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ACTIVE TEACHING AND LEARNING

 CONTENT

1 FOUNDATION AND RATIONALE 3

Introduction to active teaching and learning 3
Defining active teaching and learning 3
Rationale of active teaching and learning 4
2 METHODS, TECHNIQUES AND TOOS 5
Methods 5
Problem-based learning 6
Project-based learning 7
Learning stations 7
Learning contracts 8
Techniques 9
Groupwork 9
Demonstration 10
Presentation 11
Brainstorming 12
Simulation 13
Storytelling 14
Drill 15
Tools 16
Quiz 16
Roleplay 17
Low cost experiments 18
Flashcards 18
Videos 19
Images 20
Charts and maps 21
Diagrams 21
Student portfolio 22

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1 FOUNDATION AND RATIONALE

Many reforms are geared to enable teachers to move away from standard ‘learning by
rote’ methods. On the other hand actively engaging learners is encouraged to develop
learners’ knowledge, skills and attitudes necessary for the 21st century. To develop both
learners' and teachers’ competencies, it is important for teachers to understand the
foundations and rationale of actively engaging learners. Therefore, this subtopic focuses
on the underlying principles of Active Teaching and Learning.

Introduction to active teaching and learning

To direct attention to the process where learners are actively engaged in learning,
educators sometimes refer to student-centered pedagogy, child-centred pedagogy,
critical thinking pedagogy, inquiry or discovery-based teaching. In this General Teaching
Methods course reference is made to Active Teaching and Learning as an overarching
term to describe to underlying principles and methods common to actively engaging
learners in the teaching and learning process.

Defining active teaching and learning

Active teaching and learning is an approach that informs the practices of teaching based
on the belief that people learn best by actively constructing knowledge rather than by
passively adding memorised facts to an existing store of knowledge. In active teaching
and learning, engaging learners to think critically about problems prevails over the
transmission models where teachers are the central source of knowledge, engaging
learners mainly through rote memorisation.

Active teaching and learning derives from an alternative theory of knowledge known as
constructivism. While not opposed to the use of scientific methods to create
knowledge, constructivism assumes that knowledge emerges through reflection on
one’s experiences, ideas and interactions.

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 In other words, knowledge is created through a process of new information interacting
with prior knowledge and experiences of learners. Several prominent education
scholars, such as Jean Piaget, demonstrate the relevance of constructivism to pedagogy.
They show how knowledge is relevant when it is ‘in use’ and linked to previous
experience rather than when it is ‘delivered.’

Constructivism suggests that teachers should create the conditions for learners to
discover and actively construct knowledge -to ‘learn to learn’- and to develop the higher
order thinking skills of analysis and synthesis through inquiry-oriented activities.

Rationale of active teaching and learning

Teachers often rely on the traditional teacher-centered education styles where they are
viewed as the information provider while learners simply listen, memorise and take
notes. This approach has proven to limit the skills and knowledge development of
learners. Research shows that active teaching and learning fosters understanding,
memorisation and problem-solving abilities (mental cognitive processes) and helps to
canalise emotions, motivation, and interpersonal relationships (psychological factors).

With active teaching and learning, learning systems shift focus from the teacher to the
learner and foster independent reasoning, problem solving and critical thinking.
Learners become more likely to retain a higher percentage of knowledge and skills
because they engage with different types of study materials, participate in and out of
the classroom and exchange information with their peers.

Watch the below video and learn more about what learners and teachers experience
while integrating active teaching and learning in their classrooms.

Link to the video: https://bit.ly/37xQuwS

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2 METHODS, TECHNIQUES AND TOOS

After an introduction to the foundation and underlying rationale of active teaching and
learning, this subtopic provides you with a series of methods, techniques and tools that
facilitate the effective panning and delivery of the active instructional process. A variety
of hands-on Active Teaching and Learning instructional methods, techniques and tools
and how to integrate them during the teaching and learning process is introduced.

Methods

A method is an organised, orderly, systematic, and well-planned procedure aimed at

facilitating and enhancing learners’ learning. A method considers the abilities, needs,
and interests of the learners and is employed to achieve certain aims of instruction. To
make it an effective instrument, it should be presented with a certain amount of
efficiency and ease. More so, the teaching method aims to achieve greater teaching and
learning output, thus saving time, efforts and even money on the part of both the
teacher and the learner.

Methods direct and guide the teacher and the learners in undertaking any lesson or
activity. Remember that there is no such thing as the best method. Thus, there is no
single correct way to teach a class. Instead, there are many good ways of teaching the
learners.

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 Problem-based learning

Problem-based learning is a method that challenges learners to learn by solving

problems presented in the form of case studies and simulations. This method enables
learners to be self-directed and to acquire lifelong learning skills. Problem-based
learning produces critical thinkers and problem solvers as learners integrate knowledge
and skills from a number of disciplines. It motivates learners to find and use appropriate
learning resources. The method is rooted in the experiential learning tradition. Its
characteristics include:

• Complex, real world situations that do not have one ‘right’ answer
• The teachers acts as a facilitator
• It addresses a specific problem while calling for knowledge and skills from
several disciplines
• Tends to be shorter than project-based learning, and follows specific,
traditionally prescribed steps
• The outcome is a proposed solution, expressed in writing or in an oral
presentation

Overview of key steps

1. Identify a problem relevant to the curriculum. Focus on complex, real world

situations that do not have one right answer (lesson planning)
2. Split students into small groups, assign the problem to several groups for them
to work on (lesson delivery)
3. Let students investigate the problem and generate ideas from various
sources (lesson delivery)
4. Pose critical questions to enable students analyse ideas and knowledge
obtained from various sources (lesson delivery)
5. Let students present their findings and solutions to the class (lesson delivery)

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Project-based learning

Project-based learning engages individual or groups of learners in a design-research

implementation process culminating in the public exhibition of a final product , such as
a publication, artwork, service, object, etc. During this process, learners make multiple
drafts and try-outs, learn to make choices and how to demonstrate the concepts and
skills they have acquired. In agreement with the teacher, learners can choose any kind
of project provided it is related to the curriculum and to a real life context.

Doing project-based learning, learners become motivated and self-directed critical

thinkers and problem solvers, able to research and integrate knowledge from various
sources and disciplines to acquire lifelong skills.

Overview of key steps

1. Define to project selection criteria (lesson planning)

2. Guide learners in designing and planning each step of their project and support
them to define their project goal and final product (lesson delivery)
3. Guide learners in the research and implementation phases (lesson delivery)
4. Organise feedback sessions on planning, progress, problems, solutions, etc.
(lesson delivery)
5. Organise an exhibition where all final products are presented to peers,
academic staff, parents, community members, etc. (lesson delivery)

Learning stations

Learning stations (also called ‘corners’ or ‘activity centres’) are specific areas in a
classroom where learners rotate from station to station to complete an educational task
using different approaches. A debriefing session follows after to discuss what was
learned at the different learning stations. During this session, learners can also answer
questions and explore next steps.

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 A classroom learning station is a designated place in a classroom where learners
complete an educational task. This could be at a computer, where learners are asked to
investigate a topic (e.g. through an online search assignment). This could be a table
where historical objects are on display for examination. This could be a boom box where
learners listen to music from a particular time period. The fundamental objective of all
tasks at learning stations is to promote the use, elaboration, and application of concepts
to advance learner understanding.

Overview of key steps

1. Determine the overall objective (lesson planning)

2. Define the different tasks for each station (lesson planning)
3. Explain the different tasks and timing for each learning station (lesson delivery)
4. Assign learners in manageable groups and move around the stations to assist
the learners (lesson delivery)
5. Facilitate participatory debriefing sessions (lesson delivery)

Learning contracts

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

teacher that details what is to be learned, how it will be learnt, and how that learning
will be verified. It sometimes involves the learner’s parents. Learning contracts allow
learners to decide what they wish to strive for, which activities they will engage in, and
how they will demonstrate that they have satisfactorily completed their studies.

Overview of key steps

1. Identify the learning objectives in relation to the curriculum and determine

where the learner should be in regard to each competency. Ensure that the
objectives describe what learners will learn, not what they will do.
2. Develop a rubric clearly indicating learning objectives, measurable criteria,
tasks and levels of achievement required, and grading system.
3. Specify the material and human resources needed, and the methods and
strategies (techniques, tools) that will be employed.
4. Specify realistic target dates for follow-up meetings and for completion of the
contract.
5. Carry out the contract.

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Techniques

The objective of using different techniques is to engage teachers in the use and
development of teaching and learning resources and in sharing these resources, not
only with their colleagues, but also with their learners. Different techniques have
different potentials to enhance active teaching and learning.

All the techniques introduced address the process where teachers and learners are
constructing knowledge and insight in the world around them through
active exploration, experimentation and reflection by interacting with each other and
the learning materials. Techniques have the potential to innovate and/or transform
classroom teaching and learning practice. The different techniques can for example
support collaborative learning, problem solving, meaningful learning, etc.

Groupwork

Group work is a form of cooperative learning that involves having learners work
together to maximise their own and one another’s learning. Group work technique is
mainly used to generate ideas, increase learners’ confidence in their answers,
encourage broad participation in plenary session, promote higher level of reasoning and
learn concepts in-depth, develop skills such as teamwork, critical thinking, interpersonal
communication and peer teaching.

Typically, a group consists of around 5-10 learners, though in large classrooms, group
work can be organised for as many as 15-20 learners. Whether you use a small or large
group in a teaching/ learning situation depends on the nature of the assignment,
Effective group work assigns responsibilities to all members and brings discipline in
cooperative learning to both dominant personalities and to shy learners. The outcome
of group work is usually better and richer than what an individual would have done.

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 Overview of key steps

1. Design the task(s) for the group activity(s) (lesson planning)

2. Determine the groups’ size and assign learners groups (lesson delivery)

3. Clearly describe the objectives and assignments given to each group, and
identify learner roles (secretory, timekeeper, spokesperson, etc.) (lesson
delivery)
4. Set and explain ground rules to learners including duration of activities and time
of transitions (lesson delivery)
5. Monitor the group activities, facilitate knowledge sharing and analysis of
findings (lesson delivery)

Demonstration

Demonstration is a specific type of presentation and a technique of teaching by example

rather than simply explaining. Demonstration is a visual practical presentation of a
concept, process or skill showing how something works or is performed. The learners
perform a demonstration to ascertain learning.

The demonstrator performs the tasks step-by-step to enable the learners to repeat the
same task independently or in groups. Here, the teacher supports the learners in their
attempts, provides guidance and feedback, and offers suggestions for alternative
approaches. Demonstration helps learners to ‘learn-by-doing’ when there is not enough
equipment, when specialised knowledge is required or when safety of the learners is at
stake.

Overview of key steps

1. List the equipment, teaching aids and other materials that you will need during
the lesson (lesson planning)
2. List relevant questions for before, during and after the demonstration to
engage the learners and assess their understanding (lesson planning)
3. Prepare the equipment before the lesson (lesson planning)
4. Arrange the classroom seating to enable all learners to clearly view the
demonstration
5. While giving the demonstration, ask the relevant guiding questions you had
earlier prepared (lesson delivery)

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Presentation

A presentation delivers content through oral, audio and visual channels allowing
teacher-learner interaction and making the learning process more attractive. Through
presentations, teachers can clearly introduce difficult concepts by illustrating the key
principles and by engaging the audience in active discussions. When presentations are
designed by learners, their knowledge sharing competences, their communication skills
and their confidence are developed.

Overview of key steps

1. Define the objectives of the presentation in accordance to the lesson plan

(lesson planning)

2. Prepare the structure of the presentation, including text, illustrations and other
content (lesson planning)

3. Set up and test the presentation equipment and provide a conducive seating
arrangement and environment for the audience (lesson planning)

4. Invite the audience to reflect on the presentation and give feedback (lesson
delivery)

5. After the presentation, propose activities or tasks to check the learners’

understanding

Tips

• Use Mentimeter for interactive presentations and to get instant feedback from
your audience. www.mentimeter.com
• An infographic; graphic visual representations of information, data, or
knowledge, is an innovative way to present. Use the digital tool Canva to
create your own infographics. www.canva.com
• Use the Microsoft software PowerPoint, to easily create digital presentations.
• The purpose of a presentation is to visually reinforce what you are saying.
Therefore the text should contain few words and concise ideas organised in
bullet-point.
• Support your text using images.
• Provide time for reflection and interaction between the presenter and the
audience, for example by using Mentimeter.

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 Brainstorming

Brainstorming is a technique to generate ideas and thoughts. It does not have the
purpose to find a solution for a specific problem, but to gather a list of spontaneous
ideas from learners. Different brainstorming techniques can be applied to facilitate the
process of gathering and organising ideas. For all these techniques, learners are given a
specific task on a given topic and to share their ideas at various levels. Example
techniques are:

Paper-carousel
Each participant spontaneously notes an idea on a sheet of paper, then passes it to
the neighbour on the right side. On the sheet of paper you got from the left side,
each participant notes a second idea. The last two steps are repeated until the
learners get back their original sheet of paper. The best ideas are highlighted and
selected.

Falling leaves
While standing in a circle, each learner notes down ideas on a flash card and drops
them on the floor. Each learner looks at the ideas dropped on the floor and will not
drop the same idea. After a set of time, the session is stopped and related ideas are
clustered, appropriate heading is provided.

Think, pair, share

Each learner first thinks individually through a task. Then, the class is organised into
pairs who share ideas and come up with a consensus solution. next, couples are
organized to pair up (groups of four) to consequently share ideas and also come up
with a consensus. Last, each group of four presents their ideas in plenary.

Overview of key steps

1. Clearly define the topic to be brainstormed (lesson planning)

2. Choose the type of brainstorming that is more relevant to your class: Paper-
Carousel, Falling Leaves, Think/Pair/Share (lesson planning)

3. Set up ground rules for the group to function: timing, learners’ active
participation, number of ideas per person, etc.

4. Facilitate the process until the end to help learners to come up with several
relevant ideas (lesson delivery)

5. With the learners clarify, merge, categorise and evaluate the ideas generated
by the group (lesson delivery)

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Simulation

Simulation is the setting-up of a realistic environment modelling a real life situation or

a scientific process by using role-play, models, games, virtual labs, etc. Simulation
involves learners trying out situations, such as future occupational experiences as it
happens in reality.

In this learning process, they will be able to learn by doing, predict outcomes and
express their feelings, perceptions and experiences. Simulation is useful to analyse
phenomena, objects or events. It can assist learners in identifying problems and
solutions and enables them to apply previously learned theory in a realistic way.
Teachers can use simulations to illustrate how things work so that learners get a better
insight of complex processes.

Overview of key steps

1. Design or choose the simulation tool relevant most suitable to your

lesson: role-play, low-cost experiment, virtual lab program and make sure it is
well integrated in the lesson plan.
2. Create a positive learning climate so that learners feel comfortable using the
technique.
3. Prepare the instructions on flashcards or on the board to ensure that they are
clear for everyone.
4. Allow time for feedback on the simulation and to summarise the learning
points.

Tips

• Make the simulation as similar as possible to the real life situation. For example,
if you teach road transport use models of buses and taxis, and characters
representing pedestrians, drivers or policemen.
• Make sure to gradually introduce learners to the simulation technique, starting
with a simple situation in which the whole class can participate.

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 Storytelling

People like hearing stories, putting themselves in the place of characters and telling and
re-telling stories. Stories are helpful to convey society’s culture, values and history in
form of legends, fables, myths and real life experiences. Storytelling is used to present
or demonstrate processes, introduce ideas, challenge learners or illustrate abstract
concepts such as life, honour, wisdom and courage.

Photo stories can give more body to a story as one image can tell more than thousand
words. Storytelling promotes creativity and critical thinking as well as confidence,
fluency in speech, listening, reading and writing skills. It develops imaginative skills and
inquiring minds and provides opportunities to transfer learning, deepen understanding
of concepts and retain information. By capturing the attention and interest of the
learners, storytelling boosts the teacher-learner relationship and makes the
instructional process lively and interesting.

Overview of key steps

1. Identify ideas.
2. Design a scenario or a plan.
3. Collect data and resources: text, images, music, actors, voices, equipment etc.
4. Develop and rehearse the story.
5. Prepare for sharing: presentation, publication etc.

Tips

• Select a story relevant to the concept(s) to be learnt.

• Apply appropriate gestures, facial expressions, posture, movement, tone of
voice and pace.
• Keep the story short and lively.
• Design relevant questions about the story to check the learners’ understanding.
• Provide a conducive environment for the presentation and to enable sharing of
ideas.

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Drill

A drill is a classroom technique to aid memorisation by way of spaced repetition. Drills

promote the acquisition of knowledge or skills through repetitive practice.

Drill is a useful technique to introduce a new lesson and to familiarise learners with new
concepts. Flashcards and quizzes can be used to execute a learning drill. A flashcard
bears information in words or numbers while a quiz is a form of mind game in which
the learners (as individuals or in teams) attempt to answer questions correctly. Both
can also be used to consolidate or assess knowledge after finishing a certain section.
Drill exercises can give the teacher immediate feedback about learners’ understanding
at each phase of lesson.

Overview of key steps

1. Choose the drill tools most suitable to your lesson theme: flashcards or quizzes
2. Adequately prepare for your chosen tools.
3. Prepare the ground rules that will encourage active participation by the
learners: timing, members’ active participation, number of ideas per person,
etc.

Tips

• Drill exercises should be short to allow assessing progress several times during
the lesson.
• Provide enough time for all learners to actively participate in the drill.
• Provide enough time to correct misunderstandings or respond to the learners’
challenges.
• Try to alternate between different drill tools (flashcards, quizzes) to maintain
learners’ motivation until the required level of achievement is attained.

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 Tools

Tools should inspire teachers to reflect on teaching methodologies and learners’

learning. Tools will not automatically change the teaching practice and the learning
activity as it all depends on how teachers and learners use them. All tools have the
potential to innovate and transform teaching and learning practice, with a focus on the
learner and real-world applications. Teachers are expected to have the skills to explore
a series of teaching and learning tools and understand the added value of
these resources for the enhancement of Active Teaching and Learning.

Quiz

A quiz is a mind game in which learners (as individuals or in teams) attempt to answer
questions correctly. Quizzes are usually scored in points and many are designed to
determine a winner from a group of participants. In an educational context, a quiz is
sometimes used to assess learners. It often has fewer questions of lesser difficulty and
requires less time for completion than a test.

Quizzes can be used to introduce a new topic. This gives the teacher an instant idea of
what learners already know about the topic. Quizzes can be used to revise learners’
retention of previous lessons or at the end of a lesson. This allows the teacher to get
feedback on learners’ progression.

Overview of key steps

1. Design the quiz: blackboard, flipchart, flashcards, etc. (lesson planning)

2. Determine the resources you need: computer, projector, manila paper,
markers, audio-player, etc. (lesson planning)
3. Carefully design questions relevant to your lesson plan and set clear ground
rules for the learners (lesson planning)
4. Set the scoring system and time learner get per question (lesson planning)
5. If learners are participating in teams, think about the composition of those
teams (lesson planning)

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 6. Decide whether you want to award the winners with a prize (lesson planning)

Tips

• Amaze learners by creating your quiz using speciliased digital tools

as Kahoot!, Quizzizz and Mentimeter
• Quizzes can be useful to implement drilling techniques.
• Quizzes can be organized as a form of groupwork.

Roleplay

Roleplaying is a sort of simulation allowing learners to impersonate the behaviour of

specific roles such as a supervisor or a client who must make a decision in a real life
context. To try to respond as their given character would, learners conduct research,
and engage in higher order thinking. By interacting with their peers, learners
experiment and learn to deal with unfamiliar real life situations while also exercising
their observation and communication skills.

Overview of key steps

1. Prepare a scenario relevant to the lesson (lesson planning)

2. Distribute clear instructions (handouts) for the roles that learners will play
(lesson delivery)
3. Give learners time to prepare and rehearse their roles (lesson delivery)
4. After each performance, allow time for class discussion and to summarise the
learning points (lesson delivery)

Tips

• Encourage and give time to learners to research their character’s features.

• Set ground rules in order to ensure a conducive environment for all to feel safe
while acting.

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 Low cost experiments

Unlike what many may think, you don’t need a big fancy lab full of expensive materials
and you can use experiments in any subject (not only science). Many experiments can
be conducted with the help of simple and inexpensive everyday materials. For learners
and teachers, it stimulates creativity.

Experiments are a form of simulation. The main objective of low-cost experiments is

to enable teachers to introduce practical activities to the learners, thus improving their
critical thinking and problem solving skills. Practical activities allow linking theory with
practice and daily life. Moreover, with practical activities you can address specific skills
and attitudes with learners such as team work, accuracy and creativity.

Overview of key steps

1. Decide which kind of experiment you want to set up (lesson plan).

2. Look for low-cost materials.
3. Try out the experiment in advance.
4. Set up the experiment in class.
5. Clearly explain all the different steps and leave time for learners to design
and/or execute the experiment themselves.

Flashcards

Flashcards are cards bearing information such as words or numbers, or questions and
answers on either or both sides. They can be used in classroom or during private study.
Flashcards can support learning of any subject matter. In the classroom, an immediate
teacher overview of the learners’ understanding of the topic at hand can be obtained
by asking learners to display their answer to a specific question on a flashcard.

Coloured cards can also be used for learners’ self-assessment of their level of
understanding (e.g. green card for “understood”, yellow card for “need support”, red
card for “not understood”). For example, flashcards can be used question and
answers drills, interactive education games, or the assess learners' progress.

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Overview of key steps

1. Prepare the flashcards according to your need (blank, coloured or pre-filled

cards).
2. Explain the rule to the drill to the learners.
3. With the learners, observe and discuss the answers of the class.
4. Use the results to guide the current and/or future lessons.

Tips

• Create flashcards online using Quizlet. Quizlet employs you to create sets of
terms and descriptions in the form of flashcard and provides you with several
ways (e.g. quizzes and other interactive games) to review the content on the
flashcards. You might also encourage your learners to create their own
flashcard decks to share with their peers.

• There are also other uses for flashcards: in private study, flashcards are useful
to summarize, memorize and classify knowledge for further revisions; pre-filled
flashcards can also be used to design interactive educational games for any
subject.

Videos

Videos are used to record, playback, broadcast and display moving visual images.
Educational videos have been widely used in classrooms, as they can provoke reflection
and discussion and provide deeper insight of issues that have been introduced.

Videos are particularly useful to explain a process or an action. As videos can be paused
and rewinded at any time, teachers and learners can control the speed (e.g. slow
motion) or repeat particular fragments as needed. With their smartphone or with a
cheap video recorder, videos can be produced by teachers and learners to document
an experiment, a role-play, a class trip etc. As learners are involved in acting or making
the video, their motivation to participate, assess, and receive feedback increases.

Overview of key steps

1. Select the process or action you want to show.

2. Search a relevant video online.
3. Show the video and pause it on the parts you want to emphasise.
4. Allow for class discussion.

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 Tips

• There is a wealth of educational videos on specialised websites

as TeacherTube, TED, Teaching Channel, Edpuzzle, etc.
• Amaze learners by creating your own educational videos using Powtoon
www.powtoon.com
• Download videos, so you can use them offline.

Images

"Every picture tells a story and one image says more than a
thousand words..."

An image can be used to introduce, express, share, and describe a range of subjects
(concepts, stories, trips, phenomena, persons, objects or events). Teachers can use
images to present a problem through visual stories that learners will be encouraged to
solve. For example, a picture of a tropical storm/melting ice caps can be used to
introduce the concept of global warming. The use of images in teaching and learning
has benefits to support learner’s comprehension, retention, and application. It
stimulates spatial intelligence and increases the motivation of the learner.

Overview of key steps

1. Select the concept, story, phenomenon, person or event you want to depict.
2. Find or draw the picture(s) you need.
3. Brainstorm with the learners which words or concepts come to mind.
4. Guide the learners discussion by questioning their interpretations.

Tips

• Many images, photos and editing software are available online, such
as Pics4Learning.
• A digital photo story can combine different media: images, text, voice, motions
and music.
• Think of images that would present the subject in just one or a few images.

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Charts and maps

Charts and maps can be used to present abstract ideas or show their relationships in a
visual form. A chart is a graphical representation where data is represented by symbols
such as bars, lines or slices. A map is a graphical representation of tri-dimensional space
where physical, social, medical or other features can also be indicated, e.g. brain map,
DNA map, cosmic map etc.). It can be static (road map) or animated (weather forecast).

Overview of key steps

1. Choose the kind of charts and maps you need, according to the data you want
to illustrate.
2. Draw your charts and maps before the lesson, either by hand (with flipchart,
manila paper or rice-sacks, colour markers and a ruler) or by computer using
free office software or maps available on the internet.
3. Display the charts and maps in class in a visible way (stick it to the board, or use
a projector).

Tips

• Bring the world inside your classroom using Google Maps and Google
Earth mapping services.
• Make simultaneous reference to the chart or map to enhance understanding
of the concepts introduced.
• Engage the learners in researching or drawing maps and charts helps them to
memorise the lesson.
• Charts and maps should be designed in a clear and attractive way (colours,
labelling, etc.)
• Charts and maps can be used at the different stages of a lesson to facilitate
discussion and consolidate knowledge

Diagrams

A diagram is a visual representation of information used to show how conceptual

objects are interrelated. Diagrams are particularly useful to study complex

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 material. Diagrams are useful to transform text-based data and information in a visual
representation. Learners’ attention is also more likely to be attracted by a diagram
rather than by a long text. Finally, diagrams help learners with a visual rather than verbal
memory to better retain the displayed information.

Overview of key steps

1. Define the kind of diagram you need, according to the topic you want to
describe.

2. You can draw your diagram by hand, but there are also free online diagram
software available, such as Draw. Also, Microsoft software
as Excel and PowerPoint are useful to create digital diagrams.

3. Display the diagram in class in a visible way (stick it to the board, or use a
projector).

Tips

• Use different shapes and colours to depict objects, processes and relations and
remember to include a legend.
• Ask the learners to make diagrams in class or as an assignment: they will have
fun while checking and summarizing their knowledge.

Student portfolio

A student portfolio is a systematic collection of learner work and related material that
depicts a learner's activities, accomplishments and achievements in one or more
subjects. Portfolios allow for competence-based assessment by measuring the learner’s
growth and development. Learners develop a sense of ownership about their portfolios
and understand where they made progress and where improvement is
needed. Contents of a learner's portfolio may vary with the level of the learner and the
types of assignments given in class. Some examples are:

• Learner’s work (assignments, assessments, evaluations, score sheets, sample

products, attendance sheets).
• Reflections, teacher observations, conference records, progress reports,
worksheets, artefacts (poems, letter, reading logs and audio /videotape
recordings, photos, sketches).

Overview of key steps

1. Decide together on the portfolio content, such as samples of learner's work,

reflections, teacher observations and conference records, and agree on
timelines.

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 2. Develop assessment criteria and procedures to keep track of the learners’
progress.
3. Plan for formal learner-teacher conferences as well as informal meetings in
which progress is reviewed and discussed, and reflection encouraged.

Tip

Ask your learners to develop their portfolio online (E-portfolio) using Padlet
(www.padlet.com) Padlet is an application where learners can easily create a virtual
pin board to hold resources and to showcase their work.

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