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Kris Stutchbury Post 1

4 February 2021, 3:49 PM

Activity 3.5: Minimum criteria and LCE

Share an idea for making a lesson that you observed or taught more learner-centred. 

Chinmay Shah Post 2 in reply to 1

16 February 2021, 9:05 PM

1. implimenting near peer tutoring

2. asking them to do group work

3. checking understanding 

KATRICIA Moses Post 4 in reply to 2

24 February 2021, 10:01 PM

What grade and topic?


FLORENCE Kamonjo Post 20 in reply to 2

2 March 2021, 9:56 AM

Good contribution Shah. Which method or style would you use to check understanding?

KATRICIA Moses Post 3 in reply to 1

24 February 2021, 10:00 PM

Lesson I taught was primary grade 4 math topic decimals.

Students were to convert proper fractions and mixed numbers expressed in tenths as a decimal.

I could have made this lesson more learner- centered to draw ten base blocks and allow them to shade some to represent a whole and part of a fraction expressed in tenths.

I could have also encouraged more collaboration and work with the weaker students ensuring they understand and build on what they already know. Being a flexible teacher while the strong student work on their own and i check up on them from time to time. 

Maryam Adamu Post 24 in reply to 3

4 March 2021, 4:08 PM

Interesting. You do not only make learning inclusive but you engaged students and chech on all of them to ensure inclusitivity.

PHENNY Oketch Post 28 in reply to 3

5 March 2021, 4:22 AM

I agree with you Moses, its very important for the teacher to walk round the class and check if the students are following the instructions given for an activity or assignment. 

Ibrahim Sule Post 31 in reply to 3

7 March 2021, 5:55 AM

This is a good idea. You also check on your students to make sure they are all actively participating and following in the activities.

David Ngatia Post 5 in reply to 1

25 February 2021, 3:07 PM

  1. By using examples drawn from learners experiences i.e. building on learners' prior knowledge and understanding.
  2. Engaging learners in role play  on the content taught to make them actively involved in the lesson

FLORENCE KISIRKOI Post 49 in reply to 5

17 March 2021, 10:18 PM

Find out what students know, respect their ideas and build on them or modify where need be

Hold authentic dialogues through free classroom learning talk.

Relate learning to their experience and use resources and activities from their context.

Bilkisu Aminu Post 6 in reply to 1

26 February 2021, 3:13 PM
Group presentation by students.
Encouraging students to ask questions and making contributions during class presentation.
Giving the class the opportunity to answer any question a group is unable to answer.
Selecting some class members to grade the presentation which the teacher reviews.

Sefinat Omuya Post 7 in reply to 1

26 February 2021, 9:29 PM

I taught a lesson recently on what is expected of student teaching in a micro teaching experience. In this I did most of the talking except that I asked questions to determine if they understood the lesson taught and also gave them opportunity to ask questions and make contributions.

What I could have done to make it more learner centred was to:

1. ask an open question  on what micro teaching and allow the students to answer

2, bring a recorded video of a micro teaching session for students to observe and after which they will be expected to present a micro teaching lesson.

HENDERSON Ngwira Post 17 in reply to 7

2 March 2021, 4:24 AM

Activity 3.5

Sometimes let the learners formulate questions from what you are teaching then ask them to discuss the answers in groups.

Kris Stutchbury Post 23 in reply to 7

3 March 2021, 10:20 PM

Thank you for your honest reply, Sefinat. You make an excellent suggestion. By asking an open question and allow students to discuss the answer, they will be co-constructing knowledge about what micro-teaching is about. They will also listen more carefully to your thoughts. Discussing video is a really good way to support student teachers.

The other advantage is that by adopting this approach you are modelling 'active teaching'. At the end of the lesson, you could discuss your pedagogy your students and ask them what it felt like to be a learner in a participatory lesson.  

Maryam Adamu Post 25 in reply to 23

4 March 2021, 4:11 PM

Thank you for the added information and guidance.

Oluwaseyi Agunbiade Post 27 in reply to 7

4 March 2021, 4:39 PM

This self reflection will surely help your subsequent teaching.

Thank you for sharing.

PHENNY Oketch Post 29 in reply to 7

5 March 2021, 4:28 AM

True Sefinat,video clips really help to enhance the understanding of the content taught.

Rose Nyambura Post 38 in reply to 7

10 March 2021, 1:01 AM

Infact, the students surprise with their creativity once given a chance to present a microteaching lesson and then you push them further to  critique each others presentation. The class becomes lively and we all learn from each other

David Ngatia Post 42 in reply to 38

15 March 2021, 10:01 AM

This quite true Rose. Sometimes we underestimate the learners' creativity and ability in the learning process. Given a chance, they can come up with very good contributions.

Jenna-Louise Barkley Post 62 in reply to 42

6 July 2021, 12:40 AM

I really agree with everything in this thread. Demonstrative teaching is such a powerful tool as modeling can be done and after students can try on their own or can even be encouraged to do their own critiquing. This really helps them to engage in evaluation, analysis and critically think. 

Benedicta Tabot Post 52 in reply to 7

5 April 2021, 9:38 PM

I agree with you Omuya as this would make learning also relevant for their own teaching

Kéké  Kossi Agbogan

Kossi Agbogan Post 8 in reply to 1

27 February 2021, 4:31 PM Edited by the author on 27 February 2021, 4:40 PM
When a lesson is learner-centred, this means that the teacher allow the learner to apprehend by him/her-self the outcome and the impact of the lesson on him/her life. 

For instance, about a lesson on measures, students have to  :
1. measure a variety of objects,
2. Estimate distances
3. represent a small distance on a sheet 

David Ngatia Post 13 in reply to 8

1 March 2021, 3:52 PM

Bilkisu, Sefinat and Kossi. Thank you for your great ideas on how to make a lesson more learner centered

Fatima Kabir Post 9 in reply to 1

28 February 2021, 3:25 AM

Using Minimum Criteria (for Active Teaching)

In Kevin's Case study:-

1. Lessons or training sessions which build on prior knowledge and understanding

         Ans: I would ask learners to draw a tree, and circle a leaf.

2. Opportunities for dialogue and considering open questions

·        Ans: I would ask them names of leaves we eat or use in soups

3. Learning that is relevant to children’s (or professionals’) lives

          Ans: I would ask them what are other uses of leaves (work in groups), they discuss and one person answer for the group.

4. A curriculum which supports the development of a range of skills

         Ans: Ask them (or a representative of each group) to go out and pick different leaves and draw the leaves. They work in group to label the leaf, and state their functions.

5. Assessment which gives credit for a range of skills.

           Ans: Assessment should include a mini project on leaves such as the group work discussed above


David Ngatia Post 10 in reply to 9

1 March 2021, 5:02 AM

This is a good contribution Fatima. It will help learners to feel involved in the learning process since their experiences are sought and integrated in the lesson.

Raliat Azeez Post 16 in reply to 9

1 March 2021, 7:49 PM

This is a good contribution. This way, the learners feel more involved in the learning process.

Cathrine Anyango Osaso Post 37 in reply to 9

9 March 2021, 8:01 AM

Correctly put and thanks for this.

Matelita Taufa Post 46 in reply to 9

17 March 2021, 10:34 AM

Thank you for this very comprehensive example of active teaching and involving all children. The use of prior knowledge with involve all children. The group work and exploring of leaves outside will help children learn and to draw and label their functions is more like checking for understanding. 

Muideen Usman Post 11 in reply to 1

1 March 2021, 10:39 AM

The lesson I thought was Legislative Arm of Government i.e. SS1 class in secondary school. I carried the students ton the State House of Assembly in order to understand how the legislative arm of government operates.

David Ngatia Post 12 in reply to 11

1 March 2021, 3:48 PM

Muideen, I can imagine the learners excitement taking them to the State House Assembly. This way, the learners can link the content taught to realities of life.

Raliat Azeez Post 15 in reply to 11

1 March 2021, 7:46 PM

This is really learner centered. I can imagine how the students must have been so excited about that.

Muideen Usman Post 21 in reply to 11

2 March 2021, 11:22 AM

It has really helped the students to comprehend how law is being made in a country.

Raliat Azeez Post 14 in reply to 1

1 March 2021, 7:44 PM

The  lesson I taught was Commerce and Economics and the Age bracket of the students I taught was (13-18 years)

I could have used more of Real life examples than abstract

I could have been more observant and pay attention to weaker students.

I could have involved them in group work 

Encouraging them to ask questions 

Building on prior knowledge and understanding

FLORENCE Kamonjo Post 19 in reply to 14

2 March 2021, 9:49 AM

Good thoughts there Raliat. I like the one on being more observant. I know I haven been and will put more effort in observing my learners for non-verbal feedback.

Ibrahim Sule Post 32 in reply to 14

7 March 2021, 5:59 AM

Good one. It is a good thing as a teacher to also reflect on what you have done and what you think you should have done better.

FLORENCE Kamonjo Post 18 in reply to 1

2 March 2021, 9:39 AM

  • All small group discussion followed by presentation
  • Allow learners to work in pairs (Think, Pair and then Share).


Matthew Nasilele Post 22 in reply to 18

2 March 2021, 1:57 PM

Teacher could also give questions on the new topic for the learners to ask parents, friends or read books prior to coming to class.  The instructions should be well understood by the learners on what is expected of them.

In class then learners can be in pairs and /or groups to discuss the open questions based on the content that was given to them prior to their coming to class.   Teacher should be going round to make sure that all  participate in the discussions.  The teacher can then correct learners where necessary.

Teacher then give assessment to find out their understanding of what they have learnt.

Maryam Adamu Post 26 in reply to 1

4 March 2021, 4:21 PM

Just similar to Kevin's case, i watched a teacher teaching a class. What i noticed was that the teacher was just after completing the notes she has prepared for the point through coping on the blackboard. the teacher didn't even bother to know whether the students are all copying or not. Again, the teacher just went on to clean off the other side of the board which he started writing without asking whether the students have finished copying or not. Although some have finished but some didn't. 

In such a situation, the teacher should think of learning as learner-centered and also inclusive by taking into consideration the learners abilities and capabilities. 

Sammy Mutisya Post 41 in reply to 26

13 March 2021, 8:40 PM

Adamu, this is very similar to my observation. A student teacher transferred knowledge and finally hangs a chart. The teacher should use a teaching aid to facilitate learning and for actively involving leaners in the learning process. The focus is so much on examination and hence the hurry to complete the syllabus.

David Ngatia Post 43 in reply to 41

15 March 2021, 10:12 AM

Your experiences Sammy and Maryam resonates with my own experience. During my teaching practice observations, I noted some student-teachers just use majorly the expository approaches and only using questioning at the introduction and conclusion stages of the lesson. In  such a lesson, there is no active learning. I had to guide the student-teacher afterward on ways of making his lesson learner centered.

PHENNY Oketch Post 30 in reply to 1

5 March 2021, 4:58 AM

Recently I taught the sub topic milking and milk let down using lecture method because I really wanted to clear the syllabus and embark on revision. To make the lesson more learner centred I would have  shown the the students a video clip on milking process then organised for a farm visit to the neighbouring community  to actually see a demonstration of how milking process is done. This would have given the students an opportunity to relate the content to the daily life experience. 

Ibrahim Sule Post 33 in reply to 1

7 March 2021, 6:08 AM

I thought a practical subject where students are to demonstrate what they are doing. I paired the students to ensure active engagement and inclusivity. I watched the week and the strong students and how they relate and carry out the activities. I advised that everyone should be allowed to demonstrate as part of the lesson.

Marinda Neethling Post 34 in reply to 33

7 March 2021, 7:18 PM

Minimum criteria and LCE

Teachers needs to walk around in the classroom to be hands-on and involved in all activities and with all learners. He/she can immediately support where needed and reflect on his/her own teaching, whether the work was not too difficult for the learners to understand. She can further reflect if the learners can apply the prior work to the current work 

Ngozi Nwosu Post 35 in reply to 1

8 March 2021, 8:52 AM

Learners were involved through the integration of their interests and experiences in the learning process.


Cathrine Anyango Osaso Post 36 in reply to 1

9 March 2021, 7:59 AM

Activity 3.5 Minimum criteria and LCE

The in this case should start by involving the students in collection of materials to be used.
Kevin should have taken the students out of the class to pick different types of leaves, group the students and let the students discuss the different leaves they have as they record the findings. The teacher should go round the class to assist, and ask open ended questions to different groups. Reading should also be done in different groups but the teacher to let groups to organise themselves on who to read, who to present the findings and who to write down the findings.
Let the students draw the diagram of the leaf on their own but the teacher to facilitate by providing them with a book to copy from.
In doing this the teacher will have looked at minimum criteria and LCE.

David Ngatia Post 45 in reply to 36

15 March 2021, 10:17 AM

Cathrine, I agree with you. when learners are involved in the lesson activities, learning becomes more meaningful to them.

Patricia Ramnarine Post 55 in reply to 45

29 April 2021, 5:16 PM

I totally agree with you.

SAKINA Chege Post 60 in reply to 45

16 May 2021, 10:38 AM

Absolutely David.

SAKINA Chege Post 59 in reply to 36

16 May 2021, 10:38 AM

Indeed Catherine, this would have been a very interesting lesson, learner centred  with the minimum criteria considered.

Mele Aleamotu'a Post 39 in reply to 1

10 March 2021, 7:52 AM

Using Minimum criteria to improve teaching 

Kevin student teacher - Form 2 on Structure of leaf

1. Lesson on training sessions which actively engage the learners 

Ans : I would make sure the children are grouped before I start my lesson.

I would ask them to discuss in their groups -what kinds of leaves to do they have at home.? Select one person from each group to stand up explain the various leaves they see at home. 

These small groups I will use in my entire lesson.

2.Oppotunities for dialogue and considering open questions.

I would roam around revisiting these small groups after I have written 2 to 3 questions on the board and explain to the class the questions -to listen to their discussions 

I would ask a variety of questions - allow deep critical thinking and also apply prior knowledge

like - What would happen if plants/trees did not have leaves?

Why are leaves of a plant  important to human beings? 

3. A curriculum which supports the development of range skills.

In their small groups I would ask them to go outside and bring a sample of a leaf They would come back and sit in their groups and draw the leaf - help each other .Label the leaf and describe the each part of the leaf.

I would select a child from each group to explain one function each to the whole class



David Ngatia Post 44 in reply to 39

15 March 2021, 10:14 AM

Good points Mele.

Benedicta Tabot Post 51 in reply to 39

5 April 2021, 9:09 PM

Grouping children enhances engagement of each learner especially when each has a task to carry out 

Sammy Mutisya Post 40 in reply to 1

13 March 2021, 8:33 PM

Initiating dialogue by using open ended questions and probing learners idea for clarity of ideas.

Matelita Taufa Post 47 in reply to 1

17 March 2021, 10:43 AM

Activity 3.5: Minimum criteria and LCE

I observed a teacher teaching a child with autism numbers 1-5. They use a lot of resources like counting, pictures, and other concrete hands on resources for counting 1-5. From my observation, the teacher just showed the different resources to the child and demonstrated counting 1-5. To make it more learner centred, the teacher should allow the child to touch the different resources and practice counting, allow the child to play with the prepared activities and the teacher to guide counting and help him count.

Patricia Ramnarine Post 54 in reply to 47

29 April 2021, 5:14 PM

Very good suggestion.

Esmirna Romero Post 57 in reply to 47

9 May 2021, 5:54 AM

Activity 3.5 - Minimum criteria and LCE

That is a good ideas to add we can keep on motivating the child. We give them less activities and we give clear instructions to help them. We can also add more visual pictures for them to help them remember the counting. 

Laurette Osaso Post 48 in reply to 1

17 March 2021, 1:49 PM

1. Allows checking on students prior knowlegde before any lesson.

2. Asking open ended questions to provoke thinking and create emphasis in learning. 

3. Move around the class to assist learners with different tasks. Give myslef time to learn from the learners as I move around too.

4. Encourage group work so that students can learn from one another.

5. Use materials readily available for use and incorporate what is readily available on the environment for use. E.g students can learn about addition using small stones/sticks collected by them and they can learn inside or outside the class.

6. Use group presentations or individual presentations while checking learners stengths e.g a learner who is good at drawing can draw for us on the board ,instead of me drawing , therfore boosting the kearners confidence. One who can sing , can sing a song for us too and we can all participate in singing / dancing to the song.

7. Rewarding and motivating students.

8. Checking understanding by presenting students with tasks to do together and alone after the lessons.

 

Benedicta Tabot Post 50 in reply to 1

5 April 2021, 9:04 PM

As a teacher educator, I can make my lesson on the topic "Patterns of curriculum design" more learner centred by giving student teachers an opportunity to discuss in pairs how they can apply the principle of logical sequencing when organising content for a particular class in any one subject, then share their ideas with the class.

Patricia Ramnarine Post 53 in reply to 1

29 April 2021, 5:11 PM Edited by the author on 29 April 2021, 5:13 PM

I need to incorporate more group/ pair work in my lessons. Sometimes in large classes it is difficult to know if everyone understood what was taught, therefore, when put in groups, the stronger students will be able to help those who are week. In addition, while walking around the class to observe and listen to the groups, the teacher will be able to reassure the stronger kids while helping more intimately those who are weak.

Esmirna Romero Post 58 in reply to 53

9 May 2021, 5:57 AM

3.5- Inclusive Teaching

I agree with you with a large class we can plan the different types of groups. We also need to remind them about our classroom rules and to how they should work in groups. We can have leaders, presenters, writers, arts manager each can have a different role and everyone will be busy with the given task.  I also need to keep on working with my group work. 

Esmirna Romero Post 56 in reply to 1

9 May 2021, 5:48 AM

Activity 3.5 Minimum criteria and learner-centred teaching

During a Math lesson with my Infant 2 and Standard 1 class I had some critical issues due that the same topic was instructed for the both classrooms. I was doing measure, compare and record capacity of a container. All started well I projected my video we went through the using of the customary units. But when I put them in groups it did not went well since I did not had all material for all groups. 

Overall, I came to my observation that I should have grouped my infant 2 only to do their group and at their level. I should have given work to the standard 1 while with Infant 2. I also need to give clear instructions and had was suppose to used mixed ability group if I was going to use both classes so a std 1 with infant 2. 

I should have gotten all material ready and limit the activity to different levels. 

Also I could have done only one customary unit and with that they were going to get the concept of the others. 

It was my first time teaching a multigrade and it was a great experience since I was able to learn to be flexible and never give up on them.  I was not able to finish my first year teaching a multigrade due to Covid-19 but I am willing to keep on in the near future. 

SAKINA Chege Post 61 in reply to 1

16 May 2021, 11:00 AM

Last year when COVID 19 struck us, we found ourselves in a new space of online teaching/learning where most  parents could 'attend your classes too"

To make my lower class zoom lessons more learner centred/interesting, I would introduce my lessons based on learners knowledge.

 A times I  created breakout rooms for group discussions and peer teaching. I could join different breakout rooms to guide and monitor my learners while assisting those who needed help.

After the group discussions, the learners would be back in the main room and present their findings with the weaker ones also being given a chance.I would praise and encourage them as they present.

I would incorporate my teaching with  videos and pictures to reinforce learning.

*This space made me notice that learning became more fun.The learners who were always inactive in class found their voices and suddenly became very active, eventually  improving in performance. Could it be the physical learning environment in class was a little bit not that conducive? *

That was a wake up call to me!


Jenna-Louise Barkley Post 63 in reply to 1

6 July 2021, 12:54 AM

With the on-set of the Covid-19 pandemic and having to go online, my greatest concerns were how to engage my young preschool students (ages 3-5) in an active manner knowing that this age and stage of child had short attention spans and are in the concrete stage of learning.

I had my own resources and I would hold up flashcards of letters, numbers, shapes for them to identify. However it become boring after a while and I noticed the students' lack of focus and participation.

After collaborating with my colleagues, to make my interactions more learner-centred, I encouraged parents to create a kit with their children of their own flashcards and resources. In this way, they would be able to participate and be actively engaged.

So for instance if I held up the number 7, students could use their bottle caps or straws or sticks to count and hold up 7 of them.

Merle Lopez Post 64 in reply to 1

10 July 2021, 2:17 PM
A lesson I taught was mathematics addition with regrouping The students had to add numbers under thousands, hundreds, tense and ones. For some students who were struggling the lesson could have been more learner-centered by either placing them in groups with a more advance student, or conduct some more reinforcement lesson without regrouping. I could of also do further questioning allowing student to explain which part of the problem is giving them trouble. A one-to-one approach could have assisted some of the students.