THE CONCEPT OF
TEACHING AND LEARNING  

 TRADITIONAL DEFINITION

 

Teaching is traditionally seen as activity of imparting knowledge, skills, attitude and value from one person (who is more knowledgeable and skilled-the teacher) to another person (who is less knowledgeable and skilled-the learner).

 

 ssumAptions underlying the traditional definition

 

u Teachers have all the knowledge

u Students are passive and therefore do not actively participate in the lesson.

u Teachers know all what the students want to learn.

u Knowledge can be gained by passive transfer.

u All students learn in the same way.

All students have the same need

 

 What characteristics would you expect from students emerging from the traditional definition in terms of

 

u Ability to solve problems?

u 

u Confidence in their ability to understand?

 

 Does the traditional definition support learners to become critical thinkers to solve problem ?

Is the traditional definition appropriate for students to survive in the 21st century society?

Is the traditional definition appropriate in the 21st century classroom?

 

 Then what is teaching?

 Farrant (1980) observes that teaching and learning are like opposite sides of the same coin. Hence in order to say one has taught, must result in learning.

  

Then what is learning?

 A PROCESS AND PRODUCT VIEW OF LEARNING

 

Learning episode really comprises  of four critical elements:

u External processes

u External products

u Internal processes

Internal products

 External Learning Processes

 

The external leaning processes of learning refer to our experiences with the world. In other words, the external learning processes means, how we interact with objects (such as computer, video, OHP), people, events and ideas from the environments. These interactions provide the “input” for the construction

process.

 Internal Learning Process

 

u The internal learning processes refers to our mental actions that are hidden from direct observation when we interact with the environment(external learning processes).

u

u This means that whether our interactions with the environment (the external process) produce learning ultimately depends on how we will perceive, interpret and think about them.

 Internal Learning Product

 

The internal learning processes transform our experiences into forms of knowledge that we represent mentally. These learning products are factual information, intellectual skills, motor skills and attitudes that we store in the long term memory.

 

 External Learning Product

 

The internal learning products refer to the outward manifestation of learning(internal learning products). For example, after interactions with the teacher and you demonstrate what is you have learnt.

 Is teaching a Science or an Art?

 

 TEACHING AS AN ART

 Some scholars think that teaching is an art because some people teach naturally and effectively as if they have been trained to teach. For example, in Ghana some pupil-teachers in the primary schools, junior secondary and senior secondary schools have been known to effective in teaching. 

 

TEACHING AS AN ART

 

Teaching is often described as an art because it is often believed that:

u good teaching is the result of the function of the imagination of the teacher and must be learnt through practice and not through formal study.

even though teaching involves knowledge of certain laws or principles, these principles most of the time do fit all situations. To be an effective teacher one has to be initiative, creative and experienced

 TEACHING AS A SCIENCE

 

 

Some people argue that teaching is a science because teaching:

u has a body of systematized knowledge of the nature of   

      instruction.

u involves planned activities called methodologies.

uInvolves knowledge in human development, human

    learning or educational psychology.

 TEACHING AS A SCIENCE 

 

uThis body of knowledge is based on known laws and facts, which were derived from scientific investigation, and in certain cases built into models and theories hence teaching is scientific.

u

uIn making a good test, a teacher has to know, understand and apply issues such as validity, reliability or objectivity which are technical words with factual meanings. 

 

 PEDAGOGY AND ANDRAGOGY

 

Scholars believe that to a very large extent differences exist between children and adults and therefore there should be difference between the science of teaching them. For example, they vary in terms of :

uThe experience they bring to the classroom.

uLevel of motivation.

The degree of influence on what they are educated for, and how they are educated

 

 PEDAGOGY AND ANDRAGOGY

 

Pedagogy is the science of teaching children              (including adolescent).

Andragogy is the science of teaching adults

 

 Qualities of a Good Teacher

 

The qualities of a good teacher can be grouped under:

u Personal

u Academic

  Professional

 Personal Qualities

 

u Patience

u Fair and firm

u Humility

u Sense of humour

u Integrity

u Initiative

u Kindness

u Empathy

u Creativity

 Academic Qualities

 

u Mastery of the subject to be taught.

u Continue to learn

u Must have adequate theoretical knowledge about learning.

u Must have adequate theoretical knowledge assessment.

  Must be enthusiastic about the subject

 Professional Qualities

 

u Ability to ask different types of questions.

u Ability to relate learning to the students’ experiences.

u Ability to define objectives of particular lesson.

u Ability to diagnose student needs and learning difficulties.

  Ability to motivate students

 Professional Qualities

 

u Ability to continually vary the learning situation in order to keep students involved.

u Ability to judge the appropriateness of instructional media.

u Ability to utilize different instructional media.

u Ability to take care of individual difference.

 

 

Scheme of Work

 

 

SAMPLE SCHEME OF WORK  1

 

NAME:                                                                         ID NO:

SCHOOL:                                                          CLASS/ LEVEL:

DEPARTMENT:                                                            SUBJECT:

TERM:

 

WEEK	TOPIC/UNIT	REMARKS
7TH JULY – 11TH JULY	DEFINITIONS OF DEMAND	UNITS COVERED
14TH JULY – 18TH JULY	FACTORS AFFECTING THE DEMAND OF A COMMODITY	ALL UNITS COVERED
21ST JULY – 25TH JULY	FACTORS AFFECTING THE DEMAND OF A COMMODITY	ALL UNITS NOT COVERED DUE  TO……………….
28TH JULY – 1ST AUGUST	DEFINITIONS OF SUPPLY	ALL UNITS COVERED
4TH AUGUST – 8TH AUGUST

 

 

 

 

 

 

 

 

SAMPLE SCHEME OF WORK 2

 

NAME:                                                                                   ID NO:

SCHOOL:                                                                              CLASS/ LEVEL:

DEPARTMENT:                                                                   SUBJECT:

TERM:

 

WEEK	LESSON NO.	DURATION	TOPIC	REFERENCE
1
2
3
4
5
6
14

 

 

 

LESSON PLAN

NAME:                                                           ID NO:

SCHOOL:                      CLASS/LEVEL:                                                                   DEPARTMENT:                                        DURATION:

SUBJECT:                                                TERM:

TOPIC:LESSON NO:

                                                                                DATE:

 

INSTRUCTIONAL OBJECTIVES:

By the end of the lesson, students should be able to:

1.0

1.1

1.2

1.3

REFERENCE(S):

PREPARATION:

Teacher-support materials:

Student-support materials:

RELEVANT PREVIOUS KNOWLEDGE:

 

 

 

 

DEVELOPMENT

KEY POINTS / BREAK DOWN	METHODOLOGY		DURATION
	TEACHER ACTIVITY	LEARNER ACTIVITY
INTRODUCTION
STEP 1
STEP 2
STEP 3
APPLICATION
CONCLUSION

 

ASSIGNMENT:

 

R               

SAMPLE SCHEME OF WORK

 

NAME:ALI BABAID NO:   517100004

SCHOOL:AGA BASICCLASS/ LEVEL: JHS2

DEPARTMENT:SCIENCESUBJECT: INT. SCIENCE

TERM: 2

 

WEEK	LESSON NO.	DURATION	TOPIC	REFERENCE
1	-	70Minutes	GENERAL CLEANING
1	1	35 Minutes	Definition of Photosynthesis	Osei, A.(2009). Integrated science for j.h.s.Accra: ABC Press.
2	2	70Minutes	Factors necessary for photosynthesis	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
2	3	35Minutes	Factors necessary for photosynthesis	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
3	4	70Minutes	Importance of photosynthesis to plants.	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
3	5	35Minutes	Importance of photosynthesis to animals.	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
4	-	70 Minutes	SPORTS
4	6	35Minutes	Classification of food items based on their nutrients.	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
12	15	70 Minutes	Conservation of energy	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
12	16	35 Minutes	Composition and types of transistor.	Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.
14	-	105Minutes	REVISION
15	-	105Minutes	EXAMINATION

 

NOTE

1.     The arrow indicates that the weeks continue.

 

2.     The lesson numbers on week 12 is red to show that it is an assumption.

 

3.     The durations of week 14 and 15 are 105minutes to indicate that teacher intend to use the two days for revision and examination respectively. That is first day(70minutes) + second day (35minutes).

 

 

 

 

 

 

 

 

SAMPLEL LESSON PLAN

NAME:ALI BABAID NO:517100004

SCHOOL: AGA BASIC                  CLASS/LEVEL: JHS 2DEPARTMENT:          SCIENCE             TERM: 2

SUBJECT:INT. SCIENCE              LESSON NO.: 4

TOPIC:Importance of the process of photosynthesis to plants DURATION: 70 Minutes

DATE: 24^thSeptember, 2020

 

INSTRUCTIONAL OBJECTIVES:

By the end of the lesson, the student should be able to:

1.0 understand the importance of the photosynthesis.

1.1explain correctly how the process of photosynthesis occurs in his/her own 

      words.

1.2 outline three importance of photosynthesis to plants without consulting any 

        book.

REFERENCE(S):

Osei, A.(2009). Integrated science for j.h.s. Accra: ABC Press.

 

PREPARATION:

Teacher-support materials:Marker board

Student-support materials: Exercise book, pen

 

RELEVANT PREVIOUS KNOWLEDGE:

Learners eat food

 

 

DEVELOPMENT

KEY POINTS / BREAK DOWN	METHODOLOGY		DURATION
	TEACHER ACTIVITY	LEARNER ACTIVITY
INTRODUCTION	1.      Stimulate the recall of learner’s relevant previous knowledge by asking them to define the term photosynthesis. 2.      Explain the importance of the lesson to the learner.	Pay attention and answer questions.	5minutes
STEP 1	1.      Put learners into groups of not more than five students in a group. 2.      Through group work, guide learners to explain how the process of photosynthesis occurs. 3.      Move round to monitor the activities of each group. Ensure that every member of the group is contributing.	Participate in the group work	20 Minutes
STEP 2 Importance of photosynthesis to plants.	Through group work, help learners to explain the importance of photosynthesis to plants.	Participate in the group work to explain the importance of the process of photosynthesis.	20 Minutes
APPLICATION	Still in groups, write the following questions on the board and ask learners to answer on a sheet of paper. 1.      Explain how plants prepare their own food. 2.      Explain two importance of the process of photosynthesis to plants.	Contribute to answer the stated question.	25 Minutes
CONCLUSION	Go over the salient points to end the lesson.	Listen and ask questions.	5 Minutes

 

ASSIGNMENT:Discuss the effect of continuous cutting down of trees on man.

 

REMARKS: