SPECIAL METHOD NOTES- KATHINGI PERIS

TERMS AND CONCEPTS IN TRAINING

Training: The process of acquiring knowledge, skills, and competencies for a specific
purpose or task.

Instructional Design: The systematic process of developing instructional materials and

activities to facilitate learning.

Feedback: Information provided to learners about their performance to guide improvement.

Assessment: Evaluation of learners' knowledge, skills, and abilities to determine their

progress and achievement.

Facilitation: The process of guiding and supporting learners in their learning journey.

Active Learning: Engaging learners in activities that require them to actively participate and
apply what they have learned.

OCCUPATIONAL STANDARD

This is a document that outlines the requirements for a specific job or occupation, including
the skills, knowledge, and attributes needed to perform the role successfully.

It defines the benchmark for competence in a particular field or industry, providing a clear
understanding of what individuals must know and be able to do to meet the standards
expected of them.

COMPONENTS OF OS

Unit of Competency: This is a component within a competency framework, particularly in

vocational education and training. It represents a discrete set of skills and knowledge that are
meaningful and

relevant for a specific industry or work function.

Unit Description: A brief overview of the unit, highlighting its key responsibilities, duties,
and tasks.

Performance Criteria: These are explicit statements that describe the expected performance.
They help in determining whether the task (element) is being performed correctly. Clearly
defined indicators used to assess whether a task has been carried out to the required standard.
They answer the question: "How will I know when the task is done correctly?"

Range Statements: These provide a context for the standard, describing the conditions,
situations, or variables under which the tasks should be performed. Range statements can also
clarify equipment, tools, materials, and procedures.

Evidence Guide: This provides information on the type and amount of evidence required to
demonstrate competence and often includes methods for assessment

Element: Distinct activity or task that an individual needs to be able to perform within a
specific occupation or job role.

Each element represents a distinct activity or task that a person needs to perform

Knowledge and Understanding: This section identifies the underpinning knowledge and
understanding required to perform the occupation effectively. It encompasses theoretical
knowledge, factual

information, and principles related to the tasks.

Skills and Abilities: This section entails the practical skills, techniques, and abilities
necessary to perform the occupation's tasks to the required standard.

CURRICULUM

This is a formal document that outlines the specific details of a particular course. It includes
policies, rules and regulations, assignments of an academic course. It can also be defined as a
broad sketch of what has been planned to be covered within a given level of learning for a
certain session of time. It is usually developed for a particular level and is a blue print that
indicates the theme, sequence and depth of the content or materials to be covered and for how
long.

COMPONENTS OF A CURRICULUM

Learning Outcomes: These are clear statements that describe what students are expected to
know, understand, or be able to do by the end of the curriculum. Learning outcomes guide the
curriculum's design and assessment.

Content : This component specifies the topics, subjects, or themes that will be covered in the
curriculum. It defines what students will study and learn.
Learning Strategies: This part outlines the methods, techniques, and approaches that
educators will use to deliver the content and facilitate learning. It may include lectures,
discussions, group activities, hands-on experiences, and more.

Assessment and Evaluation Methods: This component describes how students' progress and

achievement will be measured. It includes details on quizzes, tests, projects, essays,

presentations, and other assessment tools.

Resources and Materials: The curriculum typically includes a list of textbooks, reference
materials, digital resources, and any other materials necessary for teaching and learning.

Scheduling and Timing: A curriculum often includes a timeline that outlines when specific
topics or units will be covered and how long they will be studied. This helps ensure that the
curriculum fits within a given timeframe, such as a semester or academic year.

Sequencing and Scope: This component defines the order in which topics or skills are taught
and the depth to which they are explored. It ensures a logical progression of learning

FORMULATION OF LEARNING OUTCOMES

SMART Goals: Learning outcomes should be Specific, Measurable, Achievable, Relevant,

and Time-bound.

1. Specific

Definition: Clearly define what you want to achieve. The goal should be specific enough to
provide direction and focus.

• Example: “I will complete my thesis on renewable energy by the end of the

semester.”
• Case Study: A graduate student at Strathmore University outlines specific milestones
and deadlines to ensure timely completion of their thesis.
• Exercise: Write a specific goal for your current academic project. For instance, “I will
research and write the literature review section of my thesis by the end of October.”

2. Measurable

Definition: Quantify your goal to track progress and determine when it has been achieved.
 • Example: “I will read and summarize five research articles each week.”
• Case Study: A student tracks their progress by maintaining a log of articles read and
summaries written, ensuring they meet their weekly target.
• Exercise: Set a measurable goal for your studies. For example, “I will complete and
submit three assignments by the end of the month.”

3. Achievable

Definition: Ensure your goal is realistic and attainable given your current resources and
constraints.

• Example: “I will improve my GPA by 0.5 points this semester.”

• Case Study: A student creates a study plan with realistic goals and seeks help from
tutors to achieve the desired GPA improvement.
• Exercise: Assess your current academic standing and set an achievable goal. For
example, “I will attend all my classes and dedicate two hours daily to study to
improve my grades.”

4. Relevant

Definition: Make sure your goal is relevant to your broader objectives and aligns with your
values and long-term plans.

• Example: “I will learn Python programming to enhance my data analysis skills.”

• Case Study: A data science student enrols in a Python programming course to gain
skills relevant to their field of study.
• Exercise: Identify a goal that is relevant to your career aspirations. For example, “I
will complete an internship in a local tech company to gain practical experience.”

5. Time-bound

Definition: Set a deadline for your goal to create a sense of urgency and help prioritize your
tasks.

• Example: “I will submit my research proposal by October 15th.”

 • Case Study: A student sets a clear deadline for their research proposal and creates a
timeline with specific tasks to ensure timely submission.
• Exercise: Establish a time-bound goal for your academic work. For example, “I will
finish my final project report by the end of the semester.”

ORGANIZATION OF THE LEARNING ENVIRONMENT

Factors to consider when organizing a learning environment

✓ Physical Space: Flexible seating, organized layout, good lighting, and well-displayed
resources.
✓ Technology Integration: Access to devices, multimedia tools, and Learning
Management Systems.
✓ Social and Emotional Climate: Create an inclusive, safe, and collaborative
atmosphere.
✓ Classroom Management: Clear rules, routines, and differentiated instruction to meet
diverse needs.
✓ Learning Resources: Offer diverse, organized materials and establish learning
stations.
✓ Assessment and Feedback: Use formative assessments and provide timely feedback.
✓ Adaptability: Be flexible to adjust for different learning styles, behaviors, and
technologies.

PREPARATION OF TRAINING DOCUMENTS

[Link] SCHEME OF WORK

It is a summarized forecast of work which the teacher considers adequate and appropriate for
his class to cover within a given period from those topics which are already set in the
syllabus. It contains the teacher’s plan of action which should enable him to organize his/her
teaching activities well ahead of time. Prepared scheme of work should:
i Give an overview of the total course content

ii Provide for sequential listing of learning tasks

iii Show a relationship between content and support materials

iv Provide basis for long range planning, training and evaluation of the course
The scheme of work can be made to cover one week, one month, one term or one year.
FACTORS TO CONSIDER WHEN PREPARING A SCHEME OF WORK
✓ Understand the syllabus
The teacher should interpret the curriculum and implement it correctly. He should have a
thorough understanding of the syllabus and each of its components in order to form a
clear picture of what is to be offered to- his/her students, to achieve the stated broad
objectives
✓ Preceding and succeeding syllabus content
In most cases, topics may not be arranged in the order they are supposed to be taught.
Some topics will require the knowledge of the previous topic while others are quite
independent. The teacher should arrange the content in a logical teaching order
considering the preceding and succeeding syllabus content.
✓ Syllabus content of related subjects
The teaching of a given subject may be hindered by lack of skills or knowledge to be
acquired in a different subject. The teacher should therefore make his scheme while
referring to the content of related subjects.
✓ Existing scheme of work for the subject
The teacher should revise the existing scheme to suit his students and to bring it up to
date. He should only prepare a new scheme if no previous scheme is existing 2
✓ Reference materials and examination
By utilizing existing materials and teaching aids, the teacher can make the lesson more
effective, interesting and enjoyable. The teacher should familiarize himself with the
reference materials available in the school.
The teacher should take into account the type of exam the students are being prepared for
while scheming. This is because some levels require more revision times than others.
✓ Time estimation
A term usually has 12 weeks but it is not possible to use all these weeks for effective
teaching. The number of available effective teaching periods varies depending on
predictable and unpredictable interruptions. The teacher should consider these as he
schemes
➢ Public holidays

➢ Examinations

➢ Sports days
 ➢ Mid term breaks etc

COMPONENTS OF A SCHEME OF WORK

[Link] details

Institution

This is the institution one is teaching in

Level and class
Level refers to grade level eg. Form II, craft II, diploma etc. class refers to the stream or
group eg. IIE, year II, 02MEDA3C etc
Name
This is the name of the person preparing the scheme
Subject
This referrers to the subject being schemed for which can be theory or practical
Date of preparation
It enables one to tell whether the scheme is current or not. The scheme may be written once
and then revised when the need arises. 3
Date of revision
Done to indicate revisions made to accommodate unforeseen interruptions and unexpected
difficulties
Syllabus topic
This is a major division or section of a subject syllabus usually large enough to be covered in
several weeks. The topic should appear at the top of every page of a scheme of work. Each
topic should begin on a new page
Sub topic
These are sub- divisions of topics and are large enough to be taught as distinct lessons.
Lesson titles are drawn from sub topics.
[Link]
Scheming is planning; therefore an indication of when a given topic or sub- topic will be
covered should be given.
The week is indicated by a numerical representation centrally written in the week column

Weeks should be separated by a line running across the page especially when the same
scheme of work form contains more than one week.
[Link] of periods/ period number
A subject may have one, two or more periods in one week. Some periods may be single,
double or triple. Numbering of the periods can take either an ordinal system which refer to
the order in which the subject appears on the time table or a cardinal system which refers to
how many periods they are.
Example
A subject has 7 periods in one week. Period 1 and 2 is double, period 3 is single, period 4 and
5 is double and periods 6 and 7 are each single.
Ordinal system would represent that as: 1 & 2, 3, 4 & 5, 6, 7
Cardinal system would represent that as: 2, 1, 2, 1, 1
In either system, numbering should be done as reflected on the time table for that subject. A
line beginning from the column of periods should run straight across the Page to separate the
periods. When two spaced periods are indicated on the time table in the same day, there
should be two distinct rows for each period.
The numbering system should be consistent for all the weeks.
[Link] Title
It is a simple, clear and specific statement which tells in very certain terms what is going to
be happening during the course of the whole lesson.
[Link]
Specific objectives for each topic or sub topic pinpointing the anticipated learning behaviour
by the end of the teaching period should be included in the scheme. The objective must be
stated clearly and in measurable terms eg.
Lesson title: “conduction of heat in metals”
Objective:
“By the end of the lesson the students should be able to classify at least 5 good and at least 5
bad conductors of heat after carrying out the experiment described in the work sheet 4. “
The objectives must be specific in nature and must be achieved by the end of the teaching
period. The objectives should be stated in a logical order of achievement eg. In
comprehension passage, vocabulary is dealt with before comprehension.
[Link] points
These are the central ideas around which the teaching will revolve. They are the main points
the teacher anticipates to use during the lesson in order to achieve the objectives set for the
lesson. They should be specific and precise in form of phrases eg.
Subject: mathematics
Sub- topic: Common fractions
Key points:
-Concept of fractions 5
-Denominator
-Numerator
-Proper fractions etc.
7. Application / activities
Outlines the hands-on exercises, practical tasks, and student engagement strategies that
reinforce learning.
8. References
They are the resources from which the teacher as well as the student obtain or extract the
content to be taught/ learnt eg. Text books, journals etc
Teaching Aids
These refer to selected devices or media the teacher may use in the process of teaching to
facilitate a more effective and efficient transfer and communication during the lesson
9. Remark
These are for self / lesson evaluation. After all has been done, the teacher should critically
think of how he/she conducted the whole lesson by focusing on his strength and weaknesses.
LESSON PLAN
A lesson describes a single activity or series of activities designed by the trainer to achieve
one or more educational objectives determined as necessary or described in promoting
positive change in the learner.
A lesson is therefore a period of instruction or contact between the teacher and the learner
which is totally devoted to a prior identified, specified and with a single limited title, skill,
content or idea.
DURATION- may be 40 minutes or 1, 2, 3, or 4 hrs
NATURE- may be theory or practical lesson
LESSON PLANNING
This is an activity performed by the teacher before the actual lesson takes place. It involves:
Identification of learning as well as teaching OBJECTIVES, ACTIVITIES and TASKS to be
undertaken by both the learner and the teacher

Sequencing of these activities and tasks

Determining appropriate instructional aids , method and references

Deciding the proper organization and /or management of the learning resources available ,
environment and activities

Determining evaluation processes i.e. How the learner shall be deemed to have acquired the
desired change of behaviour, mastery of content or skill mastery.

COMPONENTS OF A LESSON PLAN

1. ADMINISTRATIVE DETAILS
Name, Level, No. of Students, Date, Time, Adm No, Institution, Class, Subject-refer to
schemes of work notes for administrative details
2. LESSON TITLE
It is a simple, clear and specific statement which tells in very certain terms what is going to
be happening during the course of the whole lesson.
Identify the expected change in the learners behaviour or mastery of skill taught/ content

Define the important conditions under which the change is to occur

Spell out clearly the related means (criteria) for measuring the change achievement as well as
the various content in which it may occur

Be realistic enough to permit translation of what is planned into actual learning experience

3. OBJECTIVE(S)
This is a statement by the teacher identifying the specific purpose for that particular lesson. It
describes in simple specific terms the intended change in behavior or skill mastery.
A useful objective must:
4. TEACHING AIDS (Equipment, Materials)
These refer to selected devices or media the teacher may use in the process of teaching to
facilitate a more effective and efficient transfer and communication during the lesson
They should be used at the right time and for the right purpose They include:
Charts, diagrams, projectors, equipment, machines, materials, real items etc.
5. REFERENCES
They are the resources from which the teacher as well as the student obtain or extract the
content to be taught/ learnt eg. Text books, journals,website,links etc
6. INTRODUCTION
These are the initial activities the teacher and/ or the student do to prepare themselves for the
learning / teaching activity just about to take place.
They play the role of motivating or invoking learners’ interest and curiosity so that he/she is
at an optimum degree of readiness to learn a new skill/ content
Review of previous lesson

Presentation of simple material or incidences that are known to the students but directly or
indirectly related to the title of the lesson

Presentation of a picture / diagram which is slowly linked to the body of any lesson through
discussion, experimentation or analysis.
Introduction can be:
Introduction for one hour lesson should last for 3-6 min.
7. BODY
This is the main part of the lesson ( ie. Core or nucleus)
The teacher indicates:-
Main learning tasks to be undertaken during the lesson in form of steps

The main points of the lesson in form of key points

Teaching / learning methods that will be used in order to achieve the set To test the use of
content or skill by the learner on his own

To test whether there has been any effective transfer of knowledge from the teacher to the
learner application
8. ASSIGNMENT
This is a task or activity assigned to learners to assess their understanding, reinforce learning,
and enhance critical thinking on the taught topic. It helps students apply concepts, practice
skills, and demonstrate knowledge gained during the lesson.
9. SUMMARY
A brief overview of the lesson whereby the teacher re-stresses the key lesson points which
lead to behaviour or content / skill mastery. At this stage the teacher manipulates his lesson to
a logical conclusion instead of allowing it to just fade away.
10. REMARKS
These are for self / lesson evaluation. After all, has been done, the teacher should critically
think of how he/she conducted the whole lesson by focusing on his strength and weaknesses.
LEARNING PLAN

A learning plan is a summarized forecast of work, which the trainer considers adequate for
his class to cover within a given session from the topics set in the curriculum.

It is prepared for every class within a level. It shows the methods and teaching aids to be used
to deliver the content

In order to prepare a learning plan, one must have an Occupation Standard for the particular
course one is preparing the learning plan for. E.g. in Business Studies we have the Office
Administrator which is used by Secretarial Students. Each OS has an equivalent curriculum.

•The OS is used to prepare the learning plan which is in return used to prepare a session plan.

•The administrative details in the session plan must concur with those in the learning plan.

•The trainer uses the curriculum to teach because it is the one with content. The contents of
the curriculum and occupation standard were discussed in the first learning outcome.

Factors to consider when preparing a learning plan

• The occupation standard; this has been structured and prepared in line with the
industry, national goals, principles in mind and spells out the general learning plan to
be achieved after careful completion of the curriculum.
• The fraction of the curriculum the learning plan will cover: is the learning plan
prepared for a week, a term or a year?
• The order of the different topics/subtopics from the curriculum into the learning plan.
• The term calendar and school interruptions e.g. public holidays, examination dates,
games, etc.

- Resource materials available which includes reference materials and teaching aids.

- The nature of examinations for the level being planned for.

- Experience from previous years: the existing learning plan within the institution.

- Curriculum content of related subjects. Learners’ abilities, interests and entry

behaviour.
COMPONENTS OF A LEARNING PLAN

ADMINISTRATIVE DETAILS / MINOR COMPONENTS;

a) Name of Trainer

Name of the teacher preparing the learning plan.

b) Admission No.

This is the admission number of the trainee

c) Class

This is the class the trainer is training this particular unit of competence as indicated in the
timetable. Each class and each subject should have its own learning plan prepared before the
session.

d) Institution/School

Refers to the institution one will be teaching during teaching practice.

e) Unit of competence

Units of competence are divided into three;

• Basic Units of Competence (BC)

• Common Units of Competence (CC)

• Core Units of Competence (CR)

Unit of competence refers to the unit/subject one is preparing the learning plan for. It is copy
pasted from the OS the way it is. It may be theory, practical or test. For example;
Demonstrate Communication Skills, Demonstrate Numeracy Skills, Demonstrate Digital
Literacy Skills etc. The unit names should be written in full as it appears in the Occupation
Standard.

f) Unit Code

Each unit of competence has its equivalent unit code which is generated from the unit key.
This is clearly explained in the OS
g) Level

The level is also copy pasted from the OS. It can be level 7 for degree, 6 for diploma, 5 for
certificate and 4 for artisan.

f) Term

Term for which the learning plan is prepared i.e. term 1

g) Number of students

Number of students enrolled in the class.

h) Date of preparation

It is important to indicate when the learning plan was written so that it is evident from the
date whether it is

current or not. The teacher makes efforts to complete the scheme before teaching for the term
starts. i.e. immediately the class timetable is out.

i) Date of revision

A Learning may be written once but revised in order to accommodate the unforeseen
interruption, new developments in the study area and the unexpected difficulties. To be
indicated after revision done by an assessor

j) Skill or Job Task

This is picked from the element part of the OS

h) Benchmark or Criteria to be used

This is picked from the performance criteria under the element you are [Link] only
the PCs you are training not all.

MAJOR COMPONENTS

a) Week

Indicates when a given element will be covered. The usual way to do this is to indicate the
week in which each session will be covered. The numeral representing the week should be
distinctly written centrally in the week column. A line passing across the page when one page
contains more than one week should separate weeks.
b) Session number

Refers to the number of times a trainer meets trainees for a certain subject in a week
according to the timetable. Whether a single or double session, the first time a trainer attends
a session.

c) Session title

A session title is derived from the content in the curriculum under the element you are
training. It constitutes what can be covered in one session, be it single, double or otherwise. It
should be precise. When a session title is so broad, it can be subdivided into subtitles. Eg.
Straight down strokes and second place dot vowels

d) Learning outcomes

A complete and useful learning plan includes specific learning outcomes for each session
title. The learning outcomes must be stated clearly and in measurable terms. They should be
stated in terms of

what the learner will be able to do as a result of instruction. The qualities of a good learning
outcome can be explained using the acronym SMART. S- smart, M- measurable, A-
achievable/attainable, R-realistic and T-time bound. An example from our element
consolidating shorthand and writing principles, session title straight down strokes and second
place dot vowels, the learning outcomes will be as follows;

By the end of the session the trainee should be able to;

It is important to note that the specific nature of a session title does not permit broad
objective(s), which might not be achieved by the end of the teaching session. Learning
outcomes should also be stated in the logical order of achievement.

Trainer Activities

These are the tasks that the trainer will engage in to help in achieving the session learning
outcomes during the teaching-learning process within and outside the classroom. In the above
learning out comes the trainer activity will be to;

demonstrate how the straight down strokes are written

instruct the trainees to drill as he/she goes round to check and make corrections
Trainee Activities

These are the learning experiences the trainee will engage in for learning to take place. This is
where the method to be used and teaching aid should come in. In relation to the trainer
activity above, the trainee will observe and drill the strokes and words in their books. By
providing his students with these

activities, the teacher expects them to put into practical use the concepts and skills that they
are learning. Students’ activities must be designed in order to realize and consolidate
concretely the learning outcomes of the sesson. The activities require students to apply
knowledge or skills imparted to them during the given learning period.

g) References and Teaching aids

(i) Reference

References are resource materials, which both the teacher and the student may use in
covering the content planned for. They include text books, journals, reports, laboratory and
workshop manuals,

handouts, worksheets etc. Ideally reference should be given for each subtopic or session title,
however, where one or two textbooks are sufficient and always used, it is acceptable to write
the full details of the same reference(s) at the top of the first page of the learning plan and
write the appropriate page(s)

against each topic. The title, the author, the year of publication or edition of the book should
be indicated. Teachers are encouraged to use more than one reference book.

(ii) Teaching aids

As the teacher plans what to teach during a given time frame, he should also think of the most
effective teaching aids he will use. These should be indicated in the learning plan as they
form an integral part of an effective session. They should vary with varying sessions. The
writing, labelling, lines, and sound of aids etc. should be clear enough for all the students in
the class to see or hear. Effective use of teaching aids may make a great difference between a
poor session and an excellent one. As much as possible use actual things or realia (real
things).

The chalkboard, chalk and duster are too obvious as teaching aids to be mentioned during
every session.
The teacher should therefore design and indicate others that will enhance learning. These may
include charts, tables, puzzles, flashcards, actual tools, videos, audio clips, projector, laptop,
power point slides, machines, case studies, pictures etc.

Learning Checks/Assessment

This column is also filled from the OS. The trainer picks the knowledge that he/she was
testing from a given list in the OS under the knowledge, he/she also picks the skill that
was being tested and does the same for attitudes. In our example above, the following skills
were tested, listening skills and writing skills while the knowledge tested was shorthand
principles and writing principles.

h) Reflection and date of teaching

The reflection column should be filled in immediately the session is over. The teacher is
supposed to indicate whether what was planned for the session was covered. These may
include over planning, under planning, success or failure of the session and reasons for either.
Reflection made by the teacher are meant to help him in planning other sessions thereafter.

Session reflection such as “Excellent”, “Done”, “O.K”. “Well taught” etc are not useful
unless a reason for the session being “Excellent” are briefly given. If the session was not
taught when it was scheduled, the teacher should indicate that and give a brief explanation.
Later, when the session is taught

appropriate reflection should be done. The date when the session was taught should also be
indicated

SESSION PLAN

Session plan This is a guide of how the content of the session notes will be delivered to the
learners in class.

It’s derived from the learning plan

USE THE CLASS NOTES

RECORD OF WORK

It is a document where all details of the work covered/taught by the trainer is entered on a
daily basis. The entries are made by the individual teacher after every session.

A record of work ensures:

• accountability and transparency of work covered by the teacher

• the continuity of teaching of a particular class

• that a new teacher traces where to start teaching a class

• the evaluation of learning plan of work after a session of time for example four years

• uniformity in content coverage in case of several streams.

A record of work should have the following components:

• Time frame: It should indicate the day, date, week and session

The week and the session can be specified for example week 9 Session 1

• Work covered: it takes the form of sub-topics derived from specific objective (s)

• Remarks section

This is a statement reflecting the success and failures of the session and
recommendations/way forward

• Name/Sign/Initials

This is the identity of the teacher who taught the session. It helps in accountability and
transparency

ACTIVE LEARNING STRATEGIES

ACTIVE LEARNING

Active learning is an instructional method that engages students in the learning process by
requiring them to participate in meaningful learning activities and to think about what they
are doing.

ACTIVE LEARNING STRATEGIES

These are teaching methods that engage learners directly in the learning process through
meaningful activities and reflection, encouraging them to take responsibility for their own
learning.

Provide active learning resource guide

Selection/Preparation/Acquisition Modification of Training and Learning Resources:

Content creation: Select relevant and high-quality resources such as textbooks, articles,
videos, and online tutorials that align with learning objectives and cater to diverse learning
styles.

Adaptation: Modify existing training materials to suit the specific needs and preferences of
learners, such as simplifying complex content, translating materials into different languages,
or adding multimedia elements for engagement.

Creation: Develop new instructional materials, such as presentations, handouts, interactive

modules, or online quizzes, tailored to the learning objectives and delivery format of the
training program.

Accessibility: Ensure that training resources are accessible to all learners, including those
with disabilities, by providing alternative formats, assistive technologies, and
accommodations as needed.

Integration of Technology: Incorporate various technology tools and platforms, such as

learning management systems (LMS), interactive whiteboards, simulation software, and
virtual reality, to enhance the learning experience and facilitate remote or blended learning.

Evaluation: Continuously assess the effectiveness of training resources in meeting learning

objectives through feedback, learner performance data, and course evaluations, and make
necessary adjustments or updates based on feedback and changing needs.

TEACHING AIDS (Equipment, Materials)

- These refer to selected devices or media the teacher may use in the process of teaching to
facilitate a more effective and efficient transfer and communication during the lesson
- They should be used at the right time and for the right purpose
- They include:
Charts, diagrams, projectors, equipment, machines, materials etc.

TECHNIQUES OF QUESTIONING

Objectives

Learners will be able to:-

 (i) Construct good questions using the format given
(ii) Ask the questions properly during the lesson presentation
(iii) Respond properly to the responses of the students

Body

1. Address the question to the class, hesitate , then call on specific student to answer
*Do not start a question by calling the name of the student*
2. Scatter the questions over the entire class
- Avoid any consistent regular procedure of questioning eg. By row, alphabetical
order etc
- Know the names of your students and use them
3. Allow a reasonable time for answering (not too much / or too little)
4. Pose questions within the ability of the student
Difficult questions – to capable students
Simple questions – to less capable students
5. Ask questions to the inattentive
6. Insist on complete answers / do not answer the questions yourself for this may lead to
student laxity
7. Encourage students to ask questions
- They should be relevant and in good English
- Have the other students attempt to answer the questions
8. Discourage group responses because
- They lead to loss of class control
- It is hard to pin point those who make errors
9. Do not ask questions that can be answered by guessing (eg. Yes/ No)
10. Learn to use the key words how, why, which, what & when
11. Avoid ‘who can ..? questions eg. ‘who can tell me the name of this tool?’ should be
rephrased
‘ what is the name of this tool?’

WHEN TO ASK A QUESTION

A question should be asked whenever it can do more good than a mere statement eg.

(i) At the start of the lesson to create interest and arouse curiosity
 (ii) In the development of a thought or concept
(iii) To check the progress of a lesson
(iv) To summarize a lesson

NB: KEY QUESTIONS MUST BE PLANNED

PURPOSE OF QUESTIONING DURING:

a) Introduction
- To establish human contact
- To discover what the class knows
- To revise previous work
- To pose problems which lead to the subject of the lesson
b) Presentation
- To maintain interest and alertness
- To encourage reasoning and logical thinking
- To discover whether students understand what is going on
c) Application
- To focus and clarify
- To make observation and draw inferences (conclusions) for themselves
- To clear up difficulties , misunderstanding and assist individual students

Summary

Good teaching is a matter of drawing out, rather than putting in

- Questions make use of the students’ knowledge and past experiences

- When the student uses his own knowledge and ability to think the result are more
penetrating and more permanent
- Use the key words of questioning , ‘how, why, which, what, when”

TIPS FOR GOOD CHALKBOARD WORK

1. The lesson plan should include drawings which the teacher expects to use as part of his
lesson on the chalkboard
2. Plan the use of the chalkboard from left to right as you face the board but remember
you are not transparent
 3. Ensure the chalkboard is clean to eliminate unnecessary distractions before the lesson
starts
4. Divide the chalkboard into manageable proportions avoiding those areas affected by
glare
5. Display the lesson title/ topic clearly on the board
6. Control the chalk and make clear drawings large enough to be seen by all
7. Develop your lesson key points step-by-step on the board
8. Avoid too much material on the board at one time unless you have a specific purpose
to retain it there
9. If a drawing is complex , put it on the chalkboard before the lesson
10. Use a proper chalkboard eraser
11. Use proper chalkboard aids- rulers for straight lines, compasses for circles etc
12. Occasionally observe your chalkboard work from the back to test for visibility ,
effectiveness etc
13. Ensure that your chalkboard writing and printing is worthy of being initiated

TEACHING AIDS

Learners receive information as follows

Learning: 1% through taste

1.5% through touch

3.5 % through smell

11% through hearing

83% through sight

Remembering: 10% what we need

20% what we hear

30% what we see

50% what we hear and see

80% what we say

90% what we say as we do a thing

Teaching aid

- Stimulates discussions
- Adds variety and interest
- Increases understanding
- Increases retention time for information
- Clarifies meaning and speeds up communication
- Provides opportunities for self instruction
- Assures orders and continuity of thought

Characteristics of a good teaching aid

1. Large and clear enough to be visible from any part of the room without eye strain
2. Includes only necessary explanatory written material; avoid anything that will distract
from the main purpose of the aid eg. Signing your name and title boldly on the aid
3. Be in colour for contrast , to emphasize, highlight and add interest
4. Of good design with good proportion and built / drawn to scale
5. Be constructed of good material to withstand use and wear
6. Depicts parts and things generally difficult to observe
7. Tools , machines should be in good working condition

How to use visual aids

1. Aids should be designated to fulfill a specific lesson objective and should be displayed
when the appropriate topic is being taught. If displayed at the inappropriate time, it will
act as a distraction
2. Keep the aid out of sight until ready to use it
3. Use the aids by referring to them not by just displaying them
4. Let the aid take the place of a chalkboard sketch if possible
5. Stand beside but not in front of the aid and ensure that all unrelated materials are
removed
6. Remove the aid once it has served its purpose
7. Good aids can be made better by including action eg. An electric bell that rings etc.
8. Observe all safety rules and procedures especially when dealing with live teaching aids.
Turn off the power if you have to leave the room where a machine you have been suing
as an aid is situated
PERSONALITY OF THE TEACHER IN THE CLASSROOM

Guidelines in assessing teacher’s personality

1. Physical characteristics
a) Appropriate dressing
b) Neatness / cleanliness
c) Attractive posture throughout the lesson
d) Mannerism which help not distract
2. Emotional characteristics
a) Relaxed
b) Able to accept and discuss personal problems
c) Balanced reactions / temperament and not abusive
d) Democratic / laisez faire/ autocratic attitude
e) Able to impart confidence in students
f) Handling of students emotional reactions
g) Motivating attitude
h) Encourages discussion
i) Handling of opposition
3. Intellectual characteristics
a) Lesson conducted in a planned systematic manner
b) Teaching students to think using conceptual patterns within students grasp
c) Copes with the unexpected
d) Dealing with priorities
e) Handling of students’ questions fairly and with precision
f) Marking with precision
g) Uses thought out and a variety of methods

4. Social characteristics
a) Motivated
b) Student oriented
• Friendly
• Sympathetic
• Good listener
• Hopeful and generous
 • Open to ideas
c) Positive interaction with class
• Consistent discipline
• Consistent rewards
• Willing to give students time
d) Using his/ her attitude / interest in extra – curricular activities
5. Moral characteristics
a) Cooperative with administration
b) With values appropriate to the teaching profession
c) Willing to stand up for the truth

SELF PRESENTATION

- Prepare well in advance and read widely

- Be punctual for the class

- Don’t panic present your lesson as though you are presenting to only a handful of
friends who do not know the subject and are willing to learn from you.

A) ARTICULATION/MODULATION
- Have a smooth flow of ideas
- Fluctuate your voice – high, medium, low
- Keep the attention of the students at maximum
B) CLARITY OF SPEECH
- Pronounce words clearly :
Hair not air
Chart not shirt etc.
- Make sure you are heard clearly by all the room
C) ENTHUSIASM
- Be active and lively students hate dull and uninteresting teachers
D) GESTURES/MOVEMENTS
- Smile once in a while – laugh with others when there is need for that
- You may move around the classroom but not unnecessarily
- Avoid making unnecessary movements with your hands eg. Covering your mouth
- Stand upright – do not lean on the table
E) COMPOSURE
- Appear calm ,there is no war in teaching
- Get your feelings under control

F) APPEARANCE
- Dress normally
(a) Avoid overdressing e.g. 3 piece suit on a hot afternoon
- Avoid oversize wear eg. Exaggerated wigs , ear rings etc
- Avoid use of strong perfumes
(b) Avoid under dressing eg. skin tight trousers , see- through dresses , mini skirts,
- one earring, low or open chest dresses
- Avoid casual wear eg. hats, gum boots , slippers, blue jeans
- (c) clean your body ,comb hair well and trim hair / beard
G) HANDLING INTERRUPTIONS
- Prepare for all expected interruptions
- Think in advance regarding all the unexpected interruptions eg. Power failure,
machine failure
H) LEARNING ENVIRONMENT
- Make sure the students are comfortable and are able to see clearly
- Light the room properly
- Open windows to let in fresh air
- Have total control of the class
- Handle discipline cases efficiently and instantly
- Once punishment has been meted out, forget the issue and carry on
- Make sure that all rules and regulations are followed and set a good example
- The room should be properly cleaned and dusted
- Al broken chairs/ tables should be removed

I ) SUMMARY
- Used to evaluate the success of the lesson. Students must be involved by answering
direct questions from the teacher on what has just been learnt
- Students may also ask questions and the teacher should provide solutions or answers
 - Teacher should give assignments/ home work to ensure students put in practice what
they have learnt in class
J) SCHEME OF WORK
- They must be complete with the given time
- All details must be included
- Context must be reflected in the syllabus
- Put constructive criticism at the remarks column
- Review and update schemes regularly
K) STUDENT’S LOG BOOK
- Should be provided to the assessor before lesson begins
- Should contain 5 sections
a) Daily diary – record of what has been done every day
b) Lesson plans – those that have come out of the lesson plan booklet otherwise they
should remain in the lesson plan booklet
c) Schemes of work- completed and certified by the subject specialist by the 3rd
week. Remarks column must be duly completed
d) Marks records – class list indicating C.A.T
e) School organization – information gathered by the students about the organization
of the institution

DEMONSTRATION LESSON

Make sure that:

1. All materials have been obtained before the lesson starts

2. All materials have been arranged in advance and are within easy reach
3. All parts of a machine / equipment are in place and in good working condition
4. Any material that can distract the attention of the students has been removed before
the lesson begins
5. The demonstration is not too long (approx. 15 min)
6. Each step is explained before the next one
7. Everyone can hear the teacher and can observe the demonstration
8. Key questions are asked as the teacher goes along
9. Safety rules and regulations are followed
10. Key points are emphasized
11. Students participation is provided for
12. Teacher has assigned tasks requiring less supervision to occupy those not in the group
13. Teacher visits students’ workstations to assist and evaluate after / during the
demonstration

GENERAL CONSIDERATIONS OF PRACTICAL LESSONS

1. Instructional sheets
- Operation sheets , job sheets etc should be used in all practical lessons
2. Planned demonstration
a) Safety ,ventilation and physical arrangement of the students determine the
appropriateness of a demonstration area
b) Students observe most demonstration while standing and it should therefore take a
short time to reduce fatigue (15 minutes)
3. Introduction for a practical lesson
a) Clear instruction which may be verbal or written should be given to the students.
The teacher should reflect these on the lesson plan. Reference may be made to
any instructional sheets to be used
b) Safety measures and precautions to be taken before and during the lesson should
be clearly stated
4. Environment and student organization
a) Check the learning environment before the lesson
b) Arrange work stations properly
c) Observe safety precautions
5. Summary / conclusion
a) Summaries should be individualized on group basis
b) After the summaries, the teacher orders all groups to stop work, clean work
stations, return tools and projects to the store and close all windows
c) Teacher gives assignment and general concluding remarks on safety and general
progress of the projects
MULTI-ACTIVITY LESSON

Drilling and draw filing

Objectives

By the end of the lesson, students in groups:

A) Should be able to draw file a piece of metal correctly

B) Should be able to drill a hole of a given diameter at the given position correctly

Introduction

- Teacher reviews previous lesson on safety in the use of hand tools in the workshop
(i) Sharp tools
(ii) Proper tool for right job- spanner as hammer , file as a lever , chisel as
screwdriver
(iii) Tools used correctly
(iv) Tools used safely- chisel away from body
- Teacher states objectives of the lesson and divides the class into two groups (due to
lack of sufficient tools)

Body

Step 1

Teacher gives instruction as follows

a) Group A to collect tools from store and complete through filing

b) Group B to assemble at the teachers’ bench for drilling demonstration
Step 2
Teacher demonstrates to group B how to mark and centre punch in readiness for
drilling while group A continues with through filing

Step 3
Teacher invites one student to repeat demonstration while others watch. Teacher
corrects errors and sends the students to their benches
Step 4
Teacher demonstrates to group A how to draw file while group B continue to prepare
work pieces for drilling
 Step 5
Teacher demonstrates to group B how to drill a hole (using a drill press) while group
A continues draw filing
Step 6
Teacher visits the two groups alternatively helping as required
Summary
- Teacher reviews the demonstration with group A while group B continues working
- Teacher visits group B to review demonstration on drilling while group A cleans up
- Teacher instructs students to return tools to store after cleaning
- Teacher gives homework as follows:-
- Group A to read and write short notes on draw filling from metal craft theory and
practice by Bedford page xx. Date due xxxx
- Group B to read and write short notes on drilling on the drill press from metal craft
theory and practice by Bedford page xx Date due xxx

PLANNING A T.D. LESSON

Title: CONSTRUCTION OF AREGULAR POLYGON USING THE 450/600 METHOD

A demonstration on lesson planning for class discussion

Special method lecturer’s objectives

By the end of the lesson, students should be able to construct a similar T.D lesson correctly

Specific objectives of the lesson

By the end of the lesson, students should be able to construct a regular polygon using the
400/600 method

PRESENTATION

Introduction

Through Q & A method, teacher reviews pervious lesson on construction of a square and a
hexagon
The teacher states the objectives of the lesson to the class

Body

Step 1

Teacher demonstrates to the class how to construct a 450 angle at the end of a line AB

45.

A B

Step 2

Teacher demonstrates how to construct a 600 angle at the other end of the line AB

60.

A B

Step 3

Teacher demonstrates to the class how to construct a perpendicular bisector between A and B

A B

Step 4

Teacher demonstrates how to produce the polygon using the method

7
Step 5

Teacher asks the students to construct a regular heptagon using the 450/ 600 method. The
teacher supervises the exercise and helps those in need.

Step 6

SUMMARY

Teacher reviews the main points of the lesson through Q & A

HOME WORK

Teacher asks the class to draw a regular nonagon and octagon whose sides are 40mm.

ASSESSMENT OF A TEST LESSON

1. LESSON PLAN
Should be planned like other lessons
a) Objectives
Should spell out the expectation of the teacher concerning his/ her pupils
performance
This should be in terms of:
(i) Completion of the test
(ii) Projected scores

Eg.

(i) By the end of the test students should have answered at least 80% of the questions
(ii) Students should score at least 50% of the test
Section / question Method / depth of measurements

A (1) multiple choice item – recall of methodology

A (2) multiple choice item – definition of terms

A (3) multiple choice item – interpretation of trends

B (9) short answer – application of principle

B (10) essay question – evaluation based on given information

Suggestion on time will be announced

Summary

- Indicate the order of collecting answer scripts. indicate if homework is to be given

- Any announcement relating to next meeting with class
- Check on progress/ completion of the test

ASSESSMENT PROCEDURE

2. INTRODUCTION
Should be accessed like any other lesson
ie.
- Clarity in stating instructions firmly but not scaring
- Motivation in creating a relaxed atmosphere
- Efficiency and thoroughness in carrying out the activities outlined in the introduction
of the lesson plan
3. QUESTION TECHNIQUE/ TEACHING METHODOLOGY – assess skills involved
in setting the test
4. LESSON DEVELOPMENT
- Check choice of most efficient type of test items
- Framing / construction of the items
5. MASTERY OF SUBJECT
- Sequencing ; depth of measurement in adherence with the objectives whose
attainment is being measured

a) TABLE OF SPECIFICATION (used for scheme of work)

 Should show:-
(i) Content dimension
-Topics / areas to be tested
(ii) Objective dimension
-Learning outcome whose attainment is being tested
b) Scope of questions and weighting as suggested by the scheme of work and lesson
plan. (number of periods spent on topic)
c) Objectives in the scheme of work and lesson plan are taken into account in the
questions set
d) Marking scheme and realistic distribution of marks to reflect importance of the
activity undertaken in answering the question
e) Announcing the time periodically i.e. Half time, ten minutes and time to stop.
Time announcement should not be too frequent
f) Teachers alertness in being watchful for any cases of cheating , help , illness etc
6. SELF PRESENTATION – to be assessed as in other lessons
7. TEACHING AIDS / equipment
- Neatness in writing the test
- Clarity in writing and diagrams
8. ENVIRONMENT – assessed as in other lessons
9. SUMMARY – ending of the test and manner of collecting papers.

Test table of specification

Subject : Institution :
Class: Date:

Topic/ sub Instructional Time Item Number Marks Total

topics objectives allocation number of items allocation marks

1. By the end of In the 1(a) 6 2,3,1, 15

the test lesson, syllabus i,ii,iii 4,2,3
the learner for the 1(b)
should be able topic / i,ii,iii
2. to : sub topic 2(a) 2 4 9
a) i,ii,iii 5
 b) 2(b)
i,ii,iii
c)
3. d) 3(a) 1 3 3etc
i,ii,iii etc
e)
3(b)
i,ii,iii

FORMS OF MOTIVATION:
Intrinsic Motivation:
Intrinsic motivation is the drive that comes from within an individual. It involves engaging in
an activity because it is personally rewarding, enjoyable, or aligns with one's values and
interests. Intrinsic motivation often leads to sustained effort and creativity.
Extrinsic Motivation:
Extrinsic motivation, on the other hand, stems from external factors or rewards. Individuals
are motivated by external incentives, such as grades, money, praise, or recognition. Extrinsic
motivation can be effective in the short term but may not foster long-term commitment.
Social Motivation: This form of motivation stems from an individual's need for social
interaction, acceptance, and validation. Socially motivated people engage in activities that
provide opportunities for socializing, building relationships, and contributing to group efforts.
Achievement Motivation: This form of motivation centers around the drive to excel,
accomplish challenging tasks, and pursue excellence. Achievement-motivated individuals are
often competitive, ambitious, and focused on setting and attaining difficult goals.

Exercise fully on preparation of scheme of [Link] plan,learning plan and session plan

TRAIN ON eportifolio