Teaching Skills 2nd TB Edit

Second Edition
This book was developed by

©Educasia/The Curriculum Project a division of the Thabyay Education
Foundation
© Educasia, Yangon, Myanmar. All rights reserved. No part of this document may be reproduced,
stored in a retrieval system or transmitted by any means electronic, mechanical, photocopying,
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Printed in Myanmar.
Table of contents
Introduction 1
Unit 1: Teacher roles and responsibilities 7
 Qualities of a good teacher
 The role of the teacher
 Responsibilities of the teacher
 The teaching cycle
Delivery plan 14
Unit 2: How we learn 16
 Thinking about learning
 Learning in the classroom
 Learning styles
Delivery plan 23
Unit 3: Equality in the classroom 25
 What does equality mean in education?
 Motivating every student
 ARCS
Delivery plan 30
Unit 4: Teaching for learning 31
 Learning objective tasks and activities
 Learning objectives and the cognitive domain
 Appropriate verbs for use in learning objectives
 Planning a lesson
 Instructional skills
Delivery plan 44
Unit 5: Progress, feedback and assessment 47
 What is assessment?
Delivery plan 54
Unit 6: Resources 55
 Using resources
Delivery plan 60
Unit 7: Group work 61
 Using group work
Delivery plan 65
Unit 8: Classroom management 66
 What is classroom management?
 Techniques
 Reward and punishment
Delivery plan 70
Appendix A 71
Appendix B 72
Appendix C 73
Appendix D 75
Appendix E 77
Teaching Skills: Teacher’s Book
Introduction
This book has been designed to help you deliver the course Teaching Skills.
Included in the text are the student materials followed by a simple delivery plan.
Where required answers have been given to exercises, however in most cases
answers are based on the students experience and discussions in their various
groups.
Read through each of the units before you start teaching. Plan how many lessons
you will need to teach for each unit, which activities you will do in class, which you
might have the student complete outside of class and which activities you might
skip. Also determine what resource materials you will need for each of your lessons.
No additional resources such as cue or task cards have been included in this book.
As the teacher you are asked to be responsible for developing your own resources
to suit your teaching style.
Language
Although this book is in English, you should, when necessary, use the students’ first
language to explain new information and as part of a guided class discussion.
Key ideas used throughout the course are outlined in this general introduction. Each
unit also has different ideas that students will need to understand. Most of these
are summarised in the short reading passages.
What and how students learn as part of this course

Learning activities: The learning activities in this course do four things:
1. Provide information and ideas that students need to know to be an effective
teacher.
2. Demonstrate many ways of learning.
3. Demonstrate different techniques that can be used by the students in their
own classrooms.
4. Encourage the students to reflect on how they should use different teaching
methods in their own classrooms.
Learning objectives: Learning objectives are given at the start of each unit in the
Student’s Book, and in the course map following this introduction.
Learning points: These are the main ideas that students should get from the
discussions and activities. Learning points are given throughout this book.
1
© Educasia V. 1.0 (Second edition) August 2013
Modelling: Model good teaching. If students see good teaching, this gives them an
example of how to teach well.
Techniques for training

Review
Start each lesson by briefly reviewing the previous lesson or unit. If students have
completed a class observation, link their experience to the review. Show the
connection between the last lesson and this lesson.
Introducing the unit

Use a variety of different methods to
introduce new units and texts.
Method 1: Brainstorming: Teacher asks the
students what they know about topic. This is
particularly useful when starting a new unit.
Method 2: Teacher explains the information
in their own words and asks students for
examples from their experience.
Method 3: Teacher checks students’
understanding of key words, then students
read the introduction or reading text.
Method 4: Students read the introduction or text, using a dictionary to look up any
words they do not know.
Method 5: Students read the introduction or text. Teacher asks questions to
check they have understood it.
Discussions
Use the prompt questions given to develop discussion.
Give students thinking time to note their ideas before you start the discussion.
Ask students for the first answers or
ideas then ask whether other
students agree.
Use follow-up questions for

stronger students.
Summarise the discussion and learning
points.
A teacher needs to have the
confidence to enter into discussion
with students and asking prompt
2
questions for further clarification. If students don’t agree with you, listen to their
ideas – they might be right…
Group work
Forming groups; Pair and group work is a core method in active learning. These
materials do not specify how groups should be formed for
each activity. When forming groups, think about the class and
choose the best method for your purpose.
Setting and managing group work tasks; Use the checklist
in this book and make sure that the students understand what
they have to do.
Reporting back: Have groups report to the class on their
work.
Records: Students need to keep their own record of group
work. Give them time to make notes and summaries, or they
may forget valuable parts of the learning.
Timing activities
Find the right level for your students and the task. Timing will also depend on how
difficult and/or familiar the topic or task is. Do not give students too much time to
start with – they may finish early and get restless, unless you have a relevant
extension activity for them.
If you find, however, that students are all still busy and on task and need more
time, you can extend it.
Answers
This course is to help students understand and use the principles of good teaching.
Many of the activities do not have right and wrong answers. Students may have
different or better ideas.
The Student’s Book

The Student’s Book has eight units on different aspects of teaching. Each unit
contains some or all of the following:
Reading passages and diagrams

These present new information or summarise information.
3
Learning activities
Learning activities help students discover what they already know; link new learning
to that; and understand, practice and apply their learning. Students are often
asked to apply their learning by designing a learning activity themselves.
Reflection
In some units there are places where students think about what they are learning,
and how they are progressing. This is for
personal reflection and self-assessment.
You could ask students to write answers to
these questions if you want to check their
understanding.
Summary
Each unit has a summary of key learning
points. This is usually in a bullet-point list.
Sometimes it is a longer piece of writing.
Class Observations
Students observe an experienced teacher. Observations are linked to the subject
of that unit.
If you are teaching this course as a long course, you may want students to do all the
proposed observations. But in a short course, students need only do one or two
observations. This is your decision, based on your circumstances.
If students do an observation, you should follow this up with a report, class
discussion, or a five minute one-to-one session.
Sometimes it might not be possible for students to do observations, such as when
there are no experienced teachers in the area or the teachers are not willing to be
observed.
Practical tasks
In some units, there is a practical task instead of an observation. These are also
linked to the subject of that unit.
Assessment
Each unit has an assessment task. These tasks check understanding and application.
They usually ask students to connect the ideas in the unit to their own experience.
These tasks are assessments for the learning tasks. They are not pass/fail tests.
If you also use them as a method of continuous assessment, then they should be
4
used as a two-point scale ‘Pass’ or ‘More work needed’. If more work is needed, you
must explain clearly and specifically what the student needs to do to improve.
Course overview
Unit Topic/learning objectives Unit content Skills development
activities
1
Teacher roles and  Qualities of a good teacher  Analyse personal
responsibilities  The role of the teacher experiences
 Identify the qualities  Responsibilities of the  Guided discussion
of a good teacher teacher  Comprehension
 Describe a teacher’s  The teaching cycle  Analysis
typical roles and  Observation
responsibilities  Presentation
2
How we learn  Thinking about learning  Analyse personal
 Identify different  Learning in the classroom experiences
kinds of learning,  Learning styles  Guided discussion
drawing on your own  Comprehension
experience  Observation
 Explain different  Analysis
approaches to  Presentation
learning in the
classroom.
3
Equality in the classroom  What does equality mean  Comprehension
 Explain key concepts in the classroom?  Analysis
in equality, and how  Motivating every student  Guided discussion
they can affect  ARCS  Observation
teaching and learning.  Presentation
 Identify the main
motivators for
learning, and explain
how to use this
knowledge in your
teaching.
4
Teaching for learning  Learning objective tasks  Comprehension
 Write a learning and activities  Analysis
objective  Learning objectives and  Guided discussion
 Apply Bloom’s the cognitive domain  Observation
taxonomy to writing  Appropriate verbs for use  Developing a plan
learning objectives in learning objectives  Presentation
 List five events of  Planning a lesson
learning  Instructional skills
 Develop a lesson plan
5
5
Progress, feedback and  What is assessment?  Comprehension
assessment  Analysis
 Identify different  Guided discussion
assessment methods  Presentation
 Explain the use of  Review
assessment methods in
different contexts
 Demonstrate good
practice in giving
feedback
 Explain the need for
record keeping in
relation to progress
and assessment
6
Resources  Using resources  Comprehension
 Determine available  Guided discussion
resources in your  Presentation
subject area  Review
 Make creative use of  Developing
resources in your resources
subject area
7
Group work Using group work  Guided discussion
 Explain the uses of  Presentation
group work  Ordering
 Use group work as  Analysis
part of your teaching
portfolio
8
Classroom management  What is classroom  Guided discussion
 Explain the principles management?  Presentation
of classroom  Techniques  Reflection
management  Reward and punishment  Analysis
 Use a range of
strategies to manage
the classroom
6
UNIT 1: Teacher roles and responsibilities

Learning objectives: At the end of this unit you will be able to:
 Identify the qualities of a good teacher
 Describe a teacher’s typical roles and responsibilities
Thinking about teaching

Working in groups of four, complete the following activities.
My worst teacher
Think of worst teacher you have had and list on flip chart paper all the reasons why he
or she was a bad teacher.
My best teacher
Think about the best teacher you have had and list on flip chart paper all the reasons
why he or she was a good teacher.
Good teachers
List the strengths of good teachers
Put up the three flip charts and briefly describe your findings to the class.
As a class, using the group flip charts as a guide, discuss what makes a good teacher.
Knowledge, attitudes, behaviour and skills

Check your understanding. Match these words with the correct definitions:
1. knowledge (n) a. how someone acts

2. attune (n) b. information and understanding
3. behaviour (n) c. ability to do something
4. skill (n) d. how someone thinks and feels
As a group review the list of strengths developed by your group and put each under one
of the following headings.
Knowledge Attitudes and behaviour Skills
A good teacher needs knowledge, good attitude and behaviour and a lot of skill
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The qualities of a good teacher

A teacher needs to know and understand:
 The subject to be taught
 How to teach the subject
 How to plan teaching so that students can learn
Attitudes and Behaviour

The good teacher needs to have an attitude that is:
 Positive about teaching and helping students learn
 Fair so they do not have favourites in the class and is interested in all of the
students
A good attitude is displayed by the teacher in

the classroom when he or she:
 Praises the student for good work and
effort
 Keeps calm and is patient and helpful
 Does not get angry with the students
 Treats students with respect and does
not treat some better than others
Skills
The good teacher is able to:
 Give structure to the learning through
good planning
 Make learning interesting and relevant so the student is motivated to learn
 Assess student progress so the student can manage their own learning
 Manage the classroom to ensure that all students are working well and
progressing
Check your understanding. Match these words with the correct definitions:
1. relevant (adj) a. reason to do something

2. motivation (n) b. organising framework
3. structure (n) c. meaningful because its related to life
The result of good teaching is good learning
8
The role of the teacher
The role of the teacher is to guide, facilitate

and manage learning for each of his or her
students
Key words
Achieve (v): succeed in
Facilitate (v): help, and make the task easier. A good facilitator (n) uses their skills to
help students learn and achieve the task.
Guide (v): show people the way. A good guide (n) knows where to go, how to get there,
and looks after the group with care and attention.
Learning objective (n): the end point of the learning; what the learning aims to achieve
Task (n): a job to do, or an activity with a purpose.
The role of the teacher is to guide, facilitate and manage learning for each of his or
her students.
To guide learning, teachers need to know what they are going to teach, and how they
are going to teach it. They also need to watch every student’s progress, to make sure
that students achieve their learning objectives.
A good teacher is able to facilitate individual and group learning. They are able to
interest students and motivate them to take part actively in lessons. They help
students understand what they are learning by giving structure, and making learning
relevant to the students.
To manage learning, the teacher has to plan. This means planning the whole course to
give the overall direction. It also means planning what to cover week by week, to make
sure that the students can finish the course in time. A teacher also needs to plan each
lesson, so that every lesson helps students towards their
learning objectives.
Managing learning also means that a teacher has to manage
the classroom and make sure that all students are working
well, and are not wasting their own time, or stopping other
students working.
Finally, good teachers are also learners. They think about
their teaching, about what worked and what didn’t work. They
are not afraid to try new things. They learn from their
mistakes. The teacher, who continues to learn, makes the
work new and interesting both for themselves, and for the
students.
To carry out this role well, and give all students high quality
learning, a teacher needs the right knowledge, attitudes,
9
behaviours and skills. They need to be able to use these qualities together to help
students learn.
Please answer all of the following items in the space below. Please note this is an
individual exercise NOT a group exercise.
1. Describe what teachers need to know and do to guide learning

2. Describe how a teacher can help students understand what they are learning
3. List all of the different things a teacher has to plan.
4. List all of things a teacher has to do to manage the classroom
Responsibilities of the teacher

Teaching contains different stages. A useful way of looking at these stages is to see
them as a cycle. In any cycle, each stage leads on to the next and each cycle of learning
builds on the one before. There are five key stages in the teaching cycle. In order to
provide good quality teaching to his or her students the teacher has to work through
this cycle in the right order. The cycle can apply to the lesson, the topic, or the whole
course.
Key words
Cycle (n): a repeating circle of events
Stage (n): step or part of doing something
The teaching cycle

Opposite is a list of the stages of the _______
teaching cycle. They are in the wrong
order. Put them in the correct order.
 plan
_______ ______
 assess
 teach
 evaluate
 identify needs
______ ______
10
Missing pieces
A teacher goes into the classroom.
Teacher: Right. Open your books at page 46.

Student: Sir, we did this last week.
Teacher: Did we? Ah yes, I remember. Ok then, go to page 52. Read the unit and
answer the questions at the end.
The teacher sits at the front of the room, marking the homework from another class.
Half way through the lesson, a student asks a question.
Student: Sir, we need to look at a map to answer question 5.

Teacher: Do you? Mmm. You’d better leave that question out and go on to the next one.
At the end of the lesson, the teacher leaves the room thinking, ‘That was a good lesson.
The students were quiet and got on with their work’
Do you agree with the teacher that this was a good lesson? Which of the five stages of
the teaching cycle did he cover in the lesson?
The stages of the teaching cycle

In the Missing Pieces scenario none of the stages of the teaching cycle were present!
As a group choose one stage of the teaching cycle. Make sure that each group chooses
a different stage then answer the following questions:
1. Why is the stage important? For example why is it important to evaluate
teaching?
2. How can the teacher do this? For example how can a teacher evaluate their
teaching?
Identify needs
A teacher should determine student needs so that they can plan their teaching at the
right level for the students. With a new group, the teacher needs to determine what
they already know, the abilities of the group, and how they learn best. The teacher
should also get to know the students well enough to know what difficulties they may
have and what could make a difference to their learning.
Plan learning
Teachers need to plan the learning they are going to facilitate. Planning provides a
structure in which each piece of learning builds on earlier learning. (a building block
approach) The teacher needs to know where they are going. This means they need to
know what subject content they are going to teach and the grade level of the students.
It also means the teacher needs to know how to teach the subject. It is difficult to
guide learners when the teacher does not have a plan.
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A teacher has to plan at several levels, at an outline level for the whole course and at a
lesson level for the various topics in the course. Sometimes planning will also include
developing learning activities and hand-outs for students.
Teach
A teacher needs to have clear learning objectives, set at the right level. Objectives aid
learning by describing the various teaching and learning activities that the teacher has
to facilitate and manage. The teacher needs to use a variety of teaching and learning
activities in every class to make learning interesting and to motivate students. A
variety of approaches is also needed to help students with different learning styles and
skills.In the classroom, the teacher also has a responsibility for the welfare of the
students. This includes making the classroom safe, and also thinking about the students
as individuals.
Assess learning
A teacher needs to know how well the students understand their learning. Students
also need to know how they are doing, so that they can do the work needed to succeed.
Regular assessment helps both teacher and student. Assessment does not always mean
tests and exams. Giving feedback to students is also a kind of assessment. Assessment
helps the teacher determine the success of their teaching. As a teacher it is important
to understand the difference between assessment and evaluation. Assessment concerns
people, so a teacher would assess his or her students. Evaluation concerns determining
the worth of something, so a teacher would evaluate the ‘worth’ of his or her lesson by
asking the question ‘How well did the lesson work?’
Evaluate teaching
A teacher needs to know how successful their teaching was and learn from the things
that went well, and also the things that did not go so well. Teachers need to think about
the lessons they give and make notes about what worked and what didn’t work.
Teachers need to look at the student assessment results to see how they are
progressing towards their learning objectives. Teachers also need to get feedback
from the students from time to time. Evaluation helps teachers identify student needs
for the next cycle of learning.
Self-assessment:
Practical task: Observation 1
Observe an experienced teacher teaching his or her class for up to one hour.
While observing the class:

Note anything the teacher did that you thought was good and made the lesson
interesting.
Answer the following three questions;

1. What is the teacher doing well?
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2. What is the teacher not doing well?

3. What things would I do differently if I was the teacher?
13
Delivery Plan
Unit 1: Teacher roles and responsibilities
Required resources:
 Flip chart paper
 Markers
 Student Book
Introduce the unit and review the learning objectives.
Break the class into groups of four. You may want to retain these groups for the
remainder of the course or change them for each topic.
Move straight into the activity and have groups complete the three flip charts and put
them up on the wall.
Have each group briefly describe their findings to the class
Using the flip charts as a guide lead the class in a discussion on what makes a good
teacher. Focus on the positive points rather than the negative.
Have students complete the understanding activity.
Answer
1=b
2=d
3=a
4=c
Have students complete the three column chart. Note there is no definitive answer for
this activity.
Review the attitude, behaviour and skills materials
Answer
1=c
2=a
3=b
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Discuss the role of the teacher and review the key words
Discuss the responsibilities of the teacher and review the key words
Review the teaching cycle and have students complete the activity
Identify
needs
Evaluate Plan
Assess Teach
Have students complete the Missing Pieces activity

Students should NOT agree with the teacher, it was NOT a good lesson. No elements
of the teaching cycle was present
As part of this unit the students are to observe a teacher in the classroom. This, of
course, will take place outside of this course. If students are able to observe a
teacher, time must be allocated for some of them to report back. Other units also call
for teacher observation so those students who do not report back for this unit should
do so in subsequent units.
Students are to develop a report on the observation activity. This report will be graded
‘Pass’ or ‘Needs more work’ by you. You can develop the report format or allow the
students to develop their own.
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Unit 2: How we learn

Learning objective: At the end of this unit, you will be able to:
 identify different kinds of learning, drawing on your own experience
 explain different approaches to learning in the classroom.

students
Thinking about learning

Real life learning
We have all learned many things in our lives. For example how did you learn the
following things?
 the words to a song
 riding a bicycle
 that water is wet
 sharing food
 giving an opinion
As a group discuss what did you do to learn these things, who helped you learn them and
how did they help you?
List your findings on a flip chart and be prepared to present them to the class
Approaches to learning
As a group list on a flip chart the
different ways that people learn, when
you are finished put the flip chart on the
wall.
As a class review the different flip

charts and discuss the following:
 Which of these ways of learning
happen in the typical classroom?
 Do some kinds of learning happen
more than others in the classroom?
Learning in the classroom

Theories of learning have developed over the years, and these have made a difference
to learning in the classroom. Three key approaches to learning have been the most
important over the past 40-50 years.
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The earliest approaches to learning focus on a teacher-centred approach where the

teacher gives the students information. Students are passive and listen to the teacher,
and ‘learn’ what they are told. A lot of learning is based on remembering, and repetition
and learning can seem unconnected to real life. This is the instructional method.
Later, approaches began to focus more on having the student think and understand
what they were learning. Students explored the world around them, and developed
their own understanding by thinking about what they are discovering, and making
connections. Students are active. This is the discovery method.
More recently, approaches focus on the

interaction between the students and the Instruction
"I tell you"
teacher. The teacher helps students develop Teacher-centred
their skills, knowledge and understanding by
building on what they already know, and
connecting learning to real life. Students work
together, and are active. This method is about
the teacher and students working together.
Interaction Discovery
"We talk" "You find out"
Working together Student centred
As a group discuss the following:

1. What do teachers mean by a good student? Does the teacher like students to be
quiet and listen, or to ask questions? What does this tell you about how students
are expected to learn?
2. List the typical kinds of learning actives that happen in a classroom? What does
this tell you about how students are expected to learn?
3. How much interaction is there between a teacher and students? What does this
tell you about how students are expected to learn?
Key words
Active learning (n): students learn by being active – discovering and thinking about
their learning
Passive learning (n): students learn by listening to the teacher and remembering
information
Theory (n): explanation of a system of thought
Approach (n): way of thinking about something
Focus (n): central point
Method (n): way of working
Interaction (n): communication between two or more people
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Read the following list of classroom activities. Think about your own learning
experiences and give each activity onthelistascoreof1if the activity never happened or
only happened occasionally or2 if the activity happened a lot for you.
Activity Happened a Happened

little a lot
Taking notes from the teacher
Listening to the teacher talk
Copying notes from the board
Remembering facts
Asking the teacher questions
Working in small groups to solve problems
Having a guided discussion led by the
teacher
Trying things out to see if they worked
Answering comprehension questions
Getting feedback from the teacher saying
how well you were doing
Getting feedback from the teacher saying
how badly you were doing
Practising things
Making things
Going to the library
Taking tests
Writing exercises with right and wrong
answers
Writing essays
Working on a case study
As a group list on a flip chart, each of the above activities under the following three
headings. When you are finished put the flip chart up on the wall.
1. Instruction: Teacher centred-students passive

2. Discovery: Student centred- students active
3. Interaction: student and group centred-students active
Summary
All these approaches to teaching have their strengths. In today’s classroom, an
interactive approach that also uses a variety of teaching and learning techniques from
all three approaches will help to make learning interesting, motivating and relevant.
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Learning styles – How do I learn best?
So far we have looked at the different ways people learn, and some different
approaches to learning. This section is about different learning styles, and what that
means for both teachers and students.
Learning styles typically fall into three areas:
1. Visual learners who learn through visual information and remember how things
look
2. Auditory learners who learn through listening and remember sounds and voices
3. Kinaesthetic learners who earn through doing things and remember actions and
movement.
A great deal of research has been carried out regarding learning styles however it is
difficult to say that learning styles have a direct relationship to learning as this has
never been scientifically proven. However recognising that different people learn in
different ways helps the teacher better understand that they have to consciously plan
to integrate different activities into their classroom.
Learning styles questionnaire

Below are 15 statements about different ways of learning. Look at each statement and
decide how much you agree with it. If you strongly agree with the statement score it 4.
If you strongly disagree score it 1.
Disagree Agree
I listen to music when I work 1 2 3 4
I learn best by watching someone else and practising. 1 2 3 4
To spell correctly I write it out first. 1 2 3 4
I remember how the pages of the textbook look. 1 2 3 4
I prefer the teacher to write comments on my work. 1 2 3 4
I learn best by reading the textbook and hand-outs. 1 2 3 4
I often use my hands when I talk. 1 2 3 4
I can understand things better with a diagram. 1 2 3 4
I can remember the words to songs. 1 2 3 4
When I spell I see the word as I spell it. 1 2 3 4
I prefer the teacher to talk to me about my work. 1 2 3 4
I learn best by listening and asking questions. 1 2 3 4
I’d rather play sport than watch it. 1 2 3 4
I enjoy doing practical activities. 1 2 3 4
When I spell I say the words in my head. 1 2 3 4
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Visual Kinaesthetic Auditory

Question 4 _____ Question 2 _____ Question 1 _____
Total ___________ Total __________ Total ___________
The higher the score, the stronger your preference for that way of learning.
Most people use all three ways of learning to some degree.
Many people have one or two learning styles that are stronger than the other(s).
These words are all linked to human senses. Match the word with the sense.
1. visual a hearing
2. auditory b touching
3. kinaesthetic c seeing
Learning styles in action

Visual learners learn best through visual information, and remember how things look.
Teaching and learning strategies that support visual learning include:
 Diagrams, mind-maps, flow charts, tables
 Lists with bullet points
 Colour-coding or use of symbols to show links
 Demonstration and observation
 Watching presentations using diagrams, pictures, etc.
Auditory learners learn best through listening, and remember sounds and voices.
Teaching and learning strategies that support auditory learning include:
 Discussion; asking and answering questions
 Giving yourself instructions; hearing the words you are reading, inyour mind
 Memorising by repeating key points to yourself
 Teacher lecture or explanation with student asking questions
 Student explaining in their own words in response to people’s questions
Kinaesthetic learners learn best through doing things, and remember actions and
movement. Ideas need to be linked to the real world. Teaching and learning strategies
that support kinaesthetic learning include:
 Exploring, experimenting and trying things out
 Spreading work and workbooks out round you; getting up and moving around
 organising and categorising by moving things around (e.g. cue-cards)
 Real life, e.g. case studies
 Field studies
 Students explaining to others by showing them or using diagrams.
20
Self-assessment:
In a previous observation activity you were asked to observe an experienced teacher
teaching his or her class for 45 to 60 minutes. Combine this observation activity with
the first one.

Make a list of all the different things the teacher and the students are doing. Use the
following chart as a guide.
After the class think about which approach was used the most. Instruction, discovery
or interaction. Use examples from the class to support your opinion.
Teacher Students
 Presented the topic  Listened
 Gave an exercise for the text book  Worked in small groups
 Gave an example of the exercise
Summary how we learn

We learn in many different ways.
No single way of learning fits everything to be learned.
Some ways of learning fit some kinds of skills better than others.
People have different learning styles and preferences.
It is easier and better for people to learn in a way that helps them understand.
Understanding comes from linking learning to people’s own lives, experience and previous
knowledge.
Understanding comes from thinking about what you are learning.
Practising is an aspect of all learning, since it helps skill development.
The ‘interactive approach’ to learning does not replace the earlier approaches, but includes
useful aspects of each.
To deliver high quality learning, the teacher needs to work with all these things.
Assessment task
Please answer all of the following items. Please note this is an individual exercise
NOT a group exercise.
1. We learn in many different ways. Name three
ways of those ways.
2. No single way of learning fits everything to
be learned. Name at least two ways of
learning that will be useful in the subject you
will be teaching.
3. Some ways of learning fit some kinds of skills
better than others. What are three ways of
21
learning a practical subject?

4. People have different learning styles and preferences. How can knowledge of
learning styles be used by the teacher to support learning?
5. Practising is an aspect of all learning, since it helps skill development. Give an
example from your life or from school where practise developed your skill.
22
Delivery Plan
Unit 2: How we learn
Required resources:
 Markers
 Student Book
Note that you may want to do some additional reading on learning styles
You can retain the groups from the previous unit or set up new groups.
Move directly to the learning activity and have students discuss learning. Have them
put their findings on flip chart paper and be prepared to present to the class.
Review classroom learning and the issue of passive learning compared to active
learning.
Have groups discuss the three questions regarding ‘good’ students, learning
activities and student/teacher interaction. Note that there is no definitive
answer to these questions the discussions and answers will be based on student
experiences.
Review key words as needed.
Move on to the next activity and have individual students complete the
classroom activity chart. Once completed have each small group list the
activities under the headings of; Instruction, Discovery and Interaction on a
flip chart and put it up ready for discussion.
Introduce learning styles and restrict the review to visual, auditory and
kinaesthetic.
Have each individual student complete the learning style questionnaire and when
complete allow them to informally discuss their findings.
23
Answer
1=c
2=a
3=b
Review learning styles in action
This unit calls for an observation exercise like the previous unit. These
observations should be combined into one 60 minute session. All questions need
to be answered.
Review the take home assignment and advise students that it is due the next
day.
24
Unit 3: Equality in the Classroom

 Explain key concepts in equality, and how they can affect teaching and
learning.
 Identify the main motivators for learning, and explain how to use this
knowledge in your teaching.

students equally
The idea of equality in teaching and learning is that no student should be at a

disadvantage to other students. Of course, there are many disadvantages in the world
that can affect people’s opportunities: war, displacement, poverty, physical or learning
disabilities, and many others.
As a teacher we can’t change the things that have happened to people, but we can treat
all students equally in our classroom. We can also ask for equal opportunities in our
schools, to make sure school rules are fair to everyone.
What does equal mean in education?

Following are five pairs of students different from each other in some way.
If you wanted to treat people equally in each pair would you treat them the same or
differently? Consider the following, should the teacher:
 Change subject/topic/content/materials?
 Change teaching methods?
 Behave differently towards one or the other?
Girl Boy
Buddhist Christian
Visual learner Auditory learner
Fast learner Slow learner
A visually challenged learner A learner who has normal eyesight
As a group discuss how you would want to treat each of these groups make notes and be
prepared to present your opinion to the class.
25
Equality in the classroom is about being fair to everyone. To be fair to everyone does
not always mean treating people in exactly the same way. If students have different
needs, then we need to think about how to help with their individual needs.
Case studies: Inclusion issues

Read each of the following statements and choose ONE.
Discuss the issue in your group and determine how it might be resolved.
Prepare to present your findings to the class in the form of a short role play. Try to
involve as many people from your group in the role play.
Student Teacher
. I have to look after my two younger The students are just not
sisters on my own. One of them is motivated. They don’t see a future.
disabled and needs a lot of help and I They attend but they have little
. often can’t get my homework finished. interest in learning. They are only
The teacher is not helping me at all interested in computers.
Student
I am disabled, I don’t see very well
Student
and I have facial tremors, I really
My parents are very worried
want to go to this school but the
because they can’t afford the
other students stare at me and some
school uniform. I only have
make fun of me. I really feel like an
one school uniform and it’s
outsider.
getting old and I need a new
one, so what can I do?
Teacher
Some of the students do not
understand the national
language especially those from
the ethnic areas, so I have to go
over the same materials time Student
and time again and it just I am new to the school and I was
slowseverybody down. Students punished by the teacher because I
have to listen and try harder could not do the homework, I told him
my English language skills are not very
good but he said that was no excuse
Student and he made me run around the school
I get bored in class. The teacher is five times
so slow and he never asks me to
answer. He always asks the weak
students and when they can’t answer
he embarrasses them and calls them
names.
26
Motivating every student
Key words
Motivation (n): desire to do something
Motivate (v): encourage the desire to do something
De-motivate (v): discourage the desire to do something
Motivator (n): a reason that encourages the desire to do something
To learn well, students need to be motivated. Motivation means students want to learn,
If students are not motivated, they may not do all the practice they need to develop
their skills. Why do some students appear motivated, and some not? What can the
teacher do to help student motivation? We want all our students to be motivated, so
that they all have an equal chance to succeed.
There are many theories regarding the motivation of students in the class room.
One of the theories most useful to the teacher is Keller’s ARCS model. In the model
Keller says that the student must be given
Attention in a number of different ways. This is
followed by Relevance; the learning must be
relevant to the student. The student also has to be
given Confidence that he or she is learning the
right things and finally, Satisfaction, the student
must be satisfied that what they are doing is right
for them.
All of these things can and should be given to the

student as part of a lesson or a number of lessons,
it does not matter when they are given or the order
they are given in, what is important is that they be
included as part of the teacher’s materials and delivery strategy.
27
Using ARCS
Attention Relevance Confidence Satisfaction
Provide novelty and Match the focus of Tell students about Encourage and
surprise do something the lesson to the what they need to do support the students
different in the class needs of the student to learn and how they internal enjoyment of
or during the lesson and what he or she will be assessed at the learning
needs to learn the end of the lesson experience
or course
Turn the students on Match learning Provide challenging Provide positive
to learning by posing objectives to student and meaningful reinforcement and
questions or giving needs and objectives opportunities for motivational feedback
them problems to learning success
solve
Use a range of Present lessons in Link learning Set up and maintain
teaching methods to ways that are successes to the consistent standards
meet the students understandable and students personal and consequences for
different needs related to the effort and ability success
students experiences
and values
A simple example
The teacher sets a task for the class. Student A gets good marks. The teacher praises
the student. The student feels good and continues to get good marks. The teacher
thinks ‘This is a good student’. The student thinks ‘I like this and understand it’. The
student feels motivated and works hard.
The teacher sets a task for the class. Student B gets poor marks. The teacher says
the work is not very good and put the student down. The student feels bad and
continues to get poor marks. The teacher thinks ‘This is a weak student’. The student
thinks ‘I will never understand this’. The student feels demotivated and stops trying.
Student A has a cycle of success helped by the teacher’s praise and opinion that this is
a good student. Student A is motivated by their success. Student B however has a cycle
of failure helped by the teacher’s lack of praise and opinion that this is a weak
student.Student B is demotivated by their failure.
In your groups discuss what you would say to a teacher who was complaining about his
students and said the following:
“You know my students are just not motivated. They don’t see a future. They
come to class but they have no interest in learning anything. They are only
interested in computers and playing on their phones in class”
28
Set out your response on a flip chart and be prepared to present your findings to the
class by demonstrating what the teacher could do differently. Use the ARCS model as
your guide

In a previous observation activity you were asked to observe an experienced teacher
teaching his or her class for 45 to 60 minutes. Combine this observation activity with
the first and second ones.

Make a note of all the different times you think the teacher used an idea suggested by
Keller in his ARCS model
Summary: Equality in the classroom

Equality in education means that all students are treated equally in the classroom.
To treat people equally, we need to think about their individual needs and differences.
Difference should not mean disadvantage.
A good teacher can increase the motivation of all students.
A good teacher makes sure all students can experience successful learning.
A good teacher makes learning interesting by linking it to real life.
A good teacher makes learning active and varied.
29
Delivery Plan
Unit 3: Equality in the classroom
Required resources:
 Markers
 Student Book
Note that you may want to do some additional reading on ARCS
You can retain the groups from the previous unit or set up new groups.
Open this unit with a review of equality in teaching and learning and a guided
discussion on the meaning of equal in education.
Have each group discuss how they would want to treat each of the groups listed in the
chart and prepare to present their opinion to the class.
Review the concept on inclusion and have each group choose one of the stated
issues. Have each group determine how, in their opinion, the issue might be
resolved. There are no definitive answers as answers are based on the students
experience
Have each present their findings to the class in the form of a role play.
Encourage all groups to involve as many members of the group as possible in the
presentation.
Review motivation in terms of a desire to learn. Do not discuss Maslow et al. but
focus the review on John Keller’s ARCS model. Strongly encourage students to
consider the use of ARCS in their lessons. Review the chart ‘Using ARCS’ and
each of the cells in the chart
Have the groups complete the simple example exercise
This unit also includes an observation component that should be combined with
the other observation sessions.
30
Unit 4: Teaching for learning

 Write a learning objective
 Apply Bloom’s taxonomy to writing learning objectives
 List five events of learning
 Develop a lesson plan
The role of the teacher is to plan appropriate

lessons for his or her students so learning can
happen
The result of good teaching is good learning and good learning can only happen if the
teacher takes the time to properly plan how that learning will happen.
Learning objectives, tasks and activities

What do we want our students to learn? Learning is not just remembering and
repeating things. Students also need to be able to think and do. The starting point for
planning learning is to have clear learning objectives. This is the case whether you are
planning a course, a lesson, or a single activity in a lesson.
Learning objectives are written for the student to tell him or her, what they are going
to learn, how they are going to learn and what level of accomplishment is expected of
them.
Learning objectives are NOT written for the teacher but they help the teacher in
their role as a guide and facilitator know where the student is going, what they are
doing and how they can help the student reach their goal.
Example 1.
The student will be able to list three possible reasons for global warming.
Given this very simple objective the teacher can see that they have to provide
information on global warming or point the student in the right direction so they can
get the information for themselves. Once ‘researched’ the student will provide the
teacher with a simple list of three possible reasons for global warming for assessment.
Example 2.
The student will be able to develop a funding proposal to install a bore well in
Gilgit Township, Northern Pakistan. The proposal must include a time frame and
full costing for supplies, transportation, local labour and a survey engineer.
31
This objective is a little more complex, here the teacher must direct the student to
the correct research materials; guide them through the research and the development
of the proposal. The student will then present the teacher with the completed proposal
for assessment.
When writing objectives the teacher first has to review ALL of the topics they are
expected to cover over the course of one term. These topics form the basis for the
goals the students will reach at the end of the term. To help the students reach those
goals the teacher has to develop the steps the student will take. These steps are the
This means that the teacher must ask him or herself the following question:
‘What do I want my students to be able to do as a result of this lesson or

activity?’
All learning objectives have three parts; a performance that tells the student what
he/she is to do, a condition that tells the student the focus of the thing he/she is to
do, and a standard that tells the student how well the performance must be carried
out.
Condition –
the focus of
Performance what the
– what the student is to
student is to do
do
Example 1.
The student will be able to list three possible reasons for global warming.
Standard –
how well the
student is to
carry out the
performance
Performance Condition –
– what the the focus of
student is to what the
do student is to
Example 2.
The student will be able to develop a funding proposal to install a bore well in
Gilgit Township, Northern Pakistan. The proposal must include a time frame and
full costing for supplies, transportation, local labour and a survey engineer.
Standard –
how well the
student is to
carry out the
32 performance

The most useful objective is the one that allows the student to be able to make
a number of decisions about how they will carry out the performance. When
writing your objectives you are searching for a group of words that will tell
your students exactly what has to be done and does not confuse them in any way.
For example consider the following phrases. Those on the left would confuse the
student; they might ask “What do I have to know?” or “What do I have to understand?”
Those words on the left however just need a qualifier to tell the student what he/she
is to do. “Write an essay.” “Recite a poem.” Or “Identify a place from a photograph.
Words open to many interpretations Words open to fewer interpretations

to know To write
to understand To recite
to really understand To identify
to appreciate To sort
To really appreciate To solve
To grasp the significance of To construct
To enjoy To build
To believe To compare
Assessment task
As a group review the following learning objectives and underline the performance,
condition and standard in each one. If the objective does not have a performance,
condition or standard rewrite the objective.
The student will:
List all primary and secondary colours Demonstrate how to perform CPR
correctly
Respond to a series of questions Understand how to give advice to

customers
Summarise three features of the new Develop a one hour lesson on global
Huawei hand phone warming
33
Learning objectives and the cognitive domain

The cognitive domain is based on the idea that thinking can be organised into six
increasingly complex levels.
In 1956 B. S. Bloom identified six levels within the cognitive domain, from simple recall
or recognition of facts, at the lowest level, through increasingly more complex and
abstract mental levels, to the highest order which is classified as evaluation
Categories in the cognitive domain
Evaluation Evaluation is concerned with the ability to judge the value of

material for a given purpose.
Synthesis Synthesis refers to the ability to put parts

together to form a new whole. .
.Analysis refers to the ability to break down material into its

Analysis
component parts so that its structure can be understood.
Application Application refers to the ability to use learned material in new and
concrete situations.
Comprehension Comprehension is defined as the ability to grasp the meaning of

material.
Knowledge is defined as the remembering of previously learned

Knowledge material.
In the mid-nineties Lorin Anderson, a former student of Bloom, revisited the taxonomy
and made some changes, the two most prominent ones being, changing the names in the
six categories from noun to verb forms, and slightly rearranging the order of the
categories.
34
Bloom’s taxonomy is important in teaching and learning because it helps teachers better
plan their lessons and help students better understand what they have to do when
learning. There is a lot of criticism about the taxonomy however, the main one being
that people don’t learn in such a structured, organised manner and there is no real link
between one level and the next. This may be the case but the taxonomy is a useful tool
to help the teacher organise learning.
The taxonomy helps teachers better understand that if they are going to teach a
student to create something for example there is a lot of learning that has to take
place first. The student has to be given the knowledge and understanding about what is
to be created, then the student must be given time to practice and see where things
are correct and where things are not correct and make a decision about fixing those
things that are not right. Only after all this has been done can the student create
something.
Each level in the domain is at a different level of complexity and helps the teacher
develop higher order thinking. For example:
Remembering: Name three animals in Southeast Asia whose survival is threatened by

deforestation.
Understanding: Explain the meaning of ‘survival’ with respect to deforestation.
Applying: Choose one threatened species and explain how it is threatened.
Analysing: Analyse the main reasons for the threat to elephants in Thailand.
Evaluating: Determine how successful current elephant conservation efforts are in
Thailand
Creating: Develop a proposal to help protect elephants in Thailand.
When writing learning objectives the teacher has to consider at what level the
objective is to be written, making sure that all the underpinning knowledge has been
given to the student first.
Each level in the taxonomy uses a particular set of verbs to describe the expected
student performance. Using these verbs helps the teacher better determine what the
student needs to learn and how they, the teacher, can assess the student’s
performance.
When writing learning objectives make sure

they are written at the correct level of
learning
35
Appropriate verbs for use in learning objectives

Verbs applicable to the levels in the cognitive domain. Note that depending upon
usage some verbs can apply to more than one level.
Remembering Understanding
Arrange Order Classify Locate

Define Recognise Describe Recognise
Duplicate Relate Discuss Report
Label Recall Explain Restate
List Repeat Express Review
Memorise Reproduce Identify Select
Name Indicate Translate
Applying Analysing
Apply Operate Analyse Differentiate

Choose Practice Appraise Discriminate
Demonstrate Schedule Calculate Distinguish
Dramatise Sketch Categorise Examine
Employ Solve Compare Experiment
Illustrate Use Contrast Question
Interpret Criticise Test
Evaluating Creating
Appraise Judge Arrange Formulate

Argue Predict Assemble Manage
Assess Rate Collect Organise
Attach Score Compose Plan
Choose Select Construct Prepare
Compare Support Create Propose
Defend Value Design Set-Up
Estimate Evaluate Write
Well written learning objectives are:
Specific
It is clear and precise
Measurable Learning can be “proved” by the student being able to do

something
Achievable The performance is possible and within the ability of the

student
Realistic It is reasonable in relation to the student starting points and

time scale
Time limited A time frame has been set for the performance to be
completed
36
Assessment task
As a group review the following objectives to see if they are SMART. Rewrite any that
are not.
The student will be able to:
Use a computer Multiply simple fractions
Ask and answer six simple questions in Know the simple present tense in English
English about their studies
Understand arithmetic Draw and label the parts of a flower and

describe their functions in writing
Once you have developed a set of learning objectives they can be checked for correctness using
the following check list.
Learning objectives check list

Yes No
1 Does each learning objective indicate an appropriate learning outcome?
2 Does the learning objective include all logical outcomes?
3 Are the learning objectives attainable? Do they take into account the
ability of the students?
4 Does each learning objective begin with a verb?
5 Is each learning objective stated in terms of student performance?
6 Is each learning objective stated as a learning product and not a learning

process?
7 Is each learning objective stated in terms of learner’s end behaviour and

not the subject matter to be covered?
8 Does each learning objective include only one learning task?
9 Is each learning objective stated at the correct level of the cognitive

domain? Is it clear and concise?
10 Is each learning objective stated so that it does not overlap other learning
objectives?
37
Planning a lesson
The lesson plan is a detailed plan based on learning objectives and teaching methods. It
helps you deliver the materials because you know what the students are doing and why;
you know what resources are needed; and you use it to manage your time.
Instructional strategies
Instructional strategies define the overall approach taken by the teacher to help the
student achieve the goal. The strategies are:
1. Direct instruction
2. Indirect instruction
3. Interactive instruction
4. Experiential instruction
5. Independent instruction
Instructional methods
Instructional methods are those things used by the teacher to help the students
achieve the learning objectives. They spell out the nature of the learning activity and
different instructional methods have to be included in your lessons.
Direct Instruction
This strategy is teacher focused and includes methods such as lecture, questioning,
drill and practice and demonstration. It is used for providing information or developing
step-by-step skills and works well in actively involving students in knowledge
construction.
38
Indirect Instruction
Examples of indirect instructional methods include discussion, concept
formation/attainment, problem solving, decision making, case study and self-study. This
strategy is mainly student focused however direct and indirect instruction can be used
together and complement each other. The strategy takes advantage of learners'
interest and curiosity, encouraging them to generate alternatives or solve problems.
Using this strategy, the role of the teacher shifts to that of facilitator, supporter, and
resource person who arranges the learning and provides opportunity for involvement
and provides feedback to students.
Interactive Instruction
This strategy relies heavily on discussion and sharing among students providing them
with opportunities to react to the ideas, experiences, insights and knowledge of others
and to generate alternative ways of thinking and feeling. The strategy includes total
class discussions, small group discussions, projects, or learners working together on
assignments. The strategy also requires the refinement of observation, listening,
interpersonal, and intervention skills and abilities by both teacher and student.
Experiential Learning
Experiential learning is inductive, learner centred, and activity oriented. It typically
occurs when students participate in an activity and critically look back to clarify
learning and draw insights from the review and put learning to work in new situations.
The strategy can be viewed as a cycle consisting of experiencing, sharing, analysing
and applying. The emphasis in experiential learning is on the process of learning, not on
the product.
Independent Study
This strategy refers to the range of instructional methods provided to foster the
development of individual learner initiative, self-reliance and self-improvement. The
focus is on planned self- study under the direction of the teacher.
Instructional skills
Instructional skills are specific teaching behaviours. They include techniques such as
questioning, discussing, direction-giving, explaining, and demonstrating. They also
include actions such as planning, structuring, focusing, and managing the learning
environment.
Instructional methods and the cognitive domain

Instructional methods also need to be considered in terms of the cognitive domain. For
example:
39
Creating Simulations, case study, projects
Projects, problem solving case study,

Evaluating interview
Analysing Case study, discussion. problem solving,

questions
Applying Demonstrations, projects, role play exercises,

game
Understanding Discussion, presentations, questions, reports,
games
Remembering Mini lecture, examples, illustrations, reading
guides
Planning the lesson

The events of instruction in a typical lesson are as follows:
A lesson presentation
always has three parts;
a tell part, a show part
and a do part
Review Overview Presentation Assessment Summary
Review of Overview of Presentation of Determining Bring the

previous the upcoming the new materials what the lesson to a
lesson lesson by giving new student has close
information to learned
the students,
showing them how
to use the new
information and
having them
practice using the
new information.
40
Lesson plan example

Teacher: Class: Subject: Topic: Lesson time:
Teaching skills Lesson planning Writing a Two hours
Date: lesson plan
Learning objective(s): At the close of this lesson the student will be able to:
Develop a one hour lesson on the topic of their choice. The lesson must include a review,
overview, presentation, assessment and summary plus timing for each section.
Required resources:
 Writing paper
 Materials on the topic of their choice
 Workbook
Timing Teacher activities Student activities
Review  Review writing learning objectives  Listening
 Review reason for planning a lesson  Asking questions
7 minutes  Ask for questions and/or
clarification on any of the points
Overview  Review lesson objectives  Guided discussion
 Review lesson format  Asking questions
7 minutes  Note timing for the lesson
 Describe lesson assessment
Presentation:
Tell portion:  Describe how and why the lesson is  Guided discussion
broken into different parts  Asking questions
30 minutes  Discuss the role of each part
 Discuss the typical timing for each
part
 Discuss the presentation portion
and how it is broken into three
parts
 Review the tell, show. do parts of a
lesson
 Discuss the assessment portion
 Ask for questions and/or
Show portion:  Show samples of lessons for  Guided discussion
different subjects and topics  Asking questions
10 minutes  Describe each lesson and review it
component parts
 Ask for questions and/or
41
Do portion:  Divide class into groups of four  Develop lesson learning

 Have each group develop a one objectives
40 minutes hour lesson on a topic of their  Develop the lesson as needed
choice  Ask questions and/or clarification
Assessment  Have each group present their  Present their lessons to the class
lessons to the class  Discuss any issues with the lesson
20 minutes  Ask questions and/or clarification
on any of the lessons
Summary  Provide positive feedback on the  Guided discussion
lessons and their high quality  Asking questions
6 minutes  Review the breakdown of a lesson
into its component parts and why
that breakdown is needed
Follow-up  Discuss home assignment  Ask questions and/or clarification
and/or home  Ask for questions and/or
assignment clarification on any of the points
Assessment task
As a group develop a one hour lesson of your choice. DO NOT COPY the example above
but use it as a guide.
Put the lesson on flip chart paper and be prepared to present it to the class.
As a class discuss the various lessons and provide positive reinforcement to the
developers.
As a group review the lesson you have just developed, go through each portion and
determine if any of the ARCS components have been included. If they have not, put
them into the lesson.
As a group present your lesson again to the class, this time pointing out the ARCS
components.
As a class discuss the lessons and what has been included as ARCS components.
42
Summary: Teaching for learning

Learning objectives are NOT written for the teacher, they are written for the student
All learning objectives have three parts; a performance, a condition and a standard
A good objective allows the student to make decisions about how they will carry
out the performance
The cognitive domain is based on the idea that thinking can be organised into six levels.
Bloom’s taxonomy is important in teaching and learning
Each level in the cognitive domain is at a different level of complexity and helps the
teacher develop higher order thinking.
When writing learning objectives the teacher has to consider at what level the
objective is to be written,
Well written objectives are SMART
The lesson plan is a detailed plan based on learning objectives and teaching methods
Instructional methods are those things used by the teacher to help the students
achieve the learning objectives.
Instructional skills are specific teaching behaviours
A lesson presentation always has three parts; a tell part, a show part and a do part
43
Delivery Plan
Unit 4: Teaching for learning
Required resources:
 Markers
 Student Book
Note that you may want to do some additional reading and practice writing learning
objectives. You may also want to do some reading on Bloom and the cognitive domain.
Review in detail learning objectives tasks and activities. Review each example and
ensure that students understand the reasons for using learning objectives.
Review the parts of an objective, performance, condition and standard and their role in
the objective statement.
Review appropriate verbs for use in objective statements and have groups complete the
assessment task activity. Student answers can vary when rewriting the objective.
As a group review the following learning objectives and underline the performance,
condition and standard in each one. If the objective does not have a performance,
condition or standard rewrite the objective.
List all primary and secondary colours Demonstrate how to perform CPR
Performance = list correctly
Condition = primary and secondary Performance = demonstrate

colours Condition = perform CPR
Standard = all Standard = correctly
44
Respond to a series of questions Understand how to give advice to

Performance = respond customers
Condition = series of questions Performance = the performance is

missing – understand cannot be
Standard = the standard is missing measured
Objective can be rewritten as ‘Respond Condition = give advice to customers
correctly to a series of questions’
Standard = the standard is missing
Objective can be rewritten as

‘Demonstrate giving correct advice to
customers’
Summarise three features of the new Develop a one hour lesson on global
Huawei hand phone warming
Performance = summarise Performance = develop
Condition = features of the new Huawei Condition = lesson on global warming
hand phone Standard = one hour
Standard = three features
Discuss learning objectives and the cognitive domain and review each level in the
domain.
Discuss the use of appropriate verbs in each of the levels of the cognitive domain the
idea of a SMART objective.
Have groups complete the assessment task activity regarding SMART objectives.
Student answers can vary when rewriting the objective
As a group review the following objectives to see if they are SMART. Rewrite any that
are not.
45
The student will be able to:
Use a computer Multiply simple fractions

Not SMART as it lacks a standard – Not SMART as it lacks a standard –
not measurable not measurable
Demonstrate the use of the computer Multiply 20 simple fractions with a one
to write a business letter hundred per cent accuracy
Ask and answer six simple questions in Know the simple present tense in English
English about their studies Not SMART as it lacks a standard –
This objective is SMART not measurable
It is not specific
Write a sentence in English that
correctly uses the simple present tense
Understand arithmetic Draw and label the parts of a flower and

Not SMART as it lacks a standard – describe their functions in writing
not measurable This objective is SMART
It is not specific
It is not realistic
Demonstrate how arithmetic is
correctly used to make ten simple
calculations
Review planning a lesson and the use of the lesson in the teaching learning classroom.
Discuss instructional strategies and methods. Review the strategies and methods chart.
Review the various instructional methods and the cognitive domain.
Review lesson planning and the ROPAS methodology
Review the sample lesson plan and each of its components
Have each group complete each of the assessment tasks and make their presentations
where appropriate.
46
Unit 5: Progress, feedback and assessment

 identify different assessment methods
 explain the use of assessment methods in different contexts
 demonstrate good practice in giving feedback
 explain the need for record keeping in relation to progress and assessment
What is assessment?
Key words:
Test (n): A ‘short’ set of questions or exercises to determine a person’s skill
or knowledge
Exam (n): A ‘longer’ set of questions or exercises to determine a person’s skill
or knowledge usually carried in a formal setting
Constructive (ad): helpful
Peers (n): people who are equal to each other
There are three kinds of assessment: assessment at the start of a course, or unit;
Assessment during the course, or unit, and assessment at the end of the course, or
unit.
Assessment at the start of the course tells teachers and students how much the
student already knows and understands. Knowing the student’s starting point helps
teachers with their lesson planning.
Assessment during the course tells students how they are progressing in their learning,
and what they need to do to improve.
Assessment at the end of the course shows whether students have achieved their
Methods of assessment
Which of the following classroom activities can be used for assessment?
Questions Tests Practical work Essays

Observation Role-playing Exams Presentations
If you said all of the above classroom activities can be used for assessment you are
absolutely right. Many teachers think that tests and exams are the only way to assess
students. But in fact all of the methods listed above plus many more can be used to
assess different skills.
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As a group review the learning objectives listed below and determine which of the
following assessment methods would work best with these objectives:
Questions Tests Practical work Essays

Observation Role-playing Exams Presentations
Students will be able to:

 answer five simple questions about themselves using the English language
 list four important issues associated with the reformation
 sew a simple pocket onto a shoulder bag
 explain why the angles in an equilateral triangle are at 60 degrees
 analyse the strengths and weaknesses of three world leaders
 describe different survey techniques
 achieve a first aid qualification
 plant a tree.
Assessment at the start of the course: initial assessment

When you have a new group of students, you need to find out something about them so
that you know what difficulties they may have that way you can plan to meet the needs
of all your students. Initial assessment is one way in which you can determine needs.
Early in the course the teacher needs to determine:

 How good the students’ knowledge, understanding and skills are in the subject
they are teaching
 How good the student’s skills are in reading, writing and studying
 If the students have any additional needs arising from a personal situation
At the start of the term the teacher can use a mix of tests, and discussions to help
assess the student. Asking students to assess themselves also provides useful
information. However research has shown that students typically underrate themselves
As a group read all of the ‘cases’ below and answer the question given at the end of the
case.
Case study 1 Case study 2

A maths teacher is going to start An English-speaking geography
teaching simultaneous equations. teacher has only one textbook. He
She knows all students need to be knows that he will quite often give
very confident in working with linear students new information by
Case study BE
equations before they can solve presentation. He also knows that the
simultaneous equations. first language of most of his students
What does she do as an initial is Myanmar. He wants to find out
assessment? whether their English is good enough
to make notes from his presentations.
What does he do as an initial
assessment?
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Case study 3
After three weeks, a Grade 1 teacher begins to
worry about three children in her class. Than
Naming has no energy, and is very thin. Sue
seems to have too much energy and is always
demanding her attention. Yaw is slow to
respond to instructions, and seems to be in a
world of his own. The teacher wants to find out
more about these children’s needs.
What does she do as an initial assessment?
Assessment during the course: Assessment for learning

Many teachers assess progress by using tests, but test marks only tell the teacher
what the student got right or wrong on the test, it does not say anything about what
the student has learned. Test are notoriously poor at predicting if learning has taken
place because they are not valid, they do not measure what they are supposed to
measure, and they are unreliable in that they do not measure the same things each time
they are used. They also do not show the student what they need to do to improve
unless they are linked to specific learning objectives.
One of the best ways to assess learning as the course progresses is to use specific
learning objectives with measurable outcomes that describe exactly what the student
is to accomplish. If the student is unable to meet the outcomes set for that portion of
the course, the teacher will be able to see this very quickly and start to resolve the
problem.
Assessing students as the course progresses is called formative assessment
Peer assessment: How are we doing?

Peer assessment is when students comment on each other’s work. Peer assessment can
be used when the ‘answers’ being sought are clear and unequivocal, if opinions are
needed peer assessment should not be considered.
One of the problems with peer assessment is the “blind leading the blind” meaning that
the student is commenting on things he/she knows nothing about.
Students should only make helpful comments on each other’s work this is a given of
course but does not always happen.
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Feedback: How are you doing?

Feedback is when teachers make constructive comments about the student’s work.
Students can learn a lot about their progress through regular constructive feedback
from their teacher. Constructive feedback means feedback that helps the student
improve.
Constructive feedback:
-gives specific examples of what is good in the student’s work
-gives specific advice about what the student needs to do to improve
-involves the student in thinking about what to do to improve
Remember Practise
The Feedback Loop
More
Feedback
practice
Fix any
problems
Although feedback should tell students what they need to do to improve, it should
never be completely negative, since this is demotivating.
In your group review the following feedback comments, determine those that are
constructive and mark with a . Those that are not constructive mark with a
For those remarks that are not constructive say why they are not and rewrite the
comment.
Feedback  Explanation
That’s not right, do it again!
Great job, I like what I see!
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Not again, you have made the

same silly mistake again, are you
sleeping or something?
Oh dear that is just terrible you

have put the items in the wrong
order AGAIN!
What is wrong with you we have

a deadline to meet? Get it done
again please
Well done!
Great job you have covered all

the main points, but the
organisation of the essay is a bit
confused. How can we fix that?
Marking
Formative assessment is part of the process of learning. It can also be a measure of
achievement of learning objectives. When a teacher plans to use an assessment as a
measure of achievement, they mark that assessment using one of two main methods.
Marking using a two-point scale

Thisisoftenusedwhenthereisacleardefinitionofwhatthestudentneedstobeableto do and
where several skills are involved. For example presentations, project reports, or
practical skills. Students who do not pass the first time are given specific
feedbackonwhattheyneedtodotoimprove,andgiventimetomakethechanges.Written
feedback is best so that students can refer to it when reviewing or redoing the work.
Marking using a grading scale

The pass mark for number-based grades will depend on the subject and the type of
assessment. Number-based grades are particularly useful when assessments are based
on right/wrong answers, but they are also used for other kinds of work. For example, a
project has20marks:5forresearch; 5 for reporting; 5 for analysis and 5 for
presentation. Letter based grades are often used for assessments where very precise
51
marking is not helpful, for example essays or creative work. When using letter based
grades it is common to have 3 to 5 letters for a pass. For example D Fail, C Pass, B
Pass, A Pass.
Assessment task
As a group discuss the strengths and weaknesses of both the two point scale and the
grading scale. List on a flip chart and be prepared to present your findings to the class.
As a group discuss the issue of a final exam being worth 60 points and the terms work
worth 40 points, compared to the final exam being worth only 30 points, the terms
work being worth 60 points and attendance and attitude being worth 10 points. Be
prepared to share your opinions with the class
As a group develop a form to keep track of student marks throughout the term. Be
prepared to share it with the class
End of course assessments: Summative assessment

End of course or summative assessment measures the student’s learning as a result of
the whole course. In order to be fair to all students, you should use a mix of
assessment methods to show whether the learning objectives have been achieved.
In some schools, student work that is done during the year counts towards the final
assessment. This is called continuous assessment. This is good practice. It means that
student success depends on all the work they have done, not just a three hour exam. In
some schools, the work students have done during the year counts for 60 per cent of
the final result, and end of year exams count for 40 per cent.
Exams
If exams are one of the methods of assessment used by the school, then you need to
give studentspractisebeforetheysitfinalexams.Theskillsneededtodowellinexamsare:
 Reading the instructions: It is easy to make mistakes in an exam by not reading
the questions carefully enough.
 Memory: Depending on the subject, students may need to remember facts,
examples, and how to do things (like math calculations). Techniques for revision
like summarising, making brief notes or drawing mind-maps often have to be
taught.
 Familiarity: Students should be familiar with the form of the exam. It is not
fair to ask students to write an essay if they have not had practice, or to give
them a case study if they have never done one before.
 Keeping to time: Managing the time is a skill that needs to be practised.
Students have to work faster in an exam than when they are learning.
These skills can be practised by giving students past papers as part of their exam
preparation.
52
Assessment task
Write a short definition for each of these keywords.
 Initial assessment
 Self-assessment
 Formative assessment
 Peer assessment
 Summative assessment
 Continuous assessment
Summary: Progress, feedback and assessment

This is an individual activity.
Summarise all of the ‘important’ points from this unit. The summary could be in the
form of a list like the other units, it could be a statement that covers the important
points or it could be in the form of a diagram such as a mind map.
53
Delivery Plan
Unit 5: Progress, feedback and assessment
Required resources:
 Markers
 Student Book
You may want to read more on the concept of assessment
Review unit objectives and overview the unit.
Review key words
Review the concept of assessment (people are assessed in terms of what they have
learned during the course or unit or lesson)
Discuss the times where assessment is used, (start, middle and the end of a course,
unit or lesson)
Discuss the different types of assessment
Have students complete the cases. Note that student answers may be different. When
there are differences take the opportunity to discuss why people have different
answers.
Discuss assessment for learning and peer assessment
Review feedback and the feedback loop
Have groups complete the feedback activity
Review marking
Have students complete the end of unit activity
54
Unit 6: Resources
 Determine available resources in your subject area
 Make creative use of resources in your subject area
To make learning interesting to the

students, it is useful to have a range
of resources. Many schools have very
few resources, and very little money
to buy new equipment or learning
materials. This means that teachers
have to make the most of what they
have got.
Key words
Resources (n): things that help teaching
Materials (n): resources such as course books, maps, DVDs, library books,
stationary
Equipment (n): whiteboard. photocopier, computers
Researching resources
Working in your groups focus on the following areas:
 Classroom
 Equipment
 Materials
 Library
 People
In each area collect, summarise and analyse the information you gather then be
prepared to present your findings to the class.
Use the following checklist as a guide. Do not copy it verbatim; adjust it to suit the
needs of your group.
Resource Details Notes
Classroom
Tables and seats None
Fixed tables and chairs
Movable tables and chairs
Boards Black
White
Can they be used by students?
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Wall displays None

Maps and posters
Student work
Electricity None
Sometimes
Reliable
Unreliable
Equipment
Audio/visual Can students listen to the audio?
Can students watch movies?
Computers How many are use?
Can students use them?
How up to date are they?
What software is on them?
Is the software legal?
Are they internet ready?
Can they support multimedia?
Specialised For example: science equipment or
equipment as toys for younger learners
needed
Materials
Course books Teacher has the only copy
Students share copies
Students have their own copy
Books are handed down
Supplementary For example: English language
listening materials for an English
class
Stationary Does the teacher have any?
Does the student have any?
How much is available?
Library
Books Number of books
Do students borrow the books?
Are the books useful?
Are the books up to date?
Reference Encyclopaedias, dictionaries atlases
materials
People
Other teachers
Students as resource people
People from the community
56
Summarise information by making a mind-map of what you found.
Fixed
furniture
Classroom
Movable
Resources furniture
Equipment Computers
1. Analyse your information and decide on the key points.

2. Decide how good the resources are for different subjects and grade levels
3. Determine the biggest resource difficulty the school will have to deal with.
4. Present your findings by showing the mind map, summarising the key points and
reviewing what you feel is the biggest resource problem.
Case studies in problem solving.

As a group discuss each of the situations below. List the active teaching, learning
strategies and possible resources these teachers should use in each case.
I only have one textbook

This is the same science book
for the whole class so I
that I used in school and now
think I will read it out
I am a very experienced loud. Students can copy it
science teacher. So if it was
into their notebooks and
good enough for me it will be
then learn it that way!
good enough for them
I am teaching the
I think I use active
students how to draw
so I make a drawing methods. When the
on the board and tell students have read
them how to do the unit, I ask them
questions to test their
different things then
they copy it into their understanding
note books
57
The students read through

th The English in the text
the 9 standard history
book is too difficult for
text on their own in class.
my students so I get
Then they answer the
them to read it for home
questions in their note
work, that way they can
books. After that I make
look up the words in the
them.
dictionary
th
I have the English course The 6 standard science
book but I do not have book gives information
the audio. The text of the with drawings but there
audio is only in the are no questions. I make
teacher’s book so we up the questions about
miss out on the listening the information for the
exercises exam to test what the
students remember
Assessment activity
As a group choose any topic from any textbook that you feel comfortable with and
sketch out a framework for a lesson. As part of that framework list the active
teaching, learning strategies and resources that that will be needed.
Be prepared to present your findings to the class
Practical task
As a group develop a teaching resource that can be used in the classroom.
Using the lesson framework you developed in the previous activity choose an
appropriate learning objective from that framework and construct a resource that
could be used to help teach the objective.
For example:
 A map with cards to label countries, states and main physical features
 Role play prompts for language practice
 Picture cards of food for practising ordering a meal
 Cards to match words and meanings
Present your resource to the class using role play
58
Summary: Resources
When you have limited resources you have to make the most of what you have
Resources should be shared via workstations
Resources can be shared using group work
Active learning can be used as a resource
Resources can be ’found’ or made by the teacher
Resources include other people, a library, found objects in the home, market or on the
street
59
Delivery Plan
Unit 6: Resources
Required resources:
 Markers
 Student Book
Review key words
This unit is designed to have the students for the most part work on their own.
Have students complete the activity Researching resources. Student answers will vary
based on student experience but should be in the form of a mind map.
Have students complete the case study activity. Student answers will vary based on
student experience should list the active teaching strategy, learning strategies and
possible resources that should be used.
Review and have students complete the practical task. Note that the presentation must
be in the form of a role play.
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Unit 7: Group work

 Explain the uses of group work
 Use group work as part of your teaching portfolio
We learned so far that students:

 Learn better when they are active
 Are more motivated when they are active
 Learn better and are more motivated when the learning is linked to real life
We also learned that teachers:

 Need to be clear about what they are teaching and why (learning objectives) re
needed
 Need to set tasks and questions that help students think about, and make sense
of, what they are learning
Teachers and students have to work together. The teacher sets tasks and activities
which guide student learning, discovery and thinking and thinking develops
understanding. One of the ways in which learning is made active and interesting and
motivating is working in groups.
Using group work

In this class so far we have used small and large group work and individual work
As a class, discuss the advantages and disadvantages of each methodology.
As a class discuss why is it important to know when to use group work?
61
Following is a comprehensive list of ‘good practice points’ for setting and managing a
group activity. As a group order the list.
1. Prepare materials
2. Give an example
3. Summarise the learning
4. Students note the key points
5. Know what students want to learn
6. Plan the activity
7. Give advice if needed or asked
8. Give clear step-by-step instructions
9. Visit each group and check understanding
10. Add missing learning points
11. Put students in groups
12. Ask if there are any questions
13. Set a realistic time limit
14. Visit each group and check progress
15. Groups report back
16. Decide how the groups are going to report back
Put each of the points from the previous exercise into the following chart.
Planning/preparation Setting the task During the task Reporting back
As a group discuss why the order of the above points is important and why it helps to
put them in groups.
Be prepared to present your findings to the class.
Being able to form groups is part of the teacher’s skill in using and managing group
work. Following are different ways that can be used to form pairs or groups.
Pairs
A. Have the student choose a partner.
B. Have the student work with someone they
haven’t worked with yet
C. Have the student simply move on to another
person.
D. Choose a partner for the student
62
Groups
E. Students choose their own group of four or five.
F. Number round the room, e.g. 1, 2, 3, 1, 2, 3. Students with the same number
work together.
G. Students sitting on the left/wearing green/whose name starts with A-E, etc.
H. Teacher groups people of the same ability level together.
I. Teacher groups people of different ability levels together.
J. Pyramid: Two small groups combine to form a large group.
Review each of the situations below then choose at least two ways of forming pairs or
groups from the lists above.
1. More than half the students in

the class do not speak in class
discussions.
2. Some students find the level of
the work difficult.
3. When students are asked to
work together, they always work
in the same groups.
4. Three students dominate class
discussion.
5. The teacher is afraid that group
work will take too much time.
6. One or two students tend to be left out of social groups in the class.
7. Some students are bored. It’s possible that the work may be too easy for them
8. Four students always sit together at the back of the class and don’t pay
attention.
For example for situation 1 the teacher might use method I from groups and D from
pairs.
As a group choose one of the following, read the directions and complete the activity.
Why report back from group work? Verbal methods

Discuss possible answers Discuss possible answers
To find out more, read Appendix A To find out more, read Appendix B
Summarise the main points Summarise the main points
Report your findings to the class using Report your findings to the class using
questioning techniques verbal methods
63
Action methods Good reporting back?

To find out more, read Appendix C To find out more, read Appendix D
Summarise the main points Summarise the main points
Report your findings to the class using Report your findings to the class using a
action methods chart or diagram
Visual methods The role of the teacher

To find out more, read Appendix D To find out more, read Appendix E
(Reporting back) Summarise the main points
Summarise the main points Report your findings to the class using a
Report your findings to the class using a process chart
visual method
Develop a group work activity

Using the following information as a guide, develop a group work activity to aid students
achieve the objectives.
Currently the INGOs are significantly reducing funding to the migrant groups on the
Thai/Myanmar border. What will be the long term consequences of this action?
Learning objectives: The student will be able to:

1. Review the current funding issues
2. Determine the political causes of the funding cuts
3. Determine the long term consequences for the typical migrant
Summary: Group work

Group work is active
It involves thinking about and making sense of new information
It is a form of guided discovery with tasks set by the teacher
It allows thinking or preparation time
Students learn from each other
Shy students are more likely to say something in pairs or groups
Teacher can summarise and ensure that learning points are understood
64
Delivery Plan
Unit 7: Group work
Required resources:
 Markers
 Student Book
Review previous learning
Review the use of group work
Have students complete the ordering and charting activities.
Complete the reading activity using the materials listed in the appendix
Have students complete the development of the group work activity.
65
Unit 8: Classroom management

 Explain the principles of classroom management
 Use a range of strategies to manage the classroom
What is classroom management?
As a class look at the two pictures above and discuss the differences. Consider who or
what makes a class work well?
Good classroom management creates a ‘safe’ place where students work well and
learning takes place. The basis for a well-managed classroom is that all students are
interested and motivated.
The other units in this course have discussed the need for the teacher to make lessons
interesting by using different learning activities; making sure that the work is not
toodifficultortooeasy;makingsurethateverystudenthassomethingtodothewhole time
whether they are quicker or slower; and making learning meaningful by linking it to
existing knowledge and real life. To be able to do this, the teacher has to plan their
classes well, and be well-organised.
However, the teacher also needs to have a positive relationship with the students, and
maintain classroom discipline. How can they do this? A good teacher is positive, and
interested in all the students, this is shown in their behaviour in class which is fair and
patient. The teacher praises effort and good work. What else do they need to?
66
Techniques
Classroom skills
At the start of a lesson there are a number of things you have to do to make the lesson
run smoothly. These things include:
Getting the student’s attention – wait for silence before starting. Say loudly OK let’s
start the lesson. If students are still talking, walk toward them, make eye contact and
say OK we are going to start now, please pay attention.
Voice – when you speak enunciate your words and speak slowly without being
condescending. Use intonation and gestures to help emphasise your words. Take care
not to let your voice trail off at the end of a sentence. You do not have to shout and
you should avoid the use of a microphone unless the classroom is exceptionally large.
Eye contact – make eye contact with the students; however do not linger on a particular
student especially if that person is a woman.
Walking round the class – walk around the class and talk to the students, look at their
work, show interest in their work and in them
Using the board – when you have to write on the board, assuming that you are right
handed, half turn to the class so your left shoulder is next to the board, speak as you
write so those students who perhaps cannot see everything that is being written, can
still take notes. When you speak DO NOT speak to the board, speak to the class. DO
NOT turn you back to the class.
Class rules – basic discipline

It is a good idea when making basic class rules to ask students what ideas they have.
This means they think about what would make the classroom work well for learning.
Some of their ideas will be helpful. The finalist should not be too long, and should
include some of the student’s ideas. Once you have made a list you need to make sure all
students keep the rules.
What rules do you want? Review the following list of rules. Do you agree or disagree
with these rules? List the rules you would use in your classroom. Be prepared to
present your list to the class and briefly explain why you choose the rules you did.
 Silence at all times

 No speaking when the teacher is talking to the whole class
 No interruptions when other students are speaking
 Put up your hand before speaking
67
 Don’t put up your hand (the no hands rule) – the teacher will choose someone to
speak
 No moving about the classroom
 Students can move round the classroom for group work
 No food and drink in the classroom
 No cell phones
 Don’t ask questions
 Give homework in on time
 Give homework in on the agreed day every week
 Be on time for class
Class plan – know your classroom

It is helpful to make a class plan showing where students sit. This will help you learn
their names. Knowing students’ names means they feel you are know who they are, and
are interested in them as individuals. Your interest in them and their learning is
motivation for them. When you have got to know the group, it is useful to make another
class plan to help in classroom management.
It is easy as a teacher to focus on those students who are active and engaged, and
findthatallyourteachingisdirectedtothem.Butitisimportanttobeawareofall your
students. If you ignore quiet students, or ones that are not working, you will allow
classroom management problems to develop.
Reward and Punishment

Students need to be able to work. An undisciplined classroom is not fair to those who
want to learn. How does a teacher ensure that their classroom is disciplined and hard-
working?
As a group discuss punishment in the classroom. Consider what might be ‘good’ and/or
‘bad’ about punishment and if punishment will make the student do better in the future.
Consider the following and discuss their merits

 Stand on one leg for 45 minutes
 Clean the toilet
 Tell the whole class the mistake
 The student has to jump like a frog for the whole class time
 Pain – stick/pinch/twist ear
 The whole class works in silence
 Stand outside the classroom
 Copy out lines
 Sit at the front of the class
 Stay in classroom at lunch time or afar school to do work
 Do extra homework
68
Physical punishment is never acceptable. Physical punishment includes hitting;pitching

and making students do physical exercises for a long time.
Humiliating punishment is not acceptable. Humiliating punishment means making the

student look stupid, especially in front of the class. Humiliating punishments create
resistance and rebellion. The student decides they don’t care what the teacher thinks,
and the problem will probably get worse.
A punishment that makes it easier for the class to work without disruption, or for the
student to catch up on work that the rest of the class has completed, is the most
effective. Students can understand the reasons for this, even if they don’t like it. An
example is if they have to stay behind after school to complete late homework.
Many studies have shown that reward for good work and good behaviour is more
effective atchangingbehaviourthanpunishment.Withdifficultstudentsyouneedtofind
something they are doing right, and praise that, even if it is something that you expect
of all students
asstandardbehaviour:ifitisanimprovementonwhatthestudentwasdoingbefore, then praise
it. Praise and encouragement gives the student the kind of attention they want. In fact,
disruptive behaviour is often attention-seeking because the student feels that any
attention is better than none. If you give students supportive attention, you may not
need to use punishment at all.
Summary: Group work

A well-managed classroom helps students work and learn
Making lessons interesting and motivating is a big part of classroom management
A positive relationship with students is a part of classroom management
Basic classroom skills help a teacher manage a classroom
Class rules help a teacher manage a classroom
Pay attention to quiet spots and 'hot spots' as well as hard-working students.
The teacher should only use punishments that help classroom management
Some punishments are not acceptable under any circumstances
Reward, praise and encouragement are usually more effective than punishment in
changing behaviour
Assessment
Choose one summary point from the above list and write a short paragraph explaining
what it means and how you do it. Give examples.
69
Delivery Plan
Unit 8: Classroom management
Required resources:
 Markers
 Student Book
Review concept of classroom management
Review techniques of classroom management

.
Review classroom management techniques
Have students complete the assessment activity
70
Appendix A
Guidelines on reporting back

Why report back from group work?
 Information and thinking is shared in the whole class
 Students develop confidence
 Students practise speaking skills
 Teacher checks understanding
 Teacher can ask further questions to develop whole class discussion teacher can
add information
 Teacher can summarise learning points so students know what they have learned
What is good reporting back?
 Summarises key points or main arguments
 Does not include everything everybody said in discussion •well-organised (order,
headings or categories, charts)
 Has visual support such as white board, newsprint, diagrams, demonstration
shows the group’s opinion
 Does not express only the reporter’s opinion
The role of the teacher in reporting back

 Manage reporting back time:
 Set and keep to time-limits, e.g. two minutes for each group
 Ask for 1-3 key points from each group (not everything they discussed)
 After the first group has reported, ask other groups only to report new points
that have not already been made
 Give different group’s different tasks so each group’s reporting back is
different
Make sure every student reports back at least once

 Keep a record of who has done verbal reporting back as you go along
 When you ask for the group’s report, say which student is to give it
 Choose someone who hasn’t done it before, or someone who hasn’t done it
recently
Confirm learning and understanding

 Ask more questions if needed
 Add more information if needed
 Summarise learning points
Appendix B
71
Guidelines on verbal methods
Advantages: Good for giving new information and explaining things

Disadvantages: Does not actively involve the students
Good practice guidelines

 Involve students:
 Set a task at the beginning that students will do at the end of the presentation:
this gives students a focus for their listening.
 Ask students what they already know: they could spend one minute writing down
what they know, and then you can ask for examples. This gets them thinking
about the topic.
 Link the topic to real life through examples and stories.
Content skills
 Organise your talk: use lists or make clear connections between each point
 Explain: keep it simple; use examples
 Use visual support, for example use the board to organise or summarise your
talk
 Keep it short – 10 minutes is usually plenty!
Communication skills:
 Make eye contact with the students: this shows that you are speaking to them
 Move around the classroom: this makes the talk more like a conversation
 Show your own interest and enthusiasm through your voice
 Talk clearly – not too fast; loudly enough.
Teachers often talk too much in class. For students to be active, they need to be doing
most of the talking and not listening!
72
Appendix C
Guidelines on action methods

Practices applying and practising learning, and showing understanding and connecting
learning to real life. Particularly good for kinaesthetic learners.
Role-play
 Students represent different opinions or experiences, and act out the situation
 English language role plays, e.g. giving directions to a lost visitor.
 Social science case studies, e.g. a farmer, a businessperson, a foreign investor
and an ecologist discuss a new hydro-electric power plan.
Case studies and problem solving

 Give students case study problems to solve. Make the problems related to the
topic they are learning, and real-life issues. The teacher can write case studies
from their own experience or use newspaper, magazine or internet articles to
give them ideas. Students can be given different information about the same
situation to encourage discussion.
Drama
 Students develop a short drama about an issue in their personal and social
learning, e.g. getting married at age 14; having an alcoholic family member;
moving to a different country.
Games
 Games should have a learning purpose.
 Language learning games practise specific language in a fun way.
Writing questions
 Groups write questions and answers on a topic, and exchange them with another
group.
 Make sure all students have to think of questions and make sure they know the
answers to their own questions. They may need to research and check.
Projects
 Develop study, research and thinking skills.
 Projects are good for student engagement and motivation, but need planning and
preparation.
Circuits/workstations
73
 When resources are few, share them by having groups do different tasks at
different times. This means that fewer people need the resources at the same
time. To do this:
 Set up exercises or activities at different points in the room.
 Plan activities that will take a similar amount of time (e.g. 15 minutes)
 Split the class into groups and give each group a place to start
 Give groups a set amount of time for each activity and then move on. For
example: your maths class has very few mathematical instruments. Have one
group using the instruments, while other groups have maths work that does
not need those instruments.
Field study
 Field study means going outside the classroom to learn. It is an exploration to
look for something specific or to find something out. A field study does not have
to be a long way. For example it can start outside the classroom door. Field
studies are often used in subjects like geography, biology, and the environment,
but they can also be used for other subjects like maths (e.g. measuring,
surveying, calculating floor area), languages (e.g. creative writing) or art (e.g.
drawing buildings, plants or people).
Surveys
 Surveys help gather information. The information can be facts (e.g. to find out
how many students smoke) or opinions, e.g. find out whether people think
smoking should be banned.
 Designing surveys to find out the answers to questions is not always easy, so
start with simple surveys to build student skills in analysis.
Creative projects
Student magazine, class book of short stories, recipes, community wisdom, case
studies, etc.
Appendix D
74
Guidelines on good reporting back/visual methods

Good reporting back helps the student make meaning of the lesson or the activity. In
group work it helps students discuss and organise themselves.
Venn diagrams
What goes where? What is it? What is out? Venn diagrams teach boundaries,
definitions and concepts.
Charts
What kind of……? Teaches comparison, definitions and concepts. Charts can be
developed by the teacher or by the student.
Mind map
Connections. Teaches groupings of different aspects of the topic. Can be used to
organise thinking on a topic.
Ordering and ranking
75
Teaches logic
Process diagram
Shows relationship between different parts of a process for example cause and effect
Appendix E
76
Teaching Skills: Student Book
Appendix E
Guidelines on the role of the teacher

Asking questions
There are the four stages in asking a question:
1. Ask the question

2. Give time for the students to consider an answer
3. Choose someone to answer the question
4. Have the student answer
Technique How to do it Benefit

No hands rule Students do not raise their hands, Encourages all students to
teacher chooses from the whole focus on the question as
class they might be asked to
answer
Wait time Teacher asks the question then Encourages all students to
waits for five seconds before think about the answer
choosing a student to answer
Write time Teacher gives the student one All students write an
minute to consider the question answer, teacher checks and
and write an answer. While writing can see who does not
the teacher walks around the class understand
checking on the work. Teacher
then chooses one student to
answer
Discussion time Students discuss the question in Promotes engagement and
pairs or small groups interaction
Choosing a person After wait time, write time or Everyone has to
discussion time teacher chooses a concentrate as they may be
student to answer the question asked to answer
Minimum length Ask a follow-up question to Develops thinking and
answer stringer students speaking skills
Whole class answer With higher level questions use Develops a discussion so
follow-up questions to develop a students can make
discussion connections and build
knowledge and
understanding.
59
Teaching Skills: Student Book
Open and closed questions

Closed questions
Closed questions are used to check knowledge and comprehension. They ask students to
remember information they have been told. Yes/no questions or true/false questions,
single answer questions and multiple choice questions are examples of closed questions.
Examples of yes/no questions:

 Is a dolphin a fish?
 Do trees store carbon dioxide?
 Has the USA ratified the Kyoto Protocol?
Examples of single answer questions:

 Who is the President of the USA?
 Which are the three longest rivers in the world?
 When did Myanmar gain independence from Britain?
 Where is the next World Trade Conference being held?
Examples of a multiple-choice question:

Hser Wah has 8kg of chicken. She sells 2.5 kgs to Zaw Win. How many kg does she have
now?
a. 5
b. 6
c. 5.5
d. 6.5
We can’t watch a movie because the DVD player is ______________

.broke/broken/break/spoiled
Open questions
Open questions are used for application, analysis, synthesis, and evaluation. Open
questions ask students to think about their answers.
Examples of open questions:

 What do think are the main problems with the Kyoto agreement?
 What would you do if you knew your friend was taking drugs?
 Why do you think glaciers are melting?
 How can a country improve the health of its people?
Ask open questions to develop thinking and discussion in the classroom
60

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Second Edition

This book was developed by

What and how students learn as part of this course

Techniques for training

Introducing the unit

Use follow-up questions for

The Student’s Book

Reading passages and diagrams

UNIT 1: Teacher roles and responsibilities

Thinking about teaching

Knowledge, attitudes, behaviour and skills

1. knowledge (n) a. how someone acts

The qualities of a good teacher

Attitudes and Behaviour

A good attitude is displayed by the teacher in

1. relevant (adj) a. reason to do something

The result of good teaching is good learning

The role of the teacher

The role of the teacher is to guide, facilitate

1. Describe what teachers need to know and do to guide learning

Responsibilities of the teacher

The teaching cycle

Teacher: Right. Open your books at page 46.

Student: Sir, we need to look at a map to answer question 5.

The stages of the teaching cycle

While observing the class:

Answer the following three questions;

2. What is the teacher not doing well?

Introduce the unit and review the learning objectives.

Have each group briefly describe their findings to the class

Have students complete the understanding activity.

Review the attitude, behaviour and skills materials

Have students complete the understanding activity.

Have students complete the Missing Pieces activity

Unit 2: How we learn

The role of the teacher is to guide, facilitate

Thinking about learning

As a class review the different flip

Learning in the classroom

The earliest approaches to learning focus on a teacher-centred approach where the

More recently, approaches focus on the

As a group discuss the following:

Activity Happened a Happened

1. Instruction: Teacher centred-students passive

Learning styles – How do I learn best?

Learning styles typically fall into three areas:

Learning styles questionnaire

Visual Kinaesthetic Auditory

Total ___________ Total __________ Total ___________

Learning styles in action

While observing the class:

Summary how we learn

learning a practical subject?

Introduce the unit and review the learning objectives.

Review key words as needed.

Have students complete the understanding activity.

Review learning styles in action

Unit 3: Equality in the Classroom

The role of the teacher is to guide, facilitate

Total _ Total Total ___