Ministry of Education

Cyril Potter College of Education

Trained Teacher Certificate Programme

Practicum 1
REVISED
Planning & Preparation

Revised 2005
With support from the
Guyana Basic Education Teacher Training Project
A Canadian International Development Agency-funded Project
This manual was prepared by faculty at the Cyril Potter College of Education, Georgetown,
Guyana, under the Guyana Basic Education Teacher Training (GBET) project. The project
was supported by the Canadian International Development Agency (CIDA). The Chief
[Link] Agency for the project was Tecsult International, Montreal, Canada.

The practicum development team at Cyril Potter College of Education included:

• Raj Beepat
• Allison Bernard
• Edward Peters
• Deocalli Ramnarine
• Philip Watts

Revised by:

• Deowattie Arjune
• Florine Dalgety
• William Langevine

Typing and instructional design provided by staff at the Distance Education Unit, CPCE.

Practicum. Consultant, Dr. Deo H. Poonwassie.

For information, write to the Principa l, Cyril Potter College of Education, Turkeyen, ·
Georgetown, Guyana.

First Published 2001

Revised, October, 2005
Table of Contents
Credits page ........ .......................•...... :.................. ...... .... ... .;... :. ........ i
Table of contents .. ........ ..... ... ..... ...... .. .................. ..... ............ .... .. :..... i1
Vision, Mission Statement Ministry of Education ... ....... ....... ........ 1
Mission statement Cyril Potter College of Education (CPCE) . . .. .. 1
Introduction........... .... ..... ....... ...... ............ ............... .......... ............... 2

Section 1: The resource unit and lesson plan... ..................... 4

• Introduction ..... .. .. ... ... .. ..................... .......... .. ............... .......... ........ .... ..... 4
• The resource unit ........ .... .. .... .. .... ............ ....... ... .. ............... ........ ..... ....... 4
• Format of Resource Unit ................ ......................................... ............... 6
• Sample Resource U nit .......... ............. ............. ... ................. .... ... .... ..... ... 7
• The lesson plan..................... ........... .... ...... .. .......... ..... ................ ............ 18
• Sample lesson 1 (Grammar - Level 3) ................. ................ ............ 23
• Sample lesson 2 (Mathematics - Level 3) .. ....... .. ............................. 26
• Sample lesson 3 (Social studies - Level 4) .. ..... .......... ................ .. ... 28
• Sample lesson plan 4 (Science - Level 3)............. ....... ..................... 31

Section 2: Teacllin.g [Link] ............................................................................................. .................34-

• What is a teaching aid? ..... .................. ... ........ ............... ......... ............... . 35
• Some common teaching aids .. .... ... .. .. .. ........ ..... .... . .... .. ... . .. .. .. .. .. 37
• Text books . . .. .. .. . .. .. .. .. .. . . ... .. . ... . .. .. . . .. .. . . .. . ... .. .. .. . . .. . ... . .. .. .. . ... . .. 37
• Chalkboard....... ............ ... ..... ... .... .... .... ... ............... ....... ... ...... 37
• Flipchart.. .............................. ........ ........... ..................... ... ..-.. . 38
• Models and toys ...................................... ........ .............. ....... . 38
• Puppets ........... .... .... ... .. ............................................ ............. . 38
• Card games ... ................ .............. ... .. ............... ..... ................ . 39
• Wall sheets ........ .... ...................... ..................................... .... . 39
• Masks ................. ... ................. ...... ... ... .......... :.-............ .......... . 40
• Other types of teaching aids ... .................. ...... ........ .... ......... . 40
• The importance of teaching aids .... .......... ................. .............. .. 41
• Improvisation of teaching aids ................... ..... .. .... .... .............. .. 41
• ABC's of good teaching aids ..................... .............. ..... ......... .. ... . 43
• Flipcharts ··································································a•·········· 45
'c
• Card ga mes ........ ... ........... ................. ... .......... ...................... . 47
• Models and toys .......... .... .. .............. .. ....................... ... .. ....... . 48
• Puppets............. ...... ..... ................. ...... ........ ...... ... ....... .......... . 50 (,I

• Chalkboard ... .. ................ .... .............. ........................ ........... . . 53

• How to make and use masks............. ............ ................ .. ..... · 54
• Summary ...... ............ ......... ...... ......... .......... .... ..... ...... ............. ... . 55

ii
Section 3: Evaluative feedback ................ ,............................................ 56

• Introduction ......... ........ ......... ..... .................................................... .. ....... 56

• Basic guidelines for giving feedback ................... .... .............................. 57
• Basic guidelines for getting feedback .................................................... 58
• Different sources of evaluative feedback .. .. ......................... ........... . 59
• Feedback from classroom observation ......................... .................... 59
• Feedback from student assessment ..................... .............. .... ....... ... 60
• Feedback from students themselves ......... .... .... ...... .......... ... ........ .... 61
• Feedback from teaching colleagues ........................ .. ........ .. .............. 62
• Feedback from other 'stakeholders" ..................................... .; ... ..... .. 6 2
• Aspects of the teaching - learning process and possible sources
of feedback .... .................... ........... ..... ... .. ;.................... .......... ........ .......... 63
• Summary ........... ........... .... ....... ......... ................................................. ..... 65

Section 4: Communication skills .... .......................... ..... ...................... 66

• Introduction .. ....... ....... ...... ........................................................... ... ... ...... 66

• Verbal communication ...................................... ..................................... 67
• Non-verbal communication ... .......... ... .... ............. ........... .......... ..... ........ 70
• Non-verbal communication in the classroom ............................ . 70
• Some non-verbal cues .. ..... ............. ... ........ ................ ................... 71
• Listening ... .... ................. ...................... .. .... ......... ......... ......... ... ..... .... ...... 72
• Communicating enthusiasm and confidence ............. ........................... 73
• s ·u mmary ..... ............................ ... ............ ....... ... .................. .................... 73
• Addendum ...... ....... ....... .......... .... ............ .......... .... .. .. ...... ..... ........ .. 75

iii
Practicum 1 Planning and Preparation

MISSION STATEMENTS

THE VISION AND MISSION STATEMENT OF THE

MINISTRY OF EDUCATION
VISION

The development of a citizenry able to modernize Guyana and live in mutual

respect.

MISSION STATEMENT

To eliminate illiteracy
To modernize education
To strengthen tolerance

MISSION STATEMENT (CPCE)

Implicit in the mission statement of the Cyril Potter College of Education is

the mandate for the institution to continually supply the demands of the
Guyana education system. These individuals (trainees) would be exposed to
the necessary pedagogy that would equip them to function effectively and
efficiently as they mould the nation through dedicated service in this
challenging educational arena.

"As a division of the Ministry of Education, Cyril

Potter College of Education is committed to
providing the formal education system with
academically and professionally trained teachers at
the Nursery, Primary and Secondary levels."

Cyril Potter College ofEducation 1

 Introduction

INTRODUCTION

Teaching practicum is intended to help student teachers develop their

practical teaching skills. Part of the growth process is the ability of the
student teacher to engage in reflective practice which in context is considered
as self-evaluation.

Self evaluation as part of the growth process highlights for the teacher
trainee those aspects of teaching which are strong and those that could be
improved. As a teacher trainee you should recognize that you are being
trained in a climate where the role of the teacher is ever expanding. The
roles of collaborator, colleague, learner, and leader have all taken on new
significance in teaching. To effectively understand the diversified nature of
teaching it is important to have a deep knowledge base, effective
methodologies and teaching strategies, and critical thinking skills. In
becoming an effective teacher it is also essential to have a focused
understanding of yourself as an individual. Self evaluation fulfills this need
since it provides you with a way to examine your personal and professional
practices.

Practicum Overview

In this practicum you will be exposed to the processes involved m the

development of resource units, lesson plans, instructional aids, use of
evaluative feedback and communication skills.

You will be required to study the examples of resource unit and lesson plans
given in the practicum then develop appropriate ones for the levels you are
operating at. Samples of resource units, lesson plans and teaching
aids must be included in your portfolio for this practicum.

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Practicum 1 Planning and Preparation

Assessment of Practicum I

PORTFOLIO

At the end of this practicum you will be required to present a practicum

portfolio in which you will be expected to emphasize and defend the choices
made with respect to resource units, lesson plans, teaching and learning aids
and samples of correspondence.

. '!·"

Cyril Potter College ofEducation 3

 Section 1: The Resource Unit and Lesson Plan

SECTION 1:

THE RESOURCE UNIT AND LESSON PLAN

Introduction:

One of the requirements for effective teaching is preparing for your classes
well in advance. This involves preparing resource units and lesson plans.
This section aims at helping you to:
• understand the importance of planning resource unit and lesson
plans.
• develop proficiency at planning resource units and lesson plans.

THE RESOURCE UNIT

Before beginning to plan individual lessons you should prepare your resource
unit. A resource unit is a series of connected outlines of lesson plans on a
selected topic of study. There are several reasons why planning a resource
unit is important. Here are some of them:

• It serves as an advance organizer for the teacher.

• It makes daily lesson planning easier.
• It helps the teacher to make adjustments in lesson planning based on
their evaluations.

Planning a resource unit begins with the selection of a unit topic.

Curriculum guides and class texts are important sources for the selection of
n this topic. After you have identified the topic you are ready to consider the
overall goal or purpose of the unit. This statement is called a general
objective. The topic is then divided into a number of subtopics depending on

Cyril Potter College OfEducation 4

Practicum 1 Planning and Preparation

the amount of information to be covered and lessons to be taught. The topics

must be sequenced so that they flow logically.

Here is an example of how your resource unit may be planned.

Cyril Potter College ofEducation 5

 ~
...

RECOMMENDED FORMAT FOR A RESOURCE UNIT (Primary)

CLASS: Grade or level to be taught

SUBJECT: Subject area

TOPIC: The topic around which the unit is centered

OBJECTIVE: A general statement about the content and expected learning outcome.

The foll owmg .are [Link] /stat, ts of what should b "tt, .der the headin
Sub-Topics Specific
Objectives Content Concept Skills Activities Attitude Materials Evaluation

The topic Specific An outline The abstract The The Dispositions The materials the The activity
broken down learning or ideas pupils abilities learning to act in a teacher will take pupils will
into outcomes description will develop pupils will activities particular way to the class to have to
manageable of what is as a result of develop the pupils in relation to facilitate learning complete to
units to be taught the learning and use. will be the specific provide
in the unit experiences involved in. topic feedback to
the teacher.

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 J, 1•1

Practicum 1 Planning and Preparation

ExAMPLE OF A RESOURCE UNIT FOR THE [Link]

CLASS: Grade 3
SUBJECT: Gram~ar

TOPIC: Nouns
GENERAL OBJECTIVES: Pupils will understand the concept of nouns.
Sub· Topic Specific • Objectives Content Concepts Skills Activities Attitude Materials Evaluation
Identification of Pupils will: Anoun is aword that tells Nouns are Reading Match picture with Appreciates Pictures, Word search
nouns • define nouns. us the name of person, naming words. Writing name. the word cards
• state the importance of place or something. Listing Identify nouns in importance
nouns Nouns are important since sentences. of nouns.
• identify nouns we cannot talk or write Write sentences
• write sentences using about things if we do not using nouns.
given nouns. know their names.
Examples of nouns are:
parrots, boy church, Jane,
Georaetown, Mabaruma.

Common and Pupils will: The word 'ship' is a Common Reading Differentiate Willingly gives Pictures, Construct a
proper nouns common noun because nouns are Writing between common proper nouns Word cards. table showing
• differentiate between we can use the word to names used Speaking and proper nouns. from their Substitution common and
common and proper name any ship in the to name many Differentia- community. charts. proper nouns
nouns. world. things. ting
Explain why the e.g.
• Proper nouns Pick out proper Common • boy,
nouns are common
or proper The word 'Malali' is a are special nouns from a list. boy
proper noun because it is names of Write the names
• Identify common and
the ship's special name. people, of proper nouns in Proper
proper nouns.
places, days their area. Noun-
• Suggest nouns that
and months. David
are common or
They always St Paul
• proper.
begin with a
capital letter.

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Section I: The Resource Unit and L'esson Plan
:> '..>
,,

The following are samples taken from the Ministry of Education, Curriculum Guide for Nursery Level Year I and
Year II.
A sample resource unit and lesson plan for nursery are also included.

SCOPE AND SE!1UENCE

-
THEME SUB THEME YEAR 1 SUB THEME YEAR 2
Self - My self - Self and Friends
- My Family and I - Animal Friends
- My Home - Covering of Animals
- Clothes
My School - Discovering and Identifying places in and out of school - School and Environment e .g. important places and
- School Rules landmarks
- Activities done at School
Social Grace - Courtesies e.g. please, thank you etc. - Courtesies e.g. Excuse me, sorry etc.
- Health practices e.g. table graces, toileting - Table graces
Health practices e .g. washing hands, fruits
Safety - Home e.g. matches near to stove - Home e.g. closing and opening road, river-follow
- Road river e.g. use of helmets traffic rules
- School e.g. pelting ,running in school building - School e .g. sitting on rails
Plants - Plants used for food ,decoration, medicine, building - Plants u sed for food, decoration, medicine building
Celebrations - Celebration in the family - Celebration in the Family
- National Festivals - National Festivals
Water - Nature and uses of water through play e.g. pouring . - Nature and uses of water absorbent and non·
absorbent material
Food - Food we eat - Food which keep us healthy e.g. fruits, greens,
- Why we must eat food vegetables
Nationhood - Map of Guyana, being a Guyanese e.g. Flag, National Songs, - Symbols e.g. Flag, Pledge, Coat-of-Arms, Currency
Pledge, Currency, Coat-of-Arms, Leaders etc.
I- Being a Guyanese - Leaders
Weather - TvPes of weather - How we dress for the weather
Community - Occupation of parents - People who help us
Helpers - People who help us

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 -l> (J

Practidum 1 Planning and Preparation

THEME - MYSELF

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
Child will I am a living being Sharing experiences - Bathroom scale - Ask and answer
• Identify him/herself - I grow Singing songs - Measuring question on
as a living being - I breathe Saying rhymes selecting instrument growth and being
..
- I move pictures to show stages of - Mirror alive
• Recognize that - I eat growth
he/she has a name. - I excrete Breathing on mirror to - Classify living
- I need rest show that I breathe - Cassette recorder things and non-
Demonstrating or - Name cards living things
- My first name is ----- discussing how the body - Photographs - Dramatization
- My name is ------------ gets rid of waste
Comparing self with -. Correct
other living things construction of
simple sentences.
Repeating sentences
My name is -----------
Singing Song
e .g., Where is SAMMY?
Selecting name cards.
Grouping pictures of boys - Pictures of boy and State correct names for body
• Identify physical I am a boy. I have penis and girls girls parts
differences between I am a girl. I have a vagina Observing and chatting - Dolls Differentiat.e the boys from
the boy and the girl. about male and female the girls
Picture of the (body) Follow specific instructions
I have: dolls. ·showing the joint at the for boys and girls
• Identify parts of the two hands different parts e.g. Hand
body and their two feet Viewing selfin mirror Powder colour Observe and chat about the
functions. ·one head and talking about their Paper part of the body
two eyes observation. Puzzles Ask and answer questions
Tracing around other on Cassette rec0rder related to the function of the
news print body parts.

Cyril Potter College ofEducation 9

Section 1: The Resource Unit and Lesson Plan
( I
:) <.J>

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
Printing with parts of
the body e.g~, the hand,
the fingers

Fixing puzzles on the

body
Singing songs e.g., "I put
my right foot out....
Saying rhymes e.g.,
Hands are made for
working....

Different clothes are worn Picture study on pictures Materials e.g. Cotton fabric, Dress and display dolls in
Children will identify woolen fabric. party, uniform and religious
clothes that are worn at different occasions, Relating to the occasion,
function.
Formal - Informal Cutting out pictures of
at different occasions.
Religious function people dressed for the
Party different occasions,
Picnic/Recreation Collecting samples of
Wedding materials used for
Funeral making the different
Market clothes.

Vocabulary Feeling textures

Bride groom, Mosque Discussion on clothes
Bride, Temple made from different
Dulaha, Church types of materials.
Dulahin, Cotton
Jara, Silk Discussing clothes worn
Jama, Satin on these special days.
Sari, Woolen Naming some materials
Suit used to make these
costumes.

Cyril Potter College OfEducation 10

'· Practic!um 1 Planning and Preparation Ji ·o

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
Special clothes are worn at Making costumes for
national events, special days e.g.
Mashramani /costume, Amerindian Headdress
Labour Day
Amerindian Heritage Day
Indian Immigration Day

Children will: Poster of school with Each child will say the
:State name of school name boldly written. name of the school.
Identify the name of School is a place for Taking children out of
.his/her school. learning and socializing. school to observe school
building.
Every school has a name.
The name of my school Pointing out the name of
is ... ............. ................ the school on building.

Song e.g. Today is Monday. Repeating the name of

school.

Be aware of the different My school is made of: Naming the materials Sample box on display Collect and identify
types of materials used Wood used for building a table of different types of different types of
to build the school. Shingles school. materials. materials.
Zinc Matching and naming Pictures of different
Troolie materials used for types of schools.
Concrete blocks building the school with
Bamboo those from sample box. Teacher made dough
Glass Touching and talking Plasticine
Clay bricks etc. about texture. Clay
Making collage of t he
Stories e.g. Three Little school.
Pigs. Sorting material in

Cyril Potter College ofEducation 11

 :l u
,,
Section I: The Resource Unit and Lesson Plan

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
groups (based on colour,
'
shape)
Blocking building.
Listening to stories
Answering questions
Sandvlay.
Some contents in bottles Picture study based on Bottles (empty) that hold Role play
Children will: are harmful. the harmfulness of harmful substances. Observe children at play
Name substances that e.g. Kerosene, bleach, drinking from bottles. in interest comer.
are harmful expired medicine, tablets, Naming substances Pictures of various modes
capsules, disinfectants, which are dangerous to . of transportation pictures Observe children during
aerosols. our health. of traffic signals. play/travel role play e.g.
Observe traffic rules and Safety rules must be Examination pictures Pictures showing BQarding bus, small
practice rules. adhered to when traveling and talking about safety consequences of not boats, speed boats,
on the road, rail, river, trail, rllles. adhering to traffic crossing streets.
streets. signals.
It is safe to wear a life Listening to stories and Boarding a boat from
jacket when traveling in retelling them. Newspapers. boat, landing at low tide.
boats. Observing and repeating
Keep heads and hands the kerb drill.
inside moving vehicles Discussing and talking
about safety signals on
the road, in the air, river,
creeks, canal.
Role playing e.g.
Queuing to get on
bus/boat.
Formulating safety rules
Relating an accident
seen/heard.
Observing pictures in
newspaper.

, Cyril f otter College OfEducation 12

 J; 0
Praclicum 1 Planning and Preparation

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES ·
Children will: People and Animals are Talking about friend in
Identify themselves and friends ·simple sentences. Cinema scope Ask and answer
'
their friends. Large pictures of pets questions about self and
Every one has friends Observing pictures and Flip chart friends
picking out their friends. Cassette, tape recorder
Friends are people whom Puppets My friend is ..........
we love and those who love Picking out name cards Story books His/her name is ... ... ...
us. of friends Paper
Crayon Repeating parts of story
Sentence Pattern: Drawing/Modeling Role play
Pictures of children
My friend's name is ...... Fixing puzzles of boys or Plasticine Select friend~ from
My friend is a boy/girl girls Dough/clay among others
I love my friend Puzzles
My friend loves me Going on field trip to my
friend's home Rhyme book
Rhymes:- '1 have a friend" Name card
etc. Repeating/saying rhymes Stencil template
about friend Scissors, paste

Listening to stories about

friend .

Clapping to the best of

friends' names

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 ,, N

slction ]: v The Resource Unit and Lesson Plan

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
There are important · Going on field trips Cardboard
CHILDREN WILL: buildings in the school Making models of Geometrical shapes Compilation of scrap book
Be aware of the school environment building Powder brushes Ask and answer question'
and its environment Market Discussing activities that Paint brushes
Church take place in the various Bizzy-Bizzy Completion of projects
Temples buildings. Sponge brushes Tell about landmarks and
Mandair Talking about the shape Paper important places
Benabs and colour of building Crayons
Health Centres Comparing size of Photograph
Houses buildings e.g. Health
Library Centre is bigger than the Crayon
Schools church. Paper
Regional Office Mixing powder colour to Pictures
Local Authority Office paint project Paste
Working on group project Dough
SENTENCE PATTERNS e.g. Clay
This is a church My school and its Soap
The market is next to the environment Photograph
church. Collecting pictures of
buildings
There are important Going on field trips to
landmarks and places in identify the various
our school environment. landmarks.
Monuments
Placques Compiling scrap books
Boat Landing Going on field trips to
Wharfs identify various
Air Strips landmarks
Carving patterns of
landmarks
Drawing and painting
Making models.

Cyril Potter College OfEducation 14

 I
'1
Practicum 1 Planning and Preparation

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES
Collecting materials and
objects for their interest
corner.
There are other animals Discussing about other Pictures of animals Observe and question
CHILDREN WIIL: with covering like my animals Sorting trays children as they
Recognize that some animal friends Collecting pictures of Scissors collectfselect animal
other animals have animals Paste covenng.
covering like my animal Other birds Sorting pictures of Paper
friends Other fishes animals according t9 Collecting of animal Observe children as they
Other animals similarities covering label specimen of Animal
CHIDLREN WJIJ,: Cuttfug and pasting Matching cards Friend Covering
Some other animals have pictures of other animal Dough Display samples of
Recognize that other other type of covering friends Clay animal covering
animals have other types Lacing pictures of Crayon
of covering Turtle - shell animals similar to our Powder colour Collecting covering of
Rabbit-fur animal friends Scales animals
Snail - shell..... Coll:ecting samples of Feather Make [Link] animals
animal friends' covering Wood
Labeling samples of
animal friends' Shell
Making models of Boxes
animals and putting on Dough
covering Paper
'
Drawing patterns of
animals and putting on
. covering.

Chatting about other

animal covering
Collecting other animal
covering
Labeling covering

Cyril Potter College ofEducation 15

 fJ l""'I
::> .>
Section J: The Resource Unit and Lesson Plan

OBJECTIVES CONTENT/CONCEPTS LEARNING MATERIALS EVALUATION

EXPERIENCES ..

[Link] models of other

animals
Develop healthy practices Discussing health rules Soap and soap dish Role pla:y of brushing the
CHILDREN WILL: [Link] to [Link] Discussing and naming Bath towels teeth
Say and demonstrate good health. materials used for Comb and brush Draw pictures
basic health rules and bathing, brushing teeth Toothbrush and Related to activities done
a.t titudes Demonstrate rules for etc. toothpaste Ask and answer
healthy living e.g. Daily Demonstrating bathing Powder questions about caring
CHILDREN WILL: bath. dolls and drying with Mug the body
clean towels. Basin Observe children during
Be aware pf dangerous Songs: Brushing and combing Finger towels daily routine.
objects/tools This is the way I comb my hair
hair... : ............ Brushing teeth Knives, seeds Ask and answer
Cutting nails Match questions
Rhymes: Washing and drying Beads Select pictures of
Brush, brush your teeth .. hands correctly Drinking straws dangerous tools/objects
Hello Mr. Toothbrush Singing of songs and Plastic bag and make scrap book role
repeating rhymes. Doll play.
Some objects/tools are Cassette/cassette
dangerous Discussing the dangers Recorder
Seeds, beads, match sticks, of using and handling Puppets, pencils :
;

knives, matches, electrical object/tools that are Pointer

appliances, straws, plastic dangerous. ;

bags
Demonstrating the
correct use and
objects/tools
Listening to stories,
retelling
Stories using puppet,
cassette/c;:assette recorder

Cyril Potter College Of Education 16

' Practicum 1 Planning and Preparation °'

.EXAMPLE OFA RESOURCE UNIT FOR NURSERY SCHOOL

CLASS: Year2
THEME: Myself and ............ .

Weeks Theme Sub Objectives Development Activities Resources Evaluation

Behaviour
I Myself and My name · For children to Memory skill Answering to Name Cards Answer to his
Animal become Oral Language his/her name or her name.
Friends familiar with Listening skill Telling his/her
his/her name name for
everyone to
repeat

2 Myself For children to Memory Oral Identify Dolls/boy/girl Answer

become aware Oral Language his/her sex Paper question in
of his/her sex Listening Skill Draw his/her simple
Visual · self answering sentence.
Discrimination question I am a ........
3and4 My body For children to Memory skill Identify parts Pictures Talking about
parts, hands, become Oral Language of the body Books the use of
eyes, nose, familiar with Visual Taking part in Cra yon different parts
mouth, feet, parts of the Discrimination discussion of the body.
hands, trunk. body and their Answering
function question
5and6 My Home For children to Oral Language Taking part in Picture Answering
become Sense of discussion. Crayon questions on
familiar with responsibility Answering paper parts of the
parts of their . Orderliness question home
home e.g. identify and
Sitting room,
kitchen,
bedroom

Cyril Potter College ofEducation 17

Section]:
The Resource Unit and Lesson Plan

THE LESSON PLAN

A lesson plan is a detailed plan of the important ideas to be covered during a

lesson presentatiOn. It describes the activities planned for the lesson, the
objectives of the activities, and the time within which they are carried out.

Daily lesson plans are important for you as a teacher trainee because they
provide you with the means of thinking about and providing meaningful
learning experiences for your pupils. Here are some additional reasons why
lesson plans axe necessary. Lesson plans:

• Guide the teacher to present ideas in a logical order.

• Help the teacher to think of and plan appropriate questions for use
during the lesson.
• Guide the teacher in the selection and use of teaching and learning
materials for the lesson.
• Give the teacher confidence in front of the class.

There are certain prerequisites for successful planning. These are illustrated
in the diagram on the next page.

,:-
.· ..·

Cyril Potter College OfEducation 18

 Practicum 1 ... . ~
Planning and Preparation

Use a variety of Continuous Focus on a child.

techniques Assessment

Have a good
knowledge of Elements of Be aware of
content Successful children's needs
Planning and interests and
build on what
they know
Select and use
appropriate
teaching materials
Know the traits for
the age group to be
Plan for taught
individual needs
and consider
environmental
influences Develop appropriate
Prepare your
objectives
resource unit

As you gain experience as a teacher your ability

to plan effectively for instruction will improve.

Since you have planned your resource unit,

planning the lesson is easier. Lesson plans are
written using several different formats. Here is
one format you may wish to use.

Lesson plans begin with a preamble which gives basic information about the
lesson such as, subject, time and topic. The preamble is followed by the

Cyril Potter College ofEducation 19

Section 1: The Resource Unit and Lesson Plan

major parts of the lesson plan where the objectives, content and methodology
are outlined.

Recommended format of a lesson plan

CLASS: This refers to the class, level or grade to be taught.

SUBJECT: This is the subject stated on the timetable.
TIME: This is the time stated on the timetable.
TOPIC: The topic is usually the subtopic of the resource unit and
may be expressed as a single w01·d or phrase.

OBJECTIVES: These a1·e statements of intended learning outcomes and

may indicate what the pupils are expected to do
(performance), the circumstances under which they will
perform (condition), and the required level of proficiency
(criterion).

ENTRY This refers to the basic knowledge, skills and attitudes

BEHAVIOUR: necessary for the lesson to commence.

CONTENT: This is the subject matter to be covered during the lesson.

It may contain

• an outline or summary
• new words to be taught
• problems I examples to be done
• questions to be answered for comprehension.

MATERIALS: These are the teaching aids the teacher makes or takes
into the classroom
e.g. charts, diagrams, pictures.

METHOD: This is an outline of what the teacher and pupils will do

during the lesson. It consists of an
introduction
development and
conclusion.

The introduction is the stage where the teacher

prepares the pupils for the lesson. The teacher motivates
the pupils and gives guidelines for the learning about to
take place

Cyril Potter College OfEducation 20

Practicum 1 Planning and1Preparation

The development is the stage where the real teaching

and learning take place. The teacher follows the order of
the stated objectives and presents the activities in a
logical order.

The conclusion is the end of the lesson where pupils are

able to see clearly what they have learnt. ·
The teacher concludes the lesson by summarizing the
main points. It may include questions or exercises
intended to measure the achievement stated in the
objectives. The evaluation of the resource unit becomes
the lesson conclusion.

It is important for a teacher to give follow up work which

pupils can do at home. This will reinforce the concepts
learnt.

EVALUATION: This is your reflection of the lesson. You may ask yourself
the following questions.
• Are the stated objectives achieved?
• Were my questions well distributed; were they useful?
• What were the areas of strengths in the lesson?
• What were the weak areas?
• What future action could I take to improve my
teaching?

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. Section I: The Resource Unit and Lesson Plan

Always remember that one of the keys to

effective · teaching is a well prepared
lesson plan. This helps all the other
of teaching to fall into place.
Following is a sample of lesson plans. These
plans were written so that you can
observe the format. You must note that
you need .to do your own planning. Nobody
else can plan a lesson from which you can teach
effectively since your knowledge of the subject
area, your social and cultural background and
that of your pupils and teaching experience will
influence how your lesson is planned.

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Practicum 1 Planning and Preparation

SAMPLE LESSONS FOR THE PRIMARY LEVEL

LESSON ONE

CLASS: Level 3
SUBJECT: Grammar
TOPIC: Common and proper nouns
TIME: 09:30 - 10:00
DURATION: 30 minutes
OBJECTIVES: After discussion and with· the aid of a substitution chart
pupils will: ·: ~-~·
(i) differentiate between common and proper nouns
getting at least eight out of ten correct.
(ii) explain why the nouns are common or proper.
Given a list of common and proper nouns, pupils · will
identify all the proper nouns.

Using nouns in the community, pupils will construct a

table showing common and proper nouns.

ENTRY BEHAVIOUR: Pupils can define and identify nouns.

CONTENT: A noun that is common to many things or persons is

called a common noun e.g. ship, boy.
A noun that tells us the special name of anything is a
proper noun. e.g. Paul, Malali.
Proper nouns always begin with a capital letter.

Practice Activity

Pick out from the list below the proper nouns that should
be written with a capital letter.
april georgetown shoe bat
many george bicycle hat
ship sun day

MATERIALS: Picture of nouns, word cards, substitution chart

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'1

Section 1: The Resource Unit and Lesson Plan

METHOD TEACHER'S ACTIVITIES LEARNING

OUTCOMES
Introduction Teacher recaps the previous Pupil's entry behaviour is
lesson by having pupils define checked.
and identify nouns.

Teacher says " Boys stand " Pupils are motivated

" David stand"
" Girls stand"
" Mary stand "

Teache1· asks" why do you Pupils point out that the

think one person stood up name David and Mary
when I said 'David stand' or' name particular person as
Mary stand' " opposed to boys or girls.

Pupils are given guidelines

Teacher tells pupils what for learning.
would be done in the lesson.

Development Stage one Pupils practice giving

Teacher introduces the terms common and proper nouns.
'common noun' and 'proper
noun to pupils. Teacher
explains that proper nouns
begin with capital letter.

Stage two Pupils can explain why the

Teacher gives pupils the nouns are common or
practice activity in content. proper.

Stage three
Teacher arranges pupils in Pupils identify proper
groups and distributes nouns and rewrite them
pictures of persons, places beginning each with a
things. Pupils are asked to capital letter.
give common and p::r;oper
nouns.

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Practiqum 1 Planning and Preparation

METHOD TEACHER'S ACTIVITIES LEARNING

OUTCOMES
Conclusion Teacher asks pupils to Pupils are able to use
construct a table using common or proper nouns.
common and proper nouns
from their community.

Common Proper Pupils can use common

Nouns Nouns and proper nouns for
e.g. e.g. places around their
church St. Andrews community.

Evaluation

Cyril Potter College ofEducation 25

Section]: The Resource Unit and Lesson Plan

LESSON TWO

CLASS: Level 3
SUBJECT: Mathematics
TOPIC: Measuring Length
TIME: 09:00 - 09:35
DURATION: 35 minutes
OBJECTIVES: 1. Using rulers, pupils will measure in centimeters the
length of five objects.

2. With the aid of rulers, pupils complete a table putting

in estimated and actual lengths, in centimeters, of five
objects in the classroom.

ENTRY
BEHAVIOUR: Pupils can measure length using units such as the hand,
foot, the "finger spans" and meter rules.

CONTENT: The metre rule is too long to measure small items. The
rule is divided into 100 smaller parts. Each of these parts
is called a centimeter.
1 metre = 100 centimetres (cm) Shorter rules are marked
in centimeters.

Practice Activity

Item Estimated Actual Length

Length
Pencil
[Link] strip
. Nail
Book
Eraser

MATERIALS Rulers, cardboard strips, pencils, erasers, nails, books,

toothbrush, spoon

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Practicum l · Planning' and Preparation

METHOD TEACHER'S ACTIVITIES LEARNING -

OUTCOMES
Introduction Teacher recaps previous lesson Pupils are reminded of
by asking pupils to measure previous lesson.
lengths using non- standard
measurements and the metre
rule .

Teacher asks pupils to measure a Pupils realize it is difficui

short item using the metre rule. to measure small items
using the metre rule.
Teacher tells pupils what will be
done in the lesson. Pupils are given
guidelines for learning.

Development Stage one

Teacher introduces measurement Pupils are made aware
using centimeters. that 100 cm= 1 m and the
centimeter is used to
Stage two measure smaller items.
Teacher places pupils in groups,
gives them rulers and guides Pup.i ls are able to measure
them in using the rulers to items using their rulers.
measure their books, pencils and
..
other items .

Conclusion Teacher asks pupils to construct Pupils are able to estimate

the table shown in: content and and measure lengths of
gives the following instruction. items around the
. '·
1. Guess the length of each classroom.
item and record your
guess.
2. Now measure the item
with the ruler to see if you
guessed well. Record your
measurements.

Evaluation ..

Cyril Potter College ofEducation 27

Section 1: The Resource Unit and Lesson Plan

LESSON THREE
CLASS: Level 4
SUBJECT: Social Studies
TOPIC: The Coastal Plain
TIME: 10:00 - 10:35
DURATION: 35 minutes
OBJECTIVES: 1. Given a blank map of Guyana, pupils will:
(a) identify and shade the coastal plain.
(b) identify and mark the capital city.
2. Given information on the coastal plain, pupils will
answer in complete sentences four questions on the
coastal plain.

ENTRY
BEHAVIOUR: Pupils know that Guyana is divided into four natural
regions. They can name the regions.

CONTENT: The Coastal Plain

The land that is close to the sea is called the coastal plain.
Most of the coastal plain is very flat and below sea level at
high tides. Some of the land is protected from the sea by
walls. The parts that are unprotected are usually flooded
at high tides. The coastal plain has good soil for farming
and is the most developed part of Guyana. The capital of
our country Georgetown, is found here too.

Questions:
1. When is the coastal plain below sea level?
2. What is used to protect the land from the sea?
3. Name one important place found on the coastal plain.
4. Why do most of our population live on the coastal
plain?

Cyril Potter College OfEducation 28

Practicum 1 Planning and Preparation

MATERIAL: Large map of Guyana showing the coastal plain and the
location of Georgetown, information cards, blank maps of
Guyana, puzzle.

Cyril Potter College ofEducation 29

 Section 1: 171e Resource Unit and Lesson Plan

.. METHOD TEACHER'S ACTIVITY LEARNING . .

OUTCOMES
Introduction Teacher arranges class into Pupils realize that the
four groups and gives each completed puzzle shows a
group a puzzle to fix. map of the natural
The first group to complete the regions of Guyana with
puzzle will tell the class what it the .c oastal plain
is about. highlighted. ·
Teacher points out that the
lesson deals with the coastal
plain.
.,
Development Stage One
Teacher distributes blank m1::[Link] Pupils are able to locate
to pupils and asks them to the coastal plain and
insert the coastal plain and Georgetown.
identify Georgetown using
teacher's larger map as a guide.

Stage two
Teacher distributes info1·mation Pupils discuss the
cards, with the summary in information on the cards.
content, to each pupil and asks
pupils to read and discuss the
infor.m ation read within. the
group.

Stage three
Teacher distributes cards with Pupils read the summary
.. the questions listed in content for answers and discuss
to each group and asks the the answers to questions
groups to discuss and answer (which have to be implied
the questions. from the summary.)

Conclusion ., Teacher asks each group to Pupils a1·e able to answer

present the answer to one questions orally then
question to the entire class. write the answers in their
Teacher and pupils discuss the books.
answers. Each pupil writes the
.answer
. to the
. .questions
. ,
discussed in his/her notebook.
Evaluation

Cyril Potter College Of Education 30

Practicum 1. Planning and Preparation

LESSON FOUR

CLASS: Level 3
SUBJEC.T : Science
TIME: 13:30 - 14:00
DURATION: 30 minutes
TOPIC: Some solids absorb liquids
OBJECTIVES: After experimenting, pupils will:
(i) classify objects as those which can absorb liquids and
those which cannot absorb liquids.
(ii) suggest other solids which can absorb and cannot
absorb liquids.
(iii) ·Discuss the usefulness of solids which can absorb
liquids.
(iv) Answer two questions on solids which absorb liquids
and solids which cannot.

ENTRY
BEHAVIOUR: Pupils are familiar with solid materials and liquids.

CONTENT: Some solids can absorb liquids. Examples of solids which

can absorb liquids like water are: cotton wool, sponge,
tissue, bread, chalk. Examples of solids which cannot
absorb water are: nail, leaf, plastic.

Activity Solids which Solids which do

Absorb water not absorb water

Pupils are be asked to put the llowing solids under the

respective heading as they perform the experiment.
Plastic, tissue, cotton wool, chalk, leaf, sponge, nail, bread,
newspaper.

MATERIALS: Plastic, cotton rags, cotton wool, bread, biscuit, sponge,

egg, shell, water, oil, containers, other materials, word
·cards.

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Section 1: The Resource Unit and Lesson Plan

METHOD TEACHER'S ACTIVITIES LEARNING OUTCOMES

Introduction Teacher asks pupils to name Pupils give the names of solids
some solids and to name some and liquids.
liquids.

Development Stage one

Teacher puts the word card with Pupils have the new
the word ABSORB on the vocabulary to be used in the
chalkboard and asks for the lesson.
meaning of this word.

Stage two
Teacher asks pupils to place the Pupils follow oral instructions
sponge in some water and relate and use the words absorb and
in a sentence what occurred. does not absorb.
Teacher asks pupils to do the
same with the leaf.

Stage three
Teacher asks pupils to place Pupils carry out activity and
each solid on their desk in the · also give the results orally.
water and then to put the name
of the solid under its appropriate
heading on the chart (see
activity).

Stage four Pupils answer the questions

Teacher asks "what are some of and are encouraged to use
the uses of the sponge/the cotton home experiences.
wool? I
Can you name some other solids
that are used to absorb liquids?"
Pupils answer the questions in
Pupils answer the following their notebooks.
questions in their books.
Conclusion 1) Do you think the cotton wool
can absorb oil? How can you
prove this?
2) Write the name of one solid
that can absorb a liquid and one
that cannot.
Evaluation

Cyril Potter College OfEducation 32

 0.
"
Practicum 1 Planning and Prepara tion

EXAMPLE OF A LESSON PLAN FOR NURSERY SCHOOL

WEDNESDAY

Week Laree Group Small Group Choice

1 Identifying the colour red Colouring things red . . Building with blocks
Sorting red things from among other colours [Link].g beads
Matching colour . Separating paddy from rice

2 Identifying the colour blue Colouring things blue Playing shop

Circling all the blue objects Pouring water into bottle
Sorting blue objects Planting

3 Identifying the colour yellow Colouring things yellow Modeling

Circling all yellow objects on page \Vashing pieces of cloth
Sorting yellow from among other col<;>ur Dressing up

Cyril Potter College ofEducation 33

 Section 2: Teaching Aids

SECTION2:
TEACHING AIDS

The nature and quality of teaching and learning in our

schools is closely related to the resources which are
available and how they are used.

Every teacher in ti·aining needs to understand they importance of teaching

aids as they relate to the teaching-learning process and especially so, at the
nursery and primary level. There are many types of teaching aids that you
can use in the teaching- learning process. Different teaching aids are used
for different learning skills, concepts and experience. However, a teaching
aid can be used in different ways for more· than one purpose. Two or more
teaching aids can also be used to help pupils during a lesson. In general
teaching aids make the task easier for both you and your pupils. The general
objective for the use of the different teaching aids must be to make learning
more meaningful. The building of accurate concepts is essential to all
learning, and unless the learner can realistically relate the . new concept to
some past or present experience the learning will be vague and meaningless.

As a teacher trainee therefore, you must be prepared to excite as many sense

areas as possible, to bring the learner to a complete involvement in the
learning situation·. This can only be done with the use of the various teaching
aids.

,.
It is also important to note that in many cases all of these different teaching
aids may not be available for classroom use, due to different circumstances.

Cyril Potter College OfEducation 34

Practicum 1 Planning and Preparation

You therefore, must be prepared to make use of those that are readily and
easily available and to improvise if necessary.

In the following paragraphs, you will be able to:

• define what is a teaching aid.

• identify and describe a few basic teaching aids that can be used in the
classroom to support teaching and learning.
• understand the importance of teaching aids in the teaching- learning
process.
• understand why teachers need to improvise teaching aids.
• know some basic tips in making & using a few teaching aids.

What is a teaching aid?

A teaching [Link] best described by Farrant (1993) as any material object or
equipment that a teacher uses during the lesson in order to improve pupil's
learning.

Teaching Aids can be divided into different categories:

(i) Non projected Graphic Aids. These include:

chalkboard
textbooks
flip charts
models
puppets
wall sheet and many
others (such as bottle
corks, burnt match sticks, pebbles, tissue rolls). ..

Cyril Potter College ofEducation 35

 Section 2: Teaching Aids

(ii) Technological Aids. These include:

overhead projector
television
slides and film strips
the radio
the audio tape recorder and other equipment e.g. videotape
recorder

In this booklet much emphasis will be placed on the non-projected graphic

teaching aids, since these still seem to dominate our classrooms, and can be
easily available at a low cost.

In your Educational Technology course you will learn more about

technological aids and their use .

Cyril Potter College Of Education 36

Practicum 1 Planning and Preparation

stimulating way. Puppets are very good when doing stories and rhymes. You
can use as many types of puppets for your lesson. Some of the different types
of puppets are:-
paper bags puppets r,.._.

finger puppets
hand puppets
glove puppets
string puppets.

Card games

Card games can be useful in the classroom for the introduction of new words
in a lesson. They are also important in the development of the skill - visual
discrimination· which is necessary for reading.

Matching cards should be as similar as possible otherwise children may be

confused. Card games can be made with pictures of animals, letters, words,
numerals, shapes or whatever the objective of the lesson may be. Through
card games, many concepts and skills can be developed.

Wall sheets

These include pictures, charts, diagrams and posters on which selected

information is presented in a large format suitable for use with large or small
groups of children.

Some children understand better when they can see something. It is better
to use the real thing, but when this is not possible pictures may be used. You
may use coloured pictures rather than black and white as they are
stimulating and maintain interest.

Cyril Potter College ofEducation 39

Section 2: Teaching Aids

Charts may be produced in the form of pictorial representation. Pictures and

charts serve different purposes in teaching.

Pictures help to illustrate and b1·ing a sense of reality to what is taught.

Charts contain the lesson materials itself and are more useful as a means of
representing the material that is to be learned in a memorable form and as
such often play a central part in a lesson.

Charts and Pictures:

• provide information on a topic in the form of visual description

• illustrate key stages in the performance of a skill
• summarize knowledge on a topic
• emphasize any new concept, word or important message to the pupils.

Masks

Masks cover and disguise the face. They can represent different characters,
people, animals and even objects. They are excellent for role plays, especially
when the masks represent a widely recognized cha1·acter. They stimulate
attention and attract pupils interest during a lesson while they provide
information, learning is done in a more amusing form.

Other types of teaching aids

The above are only a few teaching aids that can be used in the classroom.
There are many others, such as dioramas, puzzles, ply boards, magnetic
boards, etc. For further information on teaching aids you can refer to VSO

Cyril Potter College OfEducation 40

Practicum 1 Planning and Preparation

Book. "How to Make a Useful Visual Aid" by Nicola Harford & Nicola Baird
(1997) and Principles & Practice in Education by J.S. Farrant (1993).

The importance of teaching aids

As you have read about the different teaching aids, you should be able to
understand the importance of teaching aids. In summary, teaching aids will:

• help the teacher clarify abstract concepts

• help pupils to remember

• help pupils understand the subject matters

• help pupils to interact and appreciate their immediate environment

• help the teacher to make teaching realistic and meaningful

• help the development of useful learning skills, such as listening,

observation, eye-hand co-ordination, memory etc

• help to provide concrete experiences

• derive vivid images

• . help to stimulate and sustain interest.

Improvisation .of teaching aids

Improvisation is the ability to make something using materials from the

immediate environment, When ready-made teaching aids are inadequate,
inappropriate, expensive or unavailable, you as a teacher trainee need to
improvise.

Cyril Potter College ofEducation 41

Section 2: Teaching Aids

Factory made teaching aids can be expensive to b~y and therefore may not be
available in schools. Besides, commercial teaching materials may include
facts you. do not need and omit the much needed information. The solution to
this problem is to improvise teaching aids from materials you have around,
such as wood, waste paper reels, toilet rolls, plants, metal and other items
you can find in the environment.

There are several reasons why you should

improvise teaching aids.

• Improvisation saves money.

• Improvised equipment & materials generate greater interest in

teacher and learner.

• Improvisation is fun for teachers.

• Improvised aids are user friendly. They promote creativity and

encourages other more practical skills.

• Learning is more relevant to learners when they use local materials.

• Recycling materials help sustainable development.

• You can do it anywhere. Most communities will help collect materials

to improvise with if they see a benefit to pupils.

• It's not "high-tech", so it may be easier to understand. The teaching aid

can be "tailor-made" to what you need it for.

• Improvising sets a good example to pupils and inexperienced teachers.

If you do it they may see the benefit.

Now that you have understood why you need to improvise teaching aids,
hopefully you will produce some and have fun doing itl

Cyril Potter College OfEducation 42

Practicum 1 Planning and Preparation

ABC's of Good Teaching Aids

co o.
~----------------)
II
,....-------···-----·---·.. - - ------·-·------
(~opnate
Accurate
& Attracttive

- -------
Clean
Clear
------
Brief Bold & Brig: )

and carefully ~
made

·- -----------w--- -·--

Good teaching aids are:

• Attractive to arouse pupils' interest and attention.

• Accurate and up to date.
• Appropriate for pupil's level of understanding.
• Brief and essential information only.
• Bold - every one can see and read. The aid must be large enough to
be seen by entire class, or there should be adequate amount so that
each little group in your class may have one.
• Bright - add colour when necessary
• Carefully - made for better learning
• Clean - untidy visuals spoil lessons and can distract interest.
• Clear for pupils to get the message.
• Sturdy to endure the daily handling of you and your pupils.
• Stimulating - develop enquiring attitudes. For example in teaching
addition and subtraction, use concrete objects, such as reels, seeds,
pebbles, sticks blocks etc.

Cyril Potter College ofEducation 43

Section 2:
Teaching Aids

• Safe for students to use - care must be taken not to use dangerous
materials that can harm students. Some objects, plants, animals
and chemicals are dangerous. They should not be used.

• Easy to manipulate.

• Free from backgrounds that draw attention away from the message
(what you want to say).

• Realistic

Cyril Potter College Of Education 44

Practicum 1 Planning and Preparation

Flipcharts q

How to make an unmounted flipchart

You will need

• Sheets of paper
• Two thin strips of wood the same length as the top edge of your sheets
of paper.
• Nails or screws
• String 01· wire.

What you need to do

1. If you are going to hang the chart from a pole, drill a hole at each
end of both strips of wood. Make sure the positions of the holes
:mat~h.

2. Place one strip of wood underneath the pile of paper. Along one of
the shorter edges. Place the second strip in the same position on
top of the pile of paper. Make sure the holes are in line.
3. Nail or screw the strips of wood together, th1·ough the paper, so all
the sheets are held tightly together.
s-..r;p of pl~klPoa
\.-Vin~ n u+s

Fuel
• \-Vc;,o d
• [Link]
• G-e:..s . .
• ·1:1.e.c.+ri,iT!:I Example of an unmounted flipchart.
Oil · .

pJ '::I ~oo C1f

..sh-.~1"s oF p.q,p-...-
Cyril Potter College ofEducation 45
 Section 2: Teaching Aids

." How to use the Flipchart

The flip chart can be used in two ways:

(A) With blank sheets of paper or newsprint.

(B) As a prepared resource with pictures and/or notes. (To avoid
having to write while speaking, you can prepare texts and drawings
before the lesson.)
Note:

• Each sheet of the flipchart should illustrate one point or message in your
lesson. This helps students to understand and remember information.

• If you are working with several small groups each group can write down
their ideas and suggestion on a sheet. This can then be put together for
every one to see.

When a sheet has been used, it can be :flipped over the top so that the next
sheet can be seen.

Cyril Potter College OfEducation 46

Practicum 1 Planning and Preparation

Card Games 0

How to make a card game

You will need

• Duplicate pictures from magazines or drawings of a similar size.

• Sturdy cardboard
• Coloured pen, marker.

What you need to do

Cut cardboard to fit the size of the pictures or drawings.

Either stick the magazine pictures onto the cardboard or draw the pictures on
the cardboard.

For language lessons you can either write words underneath both the
pictures, on just one of the matching pictures, or alternatively on separate
pieces of cardboards.

TREE TREE TREE

,1 ,1 ,1
Example of cards for a card game

Use a card game in language teaching

The objectives of the game might be:

• Visual discrimination
• Memory as well as language skill
• Correct pronunciation of words
• Reading skills

Cyril Potter College ofEducation 47

Section 2: Teaching Aids

In language lessons (at a suitable level) you can use a set of picture cards and
a set of word cards in the following way. Hold up a card so the students can
name the picture. Then point to the matching word on a separate card and
ask them to read the word. You can then ask for volunteers to come out and
match the word to the correct picture.

Divide the class into groups and give each group a set of pictures and a set of
word cards. Now they can play pairs ..

To play pairs: The players spread all the cards out face downwards. The first
player chooses two cards. If they match the player keeps the pairs. If they do
not match, the players put the cards back face downwards. Then the next
player takes two, and so on. The winner is the player who has the most pairs
when there are no more cards left.

Card games may be used effectively in other subject areas.

Models and toys

How to make clay, mud or dough models

You will need

• Clay, mud or dough (which can be shaped and then baked and
varnished or painted).
• Paint and/or varnish
• Oven

What you need to do

1. Form the model by hand while the material is soft.
2. Leave it to harden or fire (bake) in oven.
3. Once it has been fired, the model can be painted and/or varnished.

Cyril Potter College Of Education 48

Practicum 1 Planning and Preparation

Example of a model Q

How to make junk models

You will need

• Any clean, unwanted objects such as cloth, bottle tops, cardboard etc.
• Any natural materials such as twigs, leaves, shells, seeds, etc.
• Glue (some glue may not stick all materials together so you could also
use masking tape or any other strong paste.
• Paint or varnish.

Junk models are especially good for buildings and human or animal figures.
Any kind of box, plastic container, stain material and scraps can be used. A
folded cartoon can be used for a house roof. To make the wheels move put
lids onto an axle made from twig or bamboo. Parts of a junk model can be
painted or wax-crayoned.
Example of a junk model
•

c.°'rd bc"rd
< - box

li a fro.m .jo.r
'.' .
. ' :.

Cyril Potter College ofEducation 49

Section 2:
Teaching Aids

Puppets

How to make a finger puppet

A finger puppet is placed over one or two fingers. The fingers are moved to
make the actions of the puppet.

You will need

• A felt tip pen

• A match box

What you need to do

• Draw faces on the tips of the first and second finger. Make them amusing,
for example, a happy face or a sad face you can glue wool on your finger to
make hair if you wish to. You can also decorate the matchbox.
• Take the inside box out of the matchbox and discard it. Put your fingers
up through the outside box. Your fingers are the puppets.
• Move your fingers around and speak the different parts as you move each
finger.

How to use finger puppets

• Finger puppets can be used in the classroom to make language practice

more fun.
• They can sustain interest in stories and rhymes or singing.

Cyril Potter College OfEducation 50

Practicum 1 Planning and Preparation

·"

-
.-- - ·
......
..---

. .: . ~

Example of a finger puppet

How to make a hand puppet from papier mache

First you need to make papier mache. This is done by soaking pieces of
paper, preferable newspaper, with water in a bucket and crusting to a pulp.

You will need

• papier mache (put pieces of paper into buckets or jar and put water
and allow to soak)
• a mould to support the papier mache object while it is being made. (e.g.
balloon, a plastic bottle).
• paint, brush, paste

Cyril Potter College ofEducation 51

Section 2: Teaching Aids

What to do

1. Build up layers of papier mache to make the puppet shape. You

must allow time for each layer to dry.
2. When the features have been modeled in papier mache, paint it.
Allow the paint to dry and then add any features using paint. Then
give it a final layer of varnish.
3. Make clothes for the puppet.
4. Put your hand up inside puppet's clothes and hold the head. You
can also put a hand through one sleeve to make an arm move.

How to use puppets

• Speak loudly and clearly so the entire class can hear.

• The puppet must face the audience.
• Move your puppet when it has to speak.
• Practice using your own words so that you ar e fluent.
• Use hand puppet, to do rhymes, stories and songs.
• Allow pupils to manipulate puppets.
• Puppets can be used in almost any lesson - to introduce a topic to
teach a concept or even to develop language.

Cyril Potter College Of Education 52

Practicum 1 Planning and Preparation

Chalkboard

Using the chalkboar d:

• Always ensure everyone in the room can see the chalkboard clearly.
• Try to have some eye contact with your pupils, rather than looking at
the board when you are speaking or listening to them.
• Write uniformly in size and style.
• Let your writing be clear and legible on board.
• Always write horizontally on board.
• Arrange work on the chalkboard clearly and sequentially (See
diagram)
• Good chalk board illustrations must be simple in outline., avoid
unnecessary details and use various colours of chalk to do illustrations

Samples of chalkboard arrangement

[Link] Answerl [Link]

I. Who r4n I.
Draw a large Hon the chalkboard.
\.v'ri~e IJOllr
throwgti the own .storlJ
You have divided the chalkboard into
foreJt ofter with« message four separate areas. In one part you
the hare?
I • New words abou.t two can write questions on a text, in
[Link], another the answers, then new
tortoise W4b \
trap words. Finally write the homework.
~- See the example on the left.

Draw two lines from the

top of the board to the
~ ·~~h~~d·~~~t. ·<h• es'~ , .Re.s uIt
bottom. The board is ' .fEl$cfrlelty? ..
now divided into three
separate areas as
shown on the right. ®/
.i.,.

Cyril Potter College ofEducation 53

Section 2: Teaching Aids

How to make and use masks

You will need

• Shaped cardboard (for example, cereal packets, paper plates).
• Scissors
• Glue
• St1·ing or strong thread
• Wood or other material
• Coloured pencils or paint

What you need to do

1. Draw a face on the shaped cardboard to represent the character you

want. Colour it using paint, coloured pencils or material. You could
use wool for the hair.
2. Cut out holes for the eyes and mouth. Make sure they are in the
correct place for the person who is going to wear the mask.
3. Make a small hole at either side of the mask at the same level as
the eyes.
4. Thread string or strong thread through the small holes. Knot it on
the front of the mask. It can then be tied around the person's h ead
to hold the mask in place.

Example of a
mask

Cyril Potter College Uf Education 54

Practicum 1 Planning and Preparation

How to use masks in plays

The advantage of plays is that they can convey messages in enjoyable ways to
students. Use masks as much as possible so as to attract and sustain
students' attention. Students enjoy acting out parts of a play, using the
different types/shaped masks. They develop confidence, co-operation and
creativeness in acting these roles. Masks can be used in most lessons during
the pre-primary/primary level.

Summary

Teaching aids are an important tool in the classroom. They can be used to
present information in a meaningful way, using a variety of senses; or to
inspire; to question; and to motivate.

Teaching aids ·can be either non-projected teaching aids like models, maps
and realia or technological aids like films, video, or projectors.

This section contained suggestions on making and using a variety of teaching

aids.

Cyril Potter College ofEducation 55

Section 3: Evaluative Feedback

SECTION 3:
EVALUATIVE FEEDBACK

Introduction
Teachers must make decisions about levels of student
performance/achievement and their teaching. It is
important that the decisions made be done on
information/feedback that is reliable and valid.

As a trainee it is important that you give feedback to

your students and get feedback from your students
also.

Feedback used for evaluation, i.e. the making of decisions with regard for the
teaching-learning processes is known as evaluative feedback. In context,
evaluation may be considered as a series of activities that are designed to
measure the effectiveness of the instructional system. It is important to
recognize that feedback provides the focus from which improvements to the
teaching-learning process can be made.

If beneficial improvements ai·e to be had, then information for decision

making must be gathered from multiple sources. Inherent, in this is the
selection of suitable instruments/mechanism through which feedback can be
objectively gathered.

This. section of your booklet highlights guidelines for giving feedback to your
students and some suggestions for the gathering of feedback which can be

Cyril Potter College OfEducation 56

Practicum 1 Planning and Preparation

used for improving your teaching. This section is by no means complete and 4

other sources may offer additional information on the subject.

Basic guidelines for giving feedback

Feedback may be given in a variety of ways, some of which may be oral and
written.

The following guidelines may be suitable for oral feedback.

• Clarity - be clear about what you want to say.

• Emphasize the positive.
• Be specific - avoid general comments and clarify pronouns such as "it",
"that", etc.
• Focus on behaviour that can be changed.
• Describe in detail the behaviour or action to be changed.
• Own the feedback- Use "I" statements.
• Generalizations - notice when someone says "all", "never'', "always", etc.
Focus on the individual action

Oral feedback is useful if:

• Given with care; to be useful, feedback requires the giver to feel concern
for the individual receiving the feedback - to want to help rather than
hurt the recipient.
• There is focus on the student while giving feedback. This promotes a two-
way exchange with some depth of communication.

Cyril Potter College ofEducation 57

 Section 3: Evaluative Feedback

• Expressed directly. Good feedback is specific, it clearly describes

observable behaviour and specific incidents. Making general or vague
comments about any issue is of little value. The most useful .feedback is
direct open and concrete.
• Expressed fully. Effective feedback requires more than a bold statement
of facts. Feelings and reactions also need to be expressed so that the
recipient can judge the full impact of his or her behaviour.
• Well-timed. The most useful feedback is given when the recipient is
sufficiently close to the particular event being discussed for it to be fresh
in his or her mind. Storing comments over time can lead to a build up of
recriminations that reduce the effectiveness of the feedback when it is
finally given.
• Easily acted on. The most useful feedback allows for behaviour that can
be changed by the recipient.
• The correct time and place is chosen depending on the nature of the
feedback (do not embarrass student in front of peers).

Feedback concerning matters outside the recipient's control is not often

useful. Often it is helpful to suggest alternative ways of behaving that allow
the recipient to think about new ways of tackling old problems.

Basic guidelines for getting feedback

When feedback given involves the use of evaluative statements the emphasis
0 has shifted. Feedback that is used for purposes of making judgments and
decisions concerning the teaching-learning process is called evaluative
feedback.

Cyril Potter College OfEducation 58

Practicum 1 Planning and Preparation

It must be noted that the extent to which the feedback is deemed successful is
through a linked process of assessment which provides feedback upon which
action can be taken.

The different sources of evaluative feedback

There is no single correct way to conduct an evaluation exercise. Thus

feedback coming from multiple sources may give insight into the entire
teaching learning process, the emphasis albeit may be varied.

An effective feedback system requires a variety of information, thus it is

essential that information be obtained from a variety of sources. The main
sources from which feedback can be obtained are as follows:

feedback from student assessment

feedback from the students themselves
feedback from teaching staff
feedback from other 'stakeholders'

Feedback from classroom observation

The most obvious way

. of dete1·mining
. -
.whether a system of .any sort. is
'

working is to observe the system in action. This is just as true for an

educational system such as the classroom.

Classroom observations offer a viable source of feedback for evaluation

purposes. Such observations can be (a) direct and immediate, (b) carried out
at anytime, and (c) can be indirect and delayed.

Cyril Potter College ofEducation 59

Section 3: Evaluative Feedback

Classroom observation can be either done by the · actual person involved in

the classroom or by independent observers specially brought in for that
purpose; observations done in the classroom may be recorded using a variety
of instruments.
Some of the suggested instruments you can use are:

• checklist
• rating scales
• anecdotalrecords
• attitude surveys

A number of these tools are described in some

depth in an upcoming course - Classroom
Measurement, Testing and Research.

In conclusion, whatever the means employed, such observations can provide

invaluable feedback on whether the educational system is working and where
there are areas for improvement.

Feedback from student assessment

An effective educational programme will have a set of clearly defined

learning outcomes, a critical study of the results obtained from student
assessment can be of great assistance in gaining relevant feedback for
evaluation.

If you make effective use of information obtained from student assessment,

you should be able to judge:

• Which objectives and outcomes are being well achieved, and

Cyril Potter College OfEducation 60

.,
Practicum 1 Planning and Preparation

• Which objectives and outcomes are not being achieved.

When students are not performing to the expected level there is the tendency
to conclude that it is basically the fault of the students. This may
occasionally be the case, but, more often than not, there are other factors
involved. Evaluative feedback will allow you to perform an objective analysis
of all the factors involved in determining levels of learning outcomes.

If you do any adequate evaluation you will possibly find that there are a
number of reasons for unsatisfactory student achievement; some of these are.

• The teaching methods were not well matched to the course

objectives/learning outcomes.
• There were problems in the operation of the instructional system.
• The assessment methods were not suitable.
• The objectives/learning outcomes themselves were not realistic.

Feedback from students themselves

Obtaining feedback from students regarding their experiences with, and their
opinions of teaching, is one of the most common approaches to decision
making. The information required can be elicited through a variety of
channels, these include:

• simple questionnaires
• formal interviews
• informal discussions

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Section 3: Evaluative Feedback

Feedback from teaching colleagues

Clearly, feedback from staff who are involved in teaching the same subject or
a similar level is a key source of information. Such feedback can be obtained
in .the same ways as feedback from students, viz. via questionnaires, formal
interviews and informal discussions, and can be of considerable use in
evaluating, teaching.

If a teacher is evaluating his or her own course, module, package, etc. the
teacher's own experience and the experience of colleagues will provide
important information to inform the evaluation
process. Opinions of other teachers who teach the
same class can be an important source of
information. Their comments on the students
strengths and could help in improving your
methods of teaching.

Feedback from other 'stakeholders"

People ( e. g. Village Captains, Elders, Parents) who do not have a direct link
with the actual teaching/learning process may still be able to make an
important contribution to the evaluation process. Again questionnaires,
interviews and info1·mal discussions are appropriate means of gathering
information.

Comments from former students can be important, since they are in a

position to comment on the relevance of the education received and perhaps
may make useful suggestions for improvement with the benefit of hindsight
and experience.

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Practicum I Planning and Preparation

Aspects of the teaching learning process and

possible sources of feedback
The teaching learning process may be considered as a number of related
parts merging into a complex whole. It is important to recognize that each
component part could be evaluated and the feedback obtained will help to
improve the entire teaching learning process.

The information displayed below indicate aspects of the teaching learning

process and suggested sources of feedback that you may find useful to
engender improvement in your pedagogical skills.

Aspects of Sources of Feedback

Teaching/Learning process

The Instructional Process

(a) Communication between Classroom observation

teacher and student e.g. Checklists, questionnaire

(b) Questioning and discussion Classroom observation

techniques may be done by an independent
person.

(c) Student engagement in the Classroom observation

learning process samples of students work

(d) Adequacy of feedback to Classroom observation

students Discussion with students

(e) Demonstrating flexibility and Classroom observation

.responsiveness in the classroom.

The classroom environment

(a) Establishing an environment Classroom observation

Cyril Potter College of Education 63

 Section 3: Evaluative Feedback

of respect and rapport student surveys, parents surveys

(b) Promoting a learning culture Classroom observation

Samples of students work,
student survey, parent surveys.

(c) Managing classroom Classroom observation

may be done by an independent
observer, discussions with
students, questionnaires.

Planning and Preparation

(a) Demonstrating knowledge of Classroom observation,

content and methods of learning examination of records, self
evaluation.

(b) Demonstrating knowledge of Interviews, discussion with

students independent observers.

(c) Suitability of instructional Discussions with students,

goals critique of plans by other
teachers/colleagues.
Self evaluation

(d) Demonstrating knowledge of Students work/notebook,

resources discussion with students plans
critiqued by other
teachers/colleagues

(e) Designing of coherent Students performances,

instruction discussion with students,
discussion with colleagues.

(f) Effectiveness of assessment

")
instruments

Cyril Potter College OfEducation 64

Practicum 1 Planning and Preparation

Summary

Giving Feedback

./ Students profit from feedback when it is given in a manner that allows

them to improve on their intellectual development .
../ Feedback given to students should be related to the goals of teaching.

Getting Feedback

./ Feedback should be obtained from multiple sources using a variety of

instruments.
./ Feedback obtained should be used to improve teaching.
../ Feedback instruments must be able to elicit information about
different teaching behaviours and goals.

Cyril Potter College ofEducation 65

 Section 4: Communication Skills

SECTION 4

COMMUNICATION SKILLS
Introduction

Communication between teacher and students and student and student is an

essential feature of the teaching learning process. It is therefore important
that teachers communicate very effectively with their pupils. Good teachers,
when they a1·e communicating with their pupils do so in a way that enhances
rather than hinders classroom learning. Classroom teachers need to ensure
that their communication skills and techniques are refined and improved
thereby helping to advance the social and
intellectual growth of students. To facilitate
both social and intellectual growth trainees
need to perfect both verbal and non-verbal
communication skills.

Through the effective use of voice, verbal and non-verbal skills, teachers can
make things clear for students. With the effective use of these skills teacher
can help students to understand things, how to do things, develop good
interpersonal skills, keep students interested in classroom activities, allow
pupils to share information and help pupils develop self confidence.

"I

Cyril Potter College Of Education 66

Practicum 1 Planning and Preparation

Verbal communication

Verbal communication dominates classroom life and_takes place in a variety

of ways. Four areas of verbal communication in which teachers are required
to be very skillful are : exposition, demonstration, discussion and questioning.

EXPOSITION
An exposition or lecture may be used to explain an idea or procedure. It is
organized to include an introduction, the main ideas (or content) and a
conclusion.

An exposition is usually short (not the whole period) and to the point with
suitable examples and illustrations where possible.
:Allow for [Link].

DEMONSTRATION

A demonstration is not an experiment. In a demonstration you know the end

result; in an experiment you do not. Before doing a demonstration in front of
the class:

(a) Go through the procedure on your own to ensure that it works

in the classroom.
(b) Check all equipment to make sure that they are in good
working order.
(c) If students are to participate in the demonstration, ensure
that you have sufficient materials.

Cyril Potter College ofEducation 67

Section 4: Communication Skills

During the demonstration:

(1) Make sure that all students can .s ee what you are doing.
(2) Identify all materials, item by item
(3) Be sure that the procedure is accompanied by suitable
explanation.
(4) Allow for student questions
(5) Be sure that all procedures meet safety regulations.

You must show your initiative by using as much local materials as possible
and also show that you are economical in the choice and use of these
:materials.

DISCUSSION
A discussion is normally designed to (a) explore ideas and or (b) come to conclusions and
make recommendations.
The group must be properly organized (4 or 5 students per group; gender mix, etc.)
A Clear task must be assigned to each group; outcomes must be specified.
The group must have a teacher to (a) keep the group on task; (b) ensure that each person
in the group is given a chance to speak.
It must be made clear to the groups whether they will be required to present their
findings/conclusion to the rest of the class.
During the work of the discussion groups, the trainee must be present in the classroom to
act as a resource person and to keep the groups on task.

QUESTIONING
All too often trainees and teachers ask questions that are low level and non-
stimulating, questions are asked ~o explore and find out about things or act
as a test to find out what the other persons knows.

j
Cyril Potter College OfEducation 68
Practicum I Planning and Preparation

Questions may be open or closed. Open questions elicit answers. that are
unpredictable e.g. what did you eat for breakfast? Closed questions provide
answers that are limited and may be predictable e.g. did you have breakfast
this morning?

Open questions can allow students to use their imagination more readily
while closed questions limit the student in the type of answer and may hold
the student at memory- recall level of mental activity.

Questions may also be higher order to lower order. Higher order

questions demand more analysis and thought in providing answers and are
usually started with "why" or "how". They may require justification or
synthesis and analysis. (in Bloom's Taxonomy of Educational Objectives -
The Cognitive Domain the levels that apply here are: analysis, synthesis and
evaluation.)

Lower order questions require less rigorous mental activity because they
elicit mental activity associated with memory, comprehension or application.
Some examples are: What is your name? Will you show me how to tie your
shoe laces?

Trainees should vary their questions so as to challenge their students to

think at various levels.

Cyril Potter College ofEducation 69

Section 4: Communication Skills

Non-verbal communication

Non~verbal communication refers to situations where sounds, gestures,

silence, ·facial expressions and eye contact are used to convey messages or
support verbal communication.

Non-verbal communication in the classroom

A teacher's non~verbal communication might include the following.

• Gestures - Gestures are used by teachers to convey many different

messages. The popular examples include pi.:ttting the hand behind the ear
to indicate that a pupil needs to speak louder or placing the index finger
on lips to indicate that a pupil in the class needs to be quiet.

• Head Movements - Teachers move their heads up and down to mean

"yes" and side to side to mean "no". The tilting of the head to one side can
be interpreted to mean. 'I am listeniI~g' but this will need to be supported
by appropriate facial expressions.

• Facial expression - Facial expressions are used to convey messages

about what teachers are thinking or feeling. Smiling;Jro*.rning, raised eye
brows and a sore look are used to give encouragement, convey
thoughtfulness, surprise or disapproval respectively. · Looking at students
a little longer than usual will indicate to them that you are aware that
they are talking excessively or misbehaving.

• Body movement - A teacher leans the body in the direction of a student

to show a high level of interest in what is being said or moves closer to the
student to indicate that the teacher is interested.

Cyril Potter College Of Education 70

 Practicum 1 Planning and Preparation

Some non-verbal cues

•. i
t' 1
'·. .I
,.. ;

Li1
...,;!,.
•

A thoughtful look says:

A hand mot\on can aay! ••1•m thinkln9-••
••come here." An 09ein hand •v•:
•stop...

'

... :' ~ ... : .

...
Prealnta • fi1199r to your Poindnv foc:u&a ·~dents.'
lips uys; -a. quie'\:• anention.. ·

Cyril Potter College ofEducation 71

Section 4: Communication Skills

Listening
Listening is a very useful technique that teachers can
use to help students express themselves with
confidence, develop their verbal skill and advance
intellectual development.

Many students are unwilling to say anything in class because they

are too embarrassed to speak or they feel that others will laugh at them or
ignore them. By cultivating a habit of listening to these students, teachers
help to develop their self esteem.

Good listening is an active process where ·the teacher conveys to the speaker
that he or she is listening to what is being said. This is done by: making eye
contact, not interrupting or disturbing the speaker and nodding and smiling.
You can also make utterances like "uh-huh" "mmmm" etc. to indicate to the
speaker that he/she is being listened to.

When we listen to students, we give them the opportunity to express

themselves and so their confidence is improved.

What good listeners do

• Look at the speaker

• Ask questions to let the speaker know that you are paying attention
• Repeat some of the things the speaker says.
• Do not rush the speaker
• Pay close attention to what the speaker is saying
• Do not interrupt the speaker
• Do not change the topic until the speaker has completed speaking.

Cyril Potter College Of Education 72

Practicum 1 Planning and Preparation

Communicating enthusiasm and confidence

There are three ways in which a teacher can
communicate enthusiasm. These are through the use of
facial expressions, use of voice and poise and movement.

The enthusiastic speaker or teacher uses facial

expressions to convey excitement, surprise, amusement
and disbelief about his message. The enthusiastic
speaker projects an alert and lively posture. It is
therefore desirable that all teachers take steps to
ensure that their enthusiasm is evident at all times
when presenting information and commenting on
students' work.

Confidence can be conveyed verbally and non-verbally.

The delivery of a confident teacher is business like,
direct, demonstrates a sound knowledge of subject matter and is self-assured.

Eye contact is vital in conveying confidence to students. A nervous teacher

avoids eye contact. The use of the voice is also important in conveying
confidence. Confident speakers stand still when speaking and this is usually
backed up with the appropriate gestures.

,J

Summary

Communication is an integral part of classroom life. There are some

important skills which when effectively used by teachers and students, help
to enhance the communication process and optimize classroom learning.

Cyril Potter College ofEducation 73

Section 4:
Communication Skills

These skills are both verbal and non-verbal. It was also pointed out that it is
important while communicating classroom teachers ensure that their
presentations project confidence and enthusiasm.

Cyril Potter College OfEducation 74

Practicum 1 Planning and Preparation

ADDENDUM
The following is the format recommended by the Ministry of Education for
Nursery and Primary schools. Teacher Trainees should use these formats to
plan their lessons.

See the next two pages for formats.

The format given in the body of the Module, pages 7 & 8 demand greater
subdivision of content.
The exercise of thinking through each topic in such detail would be beneficial
to you in planning and delivery of the lessons.

Cyril Potter College ofEducation 75

s~~tion 4:

FORMAT FOR LESSON PLAN AT THE PRIMARY LEVEL

Week Topic Specific Content Previous Teacher's Pupil's Resources Evaluation

Objectives Knowledge Activities Activities

Cyril Potter College OfEducation 76

 ·'

.t ....~~. \· ·~· .,i '/l ; Planning and Preparation

FORMAT FOR TERMLY SCHEME·OF·WORKAT THE PRIMARY LEVEL

Week Topic Sub-Topic General Activities Resources Evaluation

Objectives Stratefiles

Cyril Potter College ofEducation 77

 CYRIL POTTER COLLEGE OF EDUCATION
Distance Education Trained Teacher Certificate Programme
PRACTICUM 1 REPORT
(To be completed in duplicate)
l)ate:-------------------------------------------------------------------------------·---

Name of Trainee:-· -- -----------------------------·---------------------------------

Sch.001:---------------------------------------------------------------------------------

<Jrad.e :----- ------ - -- -- - ---- -- - -- -- - - --- ----- --------- - ---- -- - - - -~- - ------ ----- -- ----- - -

Practicum 1: Planning and Preparation

Su.'bject:-------------------------------------------------------------------------------

Topic of Lesson---------·--·-----· --------------------------------------------------

Yes No

[Link].m <[Link].e Presented.

Term [Link] Presented.

[Link] Unit Presented.

Lesson Plan Presented.

Lesson Preparation ([Link] of)

[Link].s/Approaches Used.-------------------------------------------------------
Communication: [Link] l)emonstration l)[Link] [Link]

Su.'bject Content ([Link] and. appropriate for level)

------------------------------------------·-----------------------·-------------------------
- --- --~--------------- -- - ----- --- ------ ------ -- --------- -- - -------------------------------··

Page - 1 - of 3
 Practicum 1

Content (Practicum - Planning and Preparation)

For the following the-evaluator must check the Guidelines for Practicum.
For each of the following make comments from observations.
Resource Unit-----------------------------------------------------------------------
----- ------- -·· -- -----·----- ------------ ------ - ----------- - ------------~--------------- - ---

Lesson Planning------------· ----------------------------------------------- -~--- ---

Teaching Aids/Learning Aids---------------------------------·-----------------

Communication Skills------------------------------------------------------------

Evaluative Feedback--------------------····-------·-··--· ·· ·•· ·· ·· -·····-···----·

Professionalism (To be completed by Headteacher & Cooperating

Teacher only)

Dress-----------------------------------------------------------------------------------
Deportment-----------------------------------------------------------------------·--
Preparedness------------------------------------------------------· · ----------------

Yes No
PORTFOLIO (evidence of compilation)
D
Summary of Assessment
~tren~lts------ ---------------------------------- ------------------·------------ ---------------------

Cyril Potter College of Education Page - 2- of 3

 Practicum 1

Areas for improvement- ---· ------------------------. -----------------------------·····---· ----

·------·--·-·----------------------------------------------------------------------------------------------·

------------·-----------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------
General Comments

Cooperating Teacher, Headteacher, Supervisor

------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------·-------------------------------·---------------------------------------------------------
--------------------------------------------------- ------ ----------------- -~--- ------- - ----------------- - ---

---------------------------------------------------------------
This Practicum Report was completed by:

D Cooperating teacher (Print) ------------------ Signature--------------·----

0 Head teacher (Print)----------------------------- Signature-------------------

0 Supervisor (Print)--------------------------------· Signature---····--··----··--

Passed Failed
In my estimation the trainee teacher has
Yes No
Trainee has read the report
General Comments (Trainee Teacher)

Signature of Trainee-------------------·----------------- Date-------· --- ---------------

Cyril Potter College of Education Page· 3- of 3