EDIMPROVEMENT AGENCY PLANNING FOR EFFECTIVE TEACHING AND LEARNING

ED-IMPROVEMENT AGENCY PLANNING FOR EFFECTIVE TEACHING AND LEARNING Prepared by: Fred D. Sichizya Team Leader, ED-Improvement Agency Cell: +255 762 650377, +255 655 524287 E-mail: edimprove@gmail. com; fredsichizya@gmail. com

INTRODUCTION • We all agree that proper and effective planning as regards to teaching and learning at school and classroom level is the base for education delivery at all levels of education. There are principles to follow and tools to prepare for the teaching and learning processes to take place to achieve the set aims and objectives at the level of the subject, class and school. -1

…. . Introduction…. • The main objectives in any learning are to ensure that the student has his/her mind and personality developed, character molded to enable the acquisition of acceptable knowledge and skills. Proper planning for teaching and learning will meet key the objective of education. This will eventually make learners acquire basic competences (knowledge, skills, attitudes) useful for their lives and the development of the nation. -2

Question • DQ-1: How can a teacher prepare himself/herself before starting teaching a lesson? • DQ-2: What do you understand by the term ‘SYLLABUS’? -3

THE SYLLABUS • The syllabus is a document specifying the content and how that content can be taught in an education cycle/level. The Primary and Secondary education syllabi currently in schools were all produced by MOEVT in year 2005. Teaching and learning in all schools is based on the nationally approved syllabi from MOEVT which is assessed by NECTA through national examinations. -4

……Syllabus…. . • Tanzanian subject syllabuses at Primary and secondary levels have similar formats. The syllabuses are prepared to focus on competence based teaching and learning. The examinations (school and national) are to apply competence based assessment. In this case, active learning with emphasis on student centred methodologies is encouraged. -5

Questions • DQ-3: Schools usually use syllabuses issued by the Ministry of Education and Vocational Training. What other types of syllabuses do you know and at what level of education? • DQ-4: What is the importance of the syllabus and who are the key users? -6

The role of a syllabus • The subject syllabus is the teacher’s tool number One, essential for every teacher to possess just like possessing a pen. The syllabi at primary and secondary school levels do also specify the aims and objectives of provision of education at the specified level and the general objectives of the subject at that level. Class based competences are written to guide the teaching and learning of the specific subject to ensure the attainment of the class and topic based objectives. -7

… Role of a syllabus … • • All subject syllabi are mainly divided into five main parts as follows: The General aims and objectives of education in Tanzania Objectives of Primary/Secondary Education General Objectives of Subject for the level of education General Competences for the subject -8

…. Role of syllabus… • Specific organization of items of the Syllabus in tables are: • These are: Class/Form competences, Topics and Subtopics, Specific objectives, Teaching/Learning Strategies, Teaching Learning Resources, Assessment, and No. of Periods. There are topics and subtopics for each competence to be attained. In addition, for each specific objective, there are teaching/learning strategies, teaching/learning resources/aids, assessment techniques and number of teaching periods. -9

Format of a Syllabus • The syllabus has its content arranged to make a teacher use it logically and systematically with ease. It is very detailed as if a teacher is being spoon fed. If we analyze carefully at the way the syllabuses are written, they are all very detailed. The teacher should use the syllabus when preparing schemes of work and lesson plans. The topics, subtopics and specific objectives in the syllabus can be used to guide the teacher on what relevant books can be used by during the teaching and learning process. (see Format) -10

SCHEMES OF WORK • DQ-5: What is the difference between a scheme of work and a syllabus? • Scheme of Work is a plan prepared by the teacher, for the teacher and for the head of school, to facilitate the teaching of Pre primary Activities/Subjects according to the approved syllabus. It is actually an interpretation of the syllabus of a learning activity. It shows how the distribution of topics and subtopics will be taught for specific number of periods in one school term or year. -11

…. Schemes of work… • Teachers must have the ability to analyse the syllabus in order to prepare a good and effective Scheme of work. Usually, at some schools, groups of teachers teaching the same grade prepare the Scheme of work jointly. • However there is a tendency of not giving Schemes of work its importance in some schools. In some schools, the schemes, once prepared are never updated for years. -12

Importance of Scheme of Work • Plan the teaching of topics and subtopics in appropriate times. • Ensure that all topics in the syllabus are taught and completed within the time set. • Prepare on time the teaching and learning resources including availability of books. • Show the logical flow of topics as they will be taught during the term or year. • Make school leaders and education officials advise and assess on problems and successes on teaching/learning. • Makes an assessment on the speed of teaching. • Keep record of the work plan of a subject teacher who prepared the Scheme of work. -13

Format of Scheme of Work DQ-6: What is the importance of the scheme of work and who are the key users? • The format of the Scheme of Work consists of thirteen key elements as follows: Competence; Objectives; Month; Week; Topic; Subtopic; Periods; Teaching Activities; Learning Activities; Teaching/Learning materials; References; Assessment and Comments. Introductory elements are Name (of teacher), School, Year, Term, Class and Subject. -14

LESSON PLANNING DQ-7: What is a lesson plan? • Lesson planning involves a lot of mental work of a teacher with an aim of ensuring proper preparation for teaching and learning of a particular subject topic/subtopic. • A lesson plan is a plan prepared by a teacher to be used in the teaching and learning process in a classroom for a particular period of time. -15

Preparing a Lesson plan DQ-8: What does the teacher use/need in order to prepare a lesson plan? • Textbooks, Teacher guides and Reference books and other instructional materials and the teacher’s own experience are key sources of information for proper preparation of a lesson plan. • In order to prepare a good lesson plan, the teacher must know the subject content of the area of learning, strategies/methodology of teaching/learning, teacher’s /learners activities, improvisation/collection of teaching/learning aids and their uses, assessment activities involved and evaluation. • -16

…Preparing a lesson plan … • During the preparation of a lesson plan, teaching and learning strategies to be included in the lesson plan should also address knowledge and skills to be learned, learners’ needs, ages, their individual knowledge and skills, thinking levels, teaching/learning aids and the teaching and learning environment within and outside the class. -17

Importance of a Lesson plan DQ-9: What is the importance of the lesson plan and who are the key users? • Allows a teacher to prepare and to test the teaching and learning aids before going into class. • Gives the logical sequence to be used for teaching the lesson. • Gives a guide for the teacher on how to attain the specific objective • Makes the teacher to use the time allocated effectively. • The teacher uses the lesson plan as a reference during teaching • Facilitates a teacher to carry out evaluation of teaching and learning of a lesson. -18

Question • DQ-10: A school inspector entered one class and observed a teacher teaching a lesson. • She said after the lesson was over, that the students did not understand the lesson. Why do you think was wrong with the teacher? -19

Parts of a Lesson plan • FIRST PART: Key Data for the lesson: • Box information: Data is filled from attendance registers, class/school timetable and other sources. Name of a lesson, Date, Class, Period, Time and Number of studentsregistered/attended (boys, girls) • Competence: Created/derived from the class competences in the syllabus described in close relationship with the topic/subtopic. • Main Objective: Derived from the topic/subtopic as directed by the syllabus. • Main topic & Subtopic: are (mostly) those shown in the subject syllabus. The subtopic is area of content under the topic. -20

…. Parts of lesson plan … • Specific objective(s): Can be those as shown in the syllabus but sometimes need to be broken down to suit the needs of the teacher. They should always be very specific as they are used to guide a lesson in classroom interaction. • Teaching and Learning materials: The list of resources is suggested in the syllabus for each subtopic. The teacher should be innovative enough to have a complete list of relevant t/l aids. • References: These are all textual and non textual materials used as references in preparing the lesson. Textbooks, teachers’ guides and reference books, journals are some of the references. -21

…Parts of a lesson plan… SECOND PART: Lesson Development Part: It shows timed and logically arranged stages in the teaching/learning process. At each stage, the teaching/learning activities and assessment are written 1. Introduction • Identification of prerequisite knowledge and skills of your students • Connect with new competence/lesson • Question and answer technique is commonly used 2. New Knowledge/Competence • Create environment which allows the development of new competence/knowledge. Introduce/teach knew content focused to specific objectives of the lesson by active learning strategies. - 22

. . . Parts of a lesson plan…. 3. Reinforcement/Application The teacher uses various strategies to make students to perform activities, do questions in order to consolidate their understanding. 4. Reflection: The teacher looks for feedback of student learning. Questions can be posed to find out the learning level of the lesson and students including the teaching and learning processes. 5. Consolidation: The teacher summarizes what has been taught in relation to the specific objective of the lesson. An exercise can be given to ensure that the students have understood the content of the lesson. -23

. . . Parts of a lesson plan…. 6. Learners’ evaluation Teacher asks students on how the lesson was delivered. Students will say was bad or good and thus give suggestions for improvement. 7. Teacher evaluation Teacher writes notes regarding the teaching and learning processes and whether the objectives were met or not and reasons behind. 8. Comments Teacher writes on how to improve the lesson next time and link with the next content/lesson -24

Format of a Lesson Plan The format of a Lesson plan is provided by MOEVT, and has to be adhered to by teachers when planning for their lessons. …………. . (see Format) DQ-11: Take one specific objective of the subtopic of your choice. Brainstorm and write what will teacher’s activities be for stages of: Introduction, New knowledge, Consolidation and Feedback. -25

CONCLUSION • The teacher is a facilitator who is making learners get the required competences. He or she must use students’ environment or surroundings for planning for the teaching and student learning. • Teaching and learning strategies which appear in the syllabus are just suggestions and a ‘teachers’ helping hand’. The teacher may use other strategies, teaching/learning aids and assessment techniques to teach effectively. …………… BYE …………… -26