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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
8-
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
9-
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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73 Comments
As for primary pupils, a teacher should make us of real objects like counters, puzzles, building blocks as well as audio visual
A maths teacher using orange or plain sheet of paper divided into 2, 3 ,4 etc when teaching fraction.
As for primary pupils a teacher should use real objects such as building blocks, counters as well as audio visual.
By doing lots of hands on activities/experiments that makes the class practically instrestesting as well carry all the learners along!
For a primary school teacher in science, I would make experiments that the children can participate in. For mathematics, I would even use storytelling to explain the relationship between numbers. I remember in primary school, my teacher taught me the relationship between multiplying negative and positive numbers with a story. I never forgot it.
Teachers should make use of real instructional materials or improvise in case there are no real materials to teach the learners
A teacher should be able to make his or her class lively by engaging the pupils in activities that will make learners wanting to always want to learn. As preschool teacher, l love to make lessons interesting by singing songs, nursery rhymes, play games and involving pupils in role play.
A primary teacher should use concrete objects, role play and more of teaching aids to drive his point to the level of the pupils.
In as much as real objects is key for teaching maths and science, improvisation cannot be overruled in effective teaching.
Teachers must make a conscious effort in making their classes lively especially in teaching subjects like maths and science which most students run from.
Using jumping jacks to teach identification of shapes.
Teacher makes model of different shapes and stick them to the floor. Teacher calls out names of the shapes and each learners jump on the particular shape called.
I think as the facilitator it would be more relevant and effective if the learners would have participated in the experiments to have that first hand feel to it than to have a limited participation by just observing. Allowing the maximum participation of the learners more than that of me as a facilitators would have sparked more discussions amongst and between us.