SC 213 FULL NOTES.pptx

Module 1: Curriculum Analysis
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Meaning of curriculum
Curricula usually define the learning that is expected to
take place during a course or programme of study in terms
of knowledge, skills and attitudes, they should specify the
main teaching, learning and assessment methods and
provide an indication of the learning resources required to
support the effective delivery of the course.

Meaning of Curriculum contd..
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 A general overall plan of the content that the school should
offer the student by way of qualifying him for graduation or
certification or for entrance into a professional or vocational
field (Good,1973)
 Curriculum is a dynamic, ever-changing series of planned
learning experiences. Curriculum is everything learners
experience in school. Curriculum is a cultural reproduction
in a structured way. It is even more: It should also value
independent thinking in the context of the widest sense of
social responsibility. (Smith, Stanley & Shores)

Types of Curriculum
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1. Formal/Official Curriculum
It is a planned course of study which Sometimes referred to
as the documented curriculum. Official curriculum
explicitly states the programme of learning, which entails
intended curriculum content, Structures sequence and
progression. Official curriculum is designed to inform
students, teachers and the community on the specific
learning needs.

Types of Curriculum contd..
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2. Hidden Curriculum
This is the one which is implied by the very structure and
nature of schools, much of what revolves around daily or
established routines. Examples; sequential room
arrangements; the cellular, timed segments of formal
instruction; an annual schedule that is still arranged to
accommodate an agrarian age; disciplined messages
keeping quiet; students getting in and standing in line
silently; students quietly raising their hands to be called
on; the endless competition for grades, and so on.

Types of Curriculum Contd..
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3. Observed Curriculum
Observed curriculum is concerned with what can be seen as
taking place in classroom which may be different from
intended official curriculum.
4. Curriculum as Experienced
It is the part of the curriculum (official and hidden) that
actually connects meaningfully with students. Arguably only
this aspect which has educational impact the rest is often
forgotten.

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5. Null Curriculum
These are the things that teachers do not teach, thus giving
students the message that these elements are not important
in their educational experiences or in our society. A school
cannot teach everything. So it teaches what are considered
as more important than others. So leftovers can be taken by
students in the own pace.

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6. Received/Learned Curriculum
These are things that students actually take out of classroom;
those concepts and content that are truly learned and
remembered. A lot of things are written so as to be taught to
students. Not all of them are actually learned. The ones only
taught and learned give the learned or received curriculum.

Types of Curriculum contd..
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7. Taught Curriculum
These are things that the teacher decides to teach when in
teaching and learning sessions. When implementing the
official curriculum a teacher can decide to add or remove
things depending on the context and use different styles
depending on the nature of students.

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8. Vocational Curriculum
It is the curriculum that tends to be explicit in outcomes.
The selection of content has input from industry,
government, community as well as educators. It
emphasizes on student-centred learning, typically based on
small units, separately assessed/certificated and concerned
with training of skills.

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9. Academic Curriculum
It is perceived as educationally elite, high status,
traditionally thought of as more challenging Classroom
based. It focuses on knowledge of given subject area
determined by subject experts and emphasizes on end of
course external exams.

In General: Curriculum Means
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Therefore curriculum is the general document that entails
the big picture on education at any level.

ICTS Syllabus
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Meaning of Syllabus
 A syllabus is a formal written document, which shows the
course of study in a particular field of learning. Course
outline entails of general and specific objectives, topics and
subtopics, teaching methods/strategies, mode of
assessments, teaching materials and sequence of topics.
 Syllabuses are meant to structure learning so that the
processes of teaching and learning are managed efficiently.
It is an extract of the official curriculum on a specific level
giving more details in its aspects.

Principles of a Good Syllabus
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A good syllabus is marked by the following qualities:
Achievability of objectives.
Interest and relevance to pressing needs of the learner
(as regards knowledge, competencies, and attitudes).
Appropriateness to the characteristics of the learners
logical sequence of the content.

Parts of the Syllabus
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The Syllabus provided by MOEVT is composed of the
following:
1. Preliminary section
2. Content section
3. Methods and Techniques section
4. Assessment section

ACTIVITY # 2 (Group Activity: 5 marks)
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Choose one syllabus or course outline and try to answer
the following questions:
1. Are the topics relevant to the objectives of the course?
2. What other Science topics that you think are important to be included in the
syllabus so as to cope with the contemporary society?
3. Does the content suffice the need of the society?
4. Are the instructional objectives realistic and necessary?
5. Do the objectives cover all the 3 domains (cognitive, affective and
psychomotor)?
6. Are the suggested methods and techniques capable of developing an
independent, creative and self-reliant learner?
7. Are the contents arranged in order such that, the knowledge obtained in
previous topics can be used as the prerequisite in understanding the next
topics

Education and Training Policy of 2014
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History
The 1995 Education and Vocation policy existed from the year 1995
alongside with other policies and programs before establishment of
2014 Educational and Vocational training policy.
These programme were PEDP, SEDP, TDMS, HEDP, VEDP, Non
formal Education for Adult Education, Fund for Higher Education
Students Loan Board etc.
Some challenges aroused during implementation of the above policies
and programmes that limited access to quality and equity education.
This challenges lead to the establishment of 2014 Educational and
Vocational Training Policy.

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Challenges Experienced during Education Policy of
1995
1. Inadequate teaching and learning facilities and infrastructure such as
library, books, laboratories and classrooms.
2. Lack of adequate teachers especially science, Science and 3Rs
teachers.
3. Lowered morale among teachers for fulfilling their duties due to
unsatisfactory terms of services and difficult working environment
4. Poor recognition of students with special needs
5. Poor learning environment
6. Unavailable of plans for developing students with special talents

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1995
7. Little application of ICT in teaching and learning process
8. Poor understanding of the language of instruction at different levels
for both teachers and student
9. Decrease in number of adults who can read and write from 85
percent in 1992 to 77 percent in 2012
10. The Education System of Tanzania is still having a structure which is
not satisfying the need of the society.
11. There is a problem with our education structure of 2+7+4+2+3+.

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1995
12. Problem of not integrating the Vocational Training in the Education
system.
13. A problem of recognizing prior learning to individuals.
14. Challenge on improving the quality of education due to the presence
of curriculum which do not cop with the current growth and change
of science and technology, economical, political and social
worldwide.
15. Presence of institutes and organization working in provision of
education without guidance by the ministry of education and
vocational training something which is compromising the quality of
education.

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1995
16. Inadequate funding of educational resource fund and making them
unable to finance education at different levels
17. Decrease in students’ performance in secondary and primary levels.
For example from 54 percent in 2007 to 31 percent in 2012 in
primary education and from 90 percent in 2007 to 43 percent in 2012
in secondary education.
18. Decrease in knowledge and skills and lower knowledge and skills
among learners compared to the education that they have attained.
19. Missing components of HIV Aids, Partnership between private and
government sectors in production in the Curriculum.

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Apart from covering the above challenges, also the 2014 Educational
and Vocational Training policy is established in order to take care
of the following
 To make primary and secondary schools be basic and free for
everyone.
 In improving quality it is set that there should be nation examinations
at standard two, four, seven, form two and four.
 There should be a single text books for all levels of basic education
 To establish an organ which should control curricular, school fees to
private sectors and quality of education including the issue of
screening of students.

Objectives of the Policy
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General Objective
There should be educated Tanzanians with knowledge and skills that
should fast contribute to the National Development and compete in the
world of work

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Specific Objectives
1) To have flexible system, structures and procedures that will enable
Tanzanians to advance in different ways academically and
professionally.
2) To provide quality education and training that can be recognized
nationally, regionally and internationally.
3) Availability of various opportunities of education and training in the
country
4) Increase in human resources in regard to the need and priorities of
the nation

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Specific Objectives contd..
5) Proper management and administration of education and training in
the country
6) Continuous system of financing education and training in the country
7) Education and training system that considers contemporary issues.

ACTIVITY # 3 (Group task 5 marks)
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Read the 2014 Education and Training Policy and answer the
following questions:
1. What are the challenges in implementing the objectives of this
New Policy?
2. What are the opportunities in implementing the new policy?

Module 2: Prominent Learning
Theories in Science
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What is a theory?
 A theory provides a general explanation for observations
made over a period of time.
 A theory explains and predicts behavior.
 A theory can never be established beyond all doubt.
 A theory may be modified.
 Theories seldom have to be thrown out completely if
thoroughly tested but sometimes a theory may be widely
accepted for a long time and later disproved

Learning Theories in Science
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What is a learning theory?
 Learning theories are conceptual frameworks describing
how information is absorbed, processed, and retained
during learning.
 Cognitive, emotional, and environmental influences, as
well as prior experience, all play a part in how
understanding, or a world view, is acquired or changed and
knowledge and skills retained.

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Behaviorism with Learning
 Behaviorism looks at learning as an aspect of conditioning. They
equate learning with changes in either the form or frequency of
observable performance. Learning is accomplished when a proper
response is demonstrated following the presentation of a specific
environmental stimulus.
 Example;
 When shown “3 +5 =?” the learner replies with the answer of “8”.
The equation is the stimulus and the proper answer is the associated
response.

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Behaviorism with Learning
 The primary concern is how the association between the
stimulus and response is made, strengthened, and
maintained. Behaviorism focuses on the importance of the
consequences of those performances and contends that
responses that are followed by reinforcement are more likely
to recur in the future. No attempt is made to determine the
structure of a student’s knowledge nor to assess which
mental processes it is necessary for them to use (Winn,
1990).

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Behaviorism with Learning: Ideas behind
Behaviorist learning theories(Tenets)
 Learning can be studied most objectively when the focus of
study is on stimuli and responses.
 Internal processes are largely excluded from scientific study.
 Learning involves a behavior change.
 Organisms are born as blank slates. (Tabula Rasa)
 Learning is largely the result of environmental events
(conditioning). Learning happens to an organism in a way that
is often beyond the organism’s control.

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Behaviorism with Learning: Ideas behind
Behaviorist learning theories(Tenets)
 Learning can be studied most objectively when the focus of
study is on stimuli and responses.
 Internal processes are largely excluded from scientific study.
 Learning involves a behavior change.
 Organisms are born as blank slates. (Tabula Rasa)
 Learning is largely the result of environmental events
(conditioning). Learning happens to an organism in a way that
is often beyond the organism’s control.

ACTIVITY # 4 (Individual task 5 marks)
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Examine the Science Teaching and Learning activities in
Teaching and Learning environment that reflect the
Behaviorism theory of learning
(1 page typed A4 paper, Times New Roman, 12 Font Size and
1.5 Line spacing)

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Meaning of Cognitive Learning Theory
 The Cognitive Learning Theory explains why the
brain is the most incredible network of information
processing and interpretation in the body as we learn
things.

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Cognitive with Learning
 Cognitive theorist view Learning to involves the transformation
of information in the environment into knowledge that is stored
in the mind.
 When we say the word “learning”, we usually mean “to think
using the brain”.
 Cognitive Learning Theory implies that the different processes
concerning learning can be explained by analyzing the mental
processes first. It posits that with effective cognitive
processes, learning is easier and new information can be stored
in the memory for a long time

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 This theory can be divided into two specific theories:
1. Social Cognitive Theory (SCT), and the
2. Cognitive Behavioral Theory (CBT).

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Cognitivism with Learning
1. Social Cognitive Theory (SCT)
In the Social Cognitive Theory, we are considering 3 variables:
a) behavioral factors
b) environmental factors (extrinsic)
c) personal factors (intrinsic)
These 3 variables in SCT are said to be interrelated with each other,
causing learning to occur. An individual’s personal experience can
converge with the behavioral determinants and the environmental
factors.

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Social Cognitive Theory Illustration (Pajares, 2002)

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 In the person-environment interaction, human beliefs, ideas and
cognitive competencies are modified by external factors such as a
supportive parent, stressful environment or a hot climate.
 In the person-behavior interaction, the cognitive processes of a
person affect his behavior; likewise, performance of such behavior
can modify the way he thinks.
 Lastly, the environment-behavior interaction, external factors can
alter the way you display the behavior. Also, your behavior can affect
and modify your environment. (positive personal characteristics,
exhibit appropriate behavior and be in a supportive environment.)

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basic concepts that can manifest not only in adults but also in infants,
children and adolescents.
 Observational Learning: Learning from other people by means of
observing them is an effective way of gaining knowledge and
altering behavior.
 Reproduction: The process wherein there is an aim to effectively
increase the repeating of a behavior by means of putting the
individual in a comfortable environment with readily accessible
materials to motivate him to retain the new knowledge and behavior
learned and practice them.

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basic concepts that can manifest not only in adults but also in infants,
children and adolescents.
 Self-efficacy: The course wherein the learner improves his newly
learned knowledge or behavior by putting it into practice.
 Emotional coping: Good coping mechanisms against stressful
environment and negative personal characteristics can lead to
effective learning, especially in adults.
 Self-regulatory capability: ability to control behavior even within
an unfavorable environment.

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2. Cognitive Behavioral Theory (CBT)
 CBT describes the role of cognition (knowing) to determining and
predicting the behavioral pattern of an individual. This theory was
developed by Aaron Beck.
 The Cognitive Behavioral Theory says that individuals tend to form
self-concepts that affect the behavior they display. These concepts
can be positive or negative and can be affected by a person’s
environment.

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2. Cognitive Behavioral Theory (CBT)
The Cognitive Triad
Cognitive Behavioral Theory further explains human behavior and
learning using the cognitive triad. This triad includes negative
thoughts about:
1. The self (i.e., I am rubbish)
2. The world/environment (i.e., the world is irrational)
3. The future (i.e., my future is doomed)

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Briefly explain how is Cognitivism learning theory
reflected in Science Teaching and learning.
(1 page typed A4 paper, Times New Roman, 12 Font Size and
1.5 Line spacing)
ACTIVITY # 5 (Individual task 5 marks)

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Constructivism with Learning
Constructivists believe that a learner's ability to learn relies
to a large extent on what he already knows and
understands, and the acquisition of knowledge should be
an individually tailored process of construction.
They recognized that learning can only occur to the extent
that new information links successfully with a learner’s
prior knowledge and experience.

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Constructivism with Learning
 Russian psychologist Lev Vygotsky (1962, 1978) views learning as
a process which is greatly enhanced by collaborative social
interaction and communication
This implies that discussion, feedback and sharing of ideas are
powerful influences on learning process. Vygotsky’s view has been
termed social constructivism.
 Piaget’s view of constructivism theory of learning is often called
“cognitive constructivism” or “structuralism”, and is less
concerned with language and social interaction.

ACTIVITY # 6 (Group task 5 marks)
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What are the differences between Behavioral and
Cognitive perspective pertaining to Science learning.
What is the contribution of constructivism views in regard
to teaching and learning Science

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Multiple Intelligence Theory of Learning
 What is Intelligence?
 An Intelligence is the ability to solve problems or to create
products that are valued within one or more cultural
setting.

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1. Verbal or linguistic Intelligence.
the knowledge which comes through language; through reading,
writing, and speaking. It involves understanding the order and
meaning of words in both speech and writing and how to properly
use the language.
2. Mathematical-Logical Intelligence
This intelligence uses numbers, math, and logic to find and
understand the various patterns that occur in our lives.

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3. Visual-Spatial Intelligence
We often say “A picture is worth a thousand words!” or “Seeing is
believing!” This intelligence represents the knowing that occurs
through the shapes, images, patterns, designs, and textures we see
with our external eyes, but also includes all of the images we are
able to conjure inside our heads.
4. Intrapersonal Intelligence
It involves our awareness of the inner world of theself, emotions,
values, beliefs, and our various quests for genuine spirituality, Self
motivated.

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5. Bodily-Kinesthetic Intelligence
The body “knows” many things that are not necessarily known by the
conscious, logical mind, such as how to ride a bike, how to parallel
park a car, dance the waltz, catch a thrown object, maintain balance
while walking, and where the keys are on a computer keyboard etc.
6. Interpersonal
This is the person-to-person way of knowing. It is the knowing that
happens when we work with and relate to other people, often as part
of a team.

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7. Naturalist Intelligence
involves the full range of knowing that occurs in and through our
encounters with the natural world including our recognition,
appreciation, and understanding of the natural environment. It
involves such capacities as species discernment, communion with
the natural world and its phenomena
8. Musical-Rhythmic Intelligence
Are sensitive and have feelings on the whole realm of sound, tones,
beats, and vibrational patterns as well as music.

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Identify contexts in which the theory of multiple
intelligence in ICS teaching and learning is evident.
ACTIVITY # 7 (Group Task 5 marks)

Module 3: Teaching and Learning
Methods/Strategies
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At the end of the session, you will be
(able to):
 Familiar with different teaching methods/strategies
 Select appropriate methods/strategies based on
instructional objectives

What is teaching methods?
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 A teaching method comprises the principles
and methods used for instruction to be implemented
by teachers to achieve the desired learning in
students. These strategies are determined partly on
subject matter to be taught and partly by the nature of
the learner.

Basic Definitions
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 Method: a group of strategies planned to achieve a
learning goal
 Strategies: ways in which media and other resource are
mobilized to achieve a learning goal

Theories of teaching by J.P.
Miller
Teaching Theory (1)
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 Teaching as transmission of content
 Teacher imparts, delivers knowledge/lecture/information
 Students swallow, digest, assimilate the information
 Tendency to indoctrinate rather than educate

Teaching theories (2)
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 Teaching as interaction/transaction
 Student participates, contributes in the learning process
 Knowledge shared through discussions
 Useful for eliciting learners prior knowledge,
 Organize their ideas in a particular way or to enable them
learn from each other

Teaching theories (3)
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 Teaching as transformation
 Student is transformed through interaction with
content
 Achieved through role playing, field visits, case
studies, guest speaker, experiential learning

Types of Teaching Methods
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 One way communication methods
 Two way communication methods
 Three way communication methods
 Four way communication methods

One way communication
methods
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 Lecture
 Demonstration
 Explaining
 Radio broadcasting

Two way communication
methods
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 Question and answer
 Dialogue/Socratic
 Interview
 Paired sharing

Three way communication
methods
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 Discussion
 Large group
 Small group
 Jig saw method
 Constructive controversy
 Brainstorming
 Role playing

Four way communication
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 Panel discussion
 Workshop

Teacher Vs Students Centered
Paradigms
 What is teacher Centered method of teaching.
 Teaching centered methods of teaching are methods of
teaching which allow teachers to be the center of learning
process
 What is Students Centered method of teaching
 Students centered methods of teaching allow student to be the
center of learning process

4/13/2023
Mwl Msangi Ofc No AD08 Adm Block E-mail
msangimsangi@gmail.com
66

There several teaching method.
 There are to cluster of teaching methods these are:
 Teacher’s Centered and Students centered methods.
 Teacher’s Centered methods
- Lecture:- Modified Lecture
- Demonstration
 Students Centered methods include
-Discovery
-Metaphor
-Inquiry Learning
-Discussion:-Small group discussion
-questions and answer
-Brainstorming
-Debate
-Role-Modal
-Pear to Pear tutoring
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Teacher Centered Vs Students
Centered

 Case-Based Small Group
 Computer simulation
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Teaching Methods

 Lecture
 What lecture methods
 When to use lecture method
 Advantage and disadvantage of lecture methods
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Teacher Centered Methods

 The lecture is defined loosely as a continuing oral presentation
of information and ideas by the expatriate; it is presumably a
synthesis of his own reading, research and experiences,
interpreted in light of his own insights.
 When to use lecture:
 Lecture method can be used during
 Interpret and guide students to certain task.
 The lecture is one of the most efficient teaching methods for presenting many
facts or ideas in a relatively short time. Material that has been logically
organized can be presented concisely in rapid sequence
 The lecture is particularly suitable for introducing a subject. To ensure that all
students have the necessary background to learn a subject, we can present
basic information in a lecture.
 The lecture is a convenient method for instructing large groups
 · The lecture is often useful to supplement material from other sources or for
information difficult to obtain in other ways
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Lecture

 Disadvantage of lecture method.
 It is not effective teaching above comprehension level of
cognitive domain.
 Limited students participation
 Difficult in monitoring and hold students attention for the
whole session.
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Lecture

 This is combination of lecture with question for
discussion or for practice.
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Lecture with Discussion.

 Demonstration:- This is the method mostly used
of teaching skill on who to perform a certain task,
being physical or cognitive. That is
 Show what is it.
 How it is done.
 Explain each step and how each step is it done.
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Demonstration

 Using Demonstration
 Demonstration are most likely to be successful
 Teaching manipulative and operative skills
 In showing how to carry out new practices
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Demonstration

 Steps which are used in demonstration
 Plan the steps in the demonstrational process,
include that should be done and the key points to
emphasize with each step.
 Make sure that all teaching material need are
prepared ready for use.
 Have plenty space available for demonstration
 Know the subject matter and practice demonstration
until presentation can be given smoothly from
learners
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Demonstration

 Use slides, video tape, still films, or motion pictures
to develop interest when appropriate.
 Example demonstrate how to use quadratic formula
to solve quadratic equations.
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Demonstration

 Advantages:-
 Utilize several senses; students can see, hear, and possibly
experience an actual event
 Stimulate interest
 Present ideas and concepts more clearly
 Provide direct experiences
 Reinforce learning
 Demonstration method is objective and concrete
 Demonstration allow teaching of theory along with practice
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Demonstration

 Nee skilled personal
 Demonstration is restricted to only certain kinds of
teaching situations
 It take time and it can be considerable expensive
 It require higher preparation.
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Disadvantage of demonstration.

 PBL students learn by solve complex and authentic
problems that help develop content knowledge as well
as problem-solving, reasoning, communication, and
self-assessment skills
PBL begins with the assumption that learning is an active,
integrated, and constructive process influenced by social and
contextual factors.
Problem-Based Learning & Inquiry giving student a
problem where inquiry must be utilized.
1. student receives the problem,
2. student gathers data,
3. student organizes data and attempts an explanation to the
problem, and
4. students analyze the strategies they used to solve the
problem 4/13/2023
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Problem based learning

 Problem based learning is student-centered
approach, teachers as “ facilitators rather than
disseminators”
 Open-ended (in PBL these are called “ ill structured”
one for which there are many solutions, as well as
many different paths to solutions) that “Serve as the
initial stimulus and framework for learn-inquiry
strategies, guides exploration, helps students clarify
and pursue their research questions.
 Mistakes should be viewed as learning opportunities
rather than as indicators of lack of ability.
 Students should develop classroom norms and group
rules. 4/13/2023
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 Noted that these types of approaches like learning
by design, authentic instruction, project-based
science engage students as researchers; that is,
students learn how to ask important questions;
design and conduct investigations; collect, analyze,
and interpret data; and apply what they have
learned to new problems or situations.
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 Versatile. It is applicable across the content areas,
flexible, and suitable for the shared learning of team
projects or for individual exploration.
 Flexible for students. It encourages students to be
more creative by giving them more freedom, time,
and fewer constraints for discovery.
 Highly motivating. As students become engaged
in the question forming process, they take
ownership of their learning.
 Connected to the real world. It works to prepare
students for real-life situations. It reinforces multiple
skills and allows students to build the confidence to
know where and how to get wanted information
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Advantage of Problem base learning

 Inquiry-based Learning is a dynamic and emergent process that
builds on students’ natural curiosity about the world in which they
live!
 Inquiry-based learning is an approach to teaching and learning
that places students’ questions, ideas and observations at the
centre of the learning experience.
 Teachers using an inquiry-based approach encourage students to
ask and genuinely, investigate their own questions about the
world.
 Teachers further facilitate students’ learning by providing a variety
of tools, resources, and experiences that enable learners to
investigate, reflect, and rigorously discuss potential solutions to
their own questions about a topic the class is studying
 inquiry-based learning t offer promise in supporting students to
become thoughtful, motivated, collaborative and innovative
learners capable of engaging in their own inquiries and thriving in
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Inquiry Base learning
(Transforming Wonder Into Knowledge ).

 Example of question :- What is life
 Steps to guide students.
 Working in small groups,
 give students opportunities to make connections from their
inquiry to real life
 Having students jot down or sketch their ideas
 “The most valuable questions are those that lead to
other questions and provide opportunity for future
investigations”
 Sometimes inquiry begins not with a question or
problem, but with a shared experience on a social
event, a field trip, a blog, a YouTube clip, a book, etc.
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Inquiry Base learning
(Transforming Wonder Into Knowledge ).

 What are the advantage of IBL?
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Advantage of inquiry Base
learning

 There is no much difference between pure discovery
and PBL and IBL hence we will discuss only guided
discovery.
 Guided Discovery ( aka Induction )
 The teacher becomes a facilitator, who guides
learners in the right direction so as to avoid
misunderstandings of the rules.
 Learners’ cognitive potential is put into play as they
cooperate, analyze, hypothesize, compare, and
construct generate knowledge.
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Discovery Learning

 Exposure the task/problem through examples or
illustrations.
 Observation and analysis students activities through
guided questions.
 Creating statement of a problem.
 Application of the rule in practice tasks through
demonstration.
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Steps for Discovery Learning

 It encourages analytic learning.
 It exploits learners’ cognitive skills.
 It improves critical thinking skills.
 It helps learners become aware of and articulate their
mental processes.
 Learners participate actively in the learning process.
 Learners understand and remember better what they
have worked out for themselves
 It is motivating for learners who enjoy the hands-on
approach.
 It increases student participation and fosters
collaboration.
 It empowers learners thus enhancing autonomy and
self-reliance
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Benefits of discovery learning

 What are the dis-advantages. Quiz.
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Disadvantage of guided

 According to the Johnson & Johnson model, cooperative
learning is instruction that involves students working in teams to
accomplish a common goal, under conditions that include the
following elements
 Positive interdependence. Team members are obliged to rely on one
another to achieve the goal. If any team members fail to do their part,
everyone suffers consequences
 Individual accountability. All students in a group are held accountable for
doing their share of the work and for mastery of all of the material to be
learned
 Face-to-face promote interaction. Although some of the group work may
be parceled out and done individually, some must be done interactively, with
group members providing one another with feedback, challenging reasoning
and conclusions, and perhaps most importantly, teaching and encouraging
one another
 Appropriate use of collaborative skills. Students are encouraged and
helped to develop and practice trust-building, leadership, decision-making,
communication, and conflict management skills.
 Group processing. Team members set group goals, periodically assess
what they are doing well as a team, and identify changes they will make to
function more effectively in the future
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Cooperative Learning

 Team formation.
 Form teams of 3–4 students for most tasks
 Make the teams heterogeneous in ability level
 If assignments require work being done outside class, form
teams whose members have common blocks of time to meet
during the week
 When students in a particular demographic category are
historically at risk for dropping out don’t isolate members of
that category in a team e.g. Maasai.
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Cooperative Learning

 Jigsaw
 Is a cooperative learning structure applicable to team
assignments that call for expertise in several distinct areas
 The students are formed into teams according to the number
of expertise needed in the learning task
 Divide each area of expertise to a given student.
 Each students in the same expertise area reserve a training
from expert or seek the information.
 The student return to their original group then complete a
given tusk and group task will be awarded a group mark.
 Finally the test is prepared to measure the understand of
individual students to the whole group task.
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Cooperative learning techniques

 This teaching method promotes:-
 Active participation
 Individual accountability
 Students' ability to work cooperatively
 Improvement of social skills
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Advantages of Cooperative Learning

 Peer Editing.
 A written or oral report that is been edited by peers at first then
by instructor.
 The grade rubric is given for peers to edit the work
 The final grade is given by instructor and some of marks are
award to the editor too.
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Cooperative learning techniques

 Discussion is a means of employs the art of seeking
information and stimulating thinking and elaboration at
all levels of human reasoning to achieve agiven
objective
 Discussions may occur in the classroom or online. One
way to implement discussions with twenty-first century
students is to use discussion boards. Previously
referred to as "bulletin boards" or "message boards.
 Good discussion may result from the expertise of the
facilitator, get students talking and keep them talking.
 provide students with a basic framework for analyzing
text, problem, or example in your field.
 Successful Discussions are guided by specific teaching
goals such as increasing students’ comfort with the
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Class Room Discussion

 Puts the burden of learning on the student and
increases learner involvement
 Provides both learner and teacher immediate
feedback
 Is useful for guiding learners to higher levels of
thinking and inquiry
 Provides valuable clues about learner motivation and
how to best facilitate learning
 Helps students identify and build on preexisting
knowledge
 Increase students’ comfort with the specialize
language and methods of field
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Advantage of large group discussion

 Can be time-consuming
 Relies on learner preparation and willingness to
participate
 Can lead to a dominant few controlling the floor to the
exclusion of fuller participation
 Cannot ensure full participation within a large group
The typical solution for this problem is to have
students pair up to discussion.
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Disadvantage of large group discussion

 Is groups of 5-10 students addressing case-based
tasks, exchanging points or views while working
through a problem-solving process.
 Usefulness of Small Group discussion
 Useful to train the effectively managent of group dynamics
 Help the group address conflict in constructive ways
 Key thing to consider.
 Create safe environment for learners to participate, ask
questions, and makemistakes without sanctions
 For groups meeting regularly over a period of time, establish
groups rules
 Ensure seating arrangement that facilitates discussion
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Small group Discussion

 Can potentially degenerate into off-task or social
conversations
 Can be frustrating for participants when they are at
significantly different levels of knowledge and skill
 Can be unpredictable in terms of outcomes
 Increases potential for interpersonal conflicts
 Can be time-consuming
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Disadvantage of small group.

 A process for generating multiple ideas/options in
which judgment is suspended until a maximum
number of ideas has been generated.
 Following generation of ideas, options are typically
analyzed, a best solution identified, and a plan of
action developed
 Advantage:-
 Actively involves learners in higher levels of thinking
 Promotes peer learning and creates synergy
 Promotes critical thinking
 Helps groups reach consensus
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Brainstorming

 Disadvantage.
 I requires learners to value their fellow’s inputs to the
discussion (generate ideas without making judgments)
 May not be effective with large groups
 Can lead to “group think”
 How to us it:
 Use to stimulate thinking, creativity, inquiry, and consensus
 Do not use the method when there is only one or a few
possible “correct” responses
 Provide clear instructions for how the processworks
 Ensure that participants adhere to the rules
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Brainstorming

Question and answer
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 Teacher and students exchange questions and answers
 Develops/satisfies curiosity
 Interactive
 Develops dynamism among students

Constructive controversy
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 Teams of students take turns to prepare arguments
for opposing sides of an issue, and present the
perspective as if it was their own; then they meet
together to attempt to write a compromise position
on the issue.
 Develops research, presentation, and decision-
making skills;
 Encourages the ability to see alternative
perspectives; promotes consensus building.

Panel discussion/Workshop
method
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 Presentation by experts followed by questions and
general discussion by the audience.
 Useful for influencing policy decision or course of
action at macro level.

Role playing
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 Acting of defined roles so as to highlight the reaction
of particular people towards a situation,
communication or person.
 Encourages learners to identify and understand
multiple perspectives on an event or issue;
 Enables learners to see the interdependence between
different aspects of an issue;
 Helps them to understand the consequences of various
actions.
 Develops communication skills, empathy

Dramatization
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 The dramatization teaching method refers to a
collection of teaching tools that include traditional
drama techniques, such as improvisation, storytelling,
role playing and games.
 A lot of emphasis is placed on engaging students
through interactive activities. Dramatic teaching is
integrated into many different types of curriculum

Montensori
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 Montessori is a scientific method of education based on
observation of students. Montessori method
emphasizes education that encourages spiritual,
emotional, physical and intellectual fulfillment. This
method is used widely across all age groups and levels
of intellectual abilities curriculum.
 Environments are created to observe and inspire
students to participate in social interactions and
flourish in their personal styles of learning. The
Montessori method of education is designed to develop
students' enthusiasm for learning, teaching and being
helpful members of their communities.

Drill
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Is a teaching method used for making learners practice
some skills.
Disciplined, repetitious exercise as a means of teaching and
perfecting a skill or procedure.

Mnemonic
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A mnemonic is a tool to help remember facts or a large amount
of information. It can be a song, rhyme, acronym, image, or a
phrase to help remember a list of facts in a certain order.
Example
My Very Excited Mother Just Served Us Nine Pies
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, and Pluto)

Project Method
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 It is experience-centred strategy related to life situation.
 It focuses on socialization and achievement of cognitive,
affective and psychomotor objectives.
 It is based on principles of utility (closer to social life),
readness(involve learners), learning by doing, socialization
and inter-displinary a.pproach

Reciprocal teaching
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 Reciprocal Teaching is a strategy that asks students
and teachers to share the role of teacher by allowing
both to lead the discussion about a given reading.
 Reciprocal Teaching involves four strategies that
guide the discussion: predicting, question generating,
summarizing and clarifying.

Think Pair share
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 Think-Pair-Share (TPS) is a collaborative learning
strategy in which students work together to solve a
problem or answer a question about an assigned
reading.
 This technique requires students to (1) think
individually about a topic or answer to a question;
and (2) share ideas with classmates. Discussing an
answer with a partner serves to maximize
participation, focus attention and engage students in
comprehending the reading material.

Guest Speaker
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 This method is used where a guest is invited in the class to
give lecture or to explain about something.
 Most often a guest speaker is someone with vast
experience on the subject matter.

Simulation
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 A simulation activity involves participants in a
hypothetical situation or setting that is based on a
simplified but operating model of the "real world.“
 The participants, in turn, are generally called upon to
react to a specific predicament, process, or problem
that has been singled out for emphasis in the
simulated social environment or setting.

Debate
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 a discussion between people in which they express
different opinions about something
 A hot topic can be paused by the teacher to be
debated.
 Most common where the issue in question is having
two different opposing ideas.

Field Trip
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 A field trip or excursion is a journey by a group of
people to a place away from their normal
environment. When done for students, it is also
known as school trip in the UK, New Zealand,
Philippines; and school tour in Ireland.
 The purpose of the trip is
usually observation for education, non-
experimental research or to provide students with
experiences outside their everyday activities, such as
going camping with teachers and their classmates

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For each of at least 15 teaching methods you have
learnt, write at least three advantages and three
disadvantages of each.
ACTIVITY # 8 (Group Task 5 marks)

Use of Media in T/L Mathematics
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 The teaching media are information carriers that are
used by the teacher to facilitate the learner’s rate of
learning in teaching and learning environment.
 They also enhance the teacher’s presentation of the
subject content.

Why use Media in T/L Mathematics
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 To focus attention of the learners.
 To motivate learner’s interests.
 To reinforce visual and verbal messages.
 To clarify verbal concepts.
 To save teacher’s time for presentation.
 To provide source of information and authority.
 For easy evaluation of learning outcomes.
 To enhance student’s retention.

Qualities of Good Media
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 It supports the lesson objectives.
 Should be student centered.
 Builds on previous learning.
 Contain useful and meaningful content that is
consistent with sound principles of learning.
 Appeals to students.
 Maintains students’ interests and attention.

Qualities of Good Media contd…
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 Lead students in the direction of the behavior or
learning outcomes specified in the learning objective.
 Encourages learner’s participation.
 Provide proper stimuli and reinforcement.
 Should be easily understood.
 Includes appropriate safety precaution.
 Includes appropriate safety precaution.
 ’ interests and attention.

Styles in Teaching
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 In this part the focus is made on how the teacher
communicates with his or her students in T/L context.
Verbal and Non-Verbal Communication
 Find out all you can about the room in which you will be presenting
 Use the classroom as a stage
 Prepare
 Speak loudly and clearly
 Modulate the tone, pitch, and speed of your speech

Styles in Teaching
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Verbal and Non-Verbal Communication
 Use gestures and facial expressions to help you explain, emphasize,
and communicate the material
 Develop a teaching persona
 Show passion and enthusiasm for the topic
 Do not read your notes or slides
 Interact with and pay attention to your audience
 Do not take yourself too seriously
 Keep track of the time

Effective Use of the Chalkboard and
Visual-Aids
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 Using the Chalkboard
 Using Visual Aids, such as PowerPoint Slides

Effective and Meaningful Organization of
Content
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 Plan the content
 Provide a structure
 List objectives or provide an outline at the beginning of each class
session
 Organize course content with a theme or storyline
 Remember that a typical student’s attention span is 15-20 minutes
 Allow for pauses and “wait-time.”

Competence based Teaching and
Learning
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 Competency based T/L is the process that moves T/L from focusing
on what academics believe graduates need to know (teacher-focused)
to what students need to know and be able to do in varying and
complex situations (student and/or workplace focused).
 focused on outcomes (competencies) that are linked to workforce
needs, as defined by employers and the profession. The T/L
outcomes are increasingly complex in nature, rather than deriving
from the addition of multiple low-level objectives.

Competence based Teaching and
Learning
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 The process necessitates more complex assessment, involving
portfolios, experiential learning assessment in field experience,
demonstration in varying contexts, role play, use of standardized
patients or clients, etc.

Module Four: ICT as a pedagogical
Tool
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Integrating ICT in Teaching and Learning ICT
 Appropriate use of ICT can enhance the teaching and learning
of Science. It is also an expectation of the National Curriculum
that teachers will use ICT in teaching Science.
 The use of computers altered Science teaching. Therefore, the
use of ICT has a central place in the teaching of Science
Computers offer powerful opportunities for pupils to explore
mathematical ideas, to generalize, explain results and analyse
situations, and to receive fast and reliable, and non-
judgmental, feedback.

ICT as a pedagogical Tool
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 In this module will shall discuss how to help teachers to be
aware of the different possibilities offered by ICT and to use
ICT to enhance the teaching and learning of Science by
addressing five interrelated key questions.

April 13, 2023
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 The questions are:
 Why should I use ICT?
 Which areas of Science
The questions are:
1.Why should I use ICT?
2.Which areas of Science can benefit?
3.Which ICT should I use?
4.How do I organize the use of ICT?
5.How do I teach using ICT?

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Why should I use ICT?
 Allow pupils to investigate or be creative in ways not possible
otherwise;
 Give them access to information not otherwise readily available;
 Engage them in the selection and interpretation of information;
 Help them to think through and understand important ideas;
 Enable them to see patterns or behaviors more clearly;
 Add reliability or accuracy to measurements;
 Enhance the quality of their presentations;
 Save time, for example, spent on measuring, recording or writing.

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Aspects of T/L Science with benefit using ICT
 Pedagogy
Will using ICT help me to teach mathematical facts, skills and
concepts effectively? Will using ICT help increase pupils’
knowledge, give them an opportunity to practice and reinforce some
mathematical skills, or improve their mathematical understanding?
 Science
Will using ICT help pupils to calculate results, produce relevant
tables and draw graphs, or solve mathematical problems?
 Organization
Will using ICT help pupils to organize, present and refine their work
and communicate their findings?

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Areas of Science that benefits more from the use
of ICT
 Applying Science and solving problems
 Place value, ordering and rounding
 Equations, formulae and identities
 Sequences, functions and graphs
 Geometrical reasoning: lines, angles and shapes
 Transformations
 Coordinates and Handling data
 Construction and loci. Etc.

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Which ICT should I use?
There are many types of software available for teaching and learning Science.
 Generic software: spreadsheets (and databases)
 Content-free, Science-specific software: graph plotters, dynamic geometry,
computer algebra systems (PheT Science simulation)
 Programming languages: Logo (and Basic)
 Content-specific software: usually aimed at particular Science content (Maple 9
or Maple 14)
 Graphical calculators:
 Information resources: Internet, CD-ROMs, data files, social media (YouTube)
 The specific features and most common uses of these different types are described
below.

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How do I organize the use of ICT?
A number of decisions need to be made when planning to use ICT.
 How will I organize the ICT equipment? Will I use one computer or
graphical calculator projected on to a whiteboard, one standalone
 computer, a suite of computers, or a class set of graphical
 calculators?
 How will the pupils be grouped? Will they work as a whole class, in
small groups, in pairs or individually?
 How will the ICT be used? Will it be accessible to the pupils, or just
controlled by me?

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Using ICT in Working with the whole class
 A graphical calculator or computer can be projected on to a
whiteboard to support interactive teaching.
 This may be useful to:
 Introduce, review or demonstrate a new mathematical fact, skill or
concept;
 Practice or consolidate previously learned mathematical facts;
 Introduce a question, puzzle or problem which pupils then work on
either with or without access to ICT;
 Observe a simulation or discuss some data that have been collected;
 Share pupils’ work.

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Using ICT in Working with the whole class
 A graphical calculator or computer can be projected on to a
whiteboard to support interactive teaching.
 This may be useful to:
 Introduce, review or demonstrate a new mathematical fact, skill or
concept;
 Practice or consolidate previously learned mathematical facts;
 Introduce a question, puzzle or problem which pupils then work on
either with or without access to ICT;
 Observe a simulation or discuss some data that have been collected;
 Share pupils’ work.

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Using ICT in Working with small groups, pairs or
individuals.
 Small groups of pupils may particularly benefit from using ICT to:
 Investigate and explore a mathematical problem or situation;
 Practise or consolidate previously learned mathematical facts;
 Research and find information;
 Collect and analyse data;
 Use a simulation;
 Solve a problem;
 Organise and present their work.

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How do I teach using ICT?
 Teaching learners such that they can gain maximum benefits from
using ICT in Science,
 teachers need to be aware of the following.
 Practical activities and work with pencil and paper usually need to
take place alongside the work on the computer or graphical
calculator.
 Pupils can use ICT to generate large amounts of data. They need to
be taught to find, organise and use the information that is fit for a
clearly defined purpose.

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How do I teach using ICT? Contd..
 Pupils can use ICT unthinkingly, pressing button after button to move
rapidly from one screen to the next. They need to be encouraged to focus
on what they see and to ask questions such as ‘Why did that happen?’.
 Feedback provided by ICT can lead pupils to make generalizations based
on experimental evidence. It is important that pupils are encouraged to
reflect on what they see, evaluate the evidence, make predictions and
explain their conclusions. Teaching with ICT should focus on observation,
explanation and proof.
 Use ICT to help student to collaborate online and.
 Use ICT for students to practice simulation and games about the certain
concepts

April 13, 2023
148

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