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Kultur Dokumente
Teaching experience
Institution Subjects taught & responsibilities Dates
- teaching
- training
- education
- pedagogy
Activity-2 : What is (are) the implication(s) of this learning principle for teaching?
Activity-6 : Indicate the different means you should use to reinforce your students.
Activity-10 : Explain the concept of feedback. What factors hold you back from providing your
students with feedback? Suggest alternative feedback methods you shall use to overcome these
factors.
Students learn better if the lesson has a clear organization and if the
contents are presented in appropriate learning order.
Activity-12 : What issues do you take into account to select appropriate teaching methods and
teaching materials?
Exercise: Read other principles described below, and reflect on how you
apply them in your future classroom practice
13. Ways learners are assessed and evaluated affects the ways
they study and learn. Ensure that students are aware of how they
Adults learn like children in many ways, but there are some important
differences.
Activity-1: A) Fill in the blank spaces for the following using either ‘adults’ or ‘children’
1. ________ learn more effectively than ________ when the lesson is connected to their ‘felt
need’ i.e., if the lesson is useful to their lives.
2. __________are less selective in what they learn than_______________
3. __________contribute to the learning process more than____________
4. The level of participation in the learning of _________shall be more than that of
___________
5. ____________ are more interested than __________to see the applications of learning.
B) What other differences are there between adults and children in their learning?
2. Psychomotor domain
It is also called the action domain. It deals with skills, actions and manual
manipulation. It involves the coordination of both mental and muscular
activities it is related to physical activity, which is learned best by doing or
functioning. We learn actions by observing people around us and imitating
how they behave and do different tasks.
Consists of five (5) levels from basic to complex
1. Imitation: repeating actions or example given by instructor
2. Manipulation: performing and practicing skills
3. Precision: reproducing skills without mistakes (with accuracy and
exactness)
Activity-2: Some of the words listed below are used to generate information related to
cognitive domain, some others are used to initiate action pertinent to psychomotor
domain, and still others are used to generate information pertinent to affective domain.
Write “CD’ in front of those words which can generate information related to cognitive
domain, “SD’ for psychomotor domain and “AD” for affective domain.
list____ describe__ discuss___ conduct___ choose___
_
show ___ name___ perform___ assemble___ accept___
classify__ criticize___ summarize construct___ respond___
_ ___
value ___ draw___ characterize__ measure___ organize___
_
identify__ shoot___ appreciate___ point to___ defend___
_
Module 1 THE REFLECTIVE TEACHER 11
Session 5: Instructional objectives
Example: a. At the end of the course, students will know the rules for
writing instructional objectives.
b. At the end of the course, students will understand the
rules for adding word suffixes.
Exercise 3.1: Take your own course and write two general instructional
objectives; and two specific instructional objectives from each
general objective.
Exercise: Prepare a course plan or a course outline in the course you are
supposed to teach.
Include details of what the Indicat Include the details of the activities
teacher will be doing: introducing e how that the students will do and the
the session, direct whole class or much expected outcome of that task.
group teaching, organizing active time is
learning situations, giving to be
instructions, assessing and spent
intervening to facilitate students’ on
learning, summarizing key points. each
activity
Include the key questions the by the
teacher will ask the students in teache
order to check understanding r and
and to challenge them further. the
studen
ts
Resources
Include the materials that you will use in your lesson
Remember to include any different, additional or altered resources for students
with special needs
Assessment methods to be used:
Module 1 THE REFLECTIVE TEACHER 18
Identify the methods you have chosen to assess the knowledge, skills and
understanding of the students. Most of the assessment you will do throughout
the lesson will be to help you to improve your teaching and facilitate the
students’ learning. You will be able to identify misconceptions and intervene
immediately. It is worth recording students who make significant progress or who
have significant difficulties. When assessing, it is important to consider what you
will do with this information, i.e. how you will use it to support students
The methods may include: listening to pair/group discussion, observation of an
activity, students’ written work, problem solving, presentation, quiz, display,
marking written work etc.
Identify two aspects of the lesson that you thought were particularly good. For each aspect think about
why this made the lesson successful, and record this
Think about an aspect of the lesson that did not go well. Write down how you could improve this next
time.
Make sure you show in your future lesson plans the way you have acted on these suggestions for
improvement.
Think about:
whether the objectives were achieved
what evidence you have for objectives being achieved
the balance between teacher activity and student activity
which activity was most successful and why
the timing / pace of the lesson
student response to the lesson
Were the needs of all students met and were special needs catered for?
Reflections on Assessment
Were your assessment methods effective?
How will you use the results of the assessment in the next lesson?
Does anything need to be recorded?
Are you aware of individual or groups of students who made progress or who need extra
support?
Activity-3 : Compare lesson plan and course plan with respect to the issues listed in the left
column.
Activity 2: Fill in the questionnaire below by ticking the column that represents you most
accurately.
Statement Almost Some Almost
always times never
I formulate clear objectives for my lessons
I check with my students to see if objectives have been achieved
I review my lesson plans regularly
I enjoy keeping up to date with my subject knowledge and using new
information in my lessons
I enjoy reviewing my teaching methods
I collect my students’ marks regularly and use these to help me plan
my teaching
I am interested in my students’ opinions
I encourage my students to debate their ideas
I watch my students carefully when they are working on their own
I listen to my students when they are talking in groups
I am responsible for what happens in my classroom
I read pedagogy books and try to apply educational theory to my
lessons
I like putting new ideas into action and evaluating their impact
I talk to colleagues about my lessons
I try to look at things from the students’ angle
I am partly responsible for my students success and failure
In our department, we always discuss the implications of introducing
new ideas
In our institution, we all discuss and contribute to new policies
It should be apparent that the more ticks you have in the first column, the more reflective you
are already.
Activity 5: Form a group and discuss your feelings about some of the statements above in
your group, and what reflection means to you. Write briefly what reflection means below
Activity 2: Do the following steps which will guide you towards using a new technique of
learning on the lists you have produced in Activity 1.
Step 1: Join with a partner and compare your lists; you may add to your list above.
Step 2: Now join with another pair compare your lists.
Step 3: Now join with another group of 4 to compare your lists.
Step 4: From your new group of 8, decide which areas of knowledge, skills, and personal
qualities are most important for a good teacher in your area of teaching in order of
priority.
Step 5: Record this on a piece of flipchart paper and stick it on the wall.
This active learning method is called PYRAMIDING, which is one of active learning
methods. It is a good way of getting everyone to think and to be involved in decision making.
It can be used effectively with large groups, by continuing to join groups together to share
ideas, agree on essentials and limit the amount of time required for feedback.
Activity 3: Now, look at your poster on your own, and identify your weakness in terms of
knowledge, skills, and personal qualities. Think on how you should improve in your
future teaching-learning activities.
Activity 4
What can you do to improve in these areas?
Ethics are the principles of conduct that govern an individual or a profession. They provide
the framework of the rules of behaviour that are moral, fair and proper for a true professional.
A code of ethics serves to remind individuals how important integrity is in a self-regulating
profession. It lays out the issues that are deemed most important in the collective wisdom of
the profession.
By publishing and enforcing a code of ethics, the profession serves notice that its ethical
precepts are to be taken seriously. Obviously, graduates should respect the same fundamental
ethical principles in the context of the special expertise and public trust of their profession.
The graduates who are employees of either business or government are in great majority, they
face ethical problems that self-employed professionals avoid due lack of structure of the
profession.
Now get a partner and discuss on the followings:
1. What can an employed instructor do to correct the corrupted practices of an employer?
2. What should an instructor do if s/he is employed in a business atmosphere in which
kickbacks and bribes are an accepted practice?
3. What ethical aspects in engineering teaching should be practiced?
Activity 7- Instructional Roles of graduates
Graduates can be employed in educational institutes to train engineering students. In
different subject-areas, graduates need preliminary lesson plan and pedagogical skills. But
graduates of different specializations lack pedagogical skills. In this part of your practice, you
will cover instructional roles of the teachers.
Module 1 THE REFLECTIVE TEACHER 23
Discuss in group what you do before you go to class to teach and develop an orderly scheme
of activities you perform so far in your teaching.
Activity 8: Identify different roles you think will be carried out under each heading of the
roles in the following table and discuss the activities/duties to be performed under each role
you identified.
Managerial
Instructional roles
Counseling roles
Action By when
Activity 2: Define time management using your own words in the space provided below, and
discuss on yourself reflection above and the following points in pairs.
Everyone has the same 24 hours a day to live in – some manage that time well, some do not!
To live a more balanced life, you do not have to accept that you cannot do everything…nor
do EVERYTHING well.
We need to learn to say no to things that are not important or not a priority.
We need to put our life into order, and realize what is important and what isn’t…first things
first!
Highly effective people do not really manage time – they manage themselves
Activity 3: Record the main points of your discussion in the table below.
Activity 4: Stephen Covey identifies four ways in which we tend to spend our time. It can be
broken into four types: look into the time management matrix below and give your own
accounts on the matrix.
Urgent Not Urgent
Important A B
ACTIVITIES ACTIVITIES
crises forward planning
pressing problems prevention of problems
meeting deadlines relationship building
recognising new
opportunities
recreation
Not important C D
ACTIVITIES ACTIVITIES
Module 1 THE REFLECTIVE TEACHER 31
interruptions, some phone ‘busy’ non-productive
calls work
some mail, some reports mail
some meetings phone calls
pressing matters, popular time wasters
activities pleasant activities
Notes:
“Urgent” means the activity needs immediate attention – “now!”
“not urgent” means the activity can wait
“importance” has to do with results – if it is important it contributes to your priorities,
your goals and your values
10.4. Time Management Questionnaire
Activity 5: Circle your response 1 – 8 for each of the following statements (do this as quickly
as possible)
A B
Question 1 = _____ Question 5 = _____
Question 2 = _____ Question 7 = _____
Total A Total B
C D
Question 4 = ______ Question 3 = _____
Question 8 = ______ Question 6 = _____
Total C Total D
Dominant Type----------------------------------
Characteristics of the ‘types’
Type A Results of spending too much time on A
everything is both urgent and important; exhaustion
everything seems to need immediate stress
attention crisis management
these activities are called ‘crises’ always reacting
or ‘problems’
you are constantly trying to solve
problems
work problems ‘take over’ your life
Type B – THE MOST EFFECTIVE! Results of spending time on B
is the heart of effective personal vision and balance
management good perspective
it deals with things that are not urgent, discipline and planning
but are important control over one’s life and time
it deals with things like building very few crises
relationships, writing plans, making goals having time to organise priorities and
and planning how to achieve them, long- activities for maximum benefit
range planning, avoiding problems
creating opportunities
Type C Results of spending too much time on C
many people think they are type short term focus
A, but are really operating as C crisis management
they spend most of their time always trying to please other people
reacting to things that are urgent, sees goals and plans as worthless
assuming they are also important, but feels out of control and overworked
they are not as important as they think! have problems with relationships
urgency is usually is based on the
priorities and expectations of others
these people may be led by others
expectations, and not take responsibility
themselves
Type D Results of spending too much time on D
many type D people are trying to escape avoidance of any responsibility
Module 1 THE REFLECTIVE TEACHER 33
realities dependent on others or the institution
time is usually spent on ‘escapist’
activities, and can use these to avoid
responsibility
Key Activities you can do on a weekly basis to help you be a more effective time manager:
There are more blank copies of this PSIST Time Management Plan at the end of the
Handbook
Priorities Priorities Priorities Priorities Priorities Priorities Priorities
today today today today today today today
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8 – 9 am
9 – 10 am
10 – 11am
11 – 12am
12 – 1pm
1 – 2 pm
2 – 3 pm
3 – 4 pm
4 – 5 pm
5 – 6 pm
6 – 7 pm
7 – 8 pm
8 -9 pm
What will you do to try to put these into practice over the coming week?
1
Signature of Candidate............................
Date.....................................