www.waldenu.edu
summa , www.tonnybates.ca,https://asq.org,https://www.slideshow.net, https://online.nwmissou
ry of ri.edu,www.intechopen.com https://impact.cjv.muni.cz and
the
overall 1. Compare the learners’ roles between competency based
task
learning methods and traditional learning approach.

2. For each of the six learning methods discussed in this

S
Lesson and

ES
1. For each identify the benefits and challenges of the learning method.
2. Explain the steps involved in using each learning method.

N
PI
Spark

AP
H
AH
R
D
N
SA

Individ
 Using the content in one of your teaching subjects, identify two topics, where
ual task
one can be learned through the collaborative and the other cooperative learning
methods. In the two learning situations, identify the key differences that would
be observed between the two learning methods.

Interact Provide your assessment on the suitability of the topic given by the team learners in
ion which experimentation would be done through remote lab method. Do this on the
begins discussion forum 1.3 on the Kusoma platform

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E- 1. Ensure that learners are focused on the contents and
modera
tor context of discussion.
interve
ntions 2. Stimulate further learning and generation of new ideas.

3. Provide feedback on the learning progress.

4. Close the e-tivity.

Schedu This task should take two hours.

S
le and

ES
time
4.2.2 Enhanced Teaching Methods
The following six learning methods are given as good examples of competency-based

N
learning methods.

PI
i Problem solving learning.

ii

iii
Innovative learning

Collaborative learning
AP
H
iv Cooperative learning (case studies)
AH

v Project based learning method

R

vi Service based learning method

D

Let us now look at each of these learning methods as we explore more on the competence-
based learning.
N
SA

Problem Solving Learning.

Problem solving learning is defined as the act of defining a problem, determining the cause
of the problem, identifying, prioritizing and selecting alternatives for the solution and
implementing the solution. The student is engaged in the entire journey from defining the
problem up to the implementing the solution. A four-step problem solving process and
methodology is often cited as very effective in this learning method

Problem Solving Learning Method

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Problem solving approach is a student centred learning strategy which requires the student
to become an active participant in the learning process. The student is presented with a
problem which requires him/her to find the solutions (searching for information).

The student observes, understands, analyzes, interprets and finds solutions and performs
applications that lead to holistic understanding of the concept and in the process, new
knowledge is learnt. Through the method, scientific process skills are developed.

S
Steps Involved In The Problem-Solving Learning Method.

ES
The process of problem solving involves five basic steps.

N
i Assessment

PI
ii Problem identification,

iii

iv
Planning

Implementation and
AP
H
v Evaluation.
AH

Benefits Of The Problem-Solving Learning Method.

R
D

Problem solving skills are among the most valued skills because they can be applied in
various real life situations. Life is about solving problems. Learning about problem solving
N

approaches therefore would equip you with tools to help you strategize solutions when in
difficult problem circumstances.
SA

Project Based Learning Method

The project method of learning is one which enables students to acquire and apply
knowledge and skills to define and solve realistic problem using a process of extended
inquiry. In the method the teacher encourages the student to apply their growing skills in
purposeful ways. It plays an important role at the initiation, implementation and
culmination parts of the project.

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Benefits Of The Project Method

The primary aim of the project learning method is to make students think independently as
they use acquired knowledge and skills to solve problems. As a learning method, the
project method has several benefits.

4.2.3 Innovative Learning Methods

An innovative learning method is about solving given problems in a different way. This calls
for creativity in the problem-solving skills. Innovation therefore involves a different way of

S
looking at a problem and solving it.

ES
N
Collaborative Learning Method

PI
This is a learning method that groups students to work together towards a common goal.
The learning method is based on the collaborative learning theory which emphasizes that:

a. knowledge is a social construct. AP

H
b. Educational experiences involve interaction and social exchange.

c. Contextually relevant and engaging learning activities are student centred and lead
AH

to deeper learning.
R
D

In addition, experts claim that:

N

i the active exchange of ideas within groups of students promotes critical thinking.
SA

ii Teams that engage in cooperative learning achieve;

 Higher levels of thought and

 Retain information longer than students who work solely as individuals.

Strategies For Effective Collaborative Learning

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Collaborative learning is hard work which does not just happen. It has to be intentionally
designed so as to be effective. There are strategies to promote effective collaborative
learning.

Advantages Of Collaborative Learning.

This method helps students learn how to work effectively as a team. Cooperative learning

S
is a specific kind of collaborative learning where students work together in small groups on
a structured activity.

ES
The students are individually accountable for their work and the work of the group as a
whole is also assessed. Cooperative groups work face to face and learn to work as a team.

N
PI
Service Learning.

AP
Service learning actively involves students in a wide range of experiences, which benefits
others and the community while advancing the goals of a given curriculum.
H
It offers direct application of theoretical models.
AH

Community based service activity are paired with structured preparation and students
reflection.
R

Proponents of academic service learning feel that:

D

i Real world application of classroom knowledge in a community setting allows

N

students to synthesize course materials in more meaningful ways.

SA

ii Common goals achieved by service learning are;

- Gaining deeper understanding of the course/curricular content.

- A broader appreciation of the discipline.

- An enhanced sense of civic responsibility.

Qualities Of Service Learning

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Several qualities of service learning have been given as follows:

i Reflective

ii Integrative.

iii Contextualized

vi Strength based

S
v Reciprocal

ES
vi Life long

N
PI
Some examples of service learning are as follows:

ii
Field trip

Research project
AP
H
iii Events
AH

iv Crafts

v Fundraisers
R
D

vi Awareness campaigns
N

vii Various service projects such as cleaning, building and gardening

SA

Benefits Of Service Learning

The following are some of the benefits of service learning.

i Enables development of skills in critical thinking, problem solving, leadership,

decision making collaboration and communication.

ii Building of relationships with community members.

iii Connecting experiences to academic subjects.

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vi Developing deeper understanding of themselves and empathy and respect for
others

LESSON FIVE: INNOVATIVE LEARNING STRATEGIES FOR MODERN

PEDAGOGY

5.1 Introduction
The 21st century is characterized by great strides in the fields of technology and scientific

S
discoveries, globolization, internetization, informatization and explosion of knowledge and
artificial intelligence. In particular, the computers, smart phones, video games, internet

ES
search engines have all redefined how we access information. The emerging digital
technologies environment has a major impact on how learning in the classroom takes place
as visual perception and discussion of knowledge replaces the traditional reading of text

N
books have affected every sphere of life including in education and created immense

PI
pressure on how the teacher – learner interaction in the classroom takes place. In addition,
the 21st century world requires innovativeness and creativity for the individuals and nations
to survive in a fast changing global environment. In this global village, Kenya cannot therefore
AP
be left holding onto dysfunctional ways which have failed in enabling development in science
and technology.
H
As the students gets exposed to alternative and interactive sources of information, it is not
possible for the traditional teaching approaches which heavily rely on promoting rote
AH

(memory) learning to remain intact. The teacher has to therefore adapt innovative teaching
approaches that are greatly influenced by the changed digital environment.
R

The characteristics of such modern teaching methods are:

D

i Learner centred
N

ii Task based or activity based

SA

iii Resource based.

iv Interactive in nature

v Integrative in nature

vi Involve peer collaboration

5.2 Lesson Learning Outcomes

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By the end of this lesson, you will be able to:

5.2.1 Explain the meaning of the concepts ‘innovative learning strategies’ and ‘modern
pedagogy’.

5.2.2 Give the characteristics of innovate learning methods and show that each of the
eleven provided learning methods as presented under 8.4 to 8.12 qualifies as an innovative
learning method.

S
5.2.3 Explain each of the eleven innovative learning methods provided and for each give
its benefits and challenges to their effective use.

ES
5.2.4 For the argumentation and the computational learning methods, explain the stages
involved and the elements that comprise it respectively.

N
5.2.1 Innovative Learning Methods

PI
An innovative learning method is about solving given problems in a different way. This calls

AP
for creativity in the problem solving skills. Innovation therefore involves a different way of
looking at a problem and solving it.
H
AH

Modern Pedagogy Methods

Modern pedagogy is used to mean learner centred and activity based learning methods,
which are used to get learners fully involved. This approach enables the student to
R

construct his/her knowledge and skills through active participation in the teaching-learning
D

process. The teacher acts as a guide, leading learners to achieve the objectives through the
activities that the learners are engaged in during the classroom interactions. The following
N

are some learning methods, in which the learner actively participates in the learning
process.
SA

i Crossover learning

ii learning through argumentation

iii Incidental learning

iv Context based learning.

v Computational learning

vi Learning by doing

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vii Adaptive learning

viii Collaborative learning

ix Cooperative learning

x Blended learning

xi E-learning.

S
We shall now consider each of these innovative learning methods.

ES
N
Crossover Learning Method

PI
Crossover learning method is premised on the understanding that learning does not end
or stop in the classroom. It involves the teacher proposing a question or problem in the

AP
class to be solved in the museum visit or a field trip. The student could tackle the task by
taking down notes, collecting pictures, asking other people for their own thoughts,
students can learn. The student can then present what he/she has learnt back to the
H
classroom to further illuminate the given problem.
AH

The crossover learning methods has several benefits including enriching textbook
knowledge with personal experience.
R
D

Learning Through Argumentation

N

Argumentation involves elaboration, reasoning and reflection. Which contribute to deeper

conceptual learning. Argumentation is seen as a way of refining information and
SA

establishing the truth on an issue or to arrive at a common understanding. The focus is to

arrive at a common goal. students are able to think critically and independently about
important issues and contested values by arguing to learn rather than to quarrel.

In the argumentation process, reasoning to justify claims based on evidence or critical

evaluation and revision with others is developed. When speakers take different positions,
they challenge narratives, tend to make claims and give reasons and evidence to support
them resolve the disagreement.

Argumentation is a powerful vehicle for reaching shared understanding. It is very

important in research, and in science

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Stages Of Sound Argumentation

Four stages of argumentation are given as

i Claim

ii The data

S
iii The warrant and

ES
iv A qualifier

N
PI
Incidental Learning

i
AP
Incidental learning refers to any learning that is unplanned or unintended. It:

can develop while the student is engaged in a task or activity as a by product.

H
ii can result from reflection on material that was consciously learnt but not recognized
AH

as relevant or useful at the time of the study.

iii can happen when we least expect e.g. from talking with a friend or playing a video
game.
R
D

iv always happens in the context of another activity or experience

N

We can therefore see incidental learning as an indirect or additional (unplanned)

SA

learning which takes place in the context of an activity or experience.

Context Based Learning

Refers to learning whereby real life examples are used in a teaching environment so as to
enable learning through actual/practical experience with a subject rather than using mere
theoretical information. It is a learner centred approach to learning utilizing scenarios to
replicate the social political context of the students or potential working environment.

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Context based learning is premised on the understanding that learning takes place when
the teacher is able to present information in such away that students can construct
meaning based on their own experiences. Learners are therefore enabled to give meaning
to concepts, rules and laws by creating connections between the concepts and relating
them to their own experiences and the real world. Examples are such learning experiences
as internship and service learning.

S
Computational Learning

ES
Computational learning (also known as thinking and problem solving) is solving problems
like a computer scientists. The computational learning is the thought process involved in
formulating a problem and expressing its solution in such a way that a computer, human

N
or machine can effectively carry it out. It is therefore a problem solving skill whereby, one
looks at a problem and solves it systematically and arrives at a solution that both humans

PI
and computers can understand.

i Decomposition
AP
Computational learning is made up of four elements as follows;
H
ii Pattern recognition
AH

iii Abstraction
R

iv Algorithm thinking
D

5.2.2 Learning By Doing Science

N

Learning by doing is a process of learning whereby students make sense of their

experiences. The teachers seek to engage learners in more hands-on creative modes of
SA

learning.

The learning method is based on John Dewey’s (1938) believe that development of practical
skills was very crucial to children’s education. Human beings therefore learn through a
hands-on approach.

Asking questions systematically and objectively gathering data and testing hypothesis to
find answers is the essence of scientific inquiry. In education, remote labs enables students
to understand scientific principles through hands on laboratory experience ‘learning by
doing’ from wherever they are located.

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Remote Labs

Remote laboratories (also known as online laboratory or remote workbench) is the use of
telecommunication to remotedly conduct real (not virtual) experiment at the:

i Real physical location of the operating technology,

ii While the student is utilizing technology from a separate geographical location.

S
Remote laboratories are designed to allow students to remotedly conduct real experiments
across the internet. The actual laboratory, materials and the operating equipment are in

ES
one geographical location/place while the student is controlling the experiment at a
different geographical location sometimes very far apart.

N
Though remote laboratory applications is relatively new in classroom teaching, Conducting
experiments remotely has been in practice for many years. It has the potential to reach

PI
many students who are in remote locations and without laboratory resources.

Advantages And Disadvantages Of Remote Labs.

AP
H
Remote labs has the following advantages:
AH

i It enhances sharing of knowledge and experiences.

ii It reduces startup costs of laboratories

R
D

iii It improves learning outcomes to support better learning.

N

iv It increases accessibility to laboratories.

SA

v It decreases fixed and variable expenditure.

However, remote labs have the following disadvantages:

i Lack of equipment set up experience.

ii lack of hands on trouble shooting experience.

E-tivity 5.2.2 Innovative learning methods

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 Numberi 5.2.2
ng, pacing
&
sequencin
g
Title Innovative learning methods
Purpose The purpose of this e-tivity is to enable you to understand a wide range of the
21st century teaching-learning methods that facilitate competence based learning and
enable you select the most suitable to use depending on learners’ needs, content
complexity and the objectives to be achieved.

S
ES
Brief
 Using the content in the provided
summary
of the link https://asaolusan.wordpress.com and https://issuu.com,

N
overall
and https://asaolusan.wordpress.com

PI
task

i AP
Explain why innovative learning methods have
H
to replace the traditional learning approaches.
AH

ii Define innovative learning in your own words.

R
D

iii Explain why modern pedagogy methods are

N

necessary in the 21st Century

SA

iv For each of the discussed innovative learning

method, explain the benefits & steps to be

followed for their effective use.

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Spark

S
ES
N
PI
AP
H
AH
R
D
N
SA

Individual
 Using bullet points
task
i Compare the teacher’s and the student’s roles in

traditional learning approaches and the modern

innovative learning approaches.

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 ii In one of your teaching subjects, identify a

learning situation in a specified topic, when it

would be advisable to use one of the innovative

learning methods presented in this lesson (repeat

this task for all the other innovative learning

S
methods)

ES
iii Using the provided links https://www.teachingcommons.stanford.edu
and https://en.wikipedia.org and identify a topic in any of your teaching subjects
which can be best learnt through experimentation and which can be done through a

N
remote lab.

PI
(Do i, ii & iii on the discussion forum 1.3 on the kusoma platform)

AP
Interactio Provide your assessment on the suitability of the topic given by the team learners in
n begins which experimentation would be done through remote lab method. Do this on the
H
discussion forum 1.3 on the Kusoma platform
E- 1. Ensure that learners are focused on the contents and
AH

moderator
interventi context of discussion.
ons
2. Stimulate further learning and generation of new ideas.
R

3. Provide feedback on the learning progress.

D
N

4. Close the e-tivity.

Schedule This task should take three hours
SA

and time
5.2.3 Adaptive Learning
Adaptive learning is a teaching – learning method which uses computer and other
interactive teaching devices (algorithms) to orchestrate the interaction with the learner and
deliver customized resources and learning activities to address the unique needs of each
learner. (Wikipedia). Computers adapt the presentation of educational materials according
to the students’ learning needs as indicated by their responses to questions, tasks and
experiences.

The technology encompases aspects derived from various fields of study including
computer science, education, psychology and brain science.

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Adaptive learning is driven by the realization that tailored learning cannot be achieved on a
large scale using traditional non adaptive approaches.

Adaptive learning endeavors to transform the learner from passive receptor of information
to collaborator in the educational process.

The Importance Of Adaptive Learning.

S
Adaptive learning has several benefits some of which are summarized as follows;

ES
i Helps in providing focused attention on an individual.

N
ii Provides for one on one instruction.

PI
iii Creates time efficiency

iv

v
Brings about confidence based approach

Creates individualized learning paths.

AP
H
vi Creates personalized learning for a heterogeneous group.
AH

vii Provides focused remediation.

R
D

Collaborative Learning Methods

N

This is a learning method that groups students to work together towards a common goal.
The learning method is based on the collaborative learning theory which emphasizes that:
SA

a. knowledge is a social construct.

b. Educational experiences involve interaction and social exchange.

c. Contextually relevant and engaging learning activities are student centred and lead
to deeper learning.

In addition, experts claim that:

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i the active exchange of ideas within groups of students promotes critical thinking.

ii Teams that engage in cooperative learning achieve;

 Higher levels of thought and

 Retain information longer than students who work solely as individuals.

S
Strategies For Effective Collaborative Learning

ES
Collaborative learning is hard work which does not just happen. It has to be intentionally
designed so as to be effective. There are strategies to promote effective collaborative

N
learning.

PI
Advantages Of Collaborative Learning.

AP
This method helps students learn how to work effectively as a team. Cooperative learning
is a specific kind of collaborative learning where students work together in small groups on
a structured activity.
H
The students are individually accountable for their work and the work of the group as a
AH

whole is also assessed. Cooperative groups work face to face and learn to work as a team.

5.2.4 Cooperative Learning

R

Cooperative learning is where students of mixed levels of abilities are arranged into groups
and rewarded according to the group’s success rather than the success of an individual
D

member. Sometimes cooperative learning method is thought of simply as group work but
N

groups working together might not be working collaboratively. Cooperative learning is

characterized by five elements as follows:
SA

i Face to face interaction

ii positive interdependence

iii individual accountability

iv group processing

v collaborative skills

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Types Of Cooperative Learning

There are three types of cooperative learning. The teacher may use one or more types of
groups at a time. The three types are as follows:

i Informal learning groups

ii Formal learning groups

S
iii Cooperative base groups

ES
The Benefits And Limitations Of Cooperative Learning

N
There is no one best learning method for all learning environments. The Teacher has to be

PI
aware of all the available learning methods then select the most suitable or combine
several learning methods depending on the concepts being taught, the students learning

AP
needs and the instructional media available. The cooperative learning methods has many
benefits to the learner but also has some limitations.
H
AH

Blended Learning

This refers to learning which combines technology (online) and traditional learning modes.
It therefore combines the strengths of face to face and online learning by extending the
R

reach of the instruction beyond the classroom through the use of digital resources. For
D

example, the instructor may ask students to view a provided video before he/she
introduces the concept in class.
N
SA

Benefits And Challenges Of Blended Learning

Blended learning combines the strengths of both face to face and the digital learning. The
benefits can be summarized as follows:

i Its both efficient and effective in content presentation

ii Its efficient and quick in reaching a big audience

iii it saves on travel to attend classes and missing work and therefore it is cost
effective.

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iv It provides desirable flexibility in presenting the content.

v It seamlessly transitions from classroom to computer and vice versa when well used.

vi It covers all learning styles through use of well chosen mediums and techniques.

vii It compensates for limited classroom space.

On the other side, there are several barriers or challenges to blended learning which can

S
be summarized as follows:

ES
i expense of technology

ii Inadequate training

N
iii Technological issues

PI
iv The need to adapt content to blended learning

v AP
Weakened relationship between the teachers and the students.
H
AH

E-Learning

There are many terms used to describe e learning such as distance learning, computerized
electronic learning, online learning and internet learning. We can describe e-learning as
R

learning that utilizes electronic technologies to access educational content outside the
D

traditional classroom. It can also be described as the acquisition of knowledge which takes
place through electronic technologies and media.
N

e-learning is interactive (the student can raise his/her hand and interact with the teacher or
SA

other students in the class) and therefore use of video tape, TV channel, do not facilitate
learning. E learning is conducted on the internet where students can access their learning
materials online at any place and any time.

Challenges To Use Of E-Learning

The interactive nature of the learning process such as viewing a video, listening to audio
and reading through a manual makes the content very interactive and easier to recall
information. However, e-learning has its share of challenges including the following:

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i limited funds

ii poor internet access in some areas

iii lack of enough trained staff

LESSON SIX: CHANGING TRENDS IN TEACHER EDUCATION

6.1 Introduction

S
Human beings are dynamic in various spheres of their existence. In education, humankind

ES
is constantly looking for ways to improve teaching and learning engagements. Through
research and social interaction, various strategies and techniques are often generated to
improve teacher education in general and classroom instruction in particular. Various

N
policies and instructional practices are established to ensure that teachers, learners and
relevant stakeholders at large are updated on what is in vogue.

PI
In keeping abreast with what is in tandem with modern day goals of education, the educator

AP
in general and the classroom lecturer in particular, needs to understand both past practices
and future aspirations. This way, appropriate focus will be maintained as the school, college
or university seeks to uphold expected performance standards of the learners.
H
AH

6.2 Learning Outcomes

By the end of this lesson you will be able to:
R

6.2.1 Identify key trends in teacher education

D
N

6.2.2 Create interactive learning environments for prospective teachers

SA

6.2.3. Develop and use face-to-face and hybrid digital pedagogies

6.2.4 Use Open Education Resources in teaching and learning environments

6.2.5 Plan and implement Large class pedagogic strategies in instruction

6.2.1 Key trends in Teacher Education

Teacher education has for many decades been characterized by centralization of
educational programmes and authoritarian delivery of content. In countries throughout
the world, the management of education has been under a specific body or ministry that
provides the curricula to be taught with minimum learner input. With time however,
demands for more inclusive curriculum development and implementation strategies have

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emerged, paving way to democratic participation in various matters of teacher training and
classroom teaching. The current practice of integrating technology in classroom instruction
is one such contemporary trend among several others. This should embrace the
21st Century skills, such as creativity, critical thinking and collaboration.

NEXT

PREVIOUS

S
E-tivity 6.2.1 Key trends in teacher education

ES
Numbering, Pacing
and Sequencing

N
6.2.1
Title Key trends in teacher education

PI
Purpose The purpose of this e-tivity is to enable you state examples of current and
emerging trends in teacher education
Brief summary of
overall task AP
Open these links to recognise key trends in teacher education

https://kitaboo.com/trends-in-education-technology/
H
AH

https://www.gettingsmart.com/2017/07/5-emerging-trends-in-21st-century-
education/
R

https://wabisabilearning.com/blogs/literacy-numeracy/skills-every-student-
needs
D
N

Spark New wine in old skins….No way!

Individual task
SA

1. State at least three key trends in teacher education

2. Find another 21st Century skill link and state two skills that are not
in the link above

Interaction begins post your list of the trends on the kusoma discussion forum; indicate is your
response to the feedback that will be given thereafter
E-Moderator
1. The statements should be related to the to the Kenyan context
interventions
2. Discussion on the statements undertaken
3. Close the e-tivity

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Schedule and time Two hours should be adequate for the above tasks
Next Creating interactive learning environments for prospective teachers
6.2.2 Creating interactive learning environments for prospective teachers
Traditional teaching and learning (Web 1.0) has largely been characterised by a lot of
teacher talk and passive learning. Modern day instruction (Web 2.0) emphasizes learner-
centred pedagogy where collaborative, multisensory and proactive learner participation is
the norm. Here the use of interactive strategies that encourage constructivism on the part
of the student is a key feature of the instructional process.

S
E-tivity 6.2.2 Creating Interactive learning environments

ES
Numbering, 6.2.2
Pacing and
Sequencing

N
Title Creating Interactive learning environments

PI
Purpose The purpose of this e-tivity is to familiarize you with the concept of interactive
learning environments

AP
Brief summary The video https://study.com/academy/lesson/types-of-learning-
of overall task environment.html enables you to list and explain four types of learning
environments, the link
H
Spark
AH
R
D
N
SA

Can you shape the future of education?

Individual task From the pdf link,\ above, explain 3 roles of the teacher and 3 roles of the
student in actualizing interactive learning
Interaction Draw a flow diagram linking the Pedagogy, constructivism and search for Web
begins 2.0 tools in an interactive classroom. Post the diagram on the kusoma
discussion forum
E-Moderator
1. Web 2.0 tool or tools in the diagram to be identified
interventions
2. Feedback on diagram to be given

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 3. Close the e-tivity

Schedule and Approximately 2 hours should be adequate for the above tasks.
time
Next Face-to-face and hybrid digital pedagogies
6.2.3 Development of Face-Face and Hybrid digital pedagogies
In Africa and many other parts of the world, Face –to-Face teaching has been the normal
pedagogical mode of content delivery. However, from the 20th Century, advances in

S
technology have influenced the way teachers implement the curriculum in the classroom.
One significant step in using and integrating technology in education is Hybrid teaching.

ES
The hybridity mechanism involves the use of two dissimilar teaching pedagogies to yield a
result that has advantages (and limitations) from both methodologies. In this effort, the

N
delivery of the content is split into online and face-to-face portions. The teacher is

PI
supposed to borrow the best ideas from each instructional arena. Hybrid learning is also
referred to as Blended learning.

E-tivity 6.2.3 Face-to-Face and hybrid pedagogies

Numbering, Pacing 6.2.3
AP
H
and Sequencing
Title Face-to-Face and Hybrid pedagogies
AH

Purpose By the end of this e-tivity you will be able to use a hybrid teaching method
Brief summary of The links below will enable you to distinguish Face -to Face from Hybrid
the overall task teaching. Upon going through the two links, you will be challenged enough
to create and execute a hybrid pedagogy in your lessons.
R
D

https://untblendedlearning.weebly.com/what-is-blended-
learning.htmlearning/
N

https://files.eric.ed.gov/fulltext/EJ1120647.pdf
SA

https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-
learning/
Spark TRUE or FALSE?: Face- to- Face +Hybrid = 2 lesson plans
Individual task
1. In your own words, define hybrid method of teaching
2. 2. State two changes that need to be made in order to embrace
hybrid learning
3. 3. State a challenge in using hybrid instruction and suggest a
possible solution

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Interaction begins Post answers to the task above in the kusoma discussion forum
E-Moderator
1. Identification of Web 2.0 tools that could be used to overcome
interventions
specific face –to-face limitations
2. Provision of feedback on the discussion forum
3. Close the e-tivity

Schedule and time Accomplish the above tasks in 2 hours

Next Use of Open Education Resources in teaching and learning environments

S
6.2.4 Using Open Education Resources in teaching and learning environments

ES
Open Education Resources (OER) are a collection of digital technology materials that are
publicly available online for educational purposes. They are published under open licenses

N
i.e. anyone can access them and use them as they are or modify them to suit specific needs
in education. In teaching and learning, OERs could be in the form of an entire course

PI
programme, lecture notes, simulation videos, and student assignments among others.
OERs are also known as Creative Commons. It is of paramount importance for prospective

AP
and practicing lecturers to know how to use these resources.

NEXT
H
AH

PREVIOUS

E-tivity 6.2.4 Using OERs in teaching and learning environments

R

Numbering, Pacing and 6.2.4

Sequencing
D

Title Using OERs in teaching and learning environments

Purpose This e-tivity seeks to enable you to state and explain ways in which
N

you can use OER materials in instruction

SA

Brief summary of the This video link

overall task
Play Video

Provides you with some ideas on how to use open access materials in
your classroom.
Spark

No restrictions to learning

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Individual task After watching the above video, identify three ways in which you
could source and use OER in one of your teaching subjects

Google to find a list of OERs

Interaction begins Post on the kusoma discussion forum one way of sourcing and one
way of using a Creative Common material in instruction
E-Moderator Relate the above post to the Kenyan context
interventions
Close the e-tivity
Schedule and time About 2 hours will be sufficient to complete the above tasks.

S
Next Planning and implementing large class pedagogic strategies

ES
6.2.5 Planning and implementing large class pedagogic strategies in inclusive
classrooms

N
The classroom teacher as the implementer of the curriculum is beset with many
challenges. . One such challenge is on how to undertake meaningful delivery of content to

PI
a large number of students. While it is true that there is no universal definition of the
concept of ‘large classes’, it is generally agreeable that any class size that a teacher cannot

AP
manage effectively and engage the learners actively, may be considered as large. In this
regard, inadequacy of teaching and learning resources is a crucial contributor to the level
of learning effectiveness as students will not be adequately engaged. Further, a teacher’s
H
work experience and socio-cultural background will play a major role in how he/she
manages large classes.
AH

Despite the differences among teachers on how they create and manage learning
environments, it is necessary that all teachers become aware of some of the pedagogic
strategies that have been found to work well in various parts of the world including Kenya,
R

for improved learner benefits from the education system.

D

E-tivity 6.2.5 Planning and implementing large class pedagogic strategies

N

Numbering, 6.2.5
SA

Pacing and
Sequencing
Title Planning and implementing large class pedagogic strategies
Purpose This e-tivity will facilitate you to identify various pedagogic strategies available to
a classroom teacher/lecturer
Brief Open these two links to learn about teaching large classes:
summary of
overall task http://breda-guide.tripod.com/New-5.htm

https://cft.vanderbilt.edu/guides-sub-pages/teaching-large-classes/

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Spark

S
ES
Every student matters!

N
Individual List and explain 3 strategies that are applicable to a large class teaching and

PI
task learning environment at university level
Interaction Discuss your strategies with another student taking this course and post common
begins viewpoints and dissimilarities on the kusoma discussion forum

E-
AP
The 3 strategies listed above should be applicable within the Kenyan context
H
Moderator
intervention Closing the e-tivity
AH

s
Schedule 2 hours should be adequate for the tasks above
and time
R

Next Further individual reading from a variety of textbook and internet sources.
LESSON SEVEN: SUSTAINING ATTENTION IN THE CLASSROOM
D
N

7.1 Introduction
In this lesson, we will focus, on the concept of motivation, the types of motivation, the
SA

theories of motivation and their application to education. We will also learn about how to
motivate and sustain learners attention in the classroom.

7.2 Lesson learning outcomes

By the end of this lesson, you will be able to :

7.2.1 Explain the concept of motivation.

7.2.2 Explain the types of motivation

7.2.3 Explain the importance of motivation in teaching and learning.

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7.2.4 State the theories of motivation

7.2.5 Explain Maslow theory of motivation and its relevance to education

7.2.6 Explain ways in which you can motivate and sustain motivation in the classroom.

7.2.1 The concept of motivation

Motivation is essential for effective teaching and learning. As a concept it can be defined as
the reason why people behave the way they do or do whatever they do. According to

S
Woodfolks 91992) in Nasibi(2003) motivation is the general process by which behaviour is

ES
initiated and directed towards a goal.

N
There are two types of motivation which explain learner’s behaviour in the classroom:

PI
intrinsic and extrinsic motivation. Intrinsic motivation is influenced by the reinforcers that
are present in the activity being performed such as joy and satisfaction to the performer.

AP
Extrinsic motivation is influenced by outside rewards to the action being performed.

E-tivity 7.2.1 - Definitions of motivation , intrinsic and extrinsic motivation

H
Numbering, pacing 7.2.1
and sequencing
AH

Title Definitions of motivation , intrinsic and extrinsic motivation

Purpose The purpose of this e-tivity is to enable you explain the meaning of motivation and
to be able to differentiate between intrinsic and extrinsic motivation.
R

Brief summary of Watch videos1 and2 on these links;

overall task
D

http://www.edpsycinteractive.org/topics/motivation/motivate.html
N

http://www.edugyan.in/2017/03/motivation-definition-classification.html (Website )
SA

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Spark

S
ES
N
PI
Individual task a) Using bullet points, outline the key themes in the definitions of motivation

AP
b) In a sentence develop your own definition of motivation

c) In one statement differentiate intrinsic and extrinsic motivation.

Interaction a) Post two themes that are common in the definition of motivation
H
b) Provide positive and constructive feedback on the terms defined .
AH

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
R

interventions
2. Stimulate further learning and generation of new ideas
D

3. Provide feedback on the learning progress

N

4.Close the e-tivity

SA

Schedule and time This task should take one hour.

7.2.2 Importance of motivation in teaching and learning
Educators have argued that motivation is part and parcel of learning because ;

1. It stimulates and makes learning interesting and sustainable .

2. It increases concentration and alertness among the learners.

3. It improves learners performance both in class tasks and in examination.

4. It improves creativity and initiative among the learners.

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E-tivity - 7.2.2 Importance of motivation in teaching and learning
Numbering, pacing and 7.2.2
sequencing
Title Importance of motivation in teaching and learning
Purpose The purpose of this e-tivity is to enable you to discuss the importance of
motivation
Brief summary of Watch videos1 and2 on these links;
overall task
https://study.com/academy/lesson/the-importance-of-motivation-in-an-

S
educational-
environment.htmlhttps://theeducationhub.org.nz/motivation/ (Website )

ES
Spark

N
PI
AP
H
AH
R
D

Individual task a) Using bullet points, outline the key themes in the importance of motivation
N

b) In two sentences explain what is likely to happen in a class where the

teacher is not aware of the benefits of motivation.
SA

.
Interaction a) Post two themes that are common in the importance of motivation

b) Provide positive and constructive feedback on the points given. .

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
interventions
2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

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 4.Close the e-tivity
Schedule and time This task should take one hour.
Next The theories of motivation
7.2.3 Theories of motivation
Motivation theories though many and varied can be categorized in to behaviourist,
humanist, cognitive and social learning theories. The advocate of behavioural was B.F
Skinner (1938 ) argued that all behaviours are motivated by rewards. In a learning situation
therefore a learner has to be rewarded for making a positive response. This will propel
him/ her to move to the next level.

S
ES
Among the proponents of humanistic theory are Ibrahim Maslow(1943)\and his well known

N
theory of hierarchy of needs. Perumal (2009) posits that in this theory “ the single, holistic
principle that binds together the multiplicity of human motives is the tendency for a new

PI
and higher need to emerge as the lower need fulfils itself by being sufficiently gratified.”

AP
Herzberg’s motivational theory argues that if there is improved learning environment,
H
communication, administration procedures and resources then there will be enhanced
positive motivation among learners.
AH

Expectancy theory is differentiated under cognitive theory and motivation is enhanced

when there is a likely hood of success in the activity or task at hand, Related to this is
expectancy-valued theory which states that motivation is influenced by the reason for
R

being involved in the task.

D
N

E-tivity - 7.2.3 The theories of motivation

SA

Numbering, 7.2.3
pacing and
sequencing
Title The theories of motivation
Purpose The purpose of this e-tivity is to enable you to discuss theories of motivation
Brief Watch videos1 and2 on these links;
summary of
overall task https://www.simplypsychology.org/maslow.htmlhttps://www.researchgate.net/publication/3025161

(Website )

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 https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of-motivation/

(Boundless )

Spark

S
ES
N
PI
AP
H
Individual a) Using bullet points, outline the key features in Maslow theory of motivation and any other two
task
b) In a sentence for each of the theories in( a ) explain how the theory can be applied in education.
AH

.
Interaction a) Post two themes that are common in Maslow theory of motivation
R

b) Provide positive and constructive feedback on the points given. .

D
N

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
SA

interventions
2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

4.Close the e-tivity

Schedule This task should take one hour.
and time
Next The concepts teaching and learning
7.2.4 Motivation techniques in the classroom

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Motivation in the classroom is influenced by the learning environment, the teacher’s
experience and expertise in motivation techniques and the learners’ nature of motivation
whether they are intrinsically or extrinsically motivated.

A conducive learning environment which is free of destructors, neat, pleasant,

comfortable, bright, with attractive and relevant displays is a plus for learners motivation (
Nasibi 2003).

The techniques to be put in place include reinforcement techniques, stimulus variation, set

S
induction and introducing a variety, novelty and familiarity in the lessons.

ES
It is important that the teacher maintains success expectation, gives learners opportunity
for active response, uses interesting methods, caters for individual differences among the
learners. Besides, the educator has to use students present motives, minimize

N
performance anxiety and give immediate feedback.

PI
NEXT

PREVIOUS
AP
H
E-tivity - 7.2.4 Motivation techniques in the classroom
Numbering, pacing and 7.2.4
AH

sequencing
Title Motivation techniques in the classroom
Purpose The purpose of this e-tivity is to enable you to discuss ,how you can
R

motivate learners in a learning environment

Brief summary of overall Watch videos1 and2 on these links;
D

task
N

https://www.nbpts.org/top-5-strategies-for-motivating-students/
SA

(Top 5 Strategies for Motivating Students...)

https://ucat.osu.edu/bookshelf/teaching-topics/learning-about-
learning/techniques-motivate-students/ (Techniques to Motivate Students -
UCAT )

https://www.teachthought.com/pedagogy/21-simple-ideas-to-improve-
student-motivatio/ (Techniques to Motivate Students - UCAT ; 21 Simple
Ideas To Improve Student Mo...)

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Spark

S
ES
N
PI
Individual task AP
a) Using bullet points, outline the key themes in motivation techniques
H
b) In a sentence for each of the techniques give examples

.
AH

Interaction a) Post two themes that are common in Maslow theory of motivation

b) Provide positive and constructive feedback on the points given. .

R
D

E-moderator 1,Ensure that learners are focused on the content and context of the
N

discussion
SA

2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

4.Close the e-tivity

Schedule and time This task should take one hour.
Next Sustaining learners attention
7.2.5 Sustaining motivation
Once motivation has been achieved, the instructor has to ensure it is sustained throughout
the lesson. Psychologists argue that the students’ attention span is short lasting between
10 to 15 minutes on the average. For learning to go on, the teacher has to come up with
strategies of maintaining the motivation.

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Below are some of the techniques one can put in place to ensure learning goes on:

1. Use of set induction at transition or evaluation stages of the lesson. This can be achieved
by use of paradoxical statements, presentation of novel stimuli, use of behavioural surprise
etc

2.Applying stimulus variation through focusing ( use of verbal statements, specific gestures,
introduction of props, emphatic movements )

S
3. Utilisation of reinforcement techniques where desirable behaviour is reinforced and
undesirable is discouraged through punishment.

ES
4. Use of examples which are simple, relevant, interesting and dramatic.,

N
5. Establish incentive contingencies .

PI
6. Provide immediate feedback.

Numbering, pacing and 7.2.5

AP
E-tivity - 7.2.5 Sustaining attention in the classroom
H
sequencing
Title Sustaining attention in the classroom
Purpose The purpose of this e-tivity is to enable you to discuss ,how you can sustain
AH

learners attention in class

Brief summary of overall Watch videos1 and2 on these links;
task
R

https://facdev.e-education.psu.edu/ol2000/lesson2p7 (Techniques to
Motivate Students - UCAT ; 21 Simple Ideas To Improve Student Mo...;
D

Strategies for Sustaining Students' M...)

N

https://learningsolutionsmag.com/articles/1552/seven-tips-to-sustain-
motivation-and-keep-learners-coming-back-for-more
SA

(Techniques to Motivate Students - UCAT ; 21 Simple Ideas To Improve

Student Mo...; Strategies for Sustaining Students' M...; cory-mcmillen 2014)

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Spark

S
ES
N
PI
Individual task
AP
a) Using bullet points, outline the key themes covered by motivation
H
techniques

b) In a sentence explain each of the techniques stated in the notes. Give

AH

examples

.
R

Interaction a) Post two themes that are common in Maslow theory of motivation
D

b) Provide positive and constructive feedback on the points given. .

N
SA

E- moderator 1,Ensure that learners are focused on the content and context of the
discussion

2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

4.Close the e-tivity

Schedule and time This task should take one hour.
Next Providing for individual differences.
LESSON EIGHT: EFFECTIVE CLASSROOM COMMUNICATION

8.1 Introduction

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Communication is a unique human activity that we are all involved in. They say
communication is the life-blood of any group of people or organization including the family
members, church, schools ,communities and nations. Human beings live socially because of
their ability to communicate. Lack of communication among people is like the HIV virus or
Corona (Covid-19) disease. Language is the principal tool of communication but we are to
communicate without using language. We may communicate using gestures, symbols, visual
forms, written messages, electronic devices, body movements or even manner of dressing
as well as remaining silent or mute. Teachers and all other professionals must communicate
effectively in order to achieve their teaching and learning goals. This is what is probably

S
known as interpersonal communication .It takes place between the teachers and learners as
well as among the learners themselves. The communication process is vital in the classroom

ES
teaching and learning process in the classroom. Effective communication will lead to
effective teaching which will in turn lead to effective learning.

N
8.2 Learning Activities and Outcomes

PI
At the end of the lesson or lessons the learners will be able to:

8.2.1

8.2.2
AP
Explain the communications process using the SMCR model.

Explain the main qualities of a teacher in classroom control and management.

H
8.2.3 Identify main barriers to communication
AH

8.2.4 Apply questioning and feedback methods in classroom communications.

8.2.1 Definition of Communication

R

There are many and varied definitions of communication .Historians, sociologists

D

,engineers, technologists and other professionals use the term communications differently
N

depending on their contexts and aspects referred. In our teaching and learning context we
shall confine the term communication to passing information or ideas from the teacher to
SA

the learners as well as receiving the feedback from the learners in the classroom. There
are three aspects to be considered in the communication process. These include:

i. That, communication involves people .This implies that communication tries

to understand how people relate to each other.

ii. That, communication involves shared meaning implying that for effective
communication there must be agreement in words and terms used in the communication
.This is also called mutuality of meanings.

iii. That communication may be symbols gestures sound letters numbers and
words that represent or approximate ideas that are meant to be communicated.

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Forms or Types of Communication

In transmitting information or messages from one person to another the following forms
or types of communication could be used:

i. Written form

ii. Oral (verbal) form.

S
iii. Pictorial (visual) form.

ES
iv. Gestures, body movements including hands, face, mouth, eye, feet or body
posture.

N
v. Manner of dress.

PI
vi. Silence or mute.

AP
Process of Communication (Concepts in Communication)

The available literature highlights the process of communication consisting or comprising

H
1. Sender
AH

2. Message
3. Receiver.
R

The figure below illustrates the three components or parts of the communication process.
D
N
SA

A MODEL OF COMMUNICATION PROCESS

For effective communication the Sender initiates the message to be transmitted .The
Sender encodes the information with the conviction that there is mutuality or shared
meanings between the Sender and the Receiver. In turn, the receiver decodes the
information or message and responds to the sender. Between the Sender ( source) and the
receiver there can be other modes of transmitting the messages. This is called
the channel which may send the message in various forms e.g. Verbal and Non-verbal .The
receiver should give the feedback to the sender for effective communication to take place.

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Schematically this is referred to as SMCR model where S stands for (source) M for
(message) C for (channel) and R for (Receiver).Below is the SMCR communication process:

S
Source: Twoli et al 2007:105

ES
In the classroom the teacher initiates the communication process the teacher is the source.
The learner is the receiver of the message or information. The teacher asks questions to
the learners. The students answer the questions. The channel may be verbal or Non-verbal.

N
The answers the questions are the feedback in the communication process.

PI
Concepts in Verbal and Non-verbal Communication AP
Verbal communication is the most commonly used channel by teachers in the classroom.
H
For effective verbal communication the following aspects should be considered:
AH

i. The teacher should use clear and audible voice to be heard in the whole
classroom .The teacher should not shout or speak in too low or soft voice. The voice should
be appropriate so that student’s listen comfortably to be able to be assimilate the
R

information given by the teacher.

D

ii. The pitch of the teachers’ voice should be appropriate or moderate .The
teacher should vary the pitch or tone according to the needs of the classroom and the
N

learners.
SA

iii. The voice clarity is also important in verbal communication pronunciation

problems may negatively affect the communication of the verbal communication of the
teacher.

iv. The teacher should face the learners for effective verbal communication to take
place.

B. Non-verbal communication is also common in classroom interaction with the learners.

These include the use of gestures, facial expressions, eye contact, use of hands and body
movements’ .These may send special messages from the teacher to the learners. Both the

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teacher and the learners may successfully utilize non-verbal communication in the
classroom teaching and learning process.

C. To improve and compliment classroom communication the teacher should plan and
utilize the writing board blackboard, whiteboard and / smart board. These devices should
be used to reinforce and clarify oral communication .The following steps are important in
improving teaching and learning:

i. Plan the teaching and use of boards in advance

S
ii. Ensure that what is written on the boards is neat, tidy and legible by all learners

ES
in the classroom.

iii. Write clear and large words phrases and sentences on the board.

N
iv. Clear the boards after use do not write all over the board and avoid confusing

PI
the learners.

Numbering, pacing and 8.2.1

AP
E-tivity 8.2.1 - Effective communication in classroom
H
sequencing
Title Effective communication in classroom
AH

Purpose Stimulate and focus on importance of communication for teachers and

learners
R

Brief summary of overall Highlight importance of communication of overall task in teaching and
task learning in classroom verbal and non-verbal communication.
D
N

Spark Introduce communication with the metaphor “ He who communicates is he

SA

who leads”

Individual task Ask questions on components or parts of communication process.

Source – Message- Receiver

Interaction Simple oral questions on communication

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E- moderator Factors that lead to effective communication – trust, carity, motivation,
interest and benefits
Schedule and time One or two lessons will be adequate

Next Barriers or hindrance to effective communication

8.2.2 Barriers to communication
There are various conditions that restrict or hinder effective communication in the
classroom. These are:

S
ES
i. Physiological barriers. These are factors that affect our bodies, both for teachers
and learners. They include sickness, deafness, blindness or any impairment.

ii. Psychological barriers: These include attitudes, interests and expectations of either

N
teachers or learners.

PI
iii. Physical (environmental) barriers: Noise and other natural conditions may hinder

AP
effective communication. Even the physical distance between the sender and the receiver
may negatively affect effective communicating in the classroom.
H
Others barriers to effective communication include the following;

i. Language differences
AH

ii. Lack of feedback

R

iii. Lack of trust

D

iv. Social distance or status

N

v. Complexity of information
SA

vi. Quantity of information

vii. Fear and anxiety

viii. Lack of common experience

ix. Gestures

x. Prosodic features e.g. stress and intonation

xi. Differing perceptions

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 xii. Emotionality e.g. anger, love, defensiveness, hate, fear, jealousy,
embarrassment

xiii. Noise any factor that disturbs, confuses or interferes with the
communication.

xiv. Technical jargon – Too many assumptions too long chains of command,
wide span of control, inaccurate judgment or failure to communicate at all.

S
ES
Effective Communication
This will be promoted and enhanced by:

N
i. Trust- in classroom trust by teachers and learners will lead to effective

PI
communication and effective management of the classroom.

AP
ii. Active listening: Good and active listening demands “paying attention” to teachers
and learners before responding on giving feedback.
H
iii. Feedback – Without feedback communication it is incomplete and not effective

iv. Effective communication- demands to have the right messages getting to the right
AH

people at the right time.

v. There are desirable channels of communications either upwards, downwards and

R

sideways. These channels should be used for effective communication ever in the
D

classroom control and management.

N

vi. Effective communication will lead to effective management and control of the
classroom which will in turn lead to effective accomplishments of the goals and objectives
SA

of the lesson. This the means and end to effective communication in all the classrooms for
both teachers and learners.

9.1 Introduction
One of the most central actions in teaching and learning, particularly in a classroom setting,
is the process of preparation. In order for the delivery of content to be successful and
seamless throughout the year, term or even the 40 minutes of a strand, the facilitator needs
to have clear plans of each of the documents. The most common of these documents are
the Syllabus, the Scheme of Work, the Strand plan and the record of work.

9.2. Learning outcomes

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By the end of this lesson you will be able to-:

9.2.1 Define a school syllabus

9.2.2 Explain a Scheme of work

9.2.3 Explain a strand plan

9.2.4 Explain the record of work

S
9.2.1 The Syllabus

ES
A definition of the Syllabus may be stated as follows-:

N
A syllabus is a document that shows the content to be covered as well the learning
outcomes to be achieved in a given subject within a given period and at a particular level. In

PI
Kenya the syllabus is prepared by the KICD (Kenya Institute of Curriculum Development). In
order for the Syllabus to be relevant, it has to take into consideration the National Goals of

AP
Education, the Learning outcomes of both the subject and the lessons and sub lessons of
the subject. N.B Lesson here is the topic, according to the Competency based
curriculum (CBC), while the lesson is now called the Strand.
H
E-tivity 9.2.1 - The syllabus
AH

Title The syllabus

Purpose If you complete this task, you will be able to explain the
syllabus to your peers.
R

Brief summary of overall Task To be able to explain the different uses of the syllabus.
Spark Teaching a subject without a syllabus is like trying to find
D

your way inside a pitch dark room

N

Individual Contribution -You are in agreement with the statement here above.
SA

1.Give your reasons after visiting and reading the

following link on the syllabus.

https://www.education.go.ke/images/GPE_PRIEDE/EGM-
Facilitators--Manual.pdf

Interaction Begins Post your opinions (at least 8 sentences) on the link you
will be given during lecture.
E-Moderator interventions All opinions will be summarized and posted at the end of
this lesson
Schedule and Time This activity should last 2 hours

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Next Read Chapter 5 of Instructional methods in Education for
further crucial information on this lesson
9.2.2 The Schemes of Work
A scheme of work is a document that a teacher develops from the curriculum design. A
scheme of work shows how the planned curriculum content shall be distributed within the
time allocated for the learning area.

A scheme of work helps the teacher to do the following:

S
-To plan on what resources will be required.

ES
-To decide on the methodology to be used.

N
-To plan for assessment.

PI
A scheme of work has several components which include the following; week, lesson,
strand/theme, sub-strand/sub-theme, specific learning outcomes, suggested learning

AP
experiences, suggested learning resources, suggested assessment methods and remarks.
H
A sample Scheme of Work
AH

School Grade Learning Area Term Year

Shupavu High Form 2 The sub-strand 2 2022
R
D
N

Week Lesson Strand Sub Specific Key Learning Learning Asses Reflectio
strand learning inquiry experiences resources
SA

outcome question ment n

1 1
2
3
Adapted from KICD

E-tivity - 9.2.2 Scheme of Work Plan

Title The Schemes of Work Document
Purpose If you complete this task you will be able to explain the
schemes of work document
Brief Summary of Overall Task To allow the student to have an in-depth knowledge of the
preparation of Schemes of Work

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Spark A wise man plans his journey before undertaking it.
Individual Task Read the information in this link and answer the question.

https://www.education.go.ke/images/GPE_PRIEDE/EGM-
Facilitators--Manual.pdf

1.Prepare a scheme of work for one week, for a

lesson(topic) in one of your subjects
Discussion begins After reading from the link, discuss with your peers and
post a common answer to the question, in the forum

S
E-Moderator interventions At the end of the lesson, the answers will be summarized

ES
and posted on the forum
Schedule and Time This work should take 2 hours
Next Read Chapter 5 of Instructional Methods in Education for
further crucial information on this lesson

N
9.2.3 The Strand Plan (Lesson Plan )

PI
A lesson plan is an essential document for effective teaching and learning. A well-done
lesson plan helps the teacher to;
AP
-organize the content to be taught in advance focusing clearly on the content to be covered
and the way it should be taught hence avoiding vagueness and irrelevance
H
- plan, prepare and assemble teaching/learning resources
AH

- Present concepts and skills in a systematic manner using appropriate strategies to

achieve the stated lesson outcomes
R

- Manage time well during the lesson

D

-select and design appropriate assessment methods to evaluate the teaching and learning
N

process
SA

Organization of learning

- This shows where learning will be taking place. It could be in the classroom, or outside
the classroom or a visit to a nearby library or farm.

Introduction

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- The lesson should be introduced in an interesting and stimulating manner to arouse
curiosity in the learners. Integrate the learners’ related past experiences as much

Components of the lesson plan

Organization of learning - This shows where learning will be taking place. It could be in the
classroom, or outside the classroom or a visit to a nearby library or farm.

S
Introduction - The lesson should be introduced in an interesting and stimulating manner

ES
to arouse curiosity in the learners. Integrate the learners’ related past experiences as much
as possible, tapping into learners’ prior knowledge to prepare them for additional content
you’re about to introduce.

N
Lesson development - This is the actual teaching of the Learning area content. The subject

PI
matter is divided into steps. Each step should contain one main idea or experience.
Explicitly outline how you will present the lesson's concepts to the learners and the

AP
activities to be undertaken in each step-in order to achieve the stated outcomes.

It should indicate clearly what and how is to be taught and the learners activities (learning
H
experiences). The teacher should vary the teaching/ learning activities as the need arises.
AH

Sample Strand (Lesson plan)(Adapted from KICD training manual)

R
D

School Learning Area Class Date Time Roll

N

Shupavu High Form 2 7/3/2020 9:40-10:20 40

School
SA

Strand:

Sub-Strand:

Specific Learning Outcomes:

1.By the end of the sub-strand, the learner will be able to:

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a)……………………………………………… ..

b)………………………………………………… ..

c)……………………………………………… …..

2. Learning resources. (list here all resources necessary for accomplishment of the specific
learning outcomes.

S
3. Co-competencies. (List here all the associated values and PCI s that accompany
achievement of the stated learning outcomes)

ES
4. Organization of Learning

N
i) Introduction: Introduce lesson with an appropriate set-induction that will draw the
attention of learners to the strand

PI
ii) Lesson(strand )Development

Step 1-Learners react to the set induction AP

H
Step 2-Teacher uses learners responses to synthesize the sub-strand using key inquiry
questions
AH

Step 3-Teacher delivers the content of the lesson (use demonstration and other relevant
methods)
R

Step 4-It is now the learner’s turn to apply content and prove to themselves, with teacher
D

guidance that the leaning outcomes have been attained.

N

Conclusion
SA

The teacher now gives a relevant activity/assignment to learners.

Reflection. The teacher prepares a self-evaluation on what was achieved/not achieved for
the purpose of continuity

E-tivity - 9.2.3 Strand (Lesson) Plan

Title Detailed description of the functioning of the Strand Plan
Purpose When you read information in the given link, this you will be able
to construct an effective lesson plan
Brief Summary of Overall Read the information from the given link and answer the
Task questions

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 below. https://www.education.go.ke/images/GPE_PRIEDE/EGM-
Facilitators--Manual.pdf

1. Prepare a 40 minutes lesson plan using the guidelines in

the link

Spark A good sower casts the grain seeds evenly over the entire field.

2.Discuss this saying in relationship to preparation of the strand

S
plan.

ES
Individual Task Read the following information from the given link. Invite your
peers to participate in a discussion of the questions

N
Interaction Begins Discuss the questions given, then prepare a common answer and

PI
post it on the forum

E-Moderator Interventions

Schedule and Time

AP
Your answers and opinions will be summarized and given here at
the end of the week of the lesson on the forum
This task should last 4 hours
H
Next Read Chapter 5 of Instructional methods in Education to get
additional information on this lesson
AH

9.2.4 Record of work

A Record of Work is a document kept by the teacher showing the work that has been done
at the end of every lesson, strand or sub-strand. The entries are made daily by the
R

individual teacher. It helps in:

D

- accountability and transparency of work covered by the teacher

N

-the continuity of teaching of a class

SA

- that a new teacher has an idea of where to start teaching a class

- the evaluation of schemes of work after a period

- providing uniformity of content coverage in case of several streams

The record tracks the achievement of learning outcomes and the competencies acquired
by the learner. The record can be used to show the teacher whether their teaching has
been effective in addressing the learning needs of individual learners. It therefore acts as a

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guide for the teacher to be able to give the required attention to individual learners to
ensure the desired outcomes as stated in the curriculum designs are portrayed by all the
learners. The progress record can also be used to give the learner and the
parents/guardians information about the learner’s progress.

Components of a Record of Work

S
Time Frame: There should be an indication of the date and week when the work was
covered.

ES
Work done: strand and sub-strand as derived from the specific learning outcome(s)

N
Reflection: The remarks column should have statement(s) specifying the success and or
challenges of that lesson and recommendations.

PI
Details of The Teacher: include the name, signature or initials of the implementing teacher
for accountability.

E-tivity - 9.2.4 Explaining the Record of Work

AP
H
Title Explaining the Record of Work
Purpose To know the function of the Record of Work
AH

Brief Summary of Overall Task Preparation of a Record of Work

Spark Self-introspection is a virtue
Individual task Read the section on record of wok in this link. 1.From the
R

lesson plan you prepared under that e-tivity, prepare an

imaginary record of work, to cover all requirements.
D
N

https://www.education.go.ke/images/GPE_PRIEDE/EGM-
Facilitators--Manual.pdf
SA

Interaction Begins Invite your peers with whom you shared the lesson plan
preparation and do the same for this Record of work
exercise.
Moderator interventions The answers will be summarized before end of the lecture
week on the forum.
Schedule This exercise should take 2 hours
Next Read chapter 4 of Instructional methods for additional
information. Your Lecturer will guide you on how to
access this text

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LESSON TEN: EDUCATION – INCLUSIVE PROVIDING FOR INDIVIDUAL
DIFFERENCES

10.1 Introduction
In every class, there are differences which exist among the learners. The differences could
be in terms of their age, gender, ethnic or cultural backgrounds, mental abilities and their
academic performance, among others. The teacher needs to be aware of these differences
in order to reach every learner at the point of his/her educational need. Otherwise, if the

S
differences are not addressed they can affect learners’ performance depending on their
severity. This lesson addresses some individual differences and how the teacher should

ES
handle them in order to create an enabling classroom environment for all the learners.

N
PI
10.2 Learning outcomes
By the end of the lesson you will be able to:

10.2.1 Define the term ‘Inclusive Education’ AP

H
10.2.2 Highlight the main features of Inclusive Education

10.2.3 List methods of identifying leaners’ individual differences

AH

10.2.4 Give ways of providing for individual differences in your class.

R

10.2.1 The concept of Inclusive Education

D

The term Inclusive Education refers to education which accommodates learners with
N

various individual differences. The differences could be in terms of their age, gender, and
mental abilities. It is important to be aware of the individual differences which exist among
SA

your learners, in order to address them during instruction.

E-tivity 10.2.1 - Meaning of Inclusive Education

Title Meaning of Inclusive Education
Purpose The purpose of this e-tivity is to enable you to define the
concept of Inclusive Education
Brief summary of the
overall task

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Spark

Individual contribution Explain the concept of Inclusive Education

S
Interaction begins
1. Post your answer in the discussion forum

ES
2. Read posts from your colleagues
3. Provide constructive feedback on your colleagues’

N
comments.

PI
E-moderator interventions
1. Checking what appears on the platform.

AP
2. Providing feedback on what is posted on the platform.
3. Close the e-tivity.
H
Schedule and time The above task should take about one hour.
Next Types of individual differences among learners
AH

10.2.2 Types of individual differences among learners

There are various types of individual differences which exist among learners in each given
R

class. They include age, gender, mental ability, physical characteristics, physical challenges,
emotional stability and economic status. These differences can make learners learn at
D

different rates. Hence the need to identify learners’ individual differences in order to reach
N

them at the point of academic needs.

SA

E-tivity - 10.2.2 Types of individual differences

Title Types of individual differences
Purpose
Brief summary of the
overall task

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Spark

Individual
contribution

S
Interaction begins
1. Post your answer in the discussion forum

ES
2. Read posts from your colleagues
3. Provide constructive feedback on your colleagues’ comments.

N
E-moderator
1. Checking what appears on the platform.

PI
interventions
2. Providing feedback on what is posted on the platform.

Schedule and time

3. Close the e-tivity.
AP
H
Next Methods of identifying learners with individual differences.
10.2.3 Methods of identifying learners with individual differences
AH

This section deals with methods of identifying learners’ individual differences or special
needs. It is important to know your students well in order to identify those who have
special learning needs and to cater to the said needs adequately. You can use some or all
R

the following methods to find out the individual differences which exist among your
learners.
D
N

a) Observation of learners’ behaviour in class and outdoor activities.

SA

b) Use of oral and written interviews.

c) Use of records, e.g. admission records, medical records, progress records,

punishment book, etc.

d) Use of teacher-learners’ conferences.

e) Use of open days.

Use of tests to gauge learners’ understanding of the content covered

E-tivity - 10.2.3 Methods of identifying learners with individual differences

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Title Methods of identifying learners with individual differences
Purpose
Brief summary of the
overall task
Spark

S
ES
Individual contribution
Interaction begins

N
1. Post your answer in the discussion forum

PI
2. Read posts from your colleagues
3. Provide constructive feedback on your colleagues’

E-moderator interventions
comments. AP
H
1. Checking what appears on the platform.
2. Providing feedback on what is posted on the platform.
AH

3. Close the e-tivity.

Schedule and time

R

Next Methods of providing for individual differences

10.2.4 Methods of providing for individual differences
D

You should note that methods of providing for individual differences will depend on the
N

nature of the differences and time available in a given lesson. They include:
SA

a) Use of a variety of instructional resources

b) Use of motivation/encouragement

c) Use of group work

d) Use of individualized instruction

e) Use of remedial work

E-tivity - 10.2.4 Methods of providing for individual differences

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Title Methods of providing for individual differences
Purpose
Brief summary of the
overall task
Spark

S
ES
Individual contribution
Interaction begins

N
1. Post your answer in the discussion forum

PI
2. Read posts from your colleagues
3. Provide constructive feedback on your colleagues’

E-moderator interventions
comments.
AP
H
1. Checking what appears on the platform.
2. Providing feedback on what is posted on the platform.
AH

3. Close the e-tivity.

Schedule and time

R

LESSON ELEVEN: COMPETENCY BASED ASSESSMENT AND EVALUATION.

D

11. 1 Introduction
N

In teaching and learning, determination of learner performance is a normal practice. At the

SA

end of a school term, the classroom teacher usually administers a test to find out how well
his/her learners have understood what was taught. Similarly, from time to time, the Ministry
of education in Kenya (and elsewhere) reviews its national curriculum to ensure it is in vogue
with contemporary aspirations and practices. These two undertakings, in the school and at
the ministry, are examples of assessment and evaluation respectively

11.2 Learning outcomes

By the end of the lesson you will be able to:

11.2.1 Distinguish between assessment, measurement and evaluation

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11.2.2. Distinguish between formative and summative assessment and evaluation

11.2.3 Explain the meaning of competency based assessment

11.2.4 Explain the meaning of competency based evaluation

11.2.1 Concept of assessment

The term “Assessment” has been used interchangeably with “measurement” and even with
“evaluation”. To minimize confusion, assessment has been used in this lesson to refer to

S
various methods and tools used to determine the knowledge and skills, together with the

ES
attendant attitudes, learners are acquiring in the course of instruction.

Among the major purposes of assessment include the provision of performance feedback

N
to students, teachers, school administration, parents /guardians and sponsors.
Consequently, appropriate steps are taken to facilitate learner achievement at school.

PI
E-tivity 11.2.1 - Meaning of Assessment
Title
Purpose
Meaning of assessment AP
The purpose of this e-tivity is to enable you to construct an acceptable
definition of the term ‘Assessment’
H
Brief summary of overall Open the link https://cft.vanderbilt.edu/student-assessment-in-
task teaching-and-learning/ to learn more about the concept of assessment
AH

Spark Brighton is a university graduate because he knew the basics of

assessment. Learn the tricks to succeed in life.
Individual contribution In your own words, how would you define the term ‘assessment’?
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Interaction begins Post your definition on the kusoma discussion forum; respond to some
of the questions subsequently posted therein about your definition
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E-Moderator
 Checking what appears in the discussion platform
interventions
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 Providing feedback on what is posted on the platform

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Schedule and time The task above should take you about I hour to complete
Next Concept of measurement
11.2.2 The concept of measurement
Measurement is a common activity frequently employed by teachers in the course of
curriculum implementation. After covering a given topic or set of topics a classroom
teacher will usually seek to establish what students have understood and how well they
have done so. To do this he/she will use tools called tests. Examples of teacher-made test
are: Essay, Multiple choice, True/False, Completion, Structured tests and Short answer
tests.

E-tivity - 11.2.2 Concept of measurement

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Title Concept of measurement
Purpose The central focus of this e-tivity is to enable you to understand the meaning of
measurement and its role in teaching and learning
Summary of Open this link to get ideas on types of measures used by classroom
overall task teachers https://www.geneseo.edu/sites/default/files/sites/education/p12resource
s-assessment-informs-teaching.pdf

Spark

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Individual List three types of measurement tools used by classroom teachers
contribution
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Interaction Post your response in the kusoma discussion forum

begins
E- Your answer above should relate to secondary school education in Kenya
Moderator
R

intervention
D

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Schedule One hour is adequate for the task above
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and time
Next Concept of evaluation
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11.2.3 Concept of Evaluation

You have learned that one can measure the achievement of learning outcomes through
classroom tests. This exercise is called assessment and utilizes measurement to obtain
data in the form of scores. In assessment, learners’ competencies or abilities are
determined. Test scores can be used, in combination with other data, to make decisions on
specific aspects of interest in education. The making of a value judgment on the worth,
quality, effectiveness or significance of an educational programme, course or Unit is
referred to as evaluation. In order to pass a comprehensive judgement on the quality and
relevance of an educational programme or Unit against stated learning outcomes, it is
necessary to obtain information from a variety of stakeholders such as learners, teachers,
school administrators, parents/guardians, local leaders and employers .among others. A

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variety of techniques such as questionnaires, classroom observation and interviews are
utilized for such a purpose.

E-tivity - 11.2.3 Concept of Evaluation

Title The meaning of evaluation
Purpose This e-tivity seeks to enable you to distinguish between assessment
and evaluation
Brief summary of overall Open the following link to find out the meaning of evaluation
task

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https://www.yourarticlelibrary.com/statistics-2/evaluation-in-
teaching-and-learning-process-education/92476\

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Spark
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Students have consistently performed well in this Unit over the last 5
years. I can be among them!
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Individual contribution Explain three types of evaluation covered in the link
Interaction begins List three key differences between Assessment and evaluation; post
AH

them on the kusoma discussion forum and respond to some of the

queries that are raised thereafter
E-Moderator
 Providing feedback on differences given by the students
interventions
R

 Allowing for comments from the students on my feedback

D

Schedule and time It should take you no more than 1 hour to complete the entire task
N

indicated above
Next Formative Assessment
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11.2.4 What is formative assessment?

Formative assessment concerns itself with determining the progress and challenges being
experienced by both the learners and their respective teachers/lecturers in the course of
covering designated content. By analysing the student performance through various tests,
interviews and observations of student behaviour, the interested parties can be able to
make the necessary changes and modifications in the subject matter, resources and
instructional procedures

E-tivity - 11.2.4 Meaning of formative assessment

Title Formative assessment

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Purpose Through this activity, you should be able to explain the meaning of the
concept of formative assessment
Brief summary of overall taskWatch the video by Michigan department of Education
https://www.youtube.com/watch?v=IxW7mk1BGvQ

and open the link youtube.com/watch=hkoDWSCGIE4 to understand the

concept of Formative assessment
Spark

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What is going on here? Who else, though invisible, is involved?

Individual contribution In your own words, what is the meaning of formative assessment?
R

Interaction begins List three key features of formative assessment and post them on
the kusoma discussion forum
D

E-Moderator interventions
 Assessing the quality of students responses
N

 Providing appropriate feedback to ensure correct understanding

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Schedule and time Plan to spend no more than 40 minutes on the above task
Next Summative Assessment
11.2.5 Meaning of summative assessment
At the end of each education cycle, such as end of Primacy, Secondary school programme
or end of a college/ university semester, it is common practice to determine learner
performance. This is usually done through national and college/university examinations.
Such an activity seeks to find out the kinds of knowledge and skills, as well as the attendant
attitudes that learners will have acquired. Such an exercise falls in the realm of summative
assessment.

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E-tivity - 11.2.5 Meaning of summative assessment
Title Meaning of summative assessment
Purpose This activity will enable you to explain the concept of summative assessment
Brief After watching the video in the links youtube.com/watch?v=xgwSZVMOjGU
summary of and https://study.com/academy/lesson/summative-assessments-examples-types-quiz.html
overall task you will be able to explain the meaning of summative assessment
Spark How am I academically and socially different now that I have completed this ECT 201
Unit?
Individual Critically discuss, in approximately 300 words, whether summative assessment is a fair

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contribution judgement of a student’s academic performance

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Interaction List 2 two reasons why summative assessment is not a comprehensive evaluation of a
begins student’s acquired potential and 2 reasons why it is. Post your response on the kusoma
platform
E-Moderator Critically examine and provide feedback on a sample of the students understanding of

N
interventions summative assessment

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Schedule Plan to spend a total of not more than two hours on the above exercises
and time
Next Competency based assessment
AP
11.2.6 Meaning of Competency based Assessment (CBA)
H
When one is hired to do a particular task or job, the quality of his/her output or
AH

performance will indicate his/her ability to perform the given task. Further, the time taken
to complete the assignment will be a measure of competency. In Education too, our
competencies are usually judged via various assigned practical tasks or activities; for the
R

classroom teacher/lecturer, this is done through specific assessment engagements, mainly

quizzes, examinations or projects. Through these activities, the skills or
D

competencies acquired by each learner can be identified both during the process of
curriculum implementation and upon completion of a given programme of study. The
N

former stage is referred to as competency based assessment (CBA) while the latter is in the
SA

realm of competency based evaluation (CBE).

E-tivity - 11.2.6 Concept of CBA

Title What is Competency based assessment?
Purpose By the end of this e-tivity, you will be able, using examples, to explain the
meaning and purpose of CBA
Brief summary of overall The video links
task
and
will enable you to explain the essence of CBA
Spark Wow! Am able to perform this activity!

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CONGRESSLADY SCHOOL OF EDUCATION
Individual contribution
1. Explain, in your own words, the basic meaning of CBA as used in
teaching and learning
2. Identify an academic activity you enjoy doing competently

Interaction begins State two purposes that CBA serves in instruction and post your answer in
the kusoma discussion forum
E-Moderator Your responses should focus on the teaching and learning environment of
interventions formal schooling

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Schedule and time Spend a maximum of 40 minutes in the exercises above
Next Competency based evaluation

ES
11.2.7 Concept of Competency based Evaluation (CBE)
As noted earlier, Evaluation is an activity that seeks to determine the value of an

N
educational programme or process. Therefore, CBE is an undertaking that focuses on the
kinds of abilities or competencies that learners have acquired over a definite period of

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schooling such as at the end of 4 years at secondary school or university. The judgement
about learner competencies will be made against specific criteria such as the learning

AP
outcomes stipulated for the course content in question.

E- tivity 11.2.7 The concept of CBE

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Title Meaning of CBE
AH

Purpose This e-tivity will enable you to explain the essentials of

competency based evaluation that education evaluators should
consider at both formative and summative level
Brief summary of overall task Through
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Play Video
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you will learn the basic requirements of the 21stcentury skills and
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relate them to both the formative and summative level of

competency based assessment and
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evaluation; https://www.rasmussen.edu/student-
experience/college-life/what-is-competency-based-education/
provides some background on online competency education;
in https://files.eric.ed.gov/fulltext/EJ1167600.pdf competency
based evaluation in higher education is discussed. These two
latter sources will enable you to start thinking about the need for
you to develop competencies that will facilitate you to function
effectively in the world today

Spark ECT 201 will enrich me with 21st century skills!

Individual contribution In one sentence, explain the difference between competency
based assessment and competency based evaluation

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Interaction begins
 List the four key skills in the 1st link
 Provide two other links that give information about
competency based evaluation

E-Moderator interventions Ensure your responses relate to education in general and to

teaching and learning in particular.
Schedule and time One and a half hours should be adequate for the tasks given above
Next Innovative teaching strategies

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ALL THE BEST IN
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YOUR
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EXAMINATIONS
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COURTESY OF
KIMEU MUTHAMA
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