TEACHING

METHODOLOGY
MODULE ONE

The following constitute the course outline for module one:

Unit 1: The Teacher and his/her responsibility.

Element 1.1: Personal and Professional qualities of a good teacher.

Element 1.2: The roles of a teacher.

Unit 2: Instructional Planning

Element 2.1: Analysis of course content.

Element 2.2: Identification of Units and Elements.

Element 2.3: Developing modules in subject areas.

Element 2.4: Skills analysis and formulation of objectives.

Element 2.5: Selection and use of teaching methods.

Element 2.6: Preparing Schemes of work.

Unit 1: The Teacher and his/her Responsibility

At the end of this unit you should be able to;

1. Define teaching

2. Identify ten positive traits that make up a pleasing personality.

3. Explain each trait.

4. State various Roles of a teacher.

5. Explain the two levels of teaching.

6. Explain qualities (professional) of a good teacher

TEACHING

What is teaching?

(i) Teaching is helping other people to learn.

(ii) Teaching is the process that facilitates learning.

1.1 The teacher and his/her qualities

Qualities of a good Teacher

To be a good teacher you should have likeable qualities such as;

1. A rich sense of humour

A sense of humour is quality in a person that makes other people happy.

2. Cheerfulness

3. Friendly disposition ( the natural qualities of a person’s character)

4. A sympathetic manner

Helping other people to learn

To help people to learn you must have positive traits.

The ten positive traits (particular qualities in your personality) that make up a pleasing
personality are:

1. Cheerfulness 6. Honesty

2. Modesty 7. Gratefulness

3. Unselfishness 8. Self-restraint

4. Tolerance 9. Energy

5. Self-reliance 10. Helpfulness

Unit 2: Instructional Planning

At the end of this unit you should be able to;

2.1 define teaching process

2.2 outline the events (actions) in the teaching process.

2.3 define curriculum

2.4 describe curriculum

2.5 define syllabus

2.6 identify units and elements,

2.7 develop modules in subject areas,

2.8 analyze skills and formulate objectives,

2.9 mention teaching methods,

2.10 use teaching methods,

Teaching is the process that facilitates learning

What is a process?

The process is the connected series of events (actions or changes).

There are so many types of processes and teaching process is one of them.

2.1 Analysis of course content.

Teaching Process

1. Stating educational aims,

2. Formulating the curriculum,
3. Changing the curriculum into the syllabuses,
4. Changing each syllabus into schemes of work
5. Changing each scheme of work into lessons that are taught in the classroom.

2.1.1. The curriculum

What is a curriculum?

A curriculum means a run way or a course which one runs to reach goal.

In education, a curriculum is a course of study.

The curriculum is represented in terms of a number of subjects.

Then each subject is interpreted and presented in terms of units and

elements if it is to be followed by different teachers in a satisfactory manner.
Such an interpretation of the curriculum is what is called the syllabus. The
syllabus shows what is to be taught in the subject of the curriculum.
 2.2.1 Identification of units and elements

2.2.1 The syllabus

Formulation of the syllabus;

1. The tentative syllabus is drawn by one group of specialist teachers in each

subject.

2. The tentative syllabus is then submitted to another group of specialist

teachers in the same subject for criticisms and corrections.

3. The syllabus when criticized and corrected is put into its final draft and
submitted to the ministry of education and the examining body e.g. the
examination council of Zambia (ECZ).

4. When accepted, the syllabus is published and becomes the official syllabus
for all schools/colleges.

5. The syllabus consists simply of units and elements (statements of what is to

be learned).

6. When a syllabus gives detailed instructions on;

(i) What is to be taught in each term of each academic year.

(ii) What books are to be used,

(iii) What teaching methods are appropriate, it is no longer a syllabus, for

it has been turned into a scheme of work.

7. Each syllabus is extracted from the curriculum.

8. The interpretation of the syllabus is called the scheme of work.

9. The syllabus is a national guide

2.3 Developing Modules in Subject Areas.

2.3.1 Examples of the syllabus

1. TITLE : WOOD WORK

TIME : 60 HOURS
 UNIT 1 : INTRODUCTION TO WOOD WORK

Element 1.1: Workshop routine

Element 1.2: Discipline and safety.

Element 1.3: Identification of hand and power tools and equipment.

UNIT 2: SAWING

Element 2.1: Types of saws.

Element 2.2: Methods of sawing.

UNIT 3: PLANING

Element 3.1: Types of planes.

Element 3.2: Methods of planning

2. MODULE NO. 26-01A

TITLE : BOOK KEEPING

TIME : 100 HOURS

UNIT A1: INTRODUCTION TO ACCOUNTING

Element 01: The accounting entity

Element 02: The double entry technique.

Element 03: Function of double entry book keeping.

UNIT A2: PURCHASES AND SALES TRANSACTIONS

Element 01: The order.

Element 02: The delivery note.

Element 03: The invoices.

 Element 04: Delivery.

Element 05: Payment

Assignment 01

From the syllabus of your subject area of specialization, choose three (3) units and
under each unit write its five elements.

2.4 Skills analysis and formulation of objectives

2.4.1 The elements

The elements are sub-units.

For effective teaching, each element is divided into

(a) main facts and

(b) teaching points

2.4.2 The Main facts

1. The teacher derives these main facts from the task analysis, text books or
schemes of work.

2. All the main facts that must be taught in a lesson should be listed in the
proper and logical sequence e.g.

Logical sequences;

(i) From simple to complex.

(ii) From known to unknown.
(iii) From observations to reasoning.
(iv) From the whole to the parts and back to the whole.

3. The number of main facts listed will depend on the length or nature of the
element (lesson).

2.4.3 The teaching points

 The main facts must be amplified and broken down into logical small steps called

teaching points which form the backbone of the lesson. These teaching points may
be objects, actions, information or mathematics/scientific formulae depending on your
objectives for the lesson (element).

2.4.4 The Learning objectives

A learning objective is;

1. A precise way of stating instructional goal.

2. What the student learns as a result of instruction.

3. A description of the behavior expected of a learner after instruction.

4. The expected outcome of instruction.

The learning objectives are merely short statements describing what you want your
students to learn from your lesson.

The learning objectives may be written for any unit of instruction and for every one of
its elements.

The objectives for a unit are called Terminal objectives or General objectives or
Goals.

The objectives for the element are called Enabling objectives or Specific objectives.

General objectives are constructed using ambiguous verbs.

Specific objectives are constructed using action verb.

2.4.5 Ambiguous Verbs Action Verbs

1. Know 1. Describe 9. Align

2. Understand 2. Choose 10.Dismantle

3. Determine 3. Assemble 11. Listen

4. Appreciate 4. Adjust
 5. Grasp 5. Identify

6. Become familiar with 6. Write

7. Master 7. Explain

8. Apply 8. List

2.4.6 Components of a learning objective

A learning objective consists of four (4) component (sub) parts as follows;

1. The terminal behaviour – the intended outcome of instruction (or

performance).

2. The student/pupil – The terminal behaviour performer

3. The condition – the situation in which terminal behaviour will be

performed.

4. The standard or criterion – the measure against which learners’

performance will be judged.

2.4.7 General Objectives (Terminal Objectives)

The general objectives describe in general terms the new knowledge, skills
and attitudes that the learner is expected to acquire as a result of instruction.
A general objective is constructed using an ambiguous verb.

Examples of general objectives;

1. At the end of the course, students will be able to (SWBAT) understand

the theory of evolution without problems.

 2. Without the aid of text books, students should be able to (SSBAT)
know the principles of administration in three months.

2.4.8 Specific Objectives (Enabling Objectives)

The specific objective describes in specific terms the new knowledge, skills
and attitudes that the learner is expected to acquire as result of instruction.

A specific objective is contracted using an action verb.

Examples of specific objectives

1. Given a 19mm wheel spanner and a jack, the student should be able to
(SSBAT) remove a wheel from a wheel drum correctly.

2. Without referring to a wiring diagram, the student will be able to (SWBAT)

trace the ignition circuit without difficulties.

3. At (or by) the end of the lesson, the student should be able to (SSBAT)
identify the home keys on the typewriter in ten (10) seconds.

Test Conditions

Given a 19mm wheel spanner and a jack.

1. Without referring to a wiring diagram.
2. At the end of a lesson,

Terminal behaviours

1. Remove a wheel from a wheel drum

2. Trace the ignition circuit.
3. Identify the home keys on the type writer.
4. Between the condition and Terminal behaviour write “student should be able
to or student will be able to”

Standards or Criteria

1. Correctly.
2. Without difficulties.
3. In ten (10) seconds.
 2.4.9 Terminal behaviour

The terminal behaviour is the part of the objective referred to as the intended
outcome of instruction (or performance). The terminal behaviour describes what the
student will be able to do in order to demonstrate that he/she has achieved the
objective.

It is the behaviour that will be accepted as evidence that the student has learned.
Behaviour simply means any performance or activity or action, that can be observed
or recorded.

2.4.10 Action Verbs

Terminal behaviours for specific objectives must be written using action verbs. Words
such as; select, assemble, explain, measure, etc, describe actions that can be
observed or recorded and they have only one meaning.

Using action verbs, you can communicate clearly what you expect the students to be
able to do after the lesson.

Words such as; understand, appreciate, know, etc are so vague as to be almost
meaningless because they have so many meanings.

The intended behaviours of students after a lesson are classified in terms of the ways
in which they THINK, FEEL OR ACT.

2.4.11 The test conditions

The test condition component of a learning objective describes the situation in
which the students will be required to demonstrate the terminal behaviour. It is the
component that describes the test conditions.

2.4.12 Types of conditions

There are three general types of conditions that affect performance on a test and
these are:
1. The aids or tools that the students will be allowed to use when performing the
terminal behaviour or in test situation, such as;

(i) Reference books

(ii) Notes

(iii) Calculators

(iv) Spanners e.t.c.

2. The kinds of restrictions that will be placed on the student(s), such as;

(i) completing a test within a limited time period,

(ii) restrictions placed on the use of senses, e.g. to tie knots blind folded

3. How information (Terminal behaviour) will be presented by students,

e.g

(i) in writing,

(ii) video recording,

(iii) audio tape recording.

Complete learning objectives specify all the conditions under which

performance will be tested.
Useful Conditions for stating Instructional objectives

1. Given a list of………………………………………………………

2. Given any reference of the learner’s choice……………………………………
3. Given a matrix of Interco relations…………………………………………….
4. When provided with a set of tools………………………………………………
5. Given a properly functioning micro meter……………………………………..
6. Without the aid of references……………………………………………………
7. Without the aid of slid rule……………………………………………………….
8. Without the aid of tools………………………………………………………….
9. At the end of the lesson…………………………………………………………
10. At the end of a 50 minute lesson………………………………………………
11. Given a list of factors……………………………………………………………
12. Given a linear algebraic equation with one unknown……………………….
13. Given a meter scale…………………………………………………………….
14. Given a list of 35 chemical elements………………………………………….
15. Using standard equipment……………………………………………………..
16. Given a DC motor of ten horse power………………………………………..
17. Given an oral description of the events involved……………………………
18. Given all necessary tools, spare parts and reference materials………….
19. After 45 minutes of instruction………………………………………………..
20. Given the price of two different size packages……………………………..
21. Given a table of figures………………………………………………………..
22. Given a carburetor that is misadjusted but contains no malfunctions……
23. Given a scissors, comb and brush…………………………………………..
24. Given a list of terms and definitions………………………………………….
25. Given a wood lathe, appropriate tools and rectangular walnut……………
2.4.13 Performance Standards

The third component of a learning objective is a statement of measures by which the

learner’s performance will be judged.

A standard describes the minimal level of performance that will be accepted as

evidence that the learner has achieved the objective.

Ways of stating performance standards

The following are the typical ways of stating performance standards;

1. Correctly.
2. Within ten minutes or seconds.
3. Within plus or minus 10 seconds.
4. In the same order as given in the text.
5. Before all turns (e.g. when learning to drive a vehicle).
6. Within plus or minus 2%.
7. Correct to the nearest whole number.
8. With a maximum of one error.
9. Units per minute.
10. Units per second.
11. Without problems.
12. With less problems.
13. Without difficulties.

2.4.14. Terminal Behaviours

Examples of useful Terminal Behaviours for stating learning objectives:

Student(s) should be able to;

1. Remove a wheel from a wheel drum……………………….

2. Trace the ignition circuit………………………………………
3. Name the examples of non-cues……………………………
4. Identify the home keys on the type writer/computer key
board…………………………………………………………..
5. Draw the diagram…………………………………………….
6. Present a speech……………………………………………..
7. Design an experiment………………………………………..
8. Write an essay………………………………………………..
9. Tune an automotive engine…………………………………
 10. Compute data…………………………………………………
11. Answer questions…………………………………………….
12. Use hand signals……………………………………………..
13. Assemble the sewing machine………………………………

2.4.14 THE TAXONOMY OF EDUCATIONAL OBJECTIVES

In education, Taxonomy is a formal classification of Educational objectives.

Uses of taxonomy of educational Objectives

The educational Taxonomy of objectives is used to;

(a) Prepare the syllabuses,

(b) Set examinations,
(c) Establish marking schemes,
(d) Evaluate learning,
(e) Identify general instructional objectives,
(f) Define general objectives in terms of specific instructional objectives.

Domains of the Taxonomy

The Educational taxonomy of learning objectives consists of three Domains,

namely;

(a) Cognitive Domain.

Cognition means knowledge from personal view or experience.

(b) The Affective domain.

Affection means the state of being affected or acted upon.

(c) Psychomotor domain.

Psychomotor means muscular movements caused by compulsive

mental processes.

The cognitive Domain

The Cognitive domain consists of those objectives that emphasize intellectual

outcomes such as;

(a) Knowledge,

(b) Understanding,

(c) Thinking skills.

 The Affective Domain

The Affective Domain consists of those objectives that emphasize feelings

and emotion, such as;

(a) Interests,
(b) Attitudes,
(c) Appreciations,
(d) Methods of adjustments.

The Psychomotor Domain

The Psychomotor domain consists of those objectives that emphasize motor skills,
such as;

(a) Hand writing,

(b) Type writing,
(c) Swimming,
(d) Operating machinery.

Each Domain has a set of General and Specific learning objectives that include all
possible learning outcomes, that might be expected from instructions.

Assignment No. 2

Applying the clarifying (action) verbs of the Taxonomy of educational objectives,

construct the following objectives;

1. Five (5) Specific cognitive objectives, 20 marks

2. Five (5) Specific affective objectives, 20 marks

3. Five (5) Specific psychomotor objectives. 20 marks

Readings;

1. Learning System Design By Robert H. Davis, Lawrence T. Alexander and

Stephen L.Yelon.
2. Stating Behavioural Objectives for Classroom Instructions By
 Norman Gronlund

MODULE TWO

The following constitute the course outline for module TWO:

Unit 3 : Lesson Execution.

Element 3.1: Selection and use of Teaching Methods.

Element 3.2: Preparing Scheme of Work .

Element 3.3: Lesson preparation.

Element 3.4: Principles of effective oral presentation

Element 3. 5: Micro and peer teaching

Unit 4: Record keeping

Element 4.1: Teaching practice file.

Element 4.2: Records of work.

Element 4.3: Inventory.

Element 4.4: Progress reports.

Unit 5: Educational Measurements and Evaluations

Element 5.1: Types of tests.

Element 5.2: Types of questions.

Element 5.3: Construction of Selection type of questions.

Element 5.4: Construction of Supply type of questions.

Unit 3: Lesson Execution

At the end of this unit, you should be able to;

1. List common teaching methods,

2. describe each teaching method,

3. Select and use teaching methods,

4. Prepare Schemes of Work.,

5. Prepare Lessons,

6. Explain principles of effective oral presentation,

7. Present a lesson

8. Prepare a record of Work.

Selection and use of Teaching Methods

Common Teaching Methods for lessons in the classroom and workshop.

1. Demonstration Teaching Method

(i) There is new knowledge or skill,
(ii) In the demonstration, the teacher shows the step by step procedure of
performing some operation or skill,
(iii) Demonstration involves the use of some tools, materials, equipment e.t.c.

2. Illustration Teaching Method

(i) Used to teach new or old knowledge or skill.
(ii) Employs the use of some teaching aids , such as charts, models, or
videos
(iii) An aid to learning when the real thing is not available.

3. Group discussion
(i) Students take a more active and spontaneous part in presenting ideas.
(ii) The teacher is in the background, in a more informal atmosphere.

4. Lecture teaching Method

(i) There is new knowledge or skill.
(ii) Teacher talks.
(iii) Students listen.
(iv) Teacher activity is high, student activity not certain.
(v) Used to present factual information (development).

5. Question and Answer Teaching Method

(i) The teacher is posing a series of questions to students in order to
promote thinking and understanding.
(ii) Students are supposedly answering questions.
(iii) Usually new knowledge or skill developed from old experience.
(iv) Students do inductive and/or deductive thinking or reasoning.

6. Revision Teaching Method

(i) The teacher goes through main points of the lesson,
(ii) Students listen.
(iii) Consolidates learning.
(iv) Usually used for introducing or ending the lesson.
Selecting Teaching Methods using Human Sense Organs

Human beings have five (5) main channels of learning available to them in terms of human
sense organs (Ian Reece).

The Human Sense Organs and their purposes:

Sense organs Senses Purposes

1. Eyes Sight to see/observe/watch

2. ears Hearing to listen

3. Nose Smell to smell

4. Taste buds (germs) Taste to taste

5. Skin Feeling/Touch to feel

The teacher must be able to identify which senses the students will be able to use in a
learning process.

The learning process must employ as many of the sensory organs as possible.

To rely upon hearing alone is much like assuming that, we are blind.
To rely upon sight alone is much like assuming that, we are deaf.

Selecting Teaching methods using Senses

Some of the ways in which each sense may be used in learning and the teaching methods
used to teach are shown below.

Uses of Senses Teaching Methods

1. Sense of Sight: is used to see or read; Demonstration

(a) Written words; e.g. in text books, notes, handouts, on boards Illustration
e.t.c.
Video
(b) Pictorials; e.g. drawings, charts, video, photographs e.t.c.
Internet e.t.c.
(c) Objects; e.g. real things (complete or sectioned), models e.t.c.

2. Sense of Hearing: is used to hear or listen to; Lecture

(a) the spoken word; e.g. in lessons, discussions, question and Question and answer(Q/A)
answer, video, tape recorders, e.t.c.
Discussion
(b) Sounds; e.g. of operating machines e.t.c.
Internet

Video

Revision
Illustration
3. Senses of Smell and Taste: are used to smell and taste e.g.
chemicals, sanitation, cooking, smoke, e.t.c. Demonstration

4. Sense of feeling/Touch: is used to Illustration

(a) Feel; finish of surface texture, pressure, heat, cold, Demonstration

compression, e.t.c.

(b) Handle objects; e.g. in practical work or laboratory work e.t.c.

 The Scheme of Work

You define the Scheme of work as;

1. The interpretation of the syllabus

2. The part of the syllabus that the teacher will be required to teach in a term of an
academic year.

3. An estimate of what a teacher is expected to teach in a term.

4. A weekly forecast of what is to be covered over a period of time.

Function of the Scheme of Work

The Scheme of work provides an outline of the subject matter and content to be taught in a
term.

The Scheme of Work Formats

The Scheme of Work formats differ from institution to institution, but the necessary
background information on the topics to be taught, should generally be included on every
Scheme of Work as indicated on a sample.

All teachers are required to prepare Schemes of Work for all the lessons to be taught in
the coming term.
 SCHEME OF WORK

INSTITUTION: Chipata T. T. Insttitute YEAR: 2009 TEACHER: James Phiri

SUBJECT: Metal work TERM: Two (2) CLASS: CT4

DATE WEEK LESSON TOPICS & METHOD OF REF./T.AIDS EVALUATION

NO. OBJECTIVES PRESENTATION (Test, Assign.
Project)

14/05 1. 1.METALS(Steel & iron) REFERENCE

Ferrous Metals SSBAT; Metal Work
By
(a) define f/m. Lecture, Q/A Sandham and
F.R. Willmore
(b) Identify types of f/m Lecture, Q/A
Illustration.
T. Aids
(c) Explain prod. of f/m Lecture, Q/A 1. C/B
2. Chart
(d) State carbon value Lecture, 3. Video
in steel production Q/A 4. Samples of
Illustration. f/m

21/05 2. Non- ferrous metals REFERENCES

SSBAT; Metal Work
By
1. Define non f/m Lecture, Q/A Sandham and
F.R. Willmore Assignment
2. Identify Types of non Lecture, illustration. Differentiate
f/m T. Aids between
1. C/B f/m and Non f/m
3. Explain uses of non Lecture, illustration 2. Chart
f/m 3. Video
4. Samples of
Non f/m

ASSIGNMENT:

From the syllabus of your subject area of specialization, choose a unit with three (3)

elements and prepare a scheme of work. Each element is to be taught in one period given
 in one week. Write five (5) objectives under each element.

REASON OF PREPARING A SCHEME OF WORK

1. Help a teacher Plan and sequence there lesson in advance

2. Help a teacher to consider and make most of the resources at their

disposal.

3. Help a teacher as a guide line to choose the method to use when

presenting the lesson

THE LESSON PLANNING

The Lesson Plan

You define the lesson plan as;

1. a strategy or plan for teaching,

2. a series of cues (hints) to be used to present a lesson,

3. a written account of the lesson presentation.

The lesson plan shows how the lesson is supposed to proceed.

The lesson plan is not to be confused with the lesson notes, which are the details of actual
subject matter content of the lesson.

The lesson plan is intended to help you to proceed logically without being bound to your
notes.

The lesson plan is essentially tentative and flexible.

The lesson plan should not limit you in your approach and it should contain sufficient
flexibility to cater for circumstances as they arise in the lesson.
 The Lesson Parts

A formal lesson consists of four (4) main parts namely;

(a) The lesson introduction,

(b) The lesson development,

(c) The lesson application,

(d) The lesson conclusion.

The lesson Introduction

Uses of the lesson introduction

The lesson introduction is used to;

(a) establish the topic,

(b) deepen the students’ interest

(c) connect the previous lesson to the new lesson.

The ways of introducing the topic/Lesson

You can introduce the lesson by; e.g.

(a) going over the main points of the previous lesson,

(b) repeating illustrations of the previous lesson,

(c) giving examples related to the new lesson,

(d) telling a short story related to the new lesson or topic,

(e) asking questions related to the new topic,

(f) repeating calculations of the previous lesson.

The Lesson Development

The lesson development is the main part of the lesson presentation.

The lesson development is used to;

(a) impart knowledge, skills and attitudes,

(b) outline main facts logically,

(c) list teaching points.

The lesson development contains the main facts and teaching points such as;

(a) principles and laws,

(b) information descriptions,

(c) problem discussions,

(d) problem solving in mathematics and science.

A presentation or demonstration of knowledge, skill or attitude to be learned, follows the

introduction. This should be done by explanation, description, stating, e.t.c. of the key

points about the topic which can be usefully reinforced with questions and answers

(as you teach, you also ask questions about what you are teaching).

The Lesson Application

The application is the ability of the student to use the learned materials in the new and
concrete situation. This may include application of such things as rules, principles and
theories through written or oral questions or practice.

Following your presentation of knowledge or demonstration of skill , you need to provide

each student with an opportunity to practice the knowledge or skill, so that the sub-tasks
are integrated or consolidated in students’

Purposes of Application

1. Checking of understanding of content which may include processes such as;

(a) Answering students’ questions,

(b) Question and answer based on the objectives of the lesson,

(c)Test or quiz on the main points that have been covered.

2. Evaluating the lesson which may include processes such as;

(a) Students completing notes,

(b) Round to question students

 (c) Giving evaluation questionnaire.

The Lesson conclusion

Conclusion means coming or bringing to an end of the lesson.

You can conclude the lesson by;

(a) Re stating the main points of the lesson,

(b) Revisiting the objectives of the lesson,

(c) Giving an assignment or setting a reading,

(d) Telling the students what will follow next in their learning.

The lesson plan form

The initial step in completing the lesson plan form is to fill in the heading. The heading
should contain all the necessary background information on the lesson to be taught as
shown on the lesson plan form.

Teacher Activities e.g.

 Explanations
 Asking questions
 Answering questions
 Demonstrations
 Providing necessary materials
 Giving instructions
 Illustrations
  Writing notes

Student Activities e.g.

 Listening
 Asking questions
 Discussing experiments
 Drawing and modeling Doing exercises
 Recording
 Copying notes
 Answering questions

TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE

LESSON PLAN

TEACHER: Mary Nyirenda COURSE: Metal Fabrication

SCHOOL/COLLEGE: Kabwe T.T.Institute CLASS: CT 4 DATE: 21/05/09

SUBJECT: Materials TOPIC: Ferrous metals

TEACHING AIDS/RESOURCES: C/B, chart, samples, video

OBJECTIVES: At the end of the lesson, SSBAT (1) define FM,(2), identify types of FM (3) explain the
production of FM, (4) state the value of carbon in steel production without problems

PART TIME LESSON CONTENTS METHODOLOGY LEARNER REF./T.AIDS

ACTIVITIES
INTRODUCTION 06 What is metal? Q/A Answering a C/B
minutes question
1. DEFINITION OF
DEVELOPMENT 39 F/M Lecture Listening C/B
minutes  An iron
 Metal with Q/A Answering
carbon questions

2.TYPES OF F.M.
(a) White irons Lecture, Q/A Listening C/B
(b) Gray irons Answering
 (c) Malleable irons Illustration qtn Chart
(d) Special irons Q/A Observing Samples
(e) Wrought irons
Answering
3.PRODUCTION OF questions
F/M Lecture, Q/A C/B
(a) Mining iron ore Listening Video
(b) Crushing ore Illustration Answering Chart
(c) Smelting crushed qtn
ore Observing

4. CARBON VALUES C/B

IN STEELS Lecture, Q/A
(a)Tool steel - 0.05%c Chart
(b)Stainless steel - Illustration Listening
0.06%c Answering
(c)Mild steel - 0.4%c qtn
(d)High carbon steel - Observing
0.7%c
1. What is f/m?
APPLICATION 09 min. 2. List five types of f/m Exercise (Q/A) Answering C/B
3.Outline three steps questions
for
f/m production
CONCLUSION 06 min. A recap of the main Revision Listening C/B
points of the lesson

LESSON CRITIQUE: Objectives were achieved as students answered questions correctly.

Assignment No. 3

Choose a topic (element) from your syllabus of your area of specialization and prepare a 60
minute lesson. List five main facts about the topic in the lesson development and under each main
fact underline its five teaching points.
100 marks

THE RECORD OF WORK

The record of work is a record of what has been actually taught by a teacher to a class.

Each teacher should record very briefly at the end of each lesson what he/she has actually taught

in the topic to a particular class and must resist the temptation to write down what he/she had
hoped to cover.

Thus, if the class teacher falls sick or leaves on transfer, the head of school or college should be

able to hand over to his/her replacement teacher a well - kept record of work, confident that

teaching will not be interrupted and the class will not suffer because of the change.

Secondly, the record of work will show to the head of school, and the inspectors of schools the

syllabus coverage.

The teacher should write the brief sentences (statements) in the past tense.

TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE

RECORD OF WORK

INSTITUTION: Chipata T.T. Institute YEAR: 2009 TEACHER: James Phiri

SUBJECT: Metal Work TERM: One CLASS: M/W 2009

DAT WEE WORK DONE HOD’S

E K EVALUATION(Test, TEACHER’
NO. Assignment or S REMARKS
Project)
COMMENT
S
14/05 1. 1. METALS(steel &iron)
1.1Ferrous Metals Gave class
exercise as follows; Students
(a) Defined ferrous metals achieved
1.Define f/m objectives
(b) Identified ferrous metals without
 2.Identify 5 types problems
(c) Explained the production of f/m
of f/m
3. List 3 steps for
(d) Stated value of carbon f/m production
carbon in steel prod.

PRINCIPLES OF ORAL PRESENTATION (GOOD INSTRUCTION)

1. Define the fundamental purpose of your presentation or instruction e.g. to inform or to persuade

or to instruct.

2. Develop clear objectives covering the major points for presentation.

3. Prepare and rehearse before presentation.

4. Prepare your presentation in four standard parts:

(a) Introduction

(b) Development

(c) Application

(d) Conclusion

5. Decide what will help you to reach objectives, in terms of illustrations, short stories, examples,
 calculations, and so on.

6. Present your main facts and teaching points.

7. Once presentation has been done, get some feed back on it from the audience (students)

through questions.

8. After receipt of the feed back, it is then necessary to revise and polish by going over the main

facts of your presentation.

PUBLIC SPEAKING

Public speaking is an acquired skill which you must work at to become proficient (able to do

something well because of training and practice).

Factors to Remember as you speak:

9. Voice projection

(a) Speak loudly enough so that all can hear you.

(b) Do not speak with too much volume, it is annoying.

 (c) Do not speak with too little volume, it is boring.

(d) Watch the pitch (degree of highness or lowness) of your voice. The pitch should not be too

high and it should not be too low.

10. The speed of speech delivery

(a) Do not speak so fast that no one can follow you.

(b) Do not speak so slow that students will go to sleep.

11. Platform habits (mannerisms)

(a) Do not pace (walk up and down many times) the platform or floor.

(b) Do not smoke

(c) Do not chew gum

(d) Do not show nervous habits to the audience/students.

(e) Let your speech reflect your personality.

(f) Relax and be your self, as long as, that is consistent with the principles of good public

Speaking.
 (g) Dress; Dress appropriately, being careful not to overdress or dress in shabby clothes.

(h) Gestures (posture or motions of the limbs); keep your gestures to a minimum.

Unit 4: THE RECORD KEEPING

At the end of this unit you should be able to:

1. Define record of keeping

2. State reasons for record keeping

3. Define teaching file

4. List the documents for teaching file in the recommended order

5. Maintain the teaching file

Record keeping

The record keeping, in education, is a systematic way of keeping professional documents.

The head of school is responsible for quality teaching in his/her school and it is in his/her interest

to see that records are kept which will help his/her staff to do their job well.

All teachers need to keep their own day to day records (documents).
 Reasons for Record keeping

1. To show students’ progress and achievements

2. To ensure continuity of learning in case of the illness or transfer of the class teacher

3. To guide the replacement teacher

4. For diagnostic purposes i.e. to spot problems, identify under achievements and students
needing extra help

5. To provide teachers with information on the success or failure of the teaching methods or
materials

6. To inform the interested parties, such as parents, head teachers, sponsors e.t.c. about
the progress and achievements of the students and the school/college as a whole.

7. To give head teachers, principals, Training managers e.t.c. a general picture of

achievements within the school/college.

The Teaching File

The teaching file is the teacher’s personal file in which he/she keeps his/her professional
records(documents).

The main records that should be filed by the teacher in the file are:

1. Time table

2. Class register

3. Syllabus

4. Schemes of work
 5. Lesson plans

6. Lesson notes

7. Records of work

8. Assignments, tests, projects, home works e.t.c.

9. Model answers and marking keys

10. Students performance sheets(records of marks and achievements)

11. Miscellaneous records;

(a)Teaching practice guidelines.

(b)Teaching practice visitors’ form.

(c) Teaching practice host teacher’s assessment form.

(d)Teaching practice certificate of completion.

The records should be filed according to the recommended order by the authority.

Unit: 5 EDUCATIONAL MEASUREMENTS AND EVALUATION

At the end of this unit you should be able to;

1. define Educational Measurements

2. define Educational Evaluations

3. define Achievement test

 4. identify Types of tests

5. construct Selection type of questions

6. construct Supply type of questions

Educational Measurements

To measure means (i) to ascertain the extent or capacity,

(ii) to find out the extent or capacity.

(a) The results of measurements are expressed in figures or numbers e.g.

Banda correctly scored 35 out of 50 or Banda scored 70%.

(b) Educational measurements are the quantitative Descriptions of student’s behaviour.

e.g. when you measure something, you write down the measurements or readings

describing the extent or capacity of what you have been measuring.

(c) In education students are measured.

(d) The tools for educational measurements are; tests, examinations, assignments,
projects, e.t.c.

Educational Evaluations
To evaluate means ; (i) to place value upon

(ii) to judge

(iii) to give decision.

(a) In education usually, a student, a teacher, and an educational program are judged.

(a) The educational Evaluations are;

(i) the qualitative descriptions of student’s behaviour.

(ii) the systematic process of determining the extent to which the

objectives have been achieved by students.

(b) The results of measurements are expressed in terms of value judgements e.g.

(i) Mary is making good progress in maths.

(ii) Chungu’s work was neat.

(iii) Chanda is a good performer.

Tests

A test is a systematic procedure for measuring a sample of a student’s behaviour in

order to evaluate that behaviour.

Types of Tests

1. Achievement Test
 The achievement test is a test that attempts to measure the extent to which a student
has acquired certain knowledge (information) or mastered certain skills.

Aptitude Test

The aptitude test measures specific abilities for a particular role or task so as to build
up a profile of the individual student in terms of these abilities.

2. Diagnostic Test

The diagnostic test identifies critical weaknesses in basic educational skills so that
appropriate remedial action can be taken.

4. Intelligence test

Intelligence test measures various mental skills considered relevant to intelligence in

order to find the I.Q. of a student.

5. Personality Test

The personality Test identifies the dominant traits of the student, so as, to classify

his/her personality and provide the kinds of learning pattern best suited to him/her.

Types of Questions for Achievement tests

There are two main types of questions for achievement tests

1. Selection type of questions (Objective questions = not influenced by personal

(teacher’s) feelings or opinions when marking)
 The selection type of questions require the students to select the right responses
from a set of given option responses. The following are the types of Selection
Questions;

(a) Alternative Choice Questions

(b) Multiple Choice Questions

(c) Multiple Response Questions

(d) Matching Questions.

2. Supply type of questions ( Subjective Questions = based on teacher’s idea’s or

opinions rather than facts when marking and therefore sometimes unfair)

The supply type of questions require the students to supply the responses (answers) to

given questions. The following are the types of the supply questions;

(a) Short Answer Questions ( Plain or Incomplete Questions),

(b) Structured Response Essay Questions (Restricted Response Questions),

(c) Unstructured Response Essay Questions (Extended Response Questions,

(d) Practical Questions.

Constructing Selection Type Questions

For all the Selection type Questions, you give instructions about how to answer the

questions and where to write the answers.

1. Alternative Choice Questions

The test items of this type consist of questions of which there are only two possible
responses. The type of responses can be;

 True or Force
 Yes or No
 Agree or Disagree
 Right or wrong
 Correct or Not correct
 Positive or Negative

Example:

Instructions;

For the following Alternative Choice Questions, tick in the box for correct answer.

Q. 1. The normal temperature of a health adult is 39oC.

True

False

2. Multiple - Choice Questions

A Multiple - Choice Question consists of two parts; a stem and a set of options.

The stem is a question or a statement, complete or incomplete, which must be answered by

choosing one of the options.
The options are plausible (seeming to be reasonable) answers or concluding statements
from which one must be selected.

Multiple - Questions appear to be easy to write and answer, but can be difficult to formulate
and can test students learning at higher level.

An example of Multiple - Choice Question

Instructions; Write the letter of the correct/best answer on the answer sheet provided.

Q.1. If 6 is raised to the power of 2, then the answer is ------------. (stem and incomplete

statement)

(a) 3 -------------------------------- distracter ---------

(b) 12 -------------------------------- distracter

----------- Options

(c) 36 --------------------------key (correct answer)

(d) 64 -------------------------------- distracter ---------

There are two types of Multiple choice Questions and these are; Correct Answer Multiple –
Choice Questions and Best answer Multiple – Choice Questions.

3. Multiple Response Questions

Multiple Response Questions reduce the ability of students to guess the answer
correctly, because there is a permutation of options. It takes a little longer to mark the
answers for Multiple - response questions than with answers for Multiple – choice
questions.

Examples

Instructions; Write the answers on the answer sheet provided.

Q.1. From the list given below, what ingredients would you require to cook cheese

scones?

(a) Sugar

(b) Milk

(c) Lard

(d) Margarine

(e) Cheese

(f) Suet

4. Matching Questions

The matching question consists of premises in one column and response options are
listed in another column. The student is asked to select one of the response options and
match it with one of the stems.

Example

Q.1. Match the stitch in list 2 with the correct type of needle work in list 1, buy writing the

letter of the needle work on the space next to the number of the stitch you have

chosen.

1. List of options 2. List of premises

(Needle work) (Stitches)

(a) Tapestry 1. _____ Double treble stitch

(b) Knitting 2. _____ Zig – zag stitch

(c) Embroidery 3. _____ Chain stitch

(d) Crochet 4. _____ Tent stitch

Constructing Supply type of Questions

1. Short Answer Questions

(Also used as multiple-choice questions)

There are two types of short answer questions;

(a) Where a question is posed and the student supplies the answer by using a word
or phrase or figure. E.g. In what year did Zambia become independent?

(b) Where an incomplete sentence is given and the student is required to complete it by
inserting an appropriate word or phrase or figure (number).

E.g. The most popular colour for private buyers of new cars is ___________ .

2. Structured Essay Questions (Restricted Questions)

Structured Essay questions help the students to know what is required of them. They
are more defined than the unstructured Essay Questions. These essay type
questions take 10 to 25 minutes to be answered because students are required to
explain or draw the answers.

Example:

Q.1. Using the following headings, state briefly how to grow a lettuce crop in the
open;

(a) Soil preparation

(b) Sowing

(c) Thinning

(d) Harvesting
3. Unstructured Essay Questions

In this type of question, no restrictions or limits are placed on the students’

responses. They are also usually allocated 10 to 25 minutes to be answered because
students are required to explain or draw the answers.

Example:

Q.1. Give a brief account of growing an outdoor lettuce.

4. Practical Questions

The term “ Practical Question” refers to a question asked to make students perform a
practical exercise according to instructions prepared in advance and assessed according
to a marking scheme prepared in advance.

This type of question might also be called an assignment or project when it involves the
completion of a written work to accompany the psychomotor skills.

The practical question consists of specific instructions and a marking scheme.

Example:

Task 2; Remove and Refit the Clutch Plate

Instructions to the Candidates;

1. Remove the clutch Assembly from the engine,

2. Call the examiner for inspection and questions,
3. State conditions of parts,
4. Refit the clutch plate and pressure plate assembly,
5. Call the examiner for inspection and questions,
6. Refit gearbox and all connections,
 7. Bleed the clutch system,
8. Call the examiner for inspection and questions.

Marking scheme

Task 2: Remove and Refit Clutch Plate

Possible Actual
Marks Marks
1. Preparations
2 0
(i) Cleanliness of work area
2 1
(ii) Layout of tools
2 2
(iii) Safety rules adherence

2. Correct clutch assembly Removal

(i) Centre punching pressure plate and flywheel for alignment

2 2
(ii) Checking pressure plate for cracks, wear and hot spots
3 2
(iii) Checking fingers for wear and damages
2 1
(iv) Checking friction plate for wear,cracks and damages
3 2
(v) Checking hub splines for distortion and damage
2 1
3. Correct clutch assembly Refitting

(i) Correct clutch plate and flywheel sides

1 1
(ii) Correct pressure and flywheel alignment
2 2
(iii) Using clutch arbour to centralize the friction plate(clutch
plate) 2 2
(iv) Correct pressure plate housing bolts tightening
 sequence and torquing. 2 1

Total Marks 25 17

If the question/test will involve written work, prepare a list of answers.

Constructing Short Answer Test

Instructions: Answer all questions in this section. Study each question carefully and state
your answers in simple and clear terms.

1. Explain the term AVO 8 marks

2. What is galvanometer used for? 8 marks
3. What is the difference between a voltmeter and an ammeter in
terms of what they do? 4 marks
4. How does a voltmeter differ from an ammeter from the construction
point of view ? 4 marks

5. What is meant by shelf-life of a cell? 6 marks

Model (perfect) Answers and marking Keys

ANSWERS AND MARKING KEYS POSSIBLE ACTUAL

MARKS MARKS
1. It refers to a multi meter with three functions;
Amperage measurement, Voltage measurement, and Resistance
measurement.
Award 2 marks each for stating; (a) Refers to a multi meter, (b) With three
functions, (c) Amperage measurement, (d) Voltage measurement, (e)
Resistance measurements. 10 6

2. A device used in detecting the levels and directions of currents of small

magnitudes.
Award 2 marks each for stating;(a) Device used in (b) Detecting the levels
of currents, (c) Detecting the directions of currents (d) Of small
magnitudes
8 4
3. A voltmeter measures voltage whereas an ammeter
measures current.
A ward 3 marks each for stating; (a) A voltmeter
 measures voltage (b) An ammeter measures current
6 3
4. By virtue of their construction, voltmeter uses multipliers for operation
whereas an ammeter uses shunts for operation.
A ward 3 marks each for stating; (a) Voltmeter uses multipliers for
operation (b) An ammeter uses shunts for operation.

5. A period of time the cell may be stored prior to use.

Award 2 marks each for stating; (a) A period of time (b) cell may be stored 6 5
(c) prior to use.

6 6
Total Marks 36 24

Constructing an Essay Test

Instructions: Answer only three (3) of the following essay questions. Be brief and to point.
You may use illustrations to explain your answers.

1. Draw in block diagram an automatic process control system and explain the function
of
each unit in the system.

2. With the aid of a sketch, describe the principle of the transformer operation.

3. Describe the operation of an ordinary “C” type bourdon pressure gauge.

4. Explain how an orifice plate can be used to measure flow of a liquid in a pipe system.

5. Describe a system based on pressure and height relationship that can be used to
determine the density or relative density of a liquid.

Marking Key Possible Actual

Marks Marks
1. (a) 4 marks for correct diagram of process control. 4 3

(b) 1 mark each for correct explanation of each of the following:

(i) Process control system (ii) Detecting element (iii) Measuring element 4 3
 (iv) Final control element.

2. (a) 2 marks for correct transformer sketch.

(b) 6 marks for describing principle operation of transformer.

3. (a) 2 marks for correct sketch of “C” type bourdon pressure gauge. 2 2

(b) 6 marks for correct description of an ordinary “C” type pressure 6 6

gauge operation.

4. (a) 2 marks for correct sketch of orifice plate. 2 1

(b) 6 marks for explaining how flow measurement is achieved using

orifice plate. 6 4

5. (a) 2 marks for correct sketch of bubble system.

(b) 6 marks for correct description of the bubble system.

Total marks 24 19

MODULE THREE

The following constitute the course outline for module three (3):

Unit six (6): Using Instructional objectives in test preparations .

Element 6.1: Useful steps for test preparations .

Element 6.2: Defining Objectives .

Element 6.3: Outlining the course contents

Element 6.4: Preparing table of specifications

Element 6.5: Construction of relevant test items

Unit Seven (7): Management of learning Environment

Element 7.1: Organization and management guidelines .

Element 7.2: Space requirement and layout of Learning Environment .

Element 7.3: Equipment and Supplies

Element 7.4: Equipment maintenance, storage and safety features .

Unit six (6): Using Instructional Objectves in the Test Preparation

At the end of this unit, you should be able to;

1. State five useful steps for test /examination preparation,

2. 2. Define general objectives in terms of the specific objectives,

3. Outline the subject content areas,

4. Prepare a table of specifications,

5. Construct test items (questions).

Test Preparation

Test preparation follows a systematic procedure.

The following list of steps is useful for preparation of the tests or examinations;

1. State the general objectives,

2. Define each general objective in terms of specific objectives,

3. Make an outline of subject content covered during instruction,

4. Prepare a table of specifications

5. Construct test items (questions).

Defining the general Objectives

The following is a list of general objectives, that have been defined into specific objectives:

Objectives for a unit (Money and Banking) in economics

1. Knows basic terms;

1.1: Relates terms that have the same meaning,

1.2: Selects the term that best fits a particular definition,

1.3: Identifies terms used in reference to a particular economic problem.

1.4: Uses terms correctly in describing economic problems

2. Understands Economic Concepts and Principles

2.1: Identifies examples of economic concepts and principles,

2.2: Describes economic concepts and principles,

2.3: Points out the interrelationship of economic principles,

2.4: Explains changes in economic conditions in terms of economic concepts and principle

Involved.

3. Applies Economic Principles to new Situations

3.1: Identifies the economic principles needed to solve a particular problem,

3.2: Predicts the probable outcome of an action involving economic problem,

 3.3: Describes how to solve a practical economic problem in terms of the economic

principles involved.

4. Interprets Economic Data

4.1 Differentiates between relevant and irrelevant information

4.2 Differentiates between facts and inferences (conclusions)

4.3 Differentiates cause – effects relations in data

4.4 Describes the trends in data

4.5 Distinguishes between warranted and unwarranted conclusions drawn from data

4.6 Makes proper qualifications when describing data.

The statement of specific behaviour ( specific objective) listed under each general objective;

(a) Describes how the student is expected to react towards the subject matter,

(b) Does not describe the specific subject matter towards which the student is to react.

Therefore, the specific behaviour listed under knows basic terms describes what is meant by

knowing, and NOT what terms the students should know.

Such statements make it possible to relate the general objectives and specific objectives
(learning outcomes) to various areas of content, and thus, to various units within the same
subject.

OUTLINING THE SUBJECT CONTENT

The same content (topics) outline that is used for teaching may suffice (be enough) as part of
the

test plan.

The following list of topics for a unit in economics provides sufficient detail for testing purposes.

Content outline for a unit (Money and Banking) in Economics

A. Forms and functions of money

1. Types of money

2. Various uses of money

B. Operations of Banks

1. Services provided by commercial Banks

2. Other institutions offering bank services

3. Role of banks in managing the flow of money

C. Role of the Federal Reserve System

 1. Need for flexibility in the money supply

2. Nature of the Federal Reserve system

3. Regulatory policies influencing the money supply

D. State Regulation of the Banks

1. The Banking Commission

2. Laws to protect the borrowers

The amount of detail to be included in the outline of the content will depend on the length of time
covered by instruction.

For a two- week unit of work, you may be able to include all the major and minor topics.

In outlining the content for the entire course (e.g. exam.), you may have to limit the outline to the
major topics.

PREPARING THE TABLE OF SPECIFICATIONS

A table of specifications relates the instructional objectives to the subject content.

A sample table of specifications is shown below.

To simplify the table, only the general objectives and major areas of content are included in the
table.

Before you start preparing a table, decide the number of test items you will construct.

Table of specifications for a 50-item test on a unit (Money and Banking) in Economics

Instructional Objectives
 1. 2. Understands 3. 4.
Content Areas Knows Basic Concepts and Applies Interprets Total
(Topics) Terms Principles Principles Data
A.
Forms and
functions of 3 4 3 - 10
money
B.

Operations 4 3 5 3 15
of Banks

C.
Role of the
Federal 4 6 3 2 15
Reserve
D.
State
Regulations of 4 2 4 - 10
Banks

Total number
of test items 15 15 15 5 50

Problem solving = Analysis, synthesis and Evaluation

The number in each cell in the table indicates the number of test items to be constructed for one

topic and for one objective.

For example; There will be a total of fifteen (15) test items to measure the objective, “Knows

basic terms”, three (3) of these in topic “ Forms and functions of money”, four of these in topic

“Operations of banks” and so on down the column.

The total number of items in each column indicates the relative emphasis to be given to each

objective.
The total number of items in each row indicates the relative emphasis to be give to each topic.

Therefore, the two way grid specifies the test in terms of both instructional objective and the

topics.

Procedure

The usual procedure of filling -in the table is;

1. First to distribute the total number (or %) of the test items over objectives or topics.

2. Secondly, distribute test items for objectives or topics among the individual cells.

The amount of instructional time devoted to each topic will provide a satisfactory approximation

of the number of test items to be given to each cell.

CONSTRUCTING RELEVANT TEST ITEMS

Multiple Choice Questions

The next task is to construct test items that are relevant to the instructional objective and content
area of each cell.

For example:

In using the above constructed table of specifications, we are going to construct one of the four
(4) test items to measure the first objective(knows basic terms) in content area B (Operations of

banks).

Procedure
 1. select one of the specific objectives listed under the first general objective

2. Select one of the important banking terms under content area B.

3. Construct a test item (question)

The test item should clearly reflect the desired specific objective.

General Objective 1: Knows basic terms.

Specific Objective1.1: Relates terms that have the same meaning.

1. Checking accounts are also called

*A Demand deposits

B. Time deposits

C. Currency

D. Credit money.

Other examples at the understanding and application levels are presented below:

General Objective 2: Understands economic concepts and principles.

Specific Objective 2.1: Identifies examples of economic concepts and principles.

1. Which one of the following is an example a commercial credit?

*A. A manufacturer borrows money to buy raw materials.

B. A manufacturer borrows money to build a new plant.

 C. A business executive borrows money to build a new house.

D. A stockbroker borrows money to buy stocks and bonds

Or identify one example of commercial credit.

General Objective 3: Applies economic principles to new situations.

Specific Objective 3.1: Predicts the possible outcome of an action involving economic

principles.

1. Which one of the following actions of the Federal Reserve Board would most likely

contribute to greater inflation?

*A. Buying government bonds on the open market

B. Raising the Reserve requirements

C. Raising the discount rate

D. Lowering the amount of credit granted to member banks.

In summary, you can construct an achievement test that measures a sample of student
behaviour that is both relevant to and representative of the specific objectives you expect from

your teaching by:

(i) Clearly defining the general objectives in terms of specific objectives.

(ii) Outlining the course/subject content.

(iii) Preparing a table of specifications.

(iv) Constructing test items that can call forth the specific behaviour.

Unit Seven: Management of Learning Environment

At the end of this unit you should be able to:

1. Define organization,

2. Define management,

3. Mention types of learning environment,

4. Outline factors to which organization is related,

5. Describe the features of learning environment organization,

6. Explain organization of students,

7. Explain space requirement and layouts of the learning environments,

8. Define equipment,

9. Define supplies,

10. Name sources of supply of equipment,

 11. Explain equipment,

12. Explain equipment maintenance,

13. Discuss equipment storage and safety features.

Organization and Management

One of the primary functions of a teacher is to organize and manage the environment in
which teaching or learning activities take place.

Types of learning environment

(a) Classroom

(b) Workshop

(c) Laboratory

(d) Typing pool/office

(e) An open space

(f) Library etc

Learning takes place in any one of the above environments.

The teacher has the responsibility for organizing and managing whatever environment is
appropriate for teaching or learning activities.

Teaching will be more effective by the way the total learning environment is organized.

Each component needs to be well planned and managed in a way that enables the teacher to
communicate effectively with the students.

With a well organized learning environment;

(a) there will be positive atmosphere between the teacher and the students,

(b) lessons will be well presented and

(c) students will work on appropriate tasks.

The organization of the learning environment relates to the following;

(a) The School’s philosophy

(b) The teacher’s philosophy

(c) The curricular aims

(d) The teaching and learning methods

(e) The interpersonal relationships

Features for Organization

There are four features for of learning environment organization as follows;

(a) Organization of students

(b) Organization of physical environment

(c) Organization of space ( how much space is required for each activity)

(d) Organization of resources (what teaching aids are required for the lessons)

The organization of students

There are broadly two ways of organizing students for teaching purposes; teaching them

(a) as a complete class(one group organization)

(b) by dividing the class into a number of groups (multi-groups organization)

The one group Organization

The one group Organization is suitable for the following teaching methods;

(a) Lecture

(b) Illustration

(c) Revision

(d) Question and Answer

The multi-group Organization

The multi- group Organization is suitable for the following teaching methods;

(a) Lecture
(b) Project

(c) Discussion

(d) Role play

The Physical Environment

The physical environment is the Frame work of the learning environment. The physical
Environment can contribute to either promoting learning or impeding learning, as a result, it must
be under the teacher’s control.

The teacher must therefore devote his/her care to the planning and organization of the physical
environment.

The ordering and controlling of physical environment entails organizing and utilizing satisfactorily
things like;

 Seating and seating layout

 Teaching aids
 Equipment for practical lessons
 Audio-Visual apparatus
 Activity corners and areas
 Notice boards
 Chalk/white boards
 Display tables
 Benches and stools etc

Thoroughly organizing physical environment helps to establish an environment conducive to

learning.

Physical Environment

 Is the frame work of learning environment

 Can contribute to promoting learning if properly organized

 Can contribute to impeding learning if poorly organized

 Must be under the teacher’s control

 Consists of

(a) Seating and seating layout

(b) Teaching aids
(c) Equipment for practical lessons
(d) Audio-visual apparatus
(e) Activity corners and areas
(f) Notice board
(g) Chalk/white boards
(h) Display boards
(i) Benches and stools etc

ENVIRONMENT FACTORS THAT INFLUENCE EFFECTIVENESS OF LEARNING

Six environmental factors which can influence effectiveness of the learning process are;

1. Climate/Temperature

A room that is too hot and poorly ventilated will cause students to suffer;

(a) Drowsiness

(b) Shortened concentration

(c) Fatigue increased with temperature

2. Room Size and Shape

A small room causes over crowding. Over crowding causes aggressive students to

become more aggressive and shy students to become more shy.

 Large or unusual room shape affects;

(a) Group interaction

(b) Acoustics

(c) Visibility

3. Noise

Excessive noise causes;

a. Distractions

b. Irritability

c. Stress

d. Low intellectual performance

e. Fatigue (great tiredness)

f. Reduced work rate with more mistakes

g. Impaired hearing

4. Lighting Levels

Incorrect lighting levels, too little or too much light, glare or shadows may cause;

(a) Fatigue
 (b) Squinting eyes

(c) Shading eyes with hands

(d) Eye strain

5. Colour

Warm colours tend to motivate students and cool colours have a subduing effect on

students.

6. Room layout

Seating location affects;

(a) Interaction

(b) Group participation

STRATEGIES THAT COULD BE USED IN OVERCOMING THE ENVIRONMENTAL

FACTORS THAT AFFECT LEARNING

1. Climate/Temperature

(a) Open doors and windows.

(b) Turn on air conditioners if available.

(c) Shorten lesson segments to cater for shorter concentration spans.

(d) Schedule theory lessons to cooler morning periods if possible.

(e) Vary teaching methods to sustain interest.

2. Size and shape of rooms

(a) For large rooms use artificial boarders, such as, book cases or room dividers

to improve acoustics.

(b) Rearrange furniture to suit activities.

(c) Move students closer together in large rooms.

(d) Position OHP, flip charts etc to maintain uninterrupted view.

(e) Break students into two groups if overcrowded so that you can deal with one group
first and the other group later.

3. Noise
(a) Change planned activities eg substitute lecture for group discussion.

(b) Issue instructions before or after a noisy practical demonstration.

(c) Change rooms if possible.

(d) Pause if noise is temporary.

(e) Repair noisy fans, air conditioners and lights

4. Lighting Levels
(a) Avoid shadows over chalk/white boards and desks.

(b) Avoid direct sunlight on students.

(c) Avoid glare and reflections on chalk/white boards and desks.

(d) Regularly inspect lights in the classrooms and workshops.

5. Colour
 (a) Paint classrooms and workshops in warm colours.

(b) Paint quiet study rooms /areas in cool colours.

6. Room layout

(a) Arrange desks in rows facing the chalk/white board, OHP screen etc for formal
type lessons e.g. lecture question and answer.

(b) Arrange desks in small clusters when using an informal type of lesson such as
group discussion, games etc.

(c) Shy or introverted (a quiet person) students should be placed inside the triangle
of interaction to encourage participation.

(d) Aggressive or more extroverted students can be placed outside the triangle of
interaction.

SPACE REQUIREMENT

Space is essentially a learning resource and for the teacher managing space is a vital skill.

Much of that management is about creating an environment conducive to spontaneous

learning.

It can be a useful exercise for the teacher to work out how much space is required for the
various activities he/she will be organizing.

The teacher should see what the differences are, in terms of space, with respect to:

(a) Language skills

(b) Mathematics

(c) Science
 (d) Environmental studies

(e) Art and craft

(f) The expressive arts

(g) Play and

(h) Religion

There should be divisions between clean and messy activities and between quiet and noisy
activities. These should be separated by means of time or space.

Clean and messy activities can be located in separate areas (spaces).

While the noisy activities can be confined to a certain time of the day, e.g. afternoon ,and
quiet activities to another time.

RESOURCE ORGANISATION

The last feature of the learning environment organization is the resource.

A resource is that which is resorted to for aid or help. The availability and use of the
resources are of the greatest possible importance in the part they play in learning and
teaching.

There are four (4) criteria that might be borne in mind when organizing the resources.

The criteria are of particular value to teachers when planning their lessons and learning
activities. These are:

1. Appropriateness

Find out the resources that are suitable as the integral parts of the learning activities.

2. Availability of Resources
 Find out the resources that are available within the classroom, workshop, school and the

wider environment.

3. Storage of the Resources

(i) You must know the storage factors of each resource.

(ii) Store separately the resources that are under the teacher’s control from the
resources

that are freely available to students.

(iii) Remember safety factors for each resource.

4. Maintenance of Resources

Establish what kind of maintenance is required for each resource, and who is
responsible for that maintenance.

THE INVENTORY

The inventory is a record or a supply of goods or equipment for a learning environment.

The inventory of equipment should be taken (counted) and recorded whenever teachers are
given new classrooms, workshops, or offices.

The records should indicate each item by the name, size, specifications, location in the
storage and any restrictions (constraints) regarding its use, such as restrictions to requisition
from a storeroom or to schedule use from another department.

All equipment available should be recorded in your inventory, but caution should be taken to
ensure that only equipment which is useable is included in a working inventory.
There is an inventory for every classroom, workshop or office.

When you are given a classroom or workshop or office, you, as a receiving officer, should
count the equipment together with the handing over officer in the presence of your HOD or
head of school or stores officer.

You will be made to sign for each equipment counted, but you should refuse to sign for any
damaged equipment. All damaged equipment should be surrendered to the main store.