Initial Primary Teacher Education

Education foundation
studies
Module 2

Malawi Institute of Education

Initial Primary Teacher Education

Education foundation
studies
Module 2

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2017

 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual,
community and national development. Education prepares learners to play their
roles effectively to promote and sustain a country's socio-economic development.
Parents or guardians desire that their children develop into adults with sound
minds and healthy bodies through the acquisition of appropriate knowledge,
skills and desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key
source of knowledge, responsible for facilitating the learning process and act as
role models for the learners.

The function of initial teacher education in Malawi is to prepare student teachers

in their aspiration of becoming teachers of high quality. This is achieved by
helping the student teachers to acquire the right knowledge, skills and
competences to enable them to effectively teach children. In view of this, the
Initial Primary Teacher Education curriculum has been reviewed to ensure that
student teachers who graduate from this programme are well trained and
prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display

moral values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their
teaching profession.

Executive Director
Malawi Institute of Education

v
 Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspection and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of
Malawi Institute of Education, Dr William Susuwele‐Banda and his staff,
Coordinator of the Initial Primary Teacher Education (IPTE) review process, Dr
Ezekiel Kachisa and his team (Mr Edward G Mtonga and Ms Catrin Anderer) for
coordinating the process of developing the module.

The Ministry of Education, Science and Technology and the Institute would also
like to thank Edward Gobede Mtonga, Lazarus Banda, Veronica Kaunda,
Cosmas Goliati, Ruth Sambaleni-Nambuzi, Davie Kaambankadzanja, Dr Sarah
Roelker, Laurent Afonso and Anthony Manja for reviewing the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical
Cooperation (GIZ), United Nations Children’s’ Fund (UNICEF), Food and
Agriculture Organisation (FAO) and Open Society Foundation (OSF).

Production team
Editing Anthony Malunga
Designer Doreen Kachala-Bato
Editor-in-chief Max J Iphani

vi
 Writers
Valesi Gift Binali - Domasi College of Education
Gentry Chipeta - Machinga Teachers College
Foster B Magombo - St Joseph’s Teachers College
Hasten Zakeyu - Montfort Special Needs College
Lillian Sankhulani (PhD) - Malawi Polytechnic
Rabecca Makanga - Blantyre Teachers College
Edward K Kalua - Karonga Teachers College
Sr Jaini Thomas - St Joseph’s Teachers College

vii
 Contents
Foreword …………………………………………………………………… vi

Acknowledgements ……………………………………………….………….. vii

Introduction to the module ………………………………………………….. ix

TOPIC 1 Child development and learning for upper primary ………… 1

TOPIC 2 Teaching skills for upper primary ……………………………… 6

TOPIC 3 Teaching and learning methods for upper primary …………… 9

TOPIC 4 Teaching and learning resources for upper primary …………… 26

TOPIC 5 Assessment ………………………………………………………….. 33

TOPIC 6 Assessment tools ………………………………...…………………. 38

TOPIC 7 Assessment of learners in lower and upper primary …………… 48

TOPIC 8 Inclusive education …………………………………..…………….. 51

TOPIC 9 Learners’ diversity in a classroom ………………………………... 58

TOPIC 10 ICT in teaching, learning and assessment ….……………………. 69

TOPIC 11 Text editors for teaching learning and assessment ………….….. 76

TOPIC 12 Use of mobile devices in research, teaching and assessment ….. 80

viii
 Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and
promote their desire for life-long learning. IPTE endeavors to educate teachers in
sufficient numbers, continually develop their professionalism so that they are able
to effectively and efficiently deliver quality and relevant education to primary
school learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce
teachers who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources
suitable for the needs of their learners.

Rationale
Foundation studies will equip student teachers with the necessary knowledge,
skills and attitudes to carry out their role of facilitating learning of the primary
school child. To teach effectively, student teachers must study the origins and
development of the primary school curriculum and understand their role in its
implementation through appropriate management of the teaching, learning and
assessment processes at school level.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.

ix
 IPTE programme structure
The duration of the teacher education is two years. The general outlook of the
two years is as follows:

Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in Out win In college, In college,

learning learning teaching teaching with special with special
subject subject practice practise emphasis on emphasis
content with a content schools, schools, reflection, on subject
special focus with special practising practising inclusion and content,
on methods focus on teaching teaching further policies and
for lower methods for mainly in the mainly in the practice on frameworks
classes upper lower classes upper classes teaching
classes methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, Information
Communication Technology, Inclusive Education and Critical Thinking are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and
pedagogy in teaching and learning. In this structure, student-teachers will be in
college for two terms of year 1 and be in primary schools for teaching practice in
the third term of first year and first term of the second year. Student teachers will
be back to colleges in terms 2 and 3 of year 2 to continue learning subject content,
reflecting on their experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life Skills, Science and Technology, Expressive Arts,
Religious Studies and Human Ecology. In this modular design, a set of topics
forms a module in a subject. A module consists of 40 hours contact time.

x
Summary of topics for the term and time allocation

Term 1
Topic Allocated time in Core element
hours

xi
TOPIC 1 Child development and learning in upper
primary

Time: 3 hours

Introduction
In term one, you learnt about child
development in lower primary,
which focused on relating the
abilities of learners in lower primary
to stages of child development. You
also looked at factors that influence
child development and the Success criteria
importance of such knowledge to the By the end of this topic you will
teacher. In this topic you will analyse analyse specific characteristics and
the specific characteristics and abilities of standard 5-8 learners and
abilities of learners in upper primary their implications for teaching,
and their implications for teaching, learning.
learning and assessment. Specifically,
you will also be expected to reflect on Background information
your own learning experiences when Human development refers to certain
you were in standards 5 – 8. Lastly, changes that occur in human beings
you will discuss the learning needs of from conception to death. The term
learners in upper primary and how applies to changes that appear in
you can address them. This orderly ways and remain for a
knowledge will help you to be an reasonably long period. Human
effective teacher when teaching development can be divided into
learners in upper primary. physical, social, emotional and
cognitive development. Table 1
shows descriptions the four aspects
of human development:

1
Table 1 Human development aspects
Aspect of Characteristics Implication on learning
Development
1 Physical 1 Changes in the When the body grows,
development body in size, different parts grow within it
weight, length amd eg limbs, the brain, which is
height critical in the learning process.
2 Social development 2 Changes in the Children who go to school
way an individual already socialised in the lower
relates to others. classes may find school life
easier since they will be able to
mix with others.
3 Emotional 3 Changes in To ensure successful learning,
development individual’s one needs to master his or her
personality and emotions to ensure healthy
emotional relationships with peers and
understanding. teachers, hence successful
education.
4 Cognitive 4 Changes in 4. As learners grow physically,
development thinking they also grow intellectually,
unless there are physical
defects at birth, resulting in
mental retardation. Good
nutrition enhances intellectual
growth, hence success at
school.
5 Moral development Changes in ablility As learners grow, they all will
to judge right or be able to treat others fairly as
wrong they interact in the process of
learning

Most changes during human Some of the principles of human

development refer to growth and development are that:
maturation. “Maturation refers to
changes that occur naturally and Children develop at different rates
spontaneously and that are to a large This principle implies that teachers
extent programmed” (Woolfolk, et should expect diversity among their
al., 2009). Growth, on the other hand learners in all areas of development.
refers to an increase in size, weight or For example, some learners will
degree of intellectual capacity. understand academic concepts easier
than others will due to differences in
brain development or social
experiences from home or through

2
peers. When the teacher is aware of recognises the logical stability of the
diversity, he/she finds ways of physical world. The following are the
managing the class for effective characteristics of learners in upper
learning. For instance, during group primary:
work, learners of different
intellectual capacity can be mixed in Ability to solve conservation
order to ensure maximum learning. problems
Piaget indicates that learner’s ability
Child development is relatively to solve conservation problems
orderly depends on an understanding of
Human beings develop orderly basic aspects of reasoning that
certain capabilities before others, for something stays the same in quantity
instance, a child crawls before even though its appearance changes.
standing; similarly, at school, It is the understanding that
addition is learnt before redistributing material does not
multiplication. The implication is that affect its mass, number, volume or
when a teacher knows the level at length.
which a learner is cognitively,
physically, socially developed, it The ability to classify things
would be easier to plan appropriate Piaget indicates that learners at this
activities, resulting in effective stage are able to identify the
teaching and learning. properties of categories, to relate
categories or classes to one another
Child development takes place
and to use the categorical
gradually
information to solve problems.
This principle alerts teachers to
Learners are able to group objects
remember that learners have
according to dimensions that they
problems in the learning process. It is
share. They are also able to subgroup
therefore necessary for teachers to
hierarchically so that each new
have patience in order to guide them
grouping will include all previous
through until they manage to achieve
subgroups
the particular challenge such as
failure to read and write.
The ability to seriate things
Characteristics of learners in Learners develop the ability to
upper primary arrange items along quantifiable
In child development, the cognitive dimension, such as height or weight.
development is important to The ability to conserve, classify, and
learning. According to Piaget’s seriating at this stage means that a
theory of cognitive development, the learner has finally developed a
child develops concrete operational complete and very logical system of
element. At this stage, the learner thinking. At this stage, learners can
engages in hands on thinking and imagine different things and
3
arrangements. However at this stage 3 Relate the characteristics with
children are not yet able to reason those in the concrete operational
about hypothetical, abstract problems stage?
involving many factors at once. 4 Share with the others in plenary.
Teaching learners the knowledge of
concrete-operational thinking will be Activity 3 Examining factors that
helpful to them. In the lower influence child
primary, learners move towards development in upper
concrete-operational stage and later primary (1 hour)
classes they develop concrete 1 Research on the internet factors
operation but not fully. that influence child development
in upper primary
Task 2 Discuss in plenary
Task Analysing specific
characteristics and abilities of Activity 4 Relating abilities of
standard 5-8 learners and their standard 5-8 learners to
implications for teaching and stages of child
learning development (40 minutes)
In this task, you will look at By the time children reach the
characteristics of learners in upper concrete-operational stage of
primary and their implication to cognitive development, they have
teaching and learning. some operations and strategies that
they are able to employ. Considering
Activity 1 Reflecting on your these new skills:
characteristics of learners 1 Discuss how you might go about
in upper primary (10 teaching a child at this stage:
minutes)  a social studies lesson about the
1 Reflect on the characteristics of history of Malawi.
learners in upper primary in  the importance of the six food
relation to your own school life? groups of nutrition?
2 Share the reflections with a peer. 2 Share your findings to the whole
3 Discuss the experiences in plenary. class in a plenary.

Activity 2 Discussing specific Activity 5 Discussing how teachers

characteristics of learners can address the needs of
in upper primary (1hour learners in upper primary
50 minutes) (20 minutes)
1 Observe a lesson at a nearby 1 Identify the learning needs of
school in any upper class learners who are in upper
2 Identify the characteristics of the primary.
learners 2 Discuss how a teacher can address
the learning needs identified.
4
3 Present your work to the whole maturity: and how you can address
class in plenary. them.

Tips Reflection and assessment

 Use TALULAR to ensure lesson Self-assessment
effectiveness. Describe the characteristics of learner
 In activity 4 you can also use with concrete- operational thinking.
topics from other learning areas
 Activity 5 requires that you Topic assessment
brainstorm the list of special needs Relate the principles of human
learners first, before you find out development to the process of
how teachers assist them. learning in upper primary.

Summary
This topic has introduced you to an References
analysis of specific characteristics Cherry, K. (2017). Piaget’s Theory: The
and abilities of learners in upper 4 stages of cognitive development.
primary and their implications for From https://www.verywell.
teaching and learning. You reflected com/piaget’s-stages-of-cognitive-
on your own learning experiences development-2.
when you were in standards 5 – 8 Gerrig, RJ, Zimbardo, PJ, Desmarais,
and discussed their characteristics. S, & Ivanco, T (2009). Psychology
You also related the abilities of lower and life. Pearson: Toronto.
primary learners to stages of child Woolfolk, AE, Winne, PH, & Perry,
development. Lastly, you discussed NE (2009). Educational psychology.
the learning needs of learners in Toronto: Pearson.
upper primary for example, retarded
mental development and early

5
TOPIC 2 Teaching skills for upper primary
Background information
Time 3 hours Teaching in upper primary requires
thorough lesson preparation for it to
Introduction be effective as activities can be
As of now you are familiar with complex and challenging because
teaching skills for lower primary learners at this stage are more critical.
which you learnt in term one. You They begin to think logically and
have the knowledge on their solve problems based on concrete
importance and how to use them in situations. Therefore, teaching skills
the process of teaching and learning should be of the level of the learners.
in order to achieve the success For example, when using the skill of
criteria. The focus was on the young questioning there is need to use
ones who need time and special way more thought provoking questions in
of delivering lessons for them to relation to logical thinking which
understand the concepts. In this learners in upper primary develop at
topic, you will discuss teaching skills this stage. This topic will help you to
focusing on the upper primary. The know how to use different teaching
way you will handle upper primary skills in the upper primary in relation
will be different as you will teach to leaners’ level of cognitive
older children and the concepts will development.
be more complex than before.
Therefore, you need thorough Task
preparation before starting teaching. Task Comparing and contrasting the
use of teaching skills in lower
Success criteria and upper primary
By the end of this topic, you must be Teachers use teaching skills
able to compare and contrast the use differently in lower and upper
of teaching skills in lower and upper primary due to learners’ differences
primary. in their levels of development. In this
task you will identify the similarities
and differences of the teaching skills
used.

Activity 1 Observing a lesson in

lower and upper primary
focusing on teaching
skills (1 hour 50 minutes)
1 Observe lessons at demonstration
school or nearby school from

6
 lower and upper primary focusing 2 Practise teaching the lesson
on teaching skills focusing on teaching skills in the
2 Compare and contrast the lessons upper primary.
in lower and upper primary 3 Discuss the observations made on
focusing on teaching skills. the use of the teaching skills.
3 Analyse the results by focusing on 4 Analyse implications of each
the differences. Use the table teaching skill for teaching in upper
below to record your analysis of classes.
the observation.
4 Share your observations in plenary Tips
 Include learners with diverse
Teaching skill Observation Observation needs –in lesson presentations
in lower in upper  These tasks can be done outside
primary primary
normal class time
Planning
Introduction  Let students teach lessons from
Explanation different learning areas
Illustration  For activity 2 you could use
Questioning recorded videos of lesson
Reinforcement presentation or you can take a
Variation
class to nearby school
Closure
Class
management Summary
Chalkboard use In conclusion, teaching can be
challenging if teachers are not
prepared on how to use teaching
Activity 2 Analysing implications of skills. Learners in upper primary are
each teaching skill for more critical therefore; you need to
teaching in upper classes show your expertise on how to
(50mins) deliver lessons. Remember that all
1 Analyse implications of using each teaching skills are used in one lesson
teaching skill for teaching in upper concurrently. A teacher’s action
classes. during lesson delivery requires
2 Share observations in plenary. taking into account of changing
situations many of which are
Activity 3 Practising the use of surprises. Teachers’ effectiveness in
teaching skills in upper the classroom depends on how well
primary (2 hour) they modify and adapt their skills in
1 Identify one lesson for any the course of learning and teaching.
learning area from standard five to Teaching skills can be successful if
standard eight. you have the knowledge of the
content teaching, learning and

7
assessment, methods, resources and
learners abilities.

Reflection and assessment

Self-assessment
Develop a lesson to be taught in
upper primary class from any subject
focusing on teaching skills and
micro-teach the lesson. Ask your
colleagues to assess the lesson and
provide feedback in terms of
successes and challenges.
References
Topic assessment Cherry, K (2017). Piaget’s Theory: The
Using the knowledge that you gained 4 stages of cognitive development.
in micro teaching, compare and From https://www.verywell.com/
contrast the use of teaching skills in Piaget’s-stages-of-cognitive-
lower and upper primary development-
Malawi Institute of Education (2008)
(MIE). Initial Primary Teacher
Education (IPTE) lecturers’ book.
Domasi: Malawi Institute of
Education.
MalawimInstitute of Edication
(1998). MIITEP student teacher’s
handbook 1. Domasi: Malawi
Institute of Education.

8
TOPIC 3 Teaching and learning methods for upper
primary
Background information
Time 5 hours Teaching and learning methods are
ways of presenting the content of the
Introduction curriculum or ways of conducting
In term one you learnt about the instructional activities during the
teaching and learning methods for teaching and learning process.
lower primary. You practised using Teaching and learning methods that
the methods during micro teaching. teachers use should always aim at
In this topic, you will learn about promoting independent working and
teaching and learning methods a sense of responsibility in learners. It
which you can use when teaching in requires the teacher to plan creatively
upper primary. You will also relate in order to cater for learners of
the appropriateness of such methods different abilities. This calls for use of
to your knowledge about child learner centred approaches and
development and learning needs of critical thinking strategies. Learners
learners. The knowledge you will in upper primary are in the category
gain in this topic will help you to of late childhood and adolescent
choose appropriate methods to be stage of development. In late
used for effective teaching and childhood (7-12 years) and
learning in upper primary. adolescent stage (+12 years) of
development children are able to
Success criteria demonstrate use of logical thinking
By the end of this topic, you must be and systematic manipulation of
able to analyse teaching and learning symbols which are related to concrete
methods and their appropriateness objects Zanden, et. al., 2007.
for teaching upper primary.
Also, their thinking becomes less
egocentric with an increased
awareness of external events, and
involves concrete references. In
adolescent stage of development,
learners are also able to use symbols
related to abstract concepts.
Furthermore, their thinking is
systematic and they are able to
formulate hypothesis and think
about abstract relationships and
concepts. Therefore, the methods

9
used at this level should take into  present problems that require
account these characteristics. logical and critical thinking for
learners.
This knowledge on child  make sure that they always
development should help the teacher prepare adequately before they go
to adapt instructions, teaching and to class to teach in order to achieve
learning methods to suit learner’s increased learner involvement.
development level. The teacher’s role
in this case is to facilitate a variety of Task
experiences to learners. Therefore, Task Analysing the appropriateness
teachers should always give learners of teaching and learning
the opportunity to explore and methods for teaching upper
experiment for them to develop new primary
understanding on concepts being At the beginning of this term, you
taught. It should also be considered looked at characteristics of learners in
that concentration span of learners of upper primary, their learning needs
this age range is high therefore and how you can address their
challenging activities are essential if learning needs.
meaningful learning is to take place.
In this task, you will reflect on the
How to increase learner methods of lower primary and relate
involvement in teaching and them to the methods used in upper
learning and implication for
primary. You will also look at the
teaching
learning needs of upper primary and
In order to make sure that learners
think of ways of addressing them
have opportunities to explore and
experiment in the process of teaching
Activity 1 Relating the
and learning, teachers need to:
appropriateness of
 make sure that groups of learners
methods for upper
with different abilities are formed
primary to knowledge
 use hands on experiences to help
about child development
learners to understand concepts.
and learning needs of
 use real objects such as visual aids
learners in upper primary
or models for easy understanding.
(1 hour)
 use familiar examples for more
1 Analyse teachers’ guides and
complex ideas
learners’ books of different
 give opportunities to learners to
subjects for Standards 5-8, and
tackle tasks that are increasing in
find out which teaching and
level of difficult to facilitate
learning methods have been
understanding of new concepts
included in these books.
with previous knowledge.
2 Relate the appropriateness of
methods for upper primary to
10
 knowledge about child
development and learning needs
of learners in upper primary.
3 Discuss your findings in groups. Stage of Teachers Learners Methods
lesson activities activities used
4 Report to the whole class.
Introduction

Activity 2 Demonstrating (Lecturer)

Development
teaching and learning
of the lesson
methods for upper
primary (30 minutes) Conclusion

1 Observe a lesson to be presented

by your lecturer.
Activity 3 Observing a lesson in
2 Record your observations using
upper primary with a
the table below.
focus on teaching
3 Discuss your observations with
methods (2 hour)
your lecturer using the recorded
1 Observe lessons in upper primary
observations from your table.
at demonstration or any other
4 Consolidate by focusing on
nearby school.
appropriateness use of the
2 Record your observations in the
methods using the appendix.
checklist below.

Stage of Methods used Clear Procedure Remarks Other methods

lesson instructions followed which could be
used
Yes No Yes No
Introduction

Developmenta
l steps

Conclusion

3 Evaluate the lesson observed

focusing on methods used in
introduction, development and
conclusion.
4 Share your discussions in plenary.

11
 Activity 4 Conducting micro- 2 Use the table below to record the
teaching with focus on observations.
teaching and learning 3 Together with your lecturer,
methods in upper evaluate the presented lessons
primary (2 hour) using the observation checklist
1 Prepare a short (mini lesson) below:
lesson in a subject of your choice.
Use not less than four methods in
your lesson for any class from
Standards 5-8.

Stage of the Methods Clear Procedure Degree of learner

lesson used instructions followed involvement Comment
Yes No Yes No EX G S NI F
Introduction

Developmental
steps

Conclusion

Key: EX: Excellent G: Good S: Satisfactory NI: Needs improvement F: Fail

Summary
Tips In this topic, you have learnt about
 Students may also be given teaching and learning methods that
assignments in advance readiness you can use when teaching in upper
for presentations primary. You have observed how
 Make sure you consider gender different methods are used
and diverse needs of learners as effectively. You have also practiced
you plan for your lessons teaching using some of the methods
 Each member in the group must like debate, K-W-L and predicting
take part in lesson preparation and from terms. Furthermore, you have
presentation. also evaluated the effective use of the
 Methods of teaching and learning methods using different appraisal
should not only be explained to guide. This knowledge has helped
the students but demonstrated on you to choose appropriate methods
how to use them in a lesson using for learners at the stage of late
subjects and topics from primary childhood and adolescence so that
school syllabus. these learners can participate actively
 Choose methods to be and develop an understanding of the
demonstrated from the appendix. concepts being taught.

12
Reflection and assessment Malawi Institute of Education (2014).
Self-assessment Ways of teaching. Skills and ideas for
Analyse teacher’s guides and student teachers. IPTE Programme.
learners books of standards 5-8 for Domasi: Malawi Institute of
different subjects. Choose the topics Education.
and suggest other methods that Malawi Institute of Education (2013).
could be used in the chosen topics. Malawi primary, secondary and
Give reasons for choosing that teacher education: critical thinking
particular method. sourcebook for Malawi. Domasi:
Malawi Institute of Education.
Topic assessment Malawi Institute of Education (2008).
1 Examine topics in the primary Initial Primary Teacher Education
school syllabus in different (IPTE).Lecturers’ Book. Domasi:
subjects that would suit the use of Malawi Institute of Education.
the following teaching and Malawi Institute of Education, (2013).
learning methods. Give reasons for Malawi Primary, Secondary and
choosing such topics. Teacher Education: Critical thinking
 ball bearing sourcebook for Malawi. Domasi:
 jigsaw Malawi Institute of Education.
 debate Malawi Institute of Education, (2008)
 card collection and clustering (MIE). Initial Primary Teacher
2 How would you ensure that Education (IPTE) lecturers’ book.
learners of diverse needs are Domasi: Malawi Institute of
considered when using the Education.
methods? UNESCO, (2006). Practical Tips for
teaching large classes: a teacher’s
References guide.UNESCO: Bangkok
Crawfort,Wendy, Mathews, www.ncca.ie/en/curriculum_and_ass
Makinster. (2005). Teaching and essment/Early_Childhood_and
learning strategies for the thinking Primary-
classroom. New York: The Education/Earlt_Childhood_Educa
International Debate Education tion/How_Aistear_was_develo-
Association. last accessed 24/04/17.
GIZ (2014). Handbook for improved Vander Zanden, Grandell J.W.
teaching and learning methods.(not &Crandell C.H. (2007): Human
published). development (8thed.). Boston.
GIZ (2011). LCE core trainers manual. McGraw- Hill.
A training manual to support the www.jblearning.com/samples/076375
implementation of LCE workshops in 1375/46436_CHO5_ooo_oo.pdf.
Malawian teacher training colleges
and schools. Bonn.

13
Appendix 1

Some of the teaching and learning methods for upper

primary
4 Now ask learners to think of
K-W-L (Know-Want to Know- questions they have about the
Learn) topic. They may begin by
K-W-L activity can be used to reviewing what they know, and
structure a whole lesson. It asks finding areas where their
learners to think of what they already knowledge is incomplete. Write
know about the topic of the lesson, their questions on the chart in the
raise questions about it, and find column marked ‘What do we
answers to those questions. want to Know?’ Feel free to add
some of your own.
Group size 5 The learners should now read the
Six to sixty or more learners text (or listen to a lecture, or do
some other kind of investigation).
Time required They are reminded to look for
45 minutes to multiple periods. answers to their questions, and for
any new ideas they did not
Procedure anticipate.
1 Begin by naming the topic, and 6 The learners report the things they
asking learners to think of what learned from the text. First they
they already know about it. It report answers they found to their
helps to have learners list their questions, and then they report
ideas, and to share their ideas with any other interesting or important
a partner before they answer. ideas they discovered. The teacher
2 Create a K-W-L chart on the chalk records these on the chart in the
board or on chart paper. column labelled, ‘What did we
learn?’
K (What I W (What I L (what I 7 The teacher goes through the
know want to have second column with learners on
know) learnt) “what they want to learn” and ask
if the points were learned. If some
point were not tackled during the
3 Ask the learners to call out what lesson, the teacher can either
they know about the topic. Write respond to the questions, tell
their ideas in the column marked learners if they have responses or
‘What do we know?’ You may tell learners when the question
organise their thoughts into will be answered.
categories, as you receive them.

14
Strengths of the method Procedure
 it assists learners to develop 1 Tell the learners you want them to
critical thinking skills write very briefly about a topic
 it encourages learners to ask vital you will give them. They are to
questions write without stopping during the
 learners are able to reflect on the allotted time.
lesson 2 State the topic.
 learners are given the opportunity 3 Time the learners as they write. (It
to argue and contribute during may help to give them an extra
knowledge building minute.)
 it promotes learners to think about 4 Learners may keep the papers in
questions to ask their journals, or you may collect
 it helps learners to think about them to use in assessing your
what they would like to learn lesson.
 it promotes investigative skills in
learners Strengths of the method
 it keeps learners active as they
Challenges write down ideas on paper
 it may not benefit learners if not  it enhances writing skills
well structured  it promotes reflective skills

Tips for K –W- L method Challenges

 This method can be used for a  learners may miss some ideas as
whole topic even if the topic thought are aired in a hurry
covers several periods in the week.
Therefore, remember to use the ‘L’ Predicting from terms
(what did they learn) part of the Predicting from terms procedure is
method the day you finish the used in the anticipation phase of a
topic. lesson to encourage the learners to
think along the lines of a text they are
Quick write about to hear or read.
Quick-write is a brief written
reflection on a topic. Group size
Predicting from terms is carried out
Group size Any size. in pairs. There can be an unlimited
number of pairs within a classroom.
Time required: The quick-write can It can also be done individually
be done in five to ten minutes. It can
be used at the beginning, in the Resources
middle, or at the end of a lesson. Predicting from Terms requires a
chalk board on which to write the
terms. Terms can also be written on
15
cards or reading boards and get 2 The teacher asks the learners to
displayed for learners, write a story by using the
provided terms
Time required: It should be done 3 Learners write the story
quickly: five or six minutes at the 4 Teacher asks some learners to read
most. the developed stories
5 Teacher asks learners to read the
Procedure real story from the book
1 Before the class begins, the teacher 6 Ask some questions from the story
chooses five or six terms from the they have read
text that point to key concepts,
important events, or main Strengths of the method
characters.  it promotes creativity in learners
2 The teacher writes the terms on  helps learners to develop writing
the chalk board and tells the skills
learners these terms will appeal in  it arouses learners curiosity before
the story or the text. The teacher reading the story
names the genre or style of writing
they are about to hear, and may Field trip/Educational visit
explain how the genre will Field trip involves learners working
constrain the kind of events or outside the confines of the classroom
information they should expect. to gain practical experience and
knowledge through firsthand
Strengths of the method observation. It can be observational,
 it provoked critical thinking in where learners observe the teacher
learners carrying out activities, or
 it motivates learners to learn as participatory where a teacher
they compare their prior prepares activities for learners to do
knowledge with the new individually or in groups, under
knowledge supervision or independently using
resources in the field. A variety of
Challenges learning and teaching processes
 shortage of resources eg books involved include: observation and
description of what is in the field,
Predicting from terms (another research and problem solving. For
version) example, a teacher may take learners
1 The teacher writes terms on the to a nearby pond, to observe the life
chalkboard and tell learners that cycle of mosquitoes in Science and
the terms are from a text, story or Technology; or take learners to a
case study. nearby main road to observe road
users in Social and Environmental
Studies. In order to provide
16
opportunities for meaningful 2 Set tasks to be done in the field
learning, it is very important that a and allocate time to each activity
field trip is integrated in classroom 3 Pre-visit field trip location and
activities. For instance, key questions pre-test the tasks to assess
for investigation in the field should practical feasibility
emerge from previous tasks and the 4 Ensure that all necessary materials
findings in the field should be used to be used are available
to inform subsequent work. 5 Brief learners about the objectives
of field trip and also what
Field trip does not have to take place activities they are supposed to do
far away from the school; school 6 If the field trip is within the school
premises, surrounding places and premises, the lesson can
communities are ideal considering commence in the classroom and
costs associated with distant field take the learners out at an
trip. A teacher needs to survey the appropriate time. Alternatively,
environment to see what the teacher can travel with the
opportunities it offers for educational learners to the field trip site, and
purposes. undertake the lesson.
7 Supervise learners and ensure that
Rationale they are observing carefully and
For learners to learn from firsthand taking down notes, where possible
experience through observation and 8 Provide opportunities for learners
application of ideas generated in the to ask questions
classroom 9 Discuss the information gathered
from field trip
What stage of lesson? Lesson
development Strengths of field trip
How long? This depends on the  it enables learners to gather first-
nature of the task, and teacher’s hand information
careful planning is very important to  learners learn in an environment
ensure effective use of the available of real life situation
time. Learners’ after school time may  learners develop and improve
also be utilized apart from the their observation, application,
subject’s slots on the timetable. evaluation, reasoning and
practical problem solving skills
What is required? This is  field trip provides a good link to
determined by the tasks to be done. learners’ daily lives in their
communities.
Procedure
1 Be clear on the actual purpose of Challenges of field trip
the field trip  it demands a lot of time

17
 it requires a lot of arrangements around the central oval and
and organisation connect it to the centre with a
 may be prone to eventualities single line.
 sometimes requires parental 3 Finish all primary impacts before
consent before learners can be moving onto secondary impacts
taken out 4 Next, identify the secondary
impacts of each primary impact
Futures wheel and write these in ovals and join
Futures Wheel is a structured them to the primary impacts with
brainstorming method used to a double line (or you can use a
organise thinking about future different colour). This forms a
events, issues, trends, and strategies. second ring of the wheel.
A trend or event is placed in the 5 Finish all secondary impacts
middle of a piece of paper and then before moving onto tertiary
small spokes are drawn wheel-like impacts
from the centre. Primary impacts and 6 Continue this ripple effect,
consequences are written in circles of increasing the number of lines or
the first ring. Futures wheel is a very colours used to join the ovals, until
simple but powerful technique for a useful picture of the implications
drawing out people’s opinions and of the event or trend is clear.
ideas .It also leads to thinking about
consequences, actions or issues for Strengths
the future. In order to identify  helps learners to think through
consequences ask: “If this happens, how an issue may unfold or the
then what happens next?” consequences of an event or
strategy thoroughly
What stage of lesson? Any  helps learners to critically think in
a more complex manner
How long? 20 minutes  helps learners to identify
relationships and unintended
What is required? Chalkboard, flip consequences
charts
Challenges
Procedure  it is a complex method
1 Write the name of a trend or event  it is limited by knowledge and
in the middle of a piece of paper as perceptions of learners
if it has already happened – it  it requires that the learners should
helps to focus on and imagine have some knowledge of the
what this future looks like. subject area before it is used.
2 Think of and write primary
impacts or consequences of this
event/trend in separate ovals
18
Ball bearing learners to understand the text
This method is used to make learners thoroughly.
understanding and summarising a 7 Consolidate the activity by either
written text. asking questions or asking some
learners to summarise
Procedure
1 Let learners form a circle and Strengths
count 1- 2- 1- 2- 1 etc. Let the “2s”  every learner is actively involved
form a second, inner circle which in the lesson
is surrounded by the “1s”, the  it promotes reading and
outer circle. Ask the learners of comprehension skills among
both circles to face each other in a learners
way that each learner of the outer  it also promotes critical thinking
circle faces his peer in the inner skills as learners summarise main
circle. points
2 Hand out a written text to each  learners skills of listening,
learner. Tell learners to read the speaking and summary writing
text silently and to prepare an oral are promoted
summary individually.
3 a) Let each learner of the inner Challenges
circle present her/his summary of  it may not benefit the learner if
the text to the partner in the outer he/she does not know how to read
circle (without looking at the text,
just telling what was kept in Tips for the method
mind). b) In a second step, let each When you are dealing with large
learner of the outer circle classes, you can take the learners
complement the summary (no outside the classroom and form
discussion allowed, just several circles to make sure every
summarising complementary learner is accommodated. Do not be
information). afraid to use this method outside; in
4 Let the inner circle move two, the beginning it may of course be
three or four learners clockwise to chaotic, but later learners will get
a new partner in the outer circle. used and enjoy the activities while
5 Let each learner in the outer circle learning with no problem.
give the summary (as captured
during the previous pair situation) Workstations/Bus stop
to the new partner and let the Work stations refer to different spots
learner in the inner circle of the classroom on which a sequence
complement. of tasks are presented for learners to
6 repeat the procedure (step 3 to 5) if discuss in groups. Questions, tasks or
you think it is necessary for all texts can be written on pieces of
paper set at each station, or on charts
19
posted on walls or written on the 3 Upon arrival at the station, each
chalkboard. Different groups of group discusses and writes
learners work for a few minutes at comments for the question posed
different stations and rotate until all at the station then moves to the
groups have worked at all stations. next station. The teacher should
monitor progress as groups rotate.
What is it for? When groups return to their
To get learners to discuss and starting points, they should be
respond to a set of questions that given the chance to synthesise
leads to learning of specific responses contributed by other
knowledge or skills groups.
4 Selected or volunteer groups
What stage of lesson? During lesson should make a presentation to the
development class

How long? Not more than 20 Strengths of the method

minutes  it promotes team building, fosters
debate, and encourages consensus
What is required? Space, chart as learners work together to
papers or ordinary papers, present group member's ideas at
chalkboard, texts which could be the different stations.
discussed  learners are actively involved in
the lesson
Procedure
1 Identify a topic, concept or an Challenges
issue that can be analysed from  it requires adequate space.
several different perspectives eg
English lesson: verb tenses: Making a stand
Station: 1 writing sentences using Rationale
simple past tense Encouraging learners to decide and
Station 2: writing sentences using justify their decisions; getting a quick
past progressive/continuous tense overview on different opinions in a
Station 3: writing sentences using group
past perfect tense
Station 4: writing sentence past Procedure
perfect progressive/continuous 1 Decide on a question on which
tense learners are supposed to take a
2 Post questions for each station, stand. Write it on the board.
group learners and direct them to Examples: Should we have
different stations. Let groups afternoon classes in this school?
know how much time they have to Boys and girls should not learn
work at a station. together, do you agree or disagree?
20
2 Write possible answers to the should be able to exhaust the main
question on posters or paper: Yes- points on an issue for learners to be
Partly-No; or: Yes-I’m not sure- well informed in making decisions.
No. Fix the posters or papers to
the walls, leaving enough space in Group size Debates are done with
between them. the whole class.
3 Ask learners to walk towards the
poster/paper that corresponds to Resources The debate requires no
their opinion. resources.
4 Optionally: Ask some learners of
each group to explain and justify Time required The activity can be
their decision in public conducted in 20 to 30 minutes.

Strengths This is more dynamic activity, based

 learners are given an opportunity on constructive contradiction. The
to express their views freely learner is forced to find arguments
on both sides, which means they will
Challenges think critically and reach a
 shy learners may not take part in conclusion that they will have to
in the lesson support. This means they will have to
confront their own beliefs and
Debate entertain arguments against them.
With learners in third grade and up,
it is often useful to follow the Procedure
Discussion Web activity with a 1 Prepare a binary question. To have
Debate. The purpose of the debate is a debate, you need a binary
not to declare winners and losers, but question—that is, a question that
to allow learners some opportunity has a yes/no answer. The teacher
to practise making claims and thinks of a question that will truly
defending them with reasons, even divide the learners’ opinions, and
when others defend different claims. puts the question on the chalk
Working with claims, reasons, and board for all to see. (If you are not
arguments; debating ideas without sure the question will divide the
attacking people—these are key learners roughly equally, ask for a
elements in critical thinking. Debate show of hands on each side of the
helps learners to think critically issue before proceeding with the
about important social issues, and to debate). Examples of debate
determine the relative importance of topics: Money is the most
arguments and counter arguments. A important thing in life; The
debate is effective when the topic younger generation knows best;
involves values, feelings, attitudes, Television does children more
and awareness. A good debate harm than good; which is better, to
21
 be at a co-education institution or 6 One person from each side
single sex institution? (including the undecided group)
2 The learners think about the states that group’s position.
question and discuss it freely. 7 Now anyone on any team may say
They may first jot down their things (counter-arguments or
response on a piece of paper, and rebuttals) in response to what the
after two minutes share their other team has said, or more
answer with a partner in order to reasons in support of their own
stimulate more ideas. side.
3 The teacher asks learners to divide 8 The teacher monitors the activity
up. Those who believe one answer to make sure the tone stays away
to the question is Right should go from negative attacks. The teacher
stand along the wall on one side of asks for clarification. He offers an
the room; those who think the idea or two as necessary from the
other is right should stand along devil’s advocate position. He
the wall on the other side. Those changes sides. He encourages the
who are truly undecided (that is, learners to change sides if they are
after thinking about it, they persuaded to.
believe both sides are partially 9 When the debate has proceeded 10
right or neither side is right) or 15 minutes, the teacher asks
should stand along the middle each side to summarize what they
wall. have said. (Concluding remarks)
4 The teacher explains the two 10 The teacher “debriefs” the debate
ground rules: by reviewing the ideas and
a. Learners must not be rude to arguments that came to light. Or
each other. (The teacher may she may ask each learner to write
have to explain and an argumentative essay, writing
demonstrate what this means.) down what she believes about the
b. If learners hear an argument issue and why.
that makes them want to
change their minds, they should Other ways of going about it
walk to the other side (or to the 1 In some cases, the teacher can
middle). choose to moderate the debate as a
5 The learners on each side have leader. At the end the teacher can
three or four minutes to decide give a summary of the main points
why they are on that side. Then the raised.
teacher asks them with a sentence 2 Learners may also stage a debate
that states their position. The for the whole school, or for the
teacher asks the learners on each larger community. This can open
side to appoint someone to say up further discussion on
that sentence. important issues in wider contexts
outside the classroom
22
 teaches learners to cooperate, solve
Strengths problems, listen to others, speak/
 it motivates learners to learn make a presentation and think
 it helps learners to develop skills reflectively. The method requires
of listening and speaking some prior work from the teacher,
 it learners to develop courage in who must prepare task sheets in
speaking at a public advance of the lesson.
 it helps learners to develop
opinions and defend them Group size At least nine learners, up
to ninety. The Jigsaw method can be
Challenges used in classes of nine to ninety
 if not well managed it may get out learners. Home groups are best kept
of hand and lose its value as a to four members. Expert groups may
lesson also be kept to four or five members.
 it requires thorough preparation That means when you are doing a
for it to succeed Jigsaw you may have more learners
in each home group than the number
Tips of expert groups, you will need to
As the debate proceeds, you can randomly assign the “extra” learners
model the behaviour of changing to different expert groups so that the
sides with a pantomime: by looking sizes of the expert groups may
thoughtful for a moment after remain balanced. If the number of
someone offers a good argument, learners in the class requires it, you
and moving to the other side. may have more than one of each
expert group.
Jigsaw
The jigsaw is a cooperative learning Procedure
method that makes learners For an effective jigsaw, the following
dependent on each other to succeed. stages should be followed:
It breaks classes into groups and 1 Define the topic for class
breaks assignments into pieces that discussion
the group assembles to complete the 2 Divide the class into groups of 4-5
(jigsaw) puzzle. As learners work in learners each, depending on the
small groups, each group member is size of the class. These groups are
assigned to specialise on some aspect called jigsaw groups. Assign a
of a topic of study. After reading number (1 to 5) to learners in each
about their area of specialisation, the jigsaw group. Choose a leader for
members from different groups meet each jigsaw group. In the case of a
to discuss their topic, and then return very large class, the teacher can
to their original groups and take have more than one expert team
turns teaching their topics to their on the same task to ensure that all
original group members. The method learners are adequately involve.
23
3 Assign each learner/number a  a large amount of work may be
topic in which he/she will become covered within limited time
an expert. The topics should be
subtopics of the main topic Challenges
4 Rearrange the learners into  it requires adequate preparation,
specialist groups based on their enough resources and thorough
assigned numbers and topics. For monitoring
example, all number one learners
from the jigsaw groups will form Tip
their own group. These new The questions that will guide the
groups are called specialist groups. “experts” discussions must be
Choose a leader for the specialist prepared in advance. They may be
groups written on the chalk board. The
5 Provide the specialist groups with learners may be given material to
the materials and resources read—but they may also be told a
necessary to learn about their story, given a lecture, or engaged in
topics. They should not have some other stimulating experience.
access to materials by the other The number of subtopics should
specialists match with the number of expert
6 Give them time to study and groups. If the class is very big, the
become familiar with their teacher can assign two expert groups
material. Specialists should to same (one) task (same subtopic).
discuss their topic, ensuring each
group member understands the Card collection and
information clustering
7 Reassemble the original jigsaw Card collection is a method that
groups involves the use of cards to gather
8 Allow the Specialists to teach what ideas from learners, especially where
they have learned to the rest of the a diversity of answers is expected.
group. Encourage others in the Starting with a question, ideas are
group to ask questions for captured onto cards and later
clarification clustered based on similarities. Once
9 Take turns until all specialists the clusters are labeled, learners can
have presented their new material prioritise or elaborate on them
10 Give an assessment activity at the further. This method can be used
end to check learners’ with both small and large classes.
understanding Considering lack of resources in
schools, cards could be made from
Strengths scrap paper, old cardboard boxes,
 all learners are actively involved in soap wrappers or any alternative
the lesson locally available resources at and
around the school.
24
 6 Collect the cards and ask one or
Rationale: To collect and classify two learners to come in front and
ideas from learners within a short read out each card.
time in order to make them visible 7 Cluster those that may belong
for all learners together on a chart or on the
board. Let the whole group assist
What stage of lesson? Any the two learners in front
8 When all cards are put up, let the
How long? 10-15 Minutes group make suggestions on
What is required? Chalkboard, possible headlines for the clusters
pieces of paper 9 Ask the learners to comment on
the result, which may involve
Procedure reviewing and revising the
1 Ask learners a question or write clusters and their headlines again
the question on the chalkboard or if needed
on a big piece of paper
2 Explain clearly that learners are Other ways of going about it
required to think about the For much younger children, instead
question and come up with some of writing ideas, they can draw
ideas. pictures to represent their ideas
3 Give three cards or pieces of which can be clustered later on.
paper and ask learners to write
one idea, question, or answer in Strengths of the method
one or more key words on each  every learner gets involved in the
card lesson
4 Write a sample card first to make
sure every learner understands Challenges
and follows the example and  it requires adequate resources for
remind them to write only one idea it to work
on the card.
5 Give learners time to think about
the question and write their
answers on the cards individually

25
TOPIC 4 Teaching and learning resources for upper
primary

Time 4 hours

Introduction
In term 1, you learnt about teaching
and learning resources in lower
primary. You discussed different
factors which affect lesson delivery if
teaching and learning resources are
not properly used. Learners in lower
primary differ from those in upper Background information
primary in many ways. Upper The type and nature of a lesson
primary learners can understand dictates the resources required for
complex materials and can easily effective teaching and learning.
relate abstract concepts to their Teachers need to be creative and
experiences. In this topic, you will innovative in identifying the
reflect on how different resources can resources for a particular topic. If real
be used in teaching in upper objects cannot be found in the local
primary. You will develop teaching environment, improvisation would
and learning resources for upper assist in the teaching and learning
primary and use them in micro process. However, learning could be
lessons. This knowledge will assist more effective when teachers use real
you to develop an understanding of objects.
the resources you will require in
teaching and learning of the upper Most learners in the upper primary
primary, and how to use the lesson school are of ages between 10 to 16
so as to maximise learning outcomes. years. As you have already learnt,
this is the time most of the children
Success criteria are experiencing pre- puberty and
By the end of this topic, you must be are in the adolescent stage. These
able to: learners are advanced in major
 develop teaching, and learning aspects of child development.
resources for all learning areas for Characteristics like muscular
standards 5-8 using local coordination improvement, thinking
environment- TALULAR in abstract terms; developing logical
 use the teaching and learning and systematic thinking make
resources in micro teaching and learners prefer to be independent and
evaluate yourself strive to be socially accepted.

26
 of learners and how best they can be
These characteristics of learners assisted to learn.
create challenges to teachers in
providing proper learning The teacher needs to consider
environment. Teachers find it diversity in age, intellectual ability
difficult to develop suitable teaching and learning styles as they plan for
and learning resources that can assist their materials that can be used in
diverse learners’ needs. Quist (2000) lesson delivery. Teaching resources
suggest that if teachers would like to are of different types as was
improve the quality of activities and discussed in topic 1. These assist
lessons, they need to know exactly learners as they learn through visual
what resources are available and aids, audio aids and audio-visual
where they could find them. aids. For instance, a teacher can make
Auto Teller Machine (ATM) from a
Upper classes require good and carton hanged on a wall. The carton
relevant resources for effective should have openings for inserting
learning. Learners in upper classes an ATM card, and another opening
need resources that will improve as an outlet for cash. On the side of
their manipulative skills, raise the carton, there should be digits
interest and curiosity. Teaching and written using a pental marker. This
learning resources aid different resource can be used in a Science and
learning styles and varied Technology lesson.
intelligences learners are inclined to.
Since individuals learn differently, it Interest centres and storage
is important to relate the topics to of teaching and learning
learning styles and consider resources
resources that would be used to A good classroom environment
promote learning. needs to have things which can
enhance learning. The things include
Different teaching and good furniture, talking walls and
learning resources for interest centres. Interest centres are
specific topics in upper areas in the classroom which a
primary teacher uses to encourage learners’
The nature and level of learners in activity and choice. These include
upper primary makes them use science corner, nature table,
relatively advanced and complex expressive arts table, shopping
resources because they can corner and wall news board. The
understand them. Learners in upper illustrations below show the different
primary are able to follow complex displays that could develop interest
resources and interpret them in learners.
accordingly. Teachers in the upper
classes need to understand the level
27
 natural resources which are usually
displayed on the nature table.

A nature table can be made from

simple materials by following the
guidelines below:
1 Use four short poles or pillars of
bricks to support the top part of
the nature table. A flat board or
carton or plaited grass makes the
top flat surface. Display 3 to 6
Figure 1 Expressive arts display
specimen only with guiding
questions for learners.
2 Nature table can also be made by
suspending in the air of the science
corner. Strings can tie the four
corners of the rack of board. The
ropes are then tied to the roof
poles to suspend it.
3 However, the height of the nature
table is dependent on the height of
the shortest learners in that class.
This is to make sure every learner
Figure 2: Some models for learning has an access of the displays on
the nature table.
The science corner and nature
table and classroom displays Care of the science corner, nature
While classroom walls may contain table and classroom displays
many displays like pictures or charts,  the science corner and nature table
there are other resources which are must always be kept clean by
displayed in special facilities or removing dust all the time
places within the classroom. For  remove decaying specimens and
upper primary classes, a nature table replace them with fresh specimens.
is a requirement. The corner where  have a variety of specimens. All
the nature table is placed may have specimens should be natural not
other displays like, models from artificial.
science or charts and pictures within  avoid overcrowding specimens on
that learning area or subject. The part the display
that has scientific displays and the  learners can be assigned to clean
nature table is called the Science and take care of the nature table
corner. This space is reserved for
artificial but scientific objects and
28
Use of information and 2 Identify a topic you would like to
communication technology in teach.
upper primary
3 Think of other teaching and
Computer and networking
learning resources appropriate for
technologies are becoming an
the topic.
important tool in our society. The
4 Develop the resources that you
Unlocking talent programme being
would use to teach the lesson you
introduced by the government in
identified.
some primary schools is a way into
5 Collect resources within your local
the 21st technology for learning.
environment that can be used to
Learners need to be given chance to
make interest centres and talking
use this technological advancement
walls.
in their learning. By using ICT,
6 Display the resources you have
learners in upper primary become
developed for gallery walk.
inquisitive and develop manipulative
skills further. Audio tapes with
Activity 2 Analysing the quality of
recorded tasks and or videos played
teaching and learning
on computer or video players add
resources they developed
variety to everyday modes of
(1hour)
teaching and learning. Learners
1 Analyse the teaching and learning
become more interested as they
resources you developed in terms
interact with such resources which
of their appropriateness and
are electronic in nature. The
effectiveness in their use.
advantage of using ICT is that
2 Share in plenary.
learners can obtain a lot of
information within a short time and
Task 2 Use the teaching and
there is flexibility as they interact
learning materials in micro
with such resources.
teaching and evaluate
yourself.
Tasks In this task, you are going to use the
Task 1 Developing and using
resources you developed in task 1.
teaching and learning
resources for upper primary
In this task, you will develop
teaching and learning resources for
upper primary.

Activity 1 Developing teaching and

learning resource for
standards 5 to 8 (1 hour)
1 Analyse any learning area for
standards 5 to 8.

29
 Tips Tips
 In task 1, the reflection should  Student teachers should model
focus on the teaching and learning their classrooms with classroom
resources for upper primary you displays and interest centres as
created. The reflection may they would in a primary school
include, the topic for which the  Student teachers should be
teaching and learning resource encouraged to work in groups and
was developed, the quality of the share roles accordingly
teaching and learning resource  The task should be given enough
that was developed and how it time. part of the task will need
could be improved. time out of class period.
 The appropriateness of the  Encourage students to consider
developed resource for teaching diversity of learners
upper primary.  You could consider assigning
 The use of the developed student teachers to different
resources. subjects as they develop sample
classrooms.
Activity 1 Using teaching and
learning resources during Summary
micro-teaching (1 hour) In this topic, you learnt about what to
1 Plan a micro lesson in which you consider when developing different
can use the resource you teaching and learning resources in
developed in activity 1. the upper primary school. The
2 Use the plan and present a micro essence was to relate the preparation
lesson. of the resources used in upper
3 Reflect on the quality, primary to those that are used in
appropriateness and the use of lower primary. Although the
teaching and learning resources approaches may be the same, a
developed. number of factors have to be
4 Give and receive feedback to and considered as you prepare resources
from fellow student teachers for upper primary because most of
the learners have different
understanding of ideas and or
concepts. The other reason is that
within their developmental stages,
they are able to understand abstract
and complex concepts. When such
concepts are represented through use
of particular resources, learners
understand the concepts concisely.
Further learners develop critical
thinking and problem solving skills
30
which are valuable later in life. Topic assessment
Teachers need to understand facets How can different teaching and
that relate to age, intelligence and learning resources support an
learning styles. Proper planning and inclusive upper primary class?
preparation are therefore valuable to
optimise learning in upper primary. References
Cooper, R (2010). Those who can, Teach
In addition, teachers are expected to (12th ed.). Boston, MA: Wadsworth,
integrate some information and Cengage Learning.
communication technology which MIE (2012). Improved teaching and
can assist learners in development of learning: Using in learner centred
valuable skills and abilities which are concepts and methods. Domasi:
later required in life. Since most Malawi Institute of Education.
learners in the upper primary are Gagne, RM, Wager, WW, Golas, KC
already inquisitive and curious to & Keller, JM (2005). Principles of
learning new concepts, using instructional design (5th ed.).
technology in their teaching and Belmont, CA:
learning builds motivation and ThomsonWadsworth.
interest hence learning many skills InWent (2008). Learner-centred
and being able to apply in different education: Approaches to successful
scenarios. Resources used in teaching classroom teaching and learning.
and learning need to be taken good Bonn: InWent.
care for sustainability. Other people Mayesky, M (2009). Creative activities
may require the same resources for for young children (9th ed.). Belmont,
their lessons. If the resources are well CA: Delmar Cengage Learning.
taken care of, their life span is McKeachie, WJ & Svinicki, M (2006).
prolonged. Teaching tips: Strategies, research and
theory for college and university
Reflection and assessment teachers. Boston: Houghton and
Self-assessment Mifflin Company.
1 Discuss why a teacher in the upper Malawi Institute of Education (2004).
primary require different skills in TALULAR, a user’s guide; teaching
developing teaching and learning and learning using locally available
resources? resources. Domasi: Malawi Institute
2 Describe the relationship between of Education.
the learners’ characteristics and Malawi Institute of Education (2007).
resources they require in teaching Initial primary teacher education
and learning in upper primary. programme handbook. Domasi:
Malawi Institute of Education.
Malawi Institute of Education (2008).
Initial primary teacher education,

31
 Lecturers book. Domasi: Malawi Reiser, RA & Dempsey, JV (2007).
Institute of Education. Trends and issues in instructional
Malawi Institute of Education (2013). design and technology (2nd ed.).
Year two IPTE School Experience Upper Saddle River, NJ: Pearson
Journal for Term 3. Domasi: Malawi Merrill Prentice Hall.
Institute of Education..
Malawi Institute of Education (2010). Further reading
Initial primary teacher education Denham, SM (2015). Teaching children
through Open and Distance Learning; and young people with special
Foundation studies, Module 2. educational needs and disabilities.
Lilongwe: Design Printers Ltd. London: Sage Publications.
Malawi Institute of Education (1998). Malawi Institute of Education (2012).
Malawi integrated in-service teacher Improved teaching and learning:
education programme, student teacher Using in learner centred concepts and
Handbook 1. Lilongwe: TDU . methods. Domasi: Malawi Institute
Price, KM & Nelson, KL (2007). of Education.
Planning effective instruction (3rd Farrant, JS (1991). Principles and
ed.). Belmont, CA: Thomson practice of education. London:
Wadsworth. Longman

32
TOPIC 5 Assessment
Background information
Time 2 hours Assessment is used in different ways
and at different levels since it is an
Introduction integral part of teaching and
Assessment is one of the key areas in learning. Assessment is defined as a
the process of teaching and learning. process of measuring the learner’s
It is difficult to know if the learners behaviour (MIE, 2008). It involves
have understood the concepts if they identifying the level of a learner’s
have not been assessed. Therefore, it knowledge and understanding of a
is important for the teacher to have topic.
knowledge on assessment in order to
assist the learners properly. In this Purposes of assessment
topic you will develop an Teachers assess learners for several
understanding of the purposes of reasons including the following:
assessment in the teaching and
learning process. You will also reflect Diagnosis
on your experiences of being Teachers can assess learners with the
assessed as a learner and why you intention of finding out what learners
were assessed. In addition, you will already know, understand and can
be expected to identify modes of do. Learners are also assessed to find
assessment and forms of assessment. out if they are learning what is being
The knowledge on assessment will taught.
help you to effectively assess learners
in different learning areas. Evaluation
Teachers use assessment to decide
Success criteria whether the teaching of a particular
By the end of this topic you will be topic was effective or not. If teaching
able to: was not effective, they take actions
 justify the purpose of assessment such as re-teaching the lesson, or
in the teaching and learning using new strategies in order to
process ensure that all learners are learning.
 describe the use of different types
of assessment Guidance
Assessment can also be used in
career guidance for learners. For
instance, teachers can assist learners
in deciding their future courses or
career paths. Teachers can guide
learners in choosing courses for
tertiary education or career paths

33
based on their performances in assignments, class exercises and
schools. teacher-made tests (MIE, 2006). The
information obtained can then be
Prediction used to provide feedback to the
Assessment can be used to determine learners, during lessons.
potential abilities of a learner and
predict probable future successes Importance of formative assessment
whether in school or outside the includes the following:
school.  it helps teachers to build a profile
of the learners in terms of their
Selection performances in class
Teachers use assessment to  it gives the class teachers and
determine which learners are suitable learners the feedback and
to be promoted or progress to a information about whether the
higher level of class. learning objectives are being
achieved
Grading  it provides information in areas for
Assessment is also used for development and areas where the
determining marks or scores and student has strengths and
grades for learners in order to rank potentials. For instance, it can help
them according to their performance. learners to identify areas to focus
This is common with national on for them to improve.
examinations such as Malawi School  it is a source of motivation for
Certificate of Education (MSCE) and learners as it helps to draw their
Primary School Leaving Certificate of attention towards learning.
Education (PSLCE).
Summative assessment
Types of assessment Summative assessment is generally
Formative assessment taken by students at the end of a
Formative assessment is a process in topic or unit or a term; hence it is also
which teachers assess learners in called assessment of learning. This
order to find out what the learners type of assessment is generally
already know, understand and can concerned with grading, ranking and
do. It is done during the lesson. For promoting learners to a higher-level
instance, it can be done at the class (MIE, 2006). Examples of
beginning of a lesson, during the summative assessment include: topic
lesson or at the end of a lesson; hence test, weekly test, monthly test, end of
it is also called assessment for term test and end of academic year
learning (AFL). Teachers can use test.
formative assessment in their classes
through asking questions, peer
assessment, self-assessment,
34
Forms of assessment Tasks
Forms of assessment are means Task 1 Justifying the purpose of
through which an assessment is assessment in the teaching
administered. With availability of and learning process
different forms of assessment, In this task, you are going to reflect
teachers are at liberty to decide on the assessments which you
which form of assessment to use observed in term one.
when assessing learners. Specifically
teachers are able to get assessment Activity 1 Reflecting own experiences
results of various domains such as of being assessed (20
knowledge, skills, attitudes and minutes)
values since different assessment 1 Brainstorm examples of
forms are applicable for different assessment tasks you are given by
domains of learning. lecturers in college.
2 From the assessment tasks you
The following are examples of forms have identified, isolate assessment
of assessment: tasks which you are given by your
i. Written forms – assessment can lecturers:
be done through writing. a. during lessons
Examples of written assessment b. at the end of a topic or a term.
include multiple choice questions 3 Suggest reasons why your
and essay type questions. lecturers gave you the assessment
ii. Oral forms- assessment can be tasks identified in question (b)
done verbally. , For example, above?
learners in standard one can be 4 What connection was there
assessed orally by reading words between the assessment tasks you
or a text. were given by lectures and
iii. Practical work- assessment can learning activities you had in class
also be done by performing an at the college?
activity. Examples of practical 5 Present your responses in plenary.
assessment include science
experiments in the laboratory, Task 2 Describing the use of
sewing in Expressive Arts and different types of assessment
construction of nursery beds in In this task you are going to explore
Agriculture. on the different types of assessment
iv. Behaviour – performance may be
assessed by using an observation Activity 1 Distinguishing assessment
checklist. For instance, a for learning and
performance of traditional dances assessment of learning (20
and a stage play in Expressive minutes)
Arts can be assessed by using an 1 Give examples of assessment tasks
observation checklist. which are done:
35
 a. during lessons Further, it has also helped you to
b. at the end of a topic identify relevant assessment task for
c. at the end of a term learners in primary school. This
d. as an ongoing process information will help you to link
2 Classify the examples of assessment tasks to the level of the
assessments identified above into learners.
different types of assessment.
3 In what way do the different types Reflection and assessment
of assessment relate to the view of Self-assessment
‘assessment as feedback’.  Relate how you were assessed in
4 Share your responses in plenary. schools with how you assessed
your learners during micro
Activity 2 Discussing forms of teaching practice?
assessment (20 minutes)  Explain why you assessed your
1 Discuss the forms of assessment learners during micro teaching
2 Relate these forms of assessment to practice
Assessment of learning and
Assessment for learning Topic assessment
3 Share your responses in plenary 1 In your own words, define the
term assessment.
Activity 3 Discussing how 2 There are two types of assessment,
continuous and formative and summative.
summative assessments Describe them with examples.
are conducted (1 hour) 3 What is the importance of
1 Visit a nearby school and find out assessment to both the teacher and
how continuous and summative the learner?
assessments are conducted
2 Share your findings in plenary References
Malawi Institute of Education(2008).
Tip Initial primary teacher education
Make sure that students understand (IPTE): Foundation studies,
the difference between assessment of lecturers' book. Domasi: Malawi
learning and assessment for learning. Institute of Education.
Malawi Institute of Education(2006).
Summary Initial primary teacher education
This topic gave you an opportunity program: programme handbook.
to explore the relationship between Domasi: Malawi Institute of
the task which are learnt in class and Education.
the assessment which is given. It has Malawi Institute of Education (2010).
also helped you to see the Initial primary teacher education
relationship between assessment for through ope and distance learning
learning and assessment of learning.
36
 (ODL): orientation manual. Domasi: teacher's handbook 3. Domasi:
Malawi Institute of Education. Malawi Institute of Education.
Malawi Institute of Education (1998).
Malawi inservice integrated teacher
education program (MIITEP): student

37
TOPIC 6 Assessment tools
tools, grading tools, recording tools
Time 6 hours and storage tools.

Introduction Assessing tools include tests,

Assessment tools are some of the questionnaire, interview schedule,
items which a teacher needs to have rating scale. These contain the set of
knowledge on. A teacher is able to assessment tasks to be administered
know if the learners have mastered to the learners.
the content if the correct tool is used.
In this topic you will identify Grading/scoring tools include
different examples of assessment Scoring rubric, checklist, marking
tools. You will also construct scheme, task sheet. These help the
assessment tools and the assessment teacher to place the learner into an
items. In addition, you will prepare achievement level according to how
and use the marking scheme for he/she responded to the assessment
structured and essay type of task(s)
questions. Further, you will use the
assessment tools for various Recording tools include progress
purposes. This information will help record book, report cards, profile.
you to construct appropriate tools These are documents which are a
that measure the intended learning record of achievement levels for all
outcomes. learners.

Success criteria Storage tools include learner’s and

By the end of this topic you must be teacher’s portfolios. These tools safe-
able to: keep the teacher’s assessment items,
 develop assessment tools and the learner’s assessment work.
 analyse the quality of assessment
tools for different purposes Assessing tools
 compute continuous and Questionnaire
summative assessment for annual Questionnaire is a document that
evaluation asks the same questions to all
individuals you would like to get
Background information information from. It consists of a set
Tools for assessment are items that of questions on a particular topic
help the teacher to generate record which can be printed and sent
and store evidence of learner through the mail or given to learners.
achievement. Consequently, these The questionnaire may begin with
tools are in four groups: assessing the background information of the
learner such as sex, date of birth,

38
number of years of school completed Tests
followed by the actual questions. A Tests are one of the most common
questionnaire may be given when a forms of assessment tools used in
teacher would like to gather specific schools.
information about the learners in
relation to the learning and teaching Types of test items
process. There are various types of test items.
These include:
Interviews schedule 1 Short answer questions: Learners
An interview consists of oral are provided with questions to
questions by the interviewer and oral answer by providing brief
answers by the participants or answers.
learners. In most cases interviews are 2 Completion question: Learners are
conducted with one person at a time given incomplete tasks to
but it is also possible to conduct complete.
group interviews. When assessing 3 Matching: Learners are provided
learners using interviews, a teacher with two sets of options to weigh,
should have a list of questions that discriminate and match
he/she will be using when carrying 4 True/False statements: Learners
out the interviews. It is important are provided with statements to
that the teacher should ask the critically examine whether they
questions in the same format to all are true or false.
the learners. 5 Multiple choice questions: A
learner is provided with
Rating scale alternative responses from which
A rating scale is similar to a checklist, he/she has to select the correct one.
except that it provides a range of Multiple choice questions should
responses for each item. It is be carefully constructed and clear
frequently used to record the results instructions should be given
of observations. It can be used easily 6 Essay questions: An essay question
when teachers are collecting self- consists of a question on a
observation or self-report particular topic that learners
information. In most cases, a rating respond in continuous writing.
scale consists of a list of behaviours, Essays can be restricted/close/
characteristics or qualities that are unrestricted/open. Essay questions
observable, able to be judged and are good for applications,
have some type of scale for showing synthesis, evaluation and
the degree to which each behaviour organisation. Considering that the
is present. Rating scales can take skills and abilities that essay
different forms. questions test are very important,
it is proper to give learners such
questions.
39
 paraphrase, read, restate, review,
Planning a test summarise, understand.
One important aspect in planning a 3 Application (apply learning to
test is to decide why you want to new things or situation) which
give a test. Do you want to sort the asks learners to: apply, calculate,
learners according to their ability or choose, demonstrate, determine,
you just want to establish levels of estimate, illustrate, measure,
mastery? Another way to address the organise, select, solve, use.
“why” question is to identify if the 4 Analysis (break down materials
test is to be a formative assessment to into parts for better
help diagnose students’ problems understanding) which asks
and guide future instruction, or a learners to: analyse, ask,
summative measure to determine categorise, classify, compare,
grades to be reported to parents. conclude, contrast, differentiate,
edit, examine, hyponthesise,
The following points are a good interpret.
guide when you are developing a 5 Synthesis (put together parts to
test: form a new or different whole
 what to test opposite of analysis) which asks
 how much emphasis to give to learners to: assess, critique, debate,
various success criteria evaluate, judge, justify, revise.
 what type of questions to use 6 Evaluation (judge the value of the
 how much time to allocate for the material) which asks learners to:
assessment assess, critique, debate, evaluate,
judge, justify, revise.
Blooms taxonomy and test
item formulation Grading tools
When formulating tests you should a) Scoring rubric
consider the type of thinking skills A scoring rubric is a way of
you wish to assess. Bloom’s evaluating a learner’s work. It
taxonomy would be a good guide. indicates, often in a table, the given
The important thing is to consider criteria or characteristics for
the levels of Bloom’s taxonomy performance for each achieved grade
which are: from a particular assessment activity.
1 Knowledge which asks learners Scoring rubrics are used where
to: define, identify, label, list, awarding of scores could be
locate, name, recall, recognise. subjective ie in essays and
2 Comprehension (understanding) composition.
which asks learners to: collect,
comprehend, describe, discuss,
explain, gather, know, observe,

40
b) Marking scheme midterm and end of term. Both sets
Unlike the scoring rubric, a marking of results have to be considered when
scheme does not have a criteria for computing an overall score and
the four achievement levels. Rather, grade for a learner.
the teacher adds up the scores from
all the assessment items. Then turn Integration of continuous assessment
them into the grade. Marking and tests or examination scores to
schemes are objectively used in come up with an annual evaluation
analytical scoring subjects/learning score
areas eg mathematics. At the end of the academic year, the
learner’s final grade will be a
c) Observation checklist combination of end of year tests and
An observation checklist is a set of an average grade achieved
prepared questions that help to throughout the year. In the past,
evaluate a learner participating in an schools considered end of year tests
assessment activity. The checklist results only and disregarded the
helps the teacher to objectively efforts of the learner throughout the
appraise performance of all learners year. The present approach of
because the same set of questions is including continuous assessment has
used when evaluating all learners. a number of advantages:
This tool is used when learners are 1 when learners know that their
performing hands-on activities or daily efforts will be taken into
participating in group work. consideration at the end of the
year, they will work hard
Recording tools throughout the year.
Attendance and performance register 2 a final grade that takes into
The attendance and performance consideration performance of the
register is used to record learner throughout the year gives
achievement results of learners in a true description of the learner
different learning areas. This register than when you use end of year
must be kept up to date. It should be tests only.
secure, easily accessible but 3 even if a learner fails to satisfy the
confidential. required end of year test score
consideration of his/her
There are two types of assessment performance throughout the year
results to be recorded. Firstly, the could make him/her pass.
scores resulting from continuous
assessment activities, such as Processing of end of term and year
observations, class exercises, quizzes grades in the infant phase (Standards
and homework. Secondly there are 1 and 2)
results from formal tests, which are The final scores and grades for each
given at specified intervals such as learner are based on continuous
41
assessment only. This means that the To find the monthly grade for
scores and grades of the tests to be Tawina, teachers will find the
administered at the end of the year average of 56, 60, 58, and 70 which is
will be treated just like the rest of the 56 + 60 + 58 + 70 = 244 ÷ 4 = 61%
scores.
Calculating annual evaluation score
Integration of formative To find the annual continuous
assessment (FA) and summative assessment score, teachers need to
assessment (SA) in primary
add all the monthly scores and
schools
divide the total by the number of
Grading or awarding of marks for
scores. In short, they need to
learners in infant section of primary
calculate the average of monthly
schools is based on formative
scores. For instance, for a learner who
assessment (Continuous assessment)
scored the following monthly scores:
only. In junior section, grading is
Jan. 50, Feb. 60, March 40, May 60,
based on 60% formative assessment
June 65, July. 60 Sept. 50, Oct. 54 and
and 40% summative assessment. In
Nov. 45, the average of monthly
senior section, formative assessment
scores will be 50 +60 + 40 + 60 + 65 +
takes 40% while summative
60 + 50 + 54 + 45 = 484 ÷ 9 = 53. 7% or
assessment takes 60%. The raw scores
54%(to the nearest whole number).
are also translated into levels ranging
from 1 to 4
To find the annual term score,
teachers need to add scores for the
Calculating monthly grade for a
end of term tests (first, second and
learning area
third terms) and find the average. For
Teachers can administer several tests
instance, to find average for the
in a month. But at the end, one grade
annual term score can be calculated
should be indicated in the progress
as follows: term one: 58, term two: 60
record. In this case, teachers only
and term three: 52;
indicate in the progress record the
58 + 60 + 52 = 170 ÷ 3 = 56.6 or 57% (to
average score for a learning area in a
the nearest whole number).
month.

Therefore, to calculate the annual

For instance, Tawina who is in
integrated score (end of year score)
standard 4, got the following scores
for a learner who is standard 4, it will
for Chichewa in the month of March:
be 40% of formative assessment plus
60% of summative assessment.
Week 1 Week Week Week
In this case, it means 40% of 54 + 60%
2 3 4
of 57 = 21.6 + 34.2 = 55.8%.
56% 60% 58% 70%

The table below gives a summary of

the information about the weighting.
42
 learner or the teacher in folders or
Table – Weighting boxes or envelopes or any other
Primary Weighting Remark means of storage. Each learner has
section one portfolio with sections
Infant 100% Find average
representing each learning area or
formative score
for each subject. The learner’s portfolio
learning should contain evidence of
area achievement collected from different
Junior 60% from For terms 1 learning areas or subjects. These
formative and 2 just
include exercises, essays, models and
assessment40% find the
from end of average written tests.
year test
Senior (5- 40% from For terms 1 The teacher’s portfolio
7) formative and 2 just find The teacher’s portfolio is a
assessment the average
purposeful collection of all
60% from end
of year test
assessment tasks or items as well as
Senior 40% from For term 3 its assessment instruments. The items in
(std 8) formative national the teacher’s portfolio will act as
assessment examinations evidence that indeed an assessment
and 60% end (PSLCE) was administered. An example of
of terms 1 and
2
contents of teacher’s portfolio would
include exercises, scoring rubrics,
observation checklists, other
Storage tools
The learner’s portfolio assessment records, papers, tests and
This is a deliberate collection of their marking schemes.
learners’ own work for future
reference. It can be stored by the

Sample teacher portfolio

N and Math R/Ed Expr. Arts Chichewa

English

Mrs Hilda Chala Standard 1

43
Communicating the assessment parents, guardians and other
information stakeholders is to help children learn.
Assessment records provide essential The communication tool teachers
information needed by guardians, normally use is the report card.
parents, ministry officials and other When term 1 results are seen by a
stakeholders. It is, therefore, parent the report card is signed and
important that teachers should returned to the teacher. The same
communicate the assessment results happens for terms 2 and 3.
promptly. The real goal for reporting
assessment results to learners,
School report card
Nthanda Primary School
Sample one
Name of learner..............................................................................................

LEARNING AREA SCORE GRADE TEACHER’S REMARKS

MATHEMATICS
ENGLISH
CHICHEWA
EXPRESSIVE ARTS
LIFE SKILLS
SOCIAL &
ENVIRONMENTAL
SCIENCES
AGRICUTLURE
SCIENCE & TECHNOLOGY
BIBLE KNOWLEDGE
/RELIGIOUS EDUCATION

Teacher’s overall remarks:

...................................................................................................................................................
...
……………………………………………..…………………………………………..………………
…
Teacher’s signature: .......................................................

Headteacher’s remarks:
...........................................................................................................
Headteacher’s signature: ..............................................

Promoted /Repeat
The learner is promoted from standard .................. to .................... or the learner

44
 should repeat standard .................................................
Date of report: ................................................................

Next term starts on: ........................................................

Seen by the parent
(Signature)
.................................................................................................................................

3 - good
Definition of four achievement 2 - average
levels for assessment 1 - needs support
National Primary Curriculum
distinguishes four levels of In the following table these levels are
achievement in order to make expressed in percentages and in
assessments comparable terms of satisfaction of requirements.
4 - excellent

Level of Percentage of Level of satisfaction of

achievement fulfilment of requirements
requirements
4 (excellent) 80 – 100 Learner’s performance has
satisfied the requirements
3 (good) 60 – 79 Learner’s performance has
satisfied most requirements
2 (average) 40 – 59 Learner’s performance has
partially satisfied the
requirements
1 (needs support) 0 - 39 Learner’s performance has not
satisfied the requirements

Tasks following assessment tools they

Task 1 Developing assessment use to:
tools a. assess learners work
In this task, you are going to identify b. grade/score learners
and develop assessment tools used to c. record learners work
assess learners in primary schools d. store/report learners work
2 Compile the responses.
Activity 1 Identifying assessment 3 Share in plenary.
tools (1hour)
1 Visit nearby primary school and
Interview the teacher on the
45
 Activity 2 Constructing assessment Activity Practising how to use
items (1hour) assessment tools at the
1 In collaboration with a teacher at a demonstration school (2
demonstration school, identify a hour)
learning area where you can assess 1 Plan a lesson in which you can use
learners a lesson from any learning the tools you developed in task 1.
area. 2 Use the assessment tool in the
2 Prepare assessment items that you planned lesson.
are going to use to assess learning 3 Keep the results for each learner in
outcomes. a portfolio.
3 Relate the items with the levels of 4 Give and receive feedback to and
Blooms taxonomy. from fellow student teachers.
4 Share the items in plenary for
feedback. Task 3 Computing continuous and
5 Make corrections if any. summative assessment for
6 Share in plenary. annual evaluations
This task will help you to calculate
Activity 3 Constructing assessment continuous and summative
tools (1 hour) assessment scores
1 Develop appropriate assessment
tools for assessing learners e.g., a Activity Processing continuous and
questionnaire or a test. summative assessment for
2 Prepare a marking scheme for the termly and annual
items developed. evaluation (3 hours)
3 Share the assessment tools 1 Study the scores of learners from
developed for improvement. the junior section below.
2 Write the level for each score
Task 2 Using the assessment tools 3 Calculate the continuous.
In this task you are going to practise assessment grade for each term
using the assessment tools you have 4 Use the scores to calculate the
developed in task 2. annual score of each learner.
5 Present your responses in a gallery
walk for peer assessment.

S O N CA Exa Term J F M C Exa Ter A M J C Ex Annual

T1 m grade A m m A a grade
T1 T1 T2 T2 grad T3 m (T 3)
e T3
T2
Kondwani 70 65 60 62 75 72 70 74 80 78 70 75
Joel 80 82 85 90 82 86 88 88 85 89 90 85
Ungwelu 40 60 85 72 58 75 80 77 64 54 89 70
Yahaya 77 70 64 60 60 51 51 55 70 73 84 78
Duya 50 65 40 45 56 64 34 40 67 60 59 60

46
6 Prepare a report card for end of test, report card and learners
year for each learner. portfolio?
7 Share your work in plenary.
Topic assessment
1 What are the importance of
Tips assessment tools?
 Some of the tasks could be done 2 Construct one assessment tool
outside class ours from any learning area.
 Make sure there is proper
collaboration between class References
teachers and student teachers. Malawi Institue of Education (2008).
 For consolidation, prepare all the Initial primary teacher education
assessment tools in advance (IPTE): Foundation studies,
Lecturers' book. Domasi: Malawi
Summary Institute of Education.
In this topic, you had an opportunity Malawi Institue of Education (2006).
to explore how to construct valid and Initial primary teacher education
reliable assessment tools for program: programme handbook.
summative and formative Domasi: Malawi Institute of
assessment. The topic has also Education.
provided you with an opportunity to Malawi Institute of Education (2009).
analyse the quality of different Assessment guidelines: a handbook for
assessment tools; and to use the tools primary school teachers on assessment
in calculating assessment scores. This for the OBE curriculum. Domasi:
information will help you to develop Malawi Institute of Education.
and use assessment tools that will Malawi Institue of Education, (2010).
help you to effectively capture and Initial Primary Teacher Education
analyse learners’ school performance. through Open and Distance Learning
(ODL): orientation manual.Domasi:
Reflection and assessment Malawi Institute of Education.
Self-assessment Malawi Institute of Education, (1998).
1 Why do we need to have different Malawi Inservice Integrated Teacher
types of assessment tools? Education Program (MIITEP): student
2 When do you use the following teacher's handbook 3. Domasi:
assessment tools: scoring rubric, a Malawi Institute of Education.

47
TOPIC 7 Assessment of learners in lower and upper
primary
Time 2 hours what they have learnt. Children
understand things differently.
Therefore teachers need to use a
Introduction
broad range of assessment
Assessment of learners largely
approaches that caters for child
depends on their cognitive
development stages. This entails that cognitive development stage and
learners in lower and upper primary individual differences.
are assessed using different ways.
This topic, therefore, will allow you to
discuss appropriate ways of assessing
learners in lower primary and in
upper primary. This knowledge will
help you to properly assess learners in
relation to their level of cognitive
development, their individual
differences, and factors that affect
children’s development. Ways of assessing learners in lower
and upper primary
Success criteria Learners in lower primary classes are
By the end of this topic you will be younger than learners in upper
able to compare and contrast ways of primary classes. For this reason,
assessing learners in lower and upper teachers need to prepare simple tasks
primary classes. for learners in lower primary classes
since young learners find it difficult
to complete complex written
assessment. For instance, teachers
can give learners in lower primary
classes few written tasks. Other
appropriate ways of assessing lower
primary learners include:

Effective questioning
This involves teachers creating a safe
classroom environment for learners
Background information to feel free and safe to participate in
Assessments are administered in question answering. With this
both lower primary and upper method, the teacher has also a role to
primary. In both cases, assessment encourage learners to develop their
involves deciding how much learners communication skills, through
know, understand and can do from listening and responding.

48
Instructions should be simple and In this task you will identify ways of
clear. assessing learners for lower and
upper primary. You will then relate
Teacher observation ways of assessing learners to
It involves a teacher assessing knowledge of child development,
learners as individuals, with a individual differences and factors
partner, or a group. The observation that influence child development.
could be formal whereby a teacher
uses a checklist which has behaviour Activity 1 Discussing appropriate
and practices against which learners ways for assessing learners of lower
are assessed. The teacher can also use and upper primary (20 mins)
a checklist less formally to observe 1 Identify appropriate ways of
learners’ behaviour outside assessing learners in lower and
classroom activities, like their upper primary.
participation in co-curricular 2 Give reasons in support of your
activities. Observation used for responses in question 1.
assessment can be both formative 3 Which ways of assessment could
and summative, and can provide be used for both lower and upper
evidence to confirm to the teacher primary.
what the learner can do. It can also 4 Give reasons in support of your
inform the teacher about learners’ responses.
learning, and their future needs. 5 Share your findings.

Peer and self-assessment Activity 2 Relating each of the ways

Peer assessment involves learners of assessing learners to
assessing each other’s work, and knowledge of child
giving constructive feedback. Self- development, individual
assessment involves learners making differences and factors
judgement about their own learning that influence child
and achievement, and deciding how development (40 mins)
to progress in their learning. Peer 1 Relate the ways of assessing
and self-assessment give an learners identified in activity 1 to
opportunity to learners to celebrate knowledge of:
their successes as they may identify a. child development
peer’s work which they consider b. individual differences
worthy praising. c. factors that influences child
development
Tasks 2 Share in plenary.
Task 1 Comparing and contrasting
ways of assessing learners
in lower and upper primary
(30 minutes)

49
Activity 3 Analysing assessment Reflection and assessment
arrangements in PCAR Self-assessment
framework for lower and  Analyse factors which should be
upper primary (1 hour) considered when assessing learners
1 Analyse assessment arrangements in lower primary and in upper
in PCAR framework for lower and primary?
upper primary.  Reflect on the strengths and
2 What activities can be used for challenges that you have identified
infant section to get 100% during micro teaching in schools
continuous assessment? in relation to assessment in lower
3 How best can the grades in all the primary, and assessment in upper
phases be maintained? primary.
4 Why is there more of continuous  Suggest ways of handling those
assessment in lower classes than challenges
upper classes?
Topic assessment
Tip In what ways are assessments for
Searching from internet ways of lower primary classes different to the
assessing learners in lower and upper assessments used for upper primary
primary should be encouraged and classes?
be done in advance.
References
Summary Malawi Institute of Education (2008).
This topic allowed you to discuss Initial primary teacher education
appropriate ways for assessing (IPTE): Foundation studies,
learners in lower primary and in Lecturers' book. Domasi: Malawi
upper primary. The topic allowed you Institute of Education.
to relate ways of assessing learners Malawi Institute of Education (2006).
with your knowledge of child Initial primary teacher education
development and individual program: Programme handbook.
differences. Further, tasks in the topic Domasi: Malawi Institute of
allowed you to compare and contrast Education.
ways of assessing learners in lower MIE (2010). Initial primary teacher
primary with ways of assessing education through open and distance
learners in upper primary. For learning (ODL): Orientation Manual.
example, in lower primary, oral Domasi: Malawi Institute of
questioning may be used whilst in Education.
upper primary written tests may be MIE (1998). Malawi inservice integrated
used. However, observation may be teacher education program (MIITEP):
used for both lower and upper Student teacher's handbook 3.
primary. Domasi: Malawi Institute of
Education.

50
TOPIC 8 Inclusive education

Time 6 hours

Introduction
Inclusive education entails that all
children, despite different cultural,
social and learning backgrounds;
should have equivalent learning
opportunities in all kinds of schools.
The government of Malawi
Background information
advocates for inclusive education as a
Schools need to create a conducive
way of ensuring that all learners are
environment for all learners to feel
enjoying their right to education.
accommodated. Therefore, teachers
and learners need to develop a
In this topic, you will analyse your
positive attitude towards each other
own positive and negative
for effective teaching, learning and
experiences related to learning as a
assessment to take place. In order for
child. You will also help you to
schools to achieve this, there is need
identify situations where children are
to embrace inclusive education. This
discriminated against, included or
will ensure that all learners have
excluded. Further, you will conduct a
equal access to education.
self-awareness exercise on
inclusion/exclusion based on your
The concept of inclusive
experiences. You will also analyse,
education
compare and contrast the concepts of
UNESCO (2002) outlines the concepts
inclusive education and special needs
of inclusive education as a process of
education. This will help you to
finding better ways of responding to
handle learners with diverse needs
diversity. It is about learning how to
appropriately.
respond to different learners needs.
In this way differences come to be
Success criteria
seen more positively as a motivation
By the end of this topic you must be
for fostering learning amongst
able to:
learners.
 reflect on your own individual
learning experiences while
Inclusive education is concerned
learning as a child
with identification and removal of
 compare concepts of inclusive
barriers in learning. This involves
education to concepts of special
collecting, collating and evaluating
needs education
information from a wide variety of
sources in order to plan for
improvements in learning.

51
 and approved by the organisation
In addition, inclusion is about that promotes the rights of the people
presence, participation and with disabilities known as Federation
achievement of all learners. of Disability Organisations in Malawi
“Presence” is concerned with where (FEDOMA). Terminologies have
children are educated, and how they changed to focus on the person and
attend. “Participation” relates to the not the disability such “a child with
quality of their experiences in the disability” and not “disabled child”.
classroom. Therefore, the views of Similarly, we talk about a child or an
the learners themselves must be adult who experiences barriers to
incorporated. “Achievement” is learning and development.
about learning outcomes across the
curriculum and not merely test or Characteristics of inclusive
examination results. education
 involves and support all learners
Inclusive education involves a  incorporates more than just
particular emphasis on those groups placement or physical presence of
of learners who may be at risk of the learner.
marginalisation, exclusion or  fosters change in approaches,
underachievement. This indicates the attitudes and teaching strategies.
moral responsibility of the teachers to inclusion is about recognising and
ensure that all groups of learners “at respecting the differences among
risk” are carefully monitored, and all learners and building on
that, where necessary, steps are taken similarities
to ensure their presence,  focuses on overcoming barriers in
participation and achievement in the the system that prevent it from
education system. meeting the full range of learning
Riser (2008) describes an inclusive needs.
school as “one that values all learners
and staff equally, increasing Concept of special needs education
participation of learners in the Special needs education is “specially”
classroom and reducing exclusion designed instruction to meet the
and that restructures its cultures, unique needs and abilities of diverse
policies and practices so that they learners (Heward, 2000). Heward
respond to the diversity of learners”. states that, “it refers to individualised
The goal of inclusive education is to support that gives learners with
ensure that all children are educated special educational needs and
in the same school and in the same disabilities the extra help they need
class. to access the general curriculum”.
Other supports may include physical
Terms in inclusive society have been therapy, speech and language
modified to suit the current trend of therapy, a behaviour plan,
disability friendly language preferred environmental accommodations,

52
curriculum adaptations, and many  there is specialisation on the part
others. of teachers
 there is a low teacher/ pupil ratio
Special needs education assumes that  the needs of individual learners
learners with special educational are usually met as learners learn at
needs can have their needs addressed their own pace
outside the mainstream / general
education in special schools or in Disadvantages of special
resource rooms with specialised needs education
personnel (UNISE, 1996). In special  it promotes segregation as it
needs education, teachers’ are isolates learners from a wider
required to modify teaching, learning community of the school and
and assessment resources, society
curriculum, instruction and mode of  learners face challenges to the
delivery to meet individual learning transfer of skills from specialised
needs (UNISE, 1996). Therefore, as all to normal settings
teachers in special needs education  there is a general loss of links with
are specialists, the curriculum is the community and poor
modified according to the ability of preparation for future life
each individual learner.  high maintenance costs as learners
live in boarding schools
The advantages and disadvantages of
special needs education as outlined Tasks
in MoEST Disability ToolKit (2005) Task 1 Reflecting on own individual
include: learning experiences
In this activity, you will Reflect on
Advantages of special needs own individual learning experiences
education
 children learn physical and social Activity 1 Analysing own positive
skills in an environment that and negative experiences
understands and accepts them concerning learning as a
 availability of trained staff, child (15 mins)
equipment and specialised 1 Discuss with your negative and
services positive experiences when you
 learners have a chance to improve were learning as a child in the
the skills that increase classroom.
participation in more integrative 2 Imagine you have been side lined
situations from participating in any activity
 individual attention is easier to you wanted to take part with your
obtain friends, how would you feel?
 learners are able to meet 3 How can you promote positive
individuals with the same experiences in all learners in your
disability class?

53
4 Share in plenary. Activity 3 Conducting a self-
awareness exercise on
Activity 2 Discussing situations inclusion/exclusion at the
where children are college (1 hour)
discriminated and 1 Conduct a self-awareness exercise
excluded in the classroom at the college to establish the
(45 mins) factors to establish the factors that
Read the case study below and make your college inclusive or
answer the questions that follow. discriminatory.
2 Use the following questions to
Case study guide you.
A teacher at the mainstream a. Mention practises that show
school had a class with learners of inclusiveness at the college.
diverse learning needs that b. Brainstorm factors that
included learners with visual and discriminate and exclude
physical impairments. The teacher students at the college.
usually segregated learners with c. Does the college accommodate
visual and physical impairments students with diverse learning
from participating in some class needs?
activities. When the teacher was d. Are there some lecturer or peers
teaching physical education, he who are knowledgeable about
disability friendly
would leave them to keep clothes
communication such as sign
of other learners.
language or Braille
1 How would you describe the
transcription? If so, how do
teacher in the case study?
they use this knowledge?
2 What do you think the learners
e. What type of resources does the
with impairments feel when
college have to address unique
discriminated from participating
needs of learners with
in the activities?
diversity?
3 Describe situations that
f. How does your lecturer involve
discriminate or exclude learners
all students in classroom
from participating in class or
activities?
school activities?
g. Is there social interaction
4 Discuss ways of avoiding
among students including those
situations that are discriminatory
with diverse learning needs?
and exclusionary.
3 Share the findings.
5 Role play a teacher with inclusive
tendencies.

54
Activity 4 Discussing the results of Task 2 Comparing concepts of
child studies conducted inclusive education with
in term one with a focus concepts of special needs
on individual differences education
(1 hour) In this task, you will relate concepts
1 Present results of the child study of inclusive education concepts of
undertaken in term 1. special needs education.
2 From your child studies, discuss
how children of the same age may Activity 1 Analysing the concepts of
differ eg in terms of behaviour inclusive education
appearance. (terms, purpose and
3 Share in plenary. characteristics) (1 hour)

School 1 School 2 School 3

Policy: Do not come here; Come but change for me; Come, l will change for you

crippled man is a man with

1 In your own words how can you physical disability:
define inclusive education?  A disabled learner is ....................
2 What are the principles of  Disabled people are .....................
inclusion?  Mental retarded learner is ..........
3 Study the schools’ policies. Which  Albino person is ...........................
is an inclusive school and why?  Wheel chaired person is...............
4 Discuss ways of incorporating 8 Explain why there was a change
inclusive education in mainstream towards disability friendly
schools. language
5 What factors should an inclusive
school consider in order to meet Activity 2 Discussing the concept of
the needs of every learner? special needs education
6 Think and share the situations (terms, models, purpose
where inclusive education took and its characteristics)(30
place in your learning experience. mins)
7 How can you write the following 1 Research on the difference
phrases in disability friendly way, between:
for example: a disabled person is a a. special needs education and
person with disability and a special education needs.

55
 b. Regular and specialised schools Tips
2 Discuss on:  You could use several teaching
a. how regular shools benefict and learning methods such us pair
from specialised schools methods, brainstorming, jigsaw,
b. challenges of special schools to group discussions, bus stop.
education of learners with  Students can use video cameras or
disabilities phone recordings to record their
c. common disabilities in learners discussions so that they keep their
with special educational needs conversation.
d. characteristics of a classroom  Encourage students to present
that can accommodate a learner summaries in power point.
with special educational needs.  Consider learner diversity when
3 how special needs education dividing student teachers in
practices be incorporated in groups.
mainstream schools.  In task 3, students can use video
4 Share your findings in plenary. cameras or phones to record the
interviews.
Activity 3 Comparing the concepts  In task 4, ask students to read the
of inclusive education and results of the child study they
special needs education conducted in term one in advance.
(30 mins)  Allow students to present their
1 Compare the concepts of inclusive results of child study in groups.
education and special needs
education by looking at their Summary
advantages and disadvantages. In this topic you have learnt about
2 Share in plenary. inclusive education and special needs
education. In inclusive education all
the learners are taught together while
special needs education is done in
special schools with learners with the
same difficulties. Special education
needs are difficulties learners
experience in the learning process
while special needs education are
instructions and services designed to
meet the unique learning needs of
learners. You have also learnt that
some terminologies have been
modified to ensure that the person is
the focus and not the disability. You
related the child studies conducted in
term one with the concept of
56
individual differences. In addition Save the Children (UK) (2002) Schools
you compared advantages and for all: including disabled children in
disadvantages of the two concepts: education. London: Save the
Inclusive education and special needs Childern.
education. This knowledge has Save the Children (UK) (2008).
prepared you to handle learners with Making schools inclusive: how can
diverse needs. change happen? London: Save the
Children.
Reflection and assessment UNESCO, (1994). The Salamanca
Self-assessment statement and framework on special
 Brainstorm the characteristics of an needs education: report for
inclusive education school dissemination. Paris: UNESCO.
 Discuss the role of community UNESCO, (2000). Special needs
members in promoting inclusive education, handbook on inclusive
education schooling at preschool level. Malawi:
UNESCO.
Topic assessment Farrant, J.S. (1990). Principles and
1 Discuss how the teacher with practice of education. Singapore:
positive attitude towards children Longman Singapore Publisher Pvt
with special educational needs can Limited.
affect the process of teaching and
learning. For further reading
2 How can a school promote MIE (2009). IPTE ODL module for
inclusive education? foundation studies. Domasi:
Malawi Institute of Education.
References MIE (2008). Initial Primary Teacher
Riser, R (2008). Implementing Inclusive Education, foundation studies,
education. London: Commonwealth lecturers’ book. Domasi: Malawi
Secretariat. Institute of Education.

57
TOPIC 9 Learners diversity in a classroom

Time 5 hours

Introduction
In the previous topic, you were
looking at inclusive education. As
student teachers, you need to
develop skills of identifying learners
with learning needs in order to assist
them accordingly.

In this topic, you will explore ways of

identifying the diversity of learners
using different tools. The knowledge
will help you to support learners
with diverse learning needs in the
classroom by, among other things,
making timely identification,
placement, and referrals.

Success criteria
By the end of this topic you must be
able to:
 identify diverse needs of primary
school learners
 develop basic tools for
identification of learner diversity
 use tools for identification of
learner diversity
 identify ways of supporting
learners with diverse needs

Background information
Learner diversity refers to variations
of abilities and differences found
among any group of learners in any
given setting (UNESCO, 2012).
Having a diverse group of learners in
a class simply means recognising that
people are unique in their own way
(Ainscow, 2005). In the classrooms
58
you will observe that there are lessons when they completed their
learners from different socio- tasks.
economic, language, cultural,
religious, ethnic, racial, gender and Characteristics of learners with
ability groups etc. All of these learning difficulties
learners come to school with  difficulty in speaking or learn to
different experiences and a diverse speak late
range of learning needs and abilities.  difficulty to remember things /
poor memory
Examples of learner diversity are:  trouble in understanding social
 learners who have learning rules or appropriate social
difficulties in reading, writing or behaviours
remembering what has been  inability to connect actions with
taught to them. consequences (fearlessness)
 learners with hearing difficulties  difficulty in problem solving or
who require sign language for logical thinking
communication  slower in learning or mastering
 learners with visual difficulties new information and skills
who need assistive devices and  poor academic performance
adaptive materials such as braille.  attention problems (easily
 learners living in poverty distracted)
 learners with health or emotional  hyperactive (overactive-doesn’t
difficulties stay in one place for long)
 learners who are faster than other  poor motor abilities (poor
learners coordination)
 withdrawal behaviour
Learning difficulties  aggressive behaviour (tantrums,
MoEST disability toolkit, (2005) hitting, kicking, insulting, fight)
describes learning disability as “a
delay or slowness in a child’s mental Visual impairment
or developmental capacity”. It It is reduced vision caused by eye
encompasses a number of disabilities diseases, accident or eye conditions
such as: communication difficulties, present at birth. Visual impairment
specific learning disabilities, physical has two categories: total blindness
and health impairments, emotional / and low vision.
behavioural difficulties and
Characteristics of learners with
intellectual disabilities. The gifted
visual impairment
and talented learners are also
 red eyes
included in this category because
 painful eyes headache
they need special attention from the
teacher hence they may disturb the

59
 frequent mistakes when copying factors. Environmental factors could
from the chalkboard, text or be diseases (measles, cerebral
workbook malaria), strong drugs (quinine),
 bumping into objects when accidents, noise pollution, infections
walking (otitis media) or age-related. There
 discomfort in bright light are two types of hearing impairment
 handwriting off the lines which are: hard of hearing and deaf.
 difficulty to read
 skipping of words, letters or lines Characteristics of learners with
when reading hearing impairment
 blurred or double vision  ear discharge (pus coming out of
 poor eye-hand coordination the ear)
 confusing letters or words that  malformation of the outer ear (no
look alike pinna)
 problems in distinguishing  appear less intelligent than
pictures in books, which the rest of intelligent quotient (IQ) tests
the class can manage indicate
 getting confused with details on  have speech problem
maps, diagrams  may emphasise wrong syllables in
 tilting the head towards one side words
or closing or covering one eye  mispronounces words
when performing visual tasks.  often asks for repetition / appears
 blinking excessively or rubbing the not to listen or comprehend
eyes  watches teachers or speakers
 moving the head rather than the intently trying to grasp words
eyes when reading  offers little in discussions; appears
 unusual fatigue after completing a shy
visual task  follows directions better after
 fear of heights and poor balance being shown rather than told
when moving  fails to comprehend what is said
 spacing letters and words  fails to carry out verbal
unevenly instructions
 clouding of pupils or papillary  make grammatical errors that do
opening not reflect good language.
 tearing eyes when focusing an  capping the ear
object  does not enjoy being read to
 failure to recognise familiar people  raises a hand but giving a wrong
from a distance answer
 has difficulty with abstract
Hearing impairment concepts presented auditory.
It is the loss in the hearing ability  relies heavily on picture clues
caused by genetic or environmental
60
  speaking with louder or softer Characteristics of deaf blindness
voice than usual.  appear to be withdrawn and
isolated
Deaf blindness  lack the ability to communicate
It is a condition where a person has with his or her environment in a
impairments of both vision and meaningful way
hearing. Not all deafblind persons  lack curiosity
are totally deaf and totally blind,  are defensive to being touched
some have residual (partial) vision  have extreme difficulty in
and hearing which can be used for establishing and maintaining
functional purposes. Deaf blindness interpersonal relationship with
is caused by: premature birth (birth others
before 37 weeks of pregnancy),  have feeding difficulties and/or
infection during pregnancy, such as unusual sleeping patterns
rubella (German measles), genetic  exhibit frustration, social and
conditions such as CHARGE cognitive development because of
syndrome or Down's syndrome, the inability to communicate
cerebral palsy (a problem with the  moving meaninglessly in the
brain and nervous system that environment
mainly affects movement and co- Some of the ways of supporting
ordination), health problems caused learners with diverse learning needs
by drinking alcohol during are:
pregnancy

Ways of supporting learners with diverse learning needs

Impairment Suggestions for assistance How to provide the assistance
Visual  use sense of touch (tactile  for learners with total
activities) blindness/deafblind, they learn
 verbal description (voice through touching like reading
projection) braille text
 use of larger size of objects or  speak clearly-use audible and
print for learners with low vision clear voice, speak at a normal rate.
 use correct colours of objects and  objects should be big enough or
pictures with good contrast for use large print
learners with low vision  write with white chalk on black
 train them on orientation and chalkboard.
mobility  some learners prefer using red
 use raised diagrams colour to black or blue
 orienting them on how they can
find facilities within the
classroom/school environment
such as toilets, play areas,
teacher’s desk

61
Impairment Suggestions for assistance How to provide the assistance
 raised diagrams used for a learner
to touch eg raised diagram to
teach parts of a fish
Hearing  early identification and  position a learner where he/she
intervention could be comfortable to hear. It
 use gestures, sign language or an could either be in front, near the
interpreter source light like the window etc
 use speech reading techniques  when teaching the words like
 use games and songs ‘father’ pronounce the word first
 give more time to the learner to for the learner to lip read. Then
express ideas write the word on the chalkboard.
 use a lot of TALULAR  use pictures and names for
 place the learner in appropriate identification/ concept formation
position eg picture of man with word
 present oral work before written “man”
work for them to speech read  use of gestures like beckoning to
 provide remedial teaching mean come here
 involve learners in lesson  some examples of speech reading
activities techniques include:
asking the learner to repeat the
words like “was”
help the learner to use correct
words like “mother
 take time to listen what the learner
is trying to say
Learning  grade learning tasks to match  the best example here would be
difficulties with learners’ level of breaking the task into steps like
understanding when teaching area of a rectangle:
 proceed slowly in logical steps l+b+l+b
 vary teaching, learning and 2l+2b
assessment methods and 2(l+b)
resources  for talented learners consider
 give continuous reinforcement giving them more tasks or
 provide room for practice challenging tasks.
 seek medical attention  do one activity at a time and
 provide enough time complete it
 be time conscious  use real objects that the pupil can
feel and handle like stones, fruits,
etc rather than using much paper
and pencil work
 some examples of reinforcement
include verbal like good, well
done, thank you etc social like
smiling, waving, shaking hands.

62
Impairment Suggestions for assistance How to provide the assistance
 give the learners untimed tests
that can be written until they
finish or tests with period breaks
of about 30 minutes and let them
continue
 make lessons timely eg do one
activity at a time and complete it
clearly before starting a new one
Deafblind  use tactile methods or  use raised diagrams for the
augmentative alternative learners to touch and feel
communication (AAC)  modify questions that require
 use pictures to express wishes labeling parts of an object, for
example, name the parts of a
flower labeled a, b and c to name
any three parts of a flower
 use of pictures to express wishes.
For example, show a picture with
a learner sleeping to mean it is
time to sleep.

1 Observe how the teacher manages

Tasks learners with diverse learning
Task 1 Identifying diverse needs of needs in lower and upper
primary school learners primary.
In this task you will identify diverse 2 Use the checklists provided below
needs of primary school learners. to ensure that your observations
are focused.
Activity 1 Observing a lesson with 3 Share your observations in
focus on learners’ plenary
diversity (2 hours)

No Observation items Yes/No Remarks

Teacher’s preparation
Detailed lesson plan with focus No
on:
 availability of varied teaching
and learning resources
 availability of varied methods
 time allocated for activities

Lesson presentation:
 involve learners with diversity

63
 No Observation items Yes/No Remarks
in the lesson
 awareness of individual needs
 use speech and gestures
 use teaching, learning and
assessment resources
 sound projection
 legibility of hand writing
 involve volunteers /non-
volunteers
 involve diverse learners in
lesson (reading, group work,
questions, presentations)
 ability to organise individual
learners’ activity
 seating arrangement
accommodating learners with
diverse needs

Activity 2 Interviewing a teacher on f. Were your teaching, learning

learners’ diversity in the and assessment resources
classroom (30 mins) suitable for learners with
1 Conduct an interview after diverse learning needs? How?
observing the lesson in the g. How does the school support
classroom. (You may use the the presence, participation and
following guiding questions) engagement of learners with
a. What successes have you had in diverse learning needs?
teaching learners with a diverse
range of needs? Activity 3 Discussing results of
b. Could you describe your observation and
challenges when teaching a class interviews (30 mins)
with a diverse range of learners? 1 Discuss the outcomes of the lesson
c. What are your experiences observation and interviews basing
about lesson planning for on the observation checklist and
diverse learners? interview notes.
d. Do you prepare lessons 2 Present the findings of the class
considering learner diversity? observation.
How? 3 Discuss the responses from the
e. How do you support learners interview.
with diverse learning needs in 4 Discuss in plenary.
the classroom?

64
Activity 4 Exploring ways of Activity 5 Analysing steps in the
identifying the diversity identification of learner
of learners (eg learning diversity (30 mins)
difficulties, visual 1 Analyse steps in the identification
impairment, hearing of learner diversity in order to
impairment) and the familiarise yourself with the
challenges in identification process.
identification in a 2 Share in plenary.
classroom (30 mins)
1 Research on the characteristics of Task 2 Developing basic tools for
children with special needs in the identification of learner
following categories diversity
 different kinds of learning In this task you will practice
difficulties (dyslexia, developing basic tools for identifying
dyscalculia, cerebral posy) learners with diverse needs.
 different kinds of behavioural
challenges (hyperactivity) Activity 1 Designing a simple
 different kinds of sensory checklist for identifying
challenges (hearing impaired, learners with diverse
visual impaired, deaf blind) needs (15 mins)
 different kinds of physical 1 Design a checklists for
challenges (eg people with identification of learners with the
challenges to walk) following impairments:
2 Prepare a presentation and present a. learning difficulties
your findings in plenary. b. hearing impairment
c. visual impairment
2 Share and discuss your checklists.

No Items Yes No Comments

1 Is the learner not responding when  Does not turn the head
spoken to to source of sound
2 Is the learner mispronouncing the
words?
3
4
5
6
Sample: Identification of learners with hearing impairment

65
Activity 2 Analysing the quality
of the tools for identification of Activity 1 Researching on ways of
learner (15 mins) supporting learners with
1 Analyse the appropriateness of the diverse needs (30 mins)
quality of tools developed in 1 Conduct a research on ways of
identifying learners with diverse supporting learners with diverse
needs. needs.
2 Share the findings in plenary. 2 Compile the findings.

Task 3 Using tools for Activity 2 Discussing the findings

identification of learner of the research (20 mins)
diversity 1 Share the findings from the
In this task you will practise using research done in activity 1.
tools developed to identify learner 2 Hold discussions on the findings.
diversity.
Tips
Activity 1 Practising the  You could divide the students in
identification of learner groups to observe sections of the
diversity in a classroom observation checklist.
(20 mins)  In tasks 1 students could use
1 Observe learners in class. cameras or phones to capture
2 Use the checklist developed to pictures or videos of the teaching
identify learners diversity. and interview process. Ask for
permission before you start
Activity 2 Sharing experiences with recording.
identifying learner  In task 2, activity 1, you could
diversity (10 mins) divide the students in groups to
develop checklists for different
1 Share the observation as a whole
impairments.
class.
 Allow students to present their
2 Suggest other ways of improving
findings in plenary with the aid of
the checklist.
playing of voice recorders.
3 Share the experiences of
 In task 2, choose one student to
identifying learners with diverse interview the head teacher.
needs.
Summary
Task 4 Identifying ways of
In this topic you have developed
supporting learners with
basic checklists for identifying a
diverse needs
range of needs in the classroom. You
In this task you will conduct a have also practiced using these
research on ways of supporting checklists to identify learners’ diverse
learners with diverse needs. needs such as those with socio-
66
economic, hearing, visual and ..................................................................
learning difficulties in order to ..................................................................
support them effectively in the Complaint:
classroom. You also observed a Trouble in understanding social rules
lesson and have interviewed the class or appropriate social behaviours
teacher concerning the lesson with Inability to connect actions with
focus on learners’ diversity in the consequences (fearlessness)
classroom. You have discussed ways ..................................................................
of identifying learners with diverse ..................................................................
needs such as checking learner’s
attendance; observe learner physical Topic assessment
appearance and mobility, monitor 1 Discuss how can teachers become
learner’s progress and interview more responsive to learners with
parents. Finally, you have discussed diverse learning needs?
the results of the research conducted 2 Are learners who are living in
on ways of supporting learners with poverty more likely to experience
diverse learning needs such as use of difficulties in learning? Why?
Braille, speaking clearly using 3 In your own words, how would
audible and clear voice. This you define “identification of
knowledge has helped you to learners’ diversity”?
develop practical skills to identify 4 Justify why is it important to
and assist learners with diverse identify learners who require
needs. additional support?

Reflection and assessment References

Self-assessment Save the Children (UK) (2002).
Identifying learners with diverse Schools for all: including disabled
needs through Appearance, children in education. London: Save
Behaviour and Complaint (ABC) the Children.
Save the Children (UK) (2008).
Learning difficulties Making schools inclusive: how can
Appearance: change happen? London: Save the
Difficulty in speaking or learn to talk Children.
late UNESCO (1994). The Salamanca
Difficulty to remember things statement and framework on special
.................................................................. needs education: Report for
.................................................................. dissemination. Paris: UNESCO.
Behaviour: UNESCO (2000). Special needs
Attention problems (easily education, handbook on inclusive
distracted) schooling at preschool level. Malawi:
Hyperactive (overactive-doesn’t stay UNESCO
at one place)
67
UNESCO (2009). Towards inclusive Further reading
education for children with Ainscow, M & Howes, A (2001).
disabilities. Bangkok: UNESCO. LEAs and school improvement: what
UNICEF (2012). From exclusion to is it that makes the difference? Paper
inclusion promoting rights of children presented at the British Education
with disabilities in Malawi. Malawi: Research Association Conference.
UNICEF. Leeds: England.
Ministry of Education, Science and Colarusso, R & Rourke, CO (2001)
Technology (2015). Disability toolkit Special education for all teachers.
handbook. DTED: Lilongwe. Dubuque; Kendal: Hunt
Publishing C.
Winzer, M (1990) Children with
exceptionalities (2nd Edition).
Ontario: Prentice Hall.

68
TOPIC 10 ICT in teaching, learning and assessment
teaching, learning and assessment
Time 3 hours process. Developing an
understanding of ICT is important in
Introduction enabling you to develop skills in
This topic will help you to examine using it for a range of purposes
the need for and use of Information including supporting your learning
and Communication Technologies and teaching in all learning areas. To
(ICT) in primary schools. It will achieve the skills to use ICT, you may
support you to develop your need to know its related
understanding of the terminologies terminologies and the way they are
used and then develop your skills in used in different sectors especially in
using the technologies in primary education.
schools. In addition, this topic will
assist you to reflect on the ways of ICT for teaching, learning and
using the ICT in teaching, learning assessment may involve different
and assessment. This knowledge will technological skills which you need
prepare you to become a teacher who to acquire, for example, skills to
can use ICT to support learners with produce a report on learners’
diverse needs. progress using a spreadsheet and
database programs.
Success criteria
By the end of this topic you must be Data and information
able to: Data are simply facts or figures
 analyse basic concepts of ICT and whereas information is created from
related terminologies data. When data are processed,
 evaluate the role of ICT in organised, structured, interpreted or
education, society and economy. presented to make them meaningful
or useful, they are called information
Background information as depicted in figure 1.
Information and Communication
Technology is an agent for change in
education, society and economy. It
has considerable potential to enhance

69
 Data Data Data Data

Data processing

Information

Figure 1 Processing data to become information

Operating system application program is self booting).

Without an operating system, a user Below is a picture of an operating
cannot run an application program system.
on their computer (unless the

Figure 2 Example of a monitor showing a computer running on Windows 10 operating system

70
  Data communications are fast and
Advantages of using ICT accurate. Example: An ICT user
There are many advantages of using can place an order for an item on
ICT in different sectors. an internet website and it will be
 ‘‘Processing of data is much faster received immediately - posting an
on a computer or any other order in the mail would take a day
computing devices than without. or two to arrive. Various ICT
Example: calculating annual gadgets are available to have fast
students’ grades on a spreadsheet data communications. For
is easier than calculating example: phones for sending SMS
manually. and other information even by
using internet.
 Receptive processing can be better
done using computerised  Data can be output in a variety of
machinery. Example: humans get different formats. Example annual
tired and lose concentration and progress report for a learner can be
generally become fed up if they printed as a spreadsheet,
must repeat the same task. These displayed as a graph, or as a
same tasks can be done by multimedia presentation involving
software to process all the records text, sound, graphics and
in a database (Elmaifi, n.d). animations.

 Searching for data is much faster. Information and Communication

For example accessing information Technologies have recently gained
from the internet for learning and grounds of interest. Their nature has
research purposes become easier highly changed the face of education
and faster. over the last few decades. Nowadays,
learners in some primary schools are
 Data storage capacity is almost using ICTs for learning. Figure 3
limitless with ICT. For example shows the learners using tablet
large quantities of examination computers or ICT gadgets in the
data can be stored in a hard disc or classroom.
media such as phone, memory
cards, flash disks, CDs or DVDs.

71
 Figure 3 Primary school learners using ICT for learning
In this case, ICT can be used:
Impact of ICT in the schools  as a tool for learning using various
The use of ICT can have an impact in electronic methods eg for visual
schools especially in the following challenged learners or children
areas. with learning difficulties
1 ‘‘Changing literacy: Learning  to communicate using Electronic
through technologies may support Language Board, Voice
the learner to develop a range of Synthesizers, Voice Recognition
capacities. System and Symbol
2 Changing communities: Social Communication System
interaction between teacher-  for diagnosis of learning
learner and learner-learner may difficulties in learners
increase by creating new virtual  as a management tool using
groups such as WhatsApp, software or systems to manage
Facebook etc. day to day activities in schools
3 Changing schools: More open
flexible learning will take place in ICT- an enabling tool for learning
schools through self study and ICT can support the application of
researching’’ (Godara, 2016). knowledge and skills in classrooms
in a range of activities. You may see
ICT in inclusive education your learners acquire many skills and
Technology could be a great attitudes as you gradually implement
equaliser, particularly for diverse ICT in your teaching. For example, it
learners’ needs. Technology can can promote many aspects like
serve to overcome or compensate for critical thinking and problem solving
differences among learners. Use of learning in our learners as illustrated
ICT can support learners with Special in figure 3.
Educational Needs in different ways.

72
 Constructing
Knowledge
Critical
Co- thinking and
responsibility problem
solving

Cross cultural
Communication
competence

ICT as
enabling
tool for 10
Cs

Critical
Collaboration
reflection

Creativity
Critical
consciousness
and
innovation
Connectivity
and
networking

Figure 3 ICT as an enabling tool

Specific challenges in using ICT  high prices for the ICT gadgets
In Malawi most of the primary and its maintenance
schools are in rural areas. So, some  poor network
teachers may think that it is not the  lack of enough capacity of users
time to introduce and learn ICT in  lack of electricity
education. Many may consider that it  lack of knowledge in maintenance
demands a lot of expensive gadgets
and this may influence Tasks
schools/teachers’ decision not to use ICT can be used as an enabling tool
ICT in learning and teaching. As we in the classrooms. The following
are in the era of technologies it is tasks will help you to understand the
important for student teachers to role and need of using ICTs in
develop their knowledge, attitudes education specifically in teaching,
and skills in ICT in order to offer learning and assessment. These tasks
high quality education and thus will also help you to use the ICTs in a
make the future better for all responsible way.
learners. The main challenges you
may face are:

73
Task 1 Analysing basic concepts of Activity 2 Discussing the various
ICT and related advantages of ICT in
terminologies teaching and learning in
In this task you will analyse basic lower and upper primary
concepts of ICT. (1 hour 30 mins)
1 Identify ICTs which can be used in
Activity1 Conducting research on teaching lower and upper
ICT and related primary.
terminologies (15 mins) 2 Discuss how they could be used.
1 Conduct a research on ICT and the 3 Observe a lesson on use of tablets
related terminologies: ICT and on unlocking talent at the
ICTs, data and information, demonstration school.
information processing cycle, 4 Discuss the advantages of using
hardware and software, input, ICT in teaching and learning.
processing, output, storage 5 Evaluate initiatives or
devices, application software and programmes of ICT in primary
others. schools.
2 Compile the findings. 6 Prepare a presentation on a chosen
initiative or programme.
Activity 2 Making presentations on
the research findings (45 Tips
mins)  In task 2 activity 1 you may decide
1 Share the findings from the to assign student teacher to
research done in activity 1. different aspects.
2 Hold discussion on the findings.  Task 2 activity 2 initiatives or
programmes such as “unlocking
Task 2 Evaluating the role of ICT talent” should be evaluated. You
on education, society and can use prior knowledge of
economy student teachers, have a
In this task you will explore the role project/programme concept note
of ICT in education or invite a resource person.
Activity 1 Analysing the positive  Some of the activities could be
and negative impacts of done during students’ own time
ICT (30 mins) eg task 1 activity 1.
1 Explore positive and negative
impacts of ICT in Summary
a. education In this topic you have developed an
b. society understanding of the different
c. economy aspects of ICT and the ways in which
d. health they can be applied in education. You
2 Share your findings have also considered the positive and
negative impact of ICT on education,
society, economy and health. You

74
evaluated initiatives or projects on Godara, U (2016). Role of ICT in
use of ICT for learning at primary teacher education. Retrieved from
schools in Malawi. As professionals, https://worldwidejournals.in/ojs/inde
teachers need to develop knowledge x.php/pijr/article/view/2802
and skills in using ICT to support Indica. (2011). Retrieved from
learning and teaching. This could http://www.differencebetween.co
help to meet the needs of a diverse m/difference-between-it-and-vs-
range of learners. ict/

Reflection and assessment Further reading

Self-assessment Abbot, C (2001). Changing education in
 As a teacher in a technological era, global context. Ne York: Routledge
how can you use ICTs in your Falmer.
lesson delivery? Anastasiades, P (2014). Research on e-
 Undertake research on how to use learning and ICT in education.
digital story telling in teaching Retrieved from
learners with special educational http://www.springer.com/us/book/
needs. 9783319341255
 How would you use ICTs in lower Farrant, JS (1990). Principles and
primary classes to make your practices of education, Singapore:
lessons more effective? Longman Singapore Publications.
Florian, L (2004). ICT and special
Topic assessment educational needs-Atool for inclusion.
Discuss the roles and barriers to use Retrieved from Elmaifi. (n.d).
of ICT in the teaching, learning, and Advantages of using ICT in
assessment process. teaching and learning. Retrieved
from .http://edtechreview.in/
References trends-insights/insights/959-
Elmaifi (n.d). Advantages of using ICT advantages-of-using-ict-in-
in teaching and learning. Retrieved learning-teaching-processes
from Huang, R (2014). ICT in education in
http://edtechreview.in/trends- Global Context. London: Springer.
insights/insights/959-advantages-
of-using-ict-in-learning-teaching-
process.

75
TOPIC 11 Text editors for teaching, learning and
assessment
Time 4 hours text documents. Some text editors are
basic while others can perform
complex tasks. It is appropriate for
Introduction
you to know more about Word as
In this topic you will develop skills
you will use it in your learning,
which you can use to produce your
own word-processed documents. In teaching and assessment.
addition, you will develop an
understanding of word software for Creating word documents
Word is the first tool that comes to
writing and editing texts. This topic
mind when you are asked to write a
will help you to improve your
report, a letter, an invitation or a
performance using printed
resume. That is because ‘‘it has been
documents in teaching, learning and
the standard word processing
assessment.
software for more than three
decades’’ (Wempen, 2013). Word has
Success criteria
By the end of this topic you must be many in built features or advanced
capabilities that you can use to create
able to use word processing packages
any type of quality documents.
to teach and assess learners.
However, it needs sustained practice
to learn how to use these features.
Background information
In its most general form, text editing Figure 2 shows a sample word
is the process of taking some input, document.
changing it, and producing some
output. From basic text editors to
advanced word processing
applications, there are many
programs available to view and edit

76
 Figure 1 Sample MS Word document
 undo redo,
Editing and formatting the text  search and replace
Microsoft word is a text editing  bold, underline, italics
component of the Microsoft Office  line spacing
Suite. For example, Microsoft Word is  changing case
a text editing software that helps one  numbers and bulleting
to produce a well formatted text  change font (style, colour, size)
document. You can spend more time  text alignment
writing and less time formatting.  inserting graphical content such as
Putting together documents has never tables, clip art, pictures, Smart Art,
been easier. It’s used to create, view, and charts, WordArt, symbols etc
edit, save and print documents. One of
the most popular tools is the spell Use of text editors in teaching,
checker. learning and assessment
Word can be used to produce schemes
An understanding of editing and and records of work, lesson plans etc.
formatting the text in a document is to be used in teaching, learning and
very useful in teaching and assessment assessment. You can also use MS Word
as it allows you to update and to produce test items and other
customise materials. Assessment or assessment tools such as check lists
test items must avoid errors if the and scoring rubrics. You can use ICT
learners are to be able to answer the for record keeping in managing
questions correctly. Hence it is different types of data in different
valuable to have skills in editing and ways.
formatting the test items you produce.
The following are some example of the
editing and formatting tools:
 spell check
Tasks
Task
 copy, cut, paste,

77
Using word processing package to Activity 4 Producing a lesson plan on
teach and assess learners task you will a given topic in a specific
be able to produce your own Word learning area (1hour
documents which can be used in 30mins)
teaching, learning and assessment. 1 Produce a lesson plan on a given
topic in a specific learning area
Activity 1 Producing a document (1 using MS Word
hour) 2 Perform editing and formatting to
1 Familiarise yourself with the keys improve the quality of your work.
on the keyboard and their functions. 3 Save your lesson plan in a folder.
2 Create a document titled ‘Reflecting 4 Peer-assess your lesson plans
on teaching profession’ using the developed in activity one by
Microsoft Word. tracking changes and make
3 Save your document in a folder corrections.
named “practice” on the desktop. 5 Make corrections or modifications
to your lesson plan by accepting
Activity2 Editing a word document and rejecting.
(30 mins) 6 Save your corrected document.
1 Open the already saved Word
document in the folder “practice” Tips
on the desktop.  Student teachers may need support
2 Familiarise yourself with the text in familiarising with the word
editing tools and use them to edit applications.
your existing document.  In task 1, you could tell students
3 Edit your document using common which font type and size to use
editing tools such as changing font  All the tasks will require a
size and type, paragraphs etc. significant amount of practice.
4 Submit it to your lecturer to assess Therefore, you may advise student
it. teachers to find extra time outside
the formal lessons to familiarise
Activity 3 Inserting tables, symbols, themseves with editing and
images in a word document formatting options.
(1 hour)  Consider diversity and gender ,
1 Produce assessment items for any .
learning area, for example,
Agriculture, Mathematics, Social
Studies.
2 Insert tables in the assessment
items. Summary
3 Insert symbols, images or pictures In this topic you have developed an
in the assessment items you understanding of the word application
produced. software used in education. You have
4 Save your document. learnt how to apply the knowledge
and skills in editing and formatting the
78
created document including inserting
objects and tables. You could also References
perform tracking, accepting and House, D (2015). Microsoft word, excel,
rejecting of changes in the word powerpoint: Just for beginners.
document. And hence you will be able Retrieved from
to use MS Word document in teaching. https://www.amazon.com/Microsoft
-Word-Excel-PowerPoint-Beginners/
Reflection and assessment Wempen (2013). Word 2013 in depth.
Self-assessment Retrieved from
 How could you use word editing, http://www.quepublishing.com/stor
formatting and inserting skills to e/word-2013-in-depth-
improve your teaching and 9780133382990
assessment?
 What are the advantages and Further reading
disadvantages in using MS Word Blanc, IB (1997). Learning microsoft word
for teaching, learning and 97. DDC Publishing: Prentis Hall.
assessment? Blanc, IB (1997). Learning microsoft word
97. DDC Publishing: Prentis
Topic assessment Hall.
1 Produce a two-page document on Lambert, J (2015). Step by step series.
your experience in the Teaching Retrieved from
Practice School to describe the https://www.amazon.com/Micr
benefits of practicing teaching skills osoft-Word-2016-Step/dp.
in lower classes. Lowe, L (2012). Word 2010 eLearning kit
2 Produce a checklist using a table for dummies 1st edition. Retrieved from
that can be used to assess learners’ https://www.amazon.com/Word-2010-
performance in an activity in the eLearning-Kit-Dummies/dp/
lower classes Krieger, S (2007). Advanced microsoft
3 Suggest any five documents that office documents 2007 edition
you can produce in MS Word inside outside. Retrieved from
which would be suitable for you to https://www.amazon.com/Adva
use in teaching and assessment and nced-Microsoft®-Office-
state the advantages over Documents-Inside/.../
traditionally prepared materials.

79
TOPIC 12 Use of mobile devices in research, teaching,
learning and assessment
Time 4 hours Examples of mobile devices
Below are some of the common
examples of mobile devices as
Introduction
In this topic, you will be familiar with illustrated in the pictures below:
the variety of mobile devices that can
be used in different sectors specifically
in education. As you learn their uses
and benefits you will understand the
importance of these devices in
research, teaching, learning and
assessment. In addition, you will
develop an understanding of the uses
of different learning applications that
Laptops
can be used in research, teaching,
learning and assessment. You will
compare the traditional methods of
learning with the use of learning
applications in order to appreciate the
benefits of these learning applications
both in classroom and individual
learning. This will support you to
improve ways of teaching in your
classrooms using mobile devices and Smartphones
learning applications which are
available.

Success criteria
By the end of this topic you must be
able to use mobile devices for research,
teaching, learning and assessment

Background information
When we think about mobile devices, Smartwatches
the first thing to come to our mind is
mobile phone. These are devices that
can easily be carried from one place to
another. You need to know about the
types and wide range of mobile
devices that can help in working
wherever you are.

80
 information, record data and create
podcasts’’ (Chartrand, n.d).

Basic phones
Figure 4 Images of mobile devices (photo by:
Lazarus Banda)
Figure 5 Images of classroom settings using
Mobile devices and communication mobile devices
devices
Mobile devices can be enabled to use a They can also be used as a ‘‘way to
variety of communications gather data for classroom
technologies, including: presentations and enhance interaction
 Wireless fidelity (Wi-Fi) - a type of in large classroom settings and serving
wireless local area network as an alternative to ‘clickers’ used on
technology personal response systems’’
 Bluetooth - connects mobile devices (Chartrand, n.d). It is also a trend that
wirelessly mobile devices are replacing
 Data services - data networking traditional tools such as dictionaries,
services for mobile phones timers and digital cameras. These are
also very useful in teachers learning,
Mobile devices in classrooms teaching and research.
Some educators disagree that mobile Source:
devices should be allowed in the https://www.google.com/search?q=clas
classroom. Some concern exists about sroom+settings+using+mobile+devices
the distraction caused by the use of &source=lnms&tbm=isch&sa=X&ved=
mobile devices. Students may spend 0ahUKEwiPirK1uv7UAhUGC8AKHW
time texting, surfing websites or SSApIQ_AUIBigB&biw=1280&bih=646
chatting online with their friends #tbm=isch&q=classroom+settings+usin
which means that they are not paying g+mobile+devices+in+africa&spf=14996
attention to the teacher. This conduct 77250054
causes problems for classroom
management in general. Teachers play a basic role in
supporting individuals to learn
Nevertheless, mobile devices could independently. As you use mobile
also be useful in learning and teaching. devices and different learning
‘‘Despite of all the distractions, mobile applications in your classroom
devices can be used to enhance teaching, automatically you will
classroom learning. Some of the useful encourage the learners to use them for
features include the ability to access individual learning.

81
Examples of learning applications
Table 1 is a list of some examples of
applications to help learners in
primary school learn.

Table 1 examples of applications to help learners in primary school learn

Name of Description
Application
Arts and An application that contains a lot of information about, arts
Culture and culture to help you become more educated about our
heritage and the development of the human race.
Amazon A learning application that provides a wide range of
Kindle educational books, how to use books, and self-help books
available and those can be genuinely useful when learning a
new skill or just learning new things in general.
Duo lingo An educational application that teaches you how to speak a
second language. It helps to take small lessons to improve the
vocabulary.
Khan An online resource for learning which teaches some of the
Academy more traditional subjects such as math, science, physics,
economics, and many more. The application contains over
10,000 educational videos along with various lessons.
Memrise A language learning application which boasts a scientifically
developed set of courses for each language and it supports you
to learn a new language as effectively and quickly as possible.
Photo math Unique applications that can help you learn mathematics. You
take a picture of your math problem and the application will
show you how to solve it with steps in how to get there.
Udemy A learning application that allows you to take courses on
various subjects and it focuses more on skill-based learning.
You watch the instructional videos and learn how to do the
things.
Wolfram With this you can find out a great deal of information including
Alpha things related to math, statistics, physics, engineering,
astronomy, Earth science, life science, computational science,
and the list literally goes on and on and on’’ (Hindy, 2017).

82
Name of Description
Application
YouTube A common application used for a lot of things is YouTube.
There are numerous videos that teach you things that range
from mathematics to cooking, music theory to physics, and
pretty much whatever else you can think of. The tricky part is
finding appropriate material which can be difficult but if you
search for long enough, you’ll be able to find what you’re
looking for. ‘‘Some up loaders even have full blown courses
there. It means some provide fully developed courses in
different areas which we can access for self-study. For example,
the complete works of Shakespeare’’ (Shaikh, 2017).It is a
powerful tool that you should already be using.
Microsoft A digital multimedia encyclopedia published by Microsoft
Encarta Corporation from 1993. It comes with other options like
‘Learning essentials for students’, ‘Encarta Kids’, ‘Encarta
dictionaries’ etc. with many features. It works online and
offline and it would be very helpful in classroom teaching and
learning individually. It also provides some methods to assess
your knowledge and hence it can be used in learners’
assessment.
Learning apps There are many apps which can support you to improve your
for improving English skills. Examples are the apps from the British council.
English In an interactive way you can improve your language skills.
language skills
(e.British
council Learn
English
Grammar)

Table 2 sample YouTube page

Table 2 Sample Microsoft Encarta page

83
 Use of learning applications Activity 2 Discussing uses of
for assessment different learning
You can use different learning applications
applications to assess learners’ 1 Familiarise yourself with learning
progress. For example, pictures, video applications
and audio clips from different learning 2 Identify your own learning needs
applications can be included in such as English skills, teaching
assessment items at classroom level. skills, facilitation skills and search
Online and offline quizzes can be for learning applications which can
conducted to assess your learners. For help you to overcome those
example, Microsoft Encarta provides challenges.
many inbuilt assessment tasks. 3 Write down how the app operates.
4 Share in plenary.
Tasks
Task 1 Using mobile devices for Activity 3 Searching applications for
research, teaching, learning research, teaching, learning
and assessment and assessment
In this task you will explore the use of 1 Using the internet, search the
mobile phones during teaching and applications for research, teaching,
learning. learning and assessment.
2 In relation to primary school
Activity 1 Exploring the functions of curriculum, write examples of topics
different mobile devices which are found in the apps you
1 Discuss the functions of different have searched in activity 1.
mobile devices.
2 What are the advantages and Activity 4 Using applications for
disadvantages of using mobile research, teaching, learning and
phones during teaching and assessment
learning (use the table below. 1 Explore how learning apps can be
3 Share your answers in plenary. used when planning for teaching.
2 Choose a challenging topic from any
learning area in the upper primary.
Advantages 3 Find the information in the apps
Disadvantages
which you will use to teach the
topic.
4 Share how you found the
information from the apps in
plenary.

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 Tips  For a teacher it is very important to
 Make sure that students access learn or research individually to
internet. master in the topics he/she is
 In task two, you should handling. Identify the means and
demonstrate the use of some ways you can engage in doing
learning applications research on your own using mobile
 Some of the tasks can be undertaken devices and learning applications.
outside the class.
 Consider diversity and gender. Topic assessment
1 Explain the ways in which
Summary communication technologies and
Mobile devices assist and enhance mobile devices are closely related.
learning in the classroom and outside. 2 Identify the benefits of doing
Using the mobile technologies learning research using learning applications
becomes easier as it can be used for
communication and knowledge References
sharing. In this topic, you have learnt Chartrand, R (n.d). Advantages and
about different types of electronic disadvantages of using mobile devices
mobile devices that can be used in the in a university language classroom.
process of teaching, learning and Retrieved from
assessment. In addition, you evaluated http://repository.kurume-
the advantages and disadvantages of u.ac.jp/dspace/bitstream/11316/445/
using mobile devices in the classroom 1/gaiken23_1-13.pdf
and discussed how to overcome Hindy, J (2017). 10 best Andriod learning
challenges. You have learnt how to use apps. Retrieved from
learning applications in teaching, http://www.androidauthority.com/b
learning, research and assessment. est-android-learning-apps-566227/
Furthermore this topic assisted you to Shaikh, F (2017). 6 Deep learning
plan your future as a teacher in using applications a beginner can build in
ICT and mobile learning applications minutes using python. Retrieved from
in schools. You might have discovered https://www.analyticsvidhya.com/bl
that mobile devices are very helpful og/2017/02/6-deep-learning-
along with the learning applications applications-beginner-python
that can be used in classroom and for Tosovic, N (2014). Advantages and
individual learning or research disadvantages of using mobile
purposes. phones:the smart phone generation.
Retrieved from
Reflection and assessment https://blog.udemy.com/advantages
Self-assessment -and-disadvantages-of-mobile-
 ‘Mobile devices motivate self- phones/
learning in the classroom.’ Reflect
on the challenges and benefits of
this statement.

85
Further readings jime.open.ac.uk/article/10.5334/jime.
Cox, J (2017). The teaching strategies of ar/
creative teachers. Retrieved from Katapano, J (2017). Advantages and
http://www.teachhub.com/teaching- disadvantages of the iPad classroom.
strategies-creative-teachers Retrieved from
Farley, H (2015). How do students use http://www.teachhub.com/advantag
their mobile devices to support esdisadvantages-ipad-classroom
learning? Retrieved from
http://www-

86
 Glossary
abstract : not concrete; with no representational qualities
adolescent : a child who is between the period of puberty and
adulthood in human development (12-17 years)
argumentative alternative : method of communicating through
communication pictures
assessment : a way of observing and collecting information and
making decisions based on the information collected
audiologist : a person who tests hearing loss, treats infection and
assesses provision of hearing aids
audiology services : checking the ear infection and treatment or hearing
loss
audiology : study of hearing and hearing loss
Braille : a system of writing letters, words and numbers using
raised dots
charge syndrome/down : disorders of genes in the process of foetus
syndrome development during pregnancy
classification : grouping objects into categories
cognitive development : gradual orderly changes by which mental processes
become more complex and sophisticated
compensation : the principle that changes in one dimension can be
offset by changes in another dimension...
concrete operations : mental tasks tied to concrete objects and situations
deaf : not hearing completely
development : orderly, adaptive changes that humans (or animals)
go through from conception to death
disability : the loss or reduction of functional ability of an
individual due to impairment
discriminate : to treat one person or group negatively, usually
because of prejudice about race, ethnicity, age,
religion or gender
diversity of learners : range of different learners (different in terms of
culture, social-economic background, sex, abilities
etc)
exclusion : removing some groups from the community

87
handicap : a limitation imposed on the individual by
environmental demands; consequences of a
disability
hard of hearing : having partial or residual hearing
hypothesis : suggested explanation for a group of facts or
phenomena either accepted as a basis for further
verification
impairment : the damage to a part of the body, either through
accident, disease, genetic factors or other causes.
intellectual development : mental or cognitive development
learner- centred methods : learning approaches that promote learner
participation in lesson
learner diversity : range of different learners
learner profile : it is a general description of a learner at school in
terms of academic performance and personality
low vision : having partial or residual sight
mainstream school : school that accommodates all learners including
those with diverse learning needs
marginalisation : negative actions and tendencies perceiving others
functions are below desired levels. People are
excluded and side-lined from the societies
marking scheme : it is a written document with model answers and
scores or marks for a particular test. It is also called a
marking key
maturation : genetically programmed, naturally occurring
changes over time
micro-teach : a training exercise in teacher training in which a
student teacher is assessed for subsequent analysis
and evaluation
physical development : an increase in size, weight, length and height.
physical development : changes in body structure that take place as one
grows
physiotherapist : one who helps people affected by injury, illness or
disability through movement and exercise
prejudice : unreasonable dislike of or preference for a person
rehabilitation : the action of restoring something that has been
damaged to its former condition
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reinforcements : a teaching skill which is used to give feedback for
responses given by learners during teaching and
learning
scoring rubric : this is an assessment tool with indicators used to find
out levels of achievement of a learner
seriation : arrangement of objects in sequential order according
to one aspect, such as size, weight, or volume
social and emotional : changes over time in the ways in which one
development relates to others and the self
speech therapist : a person who conducts speech therapy (training in
improving speaking difficulties
teaching skills : ability to do something or broad set of knowledge,
skills, habits and character traits believed by
educators
theory : a system of rules, procedures and assumptions used
to produce results
total blindness : not seeing completely sight
uneducable : considered as not able to be taught /educated
specimen/realia : any part or whole of an organism used for learning
or investigation
innovation : doing the same activity in a different or new way to
bring about intended results
lifespan : the period during which something is functional

89