This presentation is a Bangladesh National University B Ed program's PS100 course.

1. Course Title:
Essential Teaching Skills
Learning Area: Professional Studies
Course Code: PS100
Weighting: 100 marks
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2. Video Clip
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 2

3. Learning Outcomes
On completing this course trainees will have the
attitudes, knowledge and skills needed to:
 clarify and evaluate their existing ideas, values and
beliefs about the processes of teaching and learning
 demonstrate interpersonal skills, strategies and
commitment for creating open, inclusive and interactive
learning environments
 recognize and demonstrate professional behaviour,
attitudes and values
 relate and apply models and theories of classroom
management to personally experienced teaching
contexts (including TP)
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 3

4. Cont…
 use a range of classroom management strategies that
encourage participatory learning and full involvement of
all categories of student (rural-urban, girls-boys, able-
less able, advantaged-disadvantaged, majority culture-
minority culture) in lessons
 accept responsibility and develop strategies for creating
a clean and stimulating classroom environment
 manage large classes in ways that enable the use of
participatory teaching-learning methods & provide
learning opportunities for all students
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 4

5. Cont…
 explore, evaluate and contextualize (large classes,
limited resources, students of differing ability and
interest) a variety of learning approaches and teaching
methods based on a practical knowledge of current
learning theories and their application to classroom
practice
 demonstrate communication, presentation and
questioning skills that motivate & engage students,
facilitate constructive participation and develop higher
order thinking skills
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 5

6. Cont…
 plan for effective teaching and progress in learning by
all students
 demonstrate initiative and creativity in identifying and
developing a range of teaching aids to add interest and
aid student understanding of curriculum topics
 develop skills associated with interviewing others and
being interviewed to enhance interactions in classroom
and other professional contexts
 use evaluation procedures, and personal and shared
reflection to improve their own and colleagues’ practice
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 6

7. Internal and External
Assessment Requirement
 Internal assessment (50 marks in total)
 Throughout the year a variety of Assessment Tasks
are set. These involve records of performance, written
reports and presentations. In accordance with BEd
Assessment policy, trainees are notified of each task
in detail (including marking criteria and completion
dates) through separate Assessment Task Sheets.
 External assessment (Final Examination)
(50 marks in total)
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8. Briefly the Assessment Tasks
are:
 Task 1. Professional Performance (10 marks)
 Task 2. Reflection for Development(10 marks)
 Task 3. Action Research Study (10 marks)
 Task 4. Participatory Approaches to Learning
(10 marks)
 Task 5. Improving Achievement through
Assessment (10 marks)
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9. Task 1
Professional Performance
(10 marks)
Throughout the year, each trainee’s performance
in relation to attendance, lateness, preparedness
for course activities, constructive participation in
session activities, cooperation and inclusion of
colleagues and meeting deadlines will be
monitored and assessed. Students will be
informed of progress on this task at three points
in the year.
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 9

10. Task 2
Reflection for Development
(10 marks)
Trainees will maintain a reflective journal in which
they will record each week class, school, home
and community experiences they judge to be of
significance in their development as a teacher.
They will include comment on links they are
making to coursework and theory, and on issues
that are emerging for them regarding
understanding and practice.
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 10

11. Task 3
Action Research Study
(10 marks)
Working as a member of a small group, Trainees
will develop a strategy for gathering data
(through observation, interview and/or survey) to
answer tutor-suggested questions related to
secondary teaching and learning.
They will collect, collate and analyze the data and
suggest practical interventions that might
address an identified concern.
They will also indicate what and how further data
could be collected to gain an indication of any
effect arising from the suggested intervention.
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 11

12. Task 4
Participatory Approaches to Learning
(10 marks)
In pairs trainees plan, present to peers and
self-evaluate a 20 minute activity-based
seminar that illustrates an allocated
participatory teaching method.
They will be expected to answer questions
and explain how the method assists
students’ learning processes and provide
suggestions to peers about preparations
for using the method.
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 12

13. Task 5.
Improving Achievement through Assessment
(10 marks)
In pairs trainees plan, present to peers and
self-evaluate a 20 minute activity-based
seminar that demonstrates how SBA tasks
can be used to establish students’
learning needs and/or establish what has
been learned from a planned lesson or
series of lessons.
They will be expected to use their example
to explain how SBA can assist both
teachers and learners to improve
achievement.
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 13

14. The Topics I Teach
Unit 2: Interpersonal & Communication skills
Session-6
Considering the role & importance of positive
teacher student relations by brainstorming ideas in
groups
Session-7
Introducing a method for giving and receiving
feedback – explaining, modeling and practicing the
John Heron feedback model in groups
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 14

15. Cont…
Session-8
Role playing strategies for getting to know your
students & for interacting with them to facilitate
learning and teaching
use of greetings
use of facial expression and body language
Session-9
Exploring and practicing listening skills
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16. Cont…
Session-10
Voice ; volume, tone, emphasis, pace – use &
practice
Session-11
Blackboard/whiteboard skills – considering
visual clarity & layout and developing skills
through practice
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17. Concepts for Development
 mutual respect
 feedback
 collaboration
 enthusiasm
 presentation
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18. Teaching-learning methods used in
delivery will typically include
group discussion expert jigsaw
debates library study
pair-share observation & analysis
micro-teaching problem solving
modeling interviewing
brain-storming mind-mapping
role play presentations with feedback
scenarios simulations
post-box micro-teaching
continuum action research techniques
critique of papers group projects
August 13, 2012 Abdullah Al-Mahmood, TTC, Sylhet 18