TEACHING

PROGRESSIVE CLASSES
PREPARED BY SLEVY MUSARINGO
FOR MASTER GUIDE TOT
PREAMBLE
• Growing up in the Adventist church from adventurer age right
up to adulthood, children have the privilege of learning the
principles, practices and values at all levels from all angles.
• The seventh day Adventist church has noted with great
concern, the need to ‘train up a child in the way he should go
so that when he is old, he will not depart from it.” (Proverbs
22:6)
• The birth of progressive classes is meant to fulfil that
admonition.
• An old adage “it takes a village to raise a child” does not
apply to villagers only, as it takes a church to mold
heavenly candidates from a tender age.
• One day all of us will be accountable for the blood of all
the Adventurers, pathfinders, ambassadors and young
adults who passed through our hands as leaders,
counselors or teachers.
• Even just the interaction we had with them should instill
some positive traits for heaven.
AIM 0F THE PRESENTATION

• TO PREPARE FACILITATORS OF
PROGRESSIVE CLASSES FOR A GREAT AND
PRODUCTIVE FACILITATION, THROUGH
TRAINING FOR THE TASK ENTRUSTED TO
THEM, BY ASSISTING FACILITATORS IN
HOW TO PREPARE, DELIVER, ASSESS AND
EVALUATE THEIR PROGRESSIVE CLASSES.
OBJECTIVES OF THE PRESENTATION
• By the end of this presentation trainees should be able to:
• Draw up a teachable lesson plan for a given lesson period.
• Prepare the teaching media according to the requirements
of the lesson.
• Deliver a lesson in an interesting and captivating way that
keeps the learners attentive and motivated.
• Carry out an assessment whether the objectives of the
lessons were achieved.
• Make an evaluation of the lesson that includes the
strength, weaknesses and possible remedies to the
weaknesses.
PREPARING A LESSON PLAN
• A lesson plan is the instructor’s road map of what students
need to learn and how it will be done effectively during the
class time.
• A successful lesson plan addresses and integrates these three
key components:
• Objectives for student learning
• Teaching/learning activities
• Strategies to check student understanding
STEPS FOR PREPARING A LESSON PLAN

• (1) Outline learning objectives

• To help you specify your objectives for student learning, answer the
following questions:
 What is the topic of the lesson?
 What do I want students to learn?
 What do I want them to understand and be able to do at the end of
class?
 What do I want them to take away from this particular lesson?
 What are the most important concepts,
ideas, or skills I want students to be able to
grasp and apply?
 Why are they important?
 If I ran out of time, which ones could not be
omitted?
 And conversely, which ones could I skip if
pressed for time?
(2) Develop the introduction

 How will I check whether students know anything about

the topic or have any preconceived notions about it?
 What are some commonly held ideas (or possibly
misconceptions) about this topic that students might be
familiar with or might espouse?
 What will I do to introduce the topic?
(3) Plan the specific learning activities (the
main body of the lesson)
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?
 What will students need to do to help them understand the
topic better?
(4) Plan to check for understanding
•To help you generate some ideas you can also ask yourself these
questions:
What questions will I ask students to check for understanding?
What will I have students do to demonstrate that they are
following?
Going back to my list of learning objectives, what activity can I
have students do to check whether each of those has been
accomplished?
(5) Develop a conclusion and a preview

• Go over the material covered in class by summarizing

the main points of the lesson.
• Go over the material covered in class by summarizing
the main points of the lesson.
• How does the topic relate to the one that’s coming?
• This preview will spur students’ interest and help them
connect the different ideas within a larger context.
(6) Create a realistic timeline
 Estimate how much time each of the activities will take, then plan some extra
time for each
 When you prepare your lesson plan, next to each activity indicate how much
time you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to
sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on
what seems to be more productive rather than sticking to your original plan
SAMPLE LESSON PLAN
• TOPIC: Club ideal
• LESSON TOPIC: pathfinder/adventurer law
DURATION: 20min little lambs/30Mins adventurers/ 1hour pathfinders
OBJECTIVE(S): by the end of the lesson learners should be able to:
1. recite the law
2. explain the meaning of the law.
MEDIA: banner with the law, Bible, prayer/hymn book, colouring
material, pictures
ACTIVITIES:
1. Facilitator introduces the topic to the class.
2. Learners recite the law.
3. Facilitator explains meaning of the law using appropriate media to each
one correctly, while learners write notes/carry out activities that help them
to remember.
4. Learners play an ask and answer game in line with the lesson to
consolidate what they learnt. (Keep a song in my heart, they sing their
favourite songs).
5. As a class learners recite the law and state the meaning.
6. Facilitator concludes lesson by asking a few questions, then telling
learners the topic of the next lesson. Closing prayer.
• EVALUATION:
• strengths; the lesson went on very well and most learners
grasped with ease. This was necessitated by the various
media used in the lesson.
• Weaknesses; two learners were failing to cope with the rest
of the class.
• Suggestion/remedy; the facilitator gave the learners more
attention as well as pairing them with fast learners who
were willing and patient to assist.
ASSIGNMENT:
•DRAW UP A 30 MINUTES LESSON
PLAN FROM THE TOPIC OF YOUR
CHOICE, FOR A CLASS OF YOUR
CHOICE.
LESSON DELIVERY: SUGGESTED PRACTICES

Establish a positive class environment

Make the class a pleasant, friendly place
Accept individual differences
Learning activities should be cooperative and
supportive
 
Create a non-threatening learning
environment.
Organize physical space; eliminate situations
that may be dangerous or disruptive.
Establish class rules and procedures and
consistently reinforce them.
Begin lessons by giving clear instructions

 State desired quality of work

 Have students paraphrase directions
 Ensure that everyone is paying attention
 Ensure that all distractions have been removed
 Describe expectations, activities and evaluation procedures
 Start with a highly motivating activity
 Build lesson upon prior student knowledge
 
 Maintain student attention

Use random selection in calling upon students

Vary who you call on and how you call on them
Ask questions before calling on a student; wait at
least five seconds for a response
Be animated; show enthusiasm and interest
Reinforce student efforts with praise
Vary instructional methods
Provide work of appropriate difficulty
Demonstrate and model the types of responses
or tasks you want students to perform
Provide guided practice for students; monitor
responses and deliver immediate corrective
feedback
Maintain student attention
 

 Use appropriate pacing

oBe aware of your teaching tempo
oWatch for cues that children are becoming
confused, bored or restless; sometimes lesson
have to be shortened 
 Provide suitable seatwork
o Seatwork should be diagnostic and prescriptive
o Develop procedures for seeking assistance; have a
“help” signal
o Develop procedures for what to do when finished
o Move around to monitor seatwork
o Vary methods of practice 
Evaluate what has taken place in your lesson

 Summarize the lesson and focus on positive gains made by

students
 use surprise reinforcers as a direct result of their good
behavior
 Determine if the lesson was successful; were goals
accomplished?
 
Make a smooth transition into next subject
Have materials ready for next lesson
Maintain attention of students until you have given clear instructions for
the next activity
Do not do tasks that can be done by students (i.e. passing out paper or
collecting assignments); use monitors
Move around and attend to individual needs
Provide simple, step-by-step instructions
Utilize a freeze and listen signal, when necessary
Develop positive teacher/student relationships

 Set a good example; be a positive role model

 Create an exciting learning environment for all students
 Reward good behavior; create special activities that
children will enjoy doing
 Correct misbehaviors; have consequences of disruptive
behavior; communicate them to children
 Handling disruptions
 Keep it short and simple (KISS)Use a warning system
 Defer disruptive behavior proactively (eye contact,
close space between you and student, use head/hand
gestures)Help students be successful
 Use planned ignoring (and teach other students to also
ignore)
These are 5 essential teaching strategies to deliver effective lesson :

• 1. Know the students very well.

• 2. Utilize multimedia and Technology.
• 3.Up to date teaching materials.
• 4. Mix classroom teaching with outbound
teaching.
• 5. Cooperative learning.
Basic Presentation Skills
• Continuous assessment is a form of educational examination
that evaluates a student's progress throughout a prescribed course.
It is often used as an alternative to the final examination system. 
• Proponents of continuous assessment argue that the approach
allows tracking of progress and has a chance of offering students
more support, guidance, and opportunities to improve during the
course or programme.
• .
• Evaluation of teaching involves collecting
evidence, from various stakeholders, for the
purpose of improving the effectiveness of the
teaching-learning process.
• A successful evaluation generates outcomes that
are valid, reliable and indicate directions and
action for development
Difference between assessment and
evaluation
 Teacher-centered Student-centered
Definition Instructor provides information to student Student builds understanding with guidance of
instructor

Theoretical Support
Behaviorism: Learning consists of inputs
(information) delivered to students and outputs Constructivism: Students build understanding
(student behavior) such as performances on using prior knowledge and new experiences
exams, essays, or presentations

Focus Singular: Teacher actions and content coverage

Shared: Student action and teacher facilitation

Teacher Role Deliver information, measure outcomes,

reinforce behavior through process and rules Provide experiences and guide meaning
making

Student Role Passive learning, take in information Active learning, construct understanding
Method Direct Instruction:
 Modeling Coaching and Facilitating:
 Explanation  Interactive lectures
 Elaboration  Asking questions
 Lecturing  Guiding student thinking
 Demonstration  Prompting and cueing
 Thinking aloud through  Scaffolding learning and
processes information
 Recapping or summarizing  Thinking collaboratively with
information students
 Incorporating formative
assessment

Assessment Role Sort Learners Guide Learners

CONCLUSION
Progressive classes form an integral part of the
children’s salvation, hence we need to take them
seriously because the curriculum trains the head,
hand and heart. They should be done with utmost
commitment and care.
Never take anything for-granted. —Never underrate
the importance of little things. Little things supply
the actual discipline of life.(CG P129)
Every lesson has to be thoroughly prepared
so that the learners may give value to all the
lessons they learnt.
Whilst learners are to have fun, may the fun
be properly planned such that in the end they
have gained in one or all of the three Hs
(hand, head and heart).
• Make sure the lessons will balance, as E.G White
says
• “True education means more than the pursual
of a certain course of study.
• It means more than a preparation for the life
that now is. It has to do with the whole being,
and with the whole period of existence possible
to man.
• It is the harmonious development of the physical, the mental,
and the spiritual powers.
• It prepares the student for the joy of service in this world and for
the higher joy of wider service in the world to come.” Education
p8

• MAY GOD BLESS US AS WE EMBARK ON HIS WORK, LEADING THE

YOUNG ONES TO HIM.
• AMEN!