Professional Studies PDF

PROFESSIONAL STUDIES
College no : 2014/572
Name : SHUMBA BEAUTY
Date : 23 January 2014
Subject : Professional Studies
Lecturer : Mr E Phiri
Lecture : 1/2014
Intake : 2014
Topic :PROFESSIONAL STUDIES
What Is Professional Studies
 It is a subject in teacher education dedicated to preparing and sustaining the core skills
of actual teaching and learning
 It mainly teaches the teacher trainee to test his/her knowledge, experiences and
experiments with the reality of actual classroom through doing
 It is concerned with walking the talk that is facilitating understanding, practising and
making appropriate adjustments until effectiveness
Professional Studies Validity
 It lies in combining the theory with practise and coming up with a working tool that
both educate and trains the student teacher to be able to solve classroom challenges
 It is a subject that endeavours to marry theory and practise, train teachers the teaching
professional’s principles and ethics and the classroom pedagogic to achieve effective
teaching and learning
Teaching As A Profession
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 It exercises a high degree of responsibility in the way it fulfils the objectives formed
by the community which it is part
 Carrying out work founded upon a systematic body of knowledge and research
 Having members people who are governed by a code of conduct and professional
ethics
 Requiring a length period of initial training complimented by in-service growth and
development
 Profession is an occupation which performs an essential social function to
accomplish this function it require a body of knowledge grounded on theory
 This acquisition of this body knowledge and development of specific skills and a
length of period of higher reduction
 The period of education and training involves the process of socialisation in
professional values centre on the pre-eminence of essential profession to exercise
autonomy of practise
 A profession id therefore one who has
I. A specialised knowledge base (technical culture)
II. Commitment to meeting client needs (service ethics)
III. Strong collective identity (professional commitment)
IV. Collegial as opposed to bureaucratic control over practise and
professional practice (professional autonomy)
 Professionals should possess a specialised skill enabling them to offer a specialised
service
 Undergo intellectual and practical training in a well defined area of study
 Maintain detachment and integrity in exercising personal judgement on behalf of a
client
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 Establish direct personal relations with the client based on confidentiality, faith and
trust
 Collectively have the sense of responsibility for maintaining the competence and
integrity of the profession as a whole
 Tend to or required to avoid certain manners of attracting business or delivering
service
 They are organised in bodies which with or without state intervention are concerned
to provide the machinery of testing competence and regulating standards of
competence and conduct
 Have unions that govern to some extent the operations of their members
Teacher Ethics And Principles
 Ethics are a moral code (right or wrong) a guidance of what is ought and wrong, what
we ought to do and what we ought not to do as far as the group members are
concerned
 The purpose of the code of ethics are to provide the basis for distinguishing
scrupulous from unscrupulous professional conduct
 Help orient the newly initiated practitioner into his professional obligations, right and
privileges
 Serve as a basis of professional etiquette that is for regulating the conduct between
practitioners as well as provide the profession with a basis for executing the
incompetent or unscrupulous or defending the practitioner who is unjustly attacked
 Also as a guide to lay persons for understanding the professional conduct and of the
practitioner
1stPRINCIPLE
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 Guide children and youth in pursuit of knowledge and skills, to prepare them in the
ways of democracy and help them become happy useful and self supporting citizens
in fulfilling this obligation the teacher skill
 Deal justly and impartially with students and encourage them to formulate and work
for higher goal in the development of their physical, moral, spiritual
 Deal justly and impartially regardless of their physical, mental, emotional, political,
economical, social, racial and religious affiliation
 Recognise the difference among students and encourage them to formulate and work
for higher goals in the development of their physical, moral, creative and spiritual
endowments
 Respect the right of every student to have confidential about himself withheld except
if released by law
 Accept no enumeration for tutoring except in accordance with employment conditions
2nd PRINCIPLE
 The members of teaching, profession share with parents the task of shaping each
student’s purposes and acts towards socially acceptable ends
 The effectiveness of many methods of teaching are dependently on the co-operative
relationship with the home the teacher shall respect the basic right and of the parent or
guardian and responsibility of their children
 Seek to establish a friendly relationship with the home
 Provide parents with information that will serve the best interests of their children and
be discreet with the information got from parents
 Keep parents informed about their children’s performance
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Lecturer : Mr T.M Ncube
Lecture : 2/2014
Intake : 2014
Topic : Communication skills: Assignment writing
 An assignment is a task / duty given to someone to do.
Terms to be known and understood in essay questions or statements:
1. Account for: explain why x is as it is.

2. Give an account of: this means give a statement of facts in sequence/ in report form.
3. Analyse: describe the various parts of x and explain how they work together/ whether
they work together. Give points for and against.
4. Compare: Describe the major similarities between the two or more things
5. Contrast: this means describe the major differences between 2 or more things.
6. Compare and contrast: this means describe first the major similarities then the major
differences between two or more things.
7. Define: write a brief paragraph explaining the meaning of x if there is more than one
thing to define.
8. Describe: Write a brief paragraph. Give a detailed account of x
9. Discuss: write about the various opinions you have been reading about on the
subjects. Give points for and against and give conclusions from the points presented.
10. Elaborate on: write about a statement or quotation i.e part of the question. Explain the
statement or quotation in full detail and then state your point of view on it.
11. Evaluate: Give your opinion supported by evidence on the worthy or value of
something.
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12. Evaluate the validity of:(statement x) same as “evaluate” but the statement x is
probably not accurate in some way. You must explain what is wrong with the
statement before going on to state your opinion.
13. Examine: Divide into parts and describe each part critically. Write out in detail and
make clearer. Examine reasons and causes.
14. Explain: write out in detail make clearer. Examine reasons and causes.
15. Illustrate: use a figure/ diagram or specific example to make the meaning clearer.
16. Justify: Give reasons for your conclusions or opinions.
17. List: Present a group of items in the required order without comment unless asked for.
18. Outline: Describe the essential parts only.
19. Relate x to y: Show what the connections are. Discuss the similarities and differences.
20. Show: Give reasons and causes
21. State: Present clearly and consciously.
22. Suggest: propose a theory and defend it by showing how it could work.
23. Summarise: Give the main points omitting details.
24. Trace: Follow the development from its starting point.
An assignment essay.
 An assignment has the following parts/sections

1. Introduction
2. Definition of key terms/ key concepts
3. Main body of the essay/ main discussion
4. Conclusion
5. References
Types of essays
 There are two types of essays that students write. These are:
1. Descriptive essay
2. Argumentative essay
Descriptive essay
 Is one in which you have to list important points, ur own point of view is often not
required at all.
Argumentative essay
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 Is one in which you have to state your own point of view and to defend it by giving
supportive arguments.
Introduction (descriptive essay)
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Lecturer : Mr D Ndlovu
Lecture : /2014
Intake : 2014
Topic : RESEARCH
Designs and techniques

What is research?
 It is a systematic process of collecting and analyzing information data in order to
increases our understanding of phenomenal about which we are concerned or
interested in.
 It is a process or steps used to collect data to increase our understating of the topics or
issue.
 It is a systematic approach towards a purposeful investigation.
Survey
 It is systematic method of collecting data from a population of interest. It is qutitaive
in nature and aims at collecting information from a sample of the population such that
the results are the representatives of the population within a creation degree of error.
 A survey is any way of collecting data in a methodical manner from an interested
population of study.
What is data?
 This is information in its raw state or an organized form for example A B C D E or
numbers. That refers to objects or conditions.
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What is sample?
 It is a population or collection of all elements persons business being described or
measured by the sample.
1. Heterogeneous – it is a population which has characters which are dis similar.
2. Homogenous – a population who elements
The advantages of a survey
1. You can complete questions with many respondents within a short space of time
2. It can be done by telephone, fax, email
3. It is quantitate and generalized to an entire population
4. It is quantifiable and generilsed to an entire population
5. Standardized questioner can minimize bias
6. Large volumes of information can be collected in a short space of time
7. It takes less time to analyses the data.
The disadvantages of survey
1. It is more difficult to collect a comprehended understanding of the perspectives of the
respondents as compared to the other method like focus group discussions.
2. It may be very expensive
3. It requires some stoical knowledge sampling and other specialized skills to process
and interpreted
The three methods of collecting data under surveys
1. Face to face interviews
2. Telephone interviews
3. Mailed interviews
4. More electronic methods are now available
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Note: choose a method that will give you the highest response rate with your targeted
population.
Types of surveys
They are various types of surveys you can choose from but these are categorized broadly into
two groups:
1. Surveys done according to instruments
2. Surveys done according to the type of life span
 Surveys done according g to the instruments include questioners and interviews
 Surveys done according to the span of time include cross sectional and longitudinal
 A. cross sectional here you will be collecting information form the respondents at a
single point in time these usually use questionnaires
 B. longitudinal this means the study of trends over a long period of time the other aim
is to collect data and examine the changes in the data that gathered period of time.
 Sometimes the cross sectional are used to identify the relationship between 2
variables.
Sampling procedures
a. If the researcher desires to obtain information about a population has two options
every members can be tested.
b. A sample can be conducted were by only the selected members can be tested.
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Date : 03 February2014
Lecturer : Mr D Ndhlovu
Lecture : /2014
Intake : 2014
Topic : Research cont…
Sampling methods
They are classified into two:
1. Probability sampling
2. Non probability sampling
a. Probability sampling
 Here we have the simple random sampling – first you prepare an exhaustive list of
the respondents, you select the sample you desire,
 There is also stratified sampling – it involves cater goring members of the population
into exclusive and collectively members of the population. Clusters should be
represented of the population.
 Then there is the systematic sampling – this method is used in place of simple
random sampling the researcher selects to use every nth member in the population.
b. Non probability sampling
 Here there is convenience sampling – in this sampling design you are choosing
respondents who are convenient to him or her.
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 There is also quota sampling – here u are sampling a population that has been sub
divided into classes or categories.
 Then there is judgmental sampling – it is also known as purposive sampling or
deliberate sampling, researcher employs his or her own expert of judgmental about
who to choose or include in the sample process.
Experimental research
 It is a systematic and scientific approach in which the researcher manipulates one or
more variables and controls measures at any changes in other variables.
 Experimental is often used where there time priority in a caused relationship, you can
also use it where there is consistency in a caused relationship where a cause will
always lead some effect.
 Experiamtation can also be used as means of settling disputes regarding educational
practices
 They can also be used as the only way of verifying educational improvements
 It can also be used as the only way of establishing a cumulative tradition in which
improvements can be introduced without discarding old practices.
 Experiments answer the question is quotes what if the researcher manipulates
variables for example teaching methods and communication strategies.
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Lecturer : Mr D Ndlovu
Lecture : /2014
Intake : 2014
Topic : The classroom
The general features of a classroom
What is a classroom environment?
 This refers to the general content for learning the physical space furniture resources
and materials. The classroom atmosphere the participants attitudes and emotions.
 The major focus is on creating or providing activities that create positive productive
and facilitative learning by:
 1. Assisting students’ pupils to keep focused on learning tasks.
 2. Reducing destruction from learning
 3. Organizing and facilitating the flow of learning activities.
 4. Helping students to manage themselves
 5. Socializing the student into the school setup.
The characteristics of a 21st century teacher
 Teachers are expected to be the facilitators of the students learning and creators of
productive classroom activities in which students can develop the skills they will need
in the work place and life experiences.
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 The collaborative based curriculum that is used in the classroom develops the higher
order thinking skills effective that the students will lead in the 21st.
 Today collaboration is the thread to all the students learning teachers must embrace
new teaching strategies that are radically different from those on the 20th century.
 The 21st classroom is student centered not teacher centered.
 The students are learning either by doing the teacher as the coach in this case
facilitating the learning.
 Textbooks are no longer the only source of information now the students can use
various technological sources to get information.
 Flexible student groupings based on the student’s needs. The teacher must know how
to act as the classroom facilitator.
Physical space of the classroom
 Create an environment conducive to the concentration and study and learning all
students should feel compatible and at ease.
 They must be a mutual friendly and non-threatening atmosphere.
 The arrangements of the desks and the tables should facilitate collaborative.
 Does the room arrangement match the philosophy of learning?
 Do students have access to necessary materials?
 Are the destructive features of the room have been eliminated?
Attendance to the cosmetive space of the leanness
 This is based on the expectations the teacher has set to the students and learners in
the classroom.
 One should consider the following then:
1. Visibility – the room must be arranged in a manner that all the students can see the
chalkboard
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2. Accessibility – this refers to the access to high traffic areas like the chalk board or the
white board.
3. Destructibility – the desks should be arranged in such a way that the potential
destruction through the desks and windows is minimized. Some suggested that the
rows are better and some said the semi-circle is better.
4. Some say the teachers should think about the room as they plan. Also it has been
noted that the cooperative learning increases this student’s participation and also
engagement in the student’s activities.
5. It has also been noted that it is to the benefit of the students to use humor in keeping
the students interested.
Professional skills of a teacher
 Just as the classroom is changing so does the teacher should change to adopt to the
changes of the roles of engagement.
 You need to keep up breast of what is happening in the field
 Also it requires the teacher to keep updated on his knowledge and classroom
behaviors. The teacher must know how to act as the classroom facilitator use
appropriate resources and opportunities in creating an environment for learning.
 The teacher must be on the same page with his students
 A teacher must be able to provide a safe supportive environment for learning.
 The teacher must be skilled in managing multi tasks to create a positive productive
learning environment.
Skills to develop
 Personal traits – these are your attitudes and beliefs to learning.
 Flexibility - a sense of humor a sense of fairness.
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Name :SHUMBA BEAUTY
Date : 05 February 2014
Lecturer : Mr Phiri
Lecture : /2014
Intake : 2014
Topic : Skills to develop cont…
3. Deciveness – the ability to act on needs or request in accordance with the rules and
regulations and accepted norms. You should avoid causing delays in any manner.
Pedagogical skills
 To do with education process these are methods of teaching.
 A set of theoretical principals that lead to certain tenques and strategies in teaching
and learning.
 Effective teachers set realistic learning objectives, they also try to give incentives to
the students to try to learn and master certain concepts.
 You need to recognize the diversity of the students to choose the best method for
teaching the students.
 The following the skills:
1. The teacher must have good subject mastery
2. The ability to diagnose misunderstanding and misconceptions.
3. Effective teaching requires well rounded instructions or coaches who are confident in
the material they teach.
4. Knowledge of the learners, these refer to the biological social cognitive levels of the
pupils.
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5. Teaching methods the teacher must be familiar with the teaching methods, schematic
presentation of specific structural elements.
6. Knowledge of the self as the teacher.
7. Polite and thoughtful behavior
8. Honesty and integrity truth fullness and honesty form deceit.
9. Motivation which is the ability to get the best out of the learners
10. Communication a good teacher must be a good communicator and a good listener to
the pupils. This is transiting and transforming information to the pupils. The ability to
use simple correct language when communicating with the children in order for them
to understand.
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Lecture : /2014
Intake : 2014
Topic : Research
 The word research is made by two words namely RE and PRE meaning do it again.
 Research is a systematic process of critical inquiry leading to a valid proposition and
conclusion that are common to others.
 It can be defined as an investigation aimed at finding out the inquires and facts about
something.
 Research is also defined as the scientific investigation of phenomena which includes
collection of data analysis.
Characteristics of research
 It is imperial the data collected is based on observation of the general truth, the
gathering of data uses the five senses
 It is systematic, it follows a laid down step by step procedure of studying the variable.
 It can be replicable this is a type of research project which was done by other people
and coming up with the same solution.
 Cyclic, the process of the cycle in the case that it can start with a problem and end
with a problem.
 Logical, this means the research is based on valid procedure and principles.
 Methological this means research is conducted in a mythological manner.
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 Analytical research utilizes analytical proven procedures.
 Reproducibility this is the same as replicability.
 Originality, this means that your work should be original
 Research is generative this means that by answering one questions leads to many
other questions.
Purpose of research
 Exploration – this type of research is carried out in an organizational setting where it
has been worked on a little.
 Speculative where by the researcher takes into account of situations and speculates as
there are future implications.
 Descriptive – it aims to gather information that aluminates relationship.
 Explanatory – here u will be explain with words you will be selecting words that are
related to the subjects to explain them.
 Predictive – this is a research that predicts a course of events.
 Evaluation – this is done to evaluate the impact of something like a new policy or
something.
Roles and uses of research
 For testing validity of the theories or theories
 Evaluating the effectiveness of various designs
 Enabling individual prationioners to monitor his or her work
 Letting know of colleagues how interesting the courses can be on the field
 Establishing the academic by practicing by establishing
 Enhancing the professional studies
Ethics of research
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 This is a branch concerned with relating to the human conduct with respect to the
rightness and wrongness
Purposes of research ethics
 To report the finding of the experiment clearly and firmly
 To cooperate with the colleagues and others
 To protect the right of the participants
 Honesty to be honest in all research projects.
 Objectivity try to avoid bias in the experiment try to take the experiment as it is.
 Integrity keep your promises and agreements
 Carefulness avoid clumsiness and negligence
 Openness share data findings new ideas.
 Respectful for property honor copy rights
 Confidential things should be kept confidential such as grants submitted by the
publication
 Responsible mentoring help to educate and mentor the pupils
 Respect for the colleagues
 Social responsibility
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Date : 13 February 2014
Lecture : 1/2014
Intake : 2014
Topic : Ethics and social responsibilities
Ethics continued
a. Responsible monitoring
b. Respect the colleague respect you colleagues
c. Social responsibility
d. Legality, know and obey relevant laws
e. Animals cares show proper care to the animals when using them in research
f. Human subject protection when conducting research on a subject minimize the harm
3rd principles
 The teaching profession involves trust not only in the teachers own conduct but also
with the school environment in general.
 Education is most friendly when the relationship and the environment is also friendly
 In fulfilling the 3rd principle the teacher must:
1. Adhere to the behaviors and principles that are accepted by the community
2. Perform the duties of action ship and participates in the community activities
3. Shall discuss controvetiala issues from an objective view
4. Recognize that the soul belongs to the community and strives his best to keep the
community informed
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5. Respect the community and be loyal to the school system
6. Work to improve the education of the community
4rd principle
 The teaching profession and the members of the gorvemnet have the right to respect
the obligations of employment which are based on the employer employee relations.
Thus the teacher here should:
1. Conduct professional business through the proper channels
2. Refrain form discussing confidential information with the unauthorized personal
3. Apply for employment on the basis of competence only to avoid asking for specific
positions known to be filled with someone else.
4. Refuse positions that have been created in an unprofessional manner
5. Give notice before change of position
6. Adhere to the condition of the contract
7. Be fair to the recommendations given concerned with other teachers works
5th principle
 The teaching profession is distinguished form many other professions so thus the
teacher here should:
1. Treat other member the way you would want to be treated by others
2. Stand by other chicks who have acted on your behalf
3. Make the teaching profession attractive to the young people so that they could also
enter the profession
Prescriptive code of ethics
 The teachers conduct dress shall be exemplary
 A teacher should speak maximum education for the benefit of the pupils
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 A teacher shall regard his students as his young brothers and sisters or children
entrusted to him or her
 A teacher shall always be honest with his dealing with the students
 A teacher shall control his temper in front of the children
 A teacher can seek knowledge for the benefit of it and also a teacher shall do
everything in his power to defend the teaching profession and also enhance it.
 A teacher shall not pretend d to now when he does not know
 A teacher shall not divulge any result of any examination or test
 A teacher shall now appear before his class drunk or undressed.
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Lecturer : Mr Mnkantjo
Lecture : /2014
Intake : 2014
Topic : Classroom management
Descriptive encouraging
 It is to encourage students to become more aware of their competence by describing
exactly what they see or hear form what has presented to them
 It describes to the students the behavior that will enable them to learn
 It re enforces the rules and it promotes a positive supportive environment it focuses on
strength and it builds, it tells the students about their competence. Here the students
shall:
 Sate the ovias that they see
 Use a respectful measure tone that an exaggerated one
Selective attending
 This is to give minimum attention to safe task or in appropriate behavior, this will
help avoid unintentionally re enforcing off task or descriptive behavior, decreasing the
likely hood that behavior would be repeated.
 It gives you time to think about how you would handle the students who are on task
 It sends a message to all the students about your expectations
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a. Do it when the student is displaying off task or in approiate behavior that is not only
destructing others.
b. Keep this student in your prperial view
c. Attend to the student when he displays appropriate behavior
Classroom management and motivation
 Motivation of students is very crucial to the learning situation and environment
 Motivated students will tend to concentrate on their task
 Jenson (1998) defines motivation as an inner strength that is released itself in the
form of energy and propels the person along the track of success, it is expressed in
the form of desire and determination
 It provides will power to resist temptation that would miss direct energy, it keeps a
person on track.
Motivation technics
1. Try to make every lesson interesting by making it as active and adventures
2. Leaners should know what they are to do, how and how they would know how they
have archived the objectives
3. As a teacher take into account individual differences background and attitude towards
schools
4. Do everything possible to satisfy the deficiency needs that is safety and belongingness
5. Allow the physical conditions of the pupils and the classroom
6. Make the room physical and physiologically safe
7. Show the leaners that you are interested in them
8. Arrange all the learning experiences so that all learners can gain a degree of esteem,
teacher to divert learning experiences towards the feelings of success
9. Make use of objectives that are attainable but that are attainable
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10. Provide knowledge of results by emphasizing on the positive
11. Permit and encourage students to direct their own learning
12. Vary your teaching methods
13. Be dramatic and have sense of humor
14. Be approachable and accessible
Discipline
 This is the term that is punishment controlled by forcing
 Badger (1992 : 148) argued that discipline is rule enforced against destructive
behavior e.g. noise
 Olive (1984: 208) states that classroom discipline as a state or order in the classroom
environment which permits learning to proceed smoothly and productivity
Signs and indiscipline in classroom
a. Restlessness
b. Fidgeting
c. Continue whispering
Causes of indiscipline
a. The personality of the students, ezewu (1983) argues that frustrated parents may fail
to meet the needs of the child or the child may continually fail tests for the exams or
the school environment may cause or develop some negative attitudes towards life
which may lead to child developing antisocial personalities such as breaking school
rules.
b. Peer pressure / groups, as the child interacts with others he may be influenced leading
to indiscipline
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c. Teachers, the main causes are the teacher personal qualities such as poor use of
language and some are as follows: arrogance, failure to help those pupils whose self-
concept are in danger, dishonesty, inability to have humor, lack of experience in the
teaching field, poor relations poor methods of teaching or of instruction. There is also
poor communication and planning.
School
 The school may also provide a fertile ground for discontent and miss behavior, the
school may provide a climate which may present a poor school tone which may lead
to displeasure
 The school is strutted on the lines of hierocracy which this damages the ego and self
esteem
 Fails to recognize the pupils opinion this may dis courage the pupils
 The school may also show mistrust on their pupils through a number of things for
example stiff rules and regulations.
Home and community
Managing the leader
a. Now your students by name
b. Teacher philosophy
c. Physical environment
d. Classrooms and procedures preventing discipline problems
e. Having a discipline plan
f. Preventing discipline problems
Managing the learning environment
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 The class creates the first students impression of what to expect from the class and the
teacher.
 Create a structed environment, a welcoming class by providing an inviting classroom
climate.
 Making sure there is adequate space for moving around the class
 Making sure the students are able to see the chalkboard
 And also being prepared
 Communicate high expectations
 Establish procedures and routines
Additional tips
 Begin with a strong first day
 Make the students know who is in charge
 Be well prepared for each class periods, a well-planned lesson eliminates about 90%
of the discipline problems.
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Lecturer : Mrs Mashoko
Lecture : /2014
Intake : 2014
Topic : Research
Methods of research
1. Qualitative research
2. Quantitative research
 Qualitative research – it is a sort of narration, according to best and khan (1993 : 185),
it is detailed thick description, inquiry in depth, direct quotations cooperating peoples
personal perspectives and experiences
 Data is collected through in depth open ended interviews
 The data form the interviews consist of direct quotations
 The most common forms of qualitative research are:
 1. Case studies 2. Document analysis 3.pornography
Document analysis – these are records that is the teachers records
 The research her has direct contact with and gets close to the people in the situation
 Researchers personal experiences and insights are an important part of the inquiry
and critical to understanding the phenomena
 Qualitative research methods permit the descriptive of the phenomena of the events
in an attempt to understand them.
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 Such descriptions maybe used to seek principles and explanations that generalize
 Qualitative research often results in volumes of notes from observations, interviews
and documents. When observation is used it usually consist of detailed notation.
Characteristics of qualitative research
 It has a natural setting as the direct source of data
 The researcher is a key instrument, the researcher enters and spends considerable
time in the families and other locations
 Data is usually collected through sustained contact with the people, in the setting
where they normally spend their time
 Participant observation and in-depth observation are the most common ways of
collecting data.
 This material is suplsendend by other data such as school memos, news papers
 Qualitative researchers go to the particular area understudy because they are
concerned with the context.
 Qualitative research is descriptive
 The data collected is in the form of words and pictures
 The data collected includes interview transcripts field matter, memos, video tapes.
 Qualitative research is concerned with process rather than the products.
 Q meaning it is of essential to the nature of the qualitative research, it should be mean
full
 Qualitative research are concerned with that they make sure that they capture
perspectives accurately.
 They setup strategies and procedures
 It is done for the purpose of understanding social phenomena
 They emphasis a holistic interpretation, they perceive facts and values.
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Quantitative research
 It can be defied as a numerical method of describing, observation of materials or
characteristics
 While conducting research the qualitative researcher often comes across quantitative
research which has been piled by others.
 It involves some type of comparison or contrast and attempts to find the relationship
between existing non manipulated values.
 Some of statically analysis is used to describe the data and this is done mostly on
computer.
 Computer are extremely useful in this research for data analysis because of their
functionality and speed
 Quantitative can have conventional uses in qualitative research it can be suggested
trends in a setting whether for example the number of students has saved an
increasing decreasing. It can also provide descriptive information.
 This kind of data can open up avenues to explore
 Quantitative data are often included in qualitative writing.
 Statically data can also serve as you develop
Characteristics of quantitative research
 It is closely associated with reasoning from general reasoning from general principles
 The process of quantitative produces rates and measures
 Quantitative research is detective in nature
 It is done to determine relationships causes and effects
 Singling out people objects and events to quantify changes their meaning, usually a
cause and effect relationships and being studied with the treatment.
 So the critirary applied to the general of reasoning are required.
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 Permit careful elimination of explanation, researcher is frequently by how well the
study for his purpose
Comparing and contrasting qualitative and quantitative
[Type text]
Lecturer : Mr M Moyo
Lecture : /2014
Intake : 2014
Topic : Sampling and planning
Lesson planning
 Makaria and warrior (1989) they view a lesson plan as a written account of the
preparation for a lesson that shows in summary from how the lesson is supposed to
proceed.
 Gwarinda (19930 states that the person plan is the immediate translation of the source
of work into action, he goes on to say a lesson plan shows what the teacher is going to
teach for how many minutes to whom and how and why.
 In order for a teacher to draw up a mean full lesson plan you need to prepare
thoroughly.
 In order for you to have a good lesson plan you need to consider the age of the pupils
and also the cognitive development of the class.
 Plan to use the use of concrete media for effective learning
Elements of a lesson plan
 This include the date, name, school and the sub heading such as the introduction and
also the conclusion
Lesson objectives and the expected out comes
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 A lesson objective is a statement of intent for a specific lesson, otherwise we are
saying a lesson objective is what the teacher wants to achieve in the lesson\
 These are your learning outcomes exhibited by your pupils in terms of knowledge and
skill in terms of values
 But at large objectives are encouraged to be behavioral in nature
 In Zimbabwe the student teachers are encouraged to state SMART objectives.
 That is as follows:
1. S – specific
2. M – measurable
3. A – achievable
4. R – result oriented
5. T – time specific
 As a teacher you should also note that the objectives give you direction in terms of the
guide you through the lesson how the lesson should go.
 Also the objectives determine what material to include in the lesson
 To ensure that you state objectives that are behavioral you should start with a
statement that begins with: by the end of the lesson pupils should be able to
Action verbs to be used in the objectives
 They should be able to demostatrate, state, explain, describe, complete, measure,
mold, add, discuss
 A lesson plan should at least have more than one objective
Instructional media
 You sate the materials you will use in the lesson
 It’s how you use the media that will determine whether it will convey a message that
the pupils will understand.
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 For an effective utilization of instructional media you should:
 1. Test the media before you use it to check if it works
 2. Ensure the chalk board is clean before placing the media
 3. Take care of safety precautions
[Type text]
Date : 05 March2014
Lecture : /2014
Intake : 2014
Topic : The school curriculum
The scheming
 The school curriculum is all of the learning of the student planned and directed by the
school to attention its goals.
 Hidden curriculum are those which people learn from school
 It is the central grovemnet that deceives what the students should learn
The curriculum design
 It involves entails the liberal purposive planning for the conceptual frame work of the
curriculum, the curriculum development unit commonly referred to as CDU is the
designing agent and the policy and national goals.
Curriculum implementation
Syllabus
 These are outcomes and summaries of the content to be covered in an educational
program.
Scheming
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 Kasambira in his book practices of teaching he views a scheme of work as the
teachers interpretation of the syllabus and a working plan a teacher develops from the
syllabus.
 Gwarinda (1995: 390 the scheme of work is the logical and sequential or step by step
arrangements of subject matter to be taught and learnt drawn from the syllabus.
 A scheme of work should include the following:
1. The time factor
2. Content to be covered
3. Methods and activities
4. Learning media and teaching
5. Scheme objectives
6. References and values
[Type text]
Date : 06 March2014
Lecturer : Mr D Ndhlovu
Lecture : /2014
Intake : 2014
Topic : Research
Data collecting instruments
 These are also called research instruments, a research instrument is a survey,
questionnaires, test or tool designed to measure variables characteristics or
information of interest.
Three important qualities of data
1. Validity – this can be viewed as the ability of instruments used to measure what they
were supposed to measure
2. Reliability - here we are asking if the data collected yields the same results
3. Generisability – the data you is it applicable and transferable to other situations.
Guidelines for collecting or generating data
a. Be clear why you are collecting data, research questions should relate to specific
information needs of the project be clear as to how you are going to use the data you
have collected.
b. Design a process to collect the data
c. Decide on the amount of data needed
d. Data must give answers to yours questions
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e. It is important to validate the different views in order to come up with a world view
Research instruments
a. Questionnaire – its data collection instrument mostly used in normative surveys, it has
a set of questions deliberately designed for the purpose of collecting data
b. It is a form of inquiry document which contains a systematically complied and well
organized
Type of questionnaires
a. The structure or closed questionnaires – they are closed in the sense that some control or
guidance is given to the answer, this may be closed in the sense that the questions are
basically short and require short answers. It can also be multiple choice questions
b. Unstructured or open ended questions – these call for a free response from the answerer,
they can have long answers. It constitutes of questions that give the respondent a chance
to express his opinions
Advantages and disadvantages of questionnaires
The choice of questionnaires as a research tool will be guided by the following advantages;
 Practicability
 Large amounts of information can be collected from a large number of people in a
short period of time and in a relatively cost effective way.
 Can be carried out by the researcher or by any number of people with limited effect to
its validity and reliability.
 The results of the questionnaires can usually be quickly and easily quantified by the
researcher.
 Can be analysed more scientifically and objectively than other forms of research.
[Type text]
 When data has been quantified, it can be used to compare and contrast other research
and may be used to measure change.
The disadvantages of questionnaires are;
 It is argued to be inadequate to understand some forms of information - i.e. changes of
emotions, behaviour, feelings etc.
 Lacks validity.
 There is no way to tell how truthful a respondent is being.
 There is no way of telling how much thought a respondent has put in.
 The respondent may be forgetful or not thinking within the full context of the
situation.
 People may read differently into each question and therefore reply based on their own
interpretation of the question.
 There is a level of researcher imposition, meaning that when developing the
questionnaire, the researcher is making their own decisions and assumptions as to
what is and is not important...therefore they may be missing something that is of
importance.
 The process of coding in the case of open ended questions opens a great possibility of
subjectivity by the researcher
Interview
 They are necessary when researchers feel the need to face to face with individuals to
interact and generate ideas in a discourse that boards with mutual interest.
 Specific with researcher the researcher has to identify specific possible information
 The creation of cardinal atmosphere is therefore vital to the success of such an
interview apart from face to face interview they can also be done over the phone.
Types of interviews
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1. Structured interviews – they are formal in the sense that sets of questions known
as interview questions are posed to each other interview visited and the responses
are recorded on a standardized schedule it is characterized as being a close
interview. In this type of interview the interviewer follows a set of patterns
2. Unstructured interviews – this is the less formal time in which a set of questions
maybe used the interviewer freely modifies the sequence of questions changes the
wording and sometimes might explain what the questions mean. Here the
researcher has to be careful in order not to deviate from his focus or intention. It
also gives freedom to the respondent to express his ideas freely, here there are no
set questions in this study.
3. Focus interviews – it focuses on the respondents subjectivisms and experiences on
the subject matter to elicit more information. This method is used to render the
none directive interview.
Advantages of interviews
The other tool to be used in the research will be interview guide for a face to face interview
because of the following reasons;-
 Face-to-face interviews can take its advantage of social cues. Social cues, such as voice,
intonation, body language etc. of the interviewee can give the interviewer a lot of extra
information that can be added to the verbal answer of the interviewee on a question.
 Face-to-face interview also has the advantage that the interviewer has a lot of possibilities
to create a good interview atmosphere. In other words the interviewer can make more use
of a standardisation of the situation.
 If the respondent lacks reading skills to answer a questionnaire, interview guide can be
useful for untangling complex topics.
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 The Interviewer can probe deeper into a response given by an interviewee and it produces
a higher response rate.
 The last advantage of this interview method is that termination of a face-to-face interview
is easy, compared to other interview methods.
However, the following limitations go with interview guide;-
 On the other hand this face-to-face communication can bring with it a lot of time and
costs.
 The interviewer must concentrate much more on the questions to be asked and the
answers given especially when a structured interview list is used.
 The interviewer can affect the data if one is not consistent.
 It is very time consuming and it is not used for a large number of people.
 The Interviewer may be biased and ask closed questions.
Pretest and post test
Why use these things?
1. To quantify the knowledge attained form a class of group of students
2. The test indicate how the students are learning in the coarse
3. The data will target the students requiring extra help and will identify the teaching
methods that need to be changed.
Reason for pretests
1. To measure the starting or the amount of preexisting knowledge
2. To compare with the starting point of the post tests to inform the teacher about the
topics that are not based on the course of the students’ knowledge.
3. The measure the learning as result of the course experiences
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4. To analyze the appropriateness of the learning objectives.
5. To recognize the students who need additional help
6. To target any instructional needs to improve the course.
[Type text]
Name :SHUMBA BEAUTY
Date : 11 March2014
Lecturer : Mr L Mutema
Lecture : /2014
Intake : 2014
Topic : Educational media and technology
Education
 It refers to the modification of behavior as a result of past experience or prier
activities, it is the process or helping the learner to adjust to the changing world.
 Technology provides some or most of the solutions to some of the problems thus that
is why it is now used in education.
Educational technology
 It implies a behavioral science approach to teaching and learning and this means the
use of technology and concepts developed in phycology
Educational media
 It refers to materials or gadgets employed in the teaching and learning process
 Gwarinda (1993: 74) he says educational media or teaching aids are additional
materials used when using a particular method to make learning easy.
 They are also called educational media because or teaching aids are additional
materials because they help to transmit the message to the learner.
Types of teaching media
They are classified into:
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1. Print media – these are such as books magazines journals and newspapers
2. Photographic material – these are media such as still pictures
3. Graphic media – these are media which include wall charts
4. Amelia media – these appeal to the ear
5. Models – these are representative of real things
6. Simulation and games – these may be written e.g. cross word puzzles
7. Live objects – like frogs they are also known as realia
8. Computers
None protected media
 these are media that cannot be cast on to the screen
 they have an infinite variety and size of shape
 they are far more easily preoccupied and their amendment and alterations has got
fewer difficulties
 Many none projected media such as chalk board and magnetic board.
Categories of none protected media
It can be grouped into:
 Display surfaces or board
 Pictorial media
 Adhesives
 Mobiles
 Printed media
 Display surfaces
1. Display surfaces – they are a number of display surfaces that can be found to be
useful
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a. The chalk boards, copy boards and file charts
b. Chalkboard – it not on its own a visual surface board which conveys a message, on
it’s on it is just a black surface. It only remains as a piece of material which can only
be sued to convey a piece of message. The chalkboard provides an opportunity for
creativity.
Advantages of chalkboard
1. It is always available
2. It requires no special talent or equipment to use it
3. Alterations and amendments are easily made
4. It is versatile
Principles of the chalk board
a. The chalk board is not a place to scribble
b. It is important to write on the chalkboard so that the learners know how to write
clearly
c. Write or point legibly enough to be seen by the pupils
d. Refrain from talking when you are facing the chalk board
e. Give pupils enough time to copy what has been written
f. Unwanted material must be erased
g. It sets an example to the class
h. Nothing looks worse than a chalk board with writing on it.
[Type text]
College no : P.O 2014/572
Date : 12 March 2014
Lecture : /2014
Intake : 2014
Topic : Educational media and technology
Chalk board principles continued.
Effective chalkboard use
a. An effective chalk board must be in good light, scattered chalk board gives the
impression of scattered work.
b. It must have a neat surface and be free from glare
c. The board must be visible from all positions
d. The teacher must not stand in line between the board and pupils
e. The letters must always be large enough be seen by the pupils at the back
f. The diagrams should always be large enough for clarity
g. Always use the correct script when writing on the chalk board
h. Colored chalk can brighten up the chalk board
Multipurpose white board
a. These can be in place of chalk boards but they are largely expensive
b. They are very adaptable to different situations
c. They are sometimes called marker boards because sometimes they have markers
d. They are used for purposes such as projection of films advantages of white boards
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Advantages of white boards
 The use of markers thus avoiding the chalk dust
 They are long lasting without servicing
 Bright and colorful diagrams can be drawn on them
Bulletin boards
 It is a board that you put information on it
 They can be different sizes
 They are instructional motivational and decorative they must be kept up to date and
aimed at the current lessons
 Avoid crowding materials on the bulletin board because it can make it unattractive
and confusing
Cloth / flannel boards
 To construct these one wraps a well flannel cloth over a hard flat surface such as ply
or wood, pieces of flannel stick together easily when pressed one over the other and
the back of the work to be displayed can have some coarse saint paper stuck into it
and this will easily stick on to the flannel.
 Cloth boards are very useful for instruction
Pictorial media
 These include the graphic materials which are cartoons, charts, drawings and so on.
Advantages of pictorial media
 An anourmouse variety is available
 Every subject is easily covered
 No special machinery or equipment is required for their display
 Pictures are universal international means of communication
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 They are adaptable to any teaching situation in any accommodation.
A good pictorial media
 It must have clarity the lay out and the printing must be clear to be seen by the pupils
 It must be big enough to be seen by the pupils sitting at the back
 Simply enough to contain the necessary details
 The pic must be accurate and athetic in its representation, the picture must represent
reality.
 Cartoons can be a very familiar and popular graphic format, they have become a
common sight in any media such as the newspapers
 They have an advantage of being read easily, quickly by both the adults and also the
children. The manner of interpretation would depend on the experience.
 It is most important to ascertain that the cartoon to be used is in its experience.
Charts
 Readily made pictures or charts do not suit the demands. The teacher would be very
knowing of his wants and would produce a chart that he desires.
 Gwarinda (1997) says that charts must be simple and catchy they are meant to make
the learning process simpler and more enjoyable and should be used as a way of
showing the teacher cleverness.
[Type text]
Date : 13 March 2014
Lecturer : Mr T Mnkantjo
Lecture : /2014
Intake : 2014
Topic : Pre test and Post test
Pre-test
Mkandla (1996:83) defines a pre-test as “a means of measuring or finding out pupils’
performance in a set standard.” A pre-test is a test which is given to individuals before
an intervention strategy.” In our case the researcher gave respondents a theory and a
practical test on colour before he actually taught the topic. The test results however,
became the concern of the interviews- clients had to bring their art work in the
interview and would express the challenges that they met during the design process.
The results of the test showed that there was still a mountain to climb in the part of
both parties- students and teacher.
Advantages of Pre-test
 Allows the researcher to identify the learning problem (Borg 1996);
 Allows the researcher to measure the capabilities of the pupils (Mkandla 1996);
 Determines which teaching strategies to be put in place and;
Help the researcher to know the level of knowledge of pupils (Borg 1996).
Disadvantages of Pre-test
[Type text]
 can offer biased information to the researcher who may tend to conclude the
dullness rather than potentiality of students, who happen to fail the pre-test ;
 can affect the results of the study and;
 May weaken the direct link between the interviewer and the client (Borg 1996).
Post-test
Borg et al (1996:763) state that post-test are administered following an intervention in
order to determine the effects of the intervention. Furthermore Farrant (1982) points that
post-test provide information about the pupils’ abilities and performance, and enables
meaningful comparison and clarifications to be made. It was after the intervention that the
researcher gave the post-test. The intervention had to expose clients to different types of
colours which some of them were not known to them_ especially tertiary colours. Clients
learnt to identify some analogues of several colours.
Advantages of post-test
 Tests help pupils to improve their performances through competing with others.
(Deighton 1971);
 They are easy to evaluate and asses the results (Silverman 2000);
 Tests provide factual information about pupil’s abilities and performance and it
enables meaningful comparison and classification to be made. Farrant (1980)
Disadvantages of post-test
 Some pupils may copy from others due to their in ability to work on their own and
thus the result will not depict the true abilities of pupils. (Silverman 2000)
 Some pupils may fail to finish the test due to slowness. (Beach 1985)
[Type text]
 Farrant (1980) also adds on that lot of time is wasted during the preparation of the
environment and the apparatus to be used.
Observation
Farrant (1980) defines observation as looking carefully and perceive what is
happening and finally draw a conclusion. This instrument has been used initially as
the first instrument in the collection of data. It is through this instrument that the
researcher identified the problem, during the course of September 2014. Again, here
this instrument has been used to identify which clients actively participate, lack
knowledge, fast learners, slow learners and colour appreciation/ understanding. The
advantages are that the clients are observed without their knowledge. The researcher
judges to himself. However, sometimes distance observation can provide wrong
information about the client.
Advantages
 Farrant (1980) indicates that the information obtained from observation is
accurate and obtained first hand.
 Farrant (1980) goes on to say that this method (observation) enables one to
have first had observation of the pupils, the environment they use and the time
they use during their activities rather than hearing about it.
 The method usually has results that are quantitively accurate than could be by
self-report Borg and Gill (1989).
Disadvantages
 There is no proof that the researcher carried out the observation. Arding
(1988) there might be the misinterpretation of behaviors and Facts.
[Type text]
 Arding (1988) pupils who know that they are being observed usually change
their behaviors and some may stop participating as they will no longer be
comftable. Bress and Smith (1995).
Types of observation
a. Participant observation – here a researcher lives as a member of the subject
understudy. He will be involved in the subjects who are under study in their lives.
Here the researcher gets firsthand experience, this is the type of observation which
deals with convert investigation.
b. None participant observation – this when the researcher does not as the mebwer of the
subject understudy, the researcher match the subjects with their knowlgde of his status
as a researcher but without taking any part of the situation understudy, the approach is
criticized on the ground.
What are field notes?
 These are written records of four perceptions in the field
 The process of generating field notes needs to be realistic, by generating field notes it
contributes to the professional development of the researcher
 Do not collect detail for the sake of detail
 When taking filed notes write descriptively where you observed.
 Use specific concentrated objectives, and evaluate them
Document analysis
 Content refers to words pictures, symbols, ideas themes or nay message that can be
communicated
 The text is anything written that can be visually seen and spoken
[Type text]
 the artifacts that are created are the teaching and learning situations that can be used
for the research purposes
 The teacher greeted artifacts are the lesson plans and the peer reports and review
reports. When all the documents are studied and analyzed it becomes cooperative.
 Document analysis could either be primary and both secondary data generation
Focus group discussions
 These are small groups of six to ten people the discussion led by a skilled moderator
 The group must be large enough to generate discussion
 The moderators goal is to generate a maximum number of different ideas and
opinions
 The participants comments will stimulate and influence the creation of ideas
[Type text]
Date : 13 May 2014
Lecturer : Mr T M Ncube
Lecture :1 Term 2 /2014
Intake : 2014
Topic : Teaching Methods
Discussion method or seminar
 It where by the teacher is not doing the talking as in the lecture method, the pupils do
most of the talking but in guided manner
 It is a method that which promote the exchange of ideas and opinions. (Gwarinda
1993:55)
Ways of maintaining good qaulity discussion
 To maintain the good quality discussion the following points should be observed:
a. Stick to the topic
b. Respect the view point of others
c. Listen carefully when others are speaking
d. Use facts to support statement
e. Ask question when you do not understand
f. Let as many people as possible to take part in the discussion
g. Do not allow individuals to dominate the discussion
 Gatawa 1990:78
Ways of handling discussion method

[Type text]
 A useful way of employing this method is to:
a. Divide the pupils into groups
b. Give the pupils the topic for discussion a day or two before the lesson is
executed
c. Give each group specific areas of research in preparation for the discussion
d. Have each group write down its major points on papers which can be
collected, assessed and filed at the end of the lesson
Types of discussion methods
1. Small group discussion
 In this form the class is divided into small groups of about 5 members
 Each small group has a leader and secretary who writes down the points
 To develop an air of intimacy group members sit in a circle
 Individuals should not be allowed to monopolise the discussion
 It stimulates free exchange of ideas removes inhibition and encourages unity
of purpose among the pupils
2. Panel discussion
 The average of panel is 5 with an moderator to introduce the topic
 Each panel member gives a short statements of facts and opinions
 The audience is given an opportunity to ask question of panel members before
the moderator gives an summary of the main points made
3. Debates discussion
 It focuses on the pause and cons of the issue
 There are two teams each of which argues for one side of the issue
 The points are presented alternatively by the teams
[Type text]
 The winning team is decided by two or three judges who must agree on the
team that has presented the strongest argument
 The teams are assessed by delivery, accuracy, precision of argument and
impact on the audience
 A debate is likely to be good and lively when there is a current topic that leads
to opposing points of view
 It helps students clarify their own thinking and develop skills of presenting
arguments in support of their thinking
 It helps pupils to appreciate different view points
Merits of the discussion method
 It is useful in the social sciences and literature where values and judgement rather
than ‘dry facts’ are predominant
 It helps to make pupils critical thinkers who develop values in a manner which makes
them internalise the values as ‘their own’
 The teacher acts as a guide without imposing his own views and this creates amicable
atmosphere between the teacher and the pupils
 Criticism and self-criticism are just developed in a sound pedagogical situation
 It turns to promote the socialist spirit of learning or working together since the ideas
of different people are aired and examined together conclusion being reached on the
basis of mutual agreement, or the result of better argument leading to the whole
group being convinced of their truth on a particular issue
 It leads to critical awareness, teaching pupils to look at ideas and opinions in a
questioning style where one has to support one’s point view in a logical series
 There is less emphasis on right or wrong answer so that everybody enjoys a feeling of
satisfaction from their contributions
[Type text]
 It helps pupils to exhibit the capacity to formulate ideas, to exchange views, to
practice, to participate freely and willingly to take effective action and valid and
informed decision to solve problems. (Mkandla. V. A 2004:139)
Group work method
 Jacinta and Regina (1983), define grouping as a flexible kind of classroom
arrangement for adjusting the curriculum to the children’s needs and abilities rather
than teaching the whole class as a unity with everyone learning at the same time. The
most common ones are the ability, mixed ability, interest, paired and social group
The group method in general
a. It involves dividing the class into small groups of 6 or so, pupils with a group
leader
b. Pupils should take turns of being group leaders
c. The groups ma y be permanent for all subjects or only for a certain subject
d. They can also be set up for a particular subject
Two types of group methods
1. Ability Grouping
2. Mixed Ability Grouping
Ability grouping
 It is screening pupils according to their results or ability
 Ability groups is where by pupils are divided into groups according to their ability,
either general or according to performance in specific subjects
[Type text]
Merits of ability grouping
 Good performers learn in their (fast pace) whereas the under performers learn also in
their (slow pace)
 The teacher reaches each group accordingly giving different tasks to the different
groups
 Ability groups have the advantages of
i. Teaching to suit the pace of the people
ii. Allowing the teacher to give more attention to the slow learners
Demerits of ability grouping
 It can encourage elitism, put pupils into classes-were by the fats learners become a
special group which might be favoured by the teacher receiving more social rewards
and privileges
 There is likelihood for the teacher to ignore or write off the lower group as good for
nothing
 Factionalism might be encouraged in class as wrong feelings of superiority and
inferiority among the people arise thus destroying the collective spirit so essential in
socialist transformation
 It encourages competition which may be unhealthy in developing socialist beings
 It limits the teacher’s room to employ the technique of children helping each other in
a mutual beneficial manner which is another important socialist principle. (Gwarinda
1993:67)
[Type text]
Date : 14 May 2014
Lecturer : Mr T Ncube
Lecture : 2 Term 2/2014
Intake : 2014
Topic : Teaching methods
Mixed ability grouping
 Gwarinda (1993:67) he postulate that mixed ability grouping is based on the theory
that all pupils are able of something of value to both society and themselves hence
pupils are grouped in a such a way that each pupil can contribute to the learning
process in a meaningful and useful manner.
 He goes on to say that the pupils who is weak at agriculture maybe be outstanding in
poetry and vice-versa
 He contributes in what he excels and learns from others who excel in their work
area/subject
Merits of mixed ability grouping
a) It allows the strong students in an activity t help the weaker ones in a
cooperative manner
b) It tends to eliminate the spirit of competition which is a capitalist social value
c) It tends to promote socialists emulation whereby the collective effort is held to
be more acceptable than individual glory
d) Therefore a progressive teacher should use mixed ability groups
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Advantages of groupwork in general
a) It enjoys the advantages of self determination, creativity, freedom and responsibility
within the group which include learning to search, organise, originate and
communicate ideas, information and experiencing
b) It promotes free participation and reduces strain, Cushing the slow learners, sustain
motivation and is opened to a variety of answers.(Mkandla 2004:27)
c) It is active it gives students a chance to use the methods, principles and the vocabulary
that they are being taught
d) Shy students who will not contribute to the full class can be usually be cohered into
contributing to a group
e) What is more there is a built in self checking and peer tutoring aspect to most group
work where errors in understanding are ironed out usually in a very supportive
atmosphere
f) Students can often do together what they did not achieve alone with each member of
the group providing part of the ‘jigsaw’ of understanding
g) It involves learners in task centred talking
h) It requires that learners process the new material and make personal sense of it
i) Good group work hands the responsibility of learning over to the students
j) Students get a chance to practise a high order mental skills such as creativity,
evaluation, synthesis and analysis
k) They also practice ‘common skills’ such as the ability to communicate and work with
each other
l) In addition group work gives students a universally welcomed opportunity to get to
know each other
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m) It can also arouse group loyalty especially if there is an element of completion and
this can produce strong motivation
n) The teacher is given an opportunity to make use of the views and experiences of
students
o) Students in group are more likely than individual students to think of all major
advantages or disadvantages of the accounting system for example and more likely to
get them right
p) Group members have confidence in group suggestions and so offer them for
discussion more readily
q) If the teacher have asked for the individuals contributions to be presented in class he
would have been given fewer suggestions and these would have been less way
thought out
r) The use of groups improves rapport between students giving all your classes a more
supportive atmosphere and trusting
s) Social activity is so universally enjoyed that group work promotes a positive attitude
to your teaching and to your subject
t) Well managed group work greatly increases attention to task and develops subject
specific as well as vital communication and social skills.(Petty 2009 5th Edition pg
219)
u) Hollugec (1998) – in their interaction with peers children and adolescent directly learn
attitudes, values, skills and information that is unobtainable from adults
v) Interaction with peers provide support, opportunities and moderns for personal
behaviours
w) Students educational aspirations are influenced more by peers than by any other social
influence
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Demerits of group work
a) Johnson and Johnson (1988)- groups can go off on wrong direction and they can be
high jacked by a determent individual
b) Some group members may become passengers letting others take the lead
c) Whole group or whole class may become ‘riders’ if the teacher does not ensure that
they take responsibility of their work e.g. by effective monitoring and demanding
feedback
d) Mkandla (2004) – group work has an disadvantage of truancy, noise and disorder,
indiscipline, domination by one or two members, requires more time and delays are
frequent and the slow progress encourages restlessness among group members, while
right answers might be rejected by the group members
e) Large group up to 10 members are sometimes used because the pupils are already
sited in groups of 10 with one secretary as such the majority of the members will
remain uninterested participant or distant observers
f) Pupils are usually pludged into group unnecessarily e.g. in class work pupils are asked
to list types of ball games
g) Most group work is noticeable either by high level of silence (especially in rural
schools) or by lack of exchange of ideas with the student teacher who normally
assumes observer status
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Date : 15 May 2014
Lecture : 3 term 2/2014
Intake : 2014
Topic : Measurement and evaluation.
Measurement
 Mwamwenda (1984:322) he defines measurement as, ‘the assigning of marks or credit
point to a person’s performance on a given task’.
 According to Downie (1987:3) measurement refers to, ‘the assigning of exact and
quantitative numbers to an object such as 2 kilograms, 4m.’
 It is a systematic procedure for scoring pupil’s against a given standard or an
achievement relative to the pupils learning objectives
 It can also be viewed as the quantification of data or attaching of numerical value to
pupils work based on a criteria
 It is a process of obtaining a numeral value to performance or obtaining the degree to
which a pupil possesses a particular characteristic or trait
 It is quantitative in its approach
Frame work of evaluation
 Downie (1987: 3) defines evaluation as, ‘the placing of a value on something on the
basis of standard that have been set up.’
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 Ogunniyi (1984:6) says, ‘evaluation is the appraisal of value or the estimation of work
of a process or program in order to reach meaningful decisions.’
 It is a process of assigning qualitative and quantitative judgements on given data or
characteristics
 It is a device used to determine the value or the worthiness of the process or program
under the prevailing circumstances
 Qualitative as part of evaluation – it seeks to record observations and quantitative –
being the use of numerical scores to value/judge the program or project or
performance
Test
 Nunnally (1992:6) defines a test as, ‘a standardised situation that provides an
individual with a score.’
 Steward (1987:123) says, ‘a test can be defined as an instrument for obtaining
quantitative information by means of where the students control of the subject matter
can be evaluated .’
 It is s series of task used to obtain a systematic observation presumed to be
representative of education, psychological traits or attributes
 It is an instrument that teachers use to measure the level of understanding amongst the
pupils/test takers
Differences between measurement and evaluation
i. Measurement refers to quantitative descriptions which are test scores whereas
evaluation is qualitative and made up of value judgement of pupils performance
ii. Measurement is basically concerned with quantitative designs of performance
while evaluation is qualitative in nature
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iii. Evaluation as a process also encompasses measurement
iv. Measurement stops at assigning numbers or scores to pupils work while
evaluation goes beyond this extent and assigns value to the scores
v. Evaluation shows how well or how badly a learner is performing
vi. As part of evaluation process a teacher may also assign grades to the scores e.g.
80-100% is A/Excellent, 70-79% B/Good etc.
vii. Evaluation is judgemental in nature
viii. Measurement tells us what pupils can do and what they cannot do as determined
by the scores obtained by the pupils
ix. Evaluation = quantitative descriptions of pupils performance (measurement) +
value judgement
x. Evaluation provides answers which lead to improvement of programs
Rational for measurement and evaluation
1. It enables teachers and administrators to determine the level in which pupils are
growing towards the goals desired by the community
2. Results of measurement and evaluation can be used in monitoring leaner’s progress
and predict learners potential
3. Evaluation of lesson plan enables the teacher to identify the strengths and weaknesses
in relation to the whole process of instructional activities
4. Measurement and evaluation enables teacher to identify the strength and weaknesses
of the learners and take remedial action
5. It provides data to show us where we are going and changes that are necessary to help
us get there
6. They provide the information needed to assist pupils acquire the critical skills and
knowledge expected by society
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7. They provide useful information needed for decision making process e.g. recruitment
of stuff, placement and grouping of pupils, streaming, remedial and extension work
and staff employment etc.
8. Their results provide feedback that is very essential for pupils motivation
9. Their results can also be used for administrative purposes such as motivation and
promotion of teachers e.g. teachers who produce good results can be awarded with
incentives or salary increment or promoted to Deputy Head or H.O.D
10. They enable teachers to identify short comings and gaps in learners mastery of
content and skills
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Date : 20 May 2014
Lecture : 4 Term 2 /2014
Intake : 2014
Topic : Chart making and making of teaching and learning models and the
rational for such
References
1. Allan. J (1989) Personal Management Skills, London : Keagan Page
2. Brown J. W and Lewis R. B and Harcelroad F. F (1995) A-V Instruction Materials
and Methods, New York: McGraw-Hill Company
3. Dale E. 1962 Audio Visual Methods in Teaching, New York: Holt, H
4. Farrant J. S 1980 Principles and Practise of Education, Esssex: Longman
5. Gwarinda T. C (1993) The Practice of Teaching, Harare: College Press
6. Kasambira K. P. (1993) Teaching Methods, Harare: College Press
What are teaching aids/materials
 Gwarinda (1993) says that, ‘teaching aids are additional materials used when using a
particular method to make learning easier’
 He says these aids are very important as they help the teacher to transmit the intended
message to the learners and it makes teaching more effective
What is a chart
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 Dale 1962 says that, achart is a visual symbol for summarising, performing,
comparing, constructing other helpful services in explaining subject matter
 He says in short a chart is a diagrammatical presentation of an object
 He says we may draw a chart to clarify the relationship among individuals within an
organisation, the ingredients in a product/process the sequence of event in a historical
period
Purpose of a chart
 A chart as visual material can help make ideas and concept clearer
 Charts as visual instructional media can also make learning interesting and vivid
 A Chinese proverb tells us that 1 picture is worth a thousand words that is good audio
visual materials have eye and ear appeal, they capture learner’s attention and make
learning more effective
 They promote motivation and retention of ideas (Clark and Star 1986 quoted from
Kasambira 1993)
 Chart like most of visual materials are used to give variety in lesson presentation and
avoid boredom amongst students
 It can help raise learning from verbalism to true understanding
 Pictures on charts may be used as springboard for class discussion or further study
and research, usually an entire lesson can be built around a single chart
 According to Farrant (1980:297) chats and pictures help to illustrate and bring a sense
of reality to what is taught whereas charts contain the lesson material itself, thus
picture are of use of stimulating interest crating correct impressions and bringing
lessons to life, they are aids in the true in sense
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 They are more useful as a means of presenting the materials that is to be learnt in
memorable form and as such often play essential apart/ as a concluding part in a
lesson
 Brown Lewis and Harcelroad 1995: argue that, ‘ the purpose of any chart is to
visualise some ideas or concepts which may be more difficult to understand if taught
only through words.
* Charts serve to highlight important point and to provide an outline of materials
covered in a presentation
*Good charts often use an intermixture of pictures, drawings, graphs, cartoons,
diagrams and verbal
*Such visual reduce the amount of verbal explanation necessary understanding
interrelationships of data and the specific information presented.’
 Farrant 1980:298, gives11functions of a chart as follows:
1. To provide information on a topic in the form of visual description
2. To stimulate conversation in language teaching
3. To illustrate key stages in the performance of a skill
4. To organise the information in such a way that understanding is deepened
5. To summarise knowledge on a topic
6. To show the relationship between different aspects of a subject
process/concept
7. To encourage skills of analysis
8. To present alternative solutions to a problem so as to encourage judgement
9. To modify behaviour and attitudes
10. To arouse interest
11. To stimulate discussion and further study
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 Farrant (1980:297) concludes by saying, ‘in the argument of visual aids it is important
that in many languages the word for ‘I see’ and ‘I understand’ are the same, this is
because we understand when we have seen/visualised. It can then be said that the
most effective teaching aids are those which contribute a visual impression
How humans return facts/justification for the use of visual aids
 Allan (1986:164) he state that the human animal communicate through the 5 senses as
follow:
i. Site 75%
ii. Hearing 30%
iii. Touch, taste and smell 12%
 He continues to say that individual will recall 10% of what they hear, 20% of what
they see, 65% of what they see and hear after 3 days thus to extend the retention to
use visual,audio effects to be used
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Date : 21 May 2014
Intake : 2014
Topic : Chart making and why visual audio methods should be used
 In support of Allan 1981, Kasimbira (1992:91)contents that, ‘well used visual aids can
be active teaching tools, they can motivate, interpret, supplement and reinforces one’s
lessons, they should always be kept up to date and aimed at the current lessons'
Chart making
 Dale (:327) he argues that, ‘the surface on a chart is prepared can be selected from a
wide assortments of a paper, board, cloth and other materials available in the school
or stationery.’
 Gloss surfaces sometimes produce blur/clear pictures
 Papers with too soft texture may cause ink to run
 A reliable stationer can help the teacher to choose the materials that are practicable as
well as economically
How to make a chart
 Once you have chosen your right sheet of paper or board plan the overall arrangement
of your chart
 Sketch lightly in pencil all the elements to be included and then check your work
against the following questions:
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a. Is the chart easy to read?
b. Is it simple or its complicated?
c. Are the elements crowded?
d. Will the colour clarify or complicate the total effect?
e. Revise your 1st arrangement in the light of these questions often by choosing
simple words, shorter sentences and other simplifications
 After the final plan is reached proceed with the work and then check again
 If you wish you may add colour for emphasise or for other minor improvements
 When you make a chart you symbolise by arranging materials visually in a clarifying
manner that is a good chart must be easy for students to see and it must be simple
 A chart should not include too many details
Points to consider when making a chart
 Seven factors must be considered when making chart:
I. What materials are to be presented
II. Is it a type which can be shown well in a chart form, if so which type?
III. Digest the material and be sure you are familiar with its major points and their
implications
IV. In most cases only the major points can be shown on charts
V. If the chart is for use as an overview early in a unit or concept it may show
several different points very briefly
VI. If the chart is a summary the information on it should be quite specific
VII. If more than one chart is to be made to cover the topic to the visualised select
the good sequence and prepare the necessary separate charts (Brown LEWIS
and HeartlyHOOD 1995)
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How to use a chart
 Kasmbira (1993:92) advises the teacher to consider the following points before he
uses it :
I. Does it fit the purpose
II. Is it relevant and important to the lesson
III. Is it accurate
IV. Can its point be easily understood
V. Is the size, colour, quality such that it is easily visible
VI. Simplicity, clarity, dramatic impact of a chart are its key stones
VII. When making a chart avoid long and crowded writing
VIII. Right or print legible large enough to be seen by all pupils but be consistently
IX. Keep the lines of writing reasonable straight
X. Write information on the chart before the lesson begins
XI. Jamison (1978) in Kasambira (1993:88) advices the teacher that, ‘to be sure
that the aid (chart) is effective and appropriate, it is the important to try it out
before using in the class
HOW TO ACCESS THE QAULITY OF A VISUAL AID
 Farrant (1980:298) advices teachers to observe the A,B,C tests of a good visual aid by
asking themselves the following question:
SECTION A
I. Is it accurate and up to date in every detail?
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II. Is it appropriate for the age, ability, interest of those to whom it will be used and
also for the intended purpose?
III. Is it artistic and well produced pleasing to the learners
SECTION B
I. Is it brief containing essentials without irrelevances?
II. Is it bold in presentation so that every user can see it clearly and is left with
memorable impression?
III. Is it bright using colour to the best effect
SECTION C
I. Is it careful in its plan and production giving it a deserved question of good
quality
II. Is it clean and well cared for with any damage already repaired
III. Is it clear so that every user can quickly grasp what it has to say
Models
 Dale 1996:28) defines a model as a recognisable imitation of the real thing usually
similar to the original in everything except size
 Farrant (1980:300) explains that, ‘models are often made to look just like the real
thing, these are called scale models
 He continues to sat sometimes a model is designed to demonstrate a process or a
concept, such models are called diagrammatic
 When models are constructed so that they actual work, they are called working
models
Purpose of models
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 They can simplify the real thing they represent and make it easier for the child to
understand
 The study and work involved in the models can be a very worthwhile experience
 Model making in school should not be looked upon as a waste of time because what
the learners from it is of value
Points to remember when making a model
 According to Kasambira he says, in providing a model for classroom use the teacher
should consider the following questions
I. Does if fit the purpose
II. Is it relevant in providing lesson
III. Is it accurate
IV. Can its points be easily understood
V. Is the size. Quality, colour such that it is visible
Model construction
 Most models which are used in the classroom should be constructed by the learners
themselves during learning time so that learners learn more about their construction
and use
 Models should be made by pupils in their groups not as individuals so that they assist
each other in interpreting the construction of guidelines and that will help them learn
and understand the model in detail
 When pupils are making models in their groups teachers should make sure that all the
required materials are provided
 All made models should be displayed in the classroom, discussed, looked out, marks
awarded
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 All models should be displayed in the classroom so that the learners have chance to
see, touch and discuss them in detail, in groups, pairs and in class with the assistance
of the teacher
 Teachers should guide against the too dangerous faults that might hinder pupils from
benefiting from model constriction
a. That pupils may spend so much time creating the model that they neglect the
things they learn
b. That inaccurate models may give pupils wrong concepts/impressions
c. Teacher should be on guard against incorrect proportions historically in
accuracies and other details that may mislead pupils
Student task
I. Why is it always advisable to use visual aids in lesson delivery?
II. What are the characteristics of a good chart?
III. Kasambira 1993 contends that, ‘charts can help raise learning from verbalism to true
understanding.’ To what extent to you with this contention?
IV. Brown e and Heartlyroad (1995) argue that there are several points a teacher should
consider when making a relevant and good charts. Which are those points?
V. Lessons taught without any learning/teaching aids are dull and objectives are hardly
achieved. Discuss?
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Date : 22 May 2014
Intake : 2014
Topic : Measurement and evaluation. Cont…
Purposes of testing
1. Diagnostic purpose
 search for learning hindrances or barriers
 seeks to find out the problems test takers have in the content covered
 focuses on the most common sources of error
 it is investigative in its nature
2. Placement purpose
 it seeks to find out if certain pre-requisite skills or attributes are present within
learners
 it also measures the extent to which the learners have already achieved planned
instructions
 predicts one’s learning abilities in future and to determine one’s success in future
3. Selection purposes
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 it seeks to pout learners into ability groups
 it separate learners based on their performance
 used as form of classification or forming
 used for carrier purposes and the selection based on the subject passed
 used for guidance and counselling purpose
4. Research purposes
 a test informs educators on the effectiveness of teaching methods e.g. the
action/qualitative research
 accountability
 test results tend to be used to compare fees and results
5. Certification purpose
 Test are used to give final examination
 motivation purpose through certification
Types of tests
 There are 2 broad classes of tests namely:
a. Essay / subjective
b. objective
Class 1 – Objective test
 Gwarinda 1993:171 says an objective test, ‘a test which only one answer is correct
and no other answers can be considered an alternative as far as the assessment is
concerned.’
 Restricts the learner’s response to a number of symbols, words, phrases or simple
sentences
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 It seeks to cover what the essay test fails to cover
 It is very highly reliable (reliability is its strongest quality)
Class 2 – Subjective test
 It is sometimes referred to as essay/constructive tests
 The learners construct their response using their creativity
 It allows free and extended written response to a question by the learner
 It is highly subjective which is its major weakness
Types of objective tests
1. Supply item tests/open ended/structured
 Require student to provide missing information using a word or a phrase
 It aims at determining the students ability to recall/recognise concepts within a
given frame work
 Should be devoid of verge instructions and lengthy statements
Advantages of structured tests
I. Cover a wide range area of the syllabus
II. It is easy to administer, mark and score
III. Highly objective
IV. Very highly reliable in scoring
Selection item test
 They give the learners 2 options e.g. yes or no, true or false
 Before the student attends the questions, the probability of getting the answer is
already 50%
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Advantages
I. Easy to construct, mark and have a very high level of reliability and objectivity
II. Content validity is guaranteed
III. You can cover a wide range of content
IV. Very rare to get way ward answers
Matching item tests
 Consists of a series of statement s in one column to be associated with another series
in a second column
 Pupils are required to pair items which are related as per the demand of the concept
 A choice is to be made from amongst a set of alternatives
 The items might consists of several terms in a column and a list of definition in
another column
 The two lists can be equal in numbers (simple) and be unequal (complex)
Advantages
I. Cover a wide range of content
II. It is easy to administer, mark and score
IV. Very highly reliable in scoring
V. Easy to construct
Multiple choice
 Made up of 3 components namely:
1. Stem
2. Key
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3. Destructors
 Stem can be in the form of question or incomplete statement
 Has a number of alternatives given, one of which is the key the other alternatives are
wrong known as destructors
Advantages
I. Syllabus coverage is high
II. Easy to administer, mark and score
IV. Highly reliable in scoring
V. Easy to construct, mark and have a high level of reliability and objectivity
VI. Content validity is guaranteed
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Date : 27 May 2014
Intake : 2014
Lecture method
Definition
 Gwarinda (1993:53) the lecture method is known as, ‘the informative or expositional
method because it seeks to inform the learner or expose facts to him.’
 It involves the teacher delivering facts to the pupils by talking, the pupils are regarded
as receptacles teams into which these facts are poured and so they are condemned to
passivity by merely listening to the teacher
 The facts are expected to be reproduced by the pupils in a test and an examination
Appropriate uses of lecture method
1. The skill can be used t0o introduce a lesson, activity, unit or a concept
2. The teacher can use the skill to motivate pupils by joking
3. The teacher can use the skill to explain some difficult points in the materials being
studied
4. Te skills can be used to bridge the gaps between topics and units
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5. It can also be used to establish a general point of view or to point out a different point
of view
6. It can be used to summarise a presentation, activity or a unit of work
How to use lecture method fruitful
I. The teacher must make the pupils as comfortable as possible so that their attention is
not distracted by physical discomfort
II. It is important to limit the amount of facts that are intended for absorption by the
pupils
III. Illustrating materials mist be used to help the learners to have a clearer grasp of what
is to be explained
IV. Side tracking must be avoided as this makes the pupils concentration stray from the
main point
V. It is very easy when using the lecture method to talk at the pupils rather than talking
to or with them so that the teacher can talk above their heads instead of effectively
communicating the information to them
VI. In a situation where by the attention of the class is failing, it is wise for a teacher to
say something simulative e.g. a joke or employ bodily gestures that seem to aid the
point you are discussing or consolidate the chief points of the lesson
VII. The teacher can use the story telling as a lighter method of lecturing and where
appropriate to capture the attention and interest of the pupils especially form ones and
twos
VIII. The teacher should keep watching out for a flagging audience that is the teacher must
be alert so as to notice the lack o pupils interest and then try by all means to keep
pupils interested in learning
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Word of advice to the teacher
 The golden rule is simply to avoid the lecture method as far as possible
 It is a very difficult method which appears deceptively simple and infect is it the rare
teacher that can use it successfully to make pupils really learn
How the lecture method should be implemented
 According to Kasambira (1993:43) most lecture can vastly improve and simplified by
I. Organising the content into few major concepts (3or5)
II. Ordering the concept in a logical or natural sequence
III. Limiting the lecture to 10-15 minutes
IV. Providing tasks that require all students to use concepts
V. Summarising major concepts
Weakness of the lecture method
 According to Kasmbira (1993:42), lectures are boring, do not involve the learners are
poorly organised focus on the lowest level of cognition and do not recognise
individual differences
 Lecture also produce excess anxiety among students more than is produced by other
methods of teaching
 Many teachers chose the lecture method as an opportunity to show off their
knowledge so as to satisfy their egos, these teachers tend to be overly formal and
authoritative and their lectures are overly structured
 Many teachers often stress technical points instead of interpreting or relating
information
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 At times teachers may not be receptive to students comments that question their
knowledge
 The lecture method is generally not an effective method for stimulating interest,
promoting creativity or helping students develop responsibility or imagination
 The lecture is not a good approach for helping students to develop skills in
synthesising, internalising or expressing themselves
 The lecture is only effective for immediate cognitive gain and significantly less
effective for retention over a period of three weeks or longer
According to Gwarinda (1993:54) the weakness of lecture method are:
 It tense the teacher to overload pupils with facts
 It is difficult to maintain the pupils interest and attention by using this method
 The only activity that pupils that can be involved in is not taking (as against of not
making) during which process pupils act like recording machines without digesting
the learning material
 Teacher merely read out or detect their readymade notes to the pupils
 Teachers who chose to use this method usually employ monotonous voice which is
tire some to the pupils
 Very little of what has been merely listened to can be retained by the pupils
 Lecture method generally appeals to the teacher because it appears to save time and
labour (preparing learning aids for pupils activity where large classes are involved)
Strengths of lecture method
 It is the superior technique for demonstrating models and clarifying matters confusing
to students
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 A short lecture effectively introduces and summarises the major concepts presented in
a lesson
 It is significantly superior in its ability to set the atmosphere or focus for student’s
activities
 It is an extremely an effective way to introduce schemes of work or to build a frame
of reference
 It afford the teacher an opportunity to collect related information and to assemble it
into a meaningful and intellectually manageable frame work
References
1. Gatawa B S N 1990 The Politics of the school Curriculum
2. Gwarinda T C 1993 The Practise of Teaching
3. Kasmbira 1993 Lesson Planning and class manangment
4. Mkandla V A 1996 Professional Studies Getting the job done
Group project method
 A project is a plan of group of people to take part in a scheme or an activity together
 Kasambira (1993) student participation in cooperative group projects has a powerful
effect on the group atmosphere in a classroom
 When student are given an opportunity to meet their basic needs for action
socialisation and security by participation in activities involving cooperative effort,
the standards the group develops emphasise the cooperation of the students s
 Such activities provide means of changing the group structure by breaking down
cliques and preventing the isolation of individual
 Activities which are suitable for groups projects have 3 characteristics:
I. The required cooperative effort of 2 or more students
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II. They are socially motivating
III. They are meaningful
 The teachers role in group project is to help students with their planning, preparation
and presentation of group projects
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Date : 28 May 2014
Intake : 2014
Topic : teaching methods cont…
Group project method (continued)
Teacher’s role
 The teacher should make sure that the activities used as group projects are
sufficiently interesting that just doing them is reward enough
 He should not have to rewards such as grades or points to encourage students to
participate
 An activity will be usually be motivating if it provides students with an opportunity
too e acting to socialise and to feel confident
Weaknesses
 While it provides a very rewarding experience for both students and teachers there is
no doubt that it may be time consuming
 It may be expensive in some cases
 Unless the teacher has some good management skills, this method may cause a lot of
disciplinary problems
Strengths
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 In spite of its drawbacks the group work method has a lot of potential for the
classroom. Among its strength is the fact that it provides opportunities group moral,
cooperation among students, for students to share ideas and to see and product of their
efforts
Case study
 Best and Whan (1996) case study is a way of organising social data for the purpose of
viewing social reality
 It requires a collection of very extensive data in order to produce an in depth
understanding of the entity being studied
 The researcher attempts to examine an individual or unity in depth gathered data
about the present status, past experiences and environmental forces that contribute to
the behaviour of individual or social unity and ho these factors relate to one another
e.g., all types of individuals – alcoholic, drug addicts, members of profession,
members of social classes
 It examine a social unity as a whole
 The unit may be a person, family, a social group/constitution or a community
 It probes deeply and analysis interactions between factors that explain present factors
or that influence change or growth
 It is a longitudinal approach showing development over a period of time
 Data may be gathered in by a variety of methods which include:
i. Observation by the researcher or his informants of physical characteristics,
social qualities or behaviours
ii. Interviews with subjects relatives, friends, teachers, counsellors and others
iii. Questionnaires, opinionnaires
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iv. Recorded from newspapers, school quotes, clinic, government agencies
Clinical case study
 Teachers conduct clinical case studies, to determine why a given child is having
difficult e.g. with reading, failing to concentrate
 This approach is aimed at understanding a particular type of individual such as a child
with a specific learning disability
 Such case studies usually employ clinical interviews and observations but may also
involve testing and other forms of data collection
 The usual goals are the better understand the individual and the disability and identify
possible treatments
Example of a case study which can be done by a teacher
Guide lines to Successful Teaching Buterwork (1990)
1. Physical development
 General health of the child
 Height and weight
 Obvious physical handicapped
 Childhood illness or accidents
2. Security
 To what extent do you think the pupils feel at home or at school
 Is the child safe and secure in the school
 General mental health of child
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3. Social development
 Relationship with friends
 Relationship with the opposite sex
 Relationship with teachers
4. Judicial development
 General behaviour codes
 Self discipline
 How often is the pupils punished at home or at schhol
5. Intellectual development
 Ability to think and reason
 Study methods
 Scholastic achievements
6. Religious development
 Attendance of church services
 His/her evaluation of his/her religiousness
7. Ethical moral development
 His/her action
 Ethical moral school records
8. Cultural development
 Cultural activities he/she practises in the school or home
9. Aesthetic
 Neatness of her dress, books or personal appearance
10. Economic development
 Socio-economic status of the pupil (rich or poor)
 He/she quick to borrow money from other students
[Type text]
Advantages
 Attempts to understand an individual or a unit in depth
 Often provides an opportunity for a researcher to develop insight into basic aspects of
human behaviour
 Helps the researcher to formulate a fruitful or a set of hypothesis
Limitations
 They are as subjective as data collected by other research method
 Although the method attempts to examine the individual in depth it inevitably lacks
breadth
 It is impossible to either confirm or refute through empirical study, the findings and
result of particular case study
 A worthwhile case study can rarely be completed by a single individual, it usually
requires a team of experts which would include psychologists, physicians, teachers,
parents, social workers and the researcher
Community case study
 It is when you are studying a particular community’s customs, beliefs, values,
religious practises, culture
 It is the thorough observation and analysis of a group of people living together in a
particular geographic location in a cooperate way
 It deals with elements of community life as location, appearance, prevailing economic
activity, climate and natural resources, historical development, mode of life, social
structure, goals of life, values and patterns
[Type text]
 The individuals or power groups that exert the dominant influence and the impact of
the outside world e.g. religious group, occupation, health, recreation
[Type text]
Date : 06 June 2014
Intake : 2014
Topic : Teaching methods cont…
Demonstration method
 It involves showing by reason and proof, explaining or making clear buy use of
examples or experiments
 It is a way of explaining through live display using apparatus or models
 TELLING plus DOING plus SHOWING equal to DEMONSTARTION
 It is a method of teaching HOW? By SHOWING HOW
 It teaches by exhibition and explaining
 It shows learners hoe to do a task using sequential instruction with the end goal of
having learners perform the task independently
 It is a visualised explanation of facts, concepts and procedures
 It is live teaching
 It is the phase where you show by doing the task or procedure and the student watches
and learns
 It is called live teaching, the act should be perfect at all costs hence the need to
practice before demonstration
[Type text]
Purpose of demonstration
 Teaching a skill, concept, a principle or a procedure in any field or disciploine
 delicate and dangerous experiments involving careful manipulation
 experiments involving difficult and complex operations
 use costly apparatus
 when u want to show the execution of a skill and showing the right way of doing the
task
Types of demonstration
METHOD DEMONSTRATION RESULT DEMONSTRATION
 These show how to do something.  These are intended to show by
They involve the materials used in the example the result of some practice
job being taught, show what is done by means of evidence that can be
and explaineach step as it is taken. It seen, heard and felt. These can be
can be for a short period of time seen In production procedures and
result demonstration take a lengthy
period
 it is concerned with the process  it is concerned with the end result or
outcome or output
Process of demonstration
 It can be broken into 5 basic processes
I. Explanation
II. Demonstration
[Type text]
III. Student performance
IV. Instructor supervision
V. Evaluation
Evaluation
 It is a phase where the theoretical frame work, justification and explanations are given
on procedure of the task or concepts
 The teacher is giving the background and why it is being done and gives the coaching
points
Student’s performance
 This is the time when the learner is actually performing what he/she witnessed
without the assistance of the demonstrator
 The student performance should take the bulk of the time after the teacher has
demonstrated
 Let them make mistakes and correct themselves its part of learning
Instructor supervisor
 He/she supervises the demonstration by the student, correcting, advising, coaching,
pointing out the best way of doing it and offering a one to one, face to face correction
and commendation
Evaluation
 It is the last stage of the demonstration where you assess the weakness of the whole
process
[Type text]
 Was the theory understood?, was the demonstration above board?, what were the
student’s challenges and strengths are
 Do something the challenges and reinforce the positive
Advantages
 Concrete things are shown, so students do not enter into false imagination as it
happens in a lecture
 Students gat confident in the application of scientific principles as they observe them
and not simply her about them
 It utilises several senses at once, the sense of seeing, hearing and of touch
(psychomotor skills)
 Stimulates the interest of the learner and makes the student get motivated
 It helps the student to reinforce the theory
 Learnt through practise
 Demonstration is the best when the apparatus is few and the students are many
 The method is aligned to the principle, learning is more in seeing that in hearing,
learning is more in doing than in seeing and hearing
Disadvantages
 The demonstrator may fail to execute the skill
 If not well [planned it tends to be teacher centred and students are sidelined
 There is general limitation of the student’s input its mainly the teacher’s voice
 Require a lot of preparation on the part of the teacher, as he/she has to do the DRY
RUN
[Type text]
 Some demonstration happen too fast, concurrently and students may focus on the
other unimportant features
 If not well planed it can be a teacher centred and teacher dominated and this will not
benefit the students at all
 Equipment may fail and demonstration is then affected and the whole lesson is ruined
Guidelines for effective demonstration
I. Specify the objectives of the demonstration
II. Prepare a plan for your demo listing the various steps in a proper sequence
III. Decide what information should be presented to the students BEFORE, DURING and
AFTER the demonstration
IV. Choose appropriate equipment and tools for demonstration that your student will use
for their practical
V. Practise and rehearse the presentation and be satisfied it works
VI. Arrange the physical setting so that each students will be able to see clearly
VII. Arrange the equipment to be demonstrated in order, keep the equipment to be used on
the left and the used on the right
VIII. Use a pointer to highlight the details or the specific features in a experiment or in an
equipment
IX. Demonstrate step by step, match explanation with manipulation, avoid lengthy
explanations
X. Provide opportunities for students to participate and give them the MOST TIME
XI. Do not show a demonstration on how NOT to do a particular skill.
[Type text]
Name :SHUMBA BEAUTY
Date : 04 June 2014
Intake : 2014
Humor in the classroom
Purposes of humor
 It serves a variety of purposes and function beyond simply making people laugh
 It builds class cohesion, groups, unity and relaxation
 Learners respond to humor positively and in turn they respond positively to one
another
 It is used to criticise the person and soften it, it is bound to be received positively
 There is a high correlation between humour and the concept of understanding
 Humorous materials and items used in the tests showed that the learners scored highly
 Humor in the classroom is seen as an necessary ingredient for effective classroom
instruction
 There is excellent retention in all subjects through humor
Types of humor
The contextual humor
 It is related to the material/concept that is being taught
[Type text]
 These can be funny stories
The spontaneous humor
 It takes place in class without prior planning
 It is just impromptu , unintentional can take the form of riddles or jokes
 Humour in general it positively affects the level of attention and actual draws
interest
 It makes students to enjoy the lesson
Disadvantages
 It result in negative results when it is negative
 In appropriate humour that manipulates
 Humour can denigrate the students
DRAMA
 There are various forms of the drama which ca be used in the claroom:
I. Role play
 it referred to as personification of a character
 The learner is given the opportunity to look at the situation at a different angle
II. Puppetry
 It is where the puppeteer moves the puppets and goes to speak on their behalf
III. Musical
 Here actors sing to express themselves
[Type text]
 It can used with the puppet
 Exchange of words is minimal
IV. Miming
 Use of signs only
 There is action only
V. Poetry
 It is very catchy and motivates the students
 It is when learners recite a stanza or stanzas of a learnt poem or on subject or
topic that is being covered
VI. Music
 Can be used in the classroom
 The rhythmic nature and the tune of the son helps the students to grasps the
concept
 The mnemonic appeal of the song motivates the children
TASK
1. Press conference
2. Market square
3. Case study
[Type text]
Date : 10 June 2014
Intake : 2014
Field trip strategy / excursion method
Definition
 Gwarinda 1993 says a field trip is another form of live teaching where by pupils visit
a particular place of an educational value e.g. the historical ruins, museums, national
parks or any other place of educational value to the learner
 Beach (1980) posits that a field trip is a structured activity that occurs outside the
classroom
 A filed trip is a visit to a place outside the regular classroom which is designed to
achieve certain objection / learning outcomes which cannot be achieved by using
other means
Approach
 It is a method or manner of doing something
 Core cliché – a rhyme that helps you remember a concept
Core cliché
 If I here I forget, if I see I remember, if I do I know
[Type text]
 20% of listening
 30% from what we see
 50% from what we see and hear
Features of the field trip
i. They facilitate the learning of abstract concept – make pupils to learn effectively
ii. Helps pupils to internalise concepts much better about things they see better than what
they learn theoretical
iii. Motivate students through increased interest and curiosity
iv. Add variety of regular classroom instructional program and they tend to be special
and enjoyable learning experiences
v. Learners are taught by a stranger meaning that it is not only the educational
environment which is refreshing and new but also an expert is parting knowledge to
the pupil
vi. It increase pupil to pupil and pupil to teacher interaction
vii. There is active participation of pupils in the lesson and during pupil to pupil
interaction pupils exchange views or ideas
viii. Concrete media helps the learners to appreciate and internalise the concept faster than
illustrations
How do you involve pupils in the field trip?
i. They develop social awareness - makes children aware of learning activities in
everyday life
ii. Make pupils use discovery learning
iii. Learners are involved in groups task which enhance them to develop skills such as
tabulating, concluding, graphing, observing, recording, reporting
[Type text]
Purpose of a field trip
i. Bring about variety in learning which is necessary when dealing with young minds
ii. It helps in making the concepts real through concrete evidence and introduces element
of novelty which encourages a high level of attention
iii. For the pupils to actual experience the places for themselves which is a form of live
teaching
iv. Transfer history, geography, etc. from a familiar and often
v. Educating youths about their local history, religions, shrines
vi. Breaks down the barriers between the theoretical work at school and the real social
world outside school
vii. Enhance the curriculum
viii. Involvement in real world experiences makes learning more meaningful and
memorable comparing to regular classroom instructional program
ix. Give learners experimental learning experience
x. Concrete skills such as note taking are developed, learners have to develop questions
to ask, write reports, write thank you letters, evaluate their experiences so by doing
such activates will be enhanced
xi. Help learners to appreciate the relevance and the importance of what they learn in the
classroom
Steps involved in conducting the field trips
 Identify objectives and plan of evaluation of the field trip
 Select site to be visited and arrange date and time
 Conduct pre visit if possible to familiarise yourself with the major feature of the field
and obtain address, direction, contact person or mobile numbers
[Type text]
 Apply for administrative approval and file requisition for transportation
 Make arrangements for meals and make a schedule of the day
 Arrange special equipment like cameras
 Inform parents about the trip so that they can allow you to take their pupils outside the
school – by sending indemnity forms
 Create a list of students names and home phone numbers for emergency
[Type text]
Date : 11 June 2014
Intake : 2014
[Type text]
Name :SHUMBA BEAUTY
Date : 17 June 2014
Lecturer : Mr Mnkantjo
Intake : 2014
Topic : Teaching Methods cont…
Questioning technic
Definition
 It is an oragative statement with a view
 It may also be a gesture intended to get response in the form of an answer
 It is the ability by a teacher to frame and distribute a variety of questions among the
learners to obtain answers from pupils as well as in invite questions from pupils
 It may also be viewed as teaching through interrogation to put across specific
concepts, knowledge and skills
 Questioning is thus teaching, learning, full interrogation to extended the learner’s
capacity to think and solve problems or develop more critical or rational
consciousness
Characteristics of good questions
I. Good questions are worded in clear, precise and suitable terms to fit the abilities
and ages of pupils
II. Good questions should be not be general and verge
[Type text]
III. Good questions should be encouraging
IV. They should be well worded and thought of in advance
V. They are intended to get correct responses
VI. They are valid in time
Purpose of questions
 They can be used to
I. Arouse interest and focus attention of the pupils to learning tasks at the beginning
of a lesson
II. Elicit from the pupils, the prior knowledge of the learning area to be introduced
enhance help pupils to develop the ability to think and solve problems
III. Help to make learning of new information more meaningful
IV. Allow pupils to take active part in the lesson
V. Encourage pupils to ask their own questions
VI. Help pupils to clarify what may not be clear and elaborate in the lesson
VII. Help to determine areas in which pupils are experiencing some difficulties and
provide feedback
VIII. Help to determine the success of a lesson
IX. Reinforce key points and evaluate at the end of the lesson the pupil’s learning
X. To stimulate thinking, interest and curiosity
XI. To create new knowledge
XII. To mix certain psycho-social needs like attitudes, change, communication and
rapour
XIII. To revise the lesson taught
Purpose and timing of question
[Type text]
 Many different question should be asked during a lesson
 Each stage of a lesson demands a different type of a question
 For a question to be effective it must be phrased in just the right way and asked just
in the right time
 When a question is asked an answer is expected
Purpose of question when introducing a lesson
 Arousingg interests and curiosity
 Determining what pupils already know
 Motivating pupils to participate in the activities
 Establishing the relevance to the topic
 Putting the topic in context
 Relating the topic to pupil’s interest
 reviewing previous lessons
Purpose of questions in developing the lesson
 You are ascertaining the level of understanding
 Renewing and maintain interests
 Clearing up confusion
 Encouraging the exchange of experience
 Stimulating possible solution to the problems
 Stimulating independence and critical thinking
 Helping pupils make connection between existing knowledge and new knowledge
 Helping pupils to refocus their thinking
 Helping pupils make comparisons
[Type text]
 Helping pupils make inferences or deductions
Purpose of questions in concluding the lesson
 Help pupils review what they have learnt
 Clarifying any misunderstanding
 Identifying gaps in knowledge
 Deciding what to do next
Levels of questioning
i. Recall or knowledge level
 This is the lowest level of learning mostly used for evaluation or mastery
 This is the remembering go previously learnt information
 Pupils are expected to state, name, identify, list, define and recognise
 At this level understanding is not tested but the pupils ability to memorise and to
recall
ii. Comprehension level
 It is the ability to grasp the meaning of material
 It involves the use of specific rules , concepts and methods in situations typical of
those used in class and text books
 At this level the pupils demonstrate that they have understood the content since
they have make use of the content in a visible performance e.g. translation,
interpretation of facts or calculating using appropriate formula
 To identify patterns, state reasons for, convert information, state advantages and
disadvantages, explain, demonstrate and to illustrate
[Type text]
 It is from this level that behaviour becomes complex and pupils need the
additional experience to be able to solve new problems in new situation
iii. Application level
 It is the ability to select learnt rules, concepts and methods in new and concrete
situations
 Pupils are expected to calculate, relate, show, use, produce, solve, use graphs and
to use information given to solve problems
 It is a specific visible application of knowledge, skills and attitudes
iv. Analysis level
 It is the ability to break content into parts and identify its organisation, structure
and relationships between parts
 To separate the whole into its components
 Pupils are expected to show in the form of diagrams and charts, to break down,
distinguish, differentiate, infer, separate and to subdivide
Types of question and techniques
A. Lower order questions
 Mostly knowledge and skill application
 These require pupils to remember specific facts or informstion which have been
previously taught or which are from general knowlgde
B. Higher order questions
 Mostly judgement, synthesis, evaluation and justification
 Demand higher levels of thinking
 To arrive at a response pupils have to manipulate or transform information for
some purpose
[Type text]
 They may have to compare, explain or evaluate
C. Open questions
 Variety of responses are accepted
 In some cases there is no correct answer
 Sometime a longer answer perhaps a sentence or more
D. General questions
 These are lower order question relying on recall such as what, where, who, when
 Are of a factual nature based on retention or memory rather than reasoning
 Useful in introducing the lesson before moving on to the concept
 Useful in bringing facts which are considered necessary for application to the
solution of other problems or the understanding of new materials
E. Diverging questions
 Designed to encourage pupils to think divergently and to express their own
feelings about certain issues
 Do not have single answers
 Require pupils to think creatively, live the comfortable compiles of the known
and to get into the world of the unknown
 Though open ended they relate to the topic being discussed
 Allows pupils to be creative and imaginative
F. Probing questions
 It means investigating something or examine penetratingly
 These challenge pupils to think more deeply
 Requires pupils to justify or clarify in some detail their original answer or
statement
 Requires or forces pupils to go beyond the information given in the answer
[Type text]
Techniques to be followed in questioning
 the suitable techniques to follow are
i. preparation of question before the lesson begins
 this will help the wording of question to be precise and show that question
vary in level of difficulty
 organise the questions in a logical sequence and be prepared to deal with
unexpected
ii. using questions that cover the subject step by step
iii. putting the question to the whole group and posing briefly so that all the pupils
have a chance to think
iv. naming the pupils to respond from those who have raised their hands to
discourage chorus answers
v. avoiding the temptation to follow the question with another, rewarding, qualifying
or even explaining the questions such a habit confuses pupils
vi. giving praise for correct responses, remarks such as good, thus right, yes, correct
and no verbal cues e.g. gestures, nodding of the head and facial expressions can
save the purpose
vii. sometimes the pupil repeating a correct answer to make sure that all heard
viii. for those pupils who give I don’t know answer or a weak response prompt them
by giving hints to help them answer the question
ix. on receiving less detailed answers probe the pupils further so that they express
themselves more clearly and thinks his answers more deeply
x. not punish a pupil gives the wrong a answer or even ridicule him
 this may cause them to avoid trying again or a make them hate the teacher and
his or her subject
[Type text]
 simply try him try again, not quit right, listen carefully or to tell them a
straight NO
[Type text]
Date : 18 June 2014
Intake : 2014
Topic : Teaching method cont…
QUESTIONING TECHNIQUE (continues)
 refer to the pupils by their names rather than using ‘you’, that one in a red shirt
i. this may have negative effects
ii. if possible ask a question once
How should a teacher deal with pupil’s questions
i. If the answer to the question is simply and obvious get it quickly from the other pupils
ii. Use cues and sequential questions together with the pupil’s experiences to he;p the
pupil answer the question himself/herself
iii. If he does not know to a question tell the pupil that he find out and keep his promise
iv. Use illustration, diagrams, apparatus or actions while answering if a pupil’s questions
screams from lack of understanding
v. Tell the pupil that you answer a question outside the classroom if the question is
irrelevant to the topic
Common mistakes in questioning
 A teacher should avoid
[Type text]
i. Asking verge questions
ii. Asking question inviting yes or no answers – this may encourage guessing
iii. Asking question begging with Who can or Does anyone know – these may lead to
unwanted answers like I can or I do
iv. Asking rhetoric questions e.g. isn’t it, - they serve no purpose as they merely seek
approval
v. Repeating a question, rephrasing, explaining – these confuse pupils it may not be
clear which question should be answered first
vi. Asking questions that are beyond the pupil’s level of thinking and that are
complicated e.g. give us a critique of post independence education policies
vii. Corroboratory questions where by a teacher is practically forcing the pupils to say
Yes or No in agreement with the teacher
viii. Echo questions where the teacher puts forward the statement then turns it into a
statement – this encourages rot learning
ix. Rhetoric questions – these does not require an answer and they normally force the
opinion of the teacher on the pupils
x. Partial answer questions for instance Bulawayo is called the city of
.............and..............? this encourage laziness on the part of pupils
xi. Haughty questions - these are questions put forward by the teacher when he
knows full well that the pupils will not be able to answer it
Advantages of question
 It provokes thinking
 Encourages effective communication
 Encourages participation
 Helps on checking subject mastery
[Type text]
 Can be used to introduce or conclude a lesson
Disadvantages of question
 Ambiguous questions are not motivating to the pupils
 Irrelevant question can frustrate pupils at times fast learners respond leading to slow
learners being passive participants
 Slow learners may get frustrated and de-motivated if the questions are not fairly
distributed
 Questioning requires a good skill and if the teacher has no questioning skill the
children may be frustrated
 Failure to effectively used taxonomy of questioning ay disadvantaged the pupils
[Type text]
Date : 25 June 2014
Intake : 2014
[Type text]
Date : 01 July 2014
Lecturer : Mr D Ndlhovu
Intake : 2014
 Teaching falls into 3 phases each one requiring appropriate methods:
Phase 1- Presenation
 Methods to use new materials to the students to encourage them to think on their own
 This might involve facts, theories, concepts, stories or any other content
Phase 2 – application
 These are methods that require students to apply new materials just presented to them
 This is the way to ensure that students conceptualise the new materials so that they
can understand, recall and use it appropriately in the future
Phase 3 – Review
 These are methods that encourage students to recall formal learning so as to clarify
and focus on key points, ensure understanding and to practise and to recall
 It is commonly accepted that the most effective way of increasing student’s interest in
any subject is by applying issues that students find relevant in life
 Without adequate and appropriate method, clear objectives and carefully arranged
materials one is likely to fail to produce satisfactory results on the part of students
[Type text]
 Methods are the means by which the learners are kept inspired/motivated in the
teaching activities which result in learning
 Teaching methods therefore occupy a very paramount position in the teaching
learning process
 Methods serve as a communication link between the teacher, the student and the
subject matter
 Teaching ,methods invariably determine the success or failure of a lesson
 Methods depend on the topic the teacher wants to present or teach in order to aid
effective understanding or learning
The teaching learning triangle
 It includes the teacher, the learner and the subject matter/material
 The methods are the communication link between the triangle
Resource person
 What is a resource person? – Is who has knowledge, relevant skills and expertise to
give a talk , guidance or first-hand information in a given subject or area
 It is one who is well based with the subject matter e.g. a lawyer, an accountant, a
doctor, a teacher
 A resource person can be drawn from the community in which you are practising on a
person who has knowledge/information on a particular topic either as an professional
or through practise and experience
 He/she is expected to explain concepts/ideas/processes to the students as an expect
with specialised knowledge in that area of subject
Advantages of using a resource person
[Type text]
 The method is fascinating to the learners who are excited to see a professional like a
author of a books, an artisan coming to talk to them on a given concept
 It motivates and sustains the interests of students in the subject area
 It exposes the students to broad knowledge of a subject matter when expects in the
field give them first-hand information which the teacher might not have included in
his teaching notes or might not be well based with
 Information from a resource person is always current and authentic than that
contained in the books
 It also boosts the relation between the school and the community as these resource
persons feel honoured and being part of school community
Disadvantages
 Time may not be sufficient for the resource person to exhaust all the information that
she has for the students about the subject matter
 Time allocated to him/her might encroach to other lessons/subjects and cause
problems in the school programmes
 The resource person may also disappoint you as a teacher by not coming or turning up
 The resource person might not have the requisite qualification or pedagogical skills of
handling students and this could mess up everything
Tips to note when using a resource person
I. Allow student s to speak to the resource person freely as they ask question on the
major components of the subject
II. Provide a vehicle/channel/platform for the students to use the information obtained I
a follow up session, you can ask student to make a written documents on what they
have learnt so that it can be shared with others
[Type text]
III. Prior preparations enhance the benefits to be obtained from a resource person
IV. Ensure that the person you invite students have no objection to
V. Avoid over using one person as a resource
VI. Talk to the resource person about the content and to procedure to be followed before
hand – the resource person should know the target audience the students their age
range, background before he give a talk
Panel discussion
 It is an important teaching technique which can be employed by a teacher in
classroom situations for educational purposes
 It was originated by Harry Overstreet in 1929
 It is a discussion in which a few pupil carry on the conversation in front of other pupil
or audience
 At the conversation the audience can also participate
 They audience can raise important questions to the panellists and they will provide
answers
Objectives of using panel discussion
I. To provide information and views on new facts/ideas
II. To analyse a problem from various angles
III. To provide mental recreation
IV. Educationally they provide conceptual and factual knowledge and clarification of
certain theories and principles
V. Provide solution to certain problems
[Type text]
Ranges from 6 – 10 people
google
market place method
[Type text]
Date : 02 July 2014
Lecturer : Mr D Ndlhovu
Intake : 2014
[Type text]
Date : 08 July 2014
Intake : 2014
Topic : School records and record keeping
[Type text]
Name : Gama Anitah
Date : 10 July 2014
Intake : 2014
[Type text]
Name : Gama Anitah
Date : 22 July 2014
Intake : 2014
[Type text]
Name : Nkomo Precious N
Date : 29 July 2014
Intake : 2014
Topic : Measurement and evaluation
[Type text]
Name : Nkomo Precious N
Date : 31 July 2014
Intake : 2014
Topic : Measurement and evaluation cont…
PROFFESSIONAL STUDIES
MR L MUTEMA
16-09-2014
CURRICULUM IMPLEMENTATION
BACKGROUND
The Zimbabwean centralised education system is characterised by the central curriculum that
is developed Curriculum Development Unit. The curriculum provides overall control/the
ministry of education through the CDU and the syllabus is the school subject plan providing
guidance to the teachers on each particular subject. The curriculum plans and intentions
consists of syllabus document, suggested teaching methods teaching material and
[Type text]
recommended text books. These components of the curriculum plans are discriminated to the
schools for the implementation
DEFINITION OF TERMS
CURRICULUM
 Kerr (1988:106) define curriculum as, ‘all the learning which is planned or guided by
the school, whether it is carried on in groups or individual inside or outside the
school.’
 Gatawa (1990:8) says, ‘curriculum is the totality of experiences of children or groups
of children or take place within classroom or ground or outside the school.’
CURRICULUM IMPLENTATION
 Ndawi and Maravhanyika (2011:68) define curriculum implementation as, ‘the
process of the school facilitating the interaction between the learner and the
curriculum.’
 Fullan and Panfret (1992) sited by Marsh (2009:92) say, ‘the term curriculum
implementation refers to the actual use of a curriculum/ syllabus or what it consists of
in practise, ‘the process in which the teacher selects and mixes is different ingredients
contained in the curriculum document is infact the actual implementation of the
curriculum.’
 The syllabus refers to the breaking down of the curriculum proposal or plan into
manageable units, topics and materials to be covered over a period of time
[Type text]
3 forms of curriculum in schools
I.
[Type text]

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PROFESSIONAL STUDIES

Name : SHUMBA BEAUTY

Date : 23 January 2014

Subject : Professional Studies

Topic :PROFESSIONAL STUDIES

What Is Professional Studies

of actual teaching and learning

experiments with the reality of actual classroom through doing

making appropriate adjustments until effectiveness

Professional Studies Validity

teaching and learning

by the community which it is part

 Requiring a length period of initial training complimented by in-service growth and

 Profession is an occupation which performs an essential social function to

accomplish this function it require a body of knowledge grounded on theory

length of period of higher reduction

 The period of education and training involves the process of socialisation in

professional values centre on the pre-eminence of essential profession to exercise

 A profession id therefore one who has

I. A specialised knowledge base (technical culture)

II. Commitment to meeting client needs (service ethics)

III. Strong collective identity (professional commitment)

IV. Collegial as opposed to bureaucratic control over practise and

professional practice (professional autonomy)

 Professionals should possess a specialised skill enabling them to offer a specialised

 Undergo intellectual and practical training in a well defined area of study

 Maintain detachment and integrity in exercising personal judgement on behalf of a

integrity of the profession as a whole

 Tend to or required to avoid certain manners of attracting business or delivering

to provide the machinery of testing competence and regulating standards of

competence and conduct

Teacher Ethics And Principles

scrupulous from unscrupulous professional conduct

incompetent or unscrupulous or defending the practitioner who is unjustly attacked

in fulfilling this obligation the teacher skill

for higher goal in the development of their physical, moral, spiritual

economical, social, racial and religious affiliation

 Accept no enumeration for tutoring except in accordance with employment conditions

student’s purposes and acts towards socially acceptable ends

 The effectiveness of many methods of teaching are dependently on the co-operative

guardian and responsibility of their children

 Seek to establish a friendly relationship with the home

be discreet with the information got from parents

 Keep parents informed about their children’s performance

Name : SHUMBA BEAUTY

Date : 28 January 2014

Subject : Professional Studies

Lecturer : Mr T.M Ncube

Topic : Communication skills: Assignment writing

 An assignment is a task / duty given to someone to do.

Terms to be known and understood in essay questions or statements:

1. Account for: explain why x is as it is.

 An assignment has the following parts/sections

Introduction (descriptive essay)

Name : SHUMBA BEAUTY

Date : 30 January 2014

Subject : Professional Studies

Designs and techniques

increases our understanding of phenomenal about which we are concerned or

 It is a systematic approach towards a purposeful investigation.

 It is systematic method of collecting data from a population of interest. It is qutitaive

 A survey is any way of collecting data in a methodical manner from an interested

 This is information in its raw state or an organized form for example A B C D E or

numbers. That refers to objects or conditions.