TECS2231UNI

TTHREEandFOUR
UNI
TTHREE
PRI
NCI
PLES,
METHODSANDTECHNI
QUESOFTEACHI
NG
3.
1.Meani
ng,
char
act
eri
sti
csandi
mpor
tanceofpr
inci
plesofTeachi
ng
3.1.1.Meani ngofTeachi ngPr inciples
Principlesar edef inedasf undament alnorms,r ul
es,orv aluest hatrepr esentwhati sdesi rabl
e
andposi tivef oraper son,gr oup,or ganizat
ion,orcommuni t
yandi thel psi ndet erminingt he
ri
ght f
ulness orwr ongf ulness ofi ts act i
onto ensur e meani ngfuland ef fectivel earning of
student s.Principlesar emor ebasi ct hanpol i
cyandobj ecti
ves, andar emeantt ogov ernbot h.
Ther ear eninepr i
nci plesoft eachi ng.Theyar e;thepr i
ncipleof ;
1.Connect i
ng i nst ruction wi thl if
e:t hi
si slinking theor y wi t
h pr acti
ce l ike fori nst ance;
extracur r
icular( clubs)act ivi
tiesatschool s.Therefore,school sar eforpr eparingchi ldrenforl i
fe,
presentandf uture.
2.Basi ngi nst r
uct ionont hesy ll
abus:gener al
lythispr i
ncipledeal swi thplanni ng.Fori nst ance,
acur ri
culum hast obedev eloped,t henasy l
labushast obedesi gnedont hebasi soft he
rel
ev antcur riculum; acour sepl anont hesyll
abusandal essonpl anhav etobepr eparedont he
basisoft her el
ev antcour sepl an.
3.Coor dinatingi nst ruct i
onswi t
hdi fferentsubjects:Theul ti
mat eai m ofeducat i
oni stobr i
ng
aboutanal l
-roundedoruni f
ieddev elopmentoft hechi ld’
sper sonali
ty.Ther efor e,thi
spr incipl
e
i
steachi ngsev eral subj ectsbyi ntegrationmanner .
4.Pr ovidingact i
v el earningandst udentcent eredi nstructionalappr oaches:i mpl i
esincreasing
studentr oleorpar ti
cipat i
oni ni nstructionisthepr i
ncipal i
ntentioni nthisprinciple.
5.Maki ngi nstr
ucti
oncompr ehensive:isbringingaboutauni fiedoral l-
roundeddev elopmentof
student s’per sonal
it
y( combi neddev elopmentofphy si
cal,intel
lectual,emot ional
,socialand
mor alsi des( aspect
s)oft hei ndivi
dual’sper sonali
ty).Somespeci f
icexampl esoflogicaland
hi
erar chicalwayofpr esentingdi f
ferentlevelsofknowl edge,skill
sandat ti
tudest ost
udentsare
proceedf rom simplet ocompl ex,proceedf rom concr etet oabst ract,proceedf rom generalt
o
parti
cular ,proceedfrom easyt odiff
icult
,proceedf rom knownt ounknownet c.
6.Pr oviding f or i
ndiv i
dualdi f
ferences:means t reating and hel ping indivi
dualst udent
s
professi onall
y,accordingtot heirspecialcondi t
ions,needsandpr oblems.
7.Concr etizi
ng instruction:means cr eat i
ng the env ironmentand pr ov
idi
ng sit
uati
ons and
exper ienceswher estudent scansee, hear ,smell,t
ast e,feel,tr
yanddot hi
ngsaboutwhi chthey
l
earn.Ther efore,thisprincipleadvisest het eachert omi nimizev erbal
ism (merel
yteachwor ds)
tothegr eat estextentpossi blebutt oteacht hereal/concr etemeani ngofwor ds.
8.St abi l
izingt heresultsoft eachi
ngandl earni
ng:i st hepr ocessof consoli
dati
ngthekeyi deas
thatst udent sacquiref r
om v ari
oussour cesandi nv ariousway s.Theai m ofstabi
li
zati
oni sto
helpst udent sfightagainstf orgett
ingandhel pt
hem r ememberanewl yacquiredknowledgeand
skil
lf oral ongt i
me.
9.Cont inuousl yassessi ngst udents'perf ormanceandl earningr esult
s:heretheult
imateaimi n
evaluat ioni stomakedeci sionsandt akemeasur esconcer ningst udentsandthewholepr ocess
ofteachi ngandl earni
ng.I nt hepr ocessofev aluation,t heteacherseeksf orinf
ormat i
onor
evi
denceaboutwhet herornotstudent
shaveshownpr ogr
essorf aceddi
ffi
cul
ti
esint
heir
l
earning,have gr
asped (under
stood) t
he cont
ent t
aught and event
ual
l
y achiev
ed t
he
i
nstructi
onal
obj
ect
ivesset.
Act
ivi
ty.Di
scussin-
groupaboutt
hei
mpor
tanceoft
eachi
ngpr
inci
plest
oenhancet
eachi
ng-
l
ear
ningprocessef
fect
ive.
3.1.2.Commonchar acteri
sti
csoft eachingprinci
pl es
Thef oll
owingar ethecommonchar acteri
sti
csoft eaching.Thesear e:
i
.Theyar eessential
:Thi smeanst heyareusef ulf
orenhanci ngandpr omot i
ngst udentlearni
ng.
i
i.Theyar euniversal:Theuseorappl i
cati
onoft eachingprinci
plesisnotconf i
nedt ocertain
typesofsubj ectsorgr adelevel
s.Theyar eratherapplicabl
etoal lsubj
ectsandatal l
educat i
onal
andgr adelevels.
i
ii.Theyar ecompul sory:Sinceteachingpr i
ncipl
esar eextr
emel yusefulforef fect
ivelearning
andsi ncetheyar eappl i
cableregardl
essoft het y
pesofsubj ectsandgr adelevelsonet eaches,
theni tisamustf ort eacherstost r
ictl
yadher et oandappl yal lofthem.Ot her wi
seef f
ective
teachingbecomesi mpossi bl
e.
3.
1.3.I
mpor
tanceofpr
inci
plesofTeachi
ng
Thefoll
owingar esomeoft hei mportanceofpr i
nci
plesoft
eachi
ngandul
ti
mat
elyal
lteachi
ng
pri
nci
plesaim atmaki nglearni
ng:
 Meani ngf ul,appli
cable,andproblem solvi
ng
 Aim or i
ent ed,deli
berateandsy stematic
 Wel li
nt egratedandcoor di
nated
 Activeandpar t
ici
patory
 Compr ehensi veandwel lbalanced
 Needbased, r
esponsive,andappr opr
iat
et ost
udent’
scondi
ti
ons
 Concr ete, acti
vit
yandexper iencebased
 Longl ast i
ngandper manent
 Measur ableandassessabl e
Gener ally,t
heyshow how t hingsar edoneandhow educat ionalr esul t
sar eachiev ed,andt
hey
ali
gni ng thet hr
eemaj orcomponent sofi nstructi
on:l earning obj ectives,assessment sand
i
nst ructi
onal activiti
es.
3.2.Cl assif
icat i
onsofMet hodsofTeachi ng
Ont hebasi sofdi f f
erentcri
teria,teachingmet hodscanbecl assifiedi nmanyway s.Thebasis
(cri
ter i
on)fort hef oll
owingclassi f
icati
oni s:
a)Theki ndofr oleandr esponsi bi
lit
yoft het eacherint hei nstruct i
onpr ocess,and
b)Thet y peandnat ureofst udentpar tici
pat i
onint hesamepr ocess.
So,dependi ngont heabov ecr it
erion,t eachingmet hodscanbegr oupedi nt ot hreebroad
classes. Thesear e;di r
ectteachi ng v si ndirectmet hodsoft eachi ng,traditi
onalv smoder n
met hodsoft eaching, andteacher -
cent eredv sst udent-centeredmet hodsoft eaching.
1.Di rectTeachi ngVsI ndir
ectMet hodsofTeachi ng
Di
rectmethodischaract
erizedbytheprot
agonistr
oleoft
heteacher(
teacher-
cent
er)
.The
t
eacherdeci
desaboutthelessonor
gani
zati
on,thechoi
ceofobj
ect
,ti
medi st
ri
buti
onandthe
students'
degreeofparti
cipat
ion.Studentsperformthepr edet
erminedacti
vit
iest
hatt
heteacher
explainsordi
splays( t
hesameexer cise,thesamet imeandi nt hesameway ).Theteacher
makessuggest ionsfort heimpr ovementoft heexer ci
ses'perfor
mance,mov esinsi
det he
sectionandhelpsstudent
ssol vetheirpart
icul
arproblems.Thecl assenv
ironmentmustbeone
thatfavor
smodel '
sperfor
mance, repeti
ti
onandr estr
icti
onofer r
ors
Theadv
ant
agesofdi
rectmet
hodar
e:
 I
tissui
tabl
eforundi
sci
pli
nedst
udent
s.I
tof
fer
sagr
eatl
evel
ofsaf
ety
.

 I
tismor
esui
tabl
ewhent
hel
evel
oft
hest
udent
sisl
ow.

Thedi
sadv
ant
agesofdi
rectmet
hodar
e:
 Theabi
l
iti
esandweaknessesoft
hest
udent
sar
enott
akeni
ntopar
ti
cul
arconsi
der
ati
on.

 Thei
ntensi
tyoft
heact
ivi
ti
escansur
passst
udent
s'possi
bil
i
ties.

 Thereisno i
ndivi
dual
ized per
for
mancef
ort
hegr
eat
eri
nter
estand sat
isf
act
ion of
devel
opment
alneeds.

I
ndi
rectmet
hodofTeachi
ng
Indi
rectmet hodi scharacteri
zedbyt hepr otagonisticr ol
eoft hest udent s(children-
center).
Knowl edgeandmov ementski ll
s,whichar eunknownt othest udentorev ent het eacher,are
produced.St udentsarenotpassi vereceiver
sandper f
ormer sofhisdeci si
ons, buttheyt akepart
i
nt hemaki ngofdecisionst hatarerelatedwitht heconductandev al
uat ionoft hecour se.The
teacherist helesson'
sor ganizerandt hestudents' adv i
ser.Hecr eat
esmov ementpr obl
ems,t o
whichst udent sfi
ndsol ut
ions,accordingt otheirownper sonalabil
it
iesandweaknesses.The
teacherci r
culatesamongt hest udents,encouragesandur gesthem topr esentgr eateractivi
ty.
Ittakest imet oacti
vatet hement alf uncti
onst hatpar ti
cipat
ei nt hepr ocedure.Thecl ass
envir
onmenti stheoneofr esearch,exami nati
onofr el
iabil
ityofthealt
er nati
v esolutionsandt he
routebey ondwhati salr
eadyknown.
Theadv
ant
agesofi
ndi
rectmet
hodar
e:
 I
tal
l
owsgr
eat
erpar
ti
cipat
ioni
nthet
eachi
ng-
lear
ningpr
ocedur
e.

 St
udentssol
vemov ementpr
oblems,accor
dingtot hei
rownabi l
it
iesandweaknesses,
whi
chhasasar esultt
hegoalofasuccessdegree.Thissuccesspl
aysanimpor
tantrol
e
i
ngaini
ngsel
f-conf
idence.

Thedi
sadvantagesofi
ndi
rectmethodar
e:
 Preci
oustimeiswastedi
nordert
ofi
ndt
hemov
ementsol
uti
onoft
hepr
obl
em.

 Thet
eacherhasahar
dti
mecr
eat
ingnot
abl
emov
ementpr
obl
ems

2.Tr
adi
ti
onalVsModer
nMet
hodsofTeachi
ng
Tr
adi
ti
onalMet
hods:
knownasconv
ent
ional
educat
ion,
whi
chi
swi
del
yusedi
nschool
s.
Theol
d-wayoft
eachi
ng,Thet
eacheri
sthesour
ceofi
deasandi
nfor
mat
ion,andt
hest
udent
receivesandinter
actswi t
hthem, asar eci
pientofknowl edge(Per se,
2017) .
Traditi
onaltechni
quesusedr epeti
ti
onandmemor isati
onofi nformat i
ont oeducat
estudents;it
meantt hatt
heywer enotdev el
opingt heircri
ti
calthinki
ng,problem solv i
nganddecisi
on-making
skill
s.
Moder nTeachingMet hods:Educationr eformsmeant hatlearningist aughtfr
om acompl etel
y
differ
entangle.Progressi
veeducat i
onalpr acti
cesf ocusmor eont heindivi
dualst
udent'
sneeds
ratherthanassumi ngallstudentsar eatt hesamel evelofunder standing.Themoder nwayof
teachingi smoreactivi
tybased,usingquest i
oning,explai
ning,demonst r
ati
onandcollaborati
on
techniques.
Moder n l earning encour ages st udents t o col l
aborate and t herefore be mor e
productive.(Jackson, 2017) .Saying t hat,traditi
onaland moder nt eachi ng met hods ar e both
effecti
veandusef ulint oday’seducat ion.Aswi thmostt hings,it’
sal laboutbal ance.Teacher s
needt ounder standwhenat radi t
ionalmet hodwor ksbestandwheni t’sri
ghtt otrynew and
i
nnov ati
v eappr oaches.( Maht a, 2019).
3.Teacher -Cent eredVsSt udent -Cent eredMet hodsofTeachi ng
Teacher -Cent eredMet hodsofTeachi ng
Thismet hodoft eachi ngchar acterizedbywhi chthet eachert akest hel argerandmor eact ive
par tt
hant hest udent si nthei nst r
uct i
onpr ocess.Thet eacherpl ansandcont rol
smostoft he
activi
ti
esi nt hecl assr oom.S/ hegat hers,or ganizesandpr esentsi nformat i
onhi m/ herself
.As
thenamei tsel
fi ndicates,t hiscl asscont ainsmor eoft eacher -
cent er
edmet hods.Thet eacher
usesmuchoft hecl asst imef ori mpar ti
ngacer t
ainsetofknowl edge,ski l
lsandat ti
tudest o
students.Thei ndiv i
dualt ypesofmet hodscont ainedint hisclassal linvolvedi r
ectt eaching
wher ethet eacherpr esent sal essont othest udentsdi r
ectlyandper sonally
.I nmostcases,
i
nf ormationf l
owsi nonedi rectioni .
e.mai nlyfrom thet eachertost udent s.
St udent-Cent er edMet hodsofTeachi ng
Ast henamei tsel findicates,t hesear emet hodswher est udentsl earnt hrought heirownef fort
,
i
.e. ,bybei ngengagedi npur posef ulsel f-
lear norsel f-studyact ivit
ies.Her est udent sar enot
spoon- fedbyt het eacherwi t
hf actsandi nfor mati
on.Al so,at eacher '
scont rolandr est ri
cti
ons
arenotf eltv er ymuch.Thet eacherdoesnotcont r
olt hei nstructi
onpr ocessf ully
.His/herr ole
woul dr atherbe t hatofa hel perand f acili
tat
or .S/ he sel ects and pr ovides tasks and
oppor t
unitiesf orst udent stol earnwi th.Andst udent sl ear nwi thmor ef reedom.Theyhav ea
shar e oft heirown i n maki ng deci sions,i ncl
uding pl anni ng and cont r
oll
ing theirl earning
act ivi
ti
es.Al so,t heyar efreet ol ear naccor dingtot heiri nterest,abi l
it
y ,andpace.Whent he
i
ndi vidualmet hodsi nt hi
scl assar eempl oyed student swoul d ber equir
ed t ot akemuch
responsi bilit
yf ort heirlearning.
3.3.Teacher- Cent eredMet hodsofTeachi ng
Teacher-cent eredmet hodsi ncl udest hef ollowingty pesoft eachi ngmet hods:thesear electure
anddemonst rat i
onmet hods.
1.Lect ur emet hod:met hod i sal so known asexpl anat ion met hod.I ti soneoft hemor e
traditi
onal andpopul armet hodsoft eachi ng.
Meani ng&i tschar act eristi
cs
Al ecturemet hodi smai nlyamet hodoft el
li
ngi nformat i
ont ost udents.I trepresent st he
present ati
onofagi vensubj ectmat terthr oughor almeans.Thi si sjustt eachingbywor dsor
verbalt eachi ng.So,i nal ect uret het eachermai nlyt al ksandst udent sl i
st en.Thet eacherhol ds
theact ivepar ti nal ect ure.S/ heev endoesal loft hepl anni ngf oral ectur eincludi nggat her ing
andor gani zi ngi nf ormat ion.So,bynat ur e,t hismet hoddoesnotal low f ormaxi mum st udent
par t
icipat ion.St udent sr emai npassi v e,i .
e.,t hei rpar t
icipat ioni sconf inedt ol isteni ng,not e
takingandt osomement al processes.
Ty pesofl ect ur emet hod
Ther ear et wot y pesofal ect uremet hod:
i
.For mal lect ur e
i
i.Inf or mal l
ect ure
i
.For malLect ur e
For mall ect ur ei sal soknownaspur eorunmodi fiedl ecture.I naf ormall ect uret het eacherj ust
stands( sits)i nf r
ontofst udent sandsi mpl yt al ksandt alksatt hem.S/ het al
ksf ort heent i
re
per i
odwi thoutanyi nt errupt i
oncomi ngf rom st udent s.Whatst udent sdoi sonl yl isteni ngand
takingnot es.St udent sdon' thav et imeandchancet or aisequest i
ons,answerquest i
onsor
expr esst hei rv iewset c.Inawor d, for mal lect urei schar act erizedbyt heabsenceofr eal andt wo
-wayi nter act ionbet weent het eacherandst udent s.I nfor mat i
onal way sf lowst oandf rom t he
samedi rect ion,i .
e.,f rom t het eachert ost udent s.Fort hemostpar tst udent slear nbyusi nga
singlesense, thesenseofhear ingwhi chmakest hei rlear ningamor eabst ractone.
For mall ect urei snotsui tabl eespeci al lyf orsmal lchi ldren.Theywi llhav enoappet i
teand
pat i
encef oruni nter rupt edandv er ylongl ect ures; theywi llfindi tbor ingandt iri
ngt oconcent r ate
onuni nt er rupt edl ect ur es.Al so,t heymi ghtgr aspl it
t l
e,f ormanyoft hem hav el esspowerof
retent i
on.
i
i.Inf ormalLect ur e
Informall ect ur ei sal soknownasmodi fiedori mpr ov edl ect ure;Modi fi
edori mpr ov edbecause,
i
ti nv olv esv ar ietiesoft eachi ng and l ear ning appr oaches( activit
ies)t hatcompl ementt he
teacher '
s or alpr esent ation.So,i nf or mall ect ur ei s a shor tl ecture usual ly accompani ed
(foll
owed)byot heract iv
itiest hatal low st udent st opar ticipat ei nsomeway s.Int hemi dstof
his/herl ect ure,t het eachersomet imesusesconv ersat i
onalappr oachesr athert hanmer ely
talki
ngandt al kingatt hest udent s.Fori nst ance, s/ hesomet imes:
 Rai sessomet houghtpr ov oki ngquest ionsandanswer sthem hi m/ her sel f
,
 Asksquest ionsf orst udent st oanswer ,
 Gi v esst udent schancet oaskquest ion( Thequest ionscanbeanswer edbyt he
Teacherorot herst udent s)
 Gi v esshor t-wr itt
ensummar yei theratt heendoratsomepoi ntsdur inghi s/her
l
ect ure
So,i nfor mall ect ur eobv i
ousl ymi nimi zest hepr obl emsandweaknessesobser vedi nt hef or mal
l
ect uremet hod;t hati s,i nfor mall ect ur egi vesst udent sabet terchancef orani ncr eased
par t
icipat ionaswel lasf orusi ngmor esenses( senseor gans)i nt heirl earning.Gener ally
,
i
nf ormall ect ur ei smor esui tablef oral lki ndsofst udent sandpar t
icularlyf orsmal lchi ldrent han
thef or mal lect ur emet hod.
Appl icat iont ousel ect uremet hod
1.Theneedt oexpl ain, el
abor ate, simpl i
f ymat erials, whi cht hest udent sar enotf ami l
iar .
2.Theneedt ocov eral otofmat erial inashor ttime.
3.Whent hereisnosuf f
ici
entmateri
alforst
udentsandifitistobecov er
edbyteacher
’s
detail
edpreparat
ion.
4.Whent hereislackoft eacher
s.
Adv ant
agesandl imitat
ionsofLecturemethod
Adv ant
agesanddi sadvantagesoflect
uresasquotedfrom Bonwel
l(1996)whoci
tedCashin
(1985)astheor i
ginalauthor.

Advant
agesoft helecturemet hod
 Ef f
ectivelecturerscancommuni catethei ntri
nsicinterestofasubj ectthrought hei
r
enthusiasm.
 L ecturescanpr esentmat erialnotot herwiseav ail
abl
et ost udents.
 L ecturescanbespeci fi
call
yor gani zedtomeett heneedsofpar ti
cularaudiences.
 L ecturescanpr esentlargeamount sofinformat i
ontolargeaudi ences.
 L ecturerscanmodel howpr of essionalswor kthroughdi scipli
naryquestionsorproblems.
 L ecturesall
owt hei nst
ructormaxi mum cont rolofthelear ningexperience.
 L ecturespresentlitt
leri
skf orst udents.
 L ecturesappeal tothosewhol earnbyl i
steni
ng.
Di
sadvant
agesoft helect uremet hod
 L ecturesfail
topr ovideinstructorswi thfeedbackaboutt heextentofst udentlear
ning.

 I
nlectur
esstudent
sareoft
enpassive.
 I
nfor
mat i
ontendstobefor
gottenquickl
ywhenstudent
sar
epassi
ve.
 Lect
urespresumethatal
lstudent
slearnatthesamepaceandareatt
hesamel
evelof
under st anding.
 L ect uresar enotsui tedf ort eachi nghi gheror dersoft hinkingsuchasappl i
cati
on,
analy sis,synthesis,orev aluat ion; f
ort eachi ngmot orskill
s, orforinfl
uenci ngat t
it
udesor
values.
 L ect uresar enotwel lsuit
edf ort eachingcompl ex ,abstractmat eri
al.
 L ect uresr equireeffectivespeaker s.
 L ect uresemphasi z elearningbyl istening, whichi sadi sadv antagef orstudent swhohav e
otherl ear ni
ngst y
les.
2.Demonst rationmet hod
Iti
scar ri
edoutbyshowi ngsomenat uralphenomena, realobj ects,model s,andpr ocessest othe
l
earner .The met hod combi nes a v erbalexpl anat i
on wi t
h pr acti
cali ll
ustrations,handi ng
oroper ationofequi pmentormat erials.I tdev elopsbot hment alandmot orskill
soft helearners
foritinv olvesobser vati
on, parti
cipat i
onandpr actice.
Typesofdemonst rati
onmet hod
a.For maldemonst rati
on:Thi si st hecasewher et het eacherdemonst ratesthel essontohi s
student s.Iti sused:
1.Whent her eisl ackofmat eri
alsf oreachst udent ;and
2.Whent hemat eri
alsaredanger oust obehandl edbyst udent s.
b.St udent s’Demonst ration:Insuchamet hodt hel earner sdot hedemonst rationt hemselves.
Ther oleoft het eacherwi llbesuper visingt hedemonst rati
onconduct edbyt hel earnersand
off
eri
ngsomehel pwhent heneedar ises.
Appli
cati
ont ousedemonst rat
ionmet hodincer tainsubj ects:
Thi
smet hodi susedat eachertoteachski ll
sofpr acti
cal( mot or)skill
s,andint
ellect
ualskill
s
andit
sappl icati
onl i
ke:
 Anar tteachercandemonst r
at ehowt opr eparepai ntsforpai nti
ng
 Ahomeeconomi cst eachercandemonst ratehowt ocanet omat oes
 Amusi cteachercandemonst ratehowt osi ngasongort ousemusi cali
nst
rument s
 A sci encet eachercandemonst r
ateai rpr essureort hesepar at
ionofhy drogenf r
om
oxy genbyel ectr
ol ysi
s
 Al anguaget eacherdemonst ratesthepr onunciationofasoundbyshowi ngt heclassthe
posi t
ionofthel i
psandt hetongue
 Amat hemat i
cst eachercandemonst ratet hemet hodoff i
ndingsquar eroot
s...
Advantagesandl i
mi t
ationsdemonst rati
onmet hod
Advantagesofdemonst rationmethod
 Thi smet hodoft eachingservesasmodel laboratoryinstr
uct ion

 Experi
mentshownasdemonst
rat
ionpoi
ntsoutt
hismat
terofobser
vat
ionandi
ndi
cat
es
thi
sinfer
ence

 I
tmakest
hepupi
l
sfami
l
iarwi
tht
henat
ureanduseofappar
atus

 Experi
mentsrequi
ri
ngspeci
alski
l
lwi
l
lmer
elybeshownbyt
het
eacher
.Int
hismet
hod
notimeiswasted.

 Teacher
’st
imei
spr
oper
lyut
il
izedi
nwat
chi
ngt
hest
udent
s’doi
ngexper
iment
s

 Whil
e doing pr
act
ical
,ther
eremai
ns no necessi
tyf
orexpl
aini
ng excepteducat
ing
pr
ecauti
ons

 Themet
hodprovesmoreusef
uli
fthepupi
l
sar
etol
dbef
orehandt
hatt
heyar
egoi
ngt
o
dopr
act
ical
int
helabor
ator
y

Di
sadv
antagesofdemonst r
ati
onmethod
 Ther eisdangerofst
udent
sbeingdi
shonestwhent
eacherhast
obepl
ayt
hemai
nrol
ein
thediscussi
onanddemonstr
ati
onofthetopi
c.

 Teacher
smaybet
empt
edt
olect
urer
athert
hant
oteach.

 Teacher
sdonott
ryf
ormor
eexper
iment
sthant
hosegi
veni
nthet
extbookpr
escr
ibed.

 Oraldi
scussi
onmaynotbeencour
aged,si
ncei
twi
l
lgot
orest
ri
ctt
hedemonst
rat
ion
exper
iment.

 Pr
act
ical
asr
equi
redmaynotgohandi
nhandwi
thdemonst
rat
ionwor
k

3.4.Student-
CenteredMet hodsofTeachi
ng
I
.Di scussi
onMet hod
Thisi samet hodwher estudent
slearnbyshari
ngideas,opi
nions,andexperi
encesmainl
yby
verbalint
eract
ions.Lear
ningbydiscussi
ongi
vesstudent
smor echanceto:ai
ropini
ons,
express
feeli
ngs,cl ari
fyone’ spoi ntofv iew,seeot her ’sopini on.Themai nai m oft hismet hodi st of ind
solut i
onsf orpr obl emsandi ssuesr elatedt ot hecont entofagi veni nstruct i
on.Thus,i tis
somet imescal ledapr obl em sol vingmet hod.
Formsoft hedi scussi onmet hod
a.Whol e cl ass di scussi on:-t he l eaderr olei st o dr aw st udent s outand t o keep t he
conv ersat i
onmov i
ngi nt hedi rect ioni tshoul dgo.Todr awst udent sout ,
askopen- ended, broad,
thoughtpr ov oki ngquest ions.Di ver gentquest i
onsar emuchmor el i
kel yt obesuccessf ulthan
areconv ergentones.Quest ionssuchas“ doy ouagr eewi thAst er, Yoseph? ”“ Whatwoul dy oudo
i
nsuchasi tuat ion? ”,andi fy ouhadachoi ce,whi chwoul dy oupr efer ?”t endt okeept he
conv ersat i
ongoi ngandt endt of reest udent s’ideas.
b.Buzz- gr oupdi scussi on:-l iter allybuzzi st hesoundofbee.But ,inourcont extbuzzr efer stoa
gener alsoundofpeopl et alkingi nasmal lgr oups.I nbuzzgr oupdi scussi onaboutahal fdozen
student s di scuss a t opicf reel yand i nf ormal lyf oraboutsi x mi nutes.Because oft hese
char acter isti
cs, bussgr oupsar esomet imescal l
ed6x6gr oups.Buzzgr oupdi scussi onhast wo
mai npur posest oser ve, namel y:
1.Tol etev er yst udenti nacl assexpr esshi s/herv iews,opi nions,ideasandf eelingsona
gi veni ssues.
2.Toaddv ar i
etyt ot hei nst ruct i
onpr ocessbychangi ngt heinst r
uct ionst y l
e.
II
.Pr obl em Sol vingMet hod
Itencour agesst udent st ol ear nt hr oughf indi ngsol ut ionsf orpr obl ems.I ndividual sorgr oupof
student scandoi t.Probl em sol vingi nv olves:
1.Ident ify i
ngt hepr oblem.
2.Thi nki ngofpossi blesol ut ions( hy pot hesesorappr oachest otakei nsol vingt hepr oblem) .
3.Test ing( ver ifying)t het ent ativesol utionsorappr oaches.
4.Rej ect ingt het entativ esol ut i
onorappr oachest hatdonotmeett her equi r
ement sandt rying
othernewonest illthesol utioni sachi ev edandt hisist her easonwhyt hismet hodi scal ledt rial
ander rorl ear ning.Thepr obl em shoul dbehi ghert hant hepr esentl ev elsoft hest udent s’
knowl edgesoast omakest udent sf il
l t
hegap.
II
I.Pr ojectMet hod
Itisapr acticaluni tofl ear ningact i
v i
tycar ri
edoutbyst udent s.Soi ti samet hodbywhi ch
student sl ear nbyper for mi ngpr act icalact ivit
iesi nt her eall ifesi tuat i
on.I tisanact i
vity-
cent ered- met hodoramet hodwher est udent slear nmai nl ybydoi ng.I tinv olvesnotonl ya
pract i
calst udybutal soacooper at iv est udymadebygr oupsofst udent sundert hegui danceof
thet eacher .
Purposesi nt hepr ojectmet hod: -apr oj ectmet hod;
1.Pr ov i
desst udent swi thachanget oappl yclassr oom knowl edgei ntopr actice;
2.Hel pst udent sdev elopf urtherknowl edgeandnewski l
lsout sidet hecl assroom( i
nt her eal
li
fesi tuation)
3.Exposesst udent st or eall i
fepr obl emsandgi vest hem chancet osol vet hesepr oblemsby
thinki ngandwor kingt oget her
4.Br ingst udent sint or eal cont actwi ththev ariousact iviti
esi nt 5heircommuni ty
Tosum up,apr ojectmet hodmakesl ear ningr ealandsoci al .Alsoi tr equi resst udent st o
produceorconst r
uctamat erialobj ectoranar ti
cl e.Exampl esofpr ojectwor ks:-col lecting
 speci mensofdi ffer entt hings( e.g.,rocksampl es,cr opseeds,pl ant s…) ,const ruct ingdi fferent
model s, measur ingl engt handar eaofagar den, school ground, etc. .
IV.Cooper ativeandCol labor ativeLear ning
Itinv olv est hespl it
tingofacl assofst udent sint oamanageabl enumberofcel lsorgr oupsf or
thepur poseofl ear ni ng.I ti sef fecti
v el ear ningt oolf orcl assr oomswi thal ar genumberof
student s.Gr oupwor kcanbeor ganizedi nmanydi fferentway sf rom hav i
ngupt o10st udent s
wor kingt oget heronapr ojectofhav ingi ndi vi
dualst udent swor kingal oneandt hen,comi ng
backt or epor ttot hegr oup.
V.Rol ePl aying
Thi si s a met hod bywhi ch st udent sl ear n aboutr eall i
fe si tuat i
ons t hrough dr amat i
zed
exper i
ences.Hence, themet hodi sal socal ledadr amamet hod.Fewst udent spar t i
ci pateint he
dramadi rect l
yasr ol e-pl ay ersoract or s,whi let her estoft hecl asspar ticipat esi ndi r
ect l
yas
audi enceorobser ver s.Thet eachercoor dinat esorf acilit
at est hedr amaandnev erpl ay san
i
nt erv ent i
oni str ole.I tgi vest hem chancet oexper i
enceot her s’f eel i
ngs,bel ief sandpoi nt sof
viewsaboutcer tainsoci alpr oblems.So,ul ti
mat elyr olepl ay i
ngai msatchangi ngst udent s’
attitudesi n a desi red di rect ion.Char act er isti
cal ly,a r ole-pay ing si tuat ion i nvol vesspeci f i
c
act i
v i
tiesl ikedebat i
ng, conv er sing, anal yzi ngnegot iat i
ngandper suadi ng.
3.5.Act iveLear ni ngTechni ques
Inact i
v el ear ni
ngt echni ques,i nstruct ionalact ivi
tiesi nv olvingl earner si ndoi ngt hingsand
thinkingaboutwhatt heyar edoi ng.Act iveLear ningi sder i
v edf r om t wobasi cassumpt i
ons:t hat
l
ear ningi sbynat ur eanact ivepr ocessandt hatdi fferentpeopl el ear ni ndi fferentway s.The
pur poseofact i
v el ear ningt echni quesar e:i ncr easest udentpar t
icipat i
on,i ncr easest udent
engagement ,incr easest udentr etention,mor est udentowner shi pi nsubj ect ,lessl ecturingby
i
nst ruct or,mor eexci tingcl assr oom exper ienceandhi gherl ev elt hinki ng. Benef i
tsofact ive
l
ear ning t echni ques ar ei mpr oved st udentunder standi ng, impr ov ed st udentr et ention r at e,
i
mpr ov edat titude, probl em- sol vingski ll
s, andconcept ual learni ng.
Thef ol l
owi ngar ecommonact i
v elearni ngt echni ques.
Quest ionandAnswermet hod:quest ioni ngmet hodi sconduct edbyaski ngquest i
ons.The
student saskandt het eacherr espondsorr edi r
ect st hequest ions.
Thecl assi fi
cat i
onofquest ionscoul dbe:
a.Cogni ti
v ememor yquest ions-t hesear enar row andneedl ittleornot hi nkinge. g.when
oper at ionsunset ’wasst arted?
b.Conv ergentquest ions:t heyar enar row t hought heymayr equi resomet hi nki ng.But ,ones
thoughtout ;ther eisacor rectanswerandusual lyonecor rectanswer .
E.g.I ft hear eaofat riangl ei s12cm2andoneoft hesi desi s4cm, findt heot hersi de.
c.Di v er gentquest ion-t hesear ewi deopenquest ions.Noonecanpr edi ctwhatt heanswerwi ll
orshoul dbe.Theydonothav eonebestanswer .E. g.whatar et headv ant agesofl earningi n
one’ smot hert onguel anguage?
d.Ev al uativeQuest i
ons-t hesear equest ionst hataskst udent st oputav alueonsomet hing.
Thesear equest ionsi nwhi chst udent spassj udgment sonsomeact i
ons.
E.g.howdoy ouev aluat et hei mpl ement ationoft henewcur ri
culum i nEt hiopi a?
ConceptMappi ngMet hod:i sabenef i
ci all ear ningt oolt ohel pst udent sbr ai nst orm anyt opi c
andt hinkcr eat i
v ely.Mi ndmapsar epar ticular lyhel pfuli nt hewr i
tingpr ocessandpr ov ide
student swi t
hanat uralwayoft hinkingandbui l
dingt hought sonast oryplotort heme. Mind
mappi ngi sat echni quet hatal l
owsst udent stounder standt herelationshipsbet weeni deasby
creat i
ngav i
sualmapoft heconnect i
ons. Mindmapsof feramet hodt or epresenti nformat i
on
visually.Iti seasi erf ort hebr aint omakemeani ngwheni nformat i
oni spr esent edi nv i
sual
format s.
Jigsaw Met hod:Youdi videthecl assi ntogr oups.Let ternamei sassi gnedt oeachmember .
Eachgr oupi sgiv ena“ speciali
st”t opicandeachmemberoft hatgr ouphast obecomean
exper tint hattopi c.Youcandot hisasahomewor kact ivity,orasamul t
ilessonact i
v i
ty.After
theyhav ebecomeanexper t,yousepar atethe“ speci alist”gr oupsandf orm new gr oups.The
new gr oupsar emadeupofonespeci al i
stfrom eachoft heor iginalgr oups.Theyt henwor k
toget hert ot eacheachot herthei nformat i
ont heylear nedi nt hei
ror iginalgroup.Thepur poseof
Jigsaw t echnique i st o hav e st udent slearn and col lectmul ti
ple per spect i
ves t ot hen
dissemi nat ebackt oot herstudent sas“ exper ts”.
Cr ossov erMet hod:combi nest heexper i
enceofl ear ningi nbot ht hecl assroom andapl ace
out si
de,asi tcrosssuggest s,itcrossesov erbet weendi ffer entlearningcont exts.Thismet hod
combi nest hest r
engt hsofbot hf ormalandi nformall ear ningenv i
ronment s,andai mst opr ovide
student swi thbestofbot h.
Thi nk-pair-shar e:( TPS)i sacol labor at
iv elearni
ngst rat egywher est udent swor ktoget hert o
sol veapr obl em oransweraquest ionaboutanassi gnedr eadi ng.Thei mpor tanceorst rategies
ofTPSar et hef ollowing.Thesear e:
 I thel psstudent st othi
nki ndi v
iduallyaboutat opicoranswert oaquest i
on.

 Ithel
ps t
eacher
s and st
udent
sto shar
eideas wi
th cl
assmat
es and bui
l
ds or
al
communi
cati
onskil
l
s.

 I
thel
psf
ocusat
tent
ionandengagest
udent
sincompr
ehendi
ngt
her
eadi
ngmat
eri
al.

Studenti ndependentst udyMet hod:i sthemet hodofsel f -

dev elopmentandper sonalgr owt h.
Theyl earnt heirownact i
ons,anddi rect,regulateandassesst heirownl earning.I tinvolves
choosi ngapr obl em ort opict hathaspar ti
cularmeani ngf ort hei ndividualandf ollowi ngittoa
pointwher eitsat isfi
eshis/ hercuriosityorneedatt het i
me.
Studentl edr evisionsessi onsMet hod:dur i
ngr evi
si on,st udent sshoul dwor kcl osel yt ogether,
discussmodel s,adddet ai l
s,deletet heunnecessar y,andr ear r
angef orcl arityandef fect.
Student sareencour agedt oi ncorporatet heirowni nt erestsi ntopr oj
ect s,wi thinasetofbr oad
guidelines.Thest r
ategi
esdur i
ngst udentl edr evi
si oni ncl udesbr ainstormi ng( t
hi nkabouti t
),
drafti
ng( gettingi tdown) ,r evisi
ng( maki ngi tbetter) ,editing( maki ngi tr i
ght )andpubl i
shing
(sharingi t)
.
Gamesmet hod:i tbr i
ngst hest rat
egies, rul
esandsoci alexper iencesofpl ay ingagamei nt
ot he
classroom.I tal lows teacher stot argetcer tai
n act ivi
ties thatwi l
lbenef i
tt he r eal-
wor l
d
applicat i
onofconcept s.Mor eover,t
hemet hodut il
izesshape, sound, li
ghtandmot ionasaway
tohel psst udent sunder standi ngcreat iv
eappl i
cationst owar dswhatt heyar el ear ningint he
classr oom.
Analy sisandReact iontoVi deosMet hod:deal switht heext ractionofmet adat af rom r awv ideo
tobeusedascomponent sf orf ur
therpr ocessf orappl i
cationssuchassear ch,summar i
zation,
classificati
onorev entdetect ion.I
tisat oolf orsci
encest udent st oanal yzet hemot ionofr eal-
wor ldobj ect si nv ideos.
StudentDebat esMet hod:debat eisav er yf ormalappr oachconsi stingofset sofspeechesby
par ti
cipant soft woopposi ngt eamsandar ebut t
albyeachpar ti
cipant .Debat ingr equi resski ll
s
of: cri
tical anal ysis, thear tofper suasi onandr apidr ebut tal.
Casest udyMet hod:Youpr ov i
det hest udent swi tht woormor ediffer entsi tuationsorscenar ios
andt hest udent shav et ost udyt hesi tuat i
onanddescr i
behow t heywoul ddealwi tht hat
situation.Thesest udi esshoul dbebasedonr eallife,andf orcet hest udent st omakeadeci sion
onhowt heywoul ddeal wi t
ht hesi t
uat i
on.
Keepi ngJour nalsMet hod:Iti sawayt ogetst udent st owr it
edownwhatt heyt hi nk, see, orhear
andt opr omot ebot hl earningandt hi nki ngaboutasubj ect .Itisrecommendedwayf ort eacher s
tohel pt hest udent sl earnt osel fdirectt heirownl earni ng.
Ref lect i
onsMet hod:i sagr eatact iv i
tybecausei tal l
owst hest udent st ot akesomequi et,
per sonalt imet o“ reflect”ort hinkov erwhatt heyhav el ear nedi nt hel esson.Thi scant akemany
forms.Ref lect i
oncanbedoneasat houghtbubbl e,wher et heywr it
eoneort wot hingst hey ’
ve
l
ear ntf rom t hecl assonapi eceofpaperory ell
owst ickt obeputonabubbl e.Itcanal sobe
doneasadi ar yent rywi thquest i
onssuppl iedbyt het eacher .Itmi ghtbedoneasabr ai nstor m,
orasami ndmap.I nanycase,ar ef lect i
v eact ivityshoul dal l
owt hest udent s5–10mi nutest o
quiet l
yl ookatt hemsel vesandwhatt heyl ear nedi ny ourl esson.
FieldTr ipsMet hod:I nthismet hod,st udent sar et akenoutt ov isitpl aces,hi st ori
calsi tes,
fact ories, farms, wor kshops, ser v i
cegi vingi nst i
tutions, geol ogical areas, etc.andgetknowl edge.
Itrequi respr e-v i
sitar rangement( plan) ,thev isitandaf tert ri
pdi scussi ons.I thel psst udent st o
getacquai ntedwi t ht heact ual env i
ronment .
Mi cro- Teachi ngMet hod:Thi si swhent hest udent smodelort ryoutdi fferentt eachi ngmet hods
withasmal lgr oup.Ther ei susual lyat i
mel i
mi tof10t o15mi nutesf ort het eachi ngt ot ake
place.Thest udent st hengi v et he“ t
eacher ”f eedbackont heirmi ni l
essonandt hemet hodsused.
The f eedbacki ncl udes some posi tive poi nt s aboutt he t eaching,as wel las const r
uct i
ve
feedback.Thi scanbedonei nanysubj ectandi si dealt ousewi thst udent st r ainingt obe
teacher s.
Indiv i
dualact i
vity
1.Di scussi n det ailaboutt hedi ffer ences,r elationshi psand t he i mpor tance oft eachi ng
principl esandt eachi ngmet hodsbyusi ngpr actical ex ampl es.
2.Whatar ecr i
teriat osel ectt eachi ngmet hodsandwhatar ethebasi cadv antagesoft eacher s
usingv ar ioust eachi ngmet hodsbyusi ngpr act i
cal ex ampl es?
 UNIT4:I
NSTRUCTI
ONALPLANNI
NG
4.
1.Meani
ngofI
nst
ruct
ionalPl
anni
ng

In gener alt er ms,pl anning means t he “ actorpr ocess ofmaki ng orcar rying outpl ans.
Instructionalpl anni ngi sapr ocessoft het eacherusi ngappr opriatecur r i
cula,inst r
uctional
strategies,r esour cesanddat adur i
ngt hepl anni ngpr ocesst oaddr esst hedi verseneedsof
student s.Inst r
uct i
onalpl anni ngi sapr ocessofdeci dingwhatt ot eachandhowt ot eachdur i
ng
thet eachi ng-learningpr ocess.Pl anni ngshoul di ncl udebot hshor t-t
erm goal sandl ong-term
goals.I ti sa sy stemat icpl anni ng,dev elopi ng,ev aluating,and managi ng t he inst r
uctional
processbasedonpr i
nciplesofl ear ningandi nst ruct i
on.
Inshor t,plani sagui demapf oract ionandadi rect ionf orf utureact ivit
ies.
Thepl anni ngpr ocesswi l
lbesy stemat icandef ficientandi t
spr oductorpl anwoul dbeef f
ectiv
e
onlyi ft eacher sgi vesuf f
icientanswer sf ort hef oll
owi ng basi cquest ionsofi nst r
uctional
planning
Ther ear esev enf undament alquest ionsofi nst ruct i
onalpl anningasr ecommendedbyRal ph
Ty l
er( 1949) .Thesear eWhyt ot each?Under standi ngt heobj ect i
v est obeachi eved,Whatt o
teach? Knowi ng and mast ering t he cont ent st o be t aught ,How t ot each? Sel ecti
on of
appr opriatemet hodsandmedi a,Whom t ot each?I dent if
yingt hegr adel evelandbackgr oundof
thel earner s,Whent ot each?Knowi ngt hesol i
dnumberofwor kingday sandt otalal l
ott
ed
per i
odsf orthesubj ect,Howmucht ot each?Checki ngt hehar monyamongt hecont entsinthe
textbookandt het otalnumberofper iods, andWher et ot each?Under standi ngt heenv i
ronment
suchascl i
mat e, l
ocat ionoft heschool andt her ealityoft hecount r
y.
4. 2.TheI mpor tanceofI nstruct i
onal Pl anni ng
Whati st hei mpor tanceofi nst ruct i
onal pl anni ng?
Thehi gh- qualityinstructional planni ngi sani mpor tantwayf orteacher sandl ear nersar e:
 Pl anninghel pst oensur et heyar emaki ngi nformeddeci sionsi npr ov i
dingway stohelp
t
hei rstudent smeett hei racademi cgoal s.

 Planni
ng pr
ovi
des t
he t
eacherwith wel
l-
defi
ned and cl
ear
lyspeci
fied t
asks t
o be
accompli
shedbyhi
m/herandthest
udentswit
hinagiventi
meofinst
ructi
on

 Pl
anni
nggi
vest
het
eacherandst
udent
scl
eardi
rect
ionandv
isi
onandal
soener
gyt
o
meett
heai
ms.
  I
thelpsthet eacherandstudent
st oactef f
ici
ent
lyandinacompet entway.i.
e.it
pr
otect
st heteacherfrom goi
ngof ft
heway ,andtocarr
youtt heset sofspecif
ic
i
nstr
ucti
onalacti
vi
tiesi
nasmooth,cont
inuous,or
gani
zedandint
erconnect
edmanner.

 I
talsohel
pst
ouseal
lresour
ces(
ti
me,ener
gy,mat
eri
als)i
npr
operandeconomi
cal
way
s.

 Pl
anni
nggi
vest
het
eacherconf
idencet
ofacet
hecl
ass.

 I
tav
oidscr
isi
sint
hecl
assr
oom andneedl
esr
epet
it
ion.

 Toconst
ructgoal
s,obj
ect
ives,andi
nst
ruct
ionalandassessmentmet
hodol
ogyf
ort
he
cl
assr
oom.

 I
thelpstocreat
ecorrectdi
sci
pli
neandgoodat
mospher
eint
hecl
assandpur
posef
ul
t
eachingl
ear
ningact
ivi
ty.

 Noonecanteachwellwit
houthavinggoodpl
anni
ngi
.e.goodpl
anni
ngr
esul
tsi
ngood
t
eachi
ngandgoodteachi
ngveryl
ikelyr
esul
tsi
ngoodl
earni
ng.

4. 3.Component sofI nstr

uct i
onal Planning
Allgoodpl ansofi nst r
uct i
oncompr iset hefoll
owingessent i
alelement si
ncommon.Thesear e
object iv
es,cont ents,learningexper iencesoract iv
iti
es,methodsandmedi a,materi
als,toolsof
assessmentandt i
meset ti
ngf orinstruction.
Lear ning Obj ecti
ves-ar e statement st hatdescr i
be signif
icantand essent i
allear ni
ng that
l
ear ner shav eachiev eandr eli
ablydemonst r
ateattheendofacour seorpr ogram.Ther eare
twot y pesofinst r
uct i
onal objecti
ve.Thesear egeneralandspecificobject
ives.
 Gener alobjectives:ar eusedi npr epar i
ngtheannualpl an.Weusesomeoft hef oll
owing
actionv erbs:t oknow,under stand,compr ehend,dev ote,grasp,enjoy,appreciate,have
fait
hin,believein, admire/thinkal otof,devel
op,bef amili
arwith,beawareof ,
acqui re,
etc.

Example:att
heendoft hisuni
t,t
hest udentswi llbeabletoknowt heconceptsofinstruct
ional
pl
anning.
 Specificobjectiv
es:areusedi npr eparingper i
odiclessonpl an.Someoft heactionv er
bs
usedherearelistedbelow:t
ocompar e,desi
gn, i
nfer
, i
denti
fy, dif
fer
enti
ate,constr
uct,writ
e,
debat
e,define,solve,sel
ect
,ev al
uat e,draft
,change,l i
st,arrange,pract
ice,locat
e,mat ch,
pl
an,separate,draw,measure,express,per f
orm, cal
culate,explain,
etc

Exampl e:att heendoft hi

sl esson,t hestudentswi l
lbeabl etol i
stthecomponent sof
i
nst r
uctional planning.
Cont ents-includet heporti
onoft helessony ouusetoinstructtheclassontheski l
l
st heyar e
goingt olearn.
Assessmentst rategies-aremet hodst eachersusetoevaluatet hei
rstudent
s’progress.
Instructi
onal activit
ies-aretechniquest eachersusetohelpst udentsbecomei ndependentand
strategi
cl earners.
Met hodsandMedi a-isselecti
onofappr opr
iatemethodsandmedi aforinst
ructi
onal process.
Instructi
onalMat erial
s-ar e some mat eri
alsthatst udentmay need dur i
ng the l esson.
Inst
r uctionalMat erial
sknownasTeachi ng-Learni
ngMat eri
als(TLM) ,orTeachi
ngAids,i
sany
coll
ect ion ofmat eri
alsi ncl
uding animate and i nanimate objects,human ornon- human
resour cest hatat eacherusesi nteachingsituat
ionstohel pachievedesiredlear
ningobj
ect
ives
accor dingtoBet h, 2018.
Time-knowi ngthesol idnumberofwor ki
ngday sandt otalal
lott
edperiodsforthesubj
ect
4. 4. Lev elsofInstr
uctionalPlanning
4.4.1.Lev elsofInst ruct
ionalPlanning(Annual,Weekl yandDai l
yPlanning)

Ther
ear
ediff
erenttypesofi
nst
ruct
ional
plansasment
ionedbel
ow:
I. Annual/coursepl
an;

I
I. weekl
y;

I
II
. Per
iodi
c(dai
l
y)pl
an

I.Annual/
Year l
yPlan-CoursePlan
Anannualpl anisamor eelabor at
edplanofasi
ngl
esubj
ectthati
sprepar
edatschoolor
depart
ment al l
evel
Essenti
alfeat ur
es
Anannual planis:-
 Af urtherelaborat
ionoft hesyl
l
abusfort
hesamesubject
s.i
.e.i
tisprepar
edonthe
basisoft hesyll
abus.

 Pr
epar
edwi
thi
neachschool
atdepar
tment
all
evel
;

 Al
way
spr
epar
edbysubj
ectt
eacher
s-t
eachi
ngt
hesamesubj
ecti
nthesameschool
;

 Ent
ir
elybasedont
hespeci
alcondi
ti
onspr
evai
l
ingi
neachschool
;

 I
mpl
ement
edonl
yint
heschool
inwhi
chi
tispr
epar
ed;

 Pr
epar
edtoserveforonewhol
eacademicyearandi
tmustbechangedormodi
fi
ed
ev
eryy
ear
/semestert
ofi
ttot
henewcondi
ti
ons.

 Thebasi
sfort
hepr
epar
ati
onofal
essonpl
an;

 Pr
epar
edinachartform;howeversi
ncei
tisamor
eel
abor
atedone,i
tincl
udesmor
e
el
ement
sthanasy
llabusdoes.

II.Weekl yPlan
Inst r
ucti
onpl ant
hatcoversaweekandi sformulat
edconcret
elyi
nor dert
oputthemonthl
yplan
i
nt opracti
ce.Informulati
ngi t
,considerat
ionshouldbegi v
ent otheconti
nuit
yoflif
eoft he
chi l
dren,becausewegener all
yspendourdai l
yli
feonaweekl ybasi
s.Andsot heweekl
yplanis
ver yconcreteandpract
ical
.
III.Lessonplan/Dai
lyLessonPl an
Thebasi cunitofachil
d’slif
ei saday .Teacher
sformulat
edailypl
ant hi
nki
ngaboutchil
dren’
s
act iv
iti
es,thecreati
onofagoodenv ir
onmentandhow t osupportthem.Thisisthemost
pr acti
calandconcretei
nstructi
onplan.
Itisasmal l
eruni tofi nst
ruct i
ondeal i
ngwi thav er
yspeci fi
ct opic(oneort wo)t hati st aught
/lear nedinar el
ativelyshorterper iodoft ime; l
essonscoul dv aryinthei
rdur at
ion.Int hecont ext
oft eacher -centeredl essons,i tispr eparedt ogui deandcont roloneperiod’sinstruction.Buti n
thecont extofst udentscent eredl essons,t hepl ani spr eparedt oguidei nst
ructi
ont hatmi ght
per hapsl astf oraf ew day s/weeks.Al llessonsshow cer t
ainchar act
eristi
csandel ement sin
common.Al llessonshav ecer t
ainset sofwel ldef i
nedandwel lspecifi
edobj ecti
v es,cont ents,
met hodsandmedi aofi nstruction.Theyal lhav easpeci fi
edt ime,space,set t
ingandaudi ence
andst ructureaswel l
.Ofcour se,differ
entl essonscanv aryf rom eachot herinthei robjectives,
cont ents, methods, durati
onandpl ace.Howev er, mostl essonsar esimilarintheiror ganization,
thati s,mostl essonsshowdef init
eandv isi
bl estructure.
Essent i
alfeatur e
Al essonpl an:
 I saf ur t
herel aborationoft heannualpl an,i.e.itispr eparedont hebasi soft heannual
plan.

 I
tisal
way
spr
epar
edatacl
assr
oom l
evel
andonl
yoni
ndi
vi
dual
basi
s.

 I
tispreparedont hebasi
soft hespeci
fi
ccondi
ti
onsoft
hecl
assesofst
udent
s’t
aught
bytheteacherhi
mself/
hersel
f.

 Ser
vesf
orasingleper
iod(mostl
yteacher
-center
ed)orforafewday
sorweekst
odeal
wit
hawell
-def
inedandspeci
fi
edinstr
ucti
onalt
opicori
ssuesonl
y.

 Ser
vestodi
rect
lyandcloselygui
deandcont r
olt
hedayt
odaycl
assr
oom I
nst
ruct
ion
moret
hananyothert
ypeofinst
ruct
ional
plan.

 Al
essonpl
ani
spr
epar
edi
naspeci
alf
ormatdesi
gnedf
ort
hepur
pose.

Inst
ructionalPhases/ Steps
Teachingst epsreferstosequencesofinst
ruct
ionaleventsandtasksper
formedbyt
heteacher
andst udentsatdi f
ferentstages/
lev
elsi
nagi v
enl esson.Thefoll
owingarethemor
ecommon
i
nstructi
onal phasesorst eps.
i. Intr
oducti
on

i
i
. i
i
.Pr
esent
ati
on/
Dev
elopment

i
i
i. i
i
i.Consol
i
dat
ion

i
v. i
v.Checki
ngandEv
aluat
ion.

Majori
nstr
uct i
onaltasksperformedi neachoft heteachingsteps(Teacher-
Centeredlesson)
1.TheI ntr
oduct i
onphase
I
ntr
oducti
oni swher el
essonbei ngs,i
tinv
olves:-
a.Rev isingtheprev i
ouslesson.
b.I nt
roducingt hetopicandsubt opi
csofal essonathand.
c. Explaini
ngt ostudentsabouttheobjectiv
esandi mpor t
ance/
useoft helesson.
d.Tel l
ingst udentsabouttheirt
asksandr esponsibi
li
tiesi
nthelesson.
e. Iti
susual lyshorti
ndur ati
onandshoul dnottakemor ethan10%oft hetotalcl
asstime.
2.Thepr esent ationphase
Thisi st hemai nbodyoft hel esson.Pr esent ationmeansi mpar t
ingnew knowl edge,ski ll
sand
atti
tudes.I ti nv olv esdev elopi ng,el abor at i
ng,expandi ngt heopt icandsubt opi c( mai ni deas)
thatwer ei nt r
oducedt ost udent satt hebegi nni ngoft heper i
od.Dur ingpr esent at iont het eacher
appliesnear lyal lthebasi cpr i
nci pl esoft eachi ng.Forexampl e, she/ he:
 Dev elopt het opi cgr adual lybymai ntai ningl ogi cal orderorsi mpl et ocompl ex.
 Encour agesact ivecl asspar ti
ci pat i
on.
 Usecombi nat ionsofv ar i
oust y pesoft eachi ngmet hodsandi nst ruct ional mat eri
als.
 Tel l
sr el ev antexampl es, stor iesandcases.
 Pr esent ationusual l
yt akesmuchoft hecl asst imeabout45%oft hewhol ecl asst ime.
3.Thest abi l
izat ionphase
Dur i
ngt hi st imest udent sar eassi stedt of ocusont hekeyi deast r
ansmi tteddur ingpr esent ation,
hold,r ememberandappl yt heknowl edge,ski llsandat ti
tudesi mpar teddur ingt het i
meof
present at i
oni nor dert omakemor est abl e,longl ast ingandappl i
cabl e.Itsmai nf ormsorway s
ofst abili
zat ionar er epet i
tion, sy st emat izat i
on, exer cisingandappl icat i
on.
4.TheChecki ngandEv aluat ionPhase
At ypicalt eacher -cent eredl essoncomest oanendbychecki ng.Checki ngandev aluat i
oni san
i
nst ructionalphasewher et het eachert r i
est of indoutaboutt heact ualout comesoft hel esson.
Itcanbet wof or ms.
i
.Di rectchecki ng:-i ti nv olvest hedel iber ateev aluat ionofst udent s’per f or mancebycar efull
y
planningandset tingdi fferentor al andwr itt
enquest ionsaheadoft ime.
i
i.Indirectchecki ng: -thist akespl acespont aneousl yatanypoi ntint heinst ruct ionpr ocess.
Instructional Phase/ Stepsi nSt udent -Cent eredLessons
Itisi mpor tantt oknow t hatst udent -cent eredl essonsar enotasr i
gi dlyst ruct uredast eacher -
cent eredl essons.I tpassest hroughf ouri nst ruct i
onal phases/ stages.Namel y:-
1.Thei nt roduct ionphase:i nmostcases, thet eachermi ghtl argel ycont rol thei nt r
oduct ory
phasef ors/ hehast oor gani zeandpr epar et hecl assf ort hepr oposedi ndependent
l
ear ni ng.St udent scoul dal sobegi venchancet omakechoi cesanddeci sionsont he
speci fi
cki ndofl ear ningt askst odoandonhow, whenandwher et odot hem.
2.Thedev elopmentphase:-i nher et het eacherpr esent sl it
tleornoknowl edgeandski ll
s
tost udent sdi rectlyandper sonal ly.S/ hei st her ej ustt of aci lit
ate,gui deandsuper v i
se
thel ear ningpr ocess.Thedev el opmentphaseofi nst ructiont hatempl oy si ndependent
l
ear ni ngmet hodsl ikeassi gnment ; i
nqui ry, discov er yandpr ojectwor k,mi ghtt akeat i
me
rangi ngbet weenaf ewhour sorf ewday sandaf ewweeks.
3.Theconsol idat i
on phase: -t hi sphasedi ffer entf rom t hest abilizat ion phasenoti n
pur posebutmai nl yi nt hei ncr easedamountofst udentr esponsi bi lit
y .Inbot hcasest he
i
nt ent ioni st omakepr ov i
si onf orper manentl ear ni ng.Thedi fferenceher ei st hatal lof
thei ndiv i
dualact ivitiest hatl eadt oconsol idat ion( remember ing)ar ef ullycont roll
edby
thest udent st hemsel ves.
4.Thechecki ngandev aluat ionphase: -st udent st akemuchr esponsi bilit
yf orchecki ngand
assessi ngt hei rownl ear ni ngpr ogr essanddi fficul ti
es.Her eofcour set herei sst i
ll
checki ng done byt he t eacher ,par t i
cul ar l
yatt he end.Butpr edomi nant lyt herei s
student s’sel fassessmentt aki ngpl acecont inuousl yt hr oughoutt hepr ocessofl earning.
 4.4. Pract icesofI nst r
uct ional Planni ngi nPr i
mar ySchool s
Av ar iousst udyt hatconduct edi ndi ff
erentcount ryshownt hat ,ther ewer epoorpr acticesof
i
nst ruct ionalplanni ngi nt hepr imar yschool .Fori nstance,McCl unecompl etedast udyi n1970
toi dent ifyandcl assi fycer t
ai naspect saboutt hel essonpl anni ngpr acti
cesofel emen¬t ary
teacher s.
(1)nat ur eofpr ocessesi nv olv ed;(2)ki ndsofdat ausedf orspeci f
icdeci sions;( 3)emphases
givencer t
aindat a; (4)pr ioritiesandr elati
onshi psI nvolv ed;and( 5)t hef actthatt eacher sdonot
necessar i
lyper form al lt het askssuggest ed.McCl unef oundt hatmostt eacher sident i
fi
ed
object ivesi npl anni ngbutt hatmostdi dnotwr itet heobj ectivesdownonpaper .Mostoft he
teacher susedi nthest udywer er equi r
edt okeepwr i
ttenl essonpl ans.
JerryM.Russel lin1979,anumberofsel ect edcompar isonswer emadet of urtheranal yzethe
data.Fi vecompar isont ool swer emadeusi ngt hedat acompi l
edont hesel ectedt eacherl ike
char act erist
ics i nr elat ion t eacher s at t
itudes t o pr act i
ce inst ruct i
onalpl an,t eachers who
repor tedconsi stentuseofwr ittenl essonpl ans, teacher swhof eltt hatwr i
tt
enl essonpl answer e
essent i
al foreffect i
v ei nst ruct ion, t
eacher swhoi dentifiedobj ectives, inst r
uctionalact i
vit
ies,and
evaluat ionasbasi cpar tsofwr ittenl essonpl ansandt eacher swhoi ndicatedt heuseofr evi
sed
orpr ev i
ouslyusedl essonpl ans.Basedont heconcl usionmadebyr esearcher,mostoft he
element ar yteacher sr epor tedt hatt heywer euseddi fferentl
y .Ther efore,schoolt eacherswer e
expect edt odoi nst ruct ional planni ngatt hesamet rack.

ASSIGNMENT2.Prepar
eannualpl
aningroupoff
our/f
ivepersonsandt
henpr
epar
eaper
iodi
c
l
essonplani
ndi
vi
duall
ysoprepar
eyoursel
fformi
cro-
teachi
ng.