Question
QUESTION ONE (25 MARKS) ."crentiate between training and instructions. (4 marks) b) Antlyze three strategies that a teacher can use to motivate learners in the classroom (3marks) c) Using four points,explain how a teacher can use a syllabus for effective teaching and learning. (4marks) d) Explain three individual differences that would obstruct constructive learning. (6 marks) c) Describe four ways in which a teacher can assess learners achievement during the lesson. (8 marks) QUESTION TWO (15 MARKS) 2a) Explain five characteristics of learner centered approach to teaching and learning. (5 marks) b) Discuss five ways in which a teacher can use an expository approach to ensure effective teaching. (10 marks) QUESTION THREE (15 MARKS) 3a) Using specific examples from your subject area, discuss three merits of an inductive approach to teaching. (6marks) b) Describe how the following characteristics of a system apply in an education system.(9marks) i. Goal ii. Elements iii. Feedback QUESTION FOUR (15 MARKS) a) Describe five ways that a teacher can apply to capture and sustain the learner's attention in th classrocm. (5 marks) ) Discuss five barriers to communication in the classroom. (10 marks) UESTION FIVE (15 MARKS) ) Explain five qualities of a good instructional objective according to Benjamin Bloom. ) Discuss five factors that a teacher needs to consider before preparing a scheme of work for aching. (5marks) (10marks)
Solution
4.5
(226 Votes)
Austin
Master ยท Tutor for 5 years
Answer
**QUESTION ONE (25 MARKS)**a) **Training** focuses on developing specific skills for a particular job or task, often involving practical application and repetition. **Instruction**, on the other hand, focuses on imparting knowledge and understanding of concepts and principles, which can be applied in a broader range of situations.b) Three strategies for learner motivation:* **Positive Reinforcement:** Praising effort and achievement boosts confidence and encourages further learning.* **Relating Content to Real-Life:** Showing the practical applications of learning makes it more relevant and engaging.* **Creating a Supportive Learning Environment:** A classroom where students feel safe to take risks and ask questions fosters motivation.c) Using a syllabus for effective teaching:* **Provides Structure:** A syllabus outlines the course content and schedule, giving learners a clear roadmap.* **Sets Expectations:** It clarifies learning objectives and assessment criteria, helping learners understand what is expected of them.* **Facilitates Planning:** It helps teachers organize their instruction and select appropriate resources.* **Promotes Transparency:** A syllabus ensures that all stakeholders are aware of the course goals and procedures.d) Individual differences obstructing learning:* **Learning Disabilities:** Conditions like dyslexia or ADHD can impact information processing and attention.* **Different Learning Styles:** Some learners are visual, others auditory, and others kinesthetic. Ignoring these differences can hinder learning.* **Varying Levels of Prior Knowledge:** Students enter the classroom with different backgrounds and experiences, which can affect their ability to grasp new concepts.e) Assessing learner achievement during the lesson:* **Observing Student Engagement:** Paying attention to body language, participation, and questions asked can indicate understanding.* **Asking Questions:** Targeted questions can gauge comprehension and identify areas of confusion.* **Short Quizzes or Activities:** Quick assessments can provide immediate feedback on learning.* **Exit Tickets:** Brief tasks completed at the end of the lesson can summarize key takeaways and reveal areas needing further review.**QUESTION TWO (15 MARKS)**a) Five characteristics of learner-centered teaching:* **Focus on Learners' Needs:** Instruction is tailored to individual learning styles and preferences.* **Active Learning:** Learners are actively involved in the learning process through discussions, problem-solving, and collaboration.* **Teacher as Facilitator:** The teacher guides and supports learning rather than simply delivering information.* **Emphasis on Collaboration:** Learners work together to construct knowledge and share perspectives.* **Authentic Assessment:** Assessment focuses on real-world application of skills and knowledge.b) Five ways to use an expository approach effectively:* **Clear and Organized Presentation:** Information is presented in a logical sequence with clear explanations.* **Use of Visual Aids:** Diagrams, charts, and other visuals enhance understanding and engagement.* **Examples and Illustrations:** Concrete examples help learners connect abstract concepts to real-world situations.* **Opportunities for Questions and Clarification:** The teacher encourages learners to ask questions and provides clear answers.* **Summarization and Review:** Key concepts are summarized and reviewed to reinforce learning.**QUESTION THREE (15 MARKS)**a) Three merits of an inductive approach (example subject: Science):* **Promotes Inquiry-Based Learning:** Students discover scientific principles through experimentation and observation (e.g., observing plant growth under different light conditions to understand photosynthesis).* **Develops Critical Thinking Skills:** Students analyze data and draw conclusions, fostering higher-order thinking (e.g., analyzing experimental results to determine the relationship between variables).* **Enhances Retention:** Learning through discovery leads to deeper understanding and better retention of information (e.g., remembering the principles of buoyancy after conducting experiments with different objects in water).b) Systems characteristics in education:* **Goal:** The education system aims to equip learners with knowledge, skills, and values.* **Elements:** These include students, teachers, curriculum, resources, and assessment methods, all interacting within the system.* **Feedback:** Assessment results, student performance, and stakeholder input provide feedback to improve the system's effectiveness.**QUESTION FOUR (15 MARKS)**a) Five ways to capture and sustain attention:* **Enthusiasm and Energy:** A teacher's passion for the subject can be contagious.* **Variety of Activities:** Different learning activities cater to different learning styles and prevent boredom.* **Use of Humor and Storytelling:** Engaging anecdotes and humor can make learning more memorable.* **Relating Content to Students' Lives:** Connecting learning to real-world experiences increases relevance and interest.* **Creating a Positive Learning Environment:** A supportive and respectful classroom encourages participation and engagement.b) Five barriers to communication:* **Noise:** Physical distractions can interfere with the message.* **Language Barriers:** Differences in language proficiency can hinder understanding.* **Cultural Differences:** Varying cultural norms can lead to misinterpretations.* **Lack of Clarity:** Unclear or ambiguous language can confuse the listener.* **Emotional Barriers:** Strong emotions can interfere with effective communication.**QUESTION FIVE (15 MARKS)**a) Five qualities of good instructional objectives (Bloom's Taxonomy):* **Specific:** Objectives clearly state what learners should be able to do after instruction.* **Measurable:** Learning outcomes can be assessed and quantified.* **Achievable:** Objectives are realistic and attainable within the given timeframe.* **Relevant:** Objectives align with the overall learning goals and are relevant to learners' needs.* **Time-Bound:** Objectives specify a timeframe for achievement.b) Five factors to consider when preparing a scheme of work:* **Curriculum Requirements:** The scheme of work should align with the prescribed curriculum.* **Learner Characteristics:** Consider the learners' age, abilities, and prior knowledge.* **Available Resources:** Take into account the available teaching materials and facilities.* **Time Allocation:** Allocate sufficient time for each topic or unit.* **Assessment Methods:** Plan for appropriate assessment strategies to measure learning outcomes.