The training contains

 Active learning
Definition of active learning.
why we promote active learning?
Key characteristics of Active Learning.
How to promote Active Learning?
 ‘’ PASFACT’’
 GOOD LESSON
 characteristics of Good lesson
 Lesson planning
 body of lesson plan
lesson plan samples
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 What is Active Learning?
• Active Learning is
generally defined as any
instructional method that
engages students in the
learning process.
( by Michael Prince, Bucknell University).
 Cont…
• Active learning refers to
techniques where students do
more than simply listen to a
lecture.
• Students are DOING something
including discovering, processing,
and applying information (by Kathleen
McKinney, Illinois State University
 Cont..

• Active learning is
fast-paced, fun,
supportive, and
personally engaging
(by Silberman, M).
 Cont…

• active learning requires

students to do meaningful
learning activities and think
about what they are doing.
 Con…
• When learning is active,
students do most of the
work. They use their
brains: studying ideas,
solving problems, and
applying what they learn.
 Why we promote “Active
learning”?
• Because we need our
students to be engaged
actively in the teaching and
learning process.
 Key characteristics of active
learning

• High levels of participation

• Use of prior experience or knowledge
• Adoption of new perspectives and positions
• Contextualization of values and assumptions
from different disciplines
• Peer support and peer learning
• Critical reflection on action and experience
• Greater ownership of and responsibility for
learning
• Development of generic communicative skills
 How to promote active learning?

• We can actually
promote active
learning through
‘’PASFACT’’
 What is “PASFACT’’?
“PASFACT”
P stands for Planning
AS for Activity-oriented Student-
centered method
F for Facilitation
A for Assessment
C for Communication
T for Teaching and learning aids
 P: Planning for lesson
• During the lesson planning, each teacher should
consider the details of the lesson, incl. the
rationale of the topics, the pre-requisite
knowledge and skills of students, specific
objectives of the lesson intended for students to
acquire, the flow of teaching and learning
activities and its assessment.
• In addition, the reflection of one lesson and re-
planning of the lesson is the step for making the
lesson better.
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 AS: Activity-oriented Student-
centered method
• A lesson consists of different teaching and
learning activities.
• The activities should be selected carefully to
enhance student’s interest, understanding and
retention of knowledge and skills.
• In activities, the opportunities for students to
interact in individual settings, pair, small groups
and whole class are provided, depending on the
nature of learning contents of the lesson, level
and interest of students, and availability of T&L
materials.
13
Cont…
• In each activity, the students should be active
and act as central players.
• The students’ participation is not merely physical
movement (discussing, asking, answering,
reading, listening, observing, doing experiments,
etc.) but also invisible mental engagement
(thinking).
• A teacher thus needs to facilitate a class in such
a way that students themselves will be able to
follow logical steps of learning and attain the set
objectives.
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Cont…
• A lesson should cater to the individual students’
needs, as each student has his/her own level and
pace of understanding.
• In this regard, teacher should know about their
status of learning, e.g. where they are in learning
a certain topics (pre-requisite knowledge, skills
and interest), how they learn (at which points
student may face difficulties, areas of common
misconception), by how the students can be
assisted to reach the conclusion or obtain learning
points (students’ thinking process).

15
 F: Facilitation skills for learning
activities
• To realize meaningful learning in each
activity in a lesson, teachers’ facilitation
skill is essential.
• The purpose / objectives of the activity, the
procedure, the precaution (in some cases)
and the like should be clearly understood
by the students.

16
Cont…
• The provision of clear and constructive
feedback to the students’ performance /
responses is the key to facilitate further
learning of students.
• Different ways of interaction among
students and between teacher and
students could be organized case by case
in order to promote peer learning.

17
 A: Assessment techniques to support
and improve student’s learning
• To provide better learning opportunities,
teachers need to grasp the status of each
student’ learning.
• When planning lesson, teachers are able to plan
lessons and its activities more appropriately, if
they know prior knowledge and skills of their
students.
• They are also able to take measures to the
learning difficulties and common
misconceptions.
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Cont…

• In a lesson delivery, by checking and monitoring

the student’s learning in each activity in the
lesson, teachers are able to provide necessary
action and supports.
• At the end of the lesson, teachers need to confirm
how the specific objectives intended by the lesson
are attained by the students to take further action.
• These are the process of formative continuous
assessment, which let teachers be well-prepared
and flexible to realize student’s better learning.
19
 C: Communication skills
• To alleviate the language problem in medium of
instruction (English) as much as possible,
teachers need to make some counter measure to
it.
• For examples, using plain and simple language,
using techniques such as analogies and
contextualization, and using visual aids (pictures,
objects, models, charts, etc.) will be one way out.
• Use of praises and encouragement are effective
way to motive student’s learning.

20
 T: Effective use of T&L aids

• The use of T&L aids in a lesson would help

teacher to teach and students to learn better.
• Attention should be paid in selecting the materials
so that they can fit to the contents and activities of
the lesson, and meet the objectives of the lesson.

21
Cont…
• In some cases where there is limitation of
resources, improvisation of the materials
(Teaching and Learning Using Locally Available
Resources: TALULAR) could provide the
alternative.
• In addition, teacher themselves need to be
familiar with tools / equipments (purpose of
using and its operation) and chemicals / other
materials (precaution for use and how to
handle).
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 Good lesson
•What is good
lesson?
Cont…
• “Good lesson” is a lesson that
actively engage students mentally
(minds-on), physically (hands-on)
and attitudinally (hearts-on) in
learning for the attainment of
the lesson objectives
Cont…
• The more each student is actively engaged in
learning, the more learning outcomes can be
expected
 Characteristics of Good Lessons
• It directs students to critical thinking and
reasoning.
• It accommodates incorrect answers and uses
them in directing towards correct answers.
• It promotes the reasoning ability of students.
• It gives a second chance to answer the same
question or similar questions or different
questions (simpler ones), if students got
wrong answers earlier.
Cont…
• It allows for continuous follow-up of students’
learning and support.
• It enables students to understand and
construct knowledge from their prior
experience and knowledge.
• It encourages students to develop the ability
to reasonably predict / hypothesize the
outcomes / results of activity / experiment
beforehand.
Cont…
• It is implemented based on a proper lesson
plan.
• It engages all students mentally (minds-on),
physically (hands-on) and attitudinally (hearts-
on.
• It is conducted by using appropriate T&L
materials.
• It includes assessment points at each stage of
the learning activity.
Lesson Planning

29
 Lesson Planning
Syllabus
A. What is a syllabus?
It is a road map of a given subject which
brings together what is taught, how it is
taught and why. It also specifies what is
expected of students and how their efforts
are assessed.

30
B. Why is a syllabus important?
• A mother document for TB, TG, exams, and lesson
plans
• Guides student learning
• Demonstrates teacher role
• Serves as the “rule of the game” of the teaching
learning process hence decreasing possible problems
• Assists in the teacher’s professional development
• Is a public document that can be used by colleagues
and parents

31
C. What are the components of the syllabus?
• General objectives
• Period allotment
• Unit objectives / Unit outcomes (old/new)
• Specific objectives / Competencies
• Contents and sub-contents
• Methods / Suggested activities
• Teaching aids
• Evaluation / Assessment

32
 Annual Plan

A. What is an annual plan?

An annual plan is a sum of unit
plans designed for a given subject
which is to be covered in a given
academic year.

33
B. Why is an annual plan important?
• Failure to plan is planning to fail
• Knowing where you’re “supposed to be” is the quickest
way to get there
• Ensures that the teacher is familiar with the content
that he/she teaches
• Used to derive separate unit plans and daily lesson
plans
• It gives lessons structure, organization, and sequence
• It helps to ensure optimum time on task
• Used for the purpose of carrying out evaluations on an
annual basis

34
C. What are the components of an annual plan?

II.General
I. Body ofinformation
annual plan
• Semester
The academic year
• Units
Teacher’s
and name
sub-units
• General
Subject objectives
• Topics
Grade (sections)
and main contents
• Month,
Numberweek,
of period
and perdateweek
• Allotted
Total number
periodofofallocated
unit periods
• Rationale
Unit titles of unit
• Prerequisite knowledge /competencies

35
Rationale of unit:
• Its relation to daily life of students
• Its connection to further area of instruction
• Its relevance to society

Prerequisite knowledge/competencies:
• Related contents related to the unit in earlier
grades or prior to this unit in the same grade
• Vertical and horizontal connection
• Life experiences

36
 D. Format of annual plan

Name of teacher: Name of school:

Subject: Grade:

S M D W Topics & main contents P Gen. objectives Rational Prerequisite

Unit 1

Unit 2

Unit 3

Etc…

37
 Daily Lesson plan

A. What is a daily lesson Plan?

A daily lesson plan is a teacher’s
meticulous account of his/her way of
instruction for a single session or period.

38
B. Why is the daily lesson plan important?
• Communicates the teaching-learning process
• Guides teachers in organizing their materials and
themselves around
– active learning strategies
– achieving intended learning outcomes
• Helps teachers to know what to expect
• Lays timeline of progress of instruction
• Helps to know the need to make any adjustments

39
1) Planning stage
What are the steps for planning a lesson?
Step 1. Generate the rationale of the lesson
topic
Step 2. Identify the specific objectives/
competencies of the lesson
Step 3. Embody the content
Step 4. Array the methodology
Step 5. Plan the assessment

40
 D. What are the components of the daily
lesson plan?
I. General information II. Body of daily lesson plan
• Teacher’s name • Rationale of topic
• Name of school • Specific objectives /
• Subject Competencies
• Grade and section • Stages of lesson
• Date of lesson • Contents
• Unit/Subunit of lesson • Teacher’s activities
• Topic of lesson • Student’s activities
• Assessment
• Time in minutes
• T&L resources
• Learner support
41
3.Continuous assessment and
Evaluation

continuous assessment is an assessment

approach which involves the use of a
variety of assessment instruments,
assessing various components of learning,
not only the thinking processes but
including behaviours, personality traits
and manual dexterity (physical skill )
Continuous
assessment
cont’d
Continuous assessment of learners’
progress could be defined as a
mechanism whereby the final
grading of learners in the cognitive,
affective and psychomotor
domains of learning systematically
takes account of all their
performances during a given
period of schooling (Falayalo, 1986)
Continuous assessment
cont’d
Assessment in
cognitive domain
knowledge and
understanding
Assessment in
affective domain
attitudes, motives,
interests, and other
personality traits
Assessment in the
psychomotor domain
in handwriting,
construction and
projects
Continuous assessment cont’d
Problems related with
continuous assessment

Teachers skills in test construction

and administration.
Teachers attitude toward the
continuous assessment approach
and record keeping
If the teacher is not adequately
prepared for operating the system,
it may lead to a tendency to merely
‘cook up’ scores in the
name of continuous assessment.
Continuous
assessment cont’d
ምዘናን በተደጋጋሚ ማከናወን ሲሆን ዓላማውም
ተማሪዎቹ ምን ያህል የትምህርቱን ዓላማ እያሳኩ
እንደሆነ እና መምህሩና ተማሪዎቹ የመማር ሂደትን
ለማሻሻል ምን ማድረግ እንዳለባቸው የሚወስኑበት
ነው፡፡
ተከታታይ ምዘና በመምህር የሚተገበር የክፍል ውስጥ
እስትራቴጂ ሆኖ ተማሪዎች የእውቀት ግንዛቤና
የክህሎት ለውጥ ማምጣታቸውን ማረጋገጫ ነው፡፡
መረጃን በተከታታይ በመሰብሰብ
- ተማሪዎች የሚጠበቅባቸውን የባህሪ ለውጥ
ማምጣታቸውን
- ተማሪዎች ያሳዩትን መሻሻል
- ተማሪዎች በመማር ሂደት ውስጥ የገጠማቸውን
ችግር
- የማስተማሪያ ዘዴዎችን ውጤታማነት
Thank you