As the level 400 students in the Colleges of Education are embarking on their out programme (Macro Teaching), surely there will be a kind of supervision and awarding of marks. There are going to be 3 forms of which what is required from the trainees will be used.
Fortunately, I have gathered some part in the Form A. These are what is required from the trainees to get their necessary scores.
Kindly go through them and remember that, every point with its explanation gives you 5 Marks. Any other will result to a mark change;
1. Objectives/Indicators. Teacher states specific, relevant, measurable and achievable objective(s)/Indicator(s) which are linked to classroom activities.
2. Summaries/Core points. Teacher states summaries/core points for all activities which relate to lesson objective(s)/Indicator(s) and clarify main skills/concepts.
3. Teaching and learning activities. Teacher provides varied teacher/learner activities that are logical, sequenced and direct student learning with approximate time indicated.
4. TLRs. Teacher states appropriate and varied TLRs and indicates when and how they will be used in the lesson.
5. Subject and pedagogical knowledge. Teacher shows adequate and up-to-date subject knowledge linked to objective(s)/Indicator(s); provides subject-specific-techniques that facilitate students’ understanding.
TEACHING METHODOLOGY AND DELIVERY
6. Introduction to the lesson. Teacher introduces the lesson, reviews students’ RPK, links it up with topic and stimulates student interest. Teacher shares lesson objective(s)/indicator(s) with students.
7. Presentation- teaching and learning activities. Teacher organizes teaching and learning activities sequentially, logically, uses varied pedagogical skills, maintains balance between teacher and student activities.
8. Pace of lesson and audibility of voice. Pace is appropriate for the entire lesson and all students can hear the teacher clearly. Teacher does not shout.
CHECK OUT THIS: Course Outline: Macro-Teaching
9. Questioning and feedback. Teacher asks well-balanced mixture of factual, probing, high order and divergent questions; distributes questions fairly, always encourages students’ questions and answers.
10. Use of white board/chalkboard. Teacher manages board effectively: date, subject, topic are written on the board; all core points are written on the board; writing is legible; gives students time to write down core points into their books; cleans board at the end of lesson.
11. Use of teaching/learning resources (TLRs). Teacher uses appropriate TLRs, links them to students’ previous knowledge and lesson objective(s) at key stage/s of the lesson.
12. Communication/Use of language. Teacher uses correct expressions; correct students’ language errors; encourages students to pay attention to their use of language; uses effective verbal & non-verbal communication; avoids language mannerism.
13. Student participation. Teacher engages all students in the lesson; facilitates problem-solving among students; encourages cooperative peer-tutoring and reflective learning; monitors progress and provides feedback.
14. Mastery of subject matter. Teacher exhibits command subject matter; gives precise information; exudes confidence, cites lots of examples; relates content to students’ experiences, fosters critical thinking.
15. Assessment of student learning. Teacher uses a variety of assessment techniques to determine understanding; assessments are linked to objectives & timely; he/she encourages students’ self-assessment and applicatio of learning.
16. Closure. Teacher draws attention to end of the lesson; uses question & answer, summary, practice to clarify main points along lesson objectives; gives and marks written exercise to evaluate learning; assigns activity for next lesson.
CLASSROOM ORGANIZATION AND MANAGEMENT
17. Management of the learning environment. Teacher establishes a purposeful learning environment; interacts with students; uses student ideas, encourages cooperative learning and monitors student learning activities.
18. Management of students’ behaviour. Teacher establishes clear parameters for student conduct, develops appropriate strategies for preventing problems, deals with misbehaviour promptly. He/she is fair, firm but friendly.
19. Teacher behaviour. Teacher shows enthusiasm in teaching, maintains students’ attention throughout the lesson, is creative and innovative, exhibits decorum in speech and behaviour and is smartly dressed.
20. Record keeping and attitude to teaching. Teacher keeps records of lessons in a bound notebook for reference; accepts constructive feedback to improve teaching in REMARKS column of the lesson notes; reflects on teaching.