module 2

Transcription

module 2

Ministry of Education and Sports
TOWARDS IMPROVED CLASSROOM INSTRUCTION:
“COOPERATIVE LEARNING IN THE CLASSROOM”
—MODULE 2—
“P.2 Pupils of Kakabala - Luwero Primary School in a Cooperative group discussion- November, 2004”
This module serves as a Trainer’s Guide and a Participant’s Handbook for education managers and classroom teachers
involved in the Teacher Effectiveness training cascade initiative. The module will equip trainers of trainers and trainers of
teachers and classroom teachers with additional knowledge and skills required to use Cooperative Learning as a teaching
approach that can maximize children’s learning experiences and improve the quality of teaching in Uganda primary school
classrooms.
(November 2007)
Financial support for this publication was provided by the United States Agency for International
Development (USAID) Cooperative Agreement number 617-A-00-02-00012-00. The views expressed in
this document do not necessarily reflect those of USAID.
TABLE OF CONTENTS
FOREWORD
.....................................................................................................................iii
ACKNOWLEDGEMENTS
......................................................................................................................v
ACRONYMS
.....................................................................................................................vi
INTRODUCTION AND OVERVIEW .........................................................................................................1
HOW TO USE THIS MODULE .................................................................................................................3
Workshop Sessions:
SESSION 1
Welcome, Introduction and Orientation.................................................................9
SESSION 2
Exchanging experiences ...........................................................................................14
SESSION 3
Cooperative Learning Review .................................................................................17
SESSION 4
Other ways to structure Cooperative Learning ....................................................22
SESSION 5
Using the Sampler .....................................................................................................26
SESSION 6
Lesson Planning .......................................................................................................30
SESSION 7
Mentoring Skills- Helping teachers ........................................................................35
SESSION 8
Observing Teachers ..................................................................................................39
SESSION 9
Involving Parents and the Community..................................................................42
SESSION 10A
Training workshop planning (for Trainers of Trainers)......................................45
SESSION 10B
Training workshop planning (for Trainers of Teachers).....................................48
APPENDIX A
Cooperative Learning Samplers ..............................................................................52
APPENDIX B
Workshop Handouts ..............................................................................................134
Co-operative Learning – Pupil’s Learning to Learn
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FOREWORD
This second Module on Teacher Effectiveness titled “Towards Improving Classroom Instruction:
“Cooperative Learning In The Classroom” Module 2 provides additional concepts, materials,
samplers, and community participation strategies that are easy to adapt. Mentoring and
support supervision techniques have been incorporated to consolidate the practice of
Cooperative Learning.. Like Module I, the course targets all managers in the education
system, especially
Head Teachers, Deputy Head Teachers, Inspectors of Schools,
Education Officers, Coordinating Centre Tutors, selected Primary Teachers College staff and
Community Development Officers. This strategy ensures that the classroom teachers and
the system that supports them receive the same training for adequate professional support to
teaching and learning.
Cooperative Learning an internationally recognized pedagogical approach to increasing
pupils’ participation and interaction in teaching and learning, focuses on building
competencies in academic, social, and life skills of learners, as well as improving classroom
practices of teachers. The approach, though effective, is a challenging pedagogical approach
even in well-resourced learning environments. For Cooperative Learning practices to take
hold in a classroom, teachers need to be well trained and need regular mentoring and
support.
Continuous Professional Development of teachers which is fundamental in building the
resource in primary education, has been given utmost prominence in this Module through
professional mentoring, and support supervision by managers and peers. This is intended to
go a long way in supporting education managers and teachers to reflect on and improve their
skills, knowledge and attitudes as pedagogical professionals.
The Cooperative Learning lesson plans, structures and elements have been designed to
support the teaching of Thematic Curriculum in P1 and P2 and all subjects in the Uganda
Primary School Curriculum including the Presidential Initiative on AIDS Strategy for
Communication to Youth messages (PIASCY). Emphasis has been put on the teaching and
learning of both academic and social content and skills. The Module design allows for self
study and provides many practical activities for peer mentoring using the Cooperative
Learning approach.
With this Teacher Effectiveness Module 2, I urge education managers at all levels to work
together in order to realize the potential of Uganda’s education sector. The Cooperative
Learning modules and strategy directly support the policies of the Ministry of Education and
Sports, such as the Customized Performance Targets for Head Teachers and placing
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text books and non-text books materials in the hands of children. All stakeholders
should work together so as to provide quality primary education to Uganda’s children for
development and a brighter future for all.
Finally, I wish to appeal to all the stakeholders involved in primary education to make the
best use of this Module in order to achieve maximum quality teaching and pupil
performance.
Dr. J.G. Mbabazi
DIRECTOR OF EDUCATION
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ACKNOWLEDGEMENTS
This material was developed in collaboration with the Ministry of Education and Sports with
funding from USAID through The Uganda Programme for Human and Holistic Development
(UPHOLD).
Specifically this Module was developed with the support and extensive input from the following
institutions and individuals:
Ministry of Education and Sports
Kyambogo University
Field test participants, Mayuge and Kamuli Districts
The producers extend their great appreciation for the time, knowledge, skill, goodwill and energy
provided from all involved in the development of these materials.
Authors
Ernest Eburkman
David Weerhe
Florence Kabahamba Ameri
Joshua Sentongo Lwanga (RIP)
Flavia Kebirungi Bakundana
Peninah Tumusiime
Charles Dickens Otin
Reviewers
Dorothy Aanyu Angura.
Elizabeth Nyivuru Jawoko
Elizabeth Opit
Seraphine Awacango
Dorothy Birungi
Alexandria Nabwire Kamanyire
Format Design by Martin Pitman
Formatting by Dorothy Aanyu Angura and Elizabeth Nyivuru Jawoko
v
ACRONYMS
3 PS
Presentations, Practice and Performance
AIDS
Acquired Immune Deficiency Syndrome
CC
Coordinating Centres
CCT
Coordinating Centre Tutors
CL
Cooperative Learning
CPTC
Core Primary Teachers’ College
DEO
District Education Officer
EOs
Education Officers
IPS
Integrated Productive Skills
IS
Inspector of Schools
JSI
John Snow International
NAPE
National Assessment of Progress in Education
PIASCY
Presidential Initiative on AIDS Strategy for Communication to the Youth
PTC
Primary Teachers College
SBQR
School -Based Quality Reforms
SRs
School Representatives
SST
Social Studies
TE
Teacher Effectiveness
TT
Trainer of Trainers
UPE
Universal Primary Education
UPHOLD
Uganda Program for Human and Holistic Development
USAID
United States Agency for International Development
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Introduction and Overview
INTRODUCTION AND OVERVIEW
This module provides additional material for running a three-day training to strengthen the
practice of Cooperative Learning (CL) in order to improve classroom instruction and maximize
pupils learning. The course is designed to provide information to trainers as regards to
accomplishing the objectives of increasing Teacher Effectiveness. The role of the trainer as in
module one is transformed to a coaching role. The trainer is expected to introduce the materials
in the sessions, lead discussions and summarize the information. Hence, the delivery process will
simulate to the participants the process of conducting Cooperative Learning. The course targets
all managers in the education system especially – Head teachers, Deputy Head teachers,
Inspectors of Schools (IS), Education Officers (EO), Coordinating Centre Tutors (CCTs),
selected Primary Teachers College (PTC) staff and Community Development Workers. The
module contains material for both workshop participants and trainers. It has four major parts:
preliminary information, module sessions; samplers; and handouts.
Guiding Principles
A focus on improving quality of classroom instruction and pupil performance
The core business of any School-Based Quality Reform (SBQR) is to deliver quality education
and to ensure that pupils reach their potential. The Teacher Effectiveness effort towards
improved classroom instruction is designed to equip teachers, Head Teachers and other
education managers in the system with critical knowledge, attitudes and skills needed to improve
the effectiveness of the teaching and learning practice with a focus of positively impacting the
quality of instruction at school and classroom level and more importantly the quality of pupils’
learning.
A Systems Approach
The Teacher Effectiveness effort strives to improve quality through a Whole School Approach
or Whole System Approach. This approach recognizes that it is only when all educators namely:
education officers, school heads, teachers, Centre Coordinating Tutors (CCTs) and parents work
together in partnership that school-based quality can be improved. The initiative towards
Teacher Effectiveness is designed to explore the collective participation of these partners in
improving both instructional skills and support supervision and mentoring for quality
instruction. It is therefore the reason why the cascade training approach involves all the different
cadres of trainers in the system to build a foundation for continuous peer support. It is also
necessary to improve capacity at all levels of the system that support the school, especially the
district and the Core Primary Teachers Colleges (CPTCs). The power of improving teacher
effectiveness lies in the ability of the teacher support system being able to constantly provide the
support related to the change being advocated for in a friendly and non threatening way.
Activity-based Learning
We believe that both children and adults learn most effectively through activity and practice and
not through passive listening. The Teacher Effectiveness workshops are designed to maximize
activity of participants and to engage them to relate the curriculum content expected to be
delivered using Cooperative Learning with the process of delivering it. Cooperative Learning
uses a cluster of instructional strategies that involve students working together to achieve
common learning objectives through group activities that are structured and guided by the
teacher and is particularly suited to provide child-centred learning in the over-crowded primary
schools classrooms in Uganda.
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Introduction and Overview
Our approach in the module:
In this module we have attempted to combine the principles of Cooperative Learning with
experiences in using some Cooperative Learning techniques. This means that instead of
exploring the different attributes of the cooperative learning as a concept by sticking to content
about CL, most of the session focus on illustrating the components of Cooperative Learning
using the Ugandan Primary School Curriculum content that teachers are expected to use in the
classroom. The activities in the module are designed to enable the trainees to reflect over what
happened in the actual learning scenarios illustrated and identify the attributes of the Cooperative
Learning approach used. It implies that while reflecting on the concept of Cooperative Learning
the pros and cons of the approach it self get discussed and possible solutions identified and put
in context as appropriate.
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How to Use This Module
HOW TO USE THIS MODULE
Introduction
This section provides session-by-session notes on objectives, materials, trainers and participants
activities. Each session includes both the factual content of the course and process instructions
for participants and trainers to perform. The entire module has ten sessions. Sessions seven and
eight are designed to improve the trainers and participants skills and attitude in their support
supervision and mentoring practices. The trainers and participants are encouraged to refer to the
detailed Ministry of Education and Sports’ MENTORS TRAINING GUIDE FOR TEACHER
EFFECTIVENESS IN PRIMARY SCHOOLS 2004 for a more comprehensive mentoring
content and process.
Introduction to the Lesson Plan Sampler
Welcome to the lesson plan sampler. We hope that you will find it helpful in getting started with
Cooperative Learning (CL).
The sampler contains a variety of lesson plans that are based on the primary school syllabus
classes P1 through P7 and include lessons for all subjects. Each plan is classroom ready—that is
it contains most of the information that you need to teach that lesson in your classroom. All
plans follow the same format which is consistent with Uganda primary school practice.
However, you are encouraged to use the samplers flexibly by modifying it creatively to suit your
teaching and pupils’ learning circumstances and needs.
Organization of the Sampler
The lesson plans are arranged according to subject and or themes, learning area in the Thematic
Curriculum and class. The plans for each class have been labelled and listed in the table of
contents accordingly. The subjects or learning areas include among others News, Mathematics,
English, Social Studies (SST), Science, Physical Education, Music, Agriculture, Literacy I and II,
Integrated Productions Skills, Religious Education some of which are integrated with the
Presidential Initiative on AIDS Strategy for Communication to Youth messages (PIASCY).
Types of Lesson Plans
There are two types of lesson plans. Most of them follow the procedure called “learning circles”
that you became familiar with in Teacher Effectiveness Module 1. More lessons have been
planned for primary one, two and three classes in the areas of literacy/writing/life/Social skills
to give you an added advantage to plan and teach your own lessons. Actually, there are many
other ways of organizing a CL lesson and the sampler includes examples of other
structures/varieties; Round Robin/Round table, Think-Pair-Share; Test Reviewers; Reading
Friends/Groups etc (these structures are explained in Appendix B handout B, “Six Cooperative
Learning Structures”).All lesson plans that incorporate one of these structures are labelled
individually and in the table of contents.
Using the Sampler
You can choose a lesson to try based on the level you teach, a topic or theme you want to cover,
or the CL structure you want to try.
Once you have made a tentative choice, we recommend that you quickly read the plan to decide
whether to actually teach the lesson. Pay special attention to the section entitled
“materials/preparation” which will tell you what materials are needed and anything that needs to
be done prior to class. The “references” section will tell you how the lesson ties into the primary
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school syllabus and selected textbooks. You are free to create/make/modify the suggested
materials and references according to what you need.
Prior to actually teaching the lesson, read the plan through carefully to be sure of how to
proceed.
The Structure of the Lesson Plans
All plans in the sampler follow the same format that you used when practicing lesson plan
writing during Training Module 1. Following is a quick reminder of what should be included in
each plan. Hopefully, the summary will not only help you to properly interpret the plans in the
sampler but serve as a guide for developing plans of your own as well.
Preliminary information
This part of the lesson plan shows the class, subject, topic/theme subtopic/sub theme / aspect
skill, and duration of the lesson.
Objectives
Two types of objectives should be included; academic objectives and social objectives.
• Academic objectives refer to content, knowledge and skills the pupils are to learn.
• Social objectives refer to what the pupils should learn or practice in terms of relating to one
another. Focus is on developing attitudes and values.
Materials/Preparation
This part of the lesson plan lists the materials the teacher will need to teach the lesson and
describes anything he or she needs to do or prepare before class.
References
These are the source books in which the teacher will find the content, methodology and
supporting evidence on what he or she is to teach. It may also show where pupil’s activities are
to be found.
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Procedure / Lesson Development
This is the main body of the lesson. It explains how to proceed with the 3 parts of the
instruction: Presentation, Practice and Performance/evaluation. Each section is explained below.
(For further information, refer to the following parts of Training Module 2: Session 2 “Review
of Cooperative Learning” and Session 6 “Lesson Planning”).
Presentation Section
• This section describes how the teacher should introduce the lesson, explain the objectives to
the pupils, teach any pre-requisite content that is needed and assign pupils to groups.
Materials to be used in the lesson or by the groups may be shared here. If the lesson requires
the pupils to assume roles in the group this is the point at which the teacher should explain
the responsibilities of each. The roles may include: leader, resource manager, social skills
checker, timekeeper, recorder/secretary, encourager and reporter.
ROLE / POSITION
RESPONSIBILITY
1. Leader
• In charge of the group. Will control noise, get the group focused to
task and gives equitable opportunity for each member of the group
to contribute.
• Takes notes of the discussions. Writes down agreed answers.
• Might be asked to present the report from the group to the whole
class.
• Keeps track of time and informs the group of how much time they
have used and how much is remaining for the task.
• Watches out for any unbecoming social behavior and advises the
offender to desist from it. Acts also as noise controller. Ensures that
everyone participates.
• In charge of the materials used by the group. Collects and returns
materials needed by the group to perform the task.
• Keeps the group focused and keeps the morale of the group high
while at task. Ensures each pupil participates.
• Gives group reports to the whole class. Sometimes it is the secretary
who does this.
2. Recorder/Secretary
3. Timekeeper
4. Social skills checker
5. Resource Manager
6. Encourager
7. Reporter
The CL steps covered in the presentation section are:
1) Explaining the objectives
2) Setting up the work and
3) Defining the task
Practice Section
This section describes what the pupils actually do-- how they interact with the new content, and
with each other. It also describes how the teacher should monitor the group work and encourage
individual and group participation.
• The CL steps covered here are:
3)
4)
Defining how pupils will relate to each other
Monitoring
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The Performance / Evaluation Section
This section describes ways in which the teacher collects feedback on how well the pupils have
done in achieving the academic and social objectives of the lesson. It includes procedures for
checking performance of groups as well as individuals.
• The CL step covered here is:
5) Evaluation of individual and group performance. Note however, that the
process of evaluation actually begins much earlier in the presentation and
continues till the end.
Remarks/Comments/Evaluation
The Procedure/Lesson Development section is followed by space in which the teacher can write
anecdotal information on the strengths, weaknesses and plans (strategy) to consolidate good
practices and improve the teaching / learning process.
Workshop Handouts
Appendices provide the necessary handouts for conducting sessions three, five, six, seven, eight,
nine and ten as referred to within the session’s description. Facilitators will need to use these
materials as part of their regular preparations for training sessions and participants will use them
as an integral part of the module content.
Icons used in the manual and what they mean
Objectives—action oriented objectives are stated for the module as
a whole and for each session
Petals of wisdom- Quotes and sayings aimed at motivating
participants.
Rationale—each session has a rationale that provides the basis for
the activities and links it to prior and subsequent sessions
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☼
Duration—time allocation for each session
Other Sources of Information
"
1
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Content—presents key content to be addressed during each session
Activity—highlights a task to be carried out by the participant(s)
Handout—indicates that the trainer should distribute a photocopied
document to participants
Trainer’s Notes—to be used by the trainer in the planning and
carrying out of each session
Time Breakdown—within the Trainer’s Notes, this divides the
session into various components to help with timing during sessions
Materials—lists the materials necessary for the trainer to use during
each session
Preparation—highlights planning tasks that must be done by the
trainer PRIOR to the training
Procedure—outlines for the trainer the facilitation process to be
used in each session
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Note for trainers
THE SUGGESTIONS BELOW ARE DIRECTED TO YOU AS A TRAINER AND ARE
OFFERED AS A SUPPORT FOR CONDUCTING THE WORKSHOP
Organizing the Workshop
Tools and Equipment
The training team is responsible for making sure they have all the materials they need to conduct
the workshop. Training teams should carefully review both the Trainer’s Notes and Participant’s
Notes for each session to understand the equipment requirements. The following list gives a
sample of some of the tools needed; however, trainers will need to prepare their own checklist
after checking against the module being run.
Tool/equipment
List of participants
Name badges or cards for table tents
Flip charts and markers
Sticky tape
Sufficient copies of the module
Sufficient copies of Handouts needed for Activities
Note books
Completed?
Venue
The training team is responsible for selecting a venue that is appropriate for the number of
participants and the training programme (i.e. is there enough room for small group work and
plenary discussions?).It is suggested that the trainings be conducted in the Primary Teachers
Colleges and Coordinating Centres. Meals where (applicable) and other logistical arrangements
should be in place far ahead of time so that the workshop can be started and accomplished on
time.
The Workshop Agenda
The modules state clearly the amount of time needed to run each module and each session (e.g.
this module is designed to be completed in three days). Trainers are responsible for reviewing the
module and drawing up a training agenda or time table. An illustrative agenda is shown below.
Suggested Agenda for CL Module 2
Day 1
ACTIVITY
FACILITATOR
8.30 – 9.30am
Session 1 Welcome, Introduction, and Orientation.
9. 30 – 11.00
Session 2: Exchanging Experiences
11.00 – 11.30
Break
11.30 – 1.00
Session 3: Cooperative Learning Review
1.00 – 2.00
Lunch
2.00 – 4.00
Session 4: Other Ways to Structuring Cooperative
Learning
4.00 – 4.30
Break
4.30 – 5.15
Continuation of session 4: Other Ways to Structuring
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Cooperative Learning
4.45-5.15
Reflections on the days session and feedback
Day 2
8.30 – 9.00
Administration issues and Recap of day one
9.00 – 10.30
Session 5: Using the Sampler
10.30 – 11.00
Break
11.00 – 12.45
Session 6: Cooperative Learning Lesson Planning
12.45 – 1.45
Lunch
1.45 – 3.15
Session 6 Cooperative Learning Lesson Planning
3.15 – 3.45
Break
3.45 – 5.15
Session 7: Mentoring Skills-helping Teachers
Day 3
8.30 – 9.00
Administration issues and recap of day two
9.00 – 10.30
Session 8: Mentoring Skills /observing teachers
instrument
10.30 – 11.00
Break
11.00 – 1.00
Session 9: Involving Parents and the Community
1.00 – 2.00
Lunch
2.00 – 4.20
Session 10 A-B: Training Workshop Planning for
Training and evaluations
4.20 – 5.00
Closure
Evaluation Tools
There are three evaluation tools to be completed at the workshop. These include:
1. Self Assessment – Pre training
2. Self Assessment – Post training
3. Participants’ Training Evaluation form
Trainers are responsible for administering these tools at the appropriate times suggested during
the training workshop. The Module is expected to be improved over the course of the training
period with feedback from the trainers and participants. The training evaluations serve as
formative evaluation tools to inform program designers in order to revise and improve the
program design and approach and the training materials.
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Session 1: Welcome, Introductions and Orientation
SESSION 1: WELCOME, INTRODUCTIONS AND ORIENTATION
“Every one has to work together. If we cannot get everybody working
towards a common goal, nothing is going to happen”. Harold K Sperlin.
☼
9Objectives:
By completing the activities of this session, you should be able to:
• Welcome the participants to the workshop.
• Explain key administrative issues and procedures related to the workshop.
• Identify ground rules/norms of behaviour for the workshop.
• Discuss participants’ expectations for the workshop.
• Preview the content and procedures of the workshop for the participants
• Provide tips on how to use the materials and get ready for the next session
Duration:
1 hour
Other Sources of Information: Cooperative Learning in the Classroom Module 1
Content:
In the opening minutes of the workshop, the training team has the opportunity to establish a
positive and collaborative working environment. The rapport that is established during this time
can be critical to the engagement of participants. Also, it is an appropriate time to discuss
administrative matters and workshop ground rules. Finally, this session invites participants to
share their expectations for the workshop.
WELCOME AND INTRODUCTIONS (20 minutes)
As participants enter the room, tell them to take any seat of their choice but ask them to leave
the chairs in the positions they found them.
Allow 15 minutes for the welcome ceremony. Try to keep the ceremony fairly informal. It helps
to begin with a smile on the face.
Ask participants to pair-up with someone they know little or nothing about, and to take 5
minutes to get to know each other, as they will need to introduce each other to the larger group,
focusing on four things:
1.
2.
3.
4.
Their names.
Designation and school.
The most interesting experience that enabled them to learn.
The greatest challenge they have met in their efforts to cause learning to occur.
Administrative Matters (05 minutes)
Explain to participants the administrative arrangements for the workshop, including meals and
lodging, travel costs and anything else that is appropriate.
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Workshop Ground Rules (05 minutes)
It is important that the training team together with the participants establish ground
rules/workshop norms that should govern the rest of the workshop. Any ideas are acceptable
but you might consider adding a few practical ones like:
1. Participants and trainers all have the responsibility of ensuring that sessions begin and
end on time,
2. No smoking in the classroom.
3. Cell phones turned off or put to discreet.
4. Speaking out audibly when making a contribution or asking a question.
5. Respect the viewpoints of others.
As rules are suggested, write them on a flip chart. Allow 5 to 10 minutes for this activity then
take a vote to make the rules “official”. Display the rules in a prominent place in the room.
Expectations (10 minutes)
Invite participants to carry out Activity 1.1 – Sharing Expectations.
"Activity 1.1 – Sharing Expectations (10 minutes)
It will be valuable for both participants and the trainer if participants share the expectations they
bring to the training. Spend 3 minutes reflecting on the following questions:
1. When you were invited to this course on initiatives ‘Towards Improved classroom
Instruction: Cooperative Learning in the Classroom’ Module 2 – how did you think you
might benefit from the course?
2. What additional impact might the things you learn in this workshop have on your practice
and performance as an educator?
3. The trainer will assist you to share your ideas in a plenary session.
Orientation (10 minutes)
The Cascade Approach
Review with the participants that they are still part of a “cascade” that is being used to deliver
training in their districts to as many teachers as possible. In the cascade approach a small number
of “National Trainers”- (Master Trainers) have been trained first. The Master Trainers have
trained a group of District Trainers. In turn, the district level trainers are training school
representatives that include the head teachers and the deputies who will in turn continue to
deliver the training directly to all the teachers in their schools.
PREVIEW OF WORKSHOP CONTENT
Explain that this workshop will build on the training they received in Module 1 and their earlier
experiences with “Cooperative Learning” (CL), a very effective teaching method that features
pupils working collectively in small groups. Then give a quick overview of the content to be
covered: Use content page of this module.
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Make it clear to the participants that the activities in this workshop are the same ones that they
will use later and that they will receive copies of the training materials to use.
This concludes session 1. The suggestions below relate to conducting the rest of the workshop
with special emphasis on session 2.
HOW TO USE THE MATERIALS AND GET READY FOR THE NEXT SESSION
Conducting Session 2:
For this preview of session 2 you will need the description of the session and all relevant
handouts.
Using the Session Description:
Notice that the description of Session 2 includes the four subheadings listed below. All the
remaining sessions are organized in the same way.
Objectives:
This subheading is self evident. These are the things that the participants should be able to do
when the session is over.
Materials/Preparation:
This section is the key to preparing for the workshop. It tells you what you need to read or find
out about before beginning the session and lists the materials that you need to successfully
complete it. Make sure that you attend to this section before you begin your workshop.
Procedure:
This section tells you step-by-step how to proceed but you should not let the suggested
directions interfere with your creativity. If you can think of other ways to proceed, feel free to try
them. Keep in mind, though, that future sessions will assume that the content of this session has
been covered. Consequently, we suggest that you avoid deleting content. By the way, other
stakeholders including UPHOLD would love to hear from you about any ways you find to
improve the conduct of the sessions.
Notice that the procedure section points out the appropriate time for distributing any handouts
for the session. To avoid wasting time, have the hand outs handy when needed. It also helps to
deputize one or more participants to help with distribution.
Main Points:
These are provided as a suggested basis for summarizing the session. You are encouraged to add
points to your summary as you see fit.
Miscellaneous Tips
•
Some groups will take longer to do the work than others. Make sure that time is being used
effectively but don’t rush things. It is important that groups be given enough time to do their
work and that group reports are given proper consideration.
•
At the completion of each session, give each participant a copy of the relevant session
description (they should have received copies of all handouts during the session) and allow
10 minutes or so for them to read it and ask any pressing questions. Do not allow this
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discussion to go beyond 15 minutes at the longest. There will be plenty of time for
discussion later.
•
If possible, give each participant a place to accumulate copies of the session descriptions and
handouts. Otherwise, papers are likely to be lost or misplaced. Having the materials prepunched and supplying a binder with fasteners is an especially good way of handling this
problem.
•
Long stretches of concentrating on academic tasks can lower morale and lead to cramped
muscles and boredom. To avoid this, take occasional “stretching breaks” during which the
participants stand up, twist their bodies, do a little dance/game/play, and sing a song-anything to get the blood flowing again.
) Trainer’s Notes (
Time Breakdown
Introducing Participants
Administrative Matters
Ground Rules
Activity 1.1 – Sharing Expectations
Orientation
20 minutes
05 minutes
10 minutes
10 minutes
15 minutes
Total
1 hour
9Objectives
•
•
•
•
•
•
Welcome the participants to the Workshop.
Explain key administrative issues and procedures related to the workshop.
Identify ground rules or norms of behaviours for the workshop.
Discuss participants’ expectations for the workshop.
Preview the content and procedures of the workshop for the participants.
Provide tips on how to use the materials and get ready for the next session.
Materials
Flip chart stand, Flip chart paper, pens, adhesive
Preparation
• Be sure you understand the administrative arrangements for the workshop.
• Prepare a flipchart paper for listing the ‘Ground Rules’.
TProcedure
1. Introducing Participants
It is essential to give participants a chance to get to know one another, and to
create a relaxed and an informal atmosphere conducive to activity-based learning.
There are many potential ice-breaker activities which can serve this purpose.
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You might try asking participants to pair up with someone that they do not know and
spend 5 minutes exchanging information aimed at helping them know each other
better.
Participants can then briefly share the information with the group as a whole.
It is also advisable to use sticky labels as name badges.
2. Administrative Matters
Explain administrative arrangements for the workshop to participants. Allow the
participants to mention as many of the relevant ground rules including some practical
ones. It is advisable that this is done early to ensure all concerns are shared with
the participants before they become working rules.
3. Sharing Expectations
It is necessary to invite participants to share their expectations for the workshop.
To do so, conduct Activity 1.1 – Sharing Expectations.
4. Explaining the cascade approach to the participants.
Begin by reminding the participants that they are part of a “cascade” that will train
as many teachers as possible to use Cooperative Learning (CL). Explain that the small
number of “national trainers” will scatter and train a group of district trainers.
Finally, the district trainers will train the school representatives such as head
teachers who will deliver the training directly to the teachers in their schools.
6. Previewing the content and procedures of the workshop for the participants
7. Explain that this workshop will build on the training they received in Module 1 and
their earlier experiences with “Cooperative Learning” (CL), a very effective teaching
method that features pupils working collectively in small groups. Then give a quick
overview of the content to be covered.
8. Providing tips on how to use the materials and get ready for the next session.
- 13 -
SESSION 2: EXCHANGING EXPERIENCES
“The purpose of group processing is to clarify and improve on the
effectiveness of the members in contributing to collaborative efforts to learn”
Yager et al (1986)
☼
9 Objectives:
By the end of the session participants should be able to:
• Share their experiences with CL module one
Duration:
1 hour 30 minutes
Other Sources of Information: Cooperative Learning-WHERE HEART MEETS
MIND pages 17-323
Rationale: 05 minutes
In Teacher Effectiveness Module One, Cooperative Learning (CL) in the classroom, you were
introduced to the CL concept and how it is used in the classroom. Between then and now you
have been implementing the CL concept in your various capacities – School Representatives,
Coordinating Centre Tutors, District Education Officers, and School Inspectors etc. This session
will be devoted to sharing your recent experiences with CL in the classroom and school.
Content:
Sharing Experiences with CL
This session is devoted to sharing recent experiences with CL in relation to how it worked well,
challenges encountered, how to overcome them and reactions to CL from its implementers,
beneficiaries and other stakeholders. These experiences can be focused on some ways that
teachers in Uganda implement CL in relation to successes and constraints that they face in
handling the large classes that characterize Ugandan Primary schools. The discussion could be
guided by decisions all teachers have to make when using CL. These include experiences with:
•
•
•
•
•
•
•
•
Deciding when to use CL – in terms of time & content.
Organising the classroom for CL.
Establishing criteria and procedure for forming groups.
Establishing procedures for selecting and orienting group leaders.
Establishing procedure for providing learners with any prerequisite knowledge or skills that
they lack.
How to explain to learners the academic tasks they are to do and the cooperative methods
they are to exhibit.
Deciding on ways to monitor the progress of the groups.
Determining ways to evaluate the achievement of individual learners and the collective
achievement of the group.
- 14 -
"Activity 2.1 – Sharing Success Experiences with CL (30 minutes)
This activity will enable you to reflect on and share your success experiences with CL.
1. In groups of 6 or 7, you will in 15 minutes discuss your experiences, share ideas and
techniques in relation to the implementation of CL. The discussions and reports could
focus on the following topics:
- What worked well or the successes and why they were successful.
- Positive and negative reactions to CL from teachers, pupils, parents, school
administrators, others.
2. Each group should assign the group roles to its members – choose a facilitator to
keep the discussion moving on track and on time, a recorder/reporter to take notes and
report to the whole group (3 minutes).
"Activity 2.2 – Sharing Challenging Experiences with CL (40 minutes)
This activity will enable you to reflect on and share your challenging experiences with
CL.
1. In groups of 6 or 7 (as in activity 2.1), you will in 25 minutes discuss your
experiences in the implementation of in relation to:
- The challenges you faced and how you over came them.
- Challenges that remain unsolved and what might be done about them including
opportunities
- Negative reactions to CL from teachers, pupils, parents, school administrators,
others and how to handle.
2. In a plenary, each group reports their findings. (15 minutes)
Discussion Points (10 minutes)
It is strongly recommended that teachers adopt techniques and activities that enhance CL as a
way of maximizing pupils’ learning achievement, motivation and development of skills.
Consequently, commendable tips, ideas and techniques generated from this session should be
noted and adopted by the participants as a way of enhancing CL so as to maximize the quality of
pupils’ learning.
Summary of Key Points: (05 minutes)
From the experiences shared we learn that:
• There are interesting tips, ideas and techniques that interested participants can follow-up for
improving implementation of CL in their various capacities.
• The challenges of implementing CL can be overcome by identifying strategies for solving
them.
- 15 -
Time Breakdown
Rationale
Activity 2.1 - Sharing success experiences with CL
Activity 2.2 - Sharing challenging experiences with CL
Discussion Points
Conclusion
05 minutes
30 minutes
40 minutes
10 minutes
05 minutes
Total
1½ hours
9
Objectives
To share experiences with CL
Materials
Flip chart stand, Flip chart paper, pens, blackboard, CL lesson plans, teaching aids,
CL supervision reports, Uganda Primary Curriculum Volumes 1 and 2, National
Primary School Curriculum for P.1 and P.2.
Preparation
•
Before the session, communicate with the participants and ask them to bring
along any materials related to CL that they wish to share. (.e.g. lesson plans,
teaching aids, supervision reports, Uganda Primary school Curriculum Volumes
1 and 2, National Primary School Curriculum for P.1 and P.2.)
T Procedure
1. Present the objectives and rationale of the session.
2. Ask the participants to get into groups of 6 or 7, and choose a facilitator to
keep the discussion on track and on time and a recorder/reporter to take
notes and report to the whole group.
3. Explain that the participants have 40 minutes to discuss their experiences,
share ideas and techniques and that their groups are free to structure the
discussion in any way they choose.
Suggest that some topics they might consider are in activity 2.2.
4. Monitor the discussions and help participants to stay on track.
5. After forty minutes, bring the entire group together again and in 20 minutes
ask the recorder/reporters to report. Invite comments on the reports and
keep track of salient points on a flip chart or the blackboard. Record the
names of contributors of especially interesting tips, ideas, or techniques to
allow interested participants to follow-up.
6. Finally, conclude the session by presenting the section ‘summary of key points’
Ask participants if they have any questions or key points that should be noted.
- 16 -
SESSION 3: COOPERATIVE LEARNING REVIEW
☼
“Group work changes a teacher’s role dramatically…No longer is it your
responsibility to watch for every mistake and correct it on spot. Instead authority is
delegated to students. They are in charge of ensuring that the job gets done, and that
classmates get the help they need. They are empowered to make mistakes; to find out
what went wrong and what might be done about it” Elizabeth G. Cohen (1986)
9 Objectives:
The participant will:
• Describe the steps, 3Ps and elements that characterize CL
• Give an example of how the steps, 3 Ps and elements can be blended into a CL lesson.
• Work effectively with a partner and group members.
Duration:
1 hour 30 minutes
Other Sources of Information: Cooperative Learning –A sourcebook of Lesson Plans
for Teacher Education pgs.1-19; 49-115; 129-133
Rationale : (05 minutes)
This session provides a quick review of CL and the steps and elements that comprise it. The
participants will also identify the way the steps and elements are blended into a sample lesson.
Content:
Cooperative Learning as a teaching approach emphasizes the idea that learners work together to
learn and are responsible for team-mates’ learning as well as their own. It is a teaching method
that features learners working together cooperatively in small groups and focuses on teaching
social skills as well as academic content. In addition CL focuses on the use of team goals and
team successes which can be achieved only if all members of the team learn the objectives being
taught. It highlights that the learner’s task is not just to do some thing as a team, but to
LEARN something as a team. Therefore in this session the participants will review the
concept, elements and steps of CL by; recalling what they remember about them, reading
handouts on them, practicing and discussing them in an activity.
"Activity 3.1 – A review of the essentials of CL (30 minutes)
This activity will enable you to explore possible implications of using CL in the Ugandan primary
school classroom.
1. Working in groups, you first as individuals recall and write the elements, steps and the
3Ps; then share it with a partner, group and finally the class.
2. You will individually study handout A 1 entitled “Elements of Cooperative Learning” on
page 134.
3. You will in a plenary review the elements while ensuring that you all understand the
- 17 -
following:
- What each element involves
- Indicators of the elements
4. You will individually study the handout in module 1 entitled “Procedures for using
Cooperative Learning” page 74.
5. You will in a plenary review the steps in using cooperative learning while ensuring that
you all understand:
- What each step involves
- The indicators of each step
6. You will individually study the handout in module 1 “The Three Ps” page 84.
7. You will in a plenary review the Three Ps while ensuring you understand the following:
- What each of them involves.
- Indicators of each of the Ps.
" Activity 3.2 – Demonstrating a CL Lesson (30 minutes)
Participants will assume they are learners in P.2 English class and that the trainer is their teacher.
But will identify the CL steps, 3Ps and elements as the lesson proceeds.
The trainer will teach the lesson as outlined in the P.2 English sampler on page 73?
Your task is to participate as a P.2 pupil in this P.2 English lesson.
"
Activity 3.3 – Identifying the 3Ps, CL Steps and Elements embedded in the P.2
English lessons (20 minutes)
In this activity you will try to pin down the way the CL “steps” and “elements” were demonstrated in
the P.2 English lesson while it was being conducted.
1.
Working in ten groups of roughly the same size, select a chairperson and a reporter.
2.
In 10 minutes each group will agree on how their assigned “step” or “element” was
demonstrated during the “P.2 lesson” activity. The observer/reporter takes notes and
prepares to report to the class.
3.
In a plenary session the reporters share their group’s findings.
Discussion Points
Some of the concerns of this session could possibly include:
•
•
How the CL steps and elements were blended into the demonstrated “P.2 English
lesson”.
That valid CL lessons should include all the elements.
- 18 -
•
•
Teachers should include every CL step as they conduct a CL lesson.
That the social and academic skills should be catered for in all the steps.
CL is a teaching method that features learners working together in small groups and focuses on
teaching social skills as well as academic content. One way CL is distinguished from other
teaching methods is by a set of steps that good CL teachers follow:
1. Explain the objectives of the lesson to the learner.
2. Set up the work.
3. Define the task and how learners are to relate to each other.
4. Monitor ways that learners interact and progress on assigned tasks.
5. Evaluate the learning and behaviour of both individuals and groups.
Another characteristic of CL is the way pupils interact. This is described in terms of five
elements (Use Handout No. 1 page 134 or elements and indicators).
1. Positive interdependence
2. Face to face positive interaction
3. Both individual and group accountability
4. Use of interpersonal skills
5. Evaluate progress as a group
Time Breakdown
Rationale
Activity 3.1 - A review of the essentials of CL
Activity 3.2 - Completing a practice CL lesson
Activity 3.3 – Identifying the CL steps and elements embedded
in “The P2 English Lesson pg 87” practice exercise
Conclusion
05 minutes
30 minutes
30 minutes
Total
1½ hours
20 minutes
05 minutes
9
Objectives
The participant will:
- Recall and describe the steps and elements that characterize CL.
- Give an example of how the steps and elements can be blended into a CL lesson.
- Work effectively with a partner and group members.
Materials
Flip chart stand, Flip chart paper, pens, copies of handouts: “Steps in Using Cooperative
Learning” on page 59 module one, “Elements of Cooperative Learning” on page 134.

- 19 -
Preparation
• Before the session begins:
Look over: (1) the description of this session and the three handouts that go
with it. Be sure that you understand the nature of the “steps” and “elements”
and how they are blended into the activity.
Make enough copies of the three handouts to supply each participant:
Procedure
1. Present the objectives and rationale of the session
T
2. Ask participants to do activity 3.1- A review of essentials of CL.
3. Distribute the
1A handout “Elements of Cooperative Learning” and give the
participants time to read it.
4. Quickly review the elements with the class. Make sure that everyone is clear on the
indicators of the elements and understands that valid cooperative learning lessons
should include all the elements.
5. Repeat the process with the handout entitled “Steps in Cooperative Learning” and
the 3Ps. Emphasize that teachers should include each step as they conduct a CL
lesson.
6. Ask participants to do activity 3.2-Demonstrating a CL lesson. Explain that the rest
of the session will be devoted to demonstrating a P.2 CL lesson. Emphasize that the
practice lesson includes all the steps, 3Ps and elements--their task will be to pick
them out and take note of the circumstances.
Suggest that everyone keeps the handouts that describe the elements and steps
handy as they do the lesson. They will also need pencils and paper to make notes.
7. Ask participants to do activity 3.3- Identifying the CL steps and elements
embedded in the demonstrated P2 English lesson. Encourage the participants to
refer to the sampler in question when doing this activity.
8. Have the class break into ten groups of roughly the same size and pick a
chairperson and reporter. Assign one “element” or “step” to each group.
9. Give the groups ten minutes to agree on how their assigned step or element was
demonstrated during the “P2 English lesson” activity. The observer takes notes and
prepares to report to the class.
10. Circulate and monitor.
- 20 -
11. When time is up, call the class together and ask the reporters to report. Finding
examples of the steps and elements should have been easy because the connections
are fairly obvious. Invite comments by anyone on any report.
12. After the last report has been made, discuss with the whole group the way the
steps and elements were blended into the “demonstrated P2 English Lesson”.
13. Close by summarizing the session using the main ideas. Make sure that all
participants can describe each element, step and the 3Ps.
- 21 -
Session 4: Other Ways to Structure Cooperative Learning
SESSION 4: OTHER WAYS TO STRUCTURE COOPERATIVE
LEARNING
☼ “ The Human species seems to have a relationship imperative: We desire and
seek out relationships with others and we have personal needs that can only be
satisfied through interacting with other humans…In fact, the most distinctive
aspect of being alive is the potential for joy, fun, excitement, caring, warmth,
and personal fulfilment in our relationships with other people.” David Johnson
(1986)
9 Objectives:
By the end of this session the participants should be able to:
• Redefine what is meant by a CL “Structure”
• Describe the CL structures: “Round Table/Round Robin”, “Think-pair-share,” “Reading
Groups”, “Reading Friends” and “Drill Partners”
• Explain how each of the three structures can be incorporated into a CL lesson.
Duration:
2 hours
Other Sources of Information: Cooperative Learning- WHERE HEART MEETS
MIND pages 199-138; Resources in Cooperative Learning pages 17-35; Warm Ups and
Grouping Strategies and Group Activities pages 12-16.
There are many ways of structuring a CL lesson. Structures as we learnt in Cooperative Learning
module one are simply ways to organize students’ interactions. This session will allow the
participants to experience three of them – “Round Table/Round Robin”, “Think –Pair-Share”
and “Reading Groups.” When using any of these structures the content may change but the
procedures for engaging in the activity remain the same.
"Activity 4.1 – Three Cooperative Learning Structures (20 minutes)
1B
1. Individually you read
entitled “Six Cooperative Learning Structures” on page 136.
(5 minutes)
2. Briefly you will discuss the first three structures described in the handout while
highlighting what is involved in each structure. (15 minutes)
- 22 -
"Activity 4.2 – Demonstrations of the Three Cooperative Learning Structures
(60 minutes)
1.
2.
3.
4.
5.
6.
In pairs you will work through the activity in handout C entitled “Think-Pair-Share
Exercise” on page 136. (10 minutes)
In a plenary, you will explain why the activity is an example of “Think-Pair-Share. (10
minutes)
In groups, you will work through the activity in handout D entitled “Round Robin
Exercise” on page 137. (10 minutes)
In a plenary, you will explain why the activity is an example of “Round Robin”. (10
minutes)
In groups you will work through the activity in handout E entitled “Reading Groups”
on page 138. (10 minutes)
In a plenary, you will explain why the activity is an example of “Reading Groups”.
(10 minutes)
Discussion Points
Basing on the way each of the three CL structures has been demonstrated in the respective
activities in handouts C, D and E, there are other valuable ways you as a practitioner of CL can
create and use them in the Uganda primary schools classroom learning situations.
"
Activity 4.3 – Some more structures (30 minutes)
This activity will enable the participants take a quick look at some other structures that are easy
to use and are effective.
1.
Individually you will read1i entitled “Some more varieties of CL” on page 143. (5
minutes).
2.
In a plenary you will discuss: a) What is involved in each structure and b) Give
examples of its use. (25 minutes)
•
•
•
•
There are many ways to structure the way students interact during CL. You experienced
three of them in this session.
Think-Pair-Share involves pupils working together in pairs to solve a problem. As the name
implies, the pupils pair off, think about the problem individually, share their ideas with their
pair mate, and then the pair comes to a collective decision as to a solution and share it with
whole class.
Round Robin/Round Table are similar structures that involve individual group members
taking turns making comments on a topic or problem until everyone has had a chance (if
time permits, there can be more than one round). In Round Robin the comments are Oral
and in Round Table the comments are written on a single large sheet of paper.
In “Reading Groups” Pupils read material together and answer questions the teachers supply.
One person is the “reader”, another “recorder”, and the third the “checker” (who checks to
make certain everyone understands and agrees with the answers). They must come up with
three possible answers to each question and circle their favourite. When finished, everyone
signs a paper to certify that they understand and agree on the answers.
- 23 -
Time Breakdown
Rationale
Activity 4.1 - Three cooperative Learning Structures
Activity 4.2 - Demonstrations of the Three Cooperative Structures
Activity 4.3 – Some more structures
Conclusion
05 minutes
20 minutes
60 minutes
30 minutes
05 minutes
Total
2 hours
9 Objectives
The Participants will:
• Define what is meant by a CL “structure”
• Describe the CL structures: “Round table/Round Robin,” Think-Pair-Share,” “Drill
Partners”, “Reading groups”, “Reading Friends”, “Test Reviewers” and others.
• Explain how each of the three structures can be incorporated into a CL lesson.
Materials
Flip chart stand, Flip chart paper, pens, copies of handouts entitled: “Six Cooperative
Learning Structures,” “Think-Pair-Share exercise”, “Round Robin exercise”, “Drill
Partners”, “More Structures” and “The Jinja Dam”.
Preparation
Before the session begins, look over:
(1) The description of this session and the 4 handouts that go with it. Be sure that
you understand the nature of “Round Table/Round Robin,” Think-Pair-Share,” and
“Drill Partners” and the way they are blended into the activities from the sampler.
(2) Obtain one copy of the sampler and the handouts - “Six Cooperative Learning
Structures,” “Think-Pair-Share,” “Reading Groups” and “Some More Structures” for each participant.
T Procedure
1. Open the session by pointing out that there are many ways of structuring a CL
lesson and that this session will allow the participants to experience three of
them-- “Round Table/Round Robin,” Think-Pair-Share,” and “Reading Groups.”
2. Distribute the handout “Six Cooperative Learning Structures” and give the
participants a few minutes to read it.
3. Briefly discuss the three structures described in the handout. Be sure that
everyone understands what is involved in each structure.
- 24 -
4. Explain to the participants that they will be doing an activity drawn from a P6
science lesson from the sampler. Their task will be to identify how the activity
demonstrates the structure “Think-Pair-Share”.
5. Pass out handout C and have the participants work through the activity as
described. Tell them that they have 15 minutes to complete the work.
6. When time is up, call the group to order and call on one of the participants to
explain why the activity is an example of “Think-Pair-Share.” Use the response
as a springboard for a quick discussion of the value of “Think-Pair-Share” and
possible ways to use it.
7. Direct the participants’ attention to the sampler and the P6 science lesson plan
from which the activity was abstracted. Point out that the activity came from
the “practice” portion of the plan which describes how the students are to
interact with each other. Explain that all “structures” like Think-Pair Share are
simply ways to organize student interactions.
8. Repeat Step 2 using handout D which demonstrates the “Round Robin” structure.
9. Repeat Step 2 using handout E which demonstrates “Reading Groups.” Because
the nature of this structure is obvious, the participants need not actually do the
exercise.
10. Bring the class together and explain that they will next take a quick look at
some other structures that are easy to use and effective. Distribute handout I
“Some more varieties of CL” and give them a chance to read it. Quickly discuss
each structure and ask the class to give an example of its use.
11. Finally conclude the session by presenting the summary of key points. Ask
participants if they have any questions or key points that should be noted.
- 25 -
SESSION 5: USING THE SAMPLER
☼ “Practice makes perfect”
9Objectives:
By the end of this session participants will:
• Familiarize themselves with the sampler of lesson plans for Cooperative Learning and
demonstrate how to use it.
• Collect feedback on how to improve the sampler and put it to best use.
Duration:
1 hour 30 minutes
Other Sources of Information: Mentoring Module by Ministry of Education and
Sports (2005); Cooperative Learning- WHERE HEART MEETS MIND - PAGES 261285
Rationale: (05 minutes)
The previous session explored the various ways of structuring a CL lesson. This session will
familiarize you with the “sampler” of CL lesson plans, the sampler’s purpose and how to use it.
Samplers use CL structures to organize students’ interactions.
Content:
Some key characteristics of samplers include:
•
The sampler is a collection of plans for CL lessons that are consistent with the Uganda
Primary School Syllabus and that deal with a variety of subject areas and grade levels. Nearly
every primary teacher should find at least one plan in the sampler that he or she could put to
immediate use.
•
The purpose of the sampler is to provide an easy way for teachers to teach one or two CL
lessons. We hope that the experience gained will increase their confidence and encourage
them to develop and use additional lessons of their own.
•
The plans in the sampler are indexed and organized by subject and grade level to make it easy
for teachers to find lessons that fit their situations.
•
The lesson plans in the sampler are quite detailed to allow teachers to use them easily,
flexibly and without a lot of preparation. Plans that teachers prepare for themselves need not
be as explicit.
- 26 -
"Activity 5.1 – Familiarizing with the Samplers (60 minutes)
This activity will enable you to familiarize with the samplers.
1. You will organize yourselves into groups of six or seven or as appropriate. Each group
should select a chairperson to keep the discussion on track and on time and a reporter
to keep track of the discussion and report the results to the whole group.
2. Each group will in 30 minutes go through this three step process:
• Allow individual members to spend a few minutes thumbing through the sampler
to get an idea of the scope of coverage and way the plans are written. Suggest that
they closely examine one or two plans of their choice.
• Each group will discuss the sampler and its use. The discussion can be
unstructured but try to include these questions:
o Do the plans appear to be useable by teachers? If not, what can we do to
make them more practical?
o Will most teachers actually use at least one of the plans? If not, how can
we encourage them to do so?
o Once teachers successfully use a lesson from the sampler, will they write
plans of their own so as to continue to use CL? If not, how can we
encourage them to do so?
3. In a plenary each group’s reporter in two to three minutes will give a summary of their
groups work (20 minutes)
•
•
•
•
The sampler is a collection of lesson plans for CL lessons that are consistent with the current
Uganda Primary School Syllabus and that deal with a variety of subject areas and all class
levels. Nearly every primary teacher should find at least one plan in the sampler that he or
she could use.
The purpose of the sampler is to provide a sample of lessons for teachers to use to teach and
or learn from. The experience gained is to increase the teachers’ confidence and encourage
them to develop and use CL lessons of their own.
The plans included in the sampler are quite detailed to enable teachers to use them without a
lot of preparation. Plans prepared by teachers for themselves need not be as explicit.
- 27 -
Time Breakdown
Rationale
Activity 5.1 - Familiarizing with samplers
Conclusion
10 minutes
60 minutes
20 minutes
Total
1½ hours
9 Objectives
•
•
Familiarize the participants with the sampler of lesson plans for Cooperative
Learning and demonstrate how to use it.
Collect feedback on how to improve the sampler and put it to best use.
Materials
Flip chart stand, Flip chart paper, pens, paper for writing, a copy of the TE module 2
with samplers for each participant, Flip charts or cards or a blackboard showing
questions for discussion, and cards showing the categories of subjects that will
determine the grouping.
Preparation
•
•
Prepare flip charts or cards or a blackboard showing questions for discussion, and
cards showing the categories of subjects that will determine the grouping.
Look over the samplers of the various subjects for each class. Be sure that you
understand the concept, purpose and content of a sampler and the way it is
intended to be used.
TProcedure
1. Welcome the participants to the session and explain that it will familiarize them
with the “sampler” of CL lesson plans, the sampler’s purpose and how to use it. Guide
the participants to the pages where the set of samplers for each class are found:
Primary one page 52; Primary two page 72; Primary three page 80; Primary four
page 99; Primary five 104; Primary six page 115; and Primary seven page 125.
2.
Distribute TE modules 2 with sampler and ask the participants to quickly read over
the introduction.
3.
With reference to the content notes summarize the purpose of the sampler, its
content and the way it is intended t o be used.
4.
Have the participants organize themselves into groups of six or seven. Each group
should select a chairman to keep the discussion on track and on time and a reporter
- 28 -
to keep track of the discussion and report the results to the whole group.
5.
Explain that each small group will have 30 minutes to do activity 5.1-‘Familiarising
with the Samplers’.
6.
At the end of 30 minutes call the entire group together to share information from
the small group sessions. Ask the reporters to give two or three minute summaries
of their group’s work. Write the key points raised, on the board or a flip chart.
Discuss and summarize.
7.
Close by summarizing the session by presenting the summary of key points.
- 29 -
Session 6: Lesson Planning
SESSION 6: LESSON PLANNING
☼ “Unless there is a behavioural change in a trainee, the trainer trains in vain”
– ‘William Kilpatrik’
9 Objectives:
By the end of this session participants will be able to:
• Describe the procedure for developing a good CL lesson plan.
• Design a valid CL lesson plan.
Duration:
3 hours 15 minutes
Other Sources of Information: Cooperative Learning in The Classroom Module 1
pages15-43; Cooperative Learning- WHERE HEART MEETS MIND pages 261-285;
Learning Cooperative Learning via Cooperative Learning A source Book of Lesson
Plans for Teachers pages 133-136; Warm Ups and Grouping Strategies and Group Activities
pages 12-16.
A sampler contains many examples of CL lesson plans but teachers will have to write most of
their own. This session will provide practice in doing that.
Content:
Some key characteristics of samplers include:
• The sampler is a collection of plans for CL lessons that are consistent with the Uganda
Primary School Syllabus and that deal with a variety of subject areas and grade levels. Nearly
every primary teacher should find at least one plan in the sampler that he or she could put to
immediate use.
•
The purpose of the sampler is to provide an easy way for teachers to teach one or two CL
lessons. We hope that the experience gained will increase their confidence and encourage
them to develop and use additional lessons of their own.
•
•
The lesson plans in the sampler are quite detailed to allow teachers to use them easily and
without a lot of preparation. Plans that teachers prepare for themselves need not be as
explicit.
- 30 -
"Activity 6.1 – Practicing to make CL Lesson Plan (165 minutes)
This activity will enable the participants to practice making a CL lesson plan.
1.
In a plenary, you will open a sampler of your choice and choose one sample lesson
plan. You will go through the plan section by section (guided by the facilitator) to
be sure that everyone understands what a good plan should include. Note the
content of the three sections in the lesson plan entitled, “Presentation”, “Practice”
and “Performance/Evaluation”. (15 minutes)
2.
You will organize yourselves into three groups based on the grade level you teach
or any one you are interested in. There should be a lower primary group (P. 1, P. 2
and P.3), a middle primary group (P.4, P.5) and an upper primary group (P.6, P.7).
Each group should select a leader to keep the discussion on track and orderly and
a time keeper to be sure that everyone finishes work on time. (5 minutes)
3.
Everyone in the group should pick a topic for their lesson plan that is consistent
with the Uganda syllabi. (10 minutes)
4.
Using the blank copies of the lesson plan format distributed by the facilitators,
everyone in the group should design a draft lesson plan in 90 minutes time. The
objective of the group in this activity is to produce a cluster of the best lesson
plans possible, so individuals should consult and help each other.
5.
After 60 minutes you will trade (exchange) your draft lesson plans with an
immediate neighbour for informal critiquing. In 30 minutes the pairs study each
other’s draft plans and identify any problems guided by the following questions:
a) Is the draft lesson plan a good example of CL (does it include the steps and
elements)? If not, what is missing and what can be done about it?
b) Are all elements of the format included in the plan? Are the “Presentation”
and “Practice” sections complete and clear?
c) When time for critiquing is up, the pair-mates should return the lesson plans
to their owners and discuss the findings with each other. This should take
about 15 minutes.
6.
After the critique and discussion, in 10 – 15 minutes participants reflect on what
they have learned and make any changes indicated. They are free to consult with
other group members as they do this.
- 31 -
Discussion Points
The discussion of the process of developing a CL lesson plan could be guided by the need to
agree on the following considerations:
• Choice of a topic/ theme that is consistent with the Uganda syllabi or Uganda Primary
School curriculum, volume one or two or the Thematic Curriculum for P.1 and P.2.
• Incorporation of one or two of the CL structures in the lesson plan
• Inclusion of both academic and social objectives, the 3Ps, the steps and elements in the
lesson plan.
Summary of Key Points (15 minutes)
•
•
One good format for designing CL lesson plans is based on the 3P’s (see handout entitled
“The 3Ps”)
In designing a CL lesson plan, it is critical to include the essential elements and steps of
CL. (see handouts entitled “Elements of Cooperative Learning” and “Steps in Using
Cooperative Learning” The principal places for doing that are the “Presentation” and
Practice sections of the plan.
Time Breakdown
Rationale
Activity 6.1 - Practicing to make a CL lesson plan
Conclusion
15 minutes
165 minutes
15 minutes
Total
3hrs 15 minutes
9
•
•
Objectives
Describe the procedure for developing a good CL lesson plan
Design a valid CL lesson plan.
Materials
Blackboard/flipchart, flipchart stand, copies of the “Uganda Primary School
Curriculum, Volume 1 (one per group), the sampler (one per participant), Handouts “More CL structures” and “The Three Ps” (one of each per participant), CL lesson plan
worksheets (at least four per participant) and paper for writing.
Preparation
•
•
Study all the session handouts to be sure that you understand their content and
how they are related to the session.
Also have all the session handouts copied in the correct quantities for the
participants.
- 32 -
T Procedure
1. Present the objectives and rationale of the session.
2. Ask the participants to open their sampler to one of the sample lesson plans (your
choice). Go through the plan section by section to be sure that everyone
understands what a good plan should include. Take special care to explain the
content of the three sections entitled “Presentation,” “Practice,” and
“Performance/Evaluation.” This is explained in the Handout entitled “The 3 Ps.”
Point out that the same format has been followed in all of the plans in the sampler.
3. Distribute blank copies of the lesson plan format and explain that they should be
used in preparing the lesson plans. Answer any questions about the assignment then
tell the participants that they have 45 minutes to draft a CL lesson plan that covers
their topic.
4. Explain that everyone will now try to write a lesson plan of their own. Make it clear
that the “Presentation” and “Practice” sections do not have to be as detailed as the
plans in the sampler. All that is required is to explain the procedure in enough detail
that they could do what is intended. Answer any questions that come up.
5. Encourage the participants to incorporate one of the new structures covered in the
last session if they like.
6. Ask participants to do activity 6.1-practicing to make a CL lesson plan.
7. Explain that everyone should design a lesson plan but that the objective of the
group should be to produce a cluster of the best lesson plans possible. Point out
that individuals are encouraged to consult and help each other but that everyone
should do their own work.
8. Circulate among the groups and provide support to anyone having problems. Check
especially whether the plans that are emerging really demonstrate CL (e.g. include
the elements and steps) and cover the topic. Encourage people who are having
trouble to consult with those who are doing well. Praise good work and examples of
the team working well together.
9. After 80 minutes, call for the participants’ attention and guide them through steps
5 and 6 in activity 6.1 caption.
10. Circulate and monitor the critique/revision process. Provide help and guidance as
needed. When the revision is complete, congratulate the participants on a job well
done and tell them to give themselves a big clap!
Note---You should arrange to make sufficient copies of all plans generated and
- 33 -
supply each participant with a copy of all plans generated by his/her group.. Make
one additional copy of each plan for the file (you may feel free to also make
personal copies if you like). Store the file copies in a safe place. UPHOLD will
arrange to collect them later).
11. Close by leading a discussion of how to develop CL lesson plans for classroom use.
12. Finally conclude the session by presenting the section “Summary of key points”
- 34 -
Session 7: Mentoring Skills – Helping Teachers
SESSION 7: MENTORING SKILLS – HELPING TEACHERS
☼ “The mountain guide, like the true teacher, has quiet authority. He or she
engenders trust and confidence so that one is willing to join the endeavour”, Nancy Hill
9 Objectives:
By the end of the session, participants should be able to:
• Define mentoring
• Describe the mentoring process
• Demonstrate the social skills related to mentoring practices.
Duration: 1½ hours
Sports 2005
This session centres on what good mentoring is and how to do it effectively.
The most important job of head teachers and other local representatives is to help teachers learn
new skills and improve the performance of old ones. Experience has shown that the best way to
do this is through a sophisticated form of coaching called “mentoring.” We also know that
mentoring is not easy or quick- it takes patience and skill to help a teacher change the way he or
she does things.
Content
"Activity 7.1 – Case Study on Mentoring Lesson Practices (50 minutes)
1. Get in groups of 8-10. Each group will choose a leader, recorder, reporter
and timekeeper
2. Each group will study one of the two cases in which a head teacher is trying
to improve the performance of a teacher. One case illustrates good
mentoring and the other is an example of what not to do
3. Using copies of either handout J# 1 page 144 and J # 2 page 145 let each
group elect two members to study the case carefully then act it out. One
person should portray the head teacher and the other the teacher. The group
should then discuss what took place during the case and identify actions that
they think were effective and ineffective.
4. When time is up, the reporters should summarize what took place in their
case and the group’s conclusions about effective and ineffective actions of
the head teacher.
5. Next, let the groups take part in a discussion focused on these questions:
- 35 -
a. Give reasons why Mr Mukasa’s efforts will or will not lead his teachers to
use CL more effectively?
b. What effects are Mr Mukasa’s actions likely to have on any future efforts
to influence his teachers?
c. What made Ms. Birungi’s approach effective?
d. How do you suppose that Ms. Birungi’s teachers perceive her effort?
What does this portend for the future?
Group discussion should point out that Ms Birungi’s approach to the situation included
many of the techniques that are recommended by experts in the process of mentoring.
Noting also, that the next part of the session will be devoted to exploring the nature of
good mentoring along with some tips on how to be a good mentor.
" Activity 7.2: Tips for Mentoring Teachers (25 minutes)
1
1. Get back to your groups and read through handout
K page 146 “Some
Essential Elements of Quality Mentoring” for a few minutes.
2. As you read, identify the process of mentoring and skills needed to do effective
mentoring.
3. When the 20 minutes are up, a whole group discussion will take place.
Summary of Key Points
•
•
•
•
Mentoring can only be effective if there is something to offer that the teacher desires.
All teachers must be supported and motivated to enable them grow professionally.
The mentoring process and practice should always be action oriented with specific
follow-up plans.
The mentor and the mentee should demonstrate high level of the social skills related to
mentoring practices including interpersonal skills and professionalism.
- 36 -
Time Breakdown
Rationale
Activity 7.1- Case study on mentoring practices
Activity7.2- Guide for mentoring teachers
Conclusion
05 minutes
50 minutes
25 minutes
10 minutes
Total
1hour 30 minutes
9
Objectives
• Define mentoring.
• Describe the mentoring process.
• Demonstrate the social skills related with mentoring practices.
Materials
Markers, flipcharts, manilas, blackboard, chalk.
• Handout J # 1 – “Case Study I”
• Handout J # 2 – “Case Study II”
• Handout K “Some Essential Elements of Quality Mentoring”
Preparation
• Before the session, carefully read handout K “Some Essential Elements of
Quality Mentoring”, Handout J # 1 – “Case Study I” and Handout J # 2 –
“Case Study II” and obtain sufficient copies for all participants.

T
1.
2.
3.
4.
5.
Procedure
Point out to the participants that the most important job of head teachers
and other local representatives is to help teachers learn new skills and
improve their performance of old ones.
Explain that this session centres on what good mentoring is and how to do it
out effectively.
Assign participants to groups. Ask each group to choose a leader, recorder,
reporter and timekeeper.
Explain the task to the participants and distribute copies of handout J# 1
page 144 to the members of half of the groups and J # 2 page 145 to the
rest. Tell participants that they have 40 minutes to complete the task.
Move around the class and monitor progress on how the participants are
- 37 -
working together on the task.
6. In plenary, when time is up, the reporters of each group present their
findings.
7. Close the plenary discussion by pointing out that Ms Birungi’s approach to
the situation included many of the techniques that are recommended by
experts in the process of mentoring. Noting also, that the next part of the
session will be devoted to exploring the nature of good mentoring along with
some tips on how to be a good mentor.
1
L page 148 “Lesson
8. Direct participants’ attention to activity 7.2 handout
Observation Guide” and guide them on how to carry out the activity.
9. Conduct a whole group discussion when the 20 minutes are up.
10. Conclude the session with the summary points and refer the participants to
the detailed Mentoring Module by the Ministry of Education and Sports
(2005) for further reading.
- 38 -
Session 8: Observing Teachers
SESSION 8: OBSERVING TEACHERS
“We must move to ways of thinking, and to plans and programs by which
teachers reflect on themselves as knowing, teaching beings” – Teacher
Education I Ontario (1987)-
☼
9 Objectives:
•
•
•
Describe the process of lesson observation and conferencing.
Use the suggested instrument to observe a lesson.
Provide feedback on the instrument and lesson observed.
Duration: 1½ hours
Sports 2005
Materials / Preparation:
•
•
•
Before the session, read through the observation guide.
Copies of lesson observation guide and lesson observation instrument.
In the previous session you shared the concept, process and social skills related to
mentoring. This session focuses on mentoring as a professional practice. It enables you to
practice mentoring in three phases: the pre-observation; observation and post observation
conference activities of teachers and the mentor. It is essential that the teacher and the
mentor interact from shared teaching learning needs.
"Activity 8.1: Lesson Observation and Conference (10 minutes)
1. Participants will work in groups. Each group will choose a leader, recorder, reporter and
timekeeper
2. Participants will do an activity related to lesson observation and conferencing using 1 L
page 148.
3. The participants will then reflect on the lessons they have observed in their schools and
mention the items they look out for as they observe the lesson. They will make a list of
the items. This activity will last ten minutes.
4. Move around and monitor checking on progress and on how the participants are
working together on the task.
5. When the ten minutes is up, the reporter of each group reads out their list. When the
reporter of the first group reads out their list, the others listen carefully. When it is their
turn they do not read out what has already been read.
- 39 -
"Activity 8.2: Discussion of the Guide (10 minutes)
1.
To consolidate their work, participants will need copies of the lesson observation guide and
the observation instrument and read through it. They will get clarification and explanations
on anything that is not clear to the participants.
2. They will relate this to their own lists and see the similarities and differences. The 3 stages of
lesson observation i.e. planning, observation and feedback will be highlighted and explained.
This activity will last 10 minutes
3. When this activity is over, the participants will regroup for the simulation. One participant
will be the teacher. N.B the teacher could be informed earlier to allow him or her read
through the lesson and understand it. Three participants will use the observation
instruments for this lesson. One of the three participants will act as the mentor.
"
Activity 8.3 Pre-observation Conference (10 minutes)
Using one of the lesson plan samplers already identified, the mentor and mentee discuss the
lesson plan. The rest of the participants listen and take notes. This is done because this is a
training session, otherwise the mentor and mentee should hold this discussion in private. Give
this activity 10 minutes.
"Activity 8.4
Observation (30 minutes)
The participant identified as the teacher simulates the lesson. The three participants identified
use the instrument to observe the lesson. The rest of the participants play the role of pupils.
However, inform them that they should also attempt to use the instrument. The lesson is 30
minutes because it is either P1 or P2
"Activity 8.5
Post observation conference (10 minutes)
The participant who acted as a mentor in the planning session continues with this session and
provides feedback. The rest listen, observe and make notes. Like in the pre-observation, this
session should be privately held by the mentor and the mentee. However, for purposes of
training all participants are allowed to listen and observe. This session should take 10 minutes.
"Activity 8.6
General Discussion (15 minutes)
1. The whole group will take part in a general discussion. The discussions should focus
on the following:
-
The way the planning session was handled.
The feedback session particularly the way the mentor and mentee related.
How the mentor gave feedback
The response of the mentee to the feedback
The way the mentee reflected on the lesson
Participants’ views about the whole idea of lesson observation and conferencing
Allow 20 minutes for this activity.
2. At the end of the session a summary of the main points should be made.
- 40 -
Time Breakdown
Rationale
Activity 8.1 - Overview of lesson observation and conferencing
Activities 8.2 – 8.4 - Modelling lesson observation and Conferencing
Activities 8.5 – 8.6 – Feedback on instrument and lesson/conference
05 minutes
10 minutes
50 minutes
25 minutes
Total
1½ hours
9
Objectives
•
•
•
Describe the process of lesson observation and conferencing.
Use the suggested instrument to observe a lesson.
Provide feedback on the instrument and lesson observed.
Materials
•
•
Copies of lesson observation guide and lesson observation instrument.
Preparation
•
Before the session, read through the observation guide.
TProcedure
1. Begin by explaining to the participants that this session is aimed at
consolidating some of the aspects dealt with in the mentoring session.
2. Tell them that lesson observation and conferencing is part of the mentoring.
- 41 -
SESSION 9: INVOLVING PARENTS AND THE COMMUNITY
“The closer the parent is to the education of the child, the greater the
impact on child development and educational achievement”
– Michael Fullan (1991)
☼
9 Objectives:
At the conclusion of this session the participants will:
• Describe ways to get parents directly involved in CL.
• Describe ways of creating awareness of CL in the community.
• Appreciate parents and community involvement thus far.
Duration:
2 hours
Other Sources of Information: Draft Community Involvement in Education Kit pages
1-47
Involving parents and the community in CL is important in achieving quality or effective
teaching and learning. It is critical to be able to get parents to participate in supporting quality
pupil learning. The teachers need techniques that they can use to enlist the help of parents with
CL. In this session we shall be able to get opportunities of getting parents to support CL. In
practice this does not only mean getting parents to participate in CL, but to actually visit their
child’s classroom and serve as monitors for small group discussions.
This as pointed out in the Community Involvement in Education (CIE) tools and guide lines
cannot only foster goodwill but can also result in extra help in implementing the method.
" Activity 9.1: Parents Involvement in CL (60 minutes)
This part of the lesson deals with ways that teachers can enlist the help of parents in
making CL work. It is important to note that this means getting parents to actually
participate in CL not simply to learn about it. For example, some parents might actually
visit their child’s classroom and serve as monitors for small group discussions. Directly
involving parents with CL can not only foster good will but can also result in extra help
in implementing the method.
1. Form groups of 5-10 and pick a discussion leader and recorder. Discuss the
guidelines written on the board for 15 minutes.
2. Be sure that the discussions canter on generating actual participation by parents
rather than on ways to simply bring CL to their attention.
3. In plenary, the recorders report on their group’s conclusions as to: (1) ways
teachers can get parents involved in CL, (2) things that teachers can do to stimulate
more parents to participate in their child’s education.
4. Individually read Handout M “Involving Parents in CL Activities and the
Facilitators’ Guide Community Involvement in Education Kit pages 4 – 6 for three
or five minutes.” Discuss, compare and consolidate the ideas listed there with those
generated by the group. Then use the consolidated list of things that teachers can
do to entice parents to participate in the activities that have been identified.
- 42 -
" Activity 9.2: Ways to Acquaint Parents and the Community with CL
(40 minutes)
This activity will enable you identify ways to acquaint parents and the rest of the
community with CL. Giving pupils more responsibility for their learning can be a
controversial idea so it is critical that people understand how CL works and why it is
effective. This part of the session will deal with ways to communicate this information.
1.
Now, in small groups of 5-6 participants, focus on opportunities or ways to
create awareness about CL among parents and others in a local community.
2.
The groups have 15 minutes to discuss the efficacy of the suggestions included
there and to add additional suggestions of their own.
MAIN IDEAS: (15 minutes)
If CL is to be successful, the residents of a community, especially parents of the pupils
involved, must be supportive or at least not opposed to its use. An important step in
promoting acceptance is to acquaint parents and other stakeholders with the nature of CL
and their roles/responsibilities. This session has dealt with several ways of doing that.
Another powerful way to gain acceptance by parents is to involve them directly in activities
associated with CL. Involvement of this kind can provide a teacher with a double benefit-some help in doing their work and increased good will.
Time Breakdown
Rationale
05 minutes
Activity 9.1 - Parents Involvement in CL
60 minutes
Activity9.2 - Ways to Acquaint Parents and the Community with CL 40 minutes
Conclusion
15 minutes
Total
2hours
9Objectives
At the conclusion of this session the participants will:
• Describe ways to get parents directly involved in CL.
• Describe ways of creating awareness of CL in the community.
Materials
•
•
•
Blackboard / flipchart
Handouts: “Involving Parents in CL Activities” and “Making the Community Aware of
CL”
Paper for writing
- 43 -
Preparation
Before the session begins, write these discussion guidelines on the flipchart /
blackboard:
1. List techniques that teachers could use to enlist the support of parents and
community with CL in the school and classroom.
2. Identify challenges related to getting parents to participate in supporting CL and
things that teachers can do to overcome them.
3. Identify opportunities in getting parents to help with CL.
TProcedure
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Present objectives and rationale of the session.
Participants should form groups of 5-10 and pick a discussion leader and recorder.
Discuss the guiding questions on the flip chart with the group to ensure that they
understand the questions and then tell them that they have 40 minutes to
complete their work.
Move around to check on the progress of groups and answer any questions. Be
sure that the discussions canter on generating actual participation by parents
rather than on ways to simply bring CL to their attention
When time is up, the recorders to report on their group’s conclusions as to: (1)
ways teachers can get parents involved in CL, (2) things that teachers can do to
stimulate more parents to participate in their child’s education. Make two lists of
the suggestions on the board and summarize the results.
Ask participants to read Handout M “Involving Parents in CL Activities” page 149
and the Facilitators’ Guide Community Involvement in Education Kit pages 4 – 6
for three or five minutes.” Through brainstorming discuss, compare and
consolidate the ideas listed there with those generated by the group. Then use
the consolidated list of things that teachers can do to entice parents to
participate in the activities that have been identified.
Summarize this part of the session and re-emphasise the potential value of
directly involving parents in CL.
Now direct support groups to focus on opportunities or ways to create awareness
about CL among parents and others in a local community. Explain that giving pupils
more responsibility for their learning can be a controversial idea so it is critical
that people understand how CL works and why it is effective and this part of the
session will deal with ways to communicate this information.
Reassemble, record the reports and consolidate the ideas.
Wrap – up the session using the main points.
- 44 -
Session 10A: Training Workshop Planning (for Trainers of Trainers)
SESSION 10A: TRAINING WORKSHOP PLANNING
(FOR TRAINERS OF TRAINERS)
☼
“‘Failing to plan is planning to Fail”
9 Objectives:
By completing the activities of this session, participants should be able to:
• Reorient trainers or teachers on CL and improve their capacity to use it.
• Stimulate as many teachers as possible to use CL.
• Draft a training plan for the next training session.
• Plan to monitor and mentor teachers’ use of CL and provide necessary follow-up
encouragement and support.
Duration: 2 hours 20 minutes
Othe Sources of Information: Towards Improved Classroom Instruction: Cooperative
Learning in the in the Classroom; Module 1 pages 46-49; Resources in Cooperative Learning
pages 143- 179
The final session provides the participants with an opportunity to reflect upon the activities
and outcomes of the whole workshop. This will then lead to discussions on the possible plans
to conduct their own CL workshop with special emphasis on ways to use the training
materials that they have been given in teams.
"
Activity 10.1a - Do I understand all the materials have for the next training?
(90 minutes)
1. Working in CC or district groups, select a leader who will lead the group to cross check all
the session descriptions and handouts.
2. Discuss the training materials session by session starting with session 2. As they discuss each
session the individuals should try to identify any problems that they might have in
implementing it during your upcoming workshop and things you might do to make the job
easier. Some particular questions that your groups might think about are;
- Is the time estimate for the session realistic? Any adjustments in the order of sessions!
- Were any parts of the session ineffective? What can be done about it?
- Did any ideas come out of this workshop that should be added to the materials for the
session? You should allocate about 10 minutes. Timekeepers are responsible for keeping
the group on schedule.
3. Draw a comprehensive plan of the CL training roll-out at the next level.
- 45 -
Time Breakdown
Rationale
05 minutes
for the next training?
Conclusion
Workshop Evaluation
90 minutes
20 minutes
25 minutes
Total
2 hours 20 minutes
Activity 10.1a – Do I understand all the materials I have
9Objectives
•
•
•
Ascertain that they have a complete training package of sessions and handouts.
Discuss and identify possible plans for presenting a CL workshop
Draft a training plan for the next training session.
Materials
• Each participant’s Copies of all lesson descriptions and handouts used during this
workshop.
• Any notes taken by the participants during the workshop regarding ways to
conduct their own CL workshop.
Preparation
Distribute the tasks amongst the trainers to provide support to the participants
before hand. Preferable each officer should provide support to the trainers he or she
will be supervision.
TProcedure
1. Share the objectives of the session and present the rationale.
2. Explain to the participants the task at hand and set them to work in the groups
in which they will be conducting the next trainings. For instance, trainers from
the same county/sub-county/coordinating centre or however you will distribute
the trainers. It could also be district teams.
3. Have the participants break into groups as in no. 2 Ask the group leaders to
check to be sure that all members have all session descriptions and handouts.
4. Ask the participants to do Activity 10.1a –‘Do I understand all the materials I
- 46 -
have for the next training?’ Ask the groups to devote at most 10 minutes to
each session on average. Remind the timekeepers that they are responsible for
keeping the group on schedule.
5. As the groups do their work, monitor the action and intervene when necessary.
Listen carefully to what is being said and be sure that the discussions remain
focused on planning for the upcoming workshops rather than becoming a general
critique of the materials or the workshop. Take note of any especially
interesting ideas that the entire group should hear about.
6. Hold a plenary session and ask if anyone wants to share any especially
interesting ideas about conducting the upcoming workshops? List any responses
on a flip chart and add any thoughts that came to mind while you monitored the
group work. Clear up any unanswered questions or add suggestions/tips of your
own on to ways to conduct a CL workshop.
7. Finally, ask the participants to fill out the evaluation forms before closing. This
should include the participants training form and the self assessment: Posttraining.
8. You can turn the workshop over to the person responsible for the closing
ceremony and administrative activities.
- 47 -
Session 10B: Training Workshop Planning (for Trainers of Teachers)
SESSION 10B: TRAINING WORKSHOP PLANNING
(FOR TRAINERS OF TEACHERS)
☼
Failing to plan is planning to fail
9 Objectives:
By completing the activities of this session, participants should be able to:
• Ascertain that they have a complete training package of sessions and handouts for CL
module 2.
• Discuss and identify possible plans for presenting a module 2 CL workshop.
• Draft a plan for school-based training programmes for the training of their teachers.
Duration: 2 hours 20 minutes
Other Sources of Information: Towards Improved Classroom Instruction Cooperative
Learning in the Classroom Module 1 pages 46-49; Resources in Cooperative Learning
pages 143- 179
The final session provides the participants with an opportunity to reflect upon the activities and
outcomes of the whole workshop. This, as in module 1, will then lead to discussions on the
possible plans for training teachers in their school to use CL with special emphasis on ways to
organize their school-based training program.
"
Activity 10.1b - What materials do we have and how will we do the School-based
training? (90 minutes)
1. In a plenary start by sharing possible ways to organize the training program that you will soon be
rolling out. The discussion should aim at identifying patterns that are in line with the goals for the
program which are:
- Orient teachers on CL and train them to use it.
- Stimulate as many teachers as possible to try out CL.
- Monitor and mentor teachers’ use of CL and provide necessary follow-up encouragement and
support.
2. Working in your cluster groups cross check and make sure that you have all the session descriptions
and handouts.
3. To prepare your selves for the school-based roll out of the training in CL, discuss these questions;
- When, and how often, will you bring the teachers together for training?
- How many training sessions will be required? What content and activities should be included in
each session?
- How will you evaluate the degree to which teachers have learned what they should have?
- How will you stimulate your teachers to improve CL practices in their classrooms?
- What kind of follow-up encouragement and support will be required?
- How will you provide it?
4. In a plenary session the reporters will summarize, question by question, the results of their
discussions (to save time, remind the recorders to ignore points already made by other groups).
Discuss any other critical issues that may come up as a general group.
- 48 -
Time Breakdown
Rationale
Activity 10.1b – What materials do we have and how will we
do the next training?
Conclusion
Workshop Evaluation
05 minutes
90 minutes
20 minutes
25 minutes
Total
2 hours 20 minutes
9 Objectives
•
•
•
Ascertain that they have a complete training package of sessions and handouts.
Discuss and identify possible plans for presenting a CL workshop.
Draft a plan for school-based training programmes for the training of their
teachers.
Materials
• Each participant’s copies of all lesson descriptions and handouts used during this
workshop.
• Any notes taken by the participants during the workshop regarding ways to
conduct their own CL workshop.
Preparation
Distribute the tasks amongst the trainers to provide support to the participants
beforehand. Preferably each officer should provide support to the trainers he or she
will be supervising.
T Procedure
1. Share the objectives of the session and present the rationale
2. As a whole group, explain to the participants the task at hand and guide them to
share possible ways to organize the training program that they will roll out.
Emphasize that the discussion should aim to identify patterns that are in line
with the goals for the program which are:
• Familiarise teachers with more structures of CL and facilitate them to
use them,
• Stimulate as many teachers as possible to plan for ad use CL,
• Monitor teachers’ use of CL and provide necessary follow-up
encouragement and support.
- 49 -
3. Have the participants break into Coordinating Centre groups and ask each group
to select a leader and a timekeeper. Ask the group leaders to check to be sure
that all members have all session descriptions and handouts. Ask them to do
Activity 10.1b-‘what materials do we have and how will we do the School-based
training?’
4. Explain to the participants their task of discussing ways of planning the schoolbased training. Using the questions in activity 10.1b.
5. Monitor the action and intervene when necessary. Listen carefully to what is
being said and be sure that the discussions remain focused on planning for the
upcoming workshops rather than becoming a general critique of the materials or
the workshop. Take note of any especially interesting ideas that the entire
group should hear about.
6. Hold a plenary session and ask the reporters to summarize, question by
question, the results of their discussions (to save time, remind the recorders to
ignore points already made by other groups).
7. Spend a few minutes discussing the overall results. Try to reach some consensus
as to effective ways to organize the school-based teacher training sessions.
8. Use any remaining time to clear up any unanswered questions or to add
suggestions of your own as to ways to conduct a CL teacher training program.
9. Finally, ask the participants to fill out the evaluation forms before closing. This
should include the participants training form and the self assessment: Posttraining.
10. You can turn the workshop over to the person responsible for the closing
ceremony.
- 50 -
Appendix A: Cooperative Learning Samplers
THE SAMPLERS
From Pages 52 - 133 you have examples of lesson plans, using various Cooperative Learning
approach structures and techniques.
These are only examples as explained in the introductory pages “HOW TO USE THIS
MODULE” from Page 3-8
You are expected to internalize, interpret and use them to plan your own Cooperative Learning
lessons for the classes and subjects you teach. You are also expected to use the lessons samples
flexibly with creativity and use it to mentor your colleagues as you improve your pedagogical
practices.
P.1 Pupils of Baitambogwe Primary School,
Mayuge District
Mayuge District
Mayuge District
P.5 Pupils of Yole Primary School, Arua District
Cooperative Learning where pupils working in small groups take responsibility of
learning-social and academic contents
- 51 -
APPENDIX A
Cooperative Learning Samplers
P1 SAMPLERS
1.
Physical Education-in English ............................................ 53
2. Physical Education – in Lugbara.......................................... 56
3. Literacy 1 and II in Luganda ............................................... 58
4. Literacy I and II in Ateso..................................................... 61
5. English ................................................................................. 65
6. Mathematics ........................................................................ 67
7. News ................................................................................... 70
- 52 -
PRIMARY ONE
Class
DATE
No. Children
P. 1
50
Learning area
THEME
SUB-THEME
CONTENT
TIME
Physical Education
Food and Nutrition
Uses of Food
Imitation Games
9.00 - 9.309.00 – 9.30am
Academic Competencies:
By the end of the lesson, the learners should be able to:
-
Perform imitation actions on uses of food for energy.
Life / Social Skills Competencies:
Pupils should be able to:
-
Cooperate as they carry out the activity.
Work as a team to accomplish the task.
Methods: Explanation, Demonstration, Imitation
Learning Activities:
- Pounding, running, carrying a pot of water on their heads, grinding, digging, jumping,
skipping, kicking, hopping etc
Learning materials/resources:
- Sticks, stones, ropes, etc
Learning Procedure:
Teacher’s Activities
Presentation (05 minutes)
Class Organization/
• Tells pupils it is time for the physical education lesson.
• Instructs them to put away their books.
• Informs them that they are going to imitate actions of
uses of food for energy and that they need to cooperate,
work as a team and share the available resources as they
carry out the activity.
• Instructs pupils to walk to the activity area in a double file
and a few selected pupils to carry the apparatus to the
activity area.
• Leads pupils to the activity area.
• Pupils listen to the teacher and keep their
books away and get ready for the lesson.
• Pupils ask the teacher questions.
• Pupils respond to the teachers questions.
• Pupils walk to the activity area in a double
file and a few selected pupils carry the
apparatus to the activity area following the
teacher.
- 53 -
Practice (15 minutes)
Warm up activities (3 minutes)
Free space
•
Pupils to run around the activity area
‘flying
like birds’.
• Tells pupils to run around the activity area ‘flying like
birds’.
• Pupils jump high as they say the rhyme
• Leads them to say the rhyme:
Up you go
Ever so high
Jump with care
Or you will touch the sky.
Double files
Skill teaching and development (05 minutes)
• pupils listen and watch attentively
• Explain to the learners that they are going to imitate some
of the uses of the energy they get from food. • pupils imitate the skills –demonstrated by
the teacher as a class
Demonstrate the actions to the rest using a small group
while other pupils listen and watch attentively. These will
include pounding, running, carrying a pot of water on
their heads, grinding, and digging, jumping, skipping,
kicking and hopping.
• Let all the pupils imitate the skills as a class.
Skill Practice (7 minutes)
• Pupils to get into groups of five and name
• Tell pupils to get into groups of five and name the groups
the groups after the foods they like.
after the foods they like.
• Each group practices one activity e.g. group
• Assign each group to one activity e.g. group Mango gets
Mango gets to practice - pounding for
to practice - pounding for practice.
practice as they cooperate and work as a
team.
• Remind them to cooperate and work as a team.
• Monitor and support the groups and individuals as they • Class gets together.
perform the task.
• Call the class together.
Free space
Performance/Evaluation (10 minutes)
Free space
Game situation (05 minutes)
Have individuals from different games compete and take
their scores to their home teams. The team with most
scores is the winner.
•
•
Pupils from different games compete
and take their scores to their home
teams. The team with most scores is the
winner.
Pupils discuss how they supported each
other.
- 54 -
Pupils then
Cool down activities (05 minutes)
• Cool down by breathing in and out
• Cool the pupils down by asking them to breathe in and
• Collect apparatus.
out.
• Move back to class in a double file.
• Collect apparatus.
• Move back to class in a double file.
REMARKS / COMMENTS / SELF EVALUATION
Strengths: ________________________________________________________________
Weaknesses: ______________________________________________________________
Strategies: ________________________________________________________________
- 55 -
CL LESSON PLAN IN LUGBARA
Kilasi:
Imba oc’lu
Kilafe
P.2 Y
1/11/2007
Esere imbareli
Eyonchi ambori
Avitela
Afa amani edele dinyi
E’yo chi werri
Afa amani afa avitani
vilecliyi edezu diyi
Sawa
2.30-3.00 obitisi
Angu piazi-45
Ezowanzi-30
Asisi le imbanzuri
Onitaa;
1. Leanzima biki baka kilili.
2. Yaki baka kilili
3. Mbu baka kilili
Ngyibaza: 1. Le anzi ma ojaki yi baka ya zuyima agyi pie oja oja.
2. Le anzi ma mbuki baka ongulumuru.
Outaa: Pari aviteia vile ri lizu bene leresi
Imbataa ec’lozu
Imbapini alataa andri azini fe anzini afa avitaa vile
diyi su dekika tiwi(S) eri fe anzi du mu pri avitaa
niria avitaa rua idrizuri ‘yezu dekika 5)yim mbu
a’bucile ecezu’boria)
Aziyi ‘yeleri
Anzi yi ayiba iri muzu mupira paria
yipaso eselesi
Ondudua imbaleri
Anzi yi paso wana ma nusua. Yizitaa omvi
Imba pini di geri zitaa vasi e’yo zi afa bani baka
ede zuri maclna azini baka ma, azidria eri di avitaa azini imbapi nidre.
nde ece ongulumu werebe azini anzi awa esele ndu
ndu aziri avitaa avizu dekika 5
Onndua isuleri obizu imbapini anzizi mbuzu
bakasi. Yima agyi pie ojazaru ernindrena dekika
mudri(10), eridivini feanzidri avitaa rua ambizuri
‘ye, azini afa avizu diyi odu jizu kilasia. Eridi
awadifo fe anzini azi onyni diyisi
Ongulmu aziri
- 56 -
Yipaso eselesi avitaa rua amizuri yezu
E’yo efuza driari: imabataa di aci onyiru a disiku anzi ecikiti mbaka mburia kilili.
Imbapi: Aleni Harriet.
- 57 -
Ekibiina
Ennaku z’omwezi
Omuwendo gw’abayizi
EBIRIMU:
Ekisooka
13/11/2007
43
Eky’okuyiga
Omulamwa
Kusoma kuwandiika
Ebintu byetukola
Obudde
3:00-4:00
Kulombojja n’okutuuma byetukola eka ne ku Ssomero.
Okukola sentensi ngabakozesa obupande
Okukwanaganya ekifaananyi n’ekintu kyenyini
Okukola patina WWWW ne nnnnn
Okuwandika ennyukuta Nn
Okuwandiika ebigambo ne sentensi ebyekuusa ku bintu byetukola
nga sentensi eziri mu kiseera ekyomumaaso
OBUSOBOZI:
Kulombojja, kukwanaganya, kukola patana, kukola sentensi, kukolera
wamu.
OBUBONERO OBULAGA ENSA: Kuwuliziganya, kukolera wamu, kwetegereza, kusengeka
birowoozo, kuwanyisaganya birowoozo
OBUKODYO ENKOLA: Kukolera mubibinja, kulagirira, kubuuza n’okuddamu ebibuuzo,
kukubaganya birowoozo
EBY’OKUKOZESA:
Bupande obuliko ebigambo eby’okuyunga sentensi
Ekipande ekinene ekiraga ebimu ku bintu byetukola ku ssomero
n’eka. Obupande bwennyukuta N ne n
Ebintu byennyini byetukola nga; emiguwa, emikeeka ensuwa
n’ekiwempe.
WEBIGIDDWA:
The National Primary School curriculum. Ekitabo ky’okusomesa,
olupapula 358.
ENSENGEKA Y’ESSOMO
KIKOLEBWA MUSOMESA KIKOLEBWA BAYIZI
ENNYANJULA
1. Abagamba nti essomo lino likwata ku bintu bye tukola
n’emikono ku ssomero n’eka era abagamba nti ligenda
kubayamba kulombojja n’okutuuma ebintu byetukola.
2. Abagamba nti bagenda kukola sentensi ezikwatagana
n’ebintu byetukola naye nga ziri mu kiseera ekyomu maaso
3. Abagamba nti bagenda kukwanaganya ebifaananyi ebiri ku
kipande n’ebintu bye balaba ku mmeeza y’omusomesa
4. Okukola patina NNNNN ne nnn wamu n’okuwandika
sentensi zebanaaba bakoze
5. Omusomesa ateeka abaana mu bibinja by’abaana munaana
6. Abaana berondamu abakulembeze nga: omukuumi
- 58 -
OKWEGEZESAAMU
OKUNNYIKIZA
w’obudde, omuwanddiisi nakurira ekibinja
7. Omusomesa agamba abayizi nti balina okukolera awamu
okulaba nti ekibinja kyabwe kyekisinga.
Buli kibinja kigambibwa okutuuma ebintu byetukola
ebiragiddwa mu bifaananyi/ku kipande ne biri bu mmeeza
y’omusomesa nga; omuguwa, omukeeka, ensuwa n’omupiira
Bakwanaganya ebintu ebikalu n’ebifaananyi by’ebintu ebyo
nga bali mu bibinja byabwe ate era ne ssekinnoomu.
Abayizi baweebwa obupande obuliko ebigambo
ebinabayamba okukola sentensi eziri mu kiseera
eky’omumaaso naye bajja kusooka kuzisoma okuva ku
lubaawo era ze zino
I. Ajja kutuula ku mukeeka
II. Nja kubumba ensuwa
Abayizi nga bakozesa obupande obwo bagatta/bakola
sentensi,
Nja
kubumba
ensuwa
Ajja
kutuula
ku
mukeeka
Mu kasera kano omusomesa ajja kuba ayitayita,
ng’ayambako we kyetaagiszza.
Balagibwa okukola patina WWWW nnnnnn era nabo
bagigezaamu beetegereza ennyukuta N na n mubigambo
ebibawereddwa
Omusomesa agamba abayizi okwogera ku bwangu
n’obuzibu bwebasanze mu mulimu.
Buli kibinja kyolesa omulimu gwakyo okugeza nga
bakwanaganya obupande bw’ebigambo n’ebyo ebiri ku
lubaawo nga babisoma era n’okulaga sentensi zebakoze
n’okuzisoma.
Abayizi abalala babeera nabo boogera ku mulimu gwe balala
obutuufu bwebagulabyemu wamu n’obukyamu.
Buli muyizi akopolola sentensi zino mu kitabo kye ate era
nazisoma.
I. Nja kubumba ensuwa
II. Ajja kutuula ku mukeeka
Buli muyizi akola patina n’ennyukuta zino mu kitabo kye.
wwwwww
NNNNN
nnnnnnnnnnnnnn
nn n n n n n n n
OKWEKEBERA:
Ebigenze obulungi:
Ebitagenze bulungi:
Akulombojja n’okutuuma, okukwanaganya n’okukola sentensi
Abayizi abamu babadde bakola mpola tebamaze mu budde, patina
nnnn ekalubiriddemu abamu.
- 59 -
Kiki ekinaakolebwa okwongera okulongoosa: Okwongera okutegeka ebikozesebwa ebimala
n’okugeezaako okuwa ebirabo abo ababeera bamalirizza mu budde.
Abalemeddwa okutuukiriza patina eyo nnn, bajja kwongera
okuyambibwako.
Yawandiikibwa:
Namugga Jane ow’e Kakindu Primary School.
- 60 -
C.L LESSON PLAN IN ATESO LANGUAGE (LITERACY HOUR)
KATAKWI P/S P.O BOX 20 KATAKWI
AIGURUNET NA AISANAKIN AISIOM KA AIWADIK ATUKOT NASODIT P. 1
Atukota
Nasodit P.1
Ibore yenikisisa
Aisiom ka aiwadik
Aparasia
05-11-2007
Etiai loi dwe
207
Apaki
60 minutes
Akou na akirot: Ejautene lo akulap/ikwamin
Mnetiakunitai: Atiokisio ka eipone loitikitiket ejautene lo ikwamin
Nukisisia:
Alimunun iboro lueyaunete aijulanakineta nuka akwap kwape nat Edou, Ekwam
Akolong, Idoon
• Aision akiro ngun
• Aruconokin nueputosi
• Aiwadik eiwadikae
U U U U U U U U U U U U U U U U U
Edou Ekwam Akolong Idoon
Amisiikineta: Adesiarit einer
Apedorit aisiom ejok
Aruconokin nueputosi ejok
Apedorit eiwadikae loicorakinio
Apirianuto nukijaris:
Aomoom kaidules
Aomoom napwakuna
Ajokisio; Aimor einer aiswamanara nepepe
Eisisianakine: Aanyun kede alimun, einer kaibungeta
Aitetemonokin, aimor eimer
Iboro lukisisiaet: Arwatat naiwadika, apapulai, nuimadikatai akiro nuisisiao, amor enoni
Nedumakinio nuisisiao: Oitabo lo ekesisiakinan apapulai 222 (NPSC Teacher’s P.1)
Nutupitono Isisianakino
Adoketa
Eitegiare
Aitetemoreta
Nuisisia
Ewoikini ekesisianakinan ekosio loikamanara kede nuisisiao kwape
nat. Akorioto emwogo do akolong eyari x 2. Erai apeleikinet nalimokin esisiak ationis na eyauni akolong kwape idiopebore yeni
eyauni aijulakimit na ikwamin
Etupakinete esisiak aimo ekosio ka eisisianakinan,
Ingisi eisisianakinan esisiak apolou naka ekosio
• Iwadikakini eisisianakinan akiro ngun 4 abao. Edou, ekwam,
akalong idoon
• Esesenete esisiak ido kosiomete elilinga
• Ingisi kwana esisianakinan arai ejai yeni epedori asiomun.
Ingarakini esisiakinan esisiak ka aitetemokin apolou na akiro
kanu asiomio
- 61 -
Nuisulama/Aiswamaun
ibore ilopet
•
•
•
•
Icorakinio kwana esisiak aisiom kaibungeta kosodete konyet
anyaranar idiope diope aision kwa ebeitor koingaren kaluce
Elimokini bobo esisianakinn esisiak aiwdik eiwadikae lo
eseunitai ka akiro nuesisiao kwape nat;
U U U U U U U U U U U U U U U U
Edou
Ekwam
Akolong
Idouon
Icorakin esisiakinan esisiak aswam na aiwadik ka aruconokin
akiro nueputosi kwape nat
Edou
Idoon
Ekwam
Akolong
Akolong
Ekwam
Idoon
Edou
Irimori esisianakinan awanyara aswam kidwe kaingarakini
lueroko emenit.
Nuatwakata: Nuejokuka:
Numan ejokuka
Nuebeit Aswam:
MR. AJAL CHARLES (0774631297) KATAKWI DISTRICT
- 62 -
LITERACY HOUR IN LUGBARA
Kilasi: P1X and P1Y
Literacy One
Mba Odu: 31/10/2007
Esele embaleri: Avita Amveleri (Free
Activity)
Sawa 12: 00 - 1:00 pm
Theme 9: Our Transport (Acipa)
Anzi ma Kalafe :
Agupi anzi 50
Ezoanzi 40
Sub theme: Types and names of E’yo dri were-ri:
Transport (Acipa esele ndundu ‘bani Acipa esele ndundu
eco ayu amadri angua ‘diyi runi pie)
‘bani eco ayu amadri
angua ‘diyi runi pie
E’yo dri
Acipa
kuluri:
E’yo embaleri:
• anzi yi avita ndundu ekile sende enzoru diyi ede avizu
• anzi yi acipa azini yi ede eceta si motukari, piki-piki, Gari diyi ede odrisi
• anzi ma ede acipa yi boxi- si azini Karatasi si
• anzi ma oli azini acipa ma eseleyi azini ma tri rangisi
• oba afa ndundu yini edele diyi
• ma gba agbatara azi azini afa ndundu anzini edele diyi ma dria
Asisile embazuri :
Embata di ma vutia le anzi a :• avi avita afa ndundu diyi si kili
Asisile tualuri:
• Anzi ma ni afa eini edele ndundu ‘diyi ayuzu ongulumua
Afa ayule diyi: Cupati, odri, oni-efi, karatasi
Pari ‘bani e’yo nde esuzuri:
NPS Curriculum for Uganda
Teachers Guide, Pages 96- 333
Geri Embata di embazuri:
Esele/Sawa
Embapi ma azi
Esele/Sawa Edota
(10 minutes)
Embapi ni embata di e’do okorisi, eri
mu pari avita vileri andri, di ma vutia
embapi ni mu afa avita avizu ’diyi ji
pari ndea
Anzi ni ‘yeleri
(30 minutes)
Anzi ma azi
Anziki mu embata pari avita vileri andri, embapi ni mu
afa avita avizu ’diyi ji pari ndea
Anzi nga onita oni ongulumosi:
Ongulumu aluzuri : anzi ma ede sende enzoruri avizu
- 63 -
Imbapi i afa diyi oba avita alu alu vusi,
eri di eyo ece anzini avitaa ndundu bani
mu avile diyi ma dria, ecetasi ;
Embapini anzi oba ongulumu su ma
alia
Anzi ma azi ongulumua di andrizu
Imbapi ni ongulumu ndundu su diyi ai
alu alu emuzu e’yo nzezu azi yini yeleri
ma dria.
Imbapini awadifo fe ongulumu alu alu
diyini azi onyiru si, dri saza si.
Imbapi ni di fe anzi ma ede angu yini
ayuleri alaru, eri di anzi ma ti pe Kilasia
geri ndundu si, karatasi si
Ongulumu irizuri : anzi ma ede mutukari, gari, piki piki
odrisi
Ongulumu nazuri : anzi ma ayu karatasi, afa ndundu
edezu ecetasi gari, imvu, mesa, ogua, yi vini tri rangi si.
Ongulumu suzuri : anzi ma ayu sende edele enzoru
riacizu, ba afa mutukari, gari, piki piki edepi diyi vu.
Ongulumu alu alu ni eyo nze azi eini ngari ma dria.
Anziki awadifo fe tualo embapi be ongulumu alu alu
diyini azi onyiru si, dri saza si azini ei eyo nze azi
ongulomu driri madria.
Anzi ki angu yini ayuleri ede alaru. Anzi di mu Kilasi-a
E’YO EMBATA ‘DI MA DRIA RI
E’yo onyiru ‘diyi ___________________________________________________________
E’yo ewaru ‘diyi ___________________________________________________________
Geri e’yo ‘diyi otuzu-ri ______________________________________________________
- 64 -
P.1 ENGLISH LESSON
Class/ stream
Date
No. of learners:
P.1
95
Learning area
Theme
Sub-theme
English
Our Transport
Types and names of transport
Aspect
Time
Structures
11.30-12.000 am
Content: What is this? This is……/ That is…….
Competences: Pronouncing words
Academic:
By the end of the lesson, learners will be able to:
- Pronounce words correctly.
- Match words to pictures.
- Read words and say sentences.
Social: - Interact freely in groups.
- Share ideas freely.
- Respect each others views.
Instructional materials: Flash cards, picture cards, papers and pencils.
References: The National Primary School Curriculum for Uganda (pilot)
The teacher’s Guide term II and III, P.1 page 92
Procedure/lesson development
Teacher’s Activity
Learners’ Activity
The teacher introduces the lesson using simple
questions like;
i. Have you ever gone to Arua town?
ii. What did you use for going?
iii. What you use for making tea?
Teacher explains to the learners that the lesson is
about practicing pronouncing, matching and
reading words such as; road, water and railway.
He also explains that the learners will also use
structures like:
What is this?
This is………..
That is………
The teacher will use picture cards showing the
type of transport for the learners to identify. He
or she will then use flash cards to show the
words road, water and railway. The teacher will
say these words one at a time. To help the
learners learn how to pronounce them.
The teacher then groups the learners into three
groups tells them that they are going to do the
• The learners listen to the teacher as he
introduces the lesson
• The learners answer the questions with the
following answers:
-Yes/No, on foot/bicycles/motor cycles and
water
• The learners will listen to the teacher and ask
questions.
• The learners will look at the pictures and tell
what they see in the picture.
• They will repeat the words after the teacher.
- 65 -
work in groups and that he expects them to
interact and share ideas freely. The teacher
assigns each group a different task as follows:
Group I
Practice reading the words railway, road, and
water and the structures; what is this? This is
a……..
That is a……..
Group II
Practice picture to word matching.
Group III
Practice word to word matching
• Learners move to the respective groups
allocated to them then choose their leaders.
They then listen to the teachers instructions
about how they are to do word and to
interact with each other.
• The learners ask questions where it is not
clear.
The teacher monitors the groups working, listens • Pupils first work individually to look at the
pictures, structures and words.
to their discussions and offers guiding insights to
any individuals or groups who might have • The learners discuss and practice as a group
the assignment given to them then come up
difficulty.
The teacher takes note of the performance of
individuals and groups while monitoring. Teacher
praises team work and effort.
with a collective answer to share with the
whole class.
Performance (10 minutes)
The teacher will record the different answers on • One person represents the group to perform
the activity to the whole class.
the chalkboard and ask for any clarifications from
the different groups. Teacher asks them to share • Pupils together with the teacher correct the
work and gives general oral practice of the
a few of their experiences in doing the activity
words and structures.
and how they were able work as a group. After
the reports, teacher shares with the whole class • One or two members of each group share
with the whole class how they were able to
the correct answers.
The teacher then gives opportunity for the pupils
to ask the teacher any questions that they have in
relation to the activity.
interact with other classmates and how they
liked working together. They also suggest
ways of improving.
Teacher concludes the lesson by praising team
work observed and effort as well as right answers
and or near.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 66 -
Class
P.1
Date
No. of children
50
Learning Area
Mathematics
Theme
Food and Nutrition
Sub-theme
Keeping Food Safe
Time
9.00 – 9.30
Content:
- Dividing food to show concept of halves
- Drawing and writing to show that 2 halves make a whole
-
Divide foods to show concept of halves.
Draw and shade to show halves and wholes.
-
Work within their groups to accomplish the task.
Share what they have with others
Methods: Explanation, Demonstration, Discussion
- Drawing, shading and writing wholes and halves.
- Dividing wholes into halves and sharing one half with another pupil.
-
The National Curriculum for Uganda Teachers Guide Primary One page
Real food like oranges, paw paws, tomatoes, bananas, potatoes etc
Knives, and pairs of scissors
Papers, pencils, coloured pencils or crayons
Glue or cassava porridge for pasting
Fountain Mathematics Practice Book Pupil’s book 1 page 61- 62.
Learning Procedure:
Pupils’ Activities
• Explain that during this lesson pupils are going to learn • Pupils listen attentively as the teacher
how to divide wholes into halves, draw and write wholes
shares the objectives of the lesson.
and halves. In addition they will work within their groups • Pupils ask and answer questions.
to accomplish the task and to share what they have with
others.
• Pupils respond to the teachers
• Ask – Who divides food at home?
questions orally.
- 67 -
- How is food divided?
- What should the person dividing food always do?
• Get an orange and ask the pupils to talk about, ‘This is
one whole orange’ and then draw a picture of the orange
on the chalkboard and beneath it write ‘1’. Repeat with
two other food items and ask the pupils to say ‘1 whole
banana’ etc.
• Call two pupils to the front of the class. Give them the
orange and a knife and ask them to share the orange
equally. The other pupils have to watch carefully and tell
whether they have done it well.
• Show them the two halves.
• Draw them on the chalkboard and write ‘two halves’.
• Then show them one half, draw it on the chalkboard and
write ‘one half’ while saying it aloud. Let the pupils repeat
after you.
• Repeat the process with a banana or other food item.
•
Pupils talk about what the person
dividing does.
• Pupils demonstrate and repeat the
words after the teacher.
• Pupils divide the orange while others
watch.
• Pupils tell if the two pupils have
divided the orange into two.
• Pupils talk about the two halves
• Pupils say the words ‘two halves’ after
the teacher.
• Pupils show the class the two halves
and say: ‘These are two halves.’
• Pupils observe, touch and say ‘These
are two halves.’
• Pupils draw them on the slates and
write ‘two halves’.
• Pupils listen and repeat after the
teacher and then talk about the ‘one
half’.
• Guide the pupils to do the activities for
bananas as for the orange above.
• Arrange pupils in groups of 8 members and ask each • Pupils get into groups, select persons
group to choose a leader, encourage, resource manager
to take up different roles and pair up.
and a reporter. Let pupils pair up in their groups. Remind • Group leaders and resource managers
pupils of how they should relate as their do their work.
ensure that each pupil in their group
• Ask the resource managers to pick their group’s materials
has a piece of paper and or a slate.
and distribute the resources for individuals.
• The resource managers collect their
group’s materials and distribute the
resources for individuals.
• Explain the activity to the pupils with illustrations:
- In your pairs agree in a fruit to draw. Individually draw • Pupils carry out activity as instructed.
the fruit, shade and cut it out.
- Now show your drawing to your partner. Get one
partner’s piece of drawing and divide it into 2 halves
and share them.
- Next, each pair pastes their ‘whole and halves’ on the
group’s big newsprint paper and write the words to
accompany them.
• Move around to monitor the progress of each individual,
pair and group. Intervene and assist where necessary.
• Call the attention of the class and discuss each group’s
• Reporters from each group take turns
work.
to display and report on their work
• Thank pupils for the work well done.
while the rest of the pupils say what
they like or dislike about each group’s
work.
- 68 -
• Ask pupils to open page 61 and guide them to do the • Pupils do an exercise on their books
exercise in their books.
individually.
• Conclude by asking pupils to comment on the lesson.
• Give feedback on how the lesson
fared.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 69 -
Class
P.1
Date
No. of children
50
Learning Area
News
Theme
Food and Nutrition
Sub-theme
Keeping Food Safe
Time
9.00 – 9.30
Content:
- News about pupils’ weekend experiences.
- How to keep food at home.
- A song about food.
-
Tell news from their weekend or from previous day’s experiences.
Tell how they keep food at home.
Sing a song about food.
-
Take turns to tell their news and contribute ideas.
Speak confidently as they tell their news and do group work.
Methods: Story telling, Discussion
- Singing
- Telling news and how to keep food at home.
- A chart showing different ways to keep food at home e.g. covering, smoking, washing,
salting, cooking, sun drying, refrigerating and storing.
Learning Procedure:
Pupils’ Activities
• Sing the song.
• Lead pupils to sing a know song about food.
• Share with the learners that during the lesson they are • Listen as teacher shares the objectives of
the lessons.
going to sing a song about food, tell news from their
weekend experiences and how they keep food at
home. In addition will take turns to tell their news
and speak confidently as they tell their news and do
group work.
• Listen to the news and answer questions
• Teacher tells a story about her or his week experience
about it.
related to how she or he kept her or his food safe.
• Call on individuals to share their weekend experiences
- 70 -
with the class.
• Check other pupils’ comprehension by asking a
question or two after each news item.
• Divide class into groups of 4-8 and tell them to select • Get into groups, divide roles and listen
a leader, encourager and reporter.
to instructions about the activity.
• Explain that the group has 6 minutes to talk about
how they kept their food safe at home over the
weekend and that everyone in the group should • Pupils carry out the activity. The leader
mention at least one idea.
and encourager ensure that everyone in
the group contributes to the discussion.
• Monitor and support the groups and individuals as
they do the task.
• Reporters report each group’s findings
after which pupils give any additional
ideas that have not been mentioned.
• Consolidates activity by asking the reporters to report
the group findings and seeking additional ideas in case
they were not exhausted by the groups.
• Pupils draw the pictures and tell their
neighbours about what they have
• Ask pupils to draw at least 3 ways of keeping food at
drawn.
home in their books.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 71 -
P 2 SAMPLERS
1. English........................................................................... 73
2. News .............................................................................. 75
3. Literacy I and II............................................................. 77
- 72 -
P.2 ENGLISH LESSON
Class
P.2Y
Date
Learning Area
Theme
English
Things we make
No. of children
Sub-theme
Things we make in the community
(a) play materials
Vocabulary
11.00-11.30
Boys: 45
Girls: 30
Aspect
Time
Content: balls, doll, strings and mat
Competences: pronouncing words
Academic
- Reading words and sentences
- constructing sentences
- matching words to pictures
Social:
- Interact freely in groups
- Share ideas freely.
- Respect each others views
Instructional materials: balls, dolls, strings, banana fibres, etc
References: Fountain Thematic Curriculum Reading 2 Scheme Bk2, National Primary School
Curriculum for Uganda, Teacher’s Guide P2
Lesson development
TEACHER’S ACTIVITY
Teacher displays the pictures and objects for
learners to observe and name the objects and
pictures.
LEARNERS’ ACTIVITY
• Learners observe the pictures and
objects.
• Learners name the pictures and objects
• Learners repeat the words after the
Teacher pronounces the words on the flash cards
teacher
as she presents the pictures or objects several
times as learners listen to the teacher e.g. ball,
• Learners read the words and sentences
doll, string, mat.
She also presents the structure for the pupils to
read. What are you going to make?
The teacher divides learners into groups and
asks the learners to choose their group leaders
and collect materials for group work.
She moves around helping and guiding the slow
learners to do the work correctly
• Learners join letters to form words
b-a-l-l
• The learners match words to pictures.
• Learners join words to form sentences
e.g.
I am-going-to-make-a-doll
Performance/ evaluation (10 minutes)
The teacher asks each group leader or secretary
to presents the group findings to the whole class.
Teacher thanks all groups for the good work and
• Learners listen as different secretaries
present their group’s work.
- 73 -
the cooperation exhibited during group work.
Then asks the learners to comment on the group
work and how they interacted during group
work. The teacher corrects the work with the
children as she writes the correct sentences on
the chalkboard.
Teacher asks the learners to copy the work from
the chalkboard to their books.
• Learners share with the teacher how they
did their work and the challenges they
encountered and how they can be over
come.
• Learners together with the teacher correct
the work the have done.
• Learners copy the correct work in their
books.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 74 -
Class
Date
No. of children
P.2
Learning Area
Theme
Sub-theme
50
Time
News
Our School and Neighbourhood
Benefits of Neighbourhood from
school
11.00-11.30
Content:
- Free News
- Known rhyme
-
Tell news.
Recite a rhyme.
-
Listen attentively.
Speak fluently, audibly and logically.
Take turns to tell their news.
Speak confidently as they tell their news and do group work.
Methods: Question and answer, Discussion
- Singing
- Telling
- Asking and answering questions
- Reciting
- Pictures
- Chart depicting teacher’s news
References:
Teachers Guide for P.2
Thematic Primary School Curriculum P.2
Teachers’ Resource Book P.2
Learning Procedure:
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
• Explain to the pupils that during this • Pupils listen as the teacher talks to them.
lesson they are going to sing a song, tell • Pupils demonstrate how to speak fluently,
news and recite a rhyme and that as they
audible, logically while taking turns to tell
do so they will have to listen to each
their news.
other attentively, speak fluently, audibly
- 75 -
and logically, take turns to tell their news.
• Lead pupils to sing a short song about
the benefits neighbourhood gets from • Sing the song.
school.
• Answer questions about the song.
• Tell own news using wall chart and
pictures.
• Listen to the news as they observe
pictures on the chart.
• Organize pupils into groups of 5 or 6
members. Explain that they are going to • Pupils get into groups of 5 or 6 members.
tell their own news to the rest of the
group and that they will take turns to tell
the news until all the group members
have told their news.
• Remind pupils to select a leader and an • Pupils select leader and encourager
encourager and how they should relate as • Individual learners tell their news.
they do the activity.
• Pupils ask and answer the questions
• Move around to listen to the pupils as the
about their friends’ news.
work. Encourage them to ask and answer
relevant and reflective questions about
their friends’ news.
• Guide some children to retell their • Pupils re-tell their friends news.
friends’ news to the whole class.
• Ask the pupils what they liked about the • Pupils talk about what they like about the
lesson and what they can do to improve
lesson.
on their performance.
• Guide pupils to recite a known rhyme.
• Children recite a known rhyme.
Strengths: _________________________________________________________________
Areas that need improvement: _________________________________________________
Way forward: _______________________________________________________________
(Adapted from The National Primary School Curriculum for Uganda Teacher’s Guide P.2, page 160-161)
- 76 -
Class
Date
No. of children
P.2
50
Learning Area
Theme
Sub-theme
Time
Literacy I and II
Our School and Neighbourhood
Benefits of Neighbourhood from
school
9.00 - 10.00
Content:
- Importance of school to the neighbourhood.
- Patterns, words and sentences.
- Things got from school e.g. desks, chairs, halls, balls.
-
Name resources in the school.
Recite a rhyme.
Describe pictures of different resources.
Read words
Write patterns words and sentences.
-
Listen attentively
Speak fluently, audibly and confidently
Reason logically
Share and observe
Methods: Discussion, whole word, whole sentence, demonstration
- Describing, discussing, reading, writing, asking and answering, observing, coping
- Pencils, slates, work cards, wall charts, picture cards, exercise books, syllable cards
References:
Teachers Guide for P.2 page …….
Thematic Primary School Curriculum P.2 page ………
Teachers’ Resource Book P.2 page ………
Learning Procedure:
TEACHER’S ACTIVITIES
PUPILS’ ACTIVITIES
• Introduce the lesson with a known • Pupils recite a known song
rhyme.
• Identify and talk about good things the
- 77 -
neighbourhood gets from school using a
• Explain to the pupils that the lesson will
wall chart.
enable them name and describe the
resources in their school, read words and • Pupils listen as they look at the flashed
write patterns, words, and sentences.
words.
• Guide pupils to identify and talk about • Pupils read the words after the teacher
good things the neighbourhood get from
several times.
school.
• Pupils read as a whole class, in groups and
individually.
• If the pupils capture the intended word • Pupils match words to pictures.
from the chart, flash and read the words
several times.
• Pupils match syllables to words.
• In case the targeted words are not
captured by the children, ask guiding
questions to prompt children to discover
and generate the intended words for the
lesson in progress.
• Give enough opportunity to children as a
whole class, in groups as a whole class, in
groups and as individuals.
• Guide children to match words to
pictures.
• Guide children to match syllables to
words.
• Guide children to build words using
syllables.
• Move around encouraging and helping
groups finding difficulty in building
words.
• Identify members from different groups
to group members.
• Ask the different groups to read to the
whole class.
• Give individual children syllable to build
up words.
• Go around encouraging and helping
those who find difficulty in building
words.
• Lead pupils to recite a known rhyme.
• Demonstrate pattern writing on the
chalkboard.
• Tell children to practice the pattern.
• In groups pupils build up words.
• Pupils read built words to group members.
• Each group reads out the built words to the
whole class.
• Individual children build up words using
syllables.
• Pupils recite the rhyme.
• Pupils observe demonstration of pattern
writing
• Pupils practice writing pattern in the air, on
desks, tables etc, using the finger.
- 78 -
those finding difficulty.
• Pupils write patterns, words and sentence in
• Guide children to write words and
their exercise book/slates.
sentences on the provided lines.
• Pupils sing a known song.
those with difficulty.
• Lead pupils to sing a known song.
Strengths: _________________________________________________________________
Areas that need improvement: _________________________________________________
Way forward: _______________________________________________________________
(Adapted from The National Primary School Curriculum for Uganda Teacher’s Guide P.2, page 164-166)
- 79 -
P3 SAMPLERS
1. Reading ........................................................................... 81
2. Performing Arts and Physical Education........................84
3. Performing Arts –Music ..................................................86
4. English .......................................................................89, 91
5. Social Studies ..................................................................93
6. Science.............................................................................95
7. English ............................................................................97
- 80 -
Class
P.3
DATE
Subject
English (non-medium ) competencies
TOPIC
Naming and Describing Clothing
SUB-TOPIC
Occasions where people dress differently
TIME
9.00- 9.30 am
Academic Objectives:
By the end of the lesson pupils should be able to:
•
•
•
•
•
Identify occasions when people dress differently.
Describe the type of clothing that people wear on those occasions.
Role play an occasion where people dressed differently e.g. at a wedding.
Read sentences and words related to dress for different occasions.
Write at least three sentences about their dress.
Social Objectives:
• Listen to each other attentively.
• Support each other to work on the task.
• Accept each others opinions and ideas on dressing.
Instructional Materials:
• Examples of types of clothing worn in the local area e.g. shirts, shorts, trousers, dresses, skirts and
blouses, shoes, kanzu, busuuti (traditional wear)
• Activity cards, flashcards, word cards ( see “Presentation” below for details on how to prepare)
• Pencils and exercise books.
References:
• Uganda Primary School Curriculum Volume I,I page 310
PROCEDURE / LESSON DEVELOPMENT
STEP
Presentation
(10 minutes)
CONTENT / ACTIVITY
• Introduce the lesson by telling the pupils that you are going to talk about
occasions when people dress differently. Listen to each other attentively,
support each other to work on the task and accept each other’s opinion.
• Tell them a short story about an occasion when you dressed differently.
Explain to them what the occasion was, what you wore and what others wore.
Tell the story slowly so that the pupils clearly understand it. The story should
be told in the local language depending on the local area.
• Ask the pupils to mention some occasions when people dress differently e.g.
wedding day, church service, burial, marriage introduction, market day, school
day, Christmas, weddings. List the occasions on the blackboard
• Ask the pupils to describe the way people dress on each of the occasions
listed. Note that the way people dress on different occasions may differ from
culture to culture. Help the pupils to appreciate the differences.
• To help the pupils describe different ways of dressing, ask them some guiding
questions e.g.
• What do you wear on Sunday?
- 81 -
•
•
•
•
•
•
•
•
•
Why don’t you wear a school uniform on Sunday?
Have you ever attended a wedding?
What did you wear?
What were the men and women wearing?
What was the bride wearing?
Why do you think people wear smart clothes on Sunday?
Where do we buy clothes?
Make sure that each and everyone gets to give an answer.
Ask the pupils to answer and listen carefully. Guide them to be articulate.
Using flash cards prepared before the lesson, flash sentences about clothing
for the pupils to read e.g.
This is a Kanzu.
Men wear Kanzus for weddings.
Women wear Busuuti.
• Ensure that all pupils get practice at reading the sentences.
• Using individual word cards, show how the sentence can be broken down into
words e.g.
is
Men
wear
Women
Practice
(15 minutes)
a
This
Kanzu
kanzu
wear
for
weddings
busuti
• N.B the sentences should be in the local language. Even the examples should
be tailored to the local area.
• Divide the pupils into groups of about 10.
• Assign roles -- leader, writer and reporter. The leader helps the group to
generate ideas, the writer notes down what the group has agreed on and the
reporter will read out the groups’ sentences.
• Distribute activity cards and word cards to the groups. Make sure the word
cards include all the words that you want the pupils to use to make sentences.
• Explain that the groups are to arrange the word cards in different ways to
make sentences, and then write the sentences in their exercise books. Tell
them that they have 10 minutes to build as many sentences as they can.
• Explain to the pupils that they need to support each other to do the work
properly. Encourage them to express themselves freely, to listen to each other
attentively and to accept differences politely.
• As the pupils build sentences, move about the room to monitor and check on
progress and how well they are interacting. Ensure that their spelling, word
spacing and letter formation are correct. Guide the pupils to do the work
correctly but do not do it for them. Praise good work by individuals and
groups.
• As you move around, ask individual pupils to read their sentences to you.
Correct incorrect pronunciation.
• When time is up, call the pupils to attention. And ask each group reporter to
read the sentences his or her has made. Comment as needed.
- 82 -
Performance /
Evaluation
(05 minutes)
• Have each pupil write three sentences in their exercise book about the way
they dress
• Supply clothing that would be appropriate for a wedding. Select several pupils
to dress up and act out a local wedding. Use the occasion to build vocabulary
about local dress customs.
• Ask the pupils to talk about what they liked and what they did not like about
this lesson. Ask for suggestions as to how you can help to improve their
reading.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 83 -
Class
P.3
DATE
Subject
Physical Education
TOPIC
SUB TOPIC
DURATION
Athletics
Long jump
30 minutes
Academic objectives:
• Pupils should practice jumping over small equipment.
• Pupils should aim at a spot on the ground and land correctly.
Social Objectives:
• Pupils should wait patiently while others are performing.
• Pupils should perform the jumps in turns.
Materials: Ropes, Mats, hoops
References:
STEP
Presentation
(05 minutes)
Practice
(15 minutes)
ACTIVITY/CONTENT
• Inform the pupils that it is time for another lesson.
• Ask the pupils to put away all the materials for the just ended lesson and
get ready for the Physical Education lesson.
• Identify pupils who are not feeling well and assess their ability to
participate in the lesson.
• Instruct the pupils to walk to the activity area in a single file.
• Explain to the pupils that they are going to learn how to jump over small
equipment, practice tolerance while performing with others and support
each other while doing the task..
• Ask some pupils to volunteer to carry the equipment to the activity area.
• Instruct pupils to trot round the activity area.
•
•
•
•
Instruct pupils to form groups.
Pupils freely run round the activity area.
Form pairs, groups.
Demonstrate jumping over small equipment and land on a point on the
ground.
- 84 -
• Pupils practice jumping over two ropes without stepping between the
ropes.
• Instruct pupils to increase the distance between the ropes.
• Let the pupils repeat the exercise using hoops and mats.
• Pupils re demonstrate to those who find difficulty in jumping over the
ropes and other equipment.
• Pupils help fellow pupils to jump over small equipment.
Performance /
Evaluation
(05 minutes)
Cool Down
(05 minutes)
•
•
•
•
•
•
•
•
Monitor the pupils during the lesson.
Identify the mistakes made by the pupils.
Identify pupils performing well and reward them.
Let pupils who performed well demonstrate for the weak ones.
Thank the class for their performance.
Instruct pupils to perform one traditional game.
Identify pupils to return the equipment to store.
Ask pupils to walk back to the classroom in a double file.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 85 -
VARIETY: Think -Pair-Share
Class
P.3
DATE
Subject
Music Dance and Drama
TOPIC
An English Song (Lullaby)
SUB-TOPIC/ASPECT
Singing, , Reading and writing
TIME
9.10-9.50am
By the end of the lesson, the pupils should be able to:
1. Sing the song ‘Go to sleep little brother Peter.’
2. Sing the first 3 notes of the major scale (d r m).
Social Objectives:
•
Collaborate within their groups and pairs to accomplish the task.
Instructional Materials: / Resources
• A flipchart showing the words to the new song (Go to sleep little brother Peter).
•
A flipchart showing the exercises to be practiced as shown on page 3 bullet 2.
References:
• Sight – singing and Aural training Music Manual page 3
• The New Uganda Primary School Curriculum syllabus Volume 2 page 418
• Cultural studies Module 1 page 84.
STEP
Presentation
(10 minutes)
CONTENT / ACTIVITY
Introduce the lesson by asking pupils to sing a known song (round) ‘The swan sings tiri-ri-yo’ in parts / rounds
•
•
•
Explain that during this lesson, we shall learn an English song (lullaby) and we
shall also learn how to sing the first 3 notes or sounds in music and collaborate
with their groups and pairs.
Give the background of the song by discussing pupils experiences using the
following questions:
1. Why do you think a baby cries? (wants to be fed, discomfort, sick, wants to
sleep)
2. If it wants to sleep, what do you do? (I carry him around, sing for him).
Explain that we are going to learn a lullaby-- a song which we can sing to make
babies / children sleep.
- 86 -
•
Put up the song on a flipchart as follows:
Go to sleep, little brother Peter
Go to sleep, little Peterkin
Mother is within, she will bake a cake
For her Peterkin, when he shall awake
Go to sleep, Little brother Peter
Go to sleep, Little Peterkin
•
Teach the song using the following steps:
1. Sing the song while pupils are listening.
2. Ask them to join in where they feel they can.
3. Ask pupils to sing the song together with you.
4. Withdraw your voice to listen to how they are singing.
5. Ask the pupils to sing the song as a whole class.
•
•
•
Explain to pupils that a song like the one we have learnt, we must have
notes / sounds.
Explain that we are going to learn how to sing the first three notes / sounds
in music. Explain that a note is the same as a sound.
Draw the first 3 steps of the music ladder and write the notes: Write one
note at a time as you demonstrate how it is sung. Ask pupils to sing the
notes after you.
m
r
d
d
r
m
m
r
d
•
Teach one note at a time in relation to the other.
•
Ask pupils to mention which note is higher or lower than the other using the
following notes:
Lower higher
d - r
Higher Lower
r - d
Higher Lower
m - r
Put up a chart showing an exercise and ask pupils to sing notes.
d r m r d r d
d d r r m m r r d d
d r m r d r d
Explain that we are going to do another exercise like the one we just did. This time
we will work in pairs within groups
Organize the class into groups of 10. Have the groups select a leader, and an
encourager.
Ask members to pair up within their groups
•
•
•
•
•
•
•
- 87 -
Practice
(15 minutes)
•
•
Put up a chart showing the exercises to be sung
d r m r d r d
d r m m r r d
d r m d r r d
d r m m m r d
d r d r m r d
Tell the groups they will have 15 minutes to do the following:
1. Individuals think out how the notes should be sung.
2. Partners sing the notes to each other.
3. Partners share feedback to correct any notes that were not correctly sung
4. Pairs share their performance with the group.
5. The group agrees on one correct performance and picks one member to sing
the exercise for the class.
Performance /
Evaluation
(15 minutes)
• Move round to check on performance of the pairs and the group.
• When time is up, call the class to order and ask the groups to report what they
agreed upon and have one member sing the exercise to the group.
• Consolidate by correcting notes that were not correctly sung.
• Ask individuals to sing the exercise and note errors.
• Randomly select one member per group to sing some of the notes listed on their
flip chart.
• Hum the following notes twice per line and ask pupils to write them in their books:
d r m r d r d
d r m d r r d
d r r m m r d
d r m r d r d
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 88 -
Class
P. 3
DATE
Subject
English
ASPECT
Reading aloud
SKILLS
Listening and reading
TIME
8.30- 9.10 am
CONTENT
Reading a text/ story
Check on the bad reading habits.
•
Read given text loudly while observing correct pronunciation, and punctuation marks.
Social Objectives:
•
•
Listen attentively to each other.
Share and use materials in the group.
Materials:
1. Text on page 5, MK Primary English, Pupil’s Book Three. If the school does not have this text
book, the teacher should select an appropriate text on the same topic from another textbook.
References:
• MK Primary English, Pupil’s Book, Book 3, Page 5
STEP
Presentation
(10 minutes)
CONTENT / ACTIVITY
• Introduce the lesson by reviewing the lessons on spellings and pronunciation of
new words taught.
• Write the words: ‘use’, ‘can’, ‘go out’ on the chalk board. Ask one pupil to say
one of the words loudly.
• Write the sentence “Kituyi is nine years old.”
• Read it out loud to the class.
• Let one pupil read it out loudly.
• Divide the class into groups of 10 and have each group select a leader and
timekeeper.
• Issue textbooks to each group. Ensure that there is at least one book for every
three pupils. Tell the pupils to open to the page which includes the story they
are to read. (page 5 in MK Primary English Book 3--feel free to substitute text
on the topic from another textbook)
- 89 -
• Explain to the groups that they have 10 minutes to read the story following the
procedure below.
1. The leader assigns a number from 1-10 to each member
2. Pupil 1 reads the first sentence of the story, pupil 2 the second and so
on until the story is finished.
• As the pupils read, the group corrects any errors in punctuation, pronunciation
etc.
Practice
(15 minutes)
• Emphasize the following:
1. Control the level of sound so as not to disrupt the rest of the groups.
2. Take orderly turns in reading
3. Read loudly enough to be heard by all members.
4. Observe correct pronunciation and punctuation.
• Move round the groups as the members read. Pay particular attention to the
correctness of pupil’s pronunciation and punctuation and how well the group
members are cooperating. Take note of exemplary performance and praise
individuals and groups where appropriate.
• When time is up, call the groups to order.
• Select one pupil from each group to come to the head of the class. Ask these
pupils to take turns reading the sentences until the story is finished.
• Correct any mistakes in pronouncing of words and especially observance of
punctuation marks.
• Provide some practice in reading sentences and pronouncing words. Discuss
techniques of avoiding bad reading tendencies e.g. regression.
Performance /
Evaluation
(05 minutes)
• Pick pupils at random to read a sentence from the story.
• Ask pupils to pronounce words from a prepared list.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 90 -
Class
DATE
P.3
Subject
ASPECT
SKILLS
CONTENT
English
Vocabulary
Listening, speaking and Reading
Requests And Refusals: borrow, use,
can
DURATION
30 minutes
• Pronounce the words “borrow”, “use” and “can” correctly.
• Spell the words “borrow”, “use” and “can” correctly.
• Construct and write a sentence using any of the new words (“borrow”, “use”, “can”) to make a
request.
Social Objectives:
• Take roles and responsibilities.
• Listen to each other.
Materials:
• Materials / objects in the classroom such as books, pens, pencils (see lesson for details).
References:
• MK primary English Pupils Book three, PP 1 – 2
•
A New Rorash Primary English for Uganda, Pupils Book 3, Page 1 – 2
•
A New Rorash Primary English for Uganda, Teacher’s Guide, pages iv - vii
STEP
Presentation
(15 minutes)
CONTENT / ACTIVITY
• Explain to pupils that they are going to learn several new words, use the words
in sentences that take the form of ‘May I ….’ ,take roles and responsibilities and
listen to each other while working in their groups.
• Say the word “borrow” loudly. Repeat it three times.
• Ask pupils to say “borrow” after you, as a class, row, and individually.
• Write “borrow” on the chalkboard.
• Move close to a pupil and say:
• Jane, may I borrow your pen?
• John, may I borrow your pencil?
- 91 -
Practice
(10 minutes)
Performance /
Evaluation
(05 minutes)
• Explain that “borrow” means asking to use something that will be returned
later.
• Demonstrate the meaning of the word “borrow” using different articles such as
a pen, pencil, book.
• Now teach the words “can” and “use” following the same steps.
• Divide the class into groups of about 10.
• Assign roles of group leader, recorder for each group.
• Cover the new words you’ve written on the chalkboard.
• Tell the pupils that they are going to learn to spell the new words. Explain the
procedure that the group leader will follow for each word:
• Ask one member to spell the new word.
• Have the rest of the group discuss and agree on the correct spelling.
• Have the recorder write the spellings agreed on by the group on the slate or
paper, and then hide the spellings from the other groups. (Note-- allocates a
specific area on the chalkboard for each group).
• Tell the groups to get started. Explain that they have 10 minute to complete the
spellings of the three words.
• Go round checking on individual participation and group performance.
• When time is up, call the class to order.
• Uncover your work and the work of the groups. Discuss the results and make
any necessary corrections.
• Consolidate and evaluate the groups’ performance on spelling.
• Ask individual pupils to construct and write a sentence using the words
‘borrow’, ‘use’ and ‘can’.
• Use the spellings produced by the individual groups to evaluate their
performance.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 92 -
Class
DATE
P.3
Subject
Social Studies
TOPIC
People in Our Municipality
SUB-TOPIC
Customs and beliefs
DURATION
40 minutes
• List four ethnic groups in the municipality.
• Describe the customs and beliefs of one tribe in each ethnic group.
Social Objectives:
• Listen to each other without interruption.
• accept other peoples views and ideas.
Pictures of people representing the different ethnic groups in the municipality; what they wear, use in
their homes, etc
References:
• Sharing Our World Teachers Book 3, pages 41 – 42
• Sharing Our World Pupils Book 3, page 33 – 36
• A new Primary Social Studies for Uganda, Book 3, Page 20-21
• Fountain Social Studies Pupils Book 3, Page 36 – 38
STEP
CONTENT / ACTIVITY
Presentation
• Tell the pupils that in this lesson they are going to learn about the
(10 minutes)
different ethnic groups and what makes each tribe special and different
from the others listen to each other and accept others views and ideas.
• Tell them that one important thing that makes us special is the language
we speak. Tell them that there are other things that make a tribe special
such as the dresses we wear, the food we eat, and our special beliefs and
customs.
• Tell them that they will focus on customs and beliefs during this lesson.
Explain that customs and beliefs are those things we do and believe in
because our parents and grandparents did them.
• Ask the pupils to mention their tribes e.g. Banganda, Banyankole, Itesots,
Luo. Make a list on the blackboard.
• When all the tribes of the pupils have been listed then ask them to
mention other tribes that are not represented in the class but are in the
municipality. Add the other tribes to the list on the board.
• Tell the pupils that all tribes mentioned fall into four main ethnic groups:
Bantu, Luo, Hamites, Nilo Hamites. List the groups on the blackboard.
Using the pupil’s tribes, list some tribes that belong to each ethnic group
on the blackboard. e.g.
- Ask the pupils to sit together in their ethnic groups and choose a
leader, writer, reporter and time keeper.
- 93 -
•
Practice
(20 minutes)
•
•
Performance /
Evaluation
(10 minutes)
•
•
•
•
- Explain that each group will have 10 minutes to discuss some
customs and beliefs of one tribe in their ethnic group. Describe the
procedure that they are to follow:
1. Choose one tribe from their ethnic group to focus on. e.g. Baganda,
Banyankole, Acholi, Iteso. Identify and discuss the customs and
beliefs of that tribe related to marriage, birth, death, dress.
2. Record the customs in a table on the board or a flip chart (draw a
sample table on the board – ‘Baganda customs and beliefs’)
Tell the pupils that by the end of the lesson, everyone should be able to
mention the customs of a tribe in their group and explain how they
listened to each other and accepted new ideas.
As the pupils discuss, ensure that the pupils are on task and following
instructions. Provide support as needed.
When time is up, call on the reporter from each ethnic group to make
their presentation. Comment as appropriate and invite anyone to ask
questions or make observations.
Ask pupils to talk about the activity--what they liked, what they did not
like and why.
Praise individual and group efforts.
If time allows, let the pupils copy the presentations of the different
customs in their books. If not, they can do it in their own time so leave
the work on display.
Summarize the lesson.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 94 -
Class
DATE
P.3
Subject
TOPIC
Science
Sanitation
SUB-TOPIC
Keeping our Latrine / Toilet Clean
TIME
8.30-9.10am
• Explain why it is important to keep our toilets or latrines clean at school and home.
• Demonstrate procedures for keeping toilets or latrines clean.
Social Objectives:
•
•
Take roles and responsibility in performing the activity.
Work with others to perform their tasks.
Materials:
• What will be required will depend on the type of toilet or latrine to be cleaned. Any or all of the
following may be needed: Scrubbing brushes, water (at least 100 litres), cleaning detergent e.g. bar
soap/ liquid soap / vim, ash, gloves (10 pairs), sweeping brooms, hoes, slashers, a rake,
matchbox, bundles of dry grass/ dry banana leaves (essanja).
The teacher must adequately prepare in advance and ensure that the required materials are
available a day before she or he teaches this lesson. Note that what is required will depend on the
type of toilets/latrines in the school. Some schools have toilets, which are water borne. Others
will have latrines with cemented floors or floors without cement. Teachers’ have to be innovative
and adjust to the circumstances.
•
•
References:
Primary School Curriculum, Page 127, 157
MK integrated Primary Science, page 42 - 47
STEP
Presentation
(10 minutes)
CONTENT / ACTIVITY
• Note that this lesson is a continuation of earlier ones on sanitation.
• Open the lesson by asking the pupils to describe things they do to keep the
surroundings of their home or school clean. Answers will vary but may
include: Slashing, weeding, sweeping, smearing floors, mopping, scrubbing
rubbish etc.
• Ask the pupils to list reasons why it is important to keep the surrounding of
their homes or school clean. Answers will vary but might include:
1. to get rid of germs
2. to prevent disease etc
• Consolidate the responses. You may want to mention the 4Fs pathways for
microbes: Faeces, Flies, Food and Fingers.
• Explain that this lesson deals with one aspect of keeping our environment
clean—how to clean toilets / latrines. Explain that toilets / latrines can be
an important source of disease so it is very important to keep them clean
and for them to take roles and responsibility in performing the activity and
work with others to perform the tasks.
- 95 -
• Divide the pupils into 5 groups of equal size and number the groups from 1
– 5. Ask each group to select a group leader and an encourager.
• Assign tasks as below and describe how each task should be done. Be sure
that everyone understands what their group is to do:
• Group 1 will slash the area around the toilet or latrine (if there is grass) and
remove any weeds.
• Group 2 will sweep around the toilet or latrine.
• Group3 will scrub / clean / sweep the floor of the toilet or latrine
• Group 4 will apply a detergent on the toilets / smoke the latrine or apply
ash.
• Group V will set up a place for people to wash hands after using the
toilet/latrine. If taps, wash basins are located in flush toilets, they should be
cleaned.
Practice
(15 minutes)
• Take the pupils to the toilet/latrine to be cleaned and point out aspects of
interest e.g. weeds in the area. Tell the group leaders to pick up the tools
and materials their group will need to do their work.
• Tell the groups that they have ten minutes to do their work. Emphasize that
the group’s encourager should ensure that everyone participates and that
the leader should be sure that all jobs are done well.
• Monitor the work of the groups to ensure that all jobs get done properly
and well and that everyone is participating. Intervene where necessary.
Praise examples of good team and individual performance.
• When the groups have finished to your satisfaction, give the pupils a few
minutes to clean up and return to the classroom for the plenary.
• Summarize the session. Emphasize the need to keep toilets or latrines clean
and encourage the pupils to practice what they have learned at home.
Performance /
Evaluation
(05 minutes)
• Discuss with the class what the pupils liked and did not like about the
activity and their reasons.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 96 -
Class
DATE
P.3
Subject
English
ASPECT
Requests and refusals
SKILL
Listening, speaking
TIME
10..00-10.30am
By the end of the lesson pupils should be able to:
Suggest how to make reasonable requests without being ……………or …………
Say” no” to dangerous choices.
Communicate effectively.
Social objectives
Learners should be able to:
Always to speak out
Share ideas on what body language goes hand in hand with each word they speak out.
Instruction materials
Hand
out on which a conversation is written out.
Words written out on flash – cards.
References:
PIASCY teachers handbook ( P3 – P4) pg 59 – 61
Volume 1 p/s curriculum Pg 51
STEP
Presentation
(05 minutes)
CONTENT / ACTIVITY
A day or so before the lesson prepare the life skills conversation poster on
sugar/ Manila paper. Also prepare flash cards with the words on the hand out
written out on them. (You should prepare the volunteers before).
Tell pupils that they will have to speak out with correct body expressions.
Write out the topic on the C/board “Being Assertive with your Parent.”
Explain to the pupils that for the next few minutes. We are going to share
ideas on …………. being assertive.
Explain that being assertive is being in position to make reasonable requests
without being rude or angry.
Also explain that we are expected to communicate effectively, say “no” to
dangerous choices and also share ideas on how to speak out with body
actions and also saying exactly what you mean.
Call upon 2 volunteers to act out the conversation; one to be the child and the
other the father.
Call upon the volunteers you had earlier on prepared to come up and act out
the conversation.
- 97 -
Practice
(15 minutes)
LIFE SKILLS CONVERSATION
Child:
Father:
Child:
Father:
Child:
Father:
Child:
Father I don’t have a Mathematical Set
Well, I don’t have money right now.
But you told me to remind you today.
So what?
The other children are tired of lending me their instruments.
Wait until next term.
Dad it is difficult to learn Geometry without a Mathematical Set. Let me
show you. (Gets out Maths book and shows some shapes)
Father: Oh! Well, how much is it?
Child: The cheapest is 1500 shillings
Father: Okay you can have the money
Child: Thank you, dad.
• Generally ask pupils the following.
- Was it good for the child to ask for the mathematical set?
- Did the child ask in a good way?
- Was the child rude or polite?
- Why did the father agree?
- What things do children need to ask from their parents
• In small groups let children follow the normal procedure of choosing a leader,
recorder, timekeeper and do the following
- Each member tells group members a time
- When they had to talk openly to get what they wanted from their parents.
- Go round helping and seeing to it that groups are focused.
- From each group get a volunteer or two to share their experience before
or to the whole class.
- Summarize their experiences and remind them that when they are in
position to speak out like their friends did
• Then that is called effective communication which involves communication
with words and also the body.
• When one does not want something, say it in a strong voice and also frown
and or walk away.
Performance/
Evaluation
(10 minutes)
• Bring out the prepared flash cards and ask 9 pupils to be volunteers.
• Pupils and the teacher stand in a big circle.
• Explain that each of the 9 volunteers will be shown a flash card with words,
who will say out the word(s) on the card and make body movements that
agree with the word(s)
• Let the others comment if the action was not right then they do it the right
way.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 98 -
P4 SAMPLERS
1. English........................................................................100
2. Agriculture ..................................................................102
- 99 -
Class
P .4
DATE
Subject
English
ASPECT
Reading aloud
CONTENT
Reading the text/ story
Check on bad reading habits
SKILLS
Reading, writing and speaking
TIME
8.30-9.10am
By the end of the lesson, pupils should be able to:
•
•
Identify a picture of a person who is sad, angry, tired, cold, hot, or scared.
Compose and write a correct sentence to describe each of the 6 feelings/desires
Social Objectives:
•
•
Work together to perform the task.
Take up roles and perform responsibilities in their groups.
1. Sets of six pictures of faces of people who are sad, angry, tired, cold, hot, and scared. See
examples in MK primary English, book 4, page 30. (One set per group)
References:
• MK Primary English, Book 4, page 30.
STEP
Presentation
(05 minutes)
CONTENT / ACTIVITY
• Write the following words on the chalkboard: sad, angry, thirsty, tired, cold, hot,
scared.
• Ask pupils to read the words, (one pupil reads one word).
• Tell the pupils that these words (already taught) express feelings/ desires and that
these emotions can be expressed in pictures too.
• Explain that in this lesson the pupils will look at pictures that show a person who is
sad, angry, tired, cold, hot or scared and try to write sentences to depict the
feeling/desire, work together to perform.
• As an example hold up a picture showing one of the feelings/desire and ask a
pupil to construct a sentence to express the emotion shown.
• Divide the class into groups of about 10 and ask each group to pick a recorder, a
leader and a time keeper.
• Explain that each of them will have roles and responsibilities to perform while
working together to perform the task given.
- 100 -
Practice
(17 minutes)
Performance /
Evaluation
(8 minutes)
• Give each group leader a set of six pictures that depict the feelings/desires of
interest.
• Explain that group members have 10 minutes to study the pictures and construct
a short sentence that describes the desire/ feeling being expressed in each.
Emphasize that all group members must agree with the wording of all sentences.
• Go round observing participation and focus to task. Clarify where necessary.
Appraise individuals as well as groups
• After 10 minutes stop, the activity and call the class to order. The pupils should
remain in their groups.
• Hold up one of the pictures. Ask the one of the recorders to identify the relevant
feeling/ desire and read the sentence that his/her group constructed. Have the
rest of the recorders react similarly to the remaining pictures.
• Review the group’s sentences for correctness of expression, completeness and
language. Offer suggestions as appropriate
• Point out any strengths and weaknesses observed during practice phase and how
to maintain and or avoid them.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 101 -
Class
DATE
P .4
Subject
Agriculture
TOPIC
Composition of Soil
SUB-TOPIC
Components of Soil
TIME
11.00-11.40 am
By the end of the lesson, pupils should be able to:
• Identify the components of soil.
• Demonstrate that soil contains air.
Social Objectives:
• Contribute ideas in the group.
• Help others learn new ideas.
Instructional Materials/Preparation:
• Samples of soil for eight groups (supplied by pupils-see ‘presentation” for details)
• Transparent containers filled to the appropriate level with water (one per group-see activity for
details)
• Source of water (tap or a container).
• A jug
• Sheets of paper / pupils’ exercise books.
Reference: MK Agriculture Four, Pupils’ Book, page 62
PROCEDURE/ LESSON DEVELOPMENT
STEP
Presentation
(05 minutes)
Practice
(30 minutes)
Content
• Note: Before the lesson, prepare a soil sample for each group. The soil must
be compacted into a lump before use—the lump must not float. (Ask pupils
to bring soil from home?)
• Review the previous lesson about different colours of soil and texture.
• Tell the pupils that in this lesson they will try to prove that soil contains air
contribute ideas in the group and help others learn new ideas.
• Organize the pupils into 8-10 groups and have them choose leader and a
recorder.
• Tell the leaders to collect a transparent container filled with water and a lump
of soil from the supply table.
• Write the instructions to be followed by the groups on the blackboard.
1) put your sample of soil in the container of water,
2) with your partner, observe what takes place,
3) write down what the two of you observed,
4) Discuss the reason for what happened
• Tell the groups that they have ten minutes to complete their work Emphasize
that the members must agree on the observations they report and any
explanations for them.
• Move about the room as the groups work, check that directions are being
followed and clarify where necessary. Intervene as needed. Praise individuals
and groups that are working together well.
- 102 -
Performance
(05 minutes)
• When time is up, call the class to attention and at random, identify four or five
reporters to give their results. Accept any observations that are valid. The
observations are likely to diverge widely but hopefully someone will mention
that bubbles rose from the submerged soil sample. Encourage discussion of
each report.
• Summarize the reports and explain that the soil sample was the only place that
the bubbles they saw could have come from. Indicate that this proves that soil
contains air.
• Ask pupils from any group to state what they did to ensure that everyone
contributed ideas and how they helped each other to learn.
• Thank all for contributing to each other’s learning.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 103 -
P.5 SAMPLERS
1. Science.................................................................................... 105
2. Performing Arts and Physical Education............................... 107
3. Performing Arts and Music Education .................................. 109
4. English ............................................................................. 111, 113
- 104 -
Class
P .5
DATE
Subject
Science
TOPIC
The community: health and social problems
among young people
SUB-TOPIC
Hygiene
TIME
9.00-9.40 am
•
•
Explain how proper disposal of faeces reduces the transmission of diarrhoea diseases.
Name three solutions to improving toilet/latrine use at school.
Social Objectives:
•
•
Work with others to perform a task.
Take up roles and responsibilities in groups.
• Some illustrations/scenes within school compound, classroom, school latrines etc.
References:
• Uganda Primary School Curriculum page 182 - 183
STEP
Presentation
(10 minutes)
Practice
(20 minutes)
CONTENT / ACTIVITY
• Ask pupils to describe ways to keep safe from disease. Answers may include:
drinking safe water, washing hands before eating etc.
• Ask pupils to list diseases they might contract if they eat unclean food. Answers
will vary but might include: stomach ache, vomiting, diarrhoea.
• Ask pupils how diarrhoea is spread. Answers will vary but should include germs
in faeces getting into water we drink or food we eat.
• Explain that an important way to reduce the spread of diarrhoea is to dispose of
feaces properly. The best place to get rid of feaces in a toilet/latrine. For
everyone over 3 years, this means using a toilet each time they defecate.
• Ask the pupils if everyone at school uses the toilet every time they defecate. At
most schools the answer is that not everyone does.
• Tell the pupils that this lesson deals with why some people fail to always use the
toilet/latrine and what can be done to change that habit. Explain that they will
work in groups to answer these questions.
• Divide the pupils into four groups and have each group select a leader, a time
keeper, and a recorder.
• Tell the groups that they are to identify two things that cause people to not
always use the toilet and 2 or 3 things that could be done to increase use.
Explain the procedure that each group should follow:
• Divide into pairs. Each pair identifies 2 reasons for the problem and 2 or 3
possible solutions.
• The pair shares their conclusions with the group.
• The group agrees on the most important reasons and the strongest solutions.
- 105 -
•
•
•
•
Performance /
Evaluation
(10 minutes)
•
•
•
•
The group recorder writes these down.
Tell the groups that they have they have 15 minutes to complete their work.
Go round listening in and monitoring participation. Intervene where necessary.
When time is up call the class to attention. Ask the recorders to report the
problems and solutions identified by their groups. Ensure that there is no
repetition.
Validate and consolidate pupil’s answers. Summarize the lesson emphasizing
the importance of proper disposal of feaces.
Mention areas of weakness observed during group activity and point out
corrective measures for errant behavior..
Have pupils answer these questions in their exercise books.
Write down three causes of diarrhoea.
Why should people use toilets / latrines?
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 106 -
Class
P .5
DATE
Subject
Physical Education
TOPIC
Football
SUBTOPIC
Passing the ball
TIME
40 minutes
By the end of the Lesson pupils should be able to:
1. practice long high; long ground; push pass skills of passing the ball to a partner using a foot.
2. Pass the ball to a partner at a distance of 4metres accurately at least 4 out of 6 trials.
Social objectives:
1. Take turns while passing/kicking the ball to each other.
Materials: Balls, open space with baselines marked
References:
1. Game in the primary school page 94
STEP /TIME
Presentation
(05 minutes)
ACTIVITY/CONTENT
• Instruct the pupils to prepare for the physical Education lesson.
• Explain to the pupils that they are going to learn how to kick a ball to a partner.
• Co-operate with each others in passing the ball.
• Ask pupils to volunteer to pick up the balls and transfer them to the activity
area.
• Instruct the pupils to move to the activity area in a single file.
Practice
(10 minutes)
•
•
•
•
•
•
•
•
•
•
Instruct pupils to run to and fro the activity area.
Demonstrate to pupils how to kick the ball.
Place the non-kicking foot flat on the ground beside the ball.
Keep the eyes on the ball.
Bend the body forward over the ball with body weight evenly distributed over
the feet.
Extend arms sideways.
Make a short back swing with kicking foot.
Kick the centre of the ball.
Follow through by continuing the forward move.
Formulate the Sub game rules with the pupils (kick the ball with the inside of
your foot only, or do not kick the ball above the ground level.)
- 107 -
Performance
Evaluation
(10 minutes)
Cool Down
(05 minutes)
•
•
•
•
•
•
•
•
•
•
•
•
•
Pupils pair up and practice passing the ball to each other while walking.
Pupil to pupil demonstration on how to pass the ball.
Pupils monitor each other on how to pass the ball.
Let the faster learners help the slower ones to learn how to pass the ball
Allow pupils to pass the ball from a walking position/ running to a partner.
Pupils help one another to practice passing the ball following the instructions.
Inform the pupils about their performance through rewards.
Monitor the performance of the pupils with emphasis on passing the ball.
Re demonstrate to the whole class/groups/individuals and ask them to do it a
gain
Reward the pupils’ effort to perform.
Encourage the pupils to practice the skill out of class time.
Pupils perform a traditional dance of their choice.
Instruct pupils to walk back to the classroom in a double file.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 108 -
Class
P .5
DATE
Subject
Music, Dance and Drama
TOPIC
A Kikiga Traditional Dance (ekizino)
SUB-TOPIC
Singing, movement, instrumental playing
DURATION
40 minutes-80 minutes
1. Sing the Kikiga traditional song ‘mwarire enganda zeizire’ correctly
2. Master the footwork of Ekizino
3. Play percussion instruments according to the rhythm of the song.
Social Objectives:
1. Work together to accomplish the task.
Materials / Resources/Preparation:
1. A drum
2. 3 rattles
3. 3 shakers
4. Before class, write the words to the song ‘Mwarire Enganda zeizire’ on the board or a flip chart
5. 2 resource persons
Note: This lesson will be only the first stage of a Kikiga dance. As part of preparation, perform the
entire ekizino with two resource persons before the lesson begins. You can teach any dance
according to he locality where the school is located or your choice.
References:
• The National primary Teacher Self study series: Cultural Education Model page 242
STEP
CONTENT / ACTIVITY
Presentation
(15 minutes)
• Begin the lesson by asking pupils to sing a known folk song.
• Explain that during this lesson, they will learn a Kikiga traditional dance – a
traditional song entitled ‘Mwarire Enganda zeizire’ accompanied by instruments
and dancing to its rhythm. And how to work together to accomplish the task
• Demonstrate the whole dance first with the two resource persons – You sing the
song, one resource person drums, and the other one dance as pupils observe.
• Call the pupils’ attention to the words to the song ‘Mwarire Enganda zeizire’ that
you have written on the board or a flip chart.
• Teach the song following these steps:
- Sing the song 2 times while pupils are listening.
- Ask pupils to sing with you when they feel they can join in.
- Sing the parts as pupils sing the chorus and ask those who can join to join you
in singing the parts.
- Ask some pupils to sing the parts.
- 109 -
• Ask one of the resource persons to demonstrate the drumming and playing of
rattles.
• Tell the pupils to clap the rhythm of the drum and rattles and to sing the song.
• Ask the 2nd resource person to demonstrate the dancing as pupils observe using
the following instructions: Jump up with both feet and land them flat on the
ground together then continue this movement following the rhythm of the drum.
• Ask pupils to imitate the movement as the resource person demonstrates.
• Organize the class into groups of fifteen pupils of mixed ability in dancing,
singing, playing instruments .Ask each group to select a leader and an encourager.
Practice
(20 minutes)
• Explain the tasks which the pupils will perform as they practice the song in their
groups-- 5 pupils practice singing, 5 practice playing instruments and the other 5
practice dancing.
• Tell group leaders to make sure that their groups are working well and the
encourager to ensure that all members of the group participate.
• Move around and monitor the work of groups. Correct any errors that occur.
Praise examples of pupils working effectively with their group members.
Encourage those who are not doing well to continue trying.
• After fifteen minutes, call the class to order and ask the groups to present their
parts: singing first, then instruments and lastly, dancing.
• Consolidate by correcting any difficulties you notice in the performances.
Performance
/ Evaluation
(05 minutes)
• Ask all the groups to present the dance the same way it was presented as a whole
at the beginning of the lesson.
• Select randomly one member per group to perform their group’s part for the
whole class.
• Ask pupils what they feel contributed to the success of their group.
• Ask each team to agree on one way they could improve the next they work
together.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 110 -
VARIETY: READING GROUPS
Class
P .5
DATE
Subject
English
ASPECT
SKILLS
Silent Reading and written comprehension questions
Reading the story “Three Teenagers Walk Across the Country”.
Silently read and answer both oral and written comprehensive
questions.
Reading and Writing
TIME
8.00-8.40 am
CONTENT
•
•
Read the article ‘Three Teenagers Walk Across the Country”
Answer oral and written comprehension questions about the article.
Social Objectives:
•
•
Control their voices / noise level while reading.
Take turns in performing the activity.
Materials:
• Copies of local newspapers (date is irrelevant).
•
Text on page 42 of A New Rorash, Pupils Book 5.
•
10 sheets of ruled paper
References:
• A new Rorash Primary English for Uganda, Teachers Book 5.
•
A New Rorash Primary English for UGANDA, Pupils Book 5, page 42 – 48.
Note:
This activity centres on reading an article from a particular textbook. Feel free to substitute another article
appropriate for P5 students.
STEP
Presentation
(10 minutes)
CONTENT / ACTIVITY
• Open by asking the class what is found in newspapers (possible answers- news,
pictures / photographs etc). Help pupils by flipping through the copies of local
newspapers.
• Explain to the class that in this lesson they will read a story in a newspaper
answer questions about what they will have read, control their voice level and
take turns in performing the task.
• Divide the class into groups of about 10 and assign roles of reader, checker and
recorder ad take turns in doing the activity.
- 111 -
Practice
(15 minutes)
Performance /
Evaluation
(05 minutes)
• Issue sheets of ruled paper (One sheet to each group) and copies of Rorash,
Pupils Book 5. Call the pupil’s attention to the story “Teenagers walk across
the country” on page 42 of the text book.
• Write these questions on the blackboard.
1. How many teenagers walked to Kisoro town?
2. Which school does Javin Tanira go to?
3. Who waved goodbye to the teenagers?
• Explain that the groups have 15 minutes to do the following:
1. The members individually read the story on page 42 silently.
2. The reader reads one of the three questions on the board to the whole
group and each member writes down his/her answer.
3. The group discusses all members’ answers and corrects incorrect
responses. The members agree on the best answer to the question. The
recorder writes the group’s answer down.
4. The same procedure is followed for the remaining 2 questions.
• Monitor the silent reading activities, intervening where necessary. Praise good
teamwork and make note of pupils who are having difficulty in reading the
story or answering the question.
• When time is up, have the recorders report their group’s answers to the three
questions. Ensure that there is no repetition.
• Correct any poor reading habits observed during the silent reading activity.
• Ask pupils to answer these additional questions:
1. Why did the teenagers walk more than 800 km?
2. Who is young and strong?
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 112 -
VARIETY: SUMMARY PAIRS
Class
P .5
Subject
DATE
English
ASPECT
Reading aloud and summarizing text
CONTENT
SKILLS
Reading the story aloud to acquire competences in
pronunciation i.e. stress and intonation.
Listening, speaking and Reading
TIME
9.10-9.50am.
•
•
Read loudly two newspaper articles “Three Teenagers Walk Across the Country” and “Dr.
Tremton Dodovic Saves Lives of Four.”
Summarize each paragraph of the articles.
Social Objectives:
• Control their voices / noise level while reading
• Take turns without controversy
Materials:
• Samples of Newspapers ‘The Monitor’ ‘The New Vision
• New Rorash Pupils Book 5, page 42.
• If this text is not available, the teacher may substitute other newspaper articles that are suitable
for this grade level.
Note There should be at least one book for every two pupils, or enough copies of substituted articles
to be shared among two pupils.
References:
• A New Rorash Primary English for Uganda, Pupils Book 5 pages 42 – 48
STEP
CONTENT / ACTIVITY
Presentation
• Begin by showing the class copies of two newspapers: “The Monitor” and
(10 minutes)
“The New Vision”
• Quickly ask the class what is found in newspapers. (Pupils might mention
news articles, pictures / photographs). Help pupils generate answers by
flipping through the copies of the newspapers.
• Explain to the class that in this lesson they will read two newspaper stories to
a partner and explain what is happening in each paragraph, control their
voice level and take turns amicably.
• Organize the pupils into pairs
• Issue copies of Rorash Pupils Book 5 (or other newspaper articles
substituted). Have the pupils open to page 42 and take note of the two
newspaper articles that are quoted there.
• Explain to the pupils that they are to read the articles to each other aloud, in
turns. First one member of the pair will read the first paragraph of the
“teenager” article aloud then summarize what it says. His/her partner will
check the summary for accuracy and fill in any gaps. They will then switch
- 113 -
Practice
(20 minutes)
Performance /
Evaluation
(15 minutes)
roles for the next paragraph and continue switching until all paragraphs in
both the “teenager” article and the “Dr. Trempton” article have been read.
• As the pupils read to each other, move about the room listening and
clarifying when necessary. Take note of any poor reading habits so that you
can deal with them later. Praise examples of good reading and teamwork.
• Correct any poor reading habits that you observed during the previous silent
reading activity.
• Ask selected pupils to tell the class what they liked about this lesson reading
lesson.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 114 -
P6 SAMPLERS
1. Science ..................................................................................... 116
2. Science ..................................................................................... 119
3. English..................................................................................... 121
4. Performing Arts and Physical Education ................................ 123
- 115 -
Note - this plan incorporates the Think-Pair-Share structure
Class
P .6
DATE
Subject
Integrated Science
TOPIC
The human body
SUB-TOPIC
The circulatory system
TIME
8.30-9.10 am
The pupils should be able to:
1. Determine their own or another person’s pulse rate.
2. Describe the effect of exercise on pulse rate.
3. Define pulse in terms of the rate at which the heart beats.
4. Explain why the heart beats faster after exercise.
Social Objectives:
Work effectively with other pupils
Materials:
1. Clock with second hand. If your room does not have a functioning clock, request one through
your head teacher.
References:
1. Uganda Primary School Curriculum, Volume 1, Page 205
2. Macmillan Primary integrated Science 6—Pupils Book page 140-143
STAGE
Presentation
(10 minutes)
ACTIVITY OR CONTENT
1. Before class, write these questions on a flip chart or the blackboard
What happens to a person’s pulse rate when they exercise?
What does exercise do to the body that causes the pulse rate to change?
What has the heart got to do with pulse rate
2.
Explain to the pupils that this lesson will teach them how to take a person’s
pulse and what happens to our pulse rate when we exercise.
3.
Briefly review the parts of the heart and their functions. Stress that the heart
is a pump that pushes the blood to all parts of the body.
4.
Demonstrate to the whole class how to find a pulse-- hold up one hand with
the inside of your wrist facing the class and place your finger at the point on
your wrist where you feel a pulse.
- 116 -
Practice
(20 minutes)
5.
Tell the pupils to find their own pulse. Anyone who has trouble should ask a
neighbour for help. Then, have them count the number of their pulses in a
minute. Explain that the number of a person’s pulses per minute is called
their pulse rate.
6.
Explain to the pupils that they will next find out how exercising affects a
person’s pulse rate.
1. Tell the pupils to pair up with a neighbour and take each other’s pulse rate 3
times—(1) at rest, (2) after running in place for 1 minute, (3) after resting for
one minute. Make clear that everyone should record the pulse rates for both
themselves and their partner
2. Move about the room and monitor the work of the pairs. Correct any
misconceptions or errors that occur. Praise examples of pupils working
effectively with their pair-mates.
3. When the pairs have completed their measurements, tell them that the next
job is to use the data to answer the questions that are written on the board.
(Note-if you have not yet written the questions on the board put them there
now. They are listed under #1 at the very beginning of this plan). Go over
the directions that are listed below and allow about ten minutes to do the
work.
a. Working alone, each pair-mate should study the measurements, and
write down answers to the three questions.
b. The pair-mates should then rejoin to (a) discuss both lists of answers,
(b) identify one answer to each question that both partners agree on,
and (c) write down the agreed-upon answers. (Stress that each partner
needs to listen carefully what the other has to say)
c. One pair-mate should take notes and be ready to report and explain:
his/her answers, his /her partner’s answers and the answers that the
partners agreed on.
4. Move about the room and monitor the work of the individuals and pairs. Be
sure that both partners are participating in the discussion. Correct any
misconceptions or errors that occur and praise examples of pupils working
effectively with their pair-mates.
5. Bring the whole class together and randomly call on reporters to report their
list of answers to the questions, their partners list of answers and the pair’s
agreed upon list. Briefly discuss each report and point out any discrepancies.
Praise correct answers and especially good reports.
6. Summarize the discussion and give the correct answers to the questions
using language the pupils can understand. The answers are as follows:
Question 1. The pulse rate speeds up when a person exercises then returns to
normal after he/she rests.
Question 2. When the body works harder, its parts (e.g. cells) need more food
and other materials (e.g. oxygen) which are carried by the blood. When the pulse
speeds up, more blood is supplied so more materials reach the parts of the body
- 117 -
Question 3. The heart is the pump that sends blood through the body. With
each beat it sends a spurt of blood through the blood vessels. It is these spurts
that you feel as pulse. One pulse = one beat of the heart.
Performance/
Evaluation
(10 minutes)
1.
Give a post-test to the class covering knowledge of the answers to the three
questions posed in the lesson.
2.
Pick students at random and ask them to demonstrate how to find pulse rate
3.
As you move around the room ask questions about the content and keep
your eye on the way individuals perform alone and within pairs. Take note of
any examples of poor social behaviour and later take the offending student
aside and point out the error and suggest ways to avoid the problem in the
future. Praise pairs that have performed well and encourage others.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 118 -
Class
P .6
DATE
Subject
Integrated Science
TOPIC
Community Health
SUB-TOPIC
Avoiding diseases
TIME
2.00-2.40 pm
By the end of the lesson, pupils will:
1. Identify rules that young people can follow to avoid contracting diarrhoea and intestinal worms
Social Objectives:
By the end of the lesson, pupils should be able to
1. Work cooperatively with other pupils.
2. Consider opinions that differ from their own.
1. Paper and pencils
2. Handouts about the causes of diarrhoea, and parasitic worms
References:
1. Uganda Primary Science Curriculum, Volume 1, page 202
2. Macmillan Primary Int. Science 6—Pupils Book pp 120-122
STAGE
Presentation
(10 minutes)
ACTIVITY OR CONTENT
1. Explain to the pupils that they will be thinking about ways to keep from
getting diarrhoea and intestinal worms
2. Read the handouts on the causes of diarrhoea and intestinal worm
infections then review this material with the pupils. Do not deal with
prevention at this point
3. Organize the pupils into groups of about seven and select a group leader,
an encourager and a recorder/reporter. Explain that the leader is to keep
the discussion on track and on time, the encourager is to encourage
everyone to participate, and the recorder/reporter is to keep a record of the
discussion and report the finding to the whole class.
Practice
(25 minutes)
1.
Give the groups about 10 minutes to discuss ways to avoid getting diarrhoea
and intestinal worms and identify five things that people can do to avoid
getting diarrhoea and intestinal worms. Everyone must agree on the groups
final product—a list of five actions for each disease (2 lists/group in all). The
recorder/reporter should note the final lists and the group’s reason for
including each rule.
- 119 -
Performance/
Evaluation
(05 minutes)
2.
Move about the room and monitor the work of the groups and the individuals
within them. Correct any misconceptions that occur and make sure that
everyone stays on track. Praise pupils who are working effectively with their
group-mates
3.
Call the class into plenary and have the reporter from one group present (a)
the group’s two lists of actions and (b) the reason why each item on the lists is
important. Write the lists on the board and invite quick comments
4.
Get reports from the remaining reporters. Add any new actions that are
reported to the lists already on the board.
5.
When all reports have been given, discuss the results with the class and come
up with a single “top five” list of actions for each disease. Be sure that class
understands why each action listed is important. The final lists should include
the following:
Intestinal
Worms
Wear shoes
Diarrhoea
Wash
hands with
soap or ash
before
eating and
after toilet
Wash
hands with
soap or ash
before
eating and
after toilet
Wash fruits
and
vegetables
before
eating
Wash fruits
and
vegetables
before
eating
Cut finger
Use
and toe nails toilets
short
Drink clean
water
(boiled or
chlorinated)
Cook foods
well. Eat
cooked
food while
hot
Use
toilets
6. Wrap up the lesson by stressing how serious diarrhoea and intestinal worms are
and encourage the pupils to follow the rules that they have identified.
1. Prepare and administer a test covering ways to avoid getting parasitic worms
and diarrhoea.
2. As you move around the room keep your eye on the way individuals perform
within pairs and groups. Take note of any examples of poor social behaviour
and later take the offending student aside and point out the error and suggest
ways to avoid the problem in the future.
3. Note good social behaviour and praise the group.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 120 -
Class
P .6
DATE
Subject
English
ASPECT
Relationships
SCHEME
Structures
SKILLS
Speaking, listening, reading, writing
TIME
9.10-9.50 am
1.
2.
Construct sentences using the given structures appropriately.
Read the sentences constructed from the structure.
Social Objectives:
1. Stay focused on the task.
Materials:
1. Prepare Flash Cards (see “Presentation” below for details)
2.
Prepare Activity Cards (one per group (see “Presentation” below for details)
References:
1.
New Primary School Curriculum syllabus, Volume 1
2.
N.P.S.C Volume 1, Teachers’ Guide
3.
A New Rorash Primary English for Uganda, Teachers’ Guide, Book 6
4.
A New Rorash Primary English for Uganda, Pupils’ Book 6
STEP
Presentation
(05 minutes)
CONTENT / ACTIVITY
• Flash the following words and have pupils read each word in turn and use it in
a meaningful sentence: aunt, brother – in law, grandfather, old.
• Ask these questions and have pupils give answers:
• Can a cat lift an elephant?
• Can you carry a lorry?
• Now say the answers as pupils listen.
• No, a cat is too small to lift an elephant.
• No, a lorry is too heavy for me to carry.
• Write two short sentences on the chalkboard and ask pupils to join them using
….. too ….to. ..e.g. “My grandmother is very ill. He can not walk.” My
grandmother is too ill to walk.
• Explain that during this lesson, the pupils will be joining more sentences using
the structure “….too…to…. “to form correct sentences.
• Divide the class into six groups and .select a group leader and a recorder for
each.
- 121 -
Practice
(15 minutes)
Performance /
Evaluation
(20 minutes)
• Distribute an activity card to each group. Explain that each group will have 10
minutes to do the activities written on their card using the structure that they
have learnt. (The activity cards for each group are described below—
sentences should be supplied)
• Group 1 & 2 – Join the sentences using too….to…. by filling in too…..to
• Group 3 & 4 – Complete the sentences by filling in too…..to….
• Group 5 & 6 – Complete the sentences with known vocabulary
• Move round as pupils are working and intervene where necessary to provide
assistance. Take notes for use later in giving feedback e.g. participation and
remaining on the task
• When time is up, call the pupils to a plenary. Ask the recorders to mention the
questions on their group’s activity card and give the group’s answer to each.
• Consolidate and clarify where necessary
• Select individual pupils randomly to report their findings
• As you move around check whether pupils are relating well, participating and
are focused on the task.
• For further practice have the pupils do the following written exercise (copy
onto the board or a flipchart).
• Join the following sentences using “too …….. to ………”
• My sister is very sick. She cannot walk.
• John’s grandmother is very clean. She will not sit on the dirty mat.
• My grandfather is very old. She cannot play football with us.
• Alice’s cousin is very proud. She cannot be a good teacher.
• Fathers-in-law are very important. They cannot sleep in the kitchen.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 122 -
Class
P .6
DATE
Subject
Physical Education
TOPIC
Passing the ball
SUBTOPIC
One handed throwing
DURATION
40 minutes
1. Demonstrate one handed throwing from shoulder level (shoulder pass) standing
2. Throw and catch the ball at least 5 out of 8 times using two hands without dropping down
Social objectives:
1. Select a partner to practice the skill with
Materials:
•
4 size 4 footballs, playground mats, Hoops, bibs
References:
STEP
Presentation
(05 minutes)
ACTIVITY/CONTENT
• Mark the activity area
• Check the area and pick out any hard/sharp objects.
• Inform the pupils that they are going for a physical Education Lesson.
• Let the pupils know that they are going to learn how to throw and catch the ball
using one hand and select a partner to practice the skill with.
• Instruct the pupils to move to the activity area in a single file.
• Select some pupils to transfer the balls to the activity area
Practice
(25 minutes)
•
•
•
•
Warm up
Pupils run round the activity area.
Instruct pupils to pair up.
Pupils choose their partners.
• Demonstrate throwing the ball to a partner from shoulder level.
• Stand with feet apart with left foot a head of the right.
- 123 -
•
•
•
•
•
•
•
•
Hold the ball in the right hand at the shoulder.
Extend the arm with the ball behind the shoulder.
Focus eyes where you want the ball to go.
Push the ball to the target as weight is transferred to the forward foot.
Throw the ball to where you want it to go.
Turn the body forward as throwing arm swings across the body.
Select a few pupils to demonstrate.
Inform the pupils that they are going to practice in pairs and later compete in
teams.
• Set the sub rules of the game with the pupils.
• Pupils who perform well help those who have not done the task well.
• Pupils who perform well form teams with those who have not yet learnt the
skill.
• Pupils perform in teams of 3.
A passes the ball to B and moves to take the position of B and B passes to C and
moves to position C.
Performance
/Evaluation
(05 minutes)
Cool Down
(05 minutes)
• Inform teams how much time they have to play.
• Groups practice the skill without dropping the ball to the ground.
• Monitor the pupils’ performance and identify those who perform well and
those who are not performing well.
• Correct pupils’ mistakes in following the sub rules of the game.
• Ask fellow pupils to re demonstrate at individual level and group level.
• Pupils sing traditional song.
• Pupils walk back to the classroom in a single file.
•
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 124 -
P7 SAMPLER
1. Science................................................................................126
2. Science................................................................................129
3. Physical Education.............................................................132
- 125 -
Note This lesson is an example of the “Send-a-Problem” structure (Modified)
Class
P .7
DATE
Subject
Science
TOPIC
Population and Health
SUB-TOPIC
Health and Sanitation at school
DURATION
40 minutes
At the conclusion of the session pupils should be able to:
•
•
Identify at least 5 common health and sanitation concerns in their school
Suggest at least 3 solutions / means / ways of addressing each of those concerns identified.
Social Objectives:
•
•
Work together in groups to solve a problem
Take turns in taking up take responsibilities
• You will require 10 envelopes of A4 size, 10 ruled sheets of paper. You can make the envelopes from
ordinary paper using glue.
• You will also need to prepare 10 copies of the problem in advance (see “Presentation” for details)
• Stick a copy of the problem to the face of each envelope and label the envelopes from 1 – 10. Insert
one sheet of writing paper in each envelope
•
References:
• Uganda Primary School Curriculum Volume 1. page 210
STEP
Presentation
(05 minutes)
Practice
(25 minutes)
CONTENT / ACTIVITY
• Ask pupils to name some common diseases that affect people in the
community. Responses might include malaria, cough, diarrhoea, warms etc.
• Ask pupils to explain how the diseases named are spread.
• Tell pupils that in this lesson, they will be presented with a problem on
sanitation and pupils hygiene at school and that they will work in groups to
find a solution.
• Get pupils into 10 groups and have each group select a leader, a recorder and
a time keeper
• Issue one envelope containing the problem and paper to each group leader.
The problem should read:
• The problem is: In your school, many pupils are falling sick and are missing
school, not performing well. The problems have been discovered to come
from 5 areas:
• Not all pupils use toilets properly or consistently
• Most pupils do not wash hands with ash/soap after using the toilet
• Pupils’ personal hygiene is poor
- 126 -
Performance /
Evaluation
(05 minutes)
• pupils drink dirty water
• The school compound.
• The school will be closed if nothing is done to improve the sanitation and
pupil’s health.
• You do not want the school to be closed.
• To prevent the school from being closed, list 3 things that could do in each
area to improve sanitation and pupils’ health
• Explain that each group has ten minutes to solve the problem and write their
answers for each area on the sheet of paper in their envelope. The groups
will then insert the sheet with their answers into their envelope and
exchange the envelope with another group.
• Tell the pupils to get to work.
• Go round observing the pupils at task, noting and encouraging level and
quality of participation.
• Stop the groups after 10 minutes. Tell them to exchange envelopes as
follows: Group 1 with 10, 2 with 9, 3 with 8, 4 with 7 and 5 with 6.
• Allow 10 minutes for the group to look over the paper they received and rate
the answers for each area with the best listed first, the next best listed
second and so on. Tell them to add their ratings to the sheet of paper.
After ten minutes, call the groups to order and ask the recorders to report
their group’s rated list of solutions to the problem in one of the areas. Call
for the reports in this order:
Group 1 & 6
– area 1
Group 2 & 7
– area 2
Group 3 & 8
– area 3
Group 4 & 9
– area 4
Group 5 & 10 – area 5
• Tell the recorders not to repeat solutions that have already been given.
• Consolidate pupils answers through discussion and clarification as you build
a chalkboard summary (refer to the additional notes for teacher).
Let recorders receive back their original group envelopes and place them in
the Science Corner.
• Correct any errant behavior observed during practice
• Make a summary of key issues on school health and sanitation under the 5
broad categories listed in the problem. Allow pupils make notes from the
group activities and summaries made on the chalkboard. (This activity can
be given as a take home).
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
- 127 -
ADDITIONAL NOTES FOR THE TEACHER
Poor Use of the
toilets / latrines
Not washing hands Poor pupils’
with ash/soap
personal hygiene
Drinking dirty water
Compound
• Excreta deposited • No water
all round the
• No wash basin
school compound
• No ash / soap
and surrounding
No super-vision to
areas.
ensure proper
• Dirty latrines with
faeces on the floor and consistent
use of the latrine
• Boys and girls use
the same latrines
• Dirty bodies
• Dirty water
• Poor rubbish disposal
• Dirty clothes
• Poor storage of
drinking water
• Tall grass
• Young ones do
not know how to
use the latrine
No wiping material
• Long nails
• Un-swept compound
• Sharing one cup by • Water tins /
many pupils to draw containers strewn in
• Scabies
and drink water
the compound
• Fungal infection
• Stagnant water in
• Lice in hair and
compound
clothes
• Long unkempt
hair
• Dirty ford
• Faeces strewn in
compound and nearby
bushes / areas
• Dirty classroom and
dusty floors infested
with fleas
- 128 -
Class
P .7
DATE
Subject
Integrated Science
TOPIC
Environmental Degradation
SUB-TOPIC
Health and Sanitation at school
DURATION
40 minutes
At the conclusion of this lesson the pupil will be able to:
•
Describe the advantages and disadvantages of allowing more water to flow through
the Nalubale Dam in Jinja.
•
Decide on a course of action in Jinja that considers both short term disruptions and
long term damage.
•
Explain why solving most environmental problems requires that someone make a
sacrifice.
Social Objectives:
•
The pupil will give consideration to opinions that differ from his/her own.
1.
One copy per pupil of the handout: “The Jinja Dam”
1.
Uganda Primary School Curriculum, volume 1, page 209
Materials:
References:
STEP
CONTENT/ACTIVITY
Presentation
• One day prior to the lesson distribute a copy of the handout “The Jinja Dam”
to each pupil and give them time to read it. Be sure that everyone understands
the handout but don’t try to answer the question now. Tell the pupils to think
about the problem at home and write (1) a list of the good and bad
consequences of opening the gates and (2) a second list of good and bad
consequences of leaving the gates shut.
• Guide the pupils to explain what “Environmental Degradation” and give
examples of negative and positive Health and Sanitation practices at school
and home.
• Open the lesson by explaining to the pupils that they are going to consider
whether or not the gates in the Jinja dam should be opened. And they will
respect other peoples views that differ from theirs
• Divide the class into groups of about seven and designate a chairperson to
keep the group on track and on time and a reporter to report the group’s
conclusions to the rest of the class
(05 minutes)
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Practice
(30 minutes)
Performance/
Evaluation
(05 minutes)
• Explain that the groups will have 25 minutes to complete the five step process
described below.
a. Each member reads his/her prepared lists of consequences of opening or
not opening the gates (prepared at home). The group briefly comments
on each list.
b. As individuals, the group members take a few minutes to decide whether
they think the gates should be opened and why.
c. The chairperson calls on one member to orally express his/her thoughts
about the issue. Members ask questions or offer brief comments if they
wish
d. One by one, the remaining members orally present their thoughts to the
group. Comments and questions as before
e. When everyone has made their comments, the chairperson leads a
discussion as to whether the gates should be opened. Everyone should be
required to defend any opinions they express. The discussion continues
until the group reaches consensus on whether or not the gates should be
opened and the reasons for their choice (place a time limit on reaching
consensus). The group reporter takes notes and prepares to report to the
whole class
• Move about the room while the discussions are underway. Make sure that the
groups remain on task and that everyone is participating. Correct any
misbehaviour.
• When time is up, call the class together and ask the reporters to summarize
their group’s decision and the reasoning behind the choice. Summarize each
report on a flip chart or the blackboard
• After all reports have been made, lead a discussion of the advantages and
disadvantages of opening the gates. Focus on the long term consequences of
each course of action. Be sure that the pupils realize that someone would have
to sacrifice no matter which alternative is chosen. Explain that the decision
should rest on which action is likely to cause the least overall harm in the long
run rather than on people’s immediate complaints
• As you monitor the discussions, pay attention to the reasons pupils give for
their opinions Praise especially thoughtful work
• Ask individuals or groups to think through another, similar problem. Look for
evidence of thoughtful analysis
• Note especially effective group work and interactions among group members.
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
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P7 Science Lesson Plan-Handout 1
The Jinja Dam
Many years ago the government built the Nalubale Dam across the Nile River near Jinja. The
main purpose of the dam was to generate electricity for homes and businesses in the country.
But, the new dam also cut the amount of water flowing downstream.
Until recently, everyone was happy with the dam, but there is a problem now. Downstream
communities have grown larger and are taking more water from the river. That has lowered the
water level so some communities are running short of water. Also, some plants and animals that
live in the river are being damaged. Some people are demanding that the water level be raised.
One way to quickly raise the level would be to open the gates in the dam to allow more water to
flow through. That would put more water in the river but would also reduce the amount of
electricity being produced.
Should the gates be opened?
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Class
P .7
DATE
Subject
Physical Education
TOPIC
Volleyball
SUBTOPIC
Volleying
DURATION
40 minutes
Academic Objectives;
1. Practice volleying with two hands
2. Receive the ball and volley from a squatting position
Social Objectives:
1. Take turns in throwing and volleying the ball
Materials: 4 size 5 balls, ropes
References:
Procedure / Lesson Development
STEP
Presentation
(05 minutes)
CONTENT/ACTIVITY
• Inform the pupils that they are going for a physical education lesson
and they are going to learn the game of volleyball and take turns in
throwing ad volleying the ball.
• Explain to the pupils that they are specifically going to learn the skill
of volleying
• Demonstrate to the pupils the skill of volleying
• Try out the skill with some pupils emphasising the position of the
hands
• Instruct the pupils to get ready for the lesson
• Tell pupils to walk out to the activity area in a single file
•
•
Tell pupils that they are going to form teams of five a side
Inform the pupils that each game will last only five minutes
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Practice
(30 minutes)
•
•
Warm ups
Pupils run round the marked activity area two times
•
Pupils perform arm circling; rotating one arm at a time up-back-low
and forward forming an imaginary circle
Pupils perform volley relays
•
(A member of team A throws a high ball and a member of team B
plays it back in a volley form)
• Pupils change roles after the line has ended
• Pupils performing better than others help the weak ones master the
skill
• Pupils formulate Sub rules of the game e.g. (a team that lets the
ball drop to the ground loses a point)
• Select amperes(referees) of the game
Evaluation
(05 minutes)
Cool Down
(05 minutes)
•
•
•
Teams play 3 minutes each game and change the roles
Amperes give report of the performance of the teams
Monitor the volley practice
•
•
Use better performers to help the weak ones
Re-demonstrate activity (where pupils do not get it well)
•
•
•
•
Reward the class for their performance
Encourage pupils to practice the skill out of class time
Amperes give report of the performance of the teams
Instruct the pupils to walk to the classroom
Strengths: _________________________________________________________________
Weaknesses: _______________________________________________________________
Strategies: _________________________________________________________________
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Appendix B: Workshop Handouts
APPENDIX B
Workshop Handouts
1 A (for Session 3 Cooperative Learning Review Activity 3.1)
Elements of Cooperative Learning
Indicators to look for
One of the keys to good CL is getting the pupils to demonstrate five elements—positive
interdependence, individual accountability, face to face positive interaction, use of interpersonal skills,
evaluate progress as a group. Here are some indicators for each element to look for as you teach a lesson
from the sampler or devise a lesson of your own. But remember that the indicators are usually blended
into the various steps in a lesson plan and can occur at any time in a lesson.
Positive interdependence
Pupils show positive interdependence when they:
•
•
•
•
•
•
•
Take turns.
Contribute ideas to the group.
Listen to each other.
Accomplish the tasks together with partner / group.
Give and receive help.
Ask for help to solve a problem.
Share resources with others freely.
Individual Accountability
Pupils will show individual accountability when:
•
•
•
•
Each does their share of work so that it contributes to group success.
Feels they are an essential part of the group and are being useful in the task at hand.
They make their needs known to others.
Willingly take up the tasks assigned to them.
Face to face positive interaction
This can be detected when at task and shown when pupils:
•
•
•
•
Sit in a group setting facing each other.
Talk to each other, encourage and care for each other.
Talk while looking at each other.
Allow others to help you get the activity done better.
Use of interpersonal skills
Pupils will show this when they:
• Take up leadership roles.
• Communicate their ideas and are able to convince other.
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accept other people’s ideas.
Negotiate with team members.
Work as a team.
Each waits for his/her turn.
Celebrate other’s success.
Accept own weaknesses.
Talk to others freely.
Listen to others.
Allow others to help them get the job done better.
Make their problems known.
Avoid wasting time, focus on task.
Offer themselves to the services of the team.
Are able to resolve conflicts.
Share resources with others freely.
Show interest in the ideas and opinions of others.
Ask if help is needed.
Contribute to group effort.
Evaluate Progress as a group
Evaluation is in almost all the steps, depending on the tasks. Pupils will:
•
•
•
•
•
•
•
•
•
Talk about their work.
Explain / talk about how they did the work.
State / mention/describe what they liked.
State / mention/describe what they did not like.
Suggest ways to improve.
Weigh the solutions and agree on the best course of action.
Present and talk about a product, piece of work they have done.
Give recognition for things done well.
Explain how they did the work as a group.
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1 B (for Session 4 Activity 4.1)
Six Cooperative Learning Structures
There are many ways to structure the way that pupils interact in CL. This handout describes three
commonly used structures.
•
Think-Pair-Share involves pupils working together in pairs to solve a problem. As the name
implies the pupils pair off, think about the problem individually, share their ideas with their pair
mate, and then the pair comes to share their ideas with the whole class for a collective decision as
a solution.
•
Round Robin/ Round Table are similar structures that involve having group members taking
turns to make individual comments on a topic or problem until everyone has had a chance (if
time permits, they can go through more than one round). In Round Robin the comments are oral
and in Round Table the comments are written on a single large sheet of paper.
•
Drill Partners: In this structure pupils drill each other on facts they need to know until they are
certain everyone knows and can remember them all. This works for spelling, vocabulary,
mathematics/number, grammar, test review, etc. Give bonus points on the test if all members
score above a certain percentage.
•
Reading Groups. Pupils read material together and answer questions the teachers supply. One
person is the “reader”, another “recorder”, and the third the “checker” (who checks to make
certain everyone understands and agrees with the answers). They must come up with three
possible answers to each question and circle their favourite. When finished, everyone signs a
paper to certify that they understand and agree on the answers.
•
Reading Friends. In lower classes, have pupils read their stories to each other, getting help with
words and discussing content with their partners. In upper grades, have students tell about their
books and read their favourite parts to each other.
•
Summary Pairs. Have pupils’ alternate reading and orally summarizing paragraphs. One reads
and summarizes while the other checks the paragraph for accuracy and adds anything left out.
They alternate roles for each paragraph.
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1 C (for Session 4 Activity 4.2)
Think-Pair-Share Exercise
Note: This activity was extracted from a P6 natural science lesson plan that is included in the sampler.
Parts of the lesson were removed to reduce the time required to do the activity. Prior to the session you
should write these questions on a flip chart or the blackboard.
What happens to a person’s pulse rate when they exercise?
What does exercise do to the body that causes the pulse rate to change?
What has the exercise got to do with the heart and with pulse rate?
1. Demonstrate to the whole class how to find a pulse-- hold up one hand with the inside of your
wrist facing the class and place your finger at the point on your wrist where you feel a pulse.
2. Tell the pupils to find their own pulse. Anyone who has trouble should ask a neighbour for help.
Then, have them count the number of their pulses in a minute. Explain that the number of a
person’s pulses per minute is called their pulse rate.
3. Explain to the pupils that they will next try to find out how exercising affects a person’s pulse
rate.
4. Tell the pupils to pair up with a neighbour and take each other’s pulse rate 3 times (1) at rest, (2)
after running in place for 1 minute, (3) after resting for one minute. Make clear that everyone
should record pulse rates for their own and their partner’s.
5. Move about the room and monitor the work of the pairs. Correct any misconceptions or errors
that occur. Praise examples of pupils working effectively with their partners.
6. When the pairs have completed their measurements, tell them that they will next use the data to
try to answer the questions that are written on the board. Go over the directions that are listed
below and allow about ten minutes to do the work.
a. Working alone, each partner studies the measurements, and writes down his/her answers
to the three questions.
b. The two partners then rejoin to (a) discuss both lists of answers, (b) identify one answer
to each question that both partners agree on, and (c) write down the agreed-upon
answers. (Stress that each partner needs to listen carefully to what the other has to say).
c. One of the partners takes notes and gets ready to report and explain: his/her answers,
his /her partner’s answers and the agreed upon answers.
Note: In the full lesson the groups report their answers to the entire class. A follow-on discussion leads to
the correct answers to the three questions.
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1 D (for Session 4 Activity 4.2)
Round Robin Exercise
This activity was adapted from one of the P7 Intergrated Science lessons included in the sampler.
Note--One day prior to this lesson the teacher has given each pupil a copy of the handout “The Jinja
Dam” and allowed time to read it. He/she checked to be sure that all pupils understood the problem
but did not try to solve it at that time. The pupils were assigned to think about the Jinja problem at
home and write (1) a list of the good and bad consequences of opening the gates and (2) a second list
of good and bad consequences of leaving the gates shut.
Practice
Distribute the handout “The Jinja Dam” and give the participants a minute or two to read it.
2. Open the lesson by explaining to the participants that they are going to consider whether or not
the gates in the Jinja dam should be opened.
3. Divide the class into groups of about seven and designate a chairperson to keep the group on
track and on time and a reporter to report the group’s conclusions to the rest of the class.
4. Explain that the groups will have 25 minutes to complete the five step process described below.
a. Each member reads his/her prepared lists of consequences of opening or not opening
the gates (prepared at home). The group briefly comments on each list.
b. As individuals, the group members decide whether they think the gates should be
opened or remain closed and why.
c. The chairperson calls on one group member to orally express his/her thoughts about the
issue. Members ask questions or offer brief comments if they wish.
d. One by one, the remaining members orally present their thoughts to the group and give
comments and questions as before.
e. When everyone has made their comments, the chairperson leads a discussion as to
whether the gates should be opened. Everyone should be required to defend any
opinions they express. The discussion continues until the group reaches consensus on
whether or not the gates should be opened and the reasons for their choice (note--the
chairman will probably have to place a time limit on reaching consensus). The reporter
takes notes and prepares to report to the whole class.
5. Move about the room while the discussions are underway. Make sure that the groups remain on
task and that everyone is participating. Correct any misbehaviour.
Note: In the full lesson the teacher calls on reporters at random to summarize their findings. A whole
class discussion follows that covers the likely consequences of (1) opening the gates (2) leaving them
closed. The point is made that solutions to environmental problems nearly always result in someone
having to make a sacrifice.
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1 E (for Session 4 Activity 4.2)
“Reading Groups”
This activity was adapted from one of the P5 English lessons included in the sampler.
•
Open by asking the class what is found in newspapers (possible answers- news, pictures /
photographs etc). Help pupils by flipping through the copies of local newspapers.
•
Explain to the class that in this lesson they will read a story in a newspaper and answer questions
about what they will have read.
•
Divide the class into groups of about 10 and assign roles of reader, checker and recorder.
•
Issue sheets of ruled paper (One sheet to each group) and copies of Rorash, Pupils Book 5. Call the
pupil’s attention to the story “Teenagers walk across the country” on page 42 of the text.
•
Write these questions on the blackboard:
1. How many teenagers walked to Kisoro town?
2. Which school does Javin Tanira go to?
3. Who waved goodbye to the teenagers?
•
Explain that the groups have 15 minutes to do the following:
4. The members individually read the story on page 42 silently.
5. The reader reads one of the three questions on the board to the whole group and each member writes down his/her
answer
6. Monitor the silent reading activities, intervening where necessary. Praise good teamwork and make note of pupils
who are having difficulty in reading the story or answering the question.
7. The group discusses all members’ answers and corrects incorrect responses. The members agree on the best answer to
the question. The recorder writes the group’s answer down.
8. The same procedure is followed for the remaining 2 questions.
When time is up, have the recorders report their group’s answers to the three questions. Ensure that there is no repetition.
•
Correct any poor reading habits observed during the silent reading activity.
•
Ask pupils to answer these additional questions:
9. Why did the teenagers walk more than 800 km?
10. Who is young and strong?
•
Monitor the silent reading activities, intervening where necessary. Praise good teamwork and make
note of pupils who are having difficulty in reading the story or answering the question.
•
When time is up, have the recorders report their group’s answers to the three questions. Ensure that
there is no repetition.
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1 F (for Session 4 Activity 4.2)
“Drill Partners”
1. Tell the group that they will have the rest of the period to complete these three jobs:
a.
Each member should copy the table from the board onto a sheet of paper. The group
should discuss each nutrient and complete the remaining columns in the table. Everyone
should feel free to refer to their textbooks for help. Explain that everyone in the group
must agree with the group’s final answers.
b. Have the group’s recorder bring the completed table to you (the teacher) for checking,
then return to the group to report any corrections. Have everyone copy the corrected
table on paper or in their notebooks.
c.
The group prepares for tomorrow’s test by drilling each other on the content of the
table. Pupils may refer to their textbooks if they wish. Explain that you will give
everyone in the group extra points on their test score if all group members score above
70% (or other score of your choose).
2. Move about the class as the groups are working. Make sure that everyone is participating and
they all understand that it is to everyone’s advantage for everybody to do well. You should see
evidence that normally low performers are getting help from the rest of the group.
3. On the day following, administer the test and determine the scores for individuals and the
average score for each group. Award bonus points for good group performance (e.g. 70%).
Heartily congratulate the groups who met your minimum standard.
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1 G (for Session 4 Activity 4.3)
“Reading Friends”
• Begin by asking the class what is found in the readers/story books (possible answers could be:
pictures, news, stories, words, photographs etc,).
• Help pupils by scanning/flipping through one reader of the readers the pupils are going to read.
• Explain to the pupils that they will read a story from the readers in pairs and are expected to help each
other to comprehend the story and new words/expressions.
• Let the pupils pair up and receive one copy of the available readers for each pair.
• Tell the pupils that they have 10 minutes for the reading activity.
• Let the pupils take turns to read. One pupil reads one sentence/paragraph and pauses to ask the other
any word, clause or phrase that she/he may not understand, and make an intelligent guess at what the
story is about.
• Note: This will be read aloud and be sure to minimize the voice level to ensure the pairs are not being
distracted.
• Monitor the activity and ask the pupils to explain what part of the lesson sampler demonstrates
“Reading Friends”.
• Ask the pupils to explain the advantage the varieties provide to them.
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1 H (for Session 4 Activity 4.3)
“Summary Pairs”
• Begin by showing the class copies of two newspapers: e.g. ‘The Monitor” and ‘The New Vision.”
• Quickly ask the class what is found in newspapers. (Pupils might mention news articles, pictures /
photographs). Help pupils generate answers by flipping through the copies of the newspapers.
• Explain to the class that in this lesson they will read two newspaper stories to a partner and explain
what is happening in each paragraph.
• Organize the pupils into pairs.
• Issue copies of Rorash Pupils Book 5 (or other newspaper articles substituted). Have the pupils open
to page 42 and take note of the two newspaper articles that are quoted there.
• Explain to the pupils that they are to read the articles to each other aloud, in turns. First, one member
of the pair will read the first paragraph of the “teenager” article aloud then summarize what it says.
His/her partner will check the summary for accuracy and fill in any gaps. They will then switch roles
for the next paragraph and continue switching until all paragraphs in both the “teenager” article and
the “Dr. Trempton” article have been read.
• As the pupils read to each other, move about the room listening and clarifying when necessary. Take
note of any poor reading habits so that you can deal with them later. Praise examples of good reading
and teamwork.
• Correct any poor reading habits that you observed during the previous silent reading activity.
• Ask selected pupils to tell the class what they liked about this reading lesson.
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1 I (for Session 4 Activity 4.3)
Some More Varieties of CL
Listed below are a number of quick and easy ways to structure a cooperative learning lesson.
1.
Turn to your neighbour. Three to five minutes. Ask the learners to turn to a neighbour and ask
him/her something about the lesson: to explain a concept you have just taught; to explain the
assignment; to explain how to do what you have just taught; to summarise the most important
points of the discussion, or whatever fits the lesson.
2.
Worksheet Checkmates. Have two learners, each with different jobs, do one worksheet. The
reader reads, and then suggests an answer; the writer either agrees or comes up with another
answer. When they both understand and agree on an answer, the writer can write it down.
3.
Homework Checkers. Have learners compare homework answers, discuss any they have not
answered similarly, then correct their papers and add the reason they changed an answer. They
make certain everyone’s answers agree, and then staple the papers together. You grade one paper
from each group and give group members that grade.
4.
Test Reviewers. Have learners prepare each other for a test. They get bonus points if every
group member scores above a pre-set level.
5.
Problem Solvers. Give groups a problem to solve. Each learner must contribute to part of the
solution. Groups can decide who does what, but they must show where all members contributed.
Or, they can decide together, but each must be able to explain how to solve the problem.
6.
Skill Teachers/Concept Clarifiers. Learners work with each other on skills (like identifying
adjectives in sentences or showing proof in algebra) and / or concepts (like ‘ecology’ or
‘economics’) until both can do or explain it easily.
7.
Summary Pairs. Have learners alternate reading and orally summarizing paragraphs. One reads
and summarizes while the other checks the paragraph for accuracy and adds anything left out.
They alternate roles with each paragraph.
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1 J (for Session 7 Activity 7.1)
Handout # 1: Case Study I
Mr. Mukasa, the head teacher of Kalo Primary School could not believe his eyes. The Inspector’s report
indicated that the teachers were teaching without lesson plans. A good number of them just gave pupils
work to do without even teaching the pre-requisite content. In one instance a P.6 teacher was found
teaching the wrong content.
He called an impromptu staff meeting. In the meeting, he shared the report with the teachers. He did not
wait for the teachers’ response. Instead he read out a list of the things he wanted done. One of the things
that shocked the teachers was changing all heads of department. Nobody said a word because his facial
expression showed that he was very angry and did not entertain any discussion. He ended the meeting by
telling them that he was particularly going to work with the P.6 science teacher. The deputy head teacher
and the new heads of department would work with the rest of the teachers.
On Monday, Mr. Mukasa observed a Science lesson in P.6. After the lesson he immediately talked to the
teacher in the presence of the pupils. He enumerated the teachers’ failures. ‘How could you teach a lesson
on flowering plants without any teaching aids?’ ‘You did not use co-operative learning.’ ‘Although pupils
were seated in groups, each one was working individually.’ ‘Your lesson plan lacked the pupils’ activity.’
Finally, he asked the teacher to say something. The teacher, looking very depressed, quietly said, ‘I will do
better next time.’ ‘You had better!’ Said the head teacher, as he walked out of the class back to his office.
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1 J (for Session 7 Activity 7.1)
Handout # 2: Case Study II
The head teacher of Kasaana Primary School, Ms. Birungi received the recent inspection report on
Wednesday morning. She read it and made a summary of the main findings. She decided to share the
report with the teachers on Friday during a staff meeting. She communicated it to the teachers during the
tea break.
In the meeting the head teacher shared the findings. The main finding in the report was that teachers
were not using cooperative learning. After saying this, she paused and waited for the teachers to say
something. From what the teachers said, it was clear that they did not clearly understand cooperative
learning particularly making lesson plans and integrating the elements in the lesson. The head teacher
asked them to suggest a way forward. Among the suggestions made was the need for a workshop on
making lesson plans and a demonstration lesson. They all agreed to the suggestions. A date was set for a
one day workshop on making lesson plans. The head teacher ably facilitated the session. Each teacher was
able to write at least one Cooperative Learning Lesson plan. During the evaluation, Namara, one of the
P.3 teachers, expressed the desire to demonstrate a Cooperative Learning Lesson to other teachers. It was
discussed and a decision made that she would first teach a lesson which the head teacher would observe
then later she would demonstrate to others.
The head teacher and Namara together planned a lesson which Namara taught. They agreed to meet
under a tree shade to discuss the lesson after tea break when Namara would not be teaching. During the
feedback session, the head teacher let Namara reflect on her lesson. She identified her strengths and
weaknesses. The head teacher listened attentively. She communicated her observations using her notes.
She thanked the teacher and together they made plans for future implementation.
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1 K (for Session 7 Activity 7.2)
Some Essential Elements of Quality Mentoring
Emphasize Cooperation
• Meet the teacher on equal terms – avoid the perception that you are the superior partner and the
teacher is somehow inferior. Don’t give orders or make threats!
• Work together to make decisions. Make sure that the teacher is comfortable with choices that are
made.
Communicate Effectively
Pay attention to what the teacher says. Listen for underlying messages as well as the words being said. To
do this you need to:
• Concentrate.
• Remove distractions.
• Let the teacher finish what he/she is saying. Don’t plan your reply while the teacher is still talking.
• Analyze what is being said in order to sort out the important ideas.
Give Effective Feedback
Providing effective feed back is the heart of the mentoring process. Some attributes of effective feedback
are:
• Calls attention to strengths as well weaknesses and does not undermine the teachers self esteem.
Harping on his/her deficiencies is a sure way to destroy the chances of success.
• Helps the teacher to think of ways of resolving his/her own problems.
• Provides detailed and specific suggestions--concentrates on real examples / incidents.
• Focuses on events and actions rather than people and personalities.
To provide helpful feedback try to:
• Find a mutually convenient place and time to meet.
• Set a good climate. Make the teacher feel safe and comfortable.
• Encourage the teacher to talk about her /his work (e.g. identify the strengths and weaknesses of a
lesson).
• Empathize (put yourself in the teachers’ shoes).
• When critiquing a lesson that you observed, refer to the notes you made during the session.
• Listen attentively to what the teacher says said and watch for clues as to what is not being said.
• Prompt the teacher to generate ideas, e.g. “did I hear you right, and are you saying that you did not
notice that too few pupils were contributing to the group activity?”
• Conclude by summarizing the main points of the discussion.
• Help the teacher to plan future strategies for correcting deficiencies.
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Ask Effective Questions
Effective questioning is often as important in mentoring as listening. Really good questions will
encourage a teacher to think for him/her self and enable you to gather facts, and find out how he/she is
feeling.
Listed below are several types of questions along with suggestions on how they can best be used.
Varying the types of questions you ask will help to maintain interest.
Open questions – contain few constraints and encourage the teacher to open up e.g. “tell me about
the stubborn boy you mentioned earlier?”
Probing questions – go after details. They can help you to fill gaps in information or tease out
important facts e.g. “so what happened to them?” “What exactly did you say?” “Which elements of
cooperative learning are easy for you to handle?”
Reflective questions – cause the teacher to look back on something. They can help you obtain more
information, check understanding of a specific point, or get the teacher talking on a particular issue.
One good technique is to repeat something the teacher has just said, but posed as a question e.g. “he
just stood up and walked out of the class?” “you sent him out of class?”
Closed questions - can be answered in a few words and can help to establish specific facts. You can
also use closed questions to control talkative teachers e.g. “which do you prefer, working on your
own or as part of a team?” “Are you happy using cooperative learning?” Closed questions don’t yield
a lot of information and so should be used sparingly.
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1 L (for Session 8 Activity 8.1)
Observation Guide
The guide below contains key aspects that supervisors should focus on when observing lessons.
Aspect One: Lesson Planning and Preparation
•
•
•
•
The plan states achievable academic and social objectives.
The teaching aids are relevant, of good quality and enough for the pupils.
The plan shows teachers and pupils activities and how they are to be done
The plan shows how the pupils are going to be organized (seating arrangement).
Aspect two: Explaining objectives to the learners.
• The teacher tells the pupils what they are going to learn using clear simple language.
• Teacher explains to the pupils how the new content is related to what they have learnt.
Aspect three: Setting up the work
•
•
•
•
•
The class is organized in groups to allow effective group work.
The teacher groups the pupils.
The teacher assigns roles to the pupils e.g. leader, reporter.
The teacher explains the different roles to the pupils.
The teacher reviews and / or teaches pre-requisite content.
Aspect Four: Defining the task to the learners
• The teacher explains to the pupils the activity they are going to do.
• The teacher tells the pupils the goal of the activity (work).
• The teacher explains the steps involved in doing the activity (work).
Aspect Five: Pupils participation in the Teaching – Learning Process
•
•
•
•
•
Pupils are helping each other to accomplish the task.
Pupils are focusing on the task at hand.
Pupils are interacting with each other face to face.
Pupils are sharing materials with ease.
Pupils report on the work done in the group to the rest of the class.
Aspect Six: Monitoring Pupils activities
•
•
•
•
The teacher checks the pupil’s progress on the activities.
The teacher observes if the pupils are interacting well.
The teacher provides support to both individuals and groups.
The teacher clarifies tasks / instructions.
The teacher gives feedback.
Aspect Seven: Evaluating the Learning
•
•
•
•
Teacher checks the learning behavior of the groups and individuals within the group.
Teacher marks the pupils work.
Teacher asks individuals to talk about how they did the activity, what made them succeed.
Pupils suggest ways to improve performance.
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1 M (for Session 9 Activity 9.1)
Involving Parents in CL Activities
Directly involving parents in activities associated with CL is an extremely powerful way to gain their
acceptance. Involvement of this kind can provide a teacher a second benefit as well-- help in doing
their work and increased good will. Several ways to take advantage of this potential are listed below.
•
Keep parents informed of what their children are doing and encourage them to monitor
social skills and check homework, exercise books and workbooks.
•
Invite parents to come to school and participate in observing and discuss pupils learning and
other activities related to School Health and Nutrition.
•
Call on retired teachers or professional people to advise teachers on content in their areas of
expertise (e.g. have a medical doctor discuss HIV-AIDS with teachers).
•
Invite selected professionals, and business people to work directly with pupils in their areas
of expertise (e.g. have a nurse discuss first aid with P3 pupils. Note Be selective here--not all
professionals can communicate with young children).
•
Ask parents to provide low-cost and no cost materials like banana fibres, counters of all
kinds, cardboard boxes and sports materials. Requests can be made with circulars, letters, or
information communicated verbally through the pupil and during dialogue meetings.
•
Involve parents and community stakeholders in School Open Days’ co-curricular activities,
Speech Days, Concerts and other meetings.
•
Invite volunteer parents and guardians to help monitor small group activities and maintain
discipline in large classes. Note: Volunteers would have to be oriented as to what to look for.
Focus should be on following directions, keeping the discussion on task, and praising
examples of good social skills.
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1 O (for Activities 10.1a and 10.1b)
Participant Training Evaluation Form
Date: _____/_____/_____
Title of Training Program ___________________________________________________
District ___________________________________________________
Participant’s current role/occupation _____________________________
Participant’s level of education ____________________________________
Please take a moment to rate this Training in terms of Content, Facilitation, Time Management, and
Responsiveness to your educational needs. Also provide additional feedback in the Comments section. (Your
comments are an important contribution to our designing training/learning experiences that meet your professional needs).
Please circle one choice for each statement
Training Content:
1. The training met my expectations.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
f. Not sure
2. The relevance/responsiveness of the training courses to my professional needs was:
a. Excellent
b. Very good
c. Good
d. Fair
e. Poor
f. Not sure
3. I feel that the content provided valuable information, skills and experiences relevant to the topic
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
4. I can easily apply the training’s subject matter to my job/work.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
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5. My understanding of the training content was:
a. Very satisfactory
b. Satisfactory
c. Neutral
d. Dissatisfactory
e. Very dissatisfactory
f. Not sure
Training Input: Facilitation and Logistics
1. The opportunity for interaction, participation and questions was:
b. Satisfactory
c. Neutral
d. Dissatisfactory
f. Not sure
2.
I feel comfortable with the support materials that I received as part of the training.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
3. The training materials were suitable.
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
e. Not sure
4. The training materials were enough and understandable.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
5. The venue, lodging and meals arrangements were :
b. Satisfactory
c. Neutral
d. Dissatisfactory
f. Not sure
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Training Process: Schedule
1. The instructor’s knowledge and presentation style was:
a. Excellent
b. Very good
c. Good
d. Fair
e. Poor
f. Not sure
2. The schedule was such that the topics were all covered adequately.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
3. The allotted days were an adequate amount of time for the training.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
4. The amount of outside and/evening work is reasonable.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
Training Product
1. Overall the value of the training program was:
a. Excellent
b. Very good
c. Good
d. Fair
e. Poor
f. Not sure
2. I would recommend this training to colleagues in my area of work/practise.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
f. Not sure
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Further Comments:
What parts of the training would you improve?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
What should we do to improve the quality of this training?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Application of Training
What will you do differently in your practice/service setting as a result of this training?
What additional training or support do you require to apply the training in the workplace?
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1 P (for Activity 2.2)
Self Assessment: Pre- training Knowledge and Skills
Towards Improved Classroom Instruction:
Cooperative Learning in the Classroom, Module 2
Please review the following list of knowledge and skills statements and give some thought to what you knew and what you
learned here today. Circle the number that best represents your knowledge and skills before this training. (Rating 1 is
lowest and 5 is highest)
SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO:
BEFORE
TRAINING
1
2
3
4
5
Describing and sharing successes and challenges in implementing CL in
the classroom
1
2
3
4
5
Relating these successes and challenges to the key elements and steps of
CL, that is, identifying the elements or steps in CL that have contributed
to the success or challenge.
1
2
3
4
5
Identifying support strategies to improve use of CL in the classroom
1
2
3
4
5
Demonstrating effective use and development of CL samplers, organized
by grade level, subject and social skills.
1
2
3
4
5
Describing ways to involve parents in CL activities
1
2
3
4
5
Completing an Action Plan to improve the use of CL in school
Name: ……………………………………………………………………………………………
…………………………………………………………………………………………………
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1 Q (for Activity 2.2)
Self Assessment: Post-training Knowledge and Skills
Towards Improved Classroom Instruction:
Cooperative Learning in the Classroom, Module 1
Please review the following list of knowledge and skills statements and give some thought to what you knew and what you
learned here today. Circle the number that best represents your knowledge and skills after this training. (Rating 1 is lowest
and 5 is highest)
SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO:
Describing and sharing successes and challenges in implementing CL in
the classroom
Relating these successes and challenges to the key elements and steps of
CL, i.e, identifying the elements or steps in CL that have contributed to
the success or challenge.
Identifying support strategies to improve use of CL in the classroom
Demonstrating effective use and development of CL samplers, organized
by grade level, subject and social skills.
Describing ways to involve parents in CL activities
Completing an Action Plan to improve the use of CL in school
AFTER TRAINING
1 2 3 4 5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
1
1
2
2
3
3
4
4
5
5
Name: ………………………………………………………………………………………….
…………………………………………………………………………………………………
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Appendix C: Workshop Register
APPENDIX C
WORKSHOP REGISTER
DISTRICT: …………………
Location: ……………………………………….
TE: ……………………………..
Title/description of Workshop: ………………………………………………….
DATE ………………………………….
#
CC
School
Participant
Sex
Title
Contact/Telephone No.
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Sign