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MODULE 1 - Introduction to Engaging Instruction
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Course Overview (TCP) 03 minLecture1.1
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Introduction (TCP) 20 minLecture1.2
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The Teaching Cycle- The Challenge of the 21st Century (TCP) 10 minLecture1.3
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Importance of Identifying Learners Needs (TCP) 20 minLecture1.4
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Strategies for Supporting Students with Learning Difficulty (TCP) 30 minLecture1.5
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CLASS ACTIVITY (TCP) 15 minLecture1.6
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End of Module 1 Quiz (TCP) 10 questionsQuiz1.1
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MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 08 minLecture2.1
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LEARNING THEORIES (TCP) 30 minLecture2.2
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THE CONSTRUCTIVIST THEORY (TCP) 20 minLecture2.3
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OVERVIEW OF LESSON PLANNING (TCP) 10 minLecture2.4
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THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP) 30 minLecture2.5
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DIFFERENTIATION (TCP) 15 minLecture2.6
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BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP) 15 minLecture2.7
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PRACTICAL ASSIGNMENT (TCP) 15 minLecture2.8
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MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 10 minLecture3.1
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CLASS ACTIVITY (TCP) 12 minLecture3.2
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HOW THE BRAIN LEARNS (TCP) 25 minLecture3.3
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Learning Pyramid Quiz (TCP) 6 questionsQuiz3.1
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LEARNING PYRAMID (TCP) 20 minLecture3.4
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FORMATTING INFORMATION IN THE BRAIN (TCP) 15 minLecture3.5
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END OF MODULE ASSIGNMENT (TCP) 20 minLecture3.6
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MODULE 4 - Strategies for Delivering Engaging Instruction
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INTRODUCTION (TCP) 09 minLecture4.1
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STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP) 20 minLecture4.2
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CLASS ACTIVITY (TCP) 20 minLecture4.3
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AIMS & OBJECTIVES (TCP) 20 minLecture4.4
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USING THE S.M.A.R.T RULE (TCP) 20 minLecture4.5
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MULTI-SENSORY INSTRUCTION (TCP) 20 minLecture4.6
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STRATEGIES TO ACHIEVE MULTISENSORY INSTRUCTION (TCP) 20 minLecture4.7
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Resources to Achieve Multisensory Instruction beyond the Classroom (TCP) 20 minLecture4.8
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End of module assignment (TCP) 15 minLecture4.9
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MODULE 5 - Assessment as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 20 minLecture5.1
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TYPES OF ASSESSMENT (TCP) 10 minLecture5.2
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Module 5 QUIZ (TCP) 10 questionsQuiz5.1
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USING DATA TO INFORM ASSESSMENT (TCP) 12 minLecture5.3
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ASSESSMENT TOOLS (TCP) 25 minLecture5.4
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CLASS ASSIGNMENT (TCP) 20 minLecture5.5
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MODULE 6 - Assessment and Feedback - Theory & Practice
9-
INTRODUCTION (TCP) 15 minLecture6.1
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BLOOM’S TAXONOMY (TCP) 25 minLecture6.2
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CLASS ACTIVITY (TCP) 30 minLecture6.3
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BLOOM’S TAXONOMY IN ACTION (TCP) 10 minLecture6.4
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THE IMPORTANCE OF FEEDBACK (TCP) 10 minLecture6.5
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DELIVERING FEEDBACK (TCP) 15 minLecture6.6
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PRINCIPLES OF GOOD FEEDBACK (TCP) 20 minLecture6.7
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Course Conclusion (TCP) 20 minLecture6.8
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End of Course Quiz (TCP) 18 questionsQuiz6.1
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INTRODUCTION (TCP)
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96 Comments
It was a teacher centered kind of learning. The teacher did not pay apt attention to his learners rather he focused more on delivery his lesson. There were hardly instructional materials used and if at all used, it was not engaging at hence the students were so bored.
The lesson was boring …..he was pausing in between the information hes passing across ehich doesnt make me as a student to connect/relate easily with what he was saying!
The class is teacher centre and the lesson was boring. I have learnt to make my class students centred by engaging them in discussion.
So boring and not impactful. As for me I have always made my lesson interactive, I encourage students to observe, contribute and even be my teacher and from there we both have a lot to benefit.
THE LESSON WAS BORING AND OF COURSE TEACHER CENTERED.
This was a teacher centered learning. The lesson was obviously boring
The teacher’s tone was monotonous. He did not go out of his way to engage the children. He stood next to the board and did not even mover around. The students were disconnected but he didn’t even care to make a connection.
BORING & INTERESTING
His teaching method did not engage my understanding in any form. In fact, I can say I didn’t learn a thing here, I’m sure there learners also felt the same.
The lesson was teacher centered learning and was very boring and annoying.
This lesson have taught me how to carry all learners along by using instructional materials and collaboration amongst learners
The teacher is uninterestingly dull and could not have, in any way, in that state, motivate any learner to show interest in his lesson, talk less of learning. What a boring teacher delivering a most boring lesson!!!
There was never a time I delivered such an incoherent lesson.
The method of teaching adopted here is lecturing. Lecturing is a teacher-centred method of teaching, which is the most widely adopted method of teaching in most public schools.
It has its merits and demerits. Though the merits of this method favours the teacher.
The lesson was more focusing on the teacher more than accommodating the learners or participants and it was a dull lesson. Learners even lost concentration along the way. It is simply was not effective lesson or approach.
the teacher’s methodology is non-engaging and self-focused which makes it quite boring for the students.