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Efs - Summary Notes Module 2

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Efs - Summary Notes Module 2

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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1

Josephy Mantawa

PHALOMBE TEACHER TRAINING COLLEGE

INITIAL PRIMARY TEACHER EDUCATION (IPTE)
EDUCATION FOUNDATION STUDIES (EFS)
SUMMARY NOTES FOR MODULE 2 - YEAR ONE

TABLE OF CONTENT:
Topic 1: Child development and learning for upper primary ……………………………….….. 3

Topic 2: Teaching skills for upper primary ………………………………………………………….… 5

Topic 3: Teaching and learning methods for upper primary ………………………………….. 20

Topic 4: Teaching and learning resources for upper primary ………………………………….. 34

Topic 5: Assessment ………………………………………………………………………………….… 37

Topic 6: Assessment tools ……………………………………………………………………………… 40

Topic 7: Assessment of learners in lower and upper primary ……………………………...…… 49

Topic 8: Inclusive education ………………………………………………………………………….. 50

Topic 9: Learners‟ diversity in a classroom ………………..…………………………………..…… 55

Topic 10: ICT in teaching, learning and assessment …………………………………………….. 60

Topic 11: Text editors for teaching, learning and assessment ………...……………………….. 64

Topic 12: Use of mobile devices in research, teaching and assessment …………….…..…. 65

a. Physical human development

Meaning of the term “Human b. Social human development
development”: c. Emotional human development
d. Cognitive human development
Human development refers to certain e. Moral human development
changes that occur in human beings from
conception to death. The table below shows the descriptions of
the above five aspects of human
development:

Aspect of human
development Characteristics Implication on learning
a. Physical Changes in the body size, When the body grows, different parts grow
development weight, length and height within it such as limbs and the brain, which
is critical in learning process.
b. Social Changes in the way an Children who go to school already
development individual relates with socialized in the lower classes may find
others school life easier since they will be able to
mix with others.
c. Emotional Changes in individual‟s To ensure successful learning, one needs to
development personality and master his/her emotions to ensure healthy
emotional understanding relationships with peers and teachers,
hence successful education.
d. Cognitive Changes in thinking As learners grow physically, they also grow
development intellectually, unless there are physical
defects at birth, resulting in mental
retardation. Good nutrition enhances
intellectual growth, hence success at
school.
e. Moral Changes in ability to As learners grow, they all will be able to
development judge right or wrong treat others fairly as they interact in the
process of learning.

- identify the properties of categories, TOPIC 2

to relate categories or classes to
one another and to use the TEACHING SKILLS FOR
categorical information to solve UPPER PRIMARY
problems
- group objects according to
dimensions that they share Meaning of the term “Teaching
- subgroup hierarchically so that skill”:
each new grouping will include all A skill can be defined as a special ability
previous subgroups to do something.

iii. The ability to seriate things: Therefore a teaching skill can be defined
as:
Learners develop the ability to arrange - the ability that one possesses which
items along quantifiable dimension, such helps him/her to teach effectively
as height or weight. - a discrete (distinct) and coherent
activities which facilitate and foster
Take note:
learning
- The ability to conserve, classify and - strategies that teachers use to
seriating at this stage means that a facilitate teaching and learning
learner has finally developed a
complete and very logical system of Teaching in upper primary requires
thinking. thorough lesson preparation for it to be
- At this stage, learners can imagine effective as activities can be complex
different things and arrangements. and challenging because learners at this
stage are more critical. They begin to think
However at this stage, children are not yet
logically and solve problems based on
able to reason about hypothetical,
concrete situations. Therefore, teaching
abstract problems involving many factors
skills should be of the level of the learners.
at once.

Teaching learners the knowledge of For instance, when using the skill of
concrete-operational thinking will be questioning, here is need to use thought
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 5 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
provoking questions in relation to logical When using the skill of planning do the
thinking which learners in upper primary following:
develop at this stage. - Fit in the work planned into
available time in the term. Allow for
The ten teaching skills: holidays, testing and other activities
The ten teaching skills are: shown on the calendar.
1. Skill of Planning - Vary the success criteria to cover
2. Skill of Introduction the three domains of learning i.e.
3. Skill of Explanation cognitive, affective and
4. Skill of Questioning psychomotor.
5. Skill of Illustration - Arrange the success criteria in
6. Skill of Reinforcement logical order to facilitate teaching
7. Skill of Variation and learning.
8. Skill of Class management - Vary teaching, learning and
9. Skill of Chalkboard use assessment strategies to match
10. Skill of Closure learning styles.
- Formulate clear success criterion
Description and use of each which is measurable, realistic and
Teaching skill: achievable within a lesson or unit
1. The skill of Planning: and with one unitary verb.
- Use a lesson plan which has an
Planning starts with the writing of schemes
introduction, developmental steps,
of work and lesson plans.
conclusion and lesson evaluation.
The lesson evaluation is the basis for
Importance of the skill of planning is that it
completing the records of work.
helps you as a teacher:
- Keep some administrative records
- to ensure logical presentation of such as attendance register, stock
lessons book and teaching time table.
- to ensure proper use of time
- to manage the class and resources The following questions should guide you
effectively when using the skill of planning:
- to identify important activities to be - Are schemes of work prepared?
taught in a term, or in a lesson, - Are lesson plans planned and used
- to identify teaching, learning and for each teaching day?
assessment resources to be used in - Are lesson plans evaluated soon
advance after teaching?
- to identify teaching, learning and - Are records of work filled each
assessment methods to be used week?

2. The Skill of Introduction:

Every lesson must have an introduction of about 3 to 5 minutes. An introduction can take
the form of:

- oral questions and answer

- a story telling
- a drama
- an explanation
- learners‟ experiences

The introduction should be live and brief, and should present theme and expected
outcomes. It helps learners to focus on the lesson and stimulate their interest and
involvement in the lesson.

A good lesson introduction should:

- stimulate learners interest in order to keep them alert

- arouse and motivate learners‟ curiosity
- display an overview of the content to be learnt
- enable the teacher to create a linkage between the previous lesson and the new on
(from known to unknown)

A good lesson introduction is necessary because:

- It states the purpose and limits of the lesson.
- The teacher gains the attention of the learners from the beginning of the lesson. This
is done through:

 Eye contact
 Use of visual resources
 Variation of voice patterns and
 Use of various gestures
 Use of an activity

- An introduction should motivate and arouse learners‟ curiosity.

- The teacher reviews the previous lesson and links this background with the content in
the lesson.

b. Use of pre-questions
Begin with questions on issues to be taught to check any previous knowledge e.g.
Why is it important to care for the environment? This will help the learners to follow the
lesson. In addition, it arouses their interest.

c. Recall of pre-requisite knowledge

Begin by reviewing previous lesson in order to establish a foundation for the new concept
to be learned. E.g. What are the causes of soil erosion? The learners will see the relationship
between what they learned the previous lesson.

d. Communicating a set of success criteria

State what the learner will be able to do at the end of the lesson. Communicate a set of
success criteria orally or in written on the board.

e. Use of rationale
Begin by stating the purpose or significance for learning the concepts. E.g. “It is important
to learn how to conserve the soil because agricultural productivity depends on land”. This
helps to motivate learners.
Appraisal guide for the Skill of introduction

Observed
Skill Components Yes No Comments
1. Gaining learners’ attention
a. Does she/he use gestures?
b. Does she/he vary voice pattern?
c. Does she/he look at the learners?
d. Does she/he use teaching, learning and assessment
resources?
e. Does she/he involve learners?
2. Arousing learners’ motivation
a. Does she/he show interest in the learners?
b. Does she/he show warmth and enthusiasm?
c. Does she/he excite learners‟ curiosity?
d. Does she/he use an element of surprise?
e. Does she/he tell an interesting story?
3. Structuring
a. Does she/he state limits of the task?
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 8 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
b. Does she/he state the purpose of the lesson?
c. Does she/he give an overview of the lesson?
d. Does she/he suggest learning procedure?
e. Is the introduction relevant to the topic?
f. Is the introduction brief (3 to 5 minutes)?
g. Is the introduction clear?
4. Making links
a. Does she/he start the lesson from known to unknown?
b. Does she/he start the lesson from near to far?
c. Does she/he start the lesson from concrete to abstract?
d. Does she/he start the lesson from simple to complex?

3. The Skill of Explanation: - Consider the age level of learners

- Use teaching, learning and
Explanation is the process of clarifying
assessment resources to simplify
concepts, ideas or skill in order to increase
concepts
learner‟s understanding.
- The voice should be audible to
attract learners attention
The following points are important in the
- Repeat important points
use of this skill:
- Use different examples which are
- Explain in simple and clear
relevant to the topic you are
language, considering the age and
teaching and words to clarify the
level of learners.
points
- Explanations must include suitable
- Variation of voice helps to gain
examples.
learners‟ attention.
- Present teaching and learning in
logical order.

Appraisal guide for the Skill of explanation

Observed
Skill Components Yes No Comments
a. Is the explanation clear?
b. Is the explanation short?
c. Is it relevant to the success criteria?
d. Does the explanation cover important points?
e. Are examples clearly explained?
f. Does the explanation arouse interest?
g. Does the teacher use examples that are appropriate in type and quality?
h. Does the teacher use link words and phrases to clarify difficult points?
i. Does the speed of explanation suits age and level of learners?
j. Does the teacher teaching, learning and assessment resources to clarify
concepts?

4. The Skill of Questioning: - Phrasing questions in simple and

clear words
Questions are very important in teaching,
- Re-phrasing a question when
learning and assessment as they help in:
learners have not understood it
- Checking learners‟ prerequisite
- Probing learners‟ responses through
knowledge
follow-up questions to obtain full
- Helping learners to take part in
answers
discussion
- Distributing questions evenly
- Stimulating thinking; giving
- Ask, pause then nominate a learner
feedback
to respond (QPN = Question, Pause
- Summarizing learning points
and Name).
- Highlighting the main points in the
- Asking questions within three
lesson; Assessing teaching and
domains (cognitive, affective and
learning
psychomotor)
- Evaluating teaching and learning
- Nominating both volunteers and
processes
non-volunteers

The following points are very important

It is important to ask both closed and
when you are using the skill of questioning:
open ended questions. When asking
- Advance preparation of key
Open ended question, count silently and
questions for each stage of the
slowly to 10 seconds, to give the chance
lesson (introduction, developmental
to learners to think about how they will say
steps and closure)
the answer.
- Relate questions to the success
criteria

Characteristics of closed and open ended questions:

Closed ended questions Open ended questions

They ask for facts that are either correct or They ask for ideas, opinions, evidence,
incorrect examples, thoughts and feelings
They ask the learner to give specific The learner has to decide what information
information to give in the answer
They test knowledge and memory or recall They test knowledge, understanding and
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 10 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
critical thinking skills (e.g. ordering, sorting,
comparing, contrasting, analysing,
summarizing, explaining, describing,
concluding, guessing, imagining, etc.)
They are usually easy and quick to answer (a They are often difficult and take longer to
single word or short phrase, or a yes/no or answer (require whole sentences)
true/false answer)
They require basic language skills: simple They require better language skills: a big
vocabulary and short sentences vocabulary and longer sentences with
conjunctions (then, so, but, because,
although, however)
They are quick and easy to assess as either Sometimes there is no right answer (e.g. if
right or wrong you have asked for an opinion). Sometimes
further discussion and questioning is
needed to reach a good answer
Examples: Examples:
 What is 10% of 360?  How did you work out that 36 is 10% of
 What are the children in the picture 360?
doing?  Why do you think the children in the
picture are laughing?

When handling learners‟ responses; (introduction, developmental steps

- Do not walk towards the learner who and closure)
speaks softly. Encourage them to - Relating questions to success criteria
speak aloud. - Phrasing – making questions brief,
- Correct speech and grammatical clear with the use of simple
errors after the learner has given the - language/ use of language
answer. according to the ability of learners
- Do not distract/interfere while the - Pause – after asking a question,
learner is attempting a question. pause for some seconds and name a
- Encourage learners to give complete learner to answer. This will give
and correct answers. learners the chance to think about
- Avoid negative remarks as they the answer
discourage learners. Reinforce - Directing – asking the question to the
learners appropriately. whole class, then select a learner to
- Discourage chorus answers. answer
The following points are important when - Prompting - this involves rephrasing
you use the skill of questioning: the question in a simple language
- Both, volunteers and non-volunteers,
- Advance preparation of key
boys and girls should be involved
questions for each stage of the lesson
- Probing – this means asking
additional questions to make the
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 11 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
learners think deeply and give - Focusing – this means asking a broad
specific response e.g. how, why question and then narrow it down to
- Asking questions which are specific questions
appropriate to the level and ability of
learners

Appraisal guide for the skill of questioning

Observed
Skill Components Yes No Comments
a. Does the teacher phrase questions in simple and clear words?
b. Does she/he re-phrase questions if learners have not understood them
(prompting)?
c. Does she/he ask questions, pause, and then name the learner?
d. Does she/he redirect questions?
e. Does she/he distribute the questions to the whole class (e.g.
volunteers/non-volunteers, girls and boys; those sitting in the back and
in the front)?
f. Is she/he ask additional questions to make learners think deeply and
come up with more precise response? (Probing)
g. Are the questions appropriate to level and ability of the learners?
h. Are the questions relevant to the topic and success criteria?
i. Is she/he responds to learners‟ responses in a positive manner?
j. Does she/he vary the level of cognitive demand?
k. Does she/he ask focused questions?
l. Does she/he able to handle responses warmly/enthusiastically?
m. Is she/he giving clear feedback to learners?

5. The Skill of Illustration: Illustrations help the teacher to clarify

concepts, promote learner‟s observation
The skill of illustration involves the use of
skills and reinforce memory of learners
visual resources such as real objects,
because they:
raised diagrams, sketches, drawings on
- bring concrete reality to class
chart paper or chalkboard.
- improve clarity in teaching and
learning
Illustrations improve teaching and learning
- relate what is taught to learners‟ lives
of abstract concepts such as
mathematical formulae, procedures,
Research shows that learners only
processes and the understanding of
remember 20% of what you teach them.
concrete concepts. Concrete examples
However, when using illustrations when
include human body, plants, animals and
explaining, they remember 50% (MIE,
physical features.
2014).
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 12 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
The following are the guidelines of using - illustrations should be of a good
illustrations: quality. The qualities include:
 accurate and relevant
- use the illustration when you want to
 attractive to attract attention
explain the activity in relation to
of learners
success criterion
 clear and simple
- the illustration should draw learners‟
 legible
attention
 well labeled in case of maps
- learners should be given enough time
and drawings
to study the illustration
- the illustration should be simple for
the learners to understand

Appraisal guide for the skill of illustration

Observed
Skill Components Yes No Comments
a. Does the illustration show a concept or a process?
b. Are the illustrations used relevant to the topic and success criteria of
the lesson?
c. Are the illustrations appropriate for age and ability of learners?
d. Does the teacher use resources which can arouse the learner‟s
curiosity and interest? (e.g. legible, colouring, etc.)
e. Does the teacher use the illustrations at the right time?
f. Does the illustration promote learner involvement?
g. Is the illustration visible?
h. Is the illustration well labelled?
i. Was the illustration prepared in advance?
j. Does the illustration reflect the actual object/process/concept?
k. Is the illustration provided with a relevant title and captions?
l. Does the illustration encourage the development of skills in learners?

6. The Skill of Reinforcement: Therefore, when learners answer

questions, they should be rewarded
Reinforcement means:
accordingly.
- the process of strengthening the
knowledge and skills the learners The skill of reinforcement helps to increase
acquires through rewarding for the learners‟ attention, motivation,
responses given confidence and classroom discipline. It
- rewarding learners for the responses also helps learners to prepare what is
which they gave in a given activity
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 13 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
coming next. Therefore, ensure that most
important behaviour is reinforced. e. Token reinforcement: - giving rewards
such as pencils, exercise books and
Reinforcement is classified as follows: money to learners for correct
a. Verbal reinforcement: - use of responses.
encouraging comment such as very
good, excellent, correct, well done, f. Activity reinforcement: - giving an
etc. activity to learners e.g. Mathematics
exercise after classes or giving new
b. Gestural reinforcement: - use of body work to those who have finished their
language (gestures) such nodding or work
shaking the head, clapping, and
smiling etc. When using the skills of reinforcement, do
the following:
c. Proximity reinforcement: - (closeness
- Create an atmosphere which
with the learner) the teacher moves
encourages learners to participate
and stands near to the learner with
actively in their learning.
the view to encourage him/her to
- Vary reinforcement techniques
attempt a response.
- Give equal reinforcement without
discrimination
d. Contact reinforcement: - patting the
- Give reinforcement which
learner, shaking hands when correct
encourage or discourage a specific
response is given.
behaviour

Appraisal guide for the skill of reinforcement

Observed
Skill Components Yes No Comments
1. Verbal
a. Does the teacher make comments of praise and encouragement?
b. Does she/he vary the way of praising learners?
2. Gestural
a. Does she/he use any gestures?
b. Does she/he vary gestures?
c. Does she/he use gestures in appropriately? (not too often)
d. Were gestures relevant to the lesson?
3. Proximity
a. Does she/he move closer/near to learners to assist learners?
b. Were the movements necessary?
4. Contact

7. The Skill of Variation: attention and to reinforce their behavior.

It is done through:
Variation refers to different actives which
a teacher makes in order to develop and
maintain learners‟ attention.
i. Voice variation
Teacher varies pace and tone of
Variation serves three purposes:
his/her voice
- Focuses and maintains learners
attention
ii. Body gestures
- Places emphasis on important
Teacher uses a pointer, a head,
points, concepts and ideas
hands and facial expressions.
- Changes the pace of the lesson
iii. Voice gestures
Variation can be done in the following
This is a combination of both voice
ways:
and gestures. A teacher can use a
pointer to point at a diagram and
a. Movement
say…‟ Study the diagram on the
Teacher moves from one location to
board‟. A teacher can clap hands
another in the classroom. Make sure that
and say…. „Listen!‟
you do not distract learners. Movement
helps to check what is going on in the
The following should be done as you use
classroom and improves communication
the skill of variation:
between the teacher and the learners.
- Move freely in class such as in front
of the class or from front to back of
b. Focusing
the classroom.
This is the teacher‟s ability to control the
- Use voice variation in terms of
direction of learners‟ attention. The
loudness, tone, or pace and
purpose is to control direction of learners‟
pausing.

Appraisal guide for the skill of variation

Observed
Skill Components Yes No Comments
1. Teacher movement
Does she/he move on purpose to:
a. Write on the chalkboard?
b. Help learners during the lesson?
c. Supervise group work?
d. Mark learners‟ work?
2. Change in sensory focus
a. Does she/he use a variety of teaching resources?
b. Does the teacher encourage learners to use different senses?
3. Change of teacher-learner interaction pattern
a. Does she/he encourage earners to answer questions?
b. Does she/he engage learners in other activities? (use variety of
appropriate teaching and learning methods)
4. Variation of voice
Does the teacher vary the tone of the voice?
5. Preparation and use of a range of appropriate teaching, learning and
assessment resources
6. Use of different categories of reinforcement
Does the teacher use different categories of reinforcement (e.g. verbal,
gestural, proximity)?

Observed
Skill Components Yes No Comments
a. Does the teacher show exemplary professional behaviour?
(Appropriate dressing, punctuality, suitable/gender sensitive language)
b. Does she/he encourage the learners to express themselves freely?
c. Is she/he organise activities effectively?
d. Did she/he use groups in lessons?
e. Does she/he control class effectively?
f. Does she/he give responsibilities to both boys and girls?
g. Does she/he involve learners in the distribution and collection of
resources?
h. Is there a seating arrangement for learners?
i. Does she/he start and end lessons at the right time?
j. Are classroom rules in place and reinforced?
k. Is the teacher-learner relationship cordial?
l. Is the environment conducive for learning? (quality of classroom
displays, use of classroom space)

9. The Skill of Chalkboard Use: - Write in straight lines from left to right
starting as high as you can
The chalkboard is the most common and
comfortably reach.
widely used teaching, learning and
- Draw faint straight lines using a nail
assessment resource in Malawian schools.
or a lead pencil to guide you in
It is used to record main points, drawings,
writing.
illustrations, displays and important
- Use chalkboard ruler to draw
information.
straight lines.
The following are guidelines of using the
- Make the writing or drawing large,
chalkboard skill:
clear and neat to be seen from any
- If the chalkboard is big divide it into
part of the classroom.
a number of equal columns so that
- Write the right information to avoid
learners can focus on relevant
over-crowding the chalkboard.
columns.
- Write the main learning points on
- Indicate class, date and enrolment
the chalkboard for learners to see
of learners.
and copy where appropriate.
- State the learning area, topic and
- Use coloured chalk (where
sub-topics in descending order and
available) to distinguish points or
underline them.
parts of a lesson content.
- Number main points for easy
- Clean the chalkboard after use.
reference during discussion.
When cleaning, move the

Appraisal guide for the skill of chalkboard use

Observed
Skill Components Yes No Comments
a. Did she/he start writing from left to right?
b. Did she/he use a pointer?
c. Did she/he divide the chalkboard into appropriate portions?
d. Did she/he use horizontal lines correctly?
e. Did she/he use legible handwriting?
f. Did she/he use large and clear drawings?
g. Did she/he involve learners to write on the chalkboard?
h. Are important points written on the chalkboard?
i. Is the chalkboard clean?
j. Is important information displayed (such as class attendance by sex)

10. The Skill of Closure: The purposes of the closure are to:
- find out whether the intended lesson
Skill of closure is the skill which marks the
outcomes have been achieved
end of the lesson. It sometimes summarizes
- tie all information and activities
the main points in the lesson. It ensures
covered into a meaningful whole
that the lesson end meaningfully,
- to focus on key ideas and processes
considering its success criteria.
presented in the lesson

A conclusion should reflect on main ideas

The following are important points to
covered during lesson presentation.
consider when using the skill of closure:
Therefore, it is important for teachers to
plan how to conclude their lesson - draw attention of learners to realize
effectively. the achievement of success criteria

Appraisal guide for the skill of closure

Observed
Skill Components Yes No Comments
1. Did she/he draw learners‟ attention to closing points in the lesson
2. Did she/he review major learning points in the lesson?
3. Did she/he review the sequence used in the teaching/learning process?
4. Did she/he provide a summary on key points from learners‟ activities?
5. Did she/he relate the lesson and its main points to the success criteria of
the lesson?
6. Did she/he link present lesson points with previous learned material and
the future lesson?
7. Were learner‟s problems or mistakes pointed out and clearly corrected?
8. Was the oral summary clear?
9. Was the conclusion relevant to lesson‟s success criteria?
____________________________________________

conducting instructional activities during

TOPIC 3 the teaching and learning process.

TEACHING AND Teaching and learning methods that

teachers use should always aim at
LEARNING METHODS FOR promoting independent working and a
UPPER PRIMARY sense of responsibility in learners.
Therefore, it requires a teacher to plan
creatively in order to cater for learners of
Meaning of the term “Teaching and
different abilities. This calls for use of
learning methods”:
learner centred approaches and critical
Teaching methods are ways of presenting thinking strategies.
the content of the curriculum or ways of

 Tips for K-W-L method:  Challenges:

- This method can be used for a - learners may miss some ideas as
whole topic even if the topic covers thought are aired in a hurry
several periods in the week.
Therefore, remember to use the “L” c. Predicting from terms:
(what did they learn) part of the
Predicting from terms procedure is used to
method the day you finish the topic.
in the anticipation phase of a lesson to
encourage the learners to think along the
b. Quick write:
lines of a text they are about to hear or
Quick-write is a brief written reflection on read.
a topic.
 Group size:
 Group size:
This method is carried out in pairs. There
Any size can be unlimited number of pairs within a
classroom. It can also be done
 Time required:
individually.
The quick-write can be done in 5 – 10
 Resources:
minutes. It can be used at the beginning,
in the middle, or at the end of a lesson. Predicting from terms requires a
chalkboard on which to write the terms.
 Procedure:
Terms can be written on cards or reading
- Tell learners you want them to write
boards and get displayed from learners.
very briefly about a topic you will
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Time required: - The teacher asks the learners to
write a story by using the provided
It should be done quickly for 5 – 6 minutes
terms
at the most.
- Learners write a story
 Procedure: - Teacher asks some learners to read
the developed story
The following is the procedure for - Teacher asks learners to read the
conducting “Predicting terms”: real story from the book
- Ask some questions from the story
- Before the class, the teacher
they have read
chooses five to six terms from the
text that point to key concepts,
 Strengths of the method:
important events, or main
- it promotes creativity in learners
characters.
- it helps learners to develop writing
- The teacher writes the terms on the
skills
chalkboard and tells the learners
- it arouses learners curiosity before
that these terms will appear in the
reading the story
story or the text. The teacher names
the genre or style of writing they are
d. Filed trip/Educational visit:
about to hear, and may explain
how the genre will constrain the Field trip involves learners working outside
kind of events or information they the confines of the classroom to gain
should expect. practical experience and knowledge
through first hand observation.
 Strengths of the method:
- it provide critical thinking in learners It can be observational, where learners
- it motivates learners to learn as they observe the teacher carrying out
compare their prior knowledge with activities, or participatory where a
the new knowledge teacher prepares activities for learners to
do individually or in groups, under
 Challenges: supervision or independently using a
- shortage of resources such as books resources in the field.

A variety of learning and teaching

 Predicting from terms (another
processes involved include:
version):
- The teacher writes terms on the - observation and description of what
chalkboard and tell learners that is in the field
the terms are from a text, story or - research
case study - problems solving

 Challenges of field trip: The procedure for Futures wheel method is

- it demands a lot of time as follows:
- it requires a lot of arrangements and
- Write the name of the trend or
organisations
event in the middle of a piece of
papers as if it has already
 Challenges of field trip:
happened – it helps to focus on and
- may be prone to eventualities
imagine what this future looks like.
- sometimes requires parental
- Think of and write primary impacts
consent before learners can be
or consequences of this event/trend
taken out
in separate ovals around the central
oval and connect it to the centre
e. Futures wheel:
with a single line.
Future wheel is a structured brainstorming - Finish all primary impacts before
method used to organise thinking about moving onto secondary impacts
future events, issues, trends, and - Next, identify the secondary
strategies. impacts of each primary impact
and write these in ovals and join
A trend or event is placed in the middle of
them to the primary impacts with a
a piece of paper and then small spokes double line (or you can use a
are drawn wheel-like from the centre.
different colour). This forms a
Primary impacts and consequences are second ring of the wheel.
written in circles of the first ring.
- Finish all secondary impacts before
Futures wheel is a very simple but powerful moving onto tertiary impacts
technique for drawing out people‟s - Continue this ripple effect,
opinions ideas. It also leads to thinking increasing the number of lies or
about consequences, actions or issues for colour used to join the ovals, until a
future. In order to identify consequences useful picture of the implications of
ask: “If this happens, then what happens the event or trend is clear.
next?”

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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Strengths of the method: silently and to prepare an oral
- it helps learners to think through how summary individually.
an issue may unfold or the - a). Let each learner of the inner
consequences of an event or circle present his/her summary of
strategy thoroughly the text to the partner in the outer
- helps learners to critically think in a circle (without looking at the text,
more complex manner just telling what was kept in mind).
- helps learners to identify b). In a second step, let each
relationships and unintended learner of the outer circle
consequences complement the summary (no
discussion allowed, just summarizing
 Challenges of the method: complementary information)
- it is a complex method - Let the inner circle move two, three
- it is limited by knowledge and or four learners clockwise to a new
perceptions of learners partner in the outer circle.
- it requires that the learners should - Let each learner in the outer circle
have some knowledge of the give a summary (as captured during
subject area before it is used the previous pair situation) to the
new partner and let the learner in
f. Ball bearing: the inner circle complement.
- Repeat the procedure (step 3 to5) if
Ball bearing method is used to make
you think it is necessary for all
learners understanding and summarizing a
learners to understand the text
written text.
thoroughly
 Procedure: - Consolidate the activity by either
asking questions or asking some
The following is the procedure for learners to summarise.
conducting ball bearing:
 Strengths of the method:
- Let learners form a circle and count
- every learner is actively involved in
1-2, 1-2, 1-2 etc. Let the “2s” form a
the lesson
second, inner circle which is
- it promotes reading and
surrounded by the “1s”, the outer
comprehension skills among learners
circle.
- it also promotes critical thinking skills
- Ask the learners of both circles to
as learners summarise main points
face each other in a way that each
- learners skills of listening, speaking
learner of the outer circle faces
and summary writing are promoted
his/her peer in the inner circle.
- Hand out written text to each
learner. Tell learners to read the text
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Challenges of the method:  How long?
- it may not benefit the learner if
The method can last for not more than 20
he/she does not know how to read
minutes.
 Tips for the method:  What is required?
- When you are dealing with large
classes, you can take the learners Space, chart papers or ordinary papers,
outside the classroom and form chalkboard and texts which could be
several circles to make sure every discussed.
learner is accommodated. Do not
 Procedure:
be afraid to use this method
- Identify a topic, concept or an issue
outside; in the beginning it may of
that can be analysed from several
course be chaotic, but later learners
different perspectives e.g. English
will get used and enjoy the activities
lesson: Verbs tenses:
while learning with no problem. Section 1: Writing sentences using
simple past tense
g. Bus stop/Work stations: Section 2: Writing sentences using
Work stations refer to different spots of the past continuous tense
classroom on which a sequence of tasks Section 3: Writing sentences using
are presented for learners to discuss in past perfect tense
groups. Section 4: Writing sentences past
perfect continuous tense
Questions, tasks or texts can be written on - Post questions for each station,
pieces of paper set at each station, or on group learners and direct them to
charts posted on walls or written on the different stations. Let groups know
chalkboard. Different groups of learners how much time they have to work
work for a few minutes at different stations at a station.
and rotate until all groups have worked at - Upon arrival at the lesson, each
all stations. group discusses and writes
comments for the question posed at
 What is it for?
the station then moves to the next
To get learners to discuss and respond to station. The teacher should monitor
set of questions that leads to learning of progress as groups rotate. When
specific knowledge or skill. groups return to their starting points,
they should be given the chance to
 What stages of the lesson?
synthesise responses contributed by
The method can be used during the other groups.
development of the lesson. - Selected or volunteer groups should
make a presentation to the class.
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Strengths of the method: - Optionally: Ask some learners of
- it promotes team building, fosters each group to explain and justify
debate, and encourages consensus their decision in public.
as learners work together to present
group member‟s ideas at the  Strengths of the method:
different stations - learners are given an opportunity to
- learners are actively involved in the express their views freely
lesson
 Challenges of the method:
 Challenges of the method: - shy learners may not take part in the
- it requires adequate space lesson

h. Making a stand: i. Debate:

 Rationale:
With learners in third grade and up, it is
Encouraging learners to decide and justify often useful to follow the Discussion Web
their decisions; getting a quick overview activity with a Debate.
on different opinions in a group.
The purpose of the debate is not to
 Procedure: declare winners and losers, but to allow
- Decide on a question on which learners some opportunity to practice
learners are supposed to take a making claims and defending them with
stand. Write on the chalkboard. reasons, even when others defend
Examples: different claims.
 Should we have afternoon
Debate helps learners to think critically
classes in this school?
about important social issues, and to
 Boys and girls should not learn
determine the relative importance of
together, do you agree or
arguments and counter arguments.
disagree?
- Write possible answers to the A debate is effective when the topic
question on posters or paper as: involves values, feelings, attitudes, and
YES, PARTLY NO; or I’M NOT SURE, awareness. A good debate should be
and NO. Fix the posters or papers to able to exhaust the main points on issue
the walls, leaving enough space in for learners to be well informed in making
between them. decisions.
- Ask learners to walk towards the
poster/paper that corresponds to  Group size:
their opinion.
Debate are done with the whole class

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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Resources: stand along the wall on one side of
the room; those who think the right
The debate requires no resources
should stand along the wall on the
 Time required: other side. Those are truly
undecided (that is, after thinking
The activity can be conducted in 20 to 30 about it, they believe either sides
minutes. are partially right or neither side is
right) should stand along the middle
This is more a dynamic activity, based on
wall.
constructive contradiction. The learner is
- The teacher explains the two
forced to find arguments on both sides,
ground rules:
which means they will think critically and
a. Learners must not be rude to
reach a conclusion that they will have to
each other. (The teacher may
support. This means they will have to
have to explain and
confront their own beliefs and entertain
demonstrate what this means)
arguments against them.
b. If learners hear an argument
 Procedure: that makes them want to
- Prepare a binary question. To have change their minds, they should
a debate, you need a binary walk to the other side (or to the
question – that is a question that has middle)
a YES/NO answer. The teacher - The learners on each side have
thinks of a question that will truly three or four minutes to decide why
divide the learners‟ opinions, and they are on that side. Then the
puts the question on the chalkboard teacher asks them with a sentence
for all to see. (If you are not sure, the that states their position. The
question will be dividing the learners teacher asks the learners on each
roughly equally, ask for a show of side to appoint someone to say that
hands on each side of the issue sentence.
before proceeding with the - One person from each side
debate). (including the undecided groups)
- The learners think about the states that group‟s position.
question and discuss it freely. They - Now anyone on any team may say
may first jot down their response on things (counter arguments or
a piece of paper, and after two rebuttals) in response to what the
minutes share their answer with a other team has said, or more
partner in order to stimulate more reasons in support of their own side.
ideas. - The teacher monitors the activity to
- The teacher asks learners to divide make sure the team stays away
up. Those who believe one answer from negative attacks. The teacher
to the question is Right should go
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
asks for clarification. He offers an  Challenges of the method:
idea or two as necessary from the - if not well managed, it may get out
devil‟s advocate position. He of hand and lose its values as a
encourages the learners to change lesson
sides if they are persuaded to. - it requires thorough preparation for
- When the debate has proceeded it to succeed
10 to 15 minutes, the teacher asks
each side to summarise what they  Tips:
have said (concluding remarks)
As the debate proceeds, you can model
- The teacher “debriefs” the debate
the behaviour of changing sides with a
by reviewing the ideas and
pantomime (joke/ drama): by looking
arguments that came to light. Or
thoughtful for a good argument, and
he/she may ask each learner to
moving to the other side.
write an argumentative essay,
writing down what she believes j. Jigsaw:
about the issue and why.
The Jigsaw is a cooperative learning
 Other ways of going about it: method that makes learners dependent
- In some cases, the teacher can on each other to succeed. It breaks
choose to moderate the debate as classes into groups and breaks
a leader. At the end, the teacher assignments into pieces that the group
can give a summary of the main assembles to complete the (jigsaw)
points raised. puzzle.
- Learners may also stage debate for
As learners work in small groups, each
the whole school, or for the larger
group member is assigned to specialize on
community. This can open up
some aspect of a topic of study. After
further discussion on important issues
reading about their area of specialization,
in wider contexts outside the
the members from different groups meet
classroom
to discuss the topic, and then return to
their original groups and take turns
 Strengths of the method:
teaching their topics to their original group
- it motivates learners to learn
members.
- it helps learners to develop skills of
listening and speaking The method teaches learners to
- it promotes learners to develop cooperate, solve problems, listen to
courage in speaking at public others, speak/ make a presentation and
- it helps learners to develop opinions think reflectively.
and defend them

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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Challenges of the method:  Rationale:
- It requires adequate preparation,
The rationale of the method is to collect
enough resources and thorough
and classify ideas from learners within a
monitoring.
short time in order to make them visible for
all learners.
 Tips:
 What stage of the lesson?
The question that will guide the “experts”
discussions must be prepared in advance. This method can be used at any stage of
They must be written on the chalkboard. the lesson.
The learners may be given materials to
read – but they may also be told a story,  How long?
given a lecture, or engaged in some other The method can last for 10 – 15 minutes.
stimulating experience.
 What is required?
The number of subtopics should match
with the number of expert groups. If the Resources that are required when using
class is very big, the teacher can assign this method include chalkboard and
two expert groups to same (one) task pieces of paper.
(same subtopics)
 Procedure:
k. Card collection and clustering: - Ask learners a question or write the
question on the chalkboard or on a
Card collection is a method that involves big piece of paper.
the use of cards to gather ideas from
- Explain clearly that learners are
learners, especially where a diversity of required to think about the question
answers is expected.
and come up with some ideas.
Starting with a question, ideas are - Give three cards or pieces of paper
captured onto cards and later clustered and ask them to write one or more
based on similarities. Once the clusters are key words on each card.
labeled, leaners can priotise or elaborate - Write a sample card first to make
on them further. This method can be used sure every learner understands and
with both small and large classes. follows the example and remind
them to write only one idea on the
Considering lack of resources in schools, card.
cards could be made from scarp paper, - Give learners time to think about
old cardboard boxes, soap wrappers or the question and write their answers
any alternative locally available resources on the cards individually.
at and around the school. - Collect the cards and ask one or
two learners to come in front and
read out each card.
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
- Cluster those that may belong
together on a chart or on the TOPIC 4
board. Let the whole group assist
the two learners in front. TEACHING AND
- When all cards are put up, let the
group make suggestions on possible
LEARNING RESOURCES
headlines for the clusters. FOR UPPER PRIMARY
- Ask the learners to comment on the
results, which may involve reviewing
and revising the clusters and their
Teaching, learning resources:
headlines again if needed.
The type and nature of a lesson dictates
 Other ways of going about it: the resources required for effective
teaching and learning.
For much younger children, instead of
writing ideas, they can draw pictures to Teachers need to be creative and
represent their ideas which can be innovative in identifying the resources for
clustered later on. a particular topic. If real objects cannot
be found in the local environment,
 Strengths of the method:
improvisation would assist in the teaching
- every learner gets involved in the
and learning process. However, learning
lesson
could be more effective when teachers
use real objects.
 Challenges of the method:
- it requires adequate resources for it Many learners in the upper primary school
to work are of ages between 10 to16 years. As you
have already learnt, this is the time most
of the children are experiencing pre-
puberty and are in the adolescent stage.
These learners are advanced in major
aspects of child development.
Characteristics like muscular coordination
improvement, thinking in abstract terms,
developing logical and systematic
thinking make learners prefer to be
independent and strive to be socially
accepted.

These characteristics of learners create

challenges to teachers in providing proper
_________________________________________
learning environment. Teachers find it
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
difficult to develop suitable teaching and Teaching resources are of different types.
learning resources that can assist diverse These assist learners as they learn through
learners‟ needs. Quist (2000) suggest that if visual aids, audio aids and audio-visual
teachers would like to improve the quality aids. For example,
of activeness and lessons, they need to
- A teacher can make Auto Teller
know exactly what resources are
Machine (ATM) from a carton
available and where they could find
hanged on a wall. The carton
them.
should have openings for inserting
Upper classes require good and relevant an ATM card, and another opening
resources for effective learning. Learners in as an outlet for cash. On the side of
upper classes need resources that will the carton, there should be digits
improve their manipulative skill, raise written using a pental marker. This
interest and curiosity. Teaching and resource can be used in a Science
learning resources aids different learning and technology lesson.
styles and varied intelligences learners are
inclined to. Since individuals learn Interest centres and storage of
differently, it is important to relate the teaching and learning resources:
topics to learning styles and consider
A good classroom environment needs to
resources that would be used to promote
have things which can enhance learning.
learning.
The things include:
Different teaching and learning
- good furniture
resources for specific topics in
- talking walls
upper primary:
- interest centres
The nature and level of learners in upper
Interest centres are areas in the classroom
primary makes them use relatively
which a teacher uses to encourage
advanced and complex resources
learners‟ activity and choice. These
because they can understand them.
include:
Learners in upper primary are able to
follow complex resources and interpret - sciences corner
them accordingly. - nature table
- expressive arts table
Teachers in the upper classes need to
- shopping corner
understand the level of learners and how
- wall news board
best they can be assisted to learn.

The teachers need to consider diversity in

age, intellectual ability and learning styles
as they plan for their materials that can be
used in lesson delivery.
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
The science corner and nature table This is to make sure every learner has
and classroom displays: an access of the displays on the
nature table.
While classroom walls may contain many
displays like pictures or charts, there are
Care of the science corner, nature
other resources which are displayed in
table and classroom displays:
special facilities or places within the
classroom. The following are ways of caring for the
science corner, nature table and
For upper primary classes, a nature table is
classroom displays:
a requirement. The corner where the
nature table is placed may have other - The science corner and nature
displays like models from science or charts table must always be kept clean by
and pictures within that learning area or removing dust all the time
subject. The part that has scientific - Remove decaying specimens and
displays and the nature table is called the replace them with fresh specimens.
Science corner. This space is reserved for - Have a variety of specimens. All
artificial but scientific objects and natural specimens should be natural not
resources which are usually displayed on artificial
the nature table. - Avoid overcrowding specimens on
the display
A nature table can be made from simple
- Learners can be assigned to clean
materials by following the guidelines
and take care of the nature table
below:

- Use four short poles or pillars of Use of Information and

bricks to support the top part of the Communication Technology (ICT) in
nature table. A flat board or carton upper primary:
or plaited grass makes the top flat
Computer and networking technologies
surface. Display 3 to 6 specimen
are becoming an important tool in our
only with guiding questions for
society. The Unlocking talent programmes
learners.
being introduced by the government in
- Nature table can also be made by
some primary schools is a way into the 21
suspending in the air of the science
st technology for learning.
corner. Strings can tie the four
corners of the rack of board. The Learners need to be given chance to use
ropes are then tied to the roof poles this technological advancement in their
to suspend it. learning.
- However, the height of the nature
By using ICT, learners in upper primary
table is dependent on the height of
become inquisitive and develop
the shortest learners in that class.
manipulative skills further. Audio tapes with
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
recorded tasks and or videos played on
learning, curriculum and programs,
computer or video players add variety to
everyday modes of teaching and and on education policy matters.
learning. - A way of finding out what students

Learners become more interested as they have learned and if they are aligning
interact with such resources which are to curriculum or standards.
electronic in nature.

The advantage of using ICT is that learners Purpose of Assessment:

can obtain a lot of information within a
Teachers assess learners for several
short time and there is flexibility as they
reasons including the following:
interact with such resources.
i. For diagnosis:
_________________________________________
Teachers can assess learners with the
intention of finding out what learners
already know, understand and can do.
TOPIC 5 Learners are also assessed to find out if
they are learning what is being taught.
ASSESSMENT
ii. For evaluation:

Teachers use assessment to decide

whether the teaching of a particular topic
Meaning of the term “Assessment”:
was effective or not. If teaching was not
Assessment is used to in different ways and effective, they take actions such as re-
not at different levels since it is an integral teaching the lesson, or using new
(essential) part of teaching and learning. strategies in order to ensure that all
learners are learning.
Assessment can be defined as:
iii. For guidance:
- The process of measuring the
learner‟s behaviour which involves Assessment can also be used in career
identifying the level of a learner‟s guidance for learners. For instance,
knowledge and understanding of a teachers can assist learners in deciding
topic (MIE, 2008). their future courses or career paths.
Teachers can guide learners in choosing
- Assessment is a process for
courses for tertiary education or career
obtaining information in a paths based on their performances in
curriculum operation in order to schools. Teachers can also use assessment
to guide decisions about their learners. For
make decisions about student
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
example, the better the diagnostic and lesson or at the end of a lesson; hence it is
achievement data from assessment the called Assessment for learning (AFL).
teacher has about his/her students, the
Teachers can use formative assessment in
more appropriate the guidance he/she
their classes through the following:
will be able to provide learners about their
learning, and about their academic and - asking questions
occupational choices. - peer assessment
- self-assessment
iv. For predication: - assignments
- class exercises
Assessment can be used to determine
- teacher-made tests
potential abilities of a learner and predict
probable future successes whether in The information obtained can then be
school or outside the school. used to provide feedback to the learners,
during lessons.
v. For selection:
Importance of Formative assessment
Teachers use assessment to determine
includes the following:
which learners are suitable to be
promoted or progress to a higher level of - It helps teachers to build a profile of
class. the learners in terms of their
performances in class
vi. For grading:
- It gives the class teachers and
Assessment is also used for determining learners the feedback and
marks or scores and grades for learners in information about whether the
order to rank them according to their learning objectives are being
performance. This is common with achieved.
national examinations such as Malawi - It provides information in areas for
School Certification Examination (MSCE) development and areas where the
and Primary School Leaving Certificate student has strengths and
Examinations (PSLCE). potentials. For example, it can help
learners to identify areas to focus on
Types of Assessment:
for them to improve. For example,
a. Formative assessment:
Meherns and Lehman (1991),
Formative assessment is a process in describes that assessment
which teachers assess learners in order to encourages good study habits, and
find out what the learners already know, provides feedback that identifies
understand and can do. It is done during strengths and weaknesses of
the lesson. For instance, it can be done at learners.
the beginning of a lesson, during the - It is a source of motivation for
learners as it helps to draw their
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
attention towards learning. For i. Written forms:
instance, when assessments are
Assessment can be done through writing.
designed to produce real success in
Examples of written assessment include
student learning and curriculum
multiple choice questions and essay type
experience, frequent use of
questions.
assessment stimulates student
confidence and willingness to learn ii. Oral forms:
(Meherns and Lehman, 1991).
Assessment can be done verbally. For
b. Summative assessment: example, learners in Standard 1 can be
assessed orally by reading words or text.
Summative assessment is generally taken
by students at the end of a topic or unit or iii. Practical forms:
a term; hence it also called Assessment of Assessment can also be done by
learning (AOL). performing an activity. Examples of
This type of assessment is generally practical assessment include science
concerned with grading, ranking and experiments in the laboratory, sawing in
promoting learners to a higher level class. Expressive Arts and construction of nursery
beds in Agriculture.
Examples of Summative assessment
include: iv. Behaviour:

- topic test Performance may be assessed by using

- weekly test an observation checklist. For instance, a
- monthly test performance of traditional dances and a
- end of term test stage play in Expressive Arts can be
- end of academic year test assessed by using an observation
checklist.
Forms of Assessment: Problems with respect to assessment
Forms of assessment are means through (by Black and William, 2004)
which an assessment is administered. With The following are some of the problems of
availability of different forms of assessment with regard to Black and
assessment, teachers are at liberty to William (2004):
decide which form of assessment to use - Some of the assessment methods
when assessing learners. that instructors use are not effective
in promoting good learning
The following are examples of forms of - Grading practices tend to
assessment: emphasize competition rather than
personal improvement

Examples include tests, questionnaire,

interview schedule, and rating scale.

TOPIC 6 b. Grading tools:

ASSESSMENT TOOLS These help the teacher to place the

learner into an achievement level
according to how he/she responded to
the assessment task(s).

Examples include scoring rubric, checklist,

Meaning of the term “Assessment
marking scheme and task sheet.
tools”:
c. Recording tools:
Assessment tools can be defined as:
These are documents which are a record
- items that help the teacher to
of achievement levels for all learners.
generate record and store
evidence of learner achievement These include progress record book,
- techniques used to measure a report cards and profile.
student‟s academic abilities,
fluency and skills in a specific d. Storage tools:
subject or to measure one‟s
These are tools that safe-keep the
progress toward academic teacher‟s assessment items, and learner‟s
proficiency in a specific subject
assessment work.
area
- learning methods educators use to Examples include learner‟s and teacher‟s
make informed decisions regarding portfolios.
strategies to enhance student
Let us now look at each assessment tool in
learning
detail:

When assessing learners using interviews, a  Matching:

teacher should have a list of questions
that he/she will be using when carrying Learners are provided with two sets of
out the interviews. It is important that the options to weigh, discriminate
teacher should ask the questions in the (differentiate) and match.
same format to all the learners.
 True/False statements:
iii. Rating scale:
Learners are provided with statements to
A rating scale is similar to a checklist, critically examine whether they are true or
except that it provides a range of false.
responses for each item. It is frequently
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Multiple choice questions: - how much emphasis to give to
various success criteria
A learner is provided with alternative
- what type of questions to use
response from which he/she has to select
- how much time to allocate for e
the correct one.
assessment
Multiple choice questions should be Blooms taxonomy and test item
carefully constructed and clear formulation:
instructions should be given.
When formulating tests you should
 Essay questions: consider the type of thinking skills you wish
to assess. Bloom‟s taxonomy would be a
An essay question consists of question on good guide. The important thing is to
a particular topic that learners respond in consider the levels of Bloom‟s taxonomy
continuous writing. which are:
Essays can be restricted (close) or 1. Knowledge which asks learners to:
unrestricted (open). Essay questions are define, identify, label, list, locate,
good for applications, synthesis, name, recall, recognise etc.
evaluation and organisation. Considering
that the skills and abilities that essay 2. Comprehension (understanding)
questions test are very important, it is which asks learners to: collect,
proper to give learners such questions. comprehend, describe, discuss,
explain, gather, know, observe,
Planning for a test:
paraphrase, read, restate, review,
One important aspect in planning a test is summarise, understand etc.
to decide why you want to give a test. Do
you want sort the learners according to 3. Application (apply learning to new
their ability or you just want to establish things or situation) which asks
levels of mastery? learners to: apply, calculate,
choose, demonstrate, determine,
Another way to address the “why”
estimate, illustrate, measure,
question is to identify if the test is to be a
organise, select, solve use etc.
formative assessment to help diagnose
students‟ problems and guide future
4. Analysis (break down materials into
instruction, or a summative measure to
parts for better understanding)
determine grades to be reported to
which asks learners to: analyse, ask,
parents.
categorise, classify, compare,
The following points can guide you when conclude, contrast, differentiate,
developing a test: edit, examine, hyponthesise,

- what to test
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
interpret etc. objectively appraise performance of all
learners because the same set of
5. Synthesis (put together parts to form questions is used when evaluating all
a new or different whole - opposite learners. This is used when learners are
of analysis) which asks learners to: performing hands-on activities or
assess, critique, debate, evaluate, participating in group work.
judge, justify, revise etc.
c. Recording tools:
6. Evaluation (judge the value of the Attendance and performance register:
material) which asks learners to:
assess, critique, debate, evaluate, The attendance and performance register
judge, justify, revise etc. is used to record achievement results of
learners in different learning areas.
b. Grading tools:
This register must be kept up to date. It
i. Scoring rubric:
should be secure, easily accessible but
A scoring rubric is a way of evaluating a confidential.
learner‟s work. It indicates, often in a
There are two types of assessment results
table, the given criteria or characteristics
to recorded i.e.
for performance for each achieved grade
from a particular assessment activity. - Firstly, the scores resulting from
Scoring rubrics are used where awarding continuous assessment activities,
of scores could be subjective i.e. in essays such as observations, class exercises
and composition. quizzes and homework.
- Secondly, there are results from
ii. Marking scheme:
formal tests, which are given at
Unlike the scoring rubric, a marking specified intervals such as midterm
scheme does not have criteria for the four and end of term.
achievement levels. Rather, the teacher
Both sets of results have to be considered
adds up the scores from all the assessment
when computing an overall score and
items. Then turn them into the grade.
grade for a learner.
Marking schemes are objectively used in
analytical scoring subjects/learning areas Integration of Continuous assessment and
e.g. mathematics. tests or Examination scores to come up
with an annual evaluation score:
iii. Observation checklist:
At the end of the Academic year, the
An observation checklist is a set of
learner‟s final grade will be a combination
prepared questions that help to evaluate of end of year tests and an average
a learner participating in an assessment
grade achieved throughout the year.
activity. The checklist helps the teacher to
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
In the past, schools considered end of - Infant section (Standards 1 and 2) of
year tests results only and disregarded the primary schools is based on
efforts of the learner throughout the year. Formative assessments (Continuous
assessments) only.
The present approach of including
- In Junior section (Standards 3 and
continuous assessment has a number of
4); grading is based on 60%
advantages that include:
Formative assessment and 40%
i. When learners know that their daily Summative assessment.
efforts will be taken into - In senior section (Standards 5 to 8);
consideration at the end of the year, Formative assessment takes 40%
they will work hard throughout the while Summative assessment takes
year. 60%.
ii. A final grade that takes into
The raw scores are also translated into
consideration performance of the
levels ranging 1 to 4.
learner throughout the year gives a
true description of the learner than Calculating monthly grade for
when you use end of year tests only. learning area:
iii. Even if a learner fails to satisfy the
Teachers can administer several tests in a
required end of year tests score
month. But at the end, one grade should
consideration of his/her performance
be indicated in the progress record. In this
throughout the year could make
case, teachers only indicate in the
him/her pass.
progress record the average score for a
Processing of End of term and year grades learning area in a month.
in the infant phase (Standards 1 and 2):
For instance, Zione who is in Standard 4
The final scores and grades for each got the following scores for English in the
learner are based on continuous month of March:
assessment only. This means that the
Week 1 Week 2 Week 3 Week 4
scores and grades of the tests to be
56% 60% 58% 70%
administered at the end of the year will be
treated just like the rest of the scores.
To find the monthly grade for Zione,
Integration of Formative Assessment teachers will find the average of 56%, 60%,
(FA) and Summative Assessment 58% and 70% which is
(SA) in primary schools:
= (56% + 60% + 58% + 70%)
Grading or awarding of marks for learners
= (244% ÷ 4)
in primary school is done as follows:
= 61%

Below is a sample teacher portfolio:

B/KNOW. CHICHEWA ENGLISH EXP. ART L/SKILLS NUM. & MAT

MRS. HILDA CHAWEZA - STANDARD 2

Communicating the assessment The real goal for reporting assessment

information: results to learners, parents, guardians and
other stakeholders is to help children learn.
Assessment records provide essential
information needed by guardians, The communication tool teachers
parents, ministry officials and other normally use is the Report card. When
stakeholders. It is therefore, important that Term 1 results are seen by a parent the
teachers should communicate the Report card is signed and returned to the
assessment results promptly. teacher. The same happens for Term 2
and Term 3.

MIGOWI PRIMARY SCHOOL, P.O. BOX 13, MIGOWI – PHALOMBE

A SCHOOL REPORT CARD

NAME OF LEARNER: ………………………………. SEX: ….... CLASS: ….... TERM: ………YEAR ……...

LEARNING AREA/SUBJECT SCORE GRADE TEACHER’S REMARKS

Mathematics
English
Chichewa
Expressive Arts
Life skills
Social & Environmental sciences
Agriculture
Science & Technology
Bible Knowledge/ Religious Education
TOTALS
Class teacher’ overall remarks:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

Teacher’s signature: …………………………………………………………………………………….……

Head teacher’s remarks:

……………………………………………………………………………………………………….……………
……………………………………………………………………………………………………….……………
………………………………………………………………………………………………………………….…

Head teacher’s signature: …………………………………………………………………………..………

Promoted/ Repeat:
The learner is promoted from Standard ……………..………. to Standard ………..…………. Or
the learner should repeat Standard ……………………....

Date of report: …………………………………..…. Next term starts on ……….……………………….

Seen by the parent (Signature): …………………………………..……….………………………………

KEY:
4 = Excellent (80 – 100%)
3 = Good (60 – 79%)
2 = Average (40 – 59%)
1 = Needs support (0 – 39%)
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Definition of four achievement levels has satisfied
for assessment: the
requirement
National Primary Curriculum distinguishes
four levels of achievement in order to 3 60 – 79 Learner‟s
make assessment comparable. (Good) performance
has satisfied
In the following table, these levels are most
expressed in percentages and in terms of requirement
satisfaction of requirements. 2 40 – 59 Learner‟s
(Average) performance
The four achievement levels of assessment has partially
satisfied the
Level of Percentage Level of requirement
achieveme of fulfillment satisfaction 1 0 - 39 Learner‟s
nt of of (Needs performance
requirement requirement support) has not
4 80 – 100 Learner‟s satisfied the
(Excellent) performance requirements

A sample Integration of Formative Assessment (FA) and Summative Assessment (SA) in

Primary schools for Standard 4

S MONTHLY AND TERMLY SCORES Av Av En

e S O N C Ex Te Ja Fe M C Ex Te A M Ju C Ex CA Ex d
x e ct o A a r n b ar A a r pr a n A a T1 a of

pt v T1 m m T2 m m y T3 m to m YR
S LEARNER’S NAME T1 gr T2 gr T3 T3 T1 gr
N a a to a

d d T3 de

e e
T1 T2
1 Kondwani Jimu M 70 65 60 65 62 64 75 72 70 72 74 73 80 78 70 76 75 70 71
71
2 Joel Nkhoma M 80 82 85 82 90 85 82 86 88 85 88 86 85 89 90 88 85 88 86
85
3 Yahaya Baluti M 40 60 85 62 72 66 58 75 80 71 77 73 64 54 89 69 70 73 69
67
4 Prisca Maluwa F 77 70 64 70 60 66 60 51 51 54 55 54 70 73 84 76 78 64 66
67
5 Zione Kachere F 50 65 40 52 45 49 56 64 34 51 60 55 67 60 59 62 60 55 55
55
6 Suzan Chitimbe F 68 89 50 69 55 63 45 60 67 57 75 64 55 45 68 56 87 72 65
61

__________________________________________

It involves a teacher assessing learners as

Administering of assessments: individuals, with a partner or a group. The
observation could be formal whereby a
Assessments are administered in both
teacher uses a checklist which has
lower and upper primary. In both cases,
behaviour and practices against which
assessment involves deciding how much
learners are assessed.
learners know, understand and can do
from what they have learnt. The teacher can also use a checklist less
formally to observe learners‟ behaviour
Children understand things differently;
outside classroom activities, like their
therefore, teachers need to use a broad
participation in co-curricular activities.
range of assessment approaches that
caters for child cognitive development Observation used for assessment can be
stage and individual differences. both formative and summative, and can
provide evidence to confirm to the
Ways of assessing learners in lower
teacher what the learner can do. It can
and upper primary:
also inform the teacher about learners‟
Learners in lower primary classes are learning, and their future needs.
younger than learners in upper primary
iii. Peer and self-assessment:
classes. For this reason, teachers need to
prepare simple tasks for learners in lower Peer assessment involves learners
primary classes to complete complex assessing each other‟s work, and giving
written assessment. For instance, teachers constructive feedback.
can give learners in lower primary classes
few written tasks. Self-assessment involves learners making
judgement about their own learning and
Other appropriate ways of assessing lower achievement, and deciding how to
primary learners include: progress in their learning.
i. Effective questioning: Peer assessment and Self-assessment give
an opportunity to learners to celebrate
This involves teachers creating a safe
their successes as they may identify peer‟s
classroom environment for learners to feel
work which they consider worthy praising.
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
needs of the children through their
TOPIC 8 increased participation in teaching,
learning, cultural life and community life,
as well as by reducing their exclusion
INCLUSIVE EDUCATION
in/from education.

iv. a process of addressing and

responding to the diversity of needs
Meaning of the term “Inclusive of all learners through increasing
education”: participation in learning, culture and
communities, and reducing
Inclusive education means:
exclusion with and from education
i. different and diverse students
learning side by side in the same The concept of Inclusive education:
classroom
UNESCO (2002) outlines the concept of
They enjoy field trips and after-school Inclusive education as a process of finding
activities together. They participate in better ways of responding to diversity. It is
student government together. And they about learning how to respond to
attend the same sports meets and plays. different learners needs. In this way,
differences come to be seen more
ii. an education system that includes
positively as a motivation for fostering
all students, and welcomes and
learning amongst learners.
supports them to learn, whoever
they are and whatever their abilities Inclusive education is concerned with
or requirements identification and removal of barriers in
learning. This involves collecting, collating
This means making sure that teaching and
and evaluating information from a wide
the curriculum, school buildings,
variety of sources in order to plan for
classrooms, play areas, transport and
implements in learning.
toilets are appropriate for ALL children at
all levels. Therefore, inclusive education Inclusive education is about looking at the
means all children learn together in the ways our schools, classrooms, programs
same schools. and lessons are designed so that all
children can participate and learn.
iii. refers to the ability of the school to
Inclusion is also about finding different
provide quality education for all
ways of teaching so that classrooms
children, regardless of their
actively involve all children. It also means
differences
finding ways to develop friendships,
Inclusion is defined as a process of relationships and mutual respect between
identifying and responding to the different
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
all children, and between children and Inclusive education involves a particular
teachers in the school. emphasis on those groups of learners who
may be at risk of marginalization,
Inclusive education means that all
exclusion or underachievement. This
children are educated in regular
indicates the moral responsibility of the
classrooms. It does not, however, mean
teachers to ensure that all groups of
that individual children cannot leave the
learners “at risk” are carefully monitored,
classroom for specific reasons. For
and that, where necessary, steps are
example, a child may require one-on-one
taken to ensure their presence,
assistance in a particular subject. This may
participation and achievement in the
or may not be happening during regular
education system.
class time. Once schools are inclusive,
serious thought is given to how often a Riser (2008) describes an Inclusive school
child may be out of regular classroom and as “one that values all learners and staff
the reasons that this may be happening It equality, increasing participation of
does not mean that children with certain learners in the classroom and reducing
characteristics (for example, those who exclusion and that restructures its cultures,
have disabilities) are grouped together in policies and practices so that they
separate classrooms for all or part of the respond to the diversity of learners”
school day.
The goal of inclusive education is to
An inclusive school is one that attempts to ensure that all children are educated in
address the learning needs of each the same school and in the same class.
learner by reducing or eliminating barriers
Terms in inclusive society have been
that are obstructing participation. An
modified to suit the current trend of
inclusive education system welcomes and
disability friendly language preferred and
educates ALL children regardless of their
approved by the organisation that
gender, abilities, economic situation, race,
promotes the rights of the people with
or religious beliefs.
disabilities known as Federation of
Inclusion is about presence, participation Disability Organisation in Malawi
and achievement of all learners. (FEDOMA).
“Presence” is concerned with where
Terminologies have changed to focus on
children are educated, and how they
the person and not the disability such “a
attend. “Participation” relates to the
child with disability” and not “disabled
quality of their experiences in the
child”. Similarly, we talk about a child or
classroom. Therefore, the views of the
an adult who experiences barriers to
learners themselves must be incorporated.
learning and development.
“Achievement” is about learning
outcomes across the curriculum and not
merely test or examination results.
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Inclusive education is based on the Inclusion is about recognizing and
following key principles: respecting the differences among
i. A belief that all children can learn. all learners and building on
ii. At the core of inclusive education similarities.
is the right to education. - It focuses on overcoming barriers in
iii. Regular school systems should be the system that prevent it from
able to educate all learners with meeting the full range of learning
appropriate support mechanisms. needs.
iv. Schools must change in order to
reach all learners-leading to The basic elements of Inclusive
quality improvement. education:
v. The process is on-going and must
The following are some of the basic
involve children, their families,
elements of Inclusive education:
teachers and other staff members,
school communities as well as the i. Use of teaching assistants or
local community. specialists:
vi. All children receive appropriate
educational programs These staff has the potential to be
vii. All children receive a curriculum inclusive or divisive. For instance, a
relevant to their needs specialist who helps teachers address the
viii. All children participate in co- needs of all students is working inclusively.
curricular and extracurricular A specialist who pulls students out of class
activities to work with them individually on a regular
ix. All children benefit from basis is not.
cooperation, collaboration among
ii. Inclusive curriculum:
home, among school, among
community An inclusive curriculum includes locally
relevant themes and contributions by
Characteristics of Inclusive marginalized and minority groups. It
education: avoids binary narratives of good and bad,
and allows adapting the curriculum to the
The following are some of the
learning styles of children with special
characteristics of Inclusive education: education needs.
- It involves and support all learners iii. Parental involvement:
- It incorporates more than just
placement or physical presence of Most schools strive for some level of
the learner parental involvement, but it is often limited
- It fosters change in approaches, to emails home and occasional parent–
attitudes and teaching strategies. teacher conferences. In a diverse school

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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
system, inclusion means thinking about sense of belonging and become
multiple ways to reach out to parents on better prepared for life in the
their own terms. community as children and adults.
- It provides better opportunities for
How can we advance Inclusive
learning. Children with varying
education?
abilities are often better motivated
To make inclusive education a reality we when they learn in classes
need to do the following: surrounded by other children.
- The expectations of all the children
- ensure that educators have the are higher. Successful inclusion
training, flexibility, and resources to attempts to develop an individual‟s
teach students with diverse needs strengths and gifts.
and learning styles - It allows children to work on
- ensure that learners and schools individual goals while being with
receive adequate and sustainable other students their own age.
financial support so that all activities - It encourages the involvement of
and services are fully inclusive parents in the education of their
- empower parents to assert children and the activities of their
(declare) their children‟s right to local schools.
education in inclusive settings - It fosters a culture of respect and
- enable the entire community - belonging. It also provides the
including mainstream and special opportunity to learn about and
educators, social workers, parents, accept individual differences.
and students - to work together and - It provides all children with
participate in the design, delivery, opportunities to develop friendships
and monitoring of education, with one another. Friendships
thereby reframing inclusive provide role models and
education as a shared responsibility opportunities for growth
- hold governments accountable for
implementing antidiscrimination Concepts of Special Needs
legislation, legal mandates for Education (SNE):
inclusion, and policies to remove
barriers Special needs education (SNE) is
“specially” designed instruction to meet
The Benefits of Inclusive Education: the unique needs and abilities of diverse
learners (Heward, 2000).
Inclusive education (when practiced well)
is very important because: Heward states that, “it refers to
individualised support that gives learners
- All children are able to be part of with special educational needs and
their community and develop a
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
disabilities the extra help they need to - Individual attention is easier to
access the general curriculum”. obtain
- Learners are able to meet
Other supports may include:
individuals with the same disability
- physical therapy - There is specialization on the part of
- speech and language therapy teachers
- a behaviour plan - There is a low teacher/learner ratio
- environmental accommodations - The needs of individual learners are
- curriculum adaptations and others usually met as learners learn at their
own pace.
SNE assumes that learners with special
educational needs can have their needs Disadvantages of Special needs
addressed outside the mainstream/ education:
general education in special schools or in
resource rooms with specialized personnel The following are some of the
(UNISE, 1996) disadvantages of Special needs
education:
In special needs education, teachers are
required to modify teaching, learning and - It promotes segregation as it isolates
assessment resources, curriculum, learners from a wider community of
instruction and mode of delivery to meet the school and society
individual learning needs (UNISE, 1996). - Learners face challenges to the
transfer of skills from specialized to
Therefore, as all teachers in special needs normal settings
education are specialists, the curriculum is - There is a general loss of links with
modified according to the ability of each the community and poor
individual learner. preparation for future life
- High maintenance costs as learners
Advantages of Special needs
live in boarding schools
education:

The following are some of the advantages

of Special needs education:

- Children learn physical and social

skills in an environment that
understands and accepts them
- Availability of trained staff,
equipment and specialized services
- Learners have a chance to improve
the skills that increase participation
_________________________________________
in more integrative situations
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- Learners with visual difficulties who
TOPIC 9 need assistive devices and
adaptive materials such as braille
LEARNERS DIVERSITY IN A - Learners living in poverty
- Learners with health or emotional
CLASSROOM difficulties
- Learners who are faster in learning
than other learners
Meaning of the term “Learner
diversity”: Learning difficulties:

Learner diversity refers to variations of MoEST disability toolkit, (2005) describes

abilities and differences found among any Learning disability as “a delay or slowness
group of learners in a given setting in a child‟s mental or developmental
(UNESCO, 2012). capacity”

Having a diverse group of learners in a It encompasses a number of disabilities

class simply means recognizing that such as:
people are unique in their own way
- communication difficulties
(Ainscow, 2005).
- specific learning disabilities
In the classrooms you will observe that - physical and health impairments
there are learners from different socio- - emotional/ behaviour difficulties
economic, language, cultural, religious, - intellectual disabilities
ethnic, racial, gender and ability groups - gifted and talented learners
etc. all of these learners come to school
Take note: Gifted and talented learners
with different experiences and diverse
are included in this category because
range of learning needs and abilities.
they need special attention from the
Examples of learner diversity: teacher hence they disturb the lessons
when they completed their tasks.
The following are examples of learner
diversity:  Characteristics of learners with
learning difficulties:
- Learners who have learning
difficulties in reading, writing or The following are some of the
remembering what has been characteristics of learners with learning
taught to them difficulties:
- Learners with hearing difficulties
- difficulty in speaking or learn to
who require sign language for
speak
communication

 Characteristics of learners with Deaf blindness:

hearing impairment:
Dead blindness is a condition where a
The following are some of the person has impairment of both vision and
characteristics of learners with hearing hearing.
impairment:
Not all deaf blind persons are totally deaf
- ear discharge (pus coming out of and totally blind, some have residual
the ear) (partial) vision and hearing which can be
- malformation of the outer ear (no used for functional purposes.
pinna)
Dead blindness is caused by:
- appear less intelligent than
intelligent quotient (IQ) tests - premature birth (birth before 37
indicate weeks of pregnancy)
- have speech problem - infection during pregnancy such as
- may emphasize wrong syllables in rubella (German measles)
words - genetic conditions such as CHARGE
- mispronounces words syndrome or Down‟s syndrome
- often asks for repetition/ appears - cerebral palsy (a problem with the
not to listen or comprehend brain and nervous system that
- watches teachers or speakers mainly affects movement and
intently trying to grasp words coordination)
- offers little in discussions; appears - health problems caused by drinking
shy alcohol during pregnancy
- follows directions better after being
shown rather than told
- fails to comprehend what is said
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 57 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
 Characteristics of deaf blindness: - have extreme difficulty in
establishing and maintaining
The following are some of the
interpersonal relationship with others
characteristics of deaf blindness:
- have feeding difficulties and/ or
- appear to be withdrawn and unusual sleeping patterns
isolated - exhibit frustration, social and
- lack the ability to communicate cognitive development because of
with his/her environment in a inability to communicate
meaningful way - moving meaninglessly in the
- lack curiosity environment
- are defensive to being touched

Ways of supporting learners with diverse learning needs

The table below suggests ways of assisting and supporting learners with diverse learning
needs:

Impairment Suggestions for assistance How to provide the assistance

Visual - Use sense of touch (tactile - For learners with total blindness/
activities) deaf blind, they learn through
- Verbal description (voice touching like reading braille text
projection) - Speak clearly – use audible and
- Use of large size of objects or print clear voice, speak at normal
for learners with low vision rate
- Use correct colour of objects and - Objects should be big enough
pictures with good contrast for or use large print
learners with low vision - Write with white chalk on black
- Train them on orientation and chalkboard
mobility - Some learners prefer using red
- Use raised diagrams colour to black or blue
- Orienting them on how they can
find facilities within the
classroom/ school environment
such as toilets, play areas,
teacher‟s desk
- Raised diagrams used for a
learner to touch e.g. raised
diagram to teach parts of a fish
Hearing - Early identification and - Position a learner where he/she
intervention could be comfortable to hear. It
- Use gestures, sign language or an could either be in front, near the
interpreter source of light like the window
- Use speech reading techniques etc.
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 58 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
- Use games and songs - When teaching the words like
- Give more time to the learner to “father” pronounce the word
express ideas first for the learner to lip read.
- Use a lot of TALULAR Then write the word on the
- Place the learner in appropriate chalkboard.
position - Use pictures and names for
- Present oral work before written identification/ concept
work for them to speech read formation e.g. picture of a man
- Provide remedial teaching with word “man”
- Involve learners in lesson activities - Use of gestures like beckoning to
mean come here
- Some examples of speech
reading technique include:
Asking the learner to repeat the
words like “was”
Help the learner to use correct
words like “mother”
- Take time to listen what the
learner is trying to say
Learning - Grade learning tasks to match - The best example here would
difficulties with learners‟ level of be breaking the task into steps
understanding like when teaching area of a
- Proceed slowly in logical steps rectangle:
- Vary teaching, learning and L+B+L+B
assessment methods and 2L + 2B
resources 2(L + B)
- Give continuous reinforcement
- Provide room for practice - For talented learners consider
- Seek medical attention giving them more tasks or
- Provide enough time challenging tasks
- Be time conscious - Do one activity at a time and
complete it
- Use real objects that the learner
can feel and handle like stones,
fruits, etc. rather than using
much paper and pencil work
- Some examples of
reinforcement include verbal
like good, well done, thank you
etc. social like smiling, waving,
shaking hands
- Give the learners untimed tests
that can be written until they
finish or tests with period breaks
of about 30 minutes and let
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 59 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
them continue
- Make lessons timely e.g. do one
activity at a time and complete
it clearly before starting a new
one
Deaf blind - Use tactile methods or - Use raised diagrams for the
augmentative alternative learners to touch and feel
communication (AAC) - Modify questions that require
- Use pictures to express wishes labeling parts of an object, for
example, name the parts of a
flower labeled A, B, and C to
name any three parts of a
flower
- Use of pictures to express wishes.
For example, show a picture
with a learner sleeping to mean
it is time to sleep.

_________________________________________

potential to enhance teaching, learning

TOPIC 10 and assessment process.

Developing an understanding of ICT is

ICT IN TEACHING, important in enabling you to develop skills
LEARNING AND in using it for a range of purposes
including supporting your learning and
ASSESSMENT teaching in all learning areas.

To achieve the skills to use ICT, you may

Meaning and definition of the term need to know its related terminologies
“Information Communication and the way they are used in different
Technology (ICT)”: sectors especially in education.
ICT is a technology that supports activities Data and Information:
involving information. Such activities
include gathering, processing, storing and Data are simply facts or figures which are
presenting data. These activities also not processed, whereas Information is
involve collaboration and communication created from data.
hence becomes ICT information and Information is the data that has been
communication technology.
processed, organised, interpreted or
ICT is an agent for change in education, presented to make them meaningful or
society and economy. It has considerable useful.
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 60 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Advantages of using ICT:
Data
The following are some of the advantages
of using ICT in different sectors:

i. Processing of data is much faster on

a computer or any other computing
Data processing devices than without.

For example, calculating annual students‟

grades on a spreadsheet is easier than
calculating manually.

ii. Receptive processing can be better

Information done using computerized
machinery.
Processing data to become Information For example, humans get tired and lose
concentration and generally become fed
Operating system:
up if they must repeat the same task.
Without an operating system, a user These same tasks can be done by
cannot run an application program on software to process all the records in a
their computer (unless the application database.
program is self-booting). Below is a picture
iii. Searching for data is much faster.
of an operating system.
For instance, accessing information from
the internet for learning and research
purposes become easier and faster.

iv. Data storage capacity is almost

limitless with ICT.

For example, large quantities of

examination data can be stored in a hard
disc or media such as phone, memory
cards, flash disks, CDs or DVDs.

v. Data communications are fast and

accurate.

For instance, an ICT user can place an

A monitor showing a computer operating order for an item on an internet website
system and it will be received immediately.
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Posting an order in the mail would take a ICT in Inclusive education:
day or two to arrive.
Technology could be great equalizer,
Various ICT gadgets are available to have particularly for diverse learners‟ needs.
fast data communications. For example, Technology can serve to overcome or
phones for sending SMS and other compensate for differences among
information even by using internet. learners.

vi. Data can be output in a variety of Use of ICT can support learners with
different formats. Special Educational Needs in different
ways. These include:
For example annual progress report for a
learner can be printed as spreadsheet, - as a tool for learning using various
displayed as a graph, or as a multimedia electronic methods e.g. for visual
presentation involving text, sound, challenged learners or children with
graphics and animations. learning difficulties
- to communicate using Electronic
Nowadays, learners in some primary
Language Board, Voice
schools are using ICTs for learning.
Synthesizers, Voice Recognition
Impact of ICT in the schools: System and Symbol Communication
System
The use of ICT can have an impact in - for diagnosis of learning difficulties in
schools especially in the following areas: learners
- as a management tools using
a. Changing literacy:
software or systems to manage day
Learning through technologies may to day activities in schools
support the learner to develop a range of
capacities. ICT – an enabling tool for learning:

b. Changing communities: ICT can support the application of

knowledge and skills in classrooms in a
Social interaction between teacher-
range of activities. You may see your
learner and learner-learner may increase
learners acquire many skills and attitudes
by creating new virtual groups such as
as you gradually implement ICT in your
WhatsApp, Facebook etc.
teaching. For example, it can promote
c. Changing schools: many aspects like critical thinking and
problem solving learning in our learners as
More open flexible learning will take place in the figure below.
in schools through self-study and
researching.

Constructi
ng
Co- knowledg
responsibi e
Critical
lity
thinking
and
problem
solving

Cross
cultural
competen
ce
Communic
ation

ICT as
enabling
tool for
10 Cs

Critical
reflection Collabora
tion

Critical Creativity
conscious and
ness Innovation
Connectiv
ity and
networkin
g

ICT as an enabling tool for 10 Cs

Specific challenges in using ICT: As we are in the era of technologies, it is

important for student teachers to develop
In Malawi, most primary schools are in rural
their knowledge, attitudes and skills in ICT
areas. So, some teachers may think that it
in order to offer high quality education
is not the time to introduce and learn ICT
and thus make the future better for all
in education.
learners.
Many may consider that it demands a lot
The main challenges you may face when
of expensive gadgets and this may
using ICT include:
influence schools/ teachers‟ decision not
to use ICT in learning and teaching. - high prices for the ICT gadgets and
its maintenance
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 63 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
- poor network Word has many in built features or
- lack of enough capacity of users advanced capabilities that you can use
- lack of electricity to create any type of quality documents.
- lack knowledge in maintenance However, it needs sustained practice to
learn how to use these features.
_________________________________________

TOPIC 11
TEXT EDITORS FOR
TEACHING, LEARNING
AND ASSESSMENT

Meaning of the term “Text editing”: Sample Microsoft Word document

Text editing is the process of taking some Editing and formatting the text:
input, changing it, and producing some
Microsoft Word (MS) is a text editing
output.
component of Microsoft Office Suite. For
From basic text editors to advanced word example, Microsoft Word is a text editing
processing applications, there are many software that helps one to produce a well
programs available to view and edit text formatted text document. You can spend
documents. Some text editors are basic more time writing and less time formatting.
while others can perform complex tasks.
Putting together documents has never
It is therefore appropriate for you to know been easier. It involves creating, viewing,
more about Word as you will use it in your editing, saving and printing documents.
learning, teaching and assessment. One of the most popular tools is the Spell
checker.
Creating word documents:
An understanding of editing and
Word is th first tool that comes to mind formatting the text in a document is very
when you are asked to write a report, a useful in teaching and assessment as it
letter, an invitation or a resume. That is allows you to update and customize
because “it has been the standard word materials.
processing software for more than three
decades” (Wempen, 2013).
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 64 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Assessment or test items must avoid errors
if the learners are to be able to answer the TOPIC 12
questions correctly. Hence it is valuable to
have skills in editing and formatting the
USE OF MOBILE DEVICES
test items you produce.
IN RESEARCH,
The following are some examples of the
editing and formatting tools: TEACHING, LEARNING
 spell checker AND ASSESSMENT
 copy, cut, paste
 undo, redo
 search and replace Meaning of the term “Mobile
 bold, underline, italics devices:
 line spacing
Mobile devices are devices that can
 changing case
easily be carried from one place to
 numbers and bulleting
another.
 change font (style, colour, size)
 text alignment Examples of mobile devices include:
 inserting graphical content such as
tables, clip art, pictures, Smart Art, - Laptops
and charts, Word Art, symbols etc. - Smartphones
- Smart watches
Use of text editors in teaching, - Basic phones
learning and assessment:
Mobile devices and communication
The following are some of the use of text devices:
editors in teaching, learning and
assessment: Mobile devices can be enabled to use a
variety of communications technologies,
- Word can be used to produce including:
schemes and records of work,
lesson plans etc. to be used in - Wireless fidelity (Wi-Fi) – a type of
teaching, learning and assessment wireless local area network
- Microsoft Word can be used to technology
produce test items and other - Bluetooth – connects mobile
assessment tools such as check lists devices wirelessly
and scoring rubrics - Data services – data networking
- ICT can be used for record keeping services for mobile phones
in managing different types of data
in different ways.
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
Page 65 of 67
INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
Mobile devices in classrooms: - replacing traditional tools such as
dictionaries, timers and digital
Despite all other distractions, mobile
cameras
devices can be used to enhance
- learners will be working
classroom learning. Some of the useful
independently through the use of
features include:
mobile devices and different
- the ability to access information, learning applications in the
record data and create podcasts classroom – therefore, teachers
- gathering data for classroom have a role to play in supporting
presentations and enhance individuals to use the mobile
interaction in large classroom devices and learn independently
settings and serving as an
alternative to clickers used on Examples of learning applications:
personal response system
The table below is lists of some examples
of applications to help learners in primary
school learn:

Name of Application Description

a. Arts and Culture An application that contains a lot of information about arts and
culture to help you become more educated about our heritage
and development of the human race.
b. Amazon Kindle A learning application that provides a wide range of educational
books, how to use books, and self-help books available and those
can be genuinely useful when learning a new skill or just learning
new things in general.
c. Duo lingo An educational application that teaches you how to speak a
second language. It helps to take small lessons to improve the
vocabulary.
d. Khan Academy An online resource for learning which teaches some of the more
traditional subjects such as maths, science, physics, economics,
and many more. The application contains over 10,000 educational
videos along with various lessons.
e. Memrise A language learning application which boasts a scientifically
developed set of courses for each language and it supports you to
learn a new language as effectively and quickly as possible.
f. Photo math Unique applications that can help you learn mathematics. You
take a picture of your math problem and the application will show
you how to solve it with steps in how to get there.
g. Udemy A learning that allows you to take courses on various subjects and it
focuses more on skill-based learning. You watch the instructional
videos and learn how to do the things.
Compiled and edited by: J.N. Mantawa – Lecturer Phalombe Teacher Training College – SES Department (0880 957 200/ 0995 900 714)
[email protected]/ or [email protected] (WhatsApp – 0888 846 970)
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INITIAL PRIMARY TEACHER EDUCATION - EFS - SUMMARY NOTES FOR MODULE 2 - YEAR 1
h. Wolfram Alpha With this, you can find out great deal of information including things
related to math, statistics, physics, engineering, and astronomy.
Earth science, life science, computational science, and the list
literally goes on and on and on”
i. You Tube A common application used for a lot of things is You Tube. There
are numerous videos that teach you things that range from
mathematics to cooking, music theory to physics, and pretty much
whatever else you can think of. The tricky part is finding appropriate
material which can be difficult but if you search for long enough,
you‟ll be able to find what you‟re looking for. “Some up loaders
even have full blown courses in different areas which we can
access for self-study. For example, the complete works of
Shakespeare”. It is a powerful tool that you should already be
using.
j. Microsoft Encarta A digital multimedia encyclopedia published by Microsoft
Corporation from 1993. It comes with other options like “Learning
essentials for students”, “Encarta Kids”, “Encarta dictionaries” etc.
with many features. It works online and offline and it would be very
helpful in classroom teaching and learning individually. It also
provides some methods to assess your knowledge and hence it
can be used in learners‟ assessment.
k. Learning apps for There are many apps which can support you to improve your
improving English English skills. Examples are the apps from the British council. In an
language skills interactive way, you can improve your language skills.
(e.British council
Learn English
Grammar)

Use of learning applications for can be included in assessment items at

assessment: classroom level.
- You can use different learning
- Online and offline quizzes can be
applications to access learners‟
conducted to assess your learners.
progress.
For instance, Microsoft Encarta provides
For example, pictures, video and audio
many inbuilt assessment tasks.
clips from different learning applications

_________________________________________

END OF SUMMARY NOTES

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