Curriculum and teaching syllabus for diploma in secondary education

UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

CURRICULUM AND TEACHING SYLLABUS FOR DIPLOMA IN

SECONDARY EDUCATION

2009

© Ministry of Education and Vocational Training, 2009

All rights reserved. No part of this syllabus may be reproduced, reported, stored in any

retrieval system or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise without the prior permission of the Tanzania

Institute of Education.

Designed and prepared by

Tanzania Institute of Education

P.O. Box 35094

Dar-es-Salaam

Tanzania

Tel: +255 222 773006, 2774420

Fax: +255 222 774420

E-mail: [email protected]

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DECLARATION

Secondary Education Diploma is a two years course which has been designed to prepare

professional teachers who will teach at ordinary level secondary schools. A student

teacher will be recognized as a teacher when he/she successfully completes a secondary

education diploma course for two years within which he/she successfully performed and

pass teaching practice.

This document is hereby declared as the Syllabus of Curriculum and Teaching for

Secondary Education Diploma course of 2009.

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TABLE OF CONTENTS

Page

Introduction ………………………………………………….……….……..…. iv

Subject Description …………………………………………………………....... iv

Subject Rationale ………………………..……………………………………… iv

Goals of the Subject …………………….………………………………………. v

Subject Objectives …………………….………………………………….…..… v

Subject Competences ……………………......................................................….. v

Organization of the syllabus ……………………………………………..…....... vi

Assessment of the course …………….………………………………..………..... vi

COURSE CONTENT

1.0 CURRICULUM THEORY ............................................................................ 1

1.1 The Concept of Curriculum …………………………..………………….… 1

1.2 The Types of Curricula ………………………………..……………….…… 1

2.0 CURRICULUM DEVELOPMENT ……………………..…………………. 2

2.1 The Concept of Curriculum Development ………………….……………... 2

2.2 Curriculum Development Process …………………………..……………… 3

2.3 Aims, Goals and Objectives ………………………………..……………… 4

2.4. Curriculum Content …………………………………………….………….... 4

2.5 Curriculum Evaluation ……………………………………..……………… 5

2.6 Curriculum Change and Innovations ……………………….……..……….. 6

3.0 TEACHING AND LEARNING MATERIALS ………………….………… 7

3.1 The Syllabus. ……………………………..………………………..………….. 7

3.2 The Teachers’ Guide ………………………………………….…………….. 7

3.3 The Textbook ……………………………………………...………………..... 8

3.4 Supplementary Curriculum Materials ……………………..………………… 9

3.5 Instructional Media ………….………………………………..…………….. 9

4.0 TEACHING AND LEARNING APPROACHES ………………….…….. 10

4.1 The Concept of Teaching and Learning ………………………..……………. 10

4.2 Methods, Strategies and Techniques of Teaching ……………………………. 11

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4.3 Classroom Management and Organization …………………………………… 12

5.0 PLANNING FOR TEACHING …………………………………………… 13

5.1 The Scheme of Work ………………………………………………..……....... 13

5.2 Lesson Plan ………………………………………………………………........ 14

5.3 Lesson Notes ………………..…………………………………….……..…… 15

5.4 Making and Improvisation of Teaching and Learning Aids …………………. 15

5.5 Log book ………………..…………………………………………..……….. 16

6.0 TEACHING PRACTICE …………………………………………………... 17

6.1 The Concept of Teaching Practice …………………………….……………. 17

6.2 Types of Teaching Practice ………………………………….…………….. 18

63. Preparation for teaching…………………………. …………..……..………… 18

6.4 Assessment and Moderation of Teaching Practice…………………………….

Reading List ………………………………………………………………..……. 20

iv

Introduction

Curriculum and Teaching is one of the four Educational Studies Subjects pursued by

student teachers at diploma level. The revised 2009 curriculum replaced the 2007

curriculum. All these curricula have balanced content with pedagogy placing emphases

on the following items:

a) Skills and competences to be developed in the student teachers.

b) Incorporation of cross cutting issues.

c) Use of participatory teaching methods, as well as the use of the variety of

assessment procedures.

The 2007 syllabus was prepared to cater for two tier system (one year college based and

one year school based) of conducting diploma course in Education. This syllabus is

prepared to cater for two years college based teacher education.

This syllabus includes proposed teaching and learning strategies, resources and

assessment procedures. Tutors are at liberty to engage in their own strategies, resources

and assessment techniques depending on the nature of the topics and the existing teaching

and learning situations. The syllabus is arranged in a linear form so as to give the tutors

an opportunity to be creative and innovative in planning and executing classroom

instruction effectively.

Subject Description

Curriculum and Teaching is a professional studies subject which is compulsory to all

diploma student teachers .This subject intents to develop student teachers’ understanding

and basic skills in analyzing, reflecting and applying curriculum and teaching principles.

In curriculum and teaching subject, the concept of curriculum is taken as a discipline of

study as well as the technicalities of curriculum implementation. As a discipline of study

it covers topics relating to curriculum theory and curriculum development process.

Subject Rationale

The curriculum and teaching syllabus was reviewed to meet current needs of educational

demands and the change of paradigm from content based curriculum to competence based

curriculum. It also encompasses the requirements of Secondary Education Development

Plan (SEDP) and Teachers Development Management Strategy (TDMS).

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The curriculum and teaching syllabus has been developed in order to expose student

teachers to the influencing theories and effective implementation of the technicalities,

thus developing competent and capable teachers for Tanzania Secondary Schools.

Goal of the Subject

The goal of this subject is to develop student teachers who are knowledgeable, skillful

and competent in planning, developing and implementing the curriculum for Ordinary

level secondary education

Objectives of the Subject

By the end of the two years course, the student teacher should be able to:

a) Use curriculum theory in the planning, developing and implementing school

curriculum;

b) Execute lessons appropriately and effectively;

c) Describe the standard characteristics of curriculum materials such as text books,

teachers guides, manuals, modules and other instructional materials for effective

teaching and learning process;

d) Use interactive teaching and learning strategies for effective teaching and learning

process;

e) Develop critical thinking in the teaching and learning process;

f) Integrate cross-cutting issues in the teaching and learning process;

Subject Competences

By the end of two years the student teacher is expected to be competent in:

a) Relating curriculum theories to classroom practices.

b) Planning and teaching using interactive teaching strategies/methods.

c) Organizing and managing classroom for effective teaching..

d) Selecting and improvising teaching and learning aids.

e) Integrating cross-cutting issues in the teaching and learning process.

f) Evaluating curriculum materials.

vi

Organisation of the Syllabus

This syllabus is organized in six topics and several subtopics. The topics of this course

are:

a) Curriculum Theory;

b) Curriculum Development;

c) Teaching and Learning Materials;

d) Teaching and Learning;

e) Planning for Teaching;

f) Teaching Practice.

The topics are all subdivided into several sub-topics. Each sub-topic has been aligned

with the related specific objectives, teaching/learning strategies and resources as well as

the assessment procedure.

Assessment of the Subject

Curriculum and teaching subject will be assessed through continuous assessment and

final examination. Continuous assessment will comprises of timed tests, portfolio, essay

writing, anecdotal records, projects, practical, seminar presentations and terminal

examinations.

The following is the analysis of continuous assessment procedures and weights:

Assessment procedures Frequency Assessment

weight

1. Terminal examinations 3 20%

2. Tests/Quizzes 4 10%

3. Portfolio 4 5%

4. Seminar

presentation/cooperative work

4 10%

5. Written report/project work 1 5%

Total 50%

In the preparation of tests and examinations, tutors are strongly advised to use tables of

specifications and rating scale for seminar presentations in collaboration. The tutor is

advised to have an addition rating scale.

At the end of the course student teachers shall sit for Final Examinations prepared by the

National Examinations Council of Tanzania (NECTA) which shall carry a weight of 50%

BTP will be assessed independently

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1. 0 CURRICULUM THEORY

1.1 The Concept of Curriculum

Estimated Time: 2 Hour

Specific Objectives

By the end of this sub-topic, the student teacher should be able to:

a) Explain the meaning of curriculum.

b) Describe the significance of curriculum.

c) Examine emerging issues and challenges on curriculum theory.

Teaching and Learning Strategies

a) Brainstorm, think ,pair, share on the meaning of curriculum

b) Library search on the significance of curriculum.

c) Group discussion and plenary presentations

Teaching and Learning Resources

a) Relevant reference books/literature

b) Curriculum theory information on the internet.

c) Texts on curriculum from the library.

Assessment Procedure

a) Essay and quizzes on the meaning and significance of curriculum.

b) Exercises and timed tests on the meaning and significance of

curriculum.

c) Student portfolio assessment.

1.2 The Types of Curricula

Estimated Time: 3Hours

Specific Objectives


a) Differentiate formal curriculum, non- formal curriculum and hidden

curriculum;

b) Describe the characteristic features of each type of curriculum;

c) Analyze the application of each type of curriculum;

d) Discuss the advantages and limitations of each type of curriculum;

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e) Specify similarities and differences between the three types of

curricula;


a) Library assignment on the types of curricula.

b) Group discussions on the characteristic of each type of curriculum.

c) Gallery walks, on advantages and limitation of each type of

curriculum, similarities and differences.


a) Library texts on types of curriculum from the library.

b) Information on types of curriculum on the internet.

c) Textual materials


a) Library assignment on types of curricula and their characteristics.

b) Quizzes, essays tests and examinations on application of each type,

advantages, limitations, outstanding similarities and differences

between the three types of curricula.

c) Anecdotal records to assess group interaction during group

discussion and gallery walk.

d) Tests and examinations.

2.0 CURRICULUM DEVELOPMENT

2.1 The Concept of Curriculum Development.

Estimated Time: 2 Hour

Specific Objectives


a) Explain the meaning of curriculum development;

b) Describe the purpose of curriculum development.

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Think pair share and presentation about the meaning and purpose of

curriculum development.


a) Relevant literature

b) Information on curriculum development on the internet.

c) Overhead Projector (OHP) and transparencies.

d) Power Point projector.


a) Student Portfolios for critical comment and self-evaluation.

b) Exercises, quizzes and tests on the meaning and purpose of

curriculum development.

c) Tests and examinations.

2.2 Curriculum Development Process

Estimated Time: 4 Hours

Specific Objectives


a) Analyse the curriculum development process.

b) Differentiate between linear and cyclic curriculum development

models.

c) Appraise the rationale for curriculum development models.


a) Library search on curriculum development process according to

Tyler, Taba, Wheeler and Kerr.

b) Group discussion and presentation on analysis of the curriculum

development process.

c) Plenary discussion of the differences between linear, interaction and

cyclic curriculum development models.

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a) Texts on curriculum development process from the library.

b) Information on curriculum development process on the internet.

c) Wall charts showing different curriculum models.


a) Test on analyzes of curriculum development processes according to

Tyler, Taba, Wheeler and Kerr.

b) Essays on the differences between linear and cyclic curriculum

development models.

c) Library assignments on curriculum development processes.

2.3 Aims, Goals and Objectives


Specific Objectives


a) Distinguish between curriculum aims, goals and objectives;

b) Differentiate instructional goals from objectives;

c) Describe the classification of instructional objectives;

d) Formulate instructional objectives for the three domains of learning.


a) Brainstorm the distinction between curriculum aims, goals and

objectives.

b) Group discussion and presentation on the differences between

instructional goals and objectives.

c) Use jig saw to learn about Bloom’s taxonomy of learning objectives.

d) In small groups discussion and formulation of instructional

objectives for the three domains of learning.


a) Texts on curriculum aims, goals and objectives.

b) Information on curriculum aims, goals and objectives on the internet.

c) Over Head Projector and Power Point projector.

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a) Student Portfolios on formulation of instructional objectives

b) Seminar presentations on the distinction between curriculum aims,

goals and objectives.

c) Quizzes on the difference between instructional goals and objectives.

d) Exercises

e) Tests and examinations.

2.4 Curriculum Content


Specific Objectives


a) Identify sources of curriculum content;

b) Examine the criteria for selecting curriculum content.


Group discussion and presentation on the sources of curriculum content and

the criteria for selecting curriculum content.


a) Relevant references and library texts on sources of curriculum

content from the library.

b) Information on sources of curriculum content and criteria on

selecting curriculum content on the internet.

c) Overhead Projector and transparencies

d) Power Point Projector


a) Written reports.

b) Timed tests and quizzes on the sources of curriculum content and

identification of the criteria for selecting curriculum content.

c) Anecdotal records to assess individual students.


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2.5 Curriculum Evaluation


Specific Objectives


a) Describe the concept of curriculum evaluation;

b) Analyze the purpose of curriculum evaluation;

c) Identify the types of curriculum evaluation.


a) Brainstorm and discuss the concept and purpose of curriculum

evaluation.

b) Think pair and share on identification of the types of curriculum

evaluation.


a) Information on curriculum evaluation on the internet.

b) Texts on curriculum evaluation.


a) Anecdotal records to assess individual participation.

b) Test and quizzes on concept, purpose and types of curriculum

evaluation.

c) Portfolio assessment for critical analysis and self reflection.


2.6 Curriculum Change and Innovations


Specific Objectives


a) Describe the concept of curriculum change and innovations

b) Distinguish curriculum change from curriculum innovations;

c) Identify incidences of curriculum change and innovations in

Tanzania;

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d) Analyse the factors influencing curriculum change and innovations

e) Examine the effects and responses of curriculum change.


a) Brainstorm on the distinction of curriculum change from curriculum

innovations;

b) Plenary discussion;

c) Group discussion and presentation on incidences of curriculum

change and innovation in Tanzania;

d) Think pair share about the factors influencing curriculum change;

e) Group discussion and presentation on the effects and responses of

curriculum change;

Teaching and Learning Resources:

a) Texts with information on curriculum change and innovation from

the library.

b) Information on curriculum change and innovation on the internet.


a) Tests, quizzes and examinations on distinguishing and analyzing

factors influencing curriculum change.

b) Student Portfolio assessment on examining the effects and responses

to curriculum change.

c) Project on the incidences of curriculum change and innovation in

Tanzania.


3.0 TEACHING AND LEARNING MATERIALS

3.1 The Syllabus


Specific Objectives


a) Explain the concept of a syllabus.

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b) Analyse the components of a syllabus.

c) Explain the significance of a syllabus as curriculum material.


a) Gallery walk and presentation on components of a syllabus.

b) Concept maps to present significance of a syllabus.


Syllabuses of different subjects.


a) Student portfolios on written assignments based on this topic.

b) Tests and examinations on the concept, components and significance

of a syllabus, as well as differences between a syllabus and course

curriculum.

3.2 The Teachers Guide


Specific Objectives


a) Explain the concept of a teachers guide.

b) Evaluate the relevance of a teacher’s guide.

c) Analyse the major components of teachers guide.

d) Prepare a teachers guide (chapter)


a) Brainstorm using VIPP cards on the meaning and relevance of a

teacher’s guide.

b) Classroom/group discussions on the importance of teacher’s guide.

c) Jig saw to analyse the components of a teacher’s guide.

d) Library search and internet.


Teacher’s guides of different subjects.

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a) Student Portfolio assessment.

b) Tests and quizzes on the concept, relevance and major components

of teacher’s guide.


3.3 The Textbook


Specific Objectives


a) Explain the meaning and characteristics of a good textbook;

b) Describe the significance of a textbook as a curriculum material;

c) Outline the major components of a textbook.

d) Prepare chapter from a given subject.


a) Group discussions on the meaning and the characteristics of a

textbook.

b) Gallery walks on the main components of textbook.


Pupil’s textbook of different subjects.


a) Student Portfolio

b) Tests, quizzes on the meaning, characteristics, significance and

components of a text book.

c) ExercisesTests and examinations.

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3.4 Supplementary Curriculum Materials


Specific Objectives


a) Explain the concept of supplementary curriculum materials;

b) Analyse the significance of supplementary curriculum materials in

the pupils’ learning;

c) Outline the different types of supplementary curriculum materials.


a) Think pair share among student teachers on the types of

supplementary curriculum materials and their significance.

b) Library search on the different types of supplementary curriculum

materials.

c) Plenary discussion on the different types of supplementary

curriculum materials.


Magazines, journals, pamphlets, modules and handbooks.


a) Student portfolios assessment;

b) Quizzes, tests and written exercise.

c) Exercises, tests and examinations.

3.5 Instructional Media


Specific Objectives


a) Explain the meaning and significance of instructional media;

b) Classify the major types of instructional media and giving examples

in each category;

c) Outline the principles of using each instructional media;

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d) Appraise the importance of chalkboard as one of the common

instructional media;

e) Describe other types of instructional boards and their uses;

f) Improvise different types of instructional media.


a) Group discussion on meaning and functions of instructional media.

b) Jigsaw to clarify instructional media.

c) Plenary discussion on the types of instructional media and principles

of using each media.

d) Group discussion on the chalkboard as an instructional medium and

its importance.

e) Brainstorm using VIPP cards on the other types of instructional

boards.


a) Flip charts, VIPP cards, masking tapes, flip chart board and flannel

board.

b) Audio tapes, recorder, radio, television, computer over head

projector and multimedia.


a) Student Portfolios on classification and improvisation of different

types of instructional media.

b) Projects on instructional media and their uses in classroom

instruction.

c) Tests, exercise and quizzes on instructional media and its use in

classroom instructions.

d) Test and examination.

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4. 0 TEACHING AND LEARNING

4.1 The Concept of Teaching


Specific Objectives


a) Explain the concept teaching and learning;

b) Distinguish teaching from learning;

c) Analyse the principles of effective teaching;

d) Describe the process of reflective teaching;

e) Explain how teaching facilitate learning.


a) Library/ internet search and debate on the meaning of teaching and

learning.

b) Group discuss on principles of effective teaching and process of

reflective teaching.

c) Watching video/films on teaching process and discussing with tutor.


a) Flip charts, masking tapes, VIPP cards of various shapes, diagram

showing different models of classroom interaction.

b) Video films on teaching.

c) Television.


a) Quizzes, tests, and exercises.

b) Student portfolio assessment.

c) Exercises


4.2 Methods, Strategies and Techniques of Teaching/Learning


Specific Objectives


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a) Differentiate methods, techniques and strategies of teaching.

b) Analyse teaching methods, strategies and techniques.

c) Describe the characteristics of the teaching techniques.

d) Examine the advantages and limitations of different teaching

techniques.

e) Explain different ways of teaching students with different special

learning needs.

f) Discuss criteria for selection of teaching/learning methods, strategies

and techniques.


a) Brainstorm on the concept of teaching methods, techniques and

strategies.

b) Brainstorm, discovery/problem solving, jigsaw, think pair share, role

play, simulation, case study, guest speaker, value clarification,

c) Discussion, field work, question and answers, project, futures wheel,

debates, experimentation, concept mapping, song, lecture,

d) Demonstration, gallery walk, buzz, story telling, games/drama,

chalkboard notes and talk. (CBNT)


a) VIPP cards

b) Masking tapes

c) Multimedia and video

d) Overhead projector, PowerPoint projector and television set.


a) Test, essay writing

b) Project on teaching/learning techniques

c) Student portfolio assessment


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4.3 Classroom Management and Organization


Specific Objectives


a) Plan for an effective use of teaching time;

b) Distinguish classroom management from classroom organization.

c) Explain the meaning and importance of classroom management and

organization.

d) Create a safe and stimulating environment to support learning.


a) Library/ internet search, the meaning and significance of planning for

an effective use of teaching time.

b) Observe and discuss difference classroom management and

classroom organization.

c) Group discuss on the factors which contribute to learner – friendly

classroom environment.

d) Demonstrations


a) Wall charts showing classroom organization.

b) Information on classroom management and organization on the

internet.


a) Observation of student teachers’ classroom management and

organization.

b) Essay, quizzes, and examinations on teaching time, classroom

management

c) Portfolio assessment on organization of plans for effective teaching in

creating safety for stimulating learning environment.


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5.0 PLANNING FOR TEACHING

5.1 The Scheme of Work


Specific Objectives


a) Describe concept of scheme of work;

b) Explain the main components of a scheme of work;

c) Explain the relationship between a scheme of work and a syllabus.

d) Write an example of a scheme of work of a given subject for a

month.


a) Library searching the meaning and significance of a scheme of work.

b) Internet search and think pair share on the main components of a

Scheme of Work.

c) Demonstrate the preparation of a scheme of work for a particular

subject for a period of one month.

d) Gallery walks to compare schemes of work done by different groups.


a) Syllabuses of selected O-level subjects.

b) Textbooks and teachers guides of different O-level subjects.

c) Flip charts, felt pens, flannel boards, masking tapes.

d) Models of scheme of work.


a) Student portfolio assessment on written example of scheme of work.

b) Tests and exercises on concept and components of scheme of work.

c) Observation checklist on level of participation in discussions on the

relationship between scheme of work and a syllabus.


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5.2 The Lesson Plan


Specific Objectives


a) Explain the concept of a lesson plan;

b) Describe the main components of a good lesson plan;

c) Analyze the relationship between a lesson plan and a scheme of

work;

d) Write a lesson plan for a forty or eighty minutes interactive lesson.


a) Library search on the meaning and significance of a Lesson Plan.

b) Group discussion on the main components of a lesson plan.

c) Prepare a lesson plan for 40 minute or 80 minutes lesson.

d) Gallery walks to study and compare lesson plans prepared by

different groups.


a) Examples of a good lesson plans drawn on flip charts.

b) Models of lesson plans.


a) Student Portfolio assessment, exercises on lesson plans.

b) Quizzes and tests.

c) Individual assignment on preparation of lesson plan.

d) Tests and examination.

5.3 The Lesson Notes


Specific Objectives


a) Explain the meaning and significance of lesson notes;

b) Describe the main components of good lesson notes;

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c) Relate lesson notes to a lesson plan;

d) Write lesson notes for a forty or eighty minutes lesson in a specific

subject area.


a) Brainstorm on the meaning and significance of lesson notes.

b) Think, pair, share on the main components of lesson notes.

c) Peer Teaching


a) Standard lesson notes taken from books of educational

methodologies.

b) Wall chart showing the major stages of writing lesson notes.


a) Direct observation on individual student level of participation.

b) Student Portfolio assessment on individual written lesson notes.

c) Tests, assignments, on meaning and components of lesson notes; and

relationship between lesson notes and a plan.

5.4 Making and Improvising Teaching/Learning Aids


Specific Objectives


a) Explain the significance of preparing and improvising

teaching/learning aids;

b) Analyse how teaching aids facilitate teaching and learning process.

c) Describe the importance of trying out teaching/learning aids before

going to teach.


a) Brainstorm and think pair and share on the meaning and significance

of making and improvising teaching and learning aids.

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b) Demonstrate how to make or improvise teaching and learning

materials for your subjects of specialization.

c) Case study to Teachers’ resource centers to learn about preparation,

improvisation, use and storage of teaching/learning aids.

d) Group discussion /plenary presentation on the importance of pre-

testing teaching/learning aids.


a) Pieces of Styrofoam for making models.

b) Carpentry tools.

c) Nails and adhesives.

d) Metal plates, bottles, plastic containers, cardboards, manila sheets,


a) Quizzes, Timed essay, tests and exercises, on making and

improvising teaching /leaning aids.

b) Student portfolio assessment on teaching/Learning aids.


5.5 Log book


Specific Objectives


a) Explain the concept of log-book;

b) Analyse the characteristics of a log-book;

c) Explain the significance of a log-book;


a) Debate on the meaning and significance of a log-book in a

particular lesson.

b) Group discussion and plenary presentation on the main

characteristics of a log-book.


19

a) Log-books of different subjects.

b) Information on logbooks in the library.


a) Student portfolio assessment

b) Tests and individual assignment on meaning and significance of

logbooks.

6.0 TEACHING PRACTICE

6.1 The Concept of Teaching Practice


Specific Objectives


a) Describe the concept of teaching practice.

b) Appraise the significance and requirements of conducting teaching

practice.

c) Examine advantages and limitation of conducting teaching practice.


a) Group discussion on the meaning and significance of teaching

practice.

b) Library search on the requirements of conducting teaching practice.

c) Brainstorm the equipment needed to conduct teaching practice.

d) Group discussion on the advantages and limitations of conducting

teaching practice.


Texts on teaching practice from a library or internet.

Reports on Teaching practice.

Assessment Procedures

a) Observation checklist

b) Rating scale

c) Exercises

20


6.2 Types of Teaching Practice

Estimated Time: 4 hours

Specific objectives


a) Identify four types of teaching practice (block teaching practice,

single lesson teaching practice, microteaching and peer teaching).

b) Explain the significance of each of the types of teaching practice.

c) Outline the characteristics of each of the types of teaching practice.

d) Examine the advantage and limitations of each of the types of

teaching practice.


a) Group discussion of the concept of teaching practice and difference

between four types of teaching practice.

b) Library /internet search on the significance of four types of teaching

practice.

c) Think pair share on the characteristics of four types of teaching

practice.

d) Group discussion on the advantages and limitations of four types of

teaching practice.


Texts with information on types of teaching practice.

Charts showing the advantage and limitations of different four types of

teaching practice.


a) Quizzes, tests, exercises

b) Seminar presentation on types of teaching practice

c) Student portfolio

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6.3 Preparation for teaching


Specific Objectives


a) Conduct Micro teaching practice.

b) Conduct single lesson teaching practice

c) Fill subject logbook

Teaching and learning strategies

a) Group discussion on procedure of conducting micro teaching

practice.

b) Group discussion on procedures of conducting lesson teaching

practice.

c) Demonstration on the process of filling subject logbook.

Teaching and learning Resources

a) Relevant textbook/literature.

b) Internet facilities.


a) Student assessment Portfolio

b) Anecdotal records to assess single lesson teaching practice and micro

teaching practice.

c) Library assignment on preparation for micro teaching practice and

single lesson teaching practice.

6.4 Assessment and Moderation of Teaching Practice

Estimated Time: 3 hours

Specific Objective


a) Explain the concept of block teaching practice moderation.

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b) Describe strengths and weakness of block teaching practice (BTP)

assessment.

c) Appraise the significance of block teaching practice moderation.

d) Evaluate the strength and limitations of B.T.P.moderation.


a) Library /internet search on strengths and weakness of assessment of

block teaching practice.

b) Group discussion on the significance of block teaching practice.

c) Brainstorm on strengths and limitations of B.T.P moderation.


a) Assessment forms for teaching practice.

b) Texts with information on assessing teaching practice and

moderation.

c) Internet search


a) Rating scale on student teachers’ interaction.

b) Student teachers portfolio

c) Checklist observation


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Reading List

Bishop, G (1986): Innovation in Education, Macmillan. London:

Bishop, G. (1985). Curriculum Development: A Textbook for students Macmillan,

London.

Curzon, L.B. (1997). Teaching in Further Education: An outline of Principles

and Practice (Forth Edition): Continuum, London:

Dhand, H. (2004). Techniques of Teaching: Ashish, New Delh

Farrant, J. S (1980): Principles and Practice of Education (New Edition):

Longman, London.

Hujlund, G; Mtana, N and Mhando, E(Eds) (2000). Practice and Possibilities in

Teacher Education in Tanzania Ecoprint: Dar es Salaam.

Kyriacou, C.(1997). Effective Teaching in Schools: Theory and Practice. Nelson

Thornes, Cheltenham.

Macharia, S.N and Wario, K.H (1989). Teaching Practice in Primary Schools.

Macmillan, London.

Marland, M. (2002): The Craft of the Classroom A Survival Guide. Heinemann,

London.

Marsh, C.J. (1997). Perspectives: Key Concepts for Understanding Curriculum::

Falmer, London.

Nayak, A.K and Rao, V.K. (2004). Classroom Teaching Methods and Practices.

APH Publishing, New Delhi:

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Curriculum and teaching syllabus for diploma in secondary education