This package
contains the following items for individuals:
2 pens
2 pencils
1 folder with forms
1 Guide
1 note pad
Self
Instructional Print Material Guide
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Goal: Proper use of the JBTE Assessment Form.
3
Main step in instructional goal:
Review each of the Assessment
Variables
3.2 Performance Objective:
During
seminar on the use of the new JBTE assessment form, for teaching
practice supervisors, held at the
college of Agriculture Science and Education
(CASE) review each of the assessment
variables by forming groups, and
identifying and examining the
variables for appropriateness. Report.
a) Look at form presented on PowerPoint
slide (shown to group).
b) Listen to lecture by Chief External Examiner (CEE) about variables on form.
c) Look at old form and compare and contrast variables with new form.
d) Take blank form and write variables in appropriate spaces (to enable maximal familiarity).
e) Give examiner (or senior administrators) form with filled in variables to test for compliance.
f) Collect form with feedback.
g) Ask questions if needed.
h) Listen to answers.
Planning
3.2.1
Subordinate objective:
Given the new JBTE assessment forms, pens, pencils, and PowerPoint slides,
examine the lesson plans of the teacher trainees on slides and check for valid
content – check to see if content was well researched, organized and developed;
look to see if objectives are clearly stated and valuable; if methods and strategies
are learner focused and content appropriate; and if activities and support
materials are used for the lesson. Place appropriate marks in slots provided for
“Planning” to indicate how well these areas are executed.
a) Listen to CEE talk about the different aspects of planning a
lessons.
b) Look at the lesson plan samples shown.
c) Listen to CEE talking about the plan being observed.
d) Listen for points to note in evaluation of student - teacher’s plan.
e) Participate by viewing videocassette and observing the
i Empirical manner of student teacher
ii The mannerisms of teaching people who are adult learners.
f) Collect blank form.
g) Evaluate lesson shown on videocassette.
h) Review form and grade lesson objectively.
i) Exchange filled out forms and grade.
j) Listen as CEE indicates earned grade for a paper conforming to the rubrics set out.
k) If you achieved 95%, retain form and move to next step.
l) If you did not achieve 95%, look at videocassette when shown again
m) Repeat grading process for “Planning”.
Teaching
3.2 Subordinate Skills: Examine each Assessment Variable.
3.2.2
Subordinate Objective;
Given the new JBTE assessment forms, pencils, pens and videocassettes, watch
the cassettes and observe teacher trainees as they teach; for helpful and
developmental introductory learning activities; for clear and effective
presentation and explanations; for appropriate and effective activities and
questioning techniques; for teaching competencies and confidence shown; for
instructional activities appropriately developed and managed; and for
encouragement of exploration; of effective use of technology; and for
integration of subjects and suitable application of selected lesson. Place
appropriate marks in the slots provided for the “Teaching” component to
indicate
how well these components were executed.
a) Listen to CEE motivate group and present rubrics of teaching a lesson.
b) Look at PowerPoint slides with lesson plan samples for details that relate to teaching a lesson – e.g. Introductory - learning activity, “Is it helpful and developmental?”
c) Watch the videotape and observe student - teachers use good and bad techniques.
d) Listen to lecturer give anecdotes of good and bad evaluation of teaching techniques.
e) Listen to explanations of how to allocate marks to the video shown.
f) Evaluate the different aspects of “Teaching”, on videotape.
g) Exchange with peers and grade.
h) Receive (and return) graded sheet with feedback.
i) If you gained 95% and over retain form for later reference and move on to the next stage
j) If you gained less than 95% watch video again.
k) Evaluate again until required level is reached.
Relating
3.2.3
Subordinate Objective:
Given the new JBTE assessment form, pencils, pens, and videocassettes, watch the cassettes and observe teacher trainees as they teach, to see how they relate to relevant situations such as showing respect for learners, learners’ experiences, and learners’ interests that are displayed; for learners’ individual differences as they relate to instructions; showing how they communicate with learners, and how they use the language and style appropriately in relating to learners; for showing how they display awareness of physical and learning conditions that are evident; and how they relate the lesson to students’ life experiences that are evident. Place appropriate marks in the slots provided for “Relating” to indicate how well these are executed.
a) Listen to CEE’s motivational talk.
b) Listen to presentation of rubrics by CEE.
c) Listen to the details of the variable, “Relating”.
d) Look at presentation of “Relating,” and lesson plan samples, on PowerPoint slides.
e) Look at videotape of student - teacher, to see examples of good and bad teaching techniques.
f) Listen to anecdotes of good and bad evaluations of teaching techniques.
g) Listen to how grades must be allocated for “Relating” for videotape shown.
h) Evaluate videotape shown.
i) Exchange with peers and grade.
j) Receive (and return) graded sheet with feedback.
k) If you gained 95%, retain sheet for later use and move on to the next stage.
l) Indicate on circulated sheet so that you have opportunity of further development training during summer, and you are requested for the other activities mentioned.
m) If you gained less than 95%, view videotape again. Do not write on sheet.
n) Evaluate again until required grade is achieved.
Managing
3.2.4 Subordinate Objective:
Given the new JBTE assessment forms, pencils, pens and videocassettes, watch
Cassettes and observe teacher trainees as they teach. Observe how they manage
the class by looking for evidence that they assess objectives and activities; by
looking to see if they encourage student/student and student/teacher interactions;
by observing the extent to which the lesson was sequenced, by observing the
timing of each activity and of its introduction to learners; and looking for how
well learners’ interpersonal problems/difficulties are handled. Place appropriate
marks in the slots provided for “Managing” to indicate how well these
components are executed.
a) Listen to CEE motivate group.
b) Listen as CEE goes through the details of “Managing”.
c) Watch videotape and observe examples of good and bad teaching techniques.
d) Listen to anecdotes of good and bad examples of evaluation of teaching techniques.
e) Participate in discussions about these where possible.
f) Listen to how grades must be allocated for “Managing”.
g) Evaluate videotape shown.
h) Exchange with peers and grade.
i) Receive (and return) graded sheet with feedback.
j) If you gained less than 95%, facilitator will re-teach if you indicate the need or by intervention of facilitator.
k) If you gain 95% or above, retain sheet for later use and move on to the next stage.
l) Indicate on circulated sheet so that you have opportunity of further development during summer, and you are requested for other activities mentioned.
Effecting
3.2.4
Subordinate Objective:
Given the new JBTE assessment forms, pencils, pens, PowerPoint slides and videocassettes, and look at lesson plans on slides, and observe teacher trainees as they teach. Also look at instructional materials around the classroom and/or look at interviews of teacher trainees and co-operating teachers to find out if they have developed creative ideas and special projects in the class or school; and if they have improved the appearance of the classrooms; to find out if the teacher trainees behave professionally, in the classroom and in school; and to determine if the reflection and self evaluation are done. Place marks in the slots provided to indicate the level of these components, under “Effecting”.
a) Listen to the CEE motivate group
b) Listen to the CEE go through the details of, “Effecting”.
c) Watch slides/overhead transparencies of student teacher displaying required behaviors.
d) Watch videotape and observe student – teacher for behaviors relating to “Effecting”.
e) Complete evaluation form.
f) Exchange with peers and grade.
g) Receive (and return) graded form and feedback.
h) If you gained less than 95%, re-evaluate after, re–teaching is done by facilitator.
i) If you gained 95% or over, retain form for use later.
j) Indicate this on sheet circulated so that you can be involved in the activities mentioned.