Session 2 (Revised)

TCS Teachers’ Orientation and
Induction Programme 2021

Session 2 (Revised)
TCS/CEPD/Induction2021/S2 (Rsvd.) 1
Objectives
By the end of the session, participants should be able to:
1. discuss classroom management, and methodology.

2. get familiarized with components of a lesson plan.
3. design a lesson using TCS format, incorporating 21st century skills, digital
citizenship and values.
4. formulate questions as per Bloom’s Taxonomy
5. analyse application of different resources
6. appraise the process of reflective practice.
Map of the Day
• Introduction to:
• Classroom management and teaching methods
• TCS lesson plan
• Learning outcomes and objectives
• Bloom’s taxonomy
• Effective Questioning
• Managing Resources
• Reflective practitioner and self-evaluation
Classroom Management
Draw your classroom
• Working in your groups, design a classroom layout for your respective class,
learning outcome and subject as assigned by the trainer.
1. Online – 30 students
2. Face to Face (Regular) – 30 students
3. Face to Face (as per Pandemic SOPs) – 15 students
4. Blended classroom
Participants will prepare a slide and share it with the group.
Factors that Influence Classroom Configurations
Face to Face Online
TCS/CEPD/Induction2021/S2 (Rsvd.)
6
Teaching Styles (1/2)
The Authority, or lecture style The Demonstrator, or coach style The Facilitator, or activity style
- Teacher-centered - Demonstrator has formal authority role - Promote self-learning
- Lengthy lecture sessions or one- and tells students what they need to - Help students develop critical
way presentations know. thinking skills
- Note-taking or absorb information. - Lecture-based but includes multimedia - Retain knowledge that leads to
presentations and demonstrations. self-actualization
Advantage: Advantage: Advantage:

- Suitable for higher-education - Follows a systematic method - Trains students to ask questions
disciplines and auditorium settings - Time, resource and effort efficient - Helps develop skills to find answers
with large groups of students - Gives teachers opportunities to and solutions through exploration;
- Requires memorization of key facts incorporate a variety of formats including
- Suitable for procedural knowledge lectures and multimedia presentations
Challenge Challenge: Challenge:

- Little or no interaction with the - Difficult to accommodate students’ - Challenges teacher to interact with
teacher individual needs in larger classrooms. students and prompt them toward
- Passive classroom discovery rather than lecturing facts
and testing knowledge through
memorization.
Teaching Styles (2/2)
The Delegator, Group Style Hybrid or Blended Style
- delegator style facilitates peer Hybrid, or blended style, follows an integrated
feedback, discussion, creative activities approach to teaching that blends the teacher’s
- Modern style of teaching personality and interests with students’ needs
- Competitive and collaborative and curriculum-appropriate methods
simultaneously
Advantage: Advantage:
- Leads to guided discovery and inquiry- - Accommodate differentiation and Inclusion
based learning - Enables teachers to tailor their styles to
- Place the teacher in an observer role student needs, content and context
- Inspires students toward common
goals.
Challenge Challenge:
- Sometimes criticized as eroding teacher - Too many styles can risk lesson
authority.
- The teacher acts as consultant rather
than the traditional authority figure
Lesson Planning
Think/Share
• In pairs, discuss the importance of lesson planning and write down three
mutually agreed points to share with others.
10
A lesson plan is……
• a roadmap for teaching and progressive learning
11
TCS Lesson Plan Components
The City School

Class:_____________ Subject:_______________________ Topic /Unit/Skill:______________ • Objective
Date:_____________ Duration:_________________________ Term:____________________
Objectives:_______________________________________________________________________________
_______________________________________________________________________________________ • Starter
•
Values Integration: _______________________________________________________________________
Resources:
________________________________________________________________________________________
Methodology
• Assessment (will be
Starter activity: Time
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Methodology:
discussed in session 3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
• Wrap-up/Plenary
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________ • Evaluation
Assessment for Learning:
________________________________________________________________________________________
________________________________________________________________________________________
• Value
Wrap up / plenary:
________________________________________________________________________________________
________________________________________________________________________________________
Assignment/s (Class / Home)

________________________________________________________________________________________
________________________________________________________________________________________
Lesson Evaluation:
________________________________________________________________________________________
________________________________________________________________________________________
Objective
Learning Objectives are the foundation of the lesson.
It is of prime importance that a teacher defines the outline of expected learning

outcomes. It is important therefore that :
 The pupils know, what the teacher expects them to do, learn and demonstrate their new
learning
 The teacher should have absolute idea to gauge the students, performance.
13
Do’s of writing objective
• Start every group of objective/learning outcomes with the statement – “By the
end of this lesson students should be able to…”
• Number every objective/learning outcome.
• Begin every objective/learning outcome with an action verb e.g. “explain”,
“list”, “describe” etc.
• State every objective/learning outcome in terms of student performance (rather
than teacher performance).
• Write only 1 verb to achieve the objective. Do not use ‘and’.
• Don’t use questions (wh- words) as objectives
• Select only 3 objectives for a 40 min lesson
15
Bloom’s Taxonomy
HOTS –
Higher Order
Thinking Skills
LOTS –
Lower Order
Thinking Skills
Lesson Plan
• Identify a topic to teach in your class, using relevant curriculum and scheme
of work.
• Write at least three objective/s using Bloom’s Taxonomy and SMART criteria.
17
Using SMART Objectives
Starter
A comprehensive guide to plan a starter activity
6 R Strategy:
• Rehearse: To practice and consolidate existing skills
• Recall: To secure knowledge of facts
• Refresh: To draw on and revisit previous learning
• Refine: To sharpen methods and procedures
• Read: To use Appropriate vocabulary and interpret images
• Reason: To use and apply acquired knowledge
TCS/CEPD/Induction2021/S2 19
Designing a starter
• Building on the lesson plan, design a starter activity using 6-R strategy.
20
Methodology
• Opening e.g.
 Questioning, Brainstorming, Elicitation, Introduction, Think-pair-share, etc.
• Middle e.g.
 Group/pair/individual work, worksheet, Discussion, Powerpoint presentation, Hands-on activity, etc.
• Closing
 One minute essay, traffic light, Think-pair-share, exit card, two star and a wish, WALT, WILF, etc.
21
Teaching Methods
Method Where to apply in lesson? Why?
Exposition/explanation
Discussion
Simulation
Case Study
Group/pair Work
Individual work
Brainstorming
22
Selecting a methodology
• Building on the lesson plan, select a methodology and design learning activity.
23
Effective Questioning
Purpose of Questioning
 to assess cognition
 to determine one’s knowledge and understanding
 promote high/critical thinking
 use divergent questions and open ended inquiries that call for analysis and
evaluation
 for verification
 for creative thinking
Example: What is likely to happen if the ozone layer of the atmosphere

continues to deteriorate?
25
Types of Questioning
• Close ended, Yes/No questions

• Open Ended, Inference, evaluative questions
26
Factors of Effective Questioning
Questioning Skills
Class interaction is dependent on the questioning skills.
Pose
What questioning skills should teachers have in order to
generate relevant responses among the students?
 Ask varying types of questions

Ask non-directing questions Prompt

 Call in non-volunteers
 Sequencing logically
 Asking open-ended questions Factors of
 Giving cues to challenge students effective
 Rephrasing questioning
 Allowing for sufficient wait time
 Acknowledge/appraise
 Redirecting questions Pounce Pause
 Engaging different learners
Praise
27
Forming Questions
* Remembering – WHAT is the capital of England?
* Understanding – WHY is London the capital city of

England?
* Applying – WHICH features make London a capital

city?
* Analyzing – WHAT is needed in an effective capital

city?
* Evaluating – Do you think Paris or Moscow have the

necessary features to be an effective capital city?
* Creating – What features would you include in a

capital city?
28
Practice Task
Building on the lesson plan, design a series of questions befitting the

methodology as per Bloom’s Taxonomy.
29
Managing Resources
Case Study – Martin’s Classroom
When Martin began teaching years ago, he walked into a classroom with empty desks and bookshelves. The
district provided basic text and work books. The rich array of materials now found in his classroom were mostly
accumulated by him over the years. At first, Martin was in a rush to fill empty space and wasn't particular about
the sort of things he brought into his classroom. He quickly learned, however, that he should be intentional about
his classroom resources.
The resources in his classroom:
• Align with learning objectives
• Are challenging for all students, regardless of interest and developmental level
• Help students make sense of instructional concepts
• Enhance, or add on to, Martin's instruction
Martin chooses resources that help him meet the learning objectives. For example, students are expected to add
and subtract one and two digit numbers. Martin provides counters for them to aide in achieving this learning
objective. He also has resources that reach a wide variety of learning preferences and levels; his word work area of
the classroom stocks letter tiles for emergent readers as well as sentence strips for those on a higher level. These
materials help students better understand the things he teaches. When Martin instructs on a way to add two digit
numbers, students then practice with the counters to make sense of this new technique.
31
What change has Martin brought to the classroom and Why?
What Why
32
Selecting and Adapting resources to meet students’ needs
Purpose of Resources
• Connected to quality of teaching
• Enhance students’ learning
• Challenge and support students
• Differentiate instruction
• Make learning interesting
We can categorize teaching and learning resources in three ways:

1. Resources used by students in the classroom that enhance instruction
2. Resources found outside the classroom that boost student learning
3. Resources used by teachers to develop professionally
Wrap-up/Plenary
Plenary needs to be:
• carefully linked to the objectives & outcomes;

• draw together the learning of the whole group & the individual;
• summarize and take quick recap of the concept taught;
• consolidate & extend learning;
• direct pupils to the next phase of learning;
• highlight not only what has been learned but also how it has been learned;
• help determine the next steps in learning
( adapted from Educational psychology for learning and Teaching by Bochner, Sandra II )
34
Homework
• Prepare a 40 min lesson plan, using TCS format. Mention:

- SMART Objectives
- Methodology
- Assessment – type/s
- Complete list of resources
- Time
- Values (optional)

Use Curriculum / Scheme of work to select a topic.
Share the lesson plan with the trainer for review and feedback.
Reflective Practitioner/Self-Evaluation
36
What is Reflection?
What is reflection?
• Reflection is a process
• Reflection is an iterative cycle
Reflection is a systematic reviewing process for all teachers which allows you to
make links from one experience to the next, making sure your students make
maximum progress.
37
Why Reflection?
• Reflective practice helps create confident teachers

• Reflective practice makes sure you are responsible for yourself and your
students
• Reflective practice encourages engagement
• Reflective practice benefits all
• Overcome Assumptions
38
Types of Reflection
• As something happens
Reflection • Consider the Situation
in Action • Decide how to Act
• Act Immediately
Reflection • After something happens

• Reconsider the Situation
on Action • Think about what needs changing the future
39
Reflective Log
Describe an experience you

had in the past
How will you approach it next How did you react to the
time? situation?
What did you learn from the

experience? What would you like to
change?
40
Lesson Evaluation
For each lesson, ask:
 What has majorly impacted teaching and learning?

 What effect did it have on teaching and learning?
 Why did it happen?
 How could it be improved?
 How might the teacher/students have behaved differently?
 How should things be done next time?
41
Do
Review
Apply the
the
Content
Content
Apply Review
Learn
about the
Content
Learn
42
Recap of the Day
• Share 1-minute essay on Class Notebook, on learnings of the day.
Guidelines:
1. Must be in paragraph form
2. Write about key learning/s of the day
43

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Session 2 (Revised)

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TCS Teachers’ Orientation and

Induction Programme 2021

By the end of the session, participants should be able to:

1. discuss classroom management, and methodology.

Participants will prepare a slide and share it with the group.

Face to Face Online

Advantage: Advantage: Advantage:

Challenge Challenge: Challenge:

• a roadmap for teaching and progressive learning

The City School

Assignment/s (Class / Home)

Learning Objectives are the foundation of the lesson.

It is of prime importance that a teacher defines the outline of expected learning

A comprehensive guide to plan a starter activity

Method Where to apply in lesson? Why?

Example: What is likely to happen if the ozone layer of the atmosphere

• Close ended, Yes/No questions

 Ask varying types of questions

* Remembering – WHAT is the capital of England?

* Understanding – WHY is London the capital city of

* Applying – WHICH features make London a capital

* Analyzing – WHAT is needed in an effective capital

* Evaluating – Do you think Paris or Moscow have the

* Creating – What features would you include in a

Building on the lesson plan, design a series of questions befitting the

We can categorize teaching and learning resources in three ways:

Plenary needs to be:

• carefully linked to the objectives & outcomes;

• Prepare a 40 min lesson plan, using TCS format. Mention:

• Reflective practice helps create confident teachers

Reflection • After something happens

Describe an experience you

What did you learn from the

For each lesson, ask:

 What has majorly impacted teaching and learning?

• Share 1-minute essay on Class Notebook, on learnings of the day.

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