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Islamic Republic of Afghanistan Ministry of Education Literacy Department
Islamic Republic of Afghanistan Ministry of Education Literacy Department
Authors:
Allah Baz Jam Literacy Program Directorate
Rahima Asmar Monitoring and Evaluation Unit
Shahla Hafizi Development Project Planning, Budget
Implementation and Reporting Unit
Assadullah Sadiq Monitoring and Evaluation
Mohammad Amin Dostdar Teacher Training Unit
Mohammad Afzal Hanafi Teacher Training Unit
Abdullah Danishjow Teacher Training Unit
Abdul Rahim Karimi Teacher Training Unit
LEAF2/JICA Team:
LEAF2 Japanese Experts: (Prof. Yumiko Ono, Ms. Madoka Mori, Ms. Utako Morita Ms. Yoko Satomi, Ms. Harumi Tsukahara, Ms. Sakiko Yamaguchi, Ms. Rie Koarai Mr. Naoyuki Sato, Ms Satoko Okamoto, Mr. Takuya Sasaki, Ms. Hiroko Saito Mr. Masami Suda) LEAF2 National Staff: Mohammad Hassan Khalo Quraishi
Ahmad Jawid
Ziaulhaq Jamal
Najia Nuzhat
Shakila Elham
Rafiullah Shahpoor
Abdul Karim Karimi
Compose and Design
Shafiqullah Majidi
Akbar Hashimi
Table of contents
Introduction ............................................................................................... 1 Why we developed this guideline? And for whom it is? .......................... 1 Structure of this guideline ......................................................................... 1 Teaching Methods ..................................................................................... 2 What is teaching? ...................................................................................... 2 What is method?........................................................................................ 2 What is teaching method? ......................................................................... 2 Kinds of teaching methods ........................................................................ 2 3 Frequently Used Teaching Methods in Literacy Classes ....................... 3 Question and Answer Method ................................................................... 3 Group Work Method ............................................................................... 13 Brainstorming method ............................................................................ 36
1
Introduction
Why we developed this guideline? And for whom it is?
Based on monitoring results of literacy classes of pilot districts in Nangarhar
and Balkh provinces supported by JICA/LEAF2, it was found that facilitators
have problems in effective usage of teaching methods. Therefore Technical
Working Groups of Literacy Department supported by JICA/LEAF2 decided to
work on teaching methods which are effective in adults learning, and teach
them in pilot provinces by conducting trainings, so that facilitators, master
trainers and other PLC staffs know the better usage of teaching methods and use
them practically in literacy classes.
Structure of this guideline
There are various teaching methods in adults’ education, which have been
considered effective in teaching of literacy topics, but because of time limitation
we just named some types of them. Therefore three teaching methods, which
are Q & A, Group work and Brainstorming, are introduced in this guideline
with details including definition, explanation of the method, how to conduct,
advantage, points to be considered, detailed example and purpose of using of
the method in the lesson).
2
Teaching Methods
What is teaching?
Teaching is a mutual process between facilitator and learners which is done in
order to carry reading, writing, calculating and other life skills.
What is method?
The word “Method” is derived from the Latin which means the way to
implement any task.
What is teaching method?
In education, teaching method is the way to implement the class activities,
which helps the facilitator and learners to achieve educational objectives
(knowledge, skill, and attitude).
Teaching method is a technique to teach or facilitate a lesson to learners.
Kinds of teaching methods
There are various teaching methods in the learning and teaching process; as
(lecture, question and answer, storytelling, discussion, brainstorming, display,
observation, role play, pair work, group work and others ....
The involvements of the senses are different in every method and the best
method is the one which most of the senses are involved in it. For conducting
the teaching and learning activities the facilitators should select an appropriate
teaching method based on the content of the lesson, supplementary teaching
materials are considered based on selected methods. The choice of teaching
methods to be used depends largely on how and what knowledge and skill
should be taught to learners effectively, so choosing a teaching method is an
important task of facilitator.
3
3 Frequently Used Teaching Methods in Literacy Classes
Question and Answer Method
1. Explanation of the method
- Q&A method is to ask questions planned in advance, which is used to
involve learners in the lesson and utilize their information.
- Q&A method can be used;
1) reviewing previous lesson,
2) introducing of new topic,
3) Assessing of learners’ understanding at the end of the lesson)
4) When facilitators attract learners attention into the topic.
- There are different types of questions: Yes or No; Right or Wrong; Probing,
and open-end question.
- Probing question is asking "why", and enhances critical thinking skills of
learners.
2. How to conduct Question and Answer method?
- When facilitators make the lesson plan, where Q&A method will be used in
the lesson should be decided, Questions should be put in the lesson plan. And
expected answers need to be considered.
- Facilitator needs to try to involve all learners, the way of asking questions
depends on the situation; facilitator asks question to the whole class, or
individually, or learners ask questions to another learners.
- Q&A method can be delivered by orally, writing on
blackboard/notebooks/papers, showing pictures/real things etc.
- When answer is correct, facilitator praises learners in strong and positive
(outstanding and excellent) way.
- When answer is not correct, facilitator wait for other learners to answer. If
there is no answer from other learners. Facilitator explains the correct answer
by utilizing the answer which rose by the learner.
3. Advantage
- Accurate usage of Q&A method creates greatly communication in the class.
- Q&A sessions create opportunity for debate and further exploration of
concepts.
- It helps learners to learn the topic by speaking and listening, not only reading.
- Facilitator and learners get interest into the class progress.
- Q&A encourages learners to answer in the class.
- Q&A involves learners to learn.
4
- Learners can learn from the answers which class-mates answered.
- Facilitators find out how learners understand the topic.
- Skillful questions can create learners’ critical thinking.
4. Points to be considered
- When learners cannot answer the question, they feel embarrassed. (In order
to avoid the above situation, facilitators give learners some time to think
about the answer, facilitator also needs to collect answers from other
learners.)
- It can leave weak learners behind. So the facilitator should involve them by
asking easy or yes/no questions.
- Questions are carefully chosen, if the Q&A activities will not be related to
the topic appropriately. It defects time management of the class.
- Question should be asked based on the lesson topic, (but different part of the
question should not be asked at one time).
- Ask one question at one time.
- While asking a question, order (sequence) of topics should be considered.
- Facilitator should be able to use different type of questions effectively. Ask
open-end question or easy yes no type of question for weak learners to give
chances to speak in a class. When they make mistakes, instead of saying "no,
you are wrong", facilitator may ask why s/he thought so. Later, as they feel
more comfortable speaking in classrooms, give them more challenging
questions.
- Simple questions should be asked first and then expository questions.
5
5. Example
The following example is selected from the lesson 14 (language part) of Basic
Literacy Book, page 35.
6
Following is an example of lesson plan developed for the lesson 14.
7
Sample Daily Lesson Plan for Q&A example Language Part Basic literacy book Topic: Recognition of letters (Qaf – Che) Page: (35)
lesson: (14)
Objectives Time
90
minutes
Activities of facilitator and
learners
Teaching
method
Teaching
materials /
Supplementary
materials
Remarks
1) Knowledge: At
the end of the
lesson the
learners could
understand the
sound, complete
and half form of
alphabets, and
could use the
letters (Qaf-Che)
in different
positions.
2) Skill: At the end
of the lesson the
learners could be
able to specify the
sound and form of
letters (Qaf-Che)
and find them at
the beginning,
middle and end of
the words.
3) Attitude: The
leaners could be
able to understand
to importance and
advantages of
groing potatoes.
15
minutes
1st activity: Review of previous
lesson
Greetings, managing class by the
help of learners, attendance sheet,
observing homework, reviewing
previous lesson (letter “Zhe”) by
asking these questions:
1. What are losses of hail in
cultivation?
2. Who can write a word
containing letter (Zhe)?
3. Who can read content of
previous lesson (Hail is harmful for
cultivation)?
Question &
answer
Attendance sheet,
basic literacy
book, teacher
guide book, board
and chalk
20
minutes
2nd
activity: Introduction of new
lesson
Facilitator relates previous lesson
with new lesson (Qaf and Zhe
letters) by saying: you have learned
something about losses of hail that
harms cultivation, for example;
trees, plants and etc. Next,
facilitator shows picture of lesson
14 to the learners and asks them to
explain what they see in the picture
and listens to their questions. After
taking title of the lesson from
learners, writes the title on the
board with (Qasim grows potato in
his garden), (Potato has benefits).
Facilitator motivates learners by
telling them a short story.
Display
Storytelling
method
board and chalk,
picture of book
8
40
minutes
3rd activity: Explanation
10 minutes: Facilitator shows
learners the key words (Qasim and
Potato) by flash cards, writes them
in the board and then analyzes
them into letters and finally
distinguishes (Qaf-Che) among the
letters, and repeats them by
learners.
20 minutes: The facilitator scatters
the written words of flash cards
from lesson 14th
on the carpet, and
asks learners to pick the flash cards
one by one and show it to other
learners, pronounce it, and other
learners should follow his/her
pronunciation. After showing and
pronouncing the word in flash card,
the learner stands in a place and
this continues till all the flash cards
are picked up. At the end the
facilitator asks those learners who
did not participate in picking the
flash cards, to take the words from
those who have participated and
arrange them according to the book
content.
10 minutes: The facilitator asks
the learners to write the letters of
key words in the plotted table in
book and then combine the letters.
Display Flash card, board
and chalk
Assessment 10
minutes
Facilitator assess learners by
asking the following question:
1) Specify the letters (Che) in
these words (Chaman -
Chadar)
2) Who can analyze the word
of (potato)
3) Who can talk about
advantage of potato?
Question &
answer
Board and chalk
9
Summary of the
lesson and giving
homework
5 minutes Facilitator summarizes today’s
lesson with these sentences: Dear
learners today you studied these
alphabets (Qaf – Che) at the start,
middle and eat the end of words,
made new words from these
alphabets and knew the importance
of growing potato.
Facilitator gives learners the
following homework, (the
facilitator should give the
homework according to learners
willing and their time limitation).
1. Writing sentences (Qaseem
grows potato in his garden) and
(Potato has benefits).
2. Writing words containing (Qaf -
Che) letters.
The following are examples of dialogues at literacy classes for the part of
assessment of the lesson plan above (shaded part).
Good example of Question and Answer method
Facilitator assesses learners at the end of language part of the lesson and puts
above three questions one by one generally to all learners.
- Facilitator asks learners “Specify the letter (Che) in these words (Chaman-
Chadar)”.
- Some of the learners raise hands.
- Facilitator selects one learner for the response.
- Selected learner (Akbar) answers “ma in Chaman and Chadar words”
- Facilitator says, “Let’s hear from other learners what they say.”
- Facilitator waits for other learners to answer.
- Some of the other learners raise their hands.
- Facilitator selects one learner for the response.
- Selected learner (Rahmat) answers “Che, in Chaman and Chadar words.”
- Facilitator praises Rahmat by saying “Outstanding/excellent (Shabas/Afarin).”
- After that facilitator says, “let’s come to the second question.”
- Facilitator asks learners “Who can breakdown the word of (Kachalo”potato”)”.
- None of the learners raise their hands.
- Facilitator says, OK, I will give one more example of other word to make it
clear to you.
- Facilitator adds that based on my example, “You can do similar breakdown to
the word of “Kachalo.”
- Facilitator gives one another example as “Chaman” Che, Meem, Noon”
10
- Facilitator asks learners to do similar breakdown to the word of “Kachalo.”
- Some learners raise their hands.
- Facilitator selects one learner (Rafi) for the response.
- Rafi answers “Kaf, Che, Alef, Lam, Waw for Kachalo word.”
- Facilitator asks learners, “Is Rafi correct?”
- Learners shout, “YES”.
- Facilitator praises Rafi by asking learners to claps for him.
- Learners clap.
- Facilitator says: “Let’s ask the third question”.
- Facilitator asks learners “Who can talk about advantage of Potato?
- Some of the learners raise hands.
- Facilitator appoints (Aziz) to respond.
- Facilitator goes to Aziz.
- Aziz replies, “It is a good nutrient.
- Facilitator asks again, “Why do you think so?”
- Aziz replies because It has a lot of starch and also vitamin A,B and (Vit C in its
cortex).
- Facilitator says, “Very good.” “Yes”, “You are right.”
- Facilitator asks another learner (Jawad) from the middle.
- Facilitator goes close to Jawad.
- Jawad replies, “It is easily cooked and can be used in different dishes.”
- Facilitator asks learners, “to clap for him.”
- Learners, “Clap.”
- Facilitator asks another leaner (Kamal) from the end row.
- Facilitator goes close to Kamal.
- Kamal replies, “It is fruit and used to make juice.”
- Facilitator asks Kamal: “Why he thought potato as fruit.”
- Kamal says: “Because I heard this once while I was child.”
- Facilitator “thanks” and asks other learners “what do you think about the
answer of Kamal.”
- Jawad says, “That is not correct.” We learned that “It is vegetable and is used
to be cooked.”
- Facilitator asks Shafiq “What do you think about the answer of Jawad, Is
Jawad right?”
- Shafiq says, “Yes, Jawad is right.” “That is what we learned in today’s lesson.”
- Facilitator says, “Exactly.”
- Facilitator explains that potatoes are grown as vegetable in many parts of our
country and people cook and eat them as food.
- After having heard opinions/answers of all responders, facilitator says “thanks
11
you very much” with smile face from learners for the valuable ideas, and says
today’s lesson is over.
Bad example
- Facilitator asks learners “Who can talk about advantage of Kachalo?
- Some of the learners raise hands.
- Facilitator appoints talent learner (Jafar) to respond.
- Facilitator stands on his/her place and doesn’t go close to learner who replies.
- Jafar replies, “It is easily digested.”
- Facilitator doesn't praise or doesn't say anything to thank learner.
- Facilitator asks another leaner (Fazel) from the end row.
- Fazel replies, “It is fruit and used to make juice.”
- Facilitator and learners laugh on Fazel.
- Facilitator says, “No, you are totally wrong.” Or facilitator says, “What do you
mean, Fazel?”
- Facilitator asks another learner (Daud), “Why do you think Fazel is wrong?”
- Daud replies because potato is not fruit; it is vegetable and we have never
drunk juice of potato.
- After having heard opinions/answers of all responders, facilitator says “today’s
lesson is over.”
6. Purposes/ aims of using “Q&A Method” in this lesson
The main purposes of using “Q & A Method” in the particular part (before
conclusion of the lesson) of this lesson are i)to find out learners’ understanding on
the learnt topic (potato is beneficial) and particular letters in a participatory way; ii)
to promote mutual learning among learners as follows:
- Facilitator wants to know understanding level of today’s lesson of learners.
- Facilitator wants to encourage learners to say what they learned today to make
them confidence.
- Facilitator wants learners to review what they learned in a practical and
participatory way by breaking down the key words of the lesson and facilitator
wants to find out if the learners have recognized the letters of (Qaf-Che)
through it.
- Facilitator wants other learners to learn from the answers of their class-mates
about the advantage of the potatoes.
12
- Facilitator wants to know learners’ understanding on the advantages and
nutrient of potato.
- Q&A method enables to review today’s topic efficiently (does not require a lot
of time for reviewing the topic).
13
Group Work Method
1) Explanation of the method
- In adults’ education, group work method is dividing learners into different
groups in order to discuss about a specific topic and do practical work by
group collaboration. It creates the opportunity for learners to share their ideas
with all groups for the accurate understanding of the topic. In this method,
literacy skills of learners such as (reading, writing and calculating) and other
life skills are being supported and developed.
- Learners may feel more free to speak own opinions within small groups.
2) How to conduct group work method?
When facilitators make the lesson plan, s/he should think whether group work is
applicable for the planned lesson topic or not, if yes, then following points need to
be considered on how to conduct effective Group Work.
- Objective and the task of Group Work should be put in the lesson plan. And
expected result needs to be considered.
- Facilitator needs to select an appropriate place for each group, the way that
there should be a space for facilitator to walk around the groups.
- Facilitator decides on the number of group members. The amount of
members facilitator chooses will depend on the number of learners, the size
of the classroom, and the task assigned. Minimum measures for a group work
members are 3 and maximum are 6.Groups of 4-5 tend to balance well the
needs for diversity, productivity, active participation, and cohesion.
- Facilitator randomly assigns learners to groups by counting off and grouping
them according to numbers as the learners with similar numbers set in one
group.(e.g. learners of No.1 sets in one group, learners of No.2 set in other
group …)
- Facilitator arranges the groups after giving the group work instructions.
- Facilitator should provide all group work materials such as (paper, marker
and other materials if needed) for all groups.
- Facilitator allows sufficient time for group work.
- Facilitator explains the task clearly. This means both telling learners exactly
what they have to do and describing what the final product of their group
work will look like.
- for the assignment different roles to the group members so that they are all
involved in the process the facilitator will ask them to choose (e.g., recorder,
spokesperson, and timekeeper) by them selves
- Facilitator should encourage all group members to participate in group work
14
activities actively and to request them to respect each other’s ideas or
comments.
- Facilitator walks around the groups and observers performance of group
works closely, helps and supports learners to achieve the group work
objectives.
- Facilitator should consider enough time for sharing of the group work results
so that the group representatives can share their group work results, if the
time is short or the group work results are similar, s/he can choose one group
as a sample to share the group work result and s/he posts the other group
work results in class walls for the learners to read. Here facilitator should
give time for questions and control the discussion.
- After a class of small group activities, facilitator reflects on the group work
process and refers back to the notes s/he made before class. Facilitator adds
comments about what worked especially well and what s/he would change in
the future to make the exercise run more smoothly.
3) Advantage
- Group work is relevant when a facilitator wants learners to share
different/diverse opinions about something, to discuss some theme within a
group or to collaborate to complete a task like an experiment.
- It is effective when facilitator wants to motivate learners, encourage active
learning, and develop critical-thinking and communication skill.
- Group work method encourages learners to share various ideas or comments
about the related topic.
- In group work method learners are more attentive to activities.
- Working together in groups also gives learners the opportunity to learn from
each other’s experiences.
- Learners are encouraged to become active rather than inactive learners by
discussing and practicing.
- It promotes the co-operative learning atmosphere.
- It encourages the development of critical thinking skills.
- Large numbers of learners are involved in discussion or group work
simultaneously.
- Same question(s) of lesson topic can be worked in different groups to share
various ideas on the same question.
- Different questions of lesson topic can be discussed in different groups at the
same time and then shared to all learners in the class.
- It can help shy learner to express his/her opinion to other learners in groups
15
rather than to whole class.
4) Points to be considered
- It is not realistic to expect facilitator to use group work method often in
classrooms due to space, time and material constraints. If it is, the activity
should relate closely to the course objectives and class content and must be
designed to help learners learn, not simply to occupy their time.
- In addition, while deciding whether to use group work or not for a specific
task, it needs careful planning in advance. Facilitator needs to consider these
questions:
What is the objective of the activity?
How will that objective be achieved by asking learners to work in
groups?
Is the activity challenging or complex enough that it requires group
work?
Will the task require true collaboration?
- Time management is very important in conducting group work. Set time to
start and stop and stick to it.
- Facilitator needs to keep group work on the right track based on group work
task.
- Learners must learn not to dominate discussion within a group. Every
member should be equal and should have a right to express himself/herself
free.
- Successful group work requires not only careful preparation and facilitation
but also regular reflection and reassessment afterward.
- Grouping does matter. Random grouping may result in ability grouping. If a
facilitator wants collaboration among learners, purposeful mixed grouping
(Talented, middle and weak learners) may work better.
Note: The group work method can be mostly used in post literacy book, if
facilitator uses group work method in basic literacy book and learners cannot
write their ideas, then s/he can ask their ideas orally from representatives of the
groups.
16
5) Example Two examples (one is from language part and the other is from math part) are
selected to show how group work activity goes on in class. One of the example
is selected from basic literacy book, lesson 62(Malaria Fever), page#287.
17
Sample lesson plan for 1st Group work example
Language Part Basic literacy book Topic: Malaria Lesson no.62 Page:
(163)
Objectives Tim
e
90
min
utes
Activities of facilitator and learners Teachin
g
method
Teaching
materials
/
Suppleme
ntary
materials
Rem
ark
s
1)
Kn
ow
ledg
e: At th
e end
of th
e lesson
the learn
ers will b
e able to
get in
form
ation ab
ou
t Malaria.
2)
Sk
ill: At th
e end
of th
e lesson
the learn
ers cou
ld b
e able to
read an
d w
rite the tex
t of m
alaria lesson
.
3)
Attitu
de: T
he lean
ers will b
e able to
kno
w th
e hazard
of m
alarial diseases an
d h
ow
to p
rotect an
d cu
re the
patien
ts infected
by M
alaria.
10
min
utes
1st activity: Review of previous lesson
Greetings, managing class by the help of learners, attendance sheet,
observing homework, reviewing previous lesson ( Tuberculosis) by
asking following questions:
1. Who can write the word of (Tuberculosis) on the board?
2. Who can read the text of Tuberculosis lesson?
3. How to take care of tuberculosis infected patient?
Q&A Attendance
sheet,
basic
literacy
book,
board and
chalk
20
min
utes
2nd
activity: Introduction of new lesson
Facilitator relates previous (Tuberculosis) lesson with new lesson
(Malaria) by saying: you have learnt about tuberculosis, it is an
epidemic disease; they have to be kept in place not to infect other
family members, how to cure and take care of patients. Facilitator
shows picture of lesson 62 to the learners and asks them what they
see in the picture.
Expected answer from learners: There are some Mosquitos. The
facilitator writes the title of the new lesson on the board (Malaria).
Facilitator motivates learners by telling them a short story. (From
Teaching Guideline)
Q&A
Display,
brainsto
rming
teacher
guide book
board and
chalk,
picture of
the lesson
18
45
min
utes
3rd
activity:
7 minutes: Facilitator shows learners the key words (Malaria) by
flash cards, writes them on the board and then the facilitator asks the
learners to fully pay attention and starts reading the text of Malaria.
Once again the facilitator read repeatedly the text for better
understanding of the lesson.
The facilitator asks the learners who can read the text?
The facilitator will select three learners from different parts of the
class to read the lesson text.
8 minutes: The facilitator scatters the split sentences of Malaria
lesson text which were prepared beforehand, and asks volunteer
learner for picking up a split part of text, and asks him/her to read
the picked up text, and do so until the split text of Malaria lesson is
finished. Then the facilitator asks the rest of learners to make the
order of the sentences based on Malarial lesson text order, one by
one.
The ordered text is arranged by adhesive tape on the board.
Finally the learners who did not participate in the class activity, the
facilitator will ask them to read partly the arranged text of malaria
lesson on the board.
5 minutes: The facilitator asks the learners to write the Malaria
sentences on their notebooks.
Group work
5 minutes: The facilitator instructs the group work instructions as
following;
Assigning group work members by counting 1-3, assigning the place
of each group, distributing group work materials (flip charts and
markers) and offers the group work questions to each group,
Proclaiming the start and ending time for group work. The facilitator
asks the groups: please select the time keeper, writer, and group’s
representatives for sharing the result of group work by your selves.
10 minutes: Group work questions for each group
Question for group #1.
If you or family members are affected by malaria, what you feel
and what do you do to be cured?
Question for group #2.
What do you do in your community/ home to protect from
malaria effectively?
Question for group #3.
By the cooperation of your group members please write your
understanding about Malaria diseases and the ways how to protect.
10 minutes: Sharing the group work result:
The group work representatives share their group work results to
rest of the learners.
Display
Questio
n and
Answer
Group
work
Flash card,
board and
chalk
Note book
and pen
Board and
chalk
paper/chart
s for group
work
activity
Marker/Pe
n
19
Assessm
ent
10
min
utes
Facilitator assesses learners by asking the following question:
1. How can we protect ourselves from Malaria infection?
2. Who can write the word of (Malaria) on the board?
3. Who can read the text of Malaria lesson?
Q&A
Su
mm
arization
and
g
ivin
g
ho
mew
ork
5 m
inu
tes
Dear learners: today you learned about Malaria (What is Malaria,
How to protect yourself, your family and community from Malaria,
what are the symptoms of the infected person by Malaria.
If you don’t have any question today’s lesson in language part is
finished. Let’s come to Math part.
Oral
The following is an example of dialogues at literacy classes for the part of group
work of the lesson plan above (shaded part).
1st Example of group work
- Facilitator has prepared lesson plan. S/he makes sure there is chalk, board
and papers that learners need to write on. Facilitator has already prepared
three questions as above in lesson plan.
- Facilitator announces that there is a group work activity and learners should
be arranged in groups.
- Learners listen.
- As the total numbers of learners are 15, facilitator makes 3 groups.
- Facilitator selects 5 learners into one group by counting 1 -3 randomly.
- E.g. Ahmad #1, Rafi# 2, Naser #3,
- Learners make groups.
- Facilitator provides papers, markers/pens to all 3groups.
- Facilitator introduces group work objective (leaners know how to effectively
protect themselves from malaria)
- Facilitator explains that there are three questions; one to each group.
- Facilitator says, “group # 1 should write their ideas on (If you or family
members are affected by malaria, what you feel and what do you do to be
cured?)
- Facilitator says, “Group # 2 should write their ideas on what do you do in
your community/ home to protect from malaria effectively?)
- Facilitator says, “Group # 3 should write their ideas on) in what areas malaria
fly (Anopheles) can be found?)
- Facilitator announces that learners have 10 minutes to write their ideas on the
20
topic and they have 10 minutes for sharing their ideas.
- Facilitator or group#1 assigns Akmal as recorder, Ahmad as spokesperson
and Mansoor as timekeeper.
- Group#2 assigns Fazel as recorder, Rafi as spokesperson and Jawad as
timekeeper.
- Group#3 assigns Shafiq as recorder, Hasan as spokesman and Naser as
timekeeper.
Facilitator asks learners to write their ideas in groups and then they will have
chance to share their ideas.
- Facilitator says: “Dear learners, your ideas are valuable, so please everyone
participate actively, and please respect each other’s ideas/comments”
- Learners start discussion and writing.
- Facilitator walks around the groups and looks duration of group works closely,
helps and supports learners.
- Mahmood from group # 3 raises his hand and asks facilitator to come to close
to his group because he has a question.
- Facilitator walks to his group.
- Mahmood asks: “Do we need to write what kind of instructions we give to our
children/family or to community to protect from malaria?”
- Facilitator replies: “You can write both.”
- Facilitator announces that 5 minutes left. Hope you finish on time.
- When the time is up, facilitator announces:” Now the time is finished, everyone
should stop writing.”
- Facilitator says: “Now we have 10 minutes to share each group work result.”
- Facilitator asks: “Which group is ready first to present?”
- Group # 1 says: “We are ready to present first.”
- Facilitator says: “Very good, Ahmad, let’s come and present your group work
result.”
- Facilitator asks leaners to listen to Ahmad’s presentation and if you have
question, you can ask at the end of the presentation.
- Leaners listen.
- Ahmad starts his presentation.
- When the presentation is finished, facilitator thanks Ahmad and asks learners to
clap for him.
- Learners clap.
21
- Facilitator asks learners if there is any question, you can ask.
- Rafi from group # asks a question: “If we are affected by malaria, can we get
medicine from counter table without going to doctor?
- Ahmad replies: “No, because doctor know how to treat you.”
- Facilitator also adds that getting medicine without prescription of doctor will
have negative side effects, so it is important that you should go to nearby clinic
or doctor.
- Facilitator says: “Thank you so much for your presentation and participation.”
- If times allows, other group also presents their group work result or the times is
short facilitator can post the other group work results in class walls for the
learners to read.
- ....
- Facilitator sometimes in the future talks about malaria and checks how people
deal with it to protect themselves from malaria because it is good for facilitator
to have regular reflection and reassessment afterward.
Purposes/ aims of using “Group Work Method” in this lesson
The main purpose of using “Group Work Method” in this part of the lesson is to
promote learners’ understanding of the topic (Malaria) more deeply as well as
reading and writing skills in relation to their daily lives, by actively involving in
discussion in groups. This will also help learners create a friendly learning
atmosphere and gain confidence by sharing their opinions with others. The
following are more detailed explanations:
1. To maximize learners’ understanding about the lesson topic in relation to
their daily lives:
- Facilitator wants to provide learners with opportunities to discuss deeply about
Malaria and share various opinions among them, so that they can understand it
more. This will help them regard Malaria as a disease closely related to their
lives.
- Facilitator wants the learners to share their ideas in a friendly atmosphere to
find the ways of protecting themselves from Malaria.
22
- Facilitator wants to collect learners’ ideas as much as possible because s/he
wants to use them with some complimentary information about the lesson by
the facilitator to summarize the today’s topic.
2. To help learners learn how to read and write in relation to their daily lives:
- Facilitator wants the learners to read and write sentences in relation to Malaria.
Discussing about Malaria in different groups, recording the discussion results,
and sharing the results with other group members will give learners
opportunities to practice reading and writing about Malaria in relation to their
daily life situation.
3. To involve learners actively in the class
- Facilitator wants to involve all learners in the class,
- Even for shy learners, it will be easier to express their ideas about Malaria in
small groups rather than in the whole class
4. For learners’ confidence:
- Expressing their own ideas about Malaria to other learners at their groups will
help learners gain confidence.
5. For Facilitators’ understanding on learners’ knowledge about Malaria and
their ability (about what protection of Malaria.
- The facilitator wants to know whether the group members can propose
different ideas about Malaria or not.
- Facilitator wants to know literacy learners’ understanding on what is malaria
disease symptoms and how they protect themselves.
- The facilitator wants to know the literacy learners’ ability on working in
individual groups
6. To promote co-operative learning atmosphere:
23
- Facilitator wants the learners to become friends through doing group work,
which will contribute to conducive and collective learning.
7. To discuss different topics at one time (for efficient usage of limited time)
- Being divided into three different groups, learners can share their opinions
about different questions on Malaria in each group at the same time.
24
2nd
Group work example
25
26
Sample lesson plan for 2nd Group work example (Fraction) Math Part Basic literacy book Topic: Introduction of Half, third, quarter Lesson:103
Page: (224)
Objectives Time
30
minut
es
Activities of facilitator and learners Teaching
methods
Teaching
materials /
Supplementar
y materials
Remar
ks
1.
At th
e end
of th
e lesson
, learners w
ill get in
form
ation ab
ou
t the fractio
n.
2.
Learn
ers cou
ld b
e able to
read an
d w
rite the fractio
nal ex
pressio
ns o
f (1/2
, 1/3
, ¼)
3.
By
usin
g th
e draw
n fig
ures o
f half, th
ird, q
uarter, learn
ers cou
ld b
e able to
to k
no
w
the m
athem
atical dig
its.
4 m
inu
tes
1st activity: review of previous lesson
The facilitator checks the home work of some learner,
for assessing the previous lesson he/she writes the
following question (35÷7=?) On the board and asks the
learners who can solve the question.
The learners may raise their hands, So the facilitator
invites one of them to the board for solving the given
question.
To find the new lesson’s topic from the learners the
facilitator proposes the question as follows.
Who can say an example of One Third, and One fourth)
of the figures and things you dealt with in your daily
life.
May be one the learner says, if we divide a figure of
thing into four parts, we take a part of them that is one
fourth(quarter)
While the facilitator gets the new lesson topic from the
responses of the learners, so he/she writes the topic
(Introduction of Half, third, quarter) on the board.
Q&A Basic literacy
book,
Board
Chalk/marker
Drawn figures
8 m
inu
tes
2nd
Activity: introduction of new lesson
The facilitator will draw three circles on the board and
divide each circle into half, three and four equal parts.
And will asks the learners, for paying attention to the
circle which will be split by equal to parts, then the
facilitator will say if we fill or color a part of the
circle , it means this figure is divide by two equal parts,
and one part is taken, So this figures is shown by ½
mathematical digits.
Also he/she split the circle by three equal parts and fill
or color one part of the circle , it means this figure is
divided by three equal parts, and one part is taken, this
figure is shown by ⅓ mathematical digits.
Finally he/she split the circle by four equal parts and fill
one part of the circle , it means this figure is divided by
four equal parts, and one part is taken, this figures is
shown by ¼ mathematical digits.
Q&A
Oral
Board and
chalks
27
13
min
ute
s
3rd
activity: Group work activities
8 minutes: The facilitator instructs the group work
instructions as following:
Assignment of the group work members by counting
1-3, assigning the place of each group, distributing
flip charts and markers, offer the group work
questions to each group, Proclaiming the start and
end time for group work. The facilitator will say to
the group’s members please select by yourselves time
keeper, writer, and group’s representatives for
sharing the group work result.
Group work question:
G1: Please write the fractional expression for the
below given broken down figures by the cooperation
of your group work members?
G2: Please draw figures of the below given fractional
expression by the cooperation of your group
members? ½، ⅓، ¼
G3: Please match the related given break down
figures to the given fractional expression by the
cooperation of your group members?
½، ⅓، ¼
5 minutes: Sharing of the group work results:
The group representatives will share the group work
result to the rest of the learners.
As conclusion of group work activity the facilitator
will say about the importance of knowing fractional
expression of half, one third and quarter:
Group
work
Paper/charts
Marker/pen
Ruler
28
Assessm
ent
3 m
inu
tes
The facilitator will propose below questions for assessing and
consolidating today’s lesson:
Who can divide the below figure into four equal parts
and fill one part by chalk and write the factional
expression digits?
Who can divide the below given figure into three equal parts, fill
one part by chalk and write the fractional expression?
Who can divide the below given figures into two equal parts and
fill one part by chalk and write the fractional
expression?
The facilitator will thank the leaners for their active
participation and proclaim end of the lesson.
Q&A Board
Chalk
Su
mm
ary
of
the
lesson
an
d
giv
ing
ho
mew
ork
2 m
inu
tes
Facilitator summarizes the lesson by telling: Dear
learners today you studied fraction and knew how to
divide a figure into different parts.
Giving Homework: If you have time, please draw a
square and divide it into 4 parts and color 2parts of it.
If you don’t have any question, today’s lesson is over.
Have a good day.
Oral Basic literacy
book
The following is an example of dialogues at literacy classes for the part of group
work of the lesson plan above (shaded part).
Example of Group work activity:
- The facilitator invites the learners for practicing the half, one third, and
quarter of the figures, and say now we would do a group, he/she provide the
group materials he/she instructs the learner as follow;
“The group work activity duration is 8 minutes. Please try to finish the
group within given time, please assign the writer, time keeper and
representative for group work by yourselves, and make a good contribution
while doing the group work activities.”
- The facilitator divides the learner into three groups by counting from one to
three, as Zarghona, 1, Shakila, 2 Gul dasta, 3, Majabeen,1 Kahdeeja, 2
Ferishta 3 when counting assigned the last leaners then the facilitator assign a
proper place for each group.
29
- The facilitator will say: the learners who are assigned by #1 they are the
members of groups one, the learners who are assigned by #2 they are
members of group two, and the learners who assigned by #3 they are group
member of group three So the facilitator starts the group work activity
- The facilitator walks around for supporting each group if they need help.
S/he walks to check, how the progression of group activity is.
- Facilitator finds at group 1 that learners divided the figure into four unequal
parts, he/she support instruct them for dividing the figure into 4 equal parts.
- Facilitator offers the group work questions to each group as bellow:
G1- Please write the fractional expression for the below given broken down
figures by the cooperation of your group work members?
G2- Please draw figures of the below given fractional expression by the
cooperation of your group members? ½، ⅓، ¼
G3- Please match the related given break down figures to the given
fractional expression by the cooperation of your group members?
½، ⅓، ¼
- The facilitator walks around for supporting each group if they need help of
he/she walks for checking, how is the progression of group activity.
- The facilitator find at group 1 that learners divided the figure into four
unequal parts, he/she support instruct them for dividing the figure into 4
equal parts.
- Facilitator announces that the group work time is finished; and asks learners
to share their group work results.
30
- Learners stop and get ready to share their group work results.
31
Sharing of the group work result:
- Group 1st group representative comes in front of the class share their group
work activity and show the figures, and the related mathematical digits.
½
⅓
¼ - Group 2nd group representative comes in front of the class share their group
work activity and show the related mathematical digits to the figures.
½
⅓
¼ - Group 3
rd representative comes in front of the class and shares their group
work activity and show the related mathematical digits to the figures.
½
⅓
¼
32
Consolidation of today’s lesson:
The facilitator consolidates today’s lesson by proposing the below question:
The facilitator draw a square and ask the learners who can divide this figure into
four equal parts and fill one part by chalk to show quarter of this square and write
the related figure mathematical digits.
Nazia raises her hand and comes to the board and divided given square into four
equal parts and fill one part, then writes the mathematical digits
¼
Purposes/ aims of using “Group Work Method” in this lesson
The main purpose of using “Group Work Method” in the particular part (math)
of this lesson is to maximize learners’ understanding about fraction in a practical
way as follows:
- The facilitator wants to practically involve the leaners into the lesson activity to
get learners’ more attention in order to understand the topic better.
- Facilitator wants the learners to learn the mathematical digits by drawing,
breaking down and coloring the figures by themselves for their better
understanding.
- Facilitator wants the learners to improve their drawing and writing skills of
fractional expression.
- The facilitator wants to assure him/herself whether the learners can divide the
figures and write the fractional expressions.
33
Here are figures of good and bad examples of group work.
What are the differences between them?
34
35
Good point and bad point to be able to grasp from the figure.
[Good point]
1) Start time and end time is clearly instructed on the board.
2) Discussion theme is clearly mentioned on the board.
3) Groups are made in enough space so that facilitator can walk around and
help learners.
4) Learners are divided into certain number of group.
[Bad point]
1) Nothing is instructed for group work on the board.
2) Learners are not divided into certain number of group.
3) Facilitator does not walk around and help learners.
36
Brainstorming method
1. Explanation of the method
Brainstorming method is a process in which facilitator asks learner to come up
with ideas on the specific topic. In literacy education, brainstorming method is the
way to involve literacy learners on thinking individually on the assigned topic. At
the first stage of this method (Collecting ideas) the assumption is that there is no
right or wrong answers to the assigned topic. Brainstorming is group thinking for
problem solving. Creative and unique ideas are encouraged.
2. How to conduct brainstorming method?
- When facilitators make the lesson plan, where brainstorming method will be
used in the lesson, should be decided.
- As the first step of the brainstorming method is a period of free thinking,
which is used to articulate ideas, the facilitator introduces the topic.
- Facilitator begins brainstorming by asking specific open-ended question.
- Facilitator writes ideas which came up from learners on the board/ flipchart.
- During collecting ideas, facilitator does not need to write similar ideas, but
instead s/he can thank and write name of the learner who answered same
idea.
- Facilitator relates the collected ideas of leaners to lesson topic.
3. Advantage
- Brainstorming helps facilitator to collects various ideas from learners on a
specific topic.
- Encourages learners to participate in class activities.
- Equal chance will be given to learners (included shy learners) to think of
their ideas and to share them.
- More ideas are collected in a short period of time.
- It helps learners to see other points of view.
- Brainstorming may help learners to think on similar topics in their daily life.
4. Points to be considered
- The topic should be clearly defined for the learners.
- The facilitator should respect learners’ ideas.
- Topic should be phrased as a question.
37
- Facilitator encourages and assures learners that their ideas are valuable and
they shouldn’t be worried of their answers.
5. Example
The following example is selected from basic literacy book, lesson 57 (Working
increases income), page#57.
38
Sample lesson plan of Brainstorming example Language Part Basic literacy book Topic: working increases income Lesson: (22)
Page: (57)
Objectives Time
90
minutes
Activities of facilitator and
learners
Teaching
method
Teaching
materials /
Supplementar
y materials
Remarks
1)
Kn
ow
ledg
e: learners co
uld
be ab
le to read
lesson
no
.22
(work
ing
increases in
com
e.
2)
Sk
ill: learners co
uld
be ab
le to an
alyze th
e key
wo
rds (in
com
e, career, mak
e)
3)
Attitu
de: learn
ers sho
uld
be ab
le to k
no
w th
e imp
ortan
ce of careers an
d d
ifferent n
ew w
ays o
f
increasin
g th
eir inco
me.
15
minutes
1st activity: Review of previous
lesson
greeting, class arrangement by the
help of learners, taking attendance,
checking home work (if given),
evaluation of previous lesson
“Angels are brightening servants of
Allah” by asking these questions:
1. How many elect’ angels of Allah
are there? 2. Name the elect angels
of Allah. 3. Who can write the
word of “elect” on the board?
Q&A Attendance
sheet
Board
chalk/marker
20
minutes
2nd
activity: Introduction
Relating previous lesson “Angels
are brightening servants of
Allah” to the new lesson
“working increases income” by
telling: Dear learners we knew
that there are four elect’ angels
of Allah which have specific
responsibilities from Allah, and
we believe on them.
Then s/he shows the picture of
the new lesson, and writes topic
of the new lesson on the board by
receiving the title from learners’
ideas about the picture, and
introduces the new lesson by
asking this question (How to
increase the income to make
stable income by using new ways
for the current income sources?).
after hearing learners different
ideas, compiles them and refers
to today’s new lesson page
“working increases income”
Brainstorming Basic literacy
book
Board
Chalk/marker
39
40
minutes
3rd
activity: facilitator reads
contents of lesson (22) and asks
learners to repeat after him/her.
After reading by facilitator, s/he
asks some of the learners to read
the contents one by one. Then
shows and familiarizes the key
words “income, career, make” to
the learners by analyzing and
compiling, which are prepared in
flash cards beforehand. Then asks
learners to practice the key words
in their books.
To strengthen the lesson asks some
of the learners to use the key words
in simple short sentences, then
facilitator writes the sentences on
the board and reads them for
learners again.
Display Flash cards
Basic literacy
book
Pen
Assessment 10
minutes
Facilitator assesses learners by
asking following questions:
1. Who can read the lesson
contents loudly?
2. Who can analyze the word
“income”?
3. Name 2 new ways of increasing
income.
Q&A Board
Chalk/marker
Summary of the
lesson and giving
homework
5 minutes Facilitator summarizes the lesson
by telling: Dear learners today you
talked about how to increase your
income, read the lesson “working
increases income” and knew how
to analyze and compile the key
words “income, career, make”.
Giving homework
If you are interested and could find
time, then please write the key
words “income, career, make” in 1
page of your notebooks.
Announcing End of the lesson:
If you don’t have any question, the
Language part is over. Now let’s
start our Math’s part lesson.
Oral Basic literacy
book
The following is an example of dialogues at literacy classes for the part of
brainstorming of the lesson plan above (shaded part).
Here facilitator needs learners to think about increasing income in their life.
Learners will have different ideas on increasing income. There will be no wrong
answer. Facilitator compiles answers of the learners.
40
- Facilitator starts the brainstorming session by asking the question of “How to
increase the income to make stable income by using new ways for the current
income sources?” from all learners generally.
- Facilitator gives a moment for learners to think.
- Learners think about the topic.
- Then, facilitator asks learners to give their opinions and says, “Let’s collect
your ideas now.”
- Ahmad: “By connecting our products with the market.”
- Facilitator says, “Very good” to Ahmad and encourages other learners to give
their ideas.
- Facilitator writes “To connects our products with the market” on the board.
- Jalal: “By packing them in good way.”
- Facilitator praises Jalal by saying, “well done”
- Facilitator writes, “By packing them in good way” on the board.
- Mansoor: “By connecting our products with the market.”
- Facilitator says: “Thank you very much, this idea is already written on the
board, so s/he writes Mansoor’s name beside the sentence.
- Facilitator asks Naser, “What is your idea?”
- Naser : “I don’t have idea.”
- Facilitator asks Naser with smiley face, “Don’t you want to increase your
income?”
- Naser:, “Yes, I want.
- Facilitator : “Then please tell me how to increase your income?”
- Naser: “We need to have good quality of products.”
- Facilitator says, “Very good.” “Good idea”
- Facilitator writes “We need to have good quality of products.” on the board.
“
- Akmal: “We should show our product in exhibition to attract customers.”
- Facilitator says, “Very good” to Akmal and encourages other learners to give
their ideas.
- Facilitator writes “We should show our product in exhibition to attract
customers.” on the board.
- Fawad: “It is necessary that villagers should be educated by NGOs in new
ways of producing our products.”
- Facilitator praises Fawad by asking leaners to clap for him.
41
- Learners clap.
- Facilitator writes, “It is necessary that villagers should be trained by NGOs in
new ways of producing our products.” On the board.
- Hassan: “We need to use new methods of producing our products as rising
meat chicken and will have good income rather than maintenance of home
chicken.”
- Facilitator thanks Hassan for his specific idea.
- Facilitator writes, “We need to use new methods of producing our products as
raising meat chicken which will have good income rather than maintenance
of home chicken.” On the board.
- Facilitator compiles the ideas and says, “Now you have different and similar
ideas on “How to increase the income to make stable income by using new
ways for the current income sources?” Your ideas are very good. Yes, we
need to have good quality of products, we need to pack them in good way
and we should show our product in exhibition to attract customers and when
we connect our products to the market, and our villagers are trained by NGOs
in new ways of producing our products, we will increase the income to make
stable income. And we need to use new methods of producing our products
one of the specific examples are to raise meat chicken which will have good
income rather than home chicken.
- Then facilitator says: thank you so much for your ideas, lets come to today’s
lesson page, open your books, today’s topic is “Income.” and continues the
lesson based on the lesson plan.
6. Purposes/ aims of using “Brainstorming Method” in this lesson
The main purposes of using the “Brainstorming Method” in the particular part
(introduction) of this lesson are i)to introduce the new topic (work increases
income) to learners effectively; ii) to promote learners’ various ideas of the new
topic and get familiar with it for better understanding. The following are more
detailed explanations:
- By conducting the brainstorming method at the beginning of the new lesson
“introduction of new lesson”, facilitator wants to know learners ideas for the
42
better implementation of the new lesson in order to adjust teaching contents
based on them.
- Facilitator wants learners to think about increasing income before lecturing
today’s lesson so that learners would understand the topic more deeply.
- Facilitator wants to summarize and consolidate the collected ideas of the
learners on how to increase and make their income stable to use them later in
the class. By doing this, the lesson topic can be taught based on what learners
already know, which might make learners feel closer to the topic and more
confident on their learning.
- Facilitator wants to collect various ideas of “how to increase income” in a short
period of time.
JICA Japan International Cooperation Agency
The Project on Improvement of Literacy Education
Management in Afghanistan (LEAF 2)
(۲پروژه بهبىد ادارۀ تعلیامت سىاد آمىزی در افغانستان )لیف
دفرت همکاری های بین املللی جاپان جایکا
(۲)لیف مالتړي پروژه پیاوړتیا لیک لىست د د په افغانستان کي
جایکامؤسسه جاپان د نړیىالى مرستى
