Techniques For Effective Teaching Training Worksheet

Techniques for Effective Teaching
Module 1: The Fundamentals of Teaching and a Project Introduction
Remember! You will have to train your fellow teachers on this module.
Complete all Activities for Module 1. Do not proceed to the next activity until
prompted to do so. Be prepared to share your answers with the larger group.
Objectives (10 minutes)
By the end of this module you will be able to:
1. Describe the importance of the teaching profession.

2. List the teaching topics covered in this module.
3. Identify and explain teaching ideas that can be applied to their classrooms.
Before the video (30 minutes)
Teachers are responsible for what their pupils learn, and that is an incredibly important
job.
Activity 1.1: Attributes of a good teacher
1. Why did you become a teacher?
2. What are the key qualities of a good teacher?

Activity 1.2: Your classroom activities
Look at the three different write ups placed on the wall (‘I DO’, ‘I DON’T’, and I’M NOT
SURE’). See list of teaching techniques on the table below. Stand on one of the write ups as
the facilitator calls out each teaching technique, one at a time, to indicate if you do, don't or
not sure you carry out the technique in your classroom.
Be ready to explain/describe what the teaching technique you indicated you carry out in your
classroom is all about, and how it is done.
Teaching Techniques
Drama Group work / project Demonstration
Reading Storytelling Debate
Chanting / repetition Discussion Listening
Research Simulation / Role play Experiment
Excursion Questions and answers Observation
Play Individual work / project Problem solving

Activity 1.3: Cone of Experience
Edgar Dale’s Cone of Experience is a model that incorporates several theories related to
instructional design and learning processes. During the 1960s, Dale theorized that pupils
retain more information by what they do as opposed to what is read, heard, or observed. His
research led to the development of the Cone of Experience.
According to Dale’s research, the least effective methods involve learning from information
presented through symbols—that is, reading, listening, and seeing. The most effective
methods involve direct, purposeful learning experiences, such as hands-on or field
experience, that represent reality in everyday life.
The cone charts the average retention rate for various methods of teaching. The further you
progress down the cone, the greater the learning and the more information is likely to be
retained. This suggests that when choosing an instructional method, it is important to
remember that involving pupils in the process strengthens knowledge retention.
Discuss within your group the following:
1. Do you agree with the Cone of Experience? Why or why not?
2. What kind of learning experience do you currently practice in your classroom?

3. What kind of learning experience do you want to provide in your classroom?
4. Write down 3 activities that enable 90% retention and explain why to your group.
During the video (30 minutes)
Relax and watch the video for Module 1: The Fundamentals of Teaching and a Project
Introduction. As questions come up throughout the video, feel free to write them down in
the space provided.
Remember! The classroom setting in the video might not reflect your own. Please
focus primarily on the teaching technique. Also, keep in mind how you can make your
classroom more engaging.
Notes
Questions
1. Based on the objectives, how might this module help you in your classroom?
2. Which objective have you just heard?

3. List three teaching methods that will be covered in this course.
After the video (90 minutes)
Activity 1.4: Let’s review
1. Look at the list of qualities of a good teacher in Activity 1.1. Are there qualities that you
would like to update (i.e., modify, add, or remove) after watching the video? Make those
changes and share them with the group.
2. Go through the teaching techniques in Activity 1.2 and circle the ones you
would like to try with your pupils after the training.
Activity 1.5: Make and take! (90 minutes)
Complete the following Activity.
Remember! These materials are ideas to support you in making your classroom child-
friendly. Alternative materials can be explored.
Turn to glossary pages at the back of your workbook to see sample materials and
instructions on how to make them.
1. Welcome back to school” decoration

2. Subject board
Key messages (15 minutes)
1. The teaching profession is exciting and important. The moment you step into a
classroom or learning space, you have the opportunity to change a child’s life.
2. The videos address many different teaching topics. They include how to teach with
low-cost materials, how to assess pupils’ learning, how to set up a child-friendly learning
space, etc.
3. Choose ideas from the videos that you can try with your pupils. The videos will help
you accomplish your own goals for the year.
Notes
Module 2: Developing a Child-Friendly Learning Space
Complete all Activities for Module 2. Do not proceed to the next activity until prompted
to do so. Be prepared to share your answers with the larger group.
1. Describe a child-friendly classroom.

2. List different ways children can learn in a classroom (e.g., exploring, asking and
answering questions, experimenting, interacting with instructional materials, play, etc.)
3. Identify tools, materials, and activities that can make classrooms child-friendly.
Child-friend space is a space in which pupils feel welcome. In a child-friendly space,

the focus is on the pupils.
Activity 2.1: Draw a child-friendly learning space
1. Draw a picture of your present classroom, detailing where the children sit, where you
conduct most of your lessons, where the door and windows are, etc.
2. Discuss in your group, what child-friendly learning space is. Share your views with the
whole group.
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Relax and watch the video for Module 2: Developing a Child-Friendly Learning Space.
As questions come up throughout the video, feel free to write them down in the space
provided.
Notes
Questions
1. What are grouping strategies that could be used with a large number of children?
2. A child-friendly classroom gives children opportunity to explore. Give examples of how
it was achieved in the video.
Activity 2.2: Make my classroom child-friendly
Draw a new picture of your classroom, this time with what you learned from the video about
child-friendly learning spaces. Consider how pupils should arrange their chairs or mats in a
way that everyone can make eye contact with each other and feel included; where to place
your daily timetable; where pupils can display their own creations, etc.
Activity 2.3: Spot the difference
Work with a partner to identify at least 10 differences between the two drawings. Write down
differences in box below.
Drawing no 1
Drawing no 2
Differences in the drawings

Drawing no 1 Drawing no 2
1.
2.
3.
4.
5.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Activity 2.4: Act out a child-friendly classroom
Complete the following Activity.
1. In your own group, create a 5-minute skit that shows:

 characteristics of a child-friendly classroom;
 ways children learn differently;
 children exploring; and
 every child having an opportunity to contribute.
Be prepared to perform the skit and answer to comments and questions from other
participants.
2. Create a 5-minute skit that shows a classroom without child-friendly learning space.
Be prepared to perform the skit and answer to comments and questions from other
participants.
1. Set up your classroom in a child-friendly way. A child-friendly classroom is

welcoming, inclusive, comfortable, and celebratory of children’s work. A well-planned
timetable helps get everyone organized.
2. Encourage your pupils to try learning in different ways. Make lessons fun by
employing both group and individual interactive activities.
3. Give pupils a chance to explore. Ask lots of dialogical questions and encourage children
to make inquiries for critical thinking and try out ideas.
4. Use questions to encourage every pupil to participate. Give both boys and girls equal
chances to answer questions and contribute. This helps note what your pupils know and
want to know.
Notes
Module 5: Pupil-centered Learning for English Literacy
1. Explain the everyday importance of literacy.

2. Identify all types of language skills.
3. Describe how reading a book can be interactive and fun.
Pupil-centered learning focuses on the needs of the pupils.

Activity 5.1: English literacy is everywhere!
In the table below, circle words that are related to English literacy.
Going to market Making phone calls Watching television Listening to music
Applying for a new Describing medical

Reading a book Finding direction
job symptoms
Conducting morning Conducting lesson

Cooking a meal Texting and charting
assembly activity
Making
Singing a song Researching Reciting poems
presentations
Activity 5.2: See me read!
1. Demonstrate reading using the text below. (Reading tips can be found on page 38 of your
workbook).
A friend in need is a friend indeed
Once upon a time there lived a lion in a forest. One day after a heavy meal. It was sleeping
under a tree. After a while, there came a mouse and it started to play on the lion. Suddenly
the lion got up with anger and looked for those who disturbed its nice sleep. Then it saw a
small mouse standing trembling with fear. The lion jumped on it and started to kill it. The
mouse requested the lion to forgive it. The lion felt pity and left it. The mouse ran away.
On another day, the lion was caught in a net by a hunter. The mouse came there and cut the
net. Thus, it escaped. Thereafter, the mouse and the lion became friends. They lived
happily in the forest afterwards.
2. Discuss whether the participant read the story in a “pupil-centered” way.
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Relax and watch the video for Module 5: Pupil-centered Learning for English Literacy.
provided.
Notes
Questions
1. What are 3 ways you can show pupils how literacy is used in everyday life?
2. In this video, you can see a teacher using canned food to teach literacy. What are 3 other
low-cost materials you could use in your classroom to teach literacy?
3. List as many different types of fun reading and writing activities you could use to build
pupils language literacy capacity.
Activity 5.3: Plan a pupil-centered literacy lesson
Plan a lesson around one of the following, using low-cost / no-cost materials:
• Reading fluency (e.g., reading an entire storybook)

• Reading comprehension (e.g., reading selected passages and asking questions)
• Phonics (e.g., practicing reading a short poem with /ch/ and /sh/ sounds)
• Writing composition (e.g., story about why tortoise has a shattered shell, etc.)
• Storytelling (e.g., building a story after the end of the song Effua Put the fufu on)
• Penmanship (e.g., practicing the alphabet)
Activity 5.4: See me read again!
1. Read through the story reading tips below. Discuss in your group what you currently do
in your classroom and additional tips you may have.
Story reading tips. Here are more ideas for sharing storybooks with your pupils.
Before reading. Literacy learning happens before you even begin reading. Show pupils the
cover of the book and ask:
• What do you see on the cover?

• Can you read the title?
• What do you think this book will be about?
• What do you know about ______?
During reading. Each page of a storybook is full of opportunities for literacy learning.
Make sure pupils can see the pictures and the text. Read with expression and use different
voices to bring the story to life. Pause from time to time to ask:
• What do you see on this page? I see a(n) ______. Can anyone find it?
• What do you think will happen next?
• Why did this character say (do) that?
• What would you do if you were this character?
After reading. Even after you finish a book, the literacy learning continues.
• Teach a phonics lesson based on a word in the book. Write a letter (for instance,
“m” as in “mat”) or spelling pattern (for instance, “at” as in “hat”) on the board.
Have pupils think of other words that follow the same pattern.
• Have pupils act out the story in the book. Assign different roles to pupils.
• Invite pupils to write their own alternate endings to the story. Pupils can
practice using their imagination and vocabulary at the same time.
• Invite pupils to draw pictures of their favorite part of the story. Depending on
their age and ability level, they can write their own captions, too.
• List all new words encountered in the book on the board and use them for a
vocabulary, spelling, or handwriting lesson.
1. Show the everyday importance of literacy. The world is full of opportunities for
reading and writing. Help your pupils realize how important literacy is beyond the
classroom!
2. Build all types of language skills—reading, writing, listening, phonics, and spelling!
Talking and listening contribute to reading and writing skills by improving vocabulary,
critical thinking strategies, and communication skills.
3. Reading a book should be interactive and fun. This can be done by reading
expressively in an engaging manner. Involve pupils when you read to them, so story time
becomes exciting and dynamic.
Module 6: Pupil-Centered Learning for Numeracy (Mathematics)
1. Describe how to teach numeracy (mathematics) in different ways.

2. Explain how to encourage pupils to experiment and explore in learning numeracy
(mathematics).
3. List benefits of using group work to increase practical understanding of numeracy
(mathematics) concepts.
4. List creative ways to teach numeracy (mathematics).
In Pupil-Centered Learning, a numeracy (mathematics) lesson that doesn’t look like

numeracy (mathematics) is more fun for your pupils, and for you!
Activity 6.1: Numeracy, numeracy, numeracy…
1. Give three reasons why your pupils struggle with numeracy (mathematics)
2. What is the most difficult and/or challenging math topic for your pupils to learn and for
you to teach? Write them down on the chalkboard.
Relax and watch the video for Module 6: Pupil-Centered Learning for Numeracy
(Mathematics). As questions come up throughout the video, feel free to write them down in
the space provided.
Notes
Questions
1. In what areas do you think pupils use numeracy (mathematics) in their daily activities?
2. What are some additional low-cost and easy-to-find materials you could use in a
numeracy (mathematics) lesson?
3. What are some other methods to make learning numeracy (mathematics) fun and
engaging?
Activity 6.2: Match the concept
Play the “match the concept” game.
Divide into two groups. When one group mentions an activity (e.g., driving), the other group
lists the numeracy (math) concepts associated with that activity (e.g., calculation, speed,
distance).
Activity Numeracy Concepts
Cooking Measurement, volume, percentage, temperature, time, fraction, etc.
Driving
Playing football
Sewing
Swimming
Activity 6.3: Plan a pupil-centered numeracy (mathematics) lesson
1. With the new techniques and methods learned from the video, prepare a fun numeracy
(mathematics) lesson for your pupils, using low-cost / no-cost materials. Ensure that
topics chosen are applicable in real life situation that children can relate with.
 Group 1: Counting from 0-9

 Group 2: Telling the time
 Group 3: Measuring distance
 Group 4: Fractions
 Group 5: Comparing analog and digital time
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2. Look at the chalkboard where you had written down difficult and challenging numeracy
(mathematics) topics from in Activity 6.1. Write the ones that apply to you on the left-
hand column. Then write on the right-hand column new methods you can use to teach the
topics.
Difficult and challenging numeracy topics New methods to teach them

1.
2.
3.
Activity 6.4: Make and take! (90 minutes)
1. Explore numeracy (mathematics) in many different ways, so you can provide

opportunities for your class to explore the same concepts in a variety of ways.
2. Encourage pupils to explore and experiment. When pupils use their own ideas for
solving a numeracy (mathematics) question, the lesson will be interesting and fun, and in
the end, the pupils will have a better understanding of the numeracy (mathematics)
concept you are teaching.
3. Use pupils’ work to increase understanding. Pupils can work according to their own
learning styles, and they will learn that there are many different ways to find the correct
answer.
4. There are many creative ways to teach numeracy (mathematics). Use games, art, etc.
to teach numeracy (mathematics). From a distance, a good numeracy (mathematics)
lesson might not even look like numeracy (mathematics). The more pupils enjoy the
lesson, the more they will remember.
Numeracy (Mathematics) is vital in understanding the world around us. We utilize

math for cooking, sports, sewing, building, and finances. In order to prepare our pupils
to accomplish tasks of a 21st century citizen, they must have a solid foundation in
numeracy (mathematics).
Notes
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Module 7: Time Management
Complete all Activities for Module 7. Do not proceed to the next activity until
1. Write and prepare a weekly plan.

2. Identify ways in which pupils can become classroom helpers.
3. Define ways to help pupils know what to expect.
4. Explain why managing a classroom effectively takes time, patience and practice.
Time management refers to a classroom management skill that allows teachers to use
their time effectively to maximize learning.
Activity 7.1: My classroom routine
1. Create a pie chart showing your daily class routine from start to finish.
2. Share in your group challenges in time management.

Relax and watch the video for Module 7: Time Management. As questions come up
throughout the video, feel free to write them down in the space provided.
Notes
Questions
1. What is the one critical element of time management you saw and heard in the video?
Discuss in pairs.
2. What are some structures the teacher put in place to manage her time?
3. How does having a predictable daily structure support your pupils in their learning?
Activity 7.2: Manage time!
1. In the video, the teacher used two claps to signal the start and end of a lesson. Brainstorm
2 other auditory clue and 1 visual clue you could use to inform pupils a lesson was
starting and ending.
2. Look at the routine chart from Activity 7.1 and reflect on the challenges in regards to
time management you shared within your group. Discuss within your group some
solutions to those challenges.
3. In groups, plan a normal 45-minute lesson plan on any English literacy or Numeracy
(mathematics) topic. Be prepared to present your lesson within 6 minutes. Appoint a time
keeper and at least 2 presenters.
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Assigning helpers. As we learned in the module, pupils are actively engaged in the
classroom when they are participants in helping the classroom run smoothly by
having classroom roles and by participating in the formation of classroom rules. These
roles should be changed on a weekly basis. Below are examples of potential class
roles for your pupils:
 Fetches materials for the class and puts them away when done
Teacher  Collects homework and class work
assistant  Cleans the chalkboard when the need arises
 Deliver messages and takes things to other classrooms or office
Clean-up  Makes sure that the classroom is clean
monitor  Empties refuse buckets or refuse bags each day
Line leader  Leads the line wherever pupils go
 Makes sure that every pupil follows the line
Timekeeper  Notifies pupils of the starting and stopping times
 Helps keep pupils on task
 Keeps track of time and encourages pupils to continue
Calendar  Updates the class calendar each morning
organizer
1. Always have a weekly plan. At the end of each week, you should plan your lessons for
the following week. The more details you can plan in advance, the better!
2. Pupils can be classroom helps. By giving a child a duty, your pupils learn about
responsibility. Pupils will recognize that they are a big part of making everything go
smoothly and feel proud.
3. Help pupils know what to expect. Predictable routines will help your pupils begin to
manage their own time. They will learn a lot during lessons and transitions.
4. It takes patience and practice. Setting up a routine can take several weeks, but you will
get the most of everyday once it is established.
If you fail to plan, you plan to fail. Always make sure that you have the day planned.
Ensure that you have additional activities in case a lesson ends early or pupils complete
their work before the allotted time.
Notes
Module 8: Practical Ways to Make the Classroom Creative and Fun
Complete all Activities for Module 8 in your workbook. Do not proceed to the next
activity until prompted to do so. Be prepared to share your answers with the larger group.
1. Integrate hands-on learning in their lessons.

2. Plan lessons around pupils’ interests.
3. Explore new ways of teaching topics in the curriculum.
Plan lessons that encourage pupils to use their whole bodies and all of their senses.
Activity 8.1: Hands-on-learning
Discuss within your group the following:
1. What do you understand by hands-on learning? Show an example.

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2. Is hands-on-learning more important with children with special needs or children without
special needs?
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3. What is one exciting lesson you taught that incorporated pupils’ whole bodies? Describe
the lesson and describe how your pupils responded?
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Relax and watch the video for Module 8: Practical Ways to Make the Classroom Creative
and Fun. As questions come up throughout the video, feel free to write them down in the
space provided.
Remember!
The classroom setting in the video might not reflect your own. Please focus primarily
on the teaching technique. Also, keep in mind how you can make your classroom more
engaging.
Notes
Questions
1. What other ways can you bring a game or physical movement to your classroom to
make your lesson creative and fun?
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2. How did the teacher in the video incorporate “hands-on” learning? What similar
lessons could you create factoring in your pupils’ interest?
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Activity 8.2: Integrate pupils areas of interest/hobby in your lesson plan

1. In groups, choose one sub-topic and incorporate three integrated areas of interest/hobby.
Plan a lesson to accommodate pupils’ interests. After planning, you will present your
lesson to the whole-group.
Subject Topic Sub-topic Areas of Interest/Hobby
Proper nouns Cooking Dancing
Common nouns Drawing Exercising

Literacy in English Nouns
Countable nouns Farming Football
Uncountable nouns Singing
1. Encourage hands-on learning in your classroom. Plan lessons that encourage pupils to
use their whole bodies and all of their senses. When pupils are really involved during
your lessons, they will remember what they learn.
2. Plan lessons around pupils’ interests. Involve your pupils’ favorite topics and activities
in your lessons as much as possible, without compromising your lesson plan and learning
objectives.
3. Find new ways to explore your curriculum. As you plan your week, think about how
you can teach standard subjects in new ways. When you are creative, your pupils will
learn and have fun at the same time.
4. Experiment with classroom activities and classroom arrangement. In order to make
the classroom consistently engaging and fun, make sure you try as many different
combinations of learning material and classroom arrangement as possible, keeping in
mind the objectives of a lesson and the age or level of pupils.
Provide opportunities for pupils to learn in multiple ways. Some pupils prefer to learn
by looking at diagrams, others through song, and still others by touching materials. In
order to reach all pupils, vary how each lesson is delivered and allow for pupils to explore
each topic in more than one way.
Reminder!
Being creative does not mean making it complicating. Ensure you keep creativity
simple.
Avoid religious and political creations.
Notes
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Module 9: Differentiated Instruction
Complete all Activities for Module 9 in your workbook. Do not proceed to the next
activity until prompted to do so. Be prepared to share your answers with the larger group.
By the end of this module participants will be able to:
1. Show ways of getting to know each pupil.

2. Demonstrate how to vary teaching approaches.
3. Explain how to group children by their abilities, and /or interest.
Knowing your pupils’ interests and experience, strengths and weaknesses helps you to
vary your teaching approaches to accommodate their different abilities and learning
styles.
Activity 9.1: Importance of differentiated instruction
1. Fill out an all-about-me questionnaire below

2. Describe how you can identify pupils’ abilities or differences.
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3. In your group, come up with definition of a noun, and give examples of a noun based
your interest and ability.
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Relax and watch the video for Module 9: Differentiated Instruction. As questions come up
throughout the video, feel free to write them down in the space provided.
Remember!
engaging.
Notes
Questions
1. How do you get to know your pupils so you can differentiate your lessons to
accommodate all abilities and interests?
2. What are some other ways you can differentiate lessons for your pupils? How did the
teacher in the video do it?
3. As you can see from the video, it helps pupils when they are grouped together by
ability, and/or interest. What are the benefits of group work?
Activity 9.2: Differentiate your lessons to accommodate pupils’ interest
1. Facilitator will model the differentiated lesson plan chart below and show you how to
create it. This will include varying exercises to differentiate for pupils.
Day/ Topic/Sub- Objectives/ Teacher – Learner Activities Teaching Core

Topic/Aspect Learning Points
Duration R.P.K. Materials
Monday/ Parts of By the end of Teacher will organize a verb game – Charades verb Verbs
40 speech: the lesson, Charades (A game in which players cards. are
minutes pupils will be guess a word or phrase from a written action
able to… word or acted clue given). words
Verb Teacher will divide the class into two Worksheet

groups and invite a pupil in a group with
Define what a and show him/her a card with a verb, sentences
verb is and give and a corresponding picture.
Simple examples of
Verbs verb. Pupil will act out the verb for his/her
group members and the acting team
will try to guess what the pupil is
acting out (e.g. swimming, begin,
Identify verbs in cooking, playing, pretending etc.)
sentences.
After all the cards have been used,

Create 3 of their the teacher will ask pupils what they
own sentences were doing and what they think this
using simple lesson is about.
verbs.
Teacher will then explain that they

were acting out verbs and action
verbs.” Pupils will discuss verbs
further and come up with three
additional verbs in groups that were
not used in the game.
Teacher introduces “Simon says”

game by calling out simple verbs;
such as Simon says jump, Simon says
sit, Simon says run, Simon says
dance etc. the children are to act out
the verb only when the teacher says
“Simon says”
Differentiated Activities: -
a. Average Learners:
Teacher will ask pupils to create 5

sentences using the verbs the
Pupils came up with.
Pass out sheets with

pictures/drawings of action words
and ask the pupils to connect the
words with the pictures.
b. Above Average:
Teacher should provide

magazine/newspaper pages for the
pupils and ask them to circle the
verbs and select 10 verbs to make
their own sentences
c. Below Average:
Teacher will distribute picture verb

cards to pupils and ask them to create
3 of their own sentences using verbs.
Or ask them to make a song, create a
dance, or draw a picture to represent
three sentences with verbs, based on
their interests.
The sample lesson plan above was differentiated in the following ways:
a. Pupils were asked to complete work in various groupings: whole-class, groups, and
individually.
b. Some pupils were encouraged to choose which means of expression best suited them
in their final assignment (song, dance, drawing) based on their interests and abilities.
c. Lesson delivery included a game, visual demonstrations, auditory examples, and
written work.
2. In your group, choose a lesson topic in Numeracy (Mathematics) (Group by school), and
come up with a differentiated lesson plan that accommodates your various interests as
indicated in the “All About Me” questionnaire, with goals of achieving 90% retention.
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1. Get to know each pupil. This helps you learn about their interests and experience and
also helps you identify their strengths and weaknesses.
2. Vary your teaching approaches within a lesson so pupils with different abilities and
learning styles benefit.
3. Group children by their abilities. Have your pupils work in small groups with peers
who are at the same level in a given subject. This will give you the chance to work on a
different set of skills with each group.
4. Group children by their interests. Children at different levels of abilities can learn from
one another. When you group pupils by their interests, they can work together while
teaching one another. This will give you more time to observe pupils, which makes it
easier to address the needs of each child.
Module 10: Assessment and Evaluation
Complete all Exercises for Module 10. Do not proceed to the next activity until

1. Define and differentiate between “assessment and evaluation”
2. Describe how learning objectives are linked to assessment
3. Describe different assessment methods targeting pupils of all learning abilities
4. Explain the process of communicating the child’s progress to the parents
5. List ways to self-assess to improve teaching skills.
Set clear learning objectives and clearly define what you want your pupils to learn in
order to evaluate how well they are doing.
Activity 10.1: Importance of assessment and evaluation
1. How do you find out if learning has taken place for all children (Including those with
special needs)?
2. In your group, define “assessment” and “evaluation”

3. In pairs, discuss the difference between assessment and evaluation
Relax and watch the video for Module 10: Assessment and Evaluation. As questions come
up throughout the video, feel free to write them down in the space provided.
Remember!
engaging.
Notes
Questions
1. i. What are the different ways to assess whether learning objectives have been met?
ii. Why is it important to assess pupils in more ways than simply testing them at the end of
the lesson?
2. What are ways to engage parents to discuss the progress of their children/wards? What do
you say and share?
3. What was an example of self-assessment shown in the video? How do you assess
yourself?

Activity 10.2: Make your lesson objectives SMART
Before the following activity, your facilitator will go through the process of writing SMART
objectives below with you.
SMART Objectives
Objectives, in lesson planning, help you to keep on track and focus on your topic. They are
also a source for evaluating lesson delivery and impact.
Writing SMART Objectives
To use an objective to monitor your progress, it needs to be SMART. A SMART objective is:
S – Specific
M – Measurable
A – Achievable
R – Realistic,
T – Timely,
Specific
Specific - answers, “What, and why?”
Objectives should provide the specific lesson activities.
Use only one action verb, because objectives with more than one verb imply that
more than one activity or behavior is being measured.
Examples of action verbs for writing SMART lesson objectives

List Describe Demonstrate Analyze Develop Review
Label Illustrate Construct Debate Build Assess
Define Discuss Perform Differentiate Prepare Investigate
State Identify Complete Calculate Create Select

Repeat Classify Role-play Experiment Collect Choose
Underline Compare Solve Categorize Design Justify
Measurable
Measurable - answers, “How will I know that the goal is accomplished?”
Objectives should quantify the amount of change expected. It is impossible to

determine whether objectives have been met unless they can be measured.
Avoid verbs that may have vague meanings to describe intended outcomes, like
“understand” or “know,” because it may prove difficult to measure them. Instead, use
verbs that document action, like “At the end of the session, the participants will list
three concerns...”
Achievable
Achievable - answers, “Where am I now and where do I want to be?”
Objectives should be attainable within a given time frame and with available
resources.
Realistic
Realistic – ensure that the goals are easy to meet.
Objectives are most useful when the activities can be completed by the target
audience. Here you might look at the age of the child, the child’s experience,
background, needs, etc. You would not expect a 3-year-old to know her multiplication
table. That is not realistic.
Timely
Timely - answers, “When are the goals or objectives expected to be completed?”
When writing your objectives, it is important to ensure that the activities suggested
should be able to be completed within a specific time frame. For example, a child that
is learning how to read might take 1 week to read and understand a 10-page story
while a child in the same class that reads fluently might only take 20 minutes.
Activity:
Now choose a topic with Choose a topic you teach
reference to something in school and answer the
personal to you and answer the following questions.
following questions. (E.g.
weight loss, balding hair line,
purchasing a car, etc.).
What is your topic?
What are you hoping to
accomplish?
How will you or your pupils
be able to accomplish it?
When will you or your pupils
achieve it?
Why do you or your pupils
want them to accomplish it?
How will you know when it
is accomplished?
What barriers/challenges can
you expect?
What do you want for an
outcome?
By what specific date do you
want to accomplish this goal?
Complete the following activity in your group.
1. Choose a topic in Literacy in English, and write lesson plan using SMART objectives
that will help you to evaluate a lesson plan. Write out the evaluation method you want
to use.
2. Assess your lesson using teachers’ self-assessment rubric below:
Teacher’s self-assessment of teaching and learning
This is offered as a starting point for teacher self-assessment. Teachers are encouraged to
tweak questions and add to them to suit their own school context.
Sample questions
Do I plan in advance to ensure lessons run smoothly?
Planning/preparation Do I have all necessary materials and equipment?
How do I plan for differentiated learning?
Key points for action:
Have I created a positive place for learning?
Physical Environment Is furniture arranged to best effect?
Is ventilation sufficient and is the temperature appropriate?
Is there ease of movement in the room?
Can the board etc. be easily seen?
Do I display student work?
Is the classroom clean and tidy?
What evidence is there of a positive atmosphere?
How well do I know my students?

Relations with students
How do I welcome students to my class?
Are interactions mutually respectful?
Do I keep a good balance between positive and negative consequences in

relation to behaviour?
Is the pace of my lessons appropriate to complete my planned lesson?
Lesson pacing Do my lessons show progression?
Does my pacing offer adequate opportunities for active student engagement?
What do I do to engage pupils from beginning of class?
Student motivation Do I consciously build on the students’ prior knowledge?
Do I establish expectations and procedures for each class?
Do I share the learning goals with the students?
Do I handle disruption quickly and effectively?
Do I endeavour to build in success for each student?
Do I acknowledge and celebrate success?
What teaching methodologies do I use to engage pupils with different

learning styles?
Diversity in the class
What strategies do I adopt to engage the less able students?
What strategies do I adopt to engage the exceptionally able students?
What strategies do I adopt to support learning for the special needs students
in my class?
What strategies do I employ to ensure the active participation of all students
in my class?
What importance do I give to the social development of my pupils?
What resources other than the text book to I employ in my classroom?
Use of resources How do I use ICT to support learning?
What resources do I use to support differentiated learning in my classroom?
What kind of assessment do I use?
Assessment How do I make use of results to guide my planning?
What kind of feedback do I give to students?
Is my feedback specific and diagnostic in nature?
Do I encourage student self-assessment?
Do I encourage peer assessment?
Do I set meaningful tasks for homework i.e. to consolidate work done in

class or to look ahead to next class?
Homework
Do I take account of the length of time it should take for students to
complete my homework?
Do I vary the kinds of assignment I set?
Do I differentiate homework?
Do I check/monitor homework every time it is set?

3. Discuss how to use the following with your facilitator –

- Parent/teacher/pupil conferencing book
- Communication book,
- Rubrics for assessing class work/homework,
- Rubrics for assessing project work and presentation).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
4. In groups, role-play using parent/teacher/pupils conferencing book.
1. Set clear learning objectives. In order to evaluate how well your pupils are doing, you’ll
need to clearly define what you want them to learn.
2. Use different assessment methods in your classroom. Assessment doesn’t just happen
at the end of the day, but throughout the day in many different ways. By assessing in
different ways, pupils with different learning styles will have the opportunity to show you
what they know.
3. Inform parents about their child’s progress. When meeting with a parent, always
mention positive things about their child’s work. It is important that parents hear what
their child accomplishes at school. Then, inform parents about challenges the child might
be having.
4. Use self-assessment to improve your teaching. When you review your notes and pupils’
work, you can identify topics that were difficult for many pupils or a learning objective
that was not achieved. This information allows you to address challenges and to improve
your lesson plans.
Notes
Module 13: Early Childhood Development
1. Explain what early childhood development is and its importance.

2. Prepare fun and interactive lessons for early graders.
3. Create a consistent and structured classroom routine for pupils in early grades.
4. Demonstrate effective communication skills that enables early grades pupil to express
themselves

Activity 13.2: Importance of early childhood development
1. What is early childhood development?

1. Why do you think early childhood development is important?

Relax and watch the video for Module 13: Early Childhood Development. As questions
come up throughout the video, feel free to write them down in the space provided.
Notes
Questions
1. Why should teachers sit together to plan weekly lessons and activities?
2. i. How can you tell if pupils in class are paying attention or not?
___________________________________________________________________________
ii. What did the teacher do to get the attention of pupils in her class?
___________________________________________________________________________
3. i. Mention the routine the teacher used to ensure class discipline and also allowed
people to be more secure and independent.
___________________________________________________________________________
ii. What routine can you put in place to ensure your class in managed properly?
___________________________________________________________________________
Activity 13.3: Importance of early childhood development
1. How can teachers help early graders develop communication skills?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Facilitator will conduct a sample circle time activity with participants. Complete the
classroom daily routine and introduce picture flash card activity.
Early graders circle time sample schedule

- Good morning/hello song
- Attendance
- Calendar (name of the day and date)
- Days of the week
- Months of the year
- Weather
- Days schedule/routine
- Story
- Other language/literacy activity
3. In your groups, develop lesson plan in Literacy in English targeting pupils in early grades.
Invite 2 or 3 groups to present and include routines that the children will follow to show
consistency in the classroom structure and management.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1. Set aside collaborative planning time with other teachers to design appropriate
lessons and activities. By planning and developing classroom activities with other
teachers, you are able to gain unique perspectives and receive feedback for your
proposals. The more individuals who are contributing to your pupils’ successes, the more
your pupils will learn.
2. Allow children to play and express themselves. When they do so, engage with them
in a meaningful way. With guidance, your pupils will be able to make the most of their
learning opportunities. By scaffolding children’s learning and providing them with
prompting questions, pupils will be able to learn valuable skills and lessons in
communication and critical thinking.
3. Create a routine to establish discipline and a sense of normalcy. By setting a routine
that is followed every day, you will help pupils absorb concepts, predict what comes next,
and smoothly transition to new activities. Creating a weekly schedule with dedicated meal
times, nap times, and play times encourages pupils to focus on their meaningful
engagements.
4. Encourage pupils to communicate their thoughts, feelings, and actions. Pupils must
be taught to express themselves through open and closed ended questions. When pupils
express their concerns, be receptive and prompt them to speak up. This is critical in the
early childhood development years when they are beginning to form self-identities.
Notes
Module 14: Learning Through Play with Early Learners
1. Identify and describe suitable indoor and outdoor play activities that enhance learning for
all learners.
2. Describe teachers’ role during play
3. Explain the importance of having a dedicated playtime on the timetable
4. Create a session on the timetable dedicated to play time for children on specific topics
Play is the way children naturally explore and spent time doing an enjoyable, fun and
entertaining activity. Structure learning through play and provide an interesting and safe
environment where the play can occur.
Activity 14.1: Play with early learners
1. Play the numeracy (math) hopscotch game below:

This is a great math game for young learners. Skills: Primary Addition and Subtraction.
What you need:
 Chalk
 Stones
How to play:
 Setup: Draw the hopscotch area to resemble a calculator. You can be creative as to
how it's drawn. As long as the boxes are close enough that all players can jump to
any number from all of the boxes.
 The first player tosses her stone on the "1" key. She then hops on an equation equal to
1 (for example, she might jump to the following keys: =, 1, +, 0 or =, 3, -, 2).
 Players use 1-footed hops when landing on odd numbers and zeros, and 2-footed hops
for even numbers and symbols.
 A player's turn continues until she makes a mistake, such as stepping on a line or
hopping on an incorrect equation.
And the winner is...
The first person to work through all the numbers to 9.
Activity 14.2: Importance of play
1. What is play?
2. Debate on the following topic: Can play be incorporated into a lesson?
3. How can children learn through play?

Relax and watch the video for Module 14: Learning through Play with Early Learners.
provided.
Notes
Questions
1. How did the teacher incorporate learning into the pupils play?
2. List some the games you can play in class that can help you achieve your
learning objectives
Activity 14.3: Utilize learning through play
1. Identify various games your pupils play in school during break time or free periods. Share
ideas on how you can incorporate learning into the games.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. In your groups, create a lesson plan in Numeracy (Mathematics) that utilizes learning
through play for early graders. Lesson plan should incorporate play, and include activities
for both regular and special needs pupils. After completing the lesson plan, you will
present to the whole-group. During presentation state/include three guiding questions or
comments to further play, and make the play a learning experience?
Assess your lesson using SMART rubric for lesson plan presentation below to measure
compliance.
SMART lesson plan rubrics using cone of learning

Target – 3 Proficient - 2 Developing - 1 Unacceptab
Objective - Use SMART objectives - Use SMART - Use some SMART - Objective
- Ensure that all children objectives objectives SMART
are included
(differentiate)
Presentation - Share Objective - Share Objective - Share Objective Just Reading
- Read/Listening Activity - Read/Listening - Read/Listening Hearing
- Watching movies Activity Activity
- Looking at pictures, - Watching movies - Watching movies
exhibits, and - Looking at
demonstrations pictures, exhibits,
- Differentiate instructions and demonstrations
as needed
Practice - Pupils Participate, role- - Pupils Participate, - Share Objective - Share Obj
play, model, and simulate role-play, model, - Read/Listening - Read/Liste
activities and simulate Activity Activity
- Differentiate instructions activities - Watching movies - Watching
as needed - Looking at pictures, movies
exhibits, and
demonstrations
Evaluation - Use SMART objectives to - Use SMART - Because the - Because t
measure if learning has objectives to objectives weren’t objectives
taken place measure if learning completely SMART weren’t
- Differentiate evaluation has taken place evaluation is SMART
appropriately difficult. evaluation
impossibl
Activity 14.4: Play during class lessons
1. As a teacher, how comfortable do you feel with children learning through play during
lessons?
2. Come together in your schools to insert play time period on your timetable and share
with the whole group.
1. Inquire into pupils’ play by asking questions and making comments. By asking
pupils open-ended, but targeted, questions, you will be able to guide their thinking
towards the learning objective or experience. Also, be sure to give encouraging comments
to children while they learn through play.
2. Teachers should always be involved in play activities. By not only supervising, but
actively participating in play, teachers model critical thinking, learning processes, and
ways of working. Play should be facilitated by the teacher, while also providing a pupil-
centered experience that allows pupils to explore creatively.
3. Structure learning through play time and provide an interesting and safe
environment where the play can occur. By dedicating time for play, you are providing
a natural platform for children’s learning. Try to find a myriad of play areas that pique
pupil interest and allow them to explore.
Reminder!
During play, teachers should be mindful of the materials introduced and used.
Ensure materials are age appropriate and not dangerous.
Notes

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Techniques for Effective Teaching

Module 1: The Fundamentals of Teaching and a Project Introduction

Objectives (10 minutes)

By the end of this module you will be able to:

1. Describe the importance of the teaching profession.

Before the video (30 minutes)

1. Why did you become a teacher?

2. What are the key qualities of a good teacher?

Drama Group work / project Demonstration

Reading Storytelling Debate

Chanting / repetition Discussion Listening

Research Simulation / Role play Experiment

Excursion Questions and answers Observation

Play Individual work / project Problem solving

1. Do you agree with the Cone of Experience? Why or why not?

2. What kind of learning experience do you currently practice in your classroom?

2. Which objective have you just heard?

After the video (90 minutes)

Activity 1.4: Let’s review

Complete the following Activity.

1. Welcome back to school” decoration

Key messages (15 minutes)

Objectives (10 minutes)

By the end of this module you will be able to:

1. Describe a child-friendly classroom.

Before the video (30 minutes)

Child-friend space is a space in which pupils feel welcome. In a child-friendly space,

During the video (30 minutes)

After the video (90 minutes)

Activity 2.2: Make my classroom child-friendly

Activity 2.3: Spot the difference

Differences in the drawings

Complete the following Activity.

1. In your own group, create a 5-minute skit that shows:

Key messages (15 minutes)

1. Set up your classroom in a child-friendly way. A child-friendly classroom is

Objectives (10 minutes)

By the end of this module you will be able to:

1. Explain the everyday importance of literacy.

Before the video (30 minutes)

Pupil-centered learning focuses on the needs of the pupils.

Going to market Making phone calls Watching television Listening to music

Applying for a new Describing medical

Conducting morning Conducting lesson

A friend in need is a friend indeed

2. Discuss whether the participant read the story in a “pupil-centered” way.

Activity 5.3: Plan a pupil-centered literacy lesson

• Reading fluency (e.g., reading an entire storybook)

• What do you see on the cover?

Key messages (15 minutes)

Objectives (10 minutes)

By the end of this module you will be able to:

1. Describe how to teach numeracy (mathematics) in different ways.

In Pupil-Centered Learning, a numeracy (mathematics) lesson that doesn’t look like

Activity 6.1: Numeracy, numeracy, numeracy…

During the video (15 minutes)

Activity 6.2: Match the concept

Play the “match the concept” game.

Activity Numeracy Concepts