te module 2 final draft formated 3rd dec 2007 -...

Ministry of Education and Sports

TOWARDS IMPROVED CLASSROOM INSTRUCTION: “COOPERATIVE LEARNING IN THE CLASSROOM”

—MODULE 2—

“P.2 Pupils of Kakabala - Luwero Primary School in a Cooperative group discussion- November, 2004”

This module serves as a Trainer’s Guide and a Participant’s Handbook for education managers and classroom teachers involved in the Teacher Effectiveness training cascade initiative. The module will equip trainers of trainers and trainers of teachers and classroom teachers with additional knowledge and skills required to use Cooperative Learning as a teaching approach that can maximize children’s learning experiences and improve the quality of teaching in Uganda primary school classrooms.

(November 2007)

Financial support for this publication was provided by the United States Agency for International Development (USAID) Cooperative Agreement number 617-A-00-02-00012-00. The views expressed in this document do not necessarily reflect those of USAID.

Co-operative Learning – Pupil’s Learning to Learn i

TABLE OF CONTENTS

FOREWORD ..................................................................................................................... iii

ACKNOWLEDGEMENTS ......................................................................................................................v

ACRONYMS .....................................................................................................................vi

INTRODUCTION AND OVERVIEW .........................................................................................................1

HOW TO USE THIS MODULE .................................................................................................................3

Workshop Sessions:

SESSION 1 Welcome, Introduction and Orientation.................................................................9

SESSION 2 Exchanging experiences ...........................................................................................14

SESSION 3 Cooperative Learning Review .................................................................................17

SESSION 4 Other ways to structure Cooperative Learning ....................................................22

SESSION 5 Using the Sampler .....................................................................................................26

SESSION 6 Lesson Planning .......................................................................................................30

SESSION 7 Mentoring Skills- Helping teachers ........................................................................35

SESSION 8 Observing Teachers ..................................................................................................39

SESSION 9 Involving Parents and the Community..................................................................42

SESSION 10A Training workshop planning (for Trainers of Trainers)......................................45

SESSION 10B Training workshop planning (for Trainers of Teachers).....................................48

APPENDIX A Cooperative Learning Samplers ..............................................................................52

APPENDIX B Workshop Handouts ..............................................................................................134

Co-operative Learning – Pupil’s Learning to Learn ii

Co-operative Learning – Pupil’s Learning to Learn iii

FOREWORD

This second Module on Teacher Effectiveness titled “Towards Improving Classroom Instruction: “Cooperative Learning In The Classroom” Module 2 provides additional concepts, materials, samplers, and community participation strategies that are easy to adapt. Mentoring and support supervision techniques have been incorporated to consolidate the practice of Cooperative Learning.. Like Module I, the course targets all managers in the education system, especially Head Teachers, Deputy Head Teachers, Inspectors of Schools, Education Officers, Coordinating Centre Tutors, selected Primary Teachers College staff and Community Development Officers. This strategy ensures that the classroom teachers and the system that supports them receive the same training for adequate professional support to teaching and learning.

Cooperative Learning an internationally recognized pedagogical approach to increasing pupils’ participation and interaction in teaching and learning, focuses on building competencies in academic, social, and life skills of learners, as well as improving classroom practices of teachers. The approach, though effective, is a challenging pedagogical approach even in well-resourced learning environments. For Cooperative Learning practices to take hold in a classroom, teachers need to be well trained and need regular mentoring and support.

Continuous Professional Development of teachers which is fundamental in building the resource in primary education, has been given utmost prominence in this Module through professional mentoring, and support supervision by managers and peers. This is intended to go a long way in supporting education managers and teachers to reflect on and improve their skills, knowledge and attitudes as pedagogical professionals.

The Cooperative Learning lesson plans, structures and elements have been designed to support the teaching of Thematic Curriculum in P1 and P2 and all subjects in the Uganda Primary School Curriculum including the Presidential Initiative on AIDS Strategy for Communication to Youth messages (PIASCY). Emphasis has been put on the teaching and learning of both academic and social content and skills. The Module design allows for self study and provides many practical activities for peer mentoring using the Cooperative Learning approach.

With this Teacher Effectiveness Module 2, I urge education managers at all levels to work together in order to realize the potential of Uganda’s education sector. The Cooperative Learning modules and strategy directly support the policies of the Ministry of Education and Sports, such as the Customized Performance Targets for Head Teachers and placing

Co-operative Learning – Pupil’s Learning to Learn iv

text books and non-text books materials in the hands of children. All stakeholders should work together so as to provide quality primary education to Uganda’s children for development and a brighter future for all.

Finally, I wish to appeal to all the stakeholders involved in primary education to make the best use of this Module in order to achieve maximum quality teaching and pupil performance.

Dr. J.G. Mbabazi

DIRECTOR OF EDUCATION

Co-operative Learning – Pupil’s Learning to Learn v

ACKNOWLEDGEMENTS

This material was developed in collaboration with the Ministry of Education and Sports with funding from USAID through The Uganda Programme for Human and Holistic Development (UPHOLD).

Specifically this Module was developed with the support and extensive input from the following institutions and individuals: Ministry of Education and Sports Kyambogo University Field test participants, Mayuge and Kamuli Districts The producers extend their great appreciation for the time, knowledge, skill, goodwill and energy provided from all involved in the development of these materials. Authors Ernest Eburkman David Weerhe Florence Kabahamba Ameri Joshua Sentongo Lwanga (RIP) Flavia Kebirungi Bakundana Peninah Tumusiime Charles Dickens Otin Reviewers Dorothy Aanyu Angura. Elizabeth Nyivuru Jawoko Elizabeth Opit Seraphine Awacango Dorothy Birungi Alexandria Nabwire Kamanyire Format Design by Martin Pitman Formatting by Dorothy Aanyu Angura and Elizabeth Nyivuru Jawoko

Co-operative Learning – Pupil’s Learning to Learn vi

ACRONYMS

3 PS Presentations, Practice and Performance

AIDS Acquired Immune Deficiency Syndrome

CC Coordinating Centres

CCT Coordinating Centre Tutors

CL Cooperative Learning

CPTC Core Primary Teachers’ College

DEO District Education Officer

EOs Education Officers

IPS Integrated Productive Skills

IS Inspector of Schools

JSI John Snow International

NAPE National Assessment of Progress in Education

PIASCY Presidential Initiative on AIDS Strategy for Communication to the Youth

PTC Primary Teachers College

SBQR School -Based Quality Reforms

SRs School Representatives

SST Social Studies

TE Teacher Effectiveness

TT Trainer of Trainers

UPE Universal Primary Education

UPHOLD Uganda Program for Human and Holistic Development

USAID United States Agency for International Development

Introduction and Overview

Co-operative Learning – Pupil’s Learning to Learn - 1 -

INTRODUCTION AND OVERVIEW

This module provides additional material for running a three-day training to strengthen the practice of Cooperative Learning (CL) in order to improve classroom instruction and maximize pupils learning. The course is designed to provide information to trainers as regards to accomplishing the objectives of increasing Teacher Effectiveness. The role of the trainer as in module one is transformed to a coaching role. The trainer is expected to introduce the materials in the sessions, lead discussions and summarize the information. Hence, the delivery process will simulate to the participants the process of conducting Cooperative Learning. The course targets all managers in the education system especially – Head teachers, Deputy Head teachers, Inspectors of Schools (IS), Education Officers (EO), Coordinating Centre Tutors (CCTs), selected Primary Teachers College (PTC) staff and Community Development Workers. The module contains material for both workshop participants and trainers. It has four major parts: preliminary information, module sessions; samplers; and handouts.

Guiding Principles A focus on improving quality of classroom instruction and pupil performance The core business of any School-Based Quality Reform (SBQR) is to deliver quality education and to ensure that pupils reach their potential. The Teacher Effectiveness effort towards improved classroom instruction is designed to equip teachers, Head Teachers and other education managers in the system with critical knowledge, attitudes and skills needed to improve the effectiveness of the teaching and learning practice with a focus of positively impacting the quality of instruction at school and classroom level and more importantly the quality of pupils’ learning. A Systems Approach The Teacher Effectiveness effort strives to improve quality through a Whole School Approach or Whole System Approach. This approach recognizes that it is only when all educators namely: education officers, school heads, teachers, Centre Coordinating Tutors (CCTs) and parents work together in partnership that school-based quality can be improved. The initiative towards Teacher Effectiveness is designed to explore the collective participation of these partners in improving both instructional skills and support supervision and mentoring for quality instruction. It is therefore the reason why the cascade training approach involves all the different cadres of trainers in the system to build a foundation for continuous peer support. It is also necessary to improve capacity at all levels of the system that support the school, especially the district and the Core Primary Teachers Colleges (CPTCs). The power of improving teacher effectiveness lies in the ability of the teacher support system being able to constantly provide the support related to the change being advocated for in a friendly and non threatening way. Activity-based Learning We believe that both children and adults learn most effectively through activity and practice and not through passive listening. The Teacher Effectiveness workshops are designed to maximize activity of participants and to engage them to relate the curriculum content expected to be delivered using Cooperative Learning with the process of delivering it. Cooperative Learning uses a cluster of instructional strategies that involve students working together to achieve common learning objectives through group activities that are structured and guided by the teacher and is particularly suited to provide child-centred learning in the over-crowded primary schools classrooms in Uganda.

Introduction and Overview


Our approach in the module: In this module we have attempted to combine the principles of Cooperative Learning with experiences in using some Cooperative Learning techniques. This means that instead of exploring the different attributes of the cooperative learning as a concept by sticking to content about CL, most of the session focus on illustrating the components of Cooperative Learning using the Ugandan Primary School Curriculum content that teachers are expected to use in the classroom. The activities in the module are designed to enable the trainees to reflect over what happened in the actual learning scenarios illustrated and identify the attributes of the Cooperative Learning approach used. It implies that while reflecting on the concept of Cooperative Learning the pros and cons of the approach it self get discussed and possible solutions identified and put in context as appropriate.

How to Use This Module


HOW TO USE THIS MODULE

Introduction This section provides session-by-session notes on objectives, materials, trainers and participants activities. Each session includes both the factual content of the course and process instructions for participants and trainers to perform. The entire module has ten sessions. Sessions seven and eight are designed to improve the trainers and participants skills and attitude in their support supervision and mentoring practices. The trainers and participants are encouraged to refer to the detailed Ministry of Education and Sports’ MENTORS TRAINING GUIDE FOR TEACHER EFFECTIVENESS IN PRIMARY SCHOOLS 2004 for a more comprehensive mentoring content and process. Introduction to the Lesson Plan Sampler Welcome to the lesson plan sampler. We hope that you will find it helpful in getting started with Cooperative Learning (CL). The sampler contains a variety of lesson plans that are based on the primary school syllabus classes P1 through P7 and include lessons for all subjects. Each plan is classroom ready—that is it contains most of the information that you need to teach that lesson in your classroom. All plans follow the same format which is consistent with Uganda primary school practice. However, you are encouraged to use the samplers flexibly by modifying it creatively to suit your teaching and pupils’ learning circumstances and needs. Organization of the Sampler The lesson plans are arranged according to subject and or themes, learning area in the Thematic Curriculum and class. The plans for each class have been labelled and listed in the table of contents accordingly. The subjects or learning areas include among others News, Mathematics, English, Social Studies (SST), Science, Physical Education, Music, Agriculture, Literacy I and II, Integrated Productions Skills, Religious Education some of which are integrated with the Presidential Initiative on AIDS Strategy for Communication to Youth messages (PIASCY). Types of Lesson Plans There are two types of lesson plans. Most of them follow the procedure called “learning circles” that you became familiar with in Teacher Effectiveness Module 1. More lessons have been planned for primary one, two and three classes in the areas of literacy/writing/life/Social skills to give you an added advantage to plan and teach your own lessons. Actually, there are many other ways of organizing a CL lesson and the sampler includes examples of other structures/varieties; Round Robin/Round table, Think-Pair-Share; Test Reviewers; Reading Friends/Groups etc (these structures are explained in Appendix B handout B, “Six Cooperative Learning Structures”).All lesson plans that incorporate one of these structures are labelled individually and in the table of contents. Using the Sampler You can choose a lesson to try based on the level you teach, a topic or theme you want to cover, or the CL structure you want to try. Once you have made a tentative choice, we recommend that you quickly read the plan to decide whether to actually teach the lesson. Pay special attention to the section entitled “materials/preparation” which will tell you what materials are needed and anything that needs to be done prior to class. The “references” section will tell you how the lesson ties into the primary



school syllabus and selected textbooks. You are free to create/make/modify the suggested materials and references according to what you need. Prior to actually teaching the lesson, read the plan through carefully to be sure of how to proceed. The Structure of the Lesson Plans All plans in the sampler follow the same format that you used when practicing lesson plan writing during Training Module 1. Following is a quick reminder of what should be included in each plan. Hopefully, the summary will not only help you to properly interpret the plans in the sampler but serve as a guide for developing plans of your own as well. Preliminary information This part of the lesson plan shows the class, subject, topic/theme subtopic/sub theme / aspect skill, and duration of the lesson.

Objectives Two types of objectives should be included; academic objectives and social objectives.

• Academic objectives refer to content, knowledge and skills the pupils are to learn. • Social objectives refer to what the pupils should learn or practice in terms of relating to one

another. Focus is on developing attitudes and values. Materials/Preparation This part of the lesson plan lists the materials the teacher will need to teach the lesson and describes anything he or she needs to do or prepare before class. References These are the source books in which the teacher will find the content, methodology and supporting evidence on what he or she is to teach. It may also show where pupil’s activities are to be found.



Procedure / Lesson Development This is the main body of the lesson. It explains how to proceed with the 3 parts of the instruction: Presentation, Practice and Performance/evaluation. Each section is explained below. (For further information, refer to the following parts of Training Module 2: Session 2 “Review of Cooperative Learning” and Session 6 “Lesson Planning”).

Presentation Section • This section describes how the teacher should introduce the lesson, explain the objectives to

the pupils, teach any pre-requisite content that is needed and assign pupils to groups. Materials to be used in the lesson or by the groups may be shared here. If the lesson requires the pupils to assume roles in the group this is the point at which the teacher should explain the responsibilities of each. The roles may include: leader, resource manager, social skills checker, timekeeper, recorder/secretary, encourager and reporter.

ROLE / POSITION

RESPONSIBILITY

1. Leader • In charge of the group. Will control noise, get the group focused to task and gives equitable opportunity for each member of the group to contribute.

2. Recorder/Secretary • Takes notes of the discussions. Writes down agreed answers. • Might be asked to present the report from the group to the whole

class. 3. Timekeeper • Keeps track of time and informs the group of how much time they

have used and how much is remaining for the task. 4. Social skills checker • Watches out for any unbecoming social behavior and advises the

offender to desist from it. Acts also as noise controller. Ensures that everyone participates.

5. Resource Manager • In charge of the materials used by the group. Collects and returns materials needed by the group to perform the task.

6. Encourager • Keeps the group focused and keeps the morale of the group high while at task. Ensures each pupil participates.

7. Reporter • Gives group reports to the whole class. Sometimes it is the secretary who does this.

The CL steps covered in the presentation section are: 1) Explaining the objectives

2) Setting up the work and

3) Defining the task

Practice Section This section describes what the pupils actually do-- how they interact with the new content, and with each other. It also describes how the teacher should monitor the group work and encourage individual and group participation.

• The CL steps covered here are:

3) Defining how pupils will relate to each other 4) Monitoring



The Performance / Evaluation Section This section describes ways in which the teacher collects feedback on how well the pupils have done in achieving the academic and social objectives of the lesson. It includes procedures for checking performance of groups as well as individuals.

• The CL step covered here is: 5) Evaluation of individual and group performance. Note however, that the process of evaluation actually begins much earlier in the presentation and continues till the end.

Remarks/Comments/Evaluation The Procedure/Lesson Development section is followed by space in which the teacher can write anecdotal information on the strengths, weaknesses and plans (strategy) to consolidate good practices and improve the teaching / learning process.

Workshop Handouts Appendices provide the necessary handouts for conducting sessions three, five, six, seven, eight, nine and ten as referred to within the session’s description. Facilitators will need to use these materials as part of their regular preparations for training sessions and participants will use them as an integral part of the module content.

Icons used in the manual and what they mean

Objectives—action oriented objectives are stated for the module as a whole and for each session

☼ Petals of wisdom- Quotes and sayings aimed at motivating participants.

Rationale—each session has a rationale that provides the basis for the activities and links it to prior and subsequent sessions

Duration—time allocation for each session

Other Sources of Information

Content—presents key content to be addressed during each session

Activity—highlights a task to be carried out by the participant(s)

Handout—indicates that the trainer should distribute a photocopied document to participants

Trainer’s Notes—to be used by the trainer in the planning and carrying out of each session

Time Breakdown—within the Trainer’s Notes, this divides the session into various components to help with timing during sessions

Materials—lists the materials necessary for the trainer to use during each session

Preparation—highlights planning tasks that must be done by the trainer PRIOR to the training

Procedure—outlines for the trainer the facilitation process to be used in each session



Note for trainers THE SUGGESTIONS BELOW ARE DIRECTED TO YOU AS A TRAINER AND ARE OFFERED AS A SUPPORT FOR CONDUCTING THE WORKSHOP Organizing the Workshop Tools and Equipment The training team is responsible for making sure they have all the materials they need to conduct the workshop. Training teams should carefully review both the Trainer’s Notes and Participant’s Notes for each session to understand the equipment requirements. The following list gives a sample of some of the tools needed; however, trainers will need to prepare their own checklist after checking against the module being run.

Tool/equipment Completed? List of participants Name badges or cards for table tents Flip charts and markers Sticky tape Sufficient copies of the module Sufficient copies of Handouts needed for Activities Note books

Venue The training team is responsible for selecting a venue that is appropriate for the number of participants and the training programme (i.e. is there enough room for small group work and plenary discussions?).It is suggested that the trainings be conducted in the Primary Teachers Colleges and Coordinating Centres. Meals where (applicable) and other logistical arrangements should be in place far ahead of time so that the workshop can be started and accomplished on time. The Workshop Agenda The modules state clearly the amount of time needed to run each module and each session (e.g. this module is designed to be completed in three days). Trainers are responsible for reviewing the module and drawing up a training agenda or time table. An illustrative agenda is shown below. Suggested Agenda for CL Module 2 Day 1 ACTIVITY FACILITATOR

8.30 – 9.30am Session 1 Welcome, Introduction, and Orientation.

9. 30 – 11.00 Session 2: Exchanging Experiences

11.00 – 11.30 Break

11.30 – 1.00 Session 3: Cooperative Learning Review

1.00 – 2.00 Lunch

2.00 – 4.00 Session 4: Other Ways to Structuring Cooperative

Learning

4.00 – 4.30 Break

4.30 – 5.15 Continuation of session 4: Other Ways to Structuring



Cooperative Learning

4.45-5.15 Reflections on the days session and feedback

Day 2

8.30 – 9.00 Administration issues and Recap of day one

9.00 – 10.30 Session 5: Using the Sampler

10.30 – 11.00 Break

11.00 – 12.45 Session 6: Cooperative Learning Lesson Planning

12.45 – 1.45 Lunch

1.45 – 3.15 Session 6 Cooperative Learning Lesson Planning

3.15 – 3.45 Break

3.45 – 5.15 Session 7: Mentoring Skills-helping Teachers

Day 3

8.30 – 9.00 Administration issues and recap of day two

9.00 – 10.30 Session 8: Mentoring Skills /observing teachers

instrument

10.30 – 11.00 Break

11.00 – 1.00 Session 9: Involving Parents and the Community

1.00 – 2.00 Lunch

2.00 – 4.20 Session 10 A-B: Training Workshop Planning for

Training and evaluations

4.20 – 5.00 Closure

Evaluation Tools There are three evaluation tools to be completed at the workshop. These include:

1. Self Assessment – Pre training 2. Self Assessment – Post training 3. Participants’ Training Evaluation form

Trainers are responsible for administering these tools at the appropriate times suggested during the training workshop. The Module is expected to be improved over the course of the training period with feedback from the trainers and participants. The training evaluations serve as formative evaluation tools to inform program designers in order to revise and improve the program design and approach and the training materials.

Session 1: Welcome, Introductions and Orientation


SESSION 1: WELCOME, INTRODUCTIONS AND ORIENTATION ☼ “Every one has to work together. If we cannot get everybody working towards a common goal, nothing is going to happen”. Harold K Sperlin.

Objectives: By completing the activities of this session, you should be able to: • Welcome the participants to the workshop. • Explain key administrative issues and procedures related to the workshop. • Identify ground rules/norms of behaviour for the workshop. • Discuss participants’ expectations for the workshop. • Preview the content and procedures of the workshop for the participants • Provide tips on how to use the materials and get ready for the next session

Duration: 1 hour

Other Sources of Information: Cooperative Learning in the Classroom Module 1

Content: In the opening minutes of the workshop, the training team has the opportunity to establish a positive and collaborative working environment. The rapport that is established during this time can be critical to the engagement of participants. Also, it is an appropriate time to discuss administrative matters and workshop ground rules. Finally, this session invites participants to share their expectations for the workshop. WELCOME AND INTRODUCTIONS (20 minutes) As participants enter the room, tell them to take any seat of their choice but ask them to leave the chairs in the positions they found them. Allow 15 minutes for the welcome ceremony. Try to keep the ceremony fairly informal. It helps to begin with a smile on the face. Ask participants to pair-up with someone they know little or nothing about, and to take 5 minutes to get to know each other, as they will need to introduce each other to the larger group, focusing on four things:

1. Their names. 2. Designation and school. 3. The most interesting experience that enabled them to learn. 4. The greatest challenge they have met in their efforts to cause learning to occur.

Administrative Matters (05 minutes)

Explain to participants the administrative arrangements for the workshop, including meals and lodging, travel costs and anything else that is appropriate.



Workshop Ground Rules (05 minutes)

It is important that the training team together with the participants establish ground rules/workshop norms that should govern the rest of the workshop. Any ideas are acceptable but you might consider adding a few practical ones like:

1. Participants and trainers all have the responsibility of ensuring that sessions begin and end on time,

2. No smoking in the classroom. 3. Cell phones turned off or put to discreet. 4. Speaking out audibly when making a contribution or asking a question. 5. Respect the viewpoints of others.

As rules are suggested, write them on a flip chart. Allow 5 to 10 minutes for this activity then take a vote to make the rules “official”. Display the rules in a prominent place in the room.

Expectations (10 minutes)

Invite participants to carry out Activity 1.1 – Sharing Expectations.

Activity 1.1 – Sharing Expectations (10 minutes)

It will be valuable for both participants and the trainer if participants share the expectations they bring to the training. Spend 3 minutes reflecting on the following questions: 1. When you were invited to this course on initiatives ‘Towards Improved classroom

Instruction: Cooperative Learning in the Classroom’ Module 2 – how did you think you might benefit from the course?

2. What additional impact might the things you learn in this workshop have on your practice

and performance as an educator? 3. The trainer will assist you to share your ideas in a plenary session.

Orientation (10 minutes)

The Cascade Approach

Review with the participants that they are still part of a “cascade” that is being used to deliver training in their districts to as many teachers as possible. In the cascade approach a small number of “National Trainers”- (Master Trainers) have been trained first. The Master Trainers have trained a group of District Trainers. In turn, the district level trainers are training school representatives that include the head teachers and the deputies who will in turn continue to deliver the training directly to all the teachers in their schools. PREVIEW OF WORKSHOP CONTENT Explain that this workshop will build on the training they received in Module 1 and their earlier experiences with “Cooperative Learning” (CL), a very effective teaching method that features pupils working collectively in small groups. Then give a quick overview of the content to be covered: Use content page of this module.



Make it clear to the participants that the activities in this workshop are the same ones that they will use later and that they will receive copies of the training materials to use. This concludes session 1. The suggestions below relate to conducting the rest of the workshop with special emphasis on session 2. HOW TO USE THE MATERIALS AND GET READY FOR THE NEXT SESSION Conducting Session 2: For this preview of session 2 you will need the description of the session and all relevant handouts. Using the Session Description: Notice that the description of Session 2 includes the four subheadings listed below. All the remaining sessions are organized in the same way. Objectives: This subheading is self evident. These are the things that the participants should be able to do when the session is over. Materials/Preparation: This section is the key to preparing for the workshop. It tells you what you need to read or find out about before beginning the session and lists the materials that you need to successfully complete it. Make sure that you attend to this section before you begin your workshop. Procedure: This section tells you step-by-step how to proceed but you should not let the suggested directions interfere with your creativity. If you can think of other ways to proceed, feel free to try them. Keep in mind, though, that future sessions will assume that the content of this session has been covered. Consequently, we suggest that you avoid deleting content. By the way, other stakeholders including UPHOLD would love to hear from you about any ways you find to improve the conduct of the sessions. Notice that the procedure section points out the appropriate time for distributing any handouts for the session. To avoid wasting time, have the hand outs handy when needed. It also helps to deputize one or more participants to help with distribution. Main Points: These are provided as a suggested basis for summarizing the session. You are encouraged to add points to your summary as you see fit. Miscellaneous Tips • Some groups will take longer to do the work than others. Make sure that time is being used

effectively but don’t rush things. It is important that groups be given enough time to do their work and that group reports are given proper consideration.

• At the completion of each session, give each participant a copy of the relevant session

description (they should have received copies of all handouts during the session) and allow 10 minutes or so for them to read it and ask any pressing questions. Do not allow this



discussion to go beyond 15 minutes at the longest. There will be plenty of time for discussion later.

• If possible, give each participant a place to accumulate copies of the session descriptions and

handouts. Otherwise, papers are likely to be lost or misplaced. Having the materials pre-punched and supplying a binder with fasteners is an especially good way of handling this problem.

• Long stretches of concentrating on academic tasks can lower morale and lead to cramped

muscles and boredom. To avoid this, take occasional “stretching breaks” during which the participants stand up, twist their bodies, do a little dance/game/play, and sing a song--anything to get the blood flowing again.

Trainer’s Notes Time Breakdown

Introducing Participants 20 minutes Administrative Matters 05 minutes Ground Rules 10 minutes Activity 1.1 – Sharing Expectations 10 minutes Orientation 15 minutes

Total 1 hour Objectives

• Welcome the participants to the Workshop. • Explain key administrative issues and procedures related to the workshop. • Identify ground rules or norms of behaviours for the workshop. • Discuss participants’ expectations for the workshop. • Preview the content and procedures of the workshop for the participants. • Provide tips on how to use the materials and get ready for the next session.

Materials

Flip chart stand, Flip chart paper, pens, adhesive

Preparation • Be sure you understand the administrative arrangements for the workshop. • Prepare a flipchart paper for listing the ‘Ground Rules’.

Procedure 1. Introducing Participants It is essential to give participants a chance to get to know one another, and to create a relaxed and an informal atmosphere conducive to activity-based learning. There are many potential ice-breaker activities which can serve this purpose.



You might try asking participants to pair up with someone that they do not know and spend 5 minutes exchanging information aimed at helping them know each other better. Participants can then briefly share the information with the group as a whole. It is also advisable to use sticky labels as name badges. 2. Administrative Matters Explain administrative arrangements for the workshop to participants. Allow the participants to mention as many of the relevant ground rules including some practical ones. It is advisable that this is done early to ensure all concerns are shared with the participants before they become working rules. 3. Sharing Expectations It is necessary to invite participants to share their expectations for the workshop. To do so, conduct Activity 1.1 – Sharing Expectations. 4. Explaining the cascade approach to the participants. Begin by reminding the participants that they are part of a “cascade” that will train as many teachers as possible to use Cooperative Learning (CL). Explain that the small number of “national trainers” will scatter and train a group of district trainers. Finally, the district trainers will train the school representatives such as head teachers who will deliver the training directly to the teachers in their schools. 6. Previewing the content and procedures of the workshop for the participants

7. Explain that this workshop will build on the training they received in Module 1 and their earlier experiences with “Cooperative Learning” (CL), a very effective teaching method that features pupils working collectively in small groups. Then give a quick overview of the content to be covered. 8. Providing tips on how to use the materials and get ready for the next session.

Session 2: Exchanging Experiences


SESSION 2: EXCHANGING EXPERIENCES

☼ “The purpose of group processing is to clarify and improve on the effectiveness of the members in contributing to collaborative efforts to learn” Yager et al (1986)

Objectives:

By the end of the session participants should be able to: • Share their experiences with CL module one

Duration: 1 hour 30 minutes

Other Sources of Information: Cooperative Learning-WHERE HEART MEETS MIND pages 17-323

Rationale: 05 minutes

In Teacher Effectiveness Module One, Cooperative Learning (CL) in the classroom, you were introduced to the CL concept and how it is used in the classroom. Between then and now you have been implementing the CL concept in your various capacities – School Representatives, Coordinating Centre Tutors, District Education Officers, and School Inspectors etc. This session will be devoted to sharing your recent experiences with CL in the classroom and school.

Content: Sharing Experiences with CL This session is devoted to sharing recent experiences with CL in relation to how it worked well, challenges encountered, how to overcome them and reactions to CL from its implementers, beneficiaries and other stakeholders. These experiences can be focused on some ways that teachers in Uganda implement CL in relation to successes and constraints that they face in handling the large classes that characterize Ugandan Primary schools. The discussion could be guided by decisions all teachers have to make when using CL. These include experiences with: • Deciding when to use CL – in terms of time & content. • Organising the classroom for CL. • Establishing criteria and procedure for forming groups. • Establishing procedures for selecting and orienting group leaders. • Establishing procedure for providing learners with any prerequisite knowledge or skills that

they lack. • How to explain to learners the academic tasks they are to do and the cooperative methods

they are to exhibit. • Deciding on ways to monitor the progress of the groups. • Determining ways to evaluate the achievement of individual learners and the collective

achievement of the group.



Discussion Points (10 minutes)

It is strongly recommended that teachers adopt techniques and activities that enhance CL as a way of maximizing pupils’ learning achievement, motivation and development of skills. Consequently, commendable tips, ideas and techniques generated from this session should be noted and adopted by the participants as a way of enhancing CL so as to maximize the quality of pupils’ learning.

Summary of Key Points: (05 minutes)

From the experiences shared we learn that: • There are interesting tips, ideas and techniques that interested participants can follow-up for

improving implementation of CL in their various capacities. • The challenges of implementing CL can be overcome by identifying strategies for solving

them.

Activity 2.1 – Sharing Success Experiences with CL (30 minutes) This activity will enable you to reflect on and share your success experiences with CL. 1. In groups of 6 or 7, you will in 15 minutes discuss your experiences, share ideas and techniques in relation to the implementation of CL. The discussions and reports could focus on the following topics: - What worked well or the successes and why they were successful. - Positive and negative reactions to CL from teachers, pupils, parents, school

administrators, others. 2. Each group should assign the group roles to its members – choose a facilitator to keep the discussion moving on track and on time, a recorder/reporter to take notes and report to the whole group (3 minutes).

Activity 2.2 – Sharing Challenging Experiences with CL (40 minutes) This activity will enable you to reflect on and share your challenging experiences with CL. 1. In groups of 6 or 7 (as in activity 2.1), you will in 25 minutes discuss your experiences in the implementation of in relation to:

- The challenges you faced and how you over came them. - Challenges that remain unsolved and what might be done about them including

opportunities - Negative reactions to CL from teachers, pupils, parents, school administrators,

others and how to handle. 2. In a plenary, each group reports their findings. (15 minutes)




Rationale 05 minutes Activity 2.1 - Sharing success experiences with CL 30 minutes Activity 2.2 - Sharing challenging experiences with CL 40 minutes Discussion Points 10 minutes Conclusion 05 minutes

Total 1½ hours Objectives To share experiences with CL

Materials Flip chart stand, Flip chart paper, pens, blackboard, CL lesson plans, teaching aids, CL supervision reports, Uganda Primary Curriculum Volumes 1 and 2, National Primary School Curriculum for P.1 and P.2.

Preparation • Before the session, communicate with the participants and ask them to bring

along any materials related to CL that they wish to share. (.e.g. lesson plans, teaching aids, supervision reports, Uganda Primary school Curriculum Volumes 1 and 2, National Primary School Curriculum for P.1 and P.2.)

Procedure 1. Present the objectives and rationale of the session. 2. Ask the participants to get into groups of 6 or 7, and choose a facilitator to

keep the discussion on track and on time and a recorder/reporter to take notes and report to the whole group.

3. Explain that the participants have 40 minutes to discuss their experiences, share ideas and techniques and that their groups are free to structure the discussion in any way they choose. Suggest that some topics they might consider are in activity 2.2.

4. Monitor the discussions and help participants to stay on track. 5. After forty minutes, bring the entire group together again and in 20 minutes

ask the recorder/reporters to report. Invite comments on the reports and keep track of salient points on a flip chart or the blackboard. Record the names of contributors of especially interesting tips, ideas, or techniques to allow interested participants to follow-up.

6. Finally, conclude the session by presenting the section ‘summary of key points’ Ask participants if they have any questions or key points that should be noted.

Session 3: Cooperative Learning Review


SESSION 3: COOPERATIVE LEARNING REVIEW

☼ “Group work changes a teacher’s role dramatically…No longer is it your responsibility to watch for every mistake and correct it on spot. Instead authority is delegated to students. They are in charge of ensuring that the job gets done, and that classmates get the help they need. They are empowered to make mistakes; to find out what went wrong and what might be done about it” Elizabeth G. Cohen (1986)

Objectives: The participant will: • Describe the steps, 3Ps and elements that characterize CL • Give an example of how the steps, 3 Ps and elements can be blended into a CL lesson. • Work effectively with a partner and group members.


Other Sources of Information: Cooperative Learning –A sourcebook of Lesson Plans for Teacher Education pgs.1-19; 49-115; 129-133

Rationale : (05 minutes) This session provides a quick review of CL and the steps and elements that comprise it. The participants will also identify the way the steps and elements are blended into a sample lesson.

Content: Cooperative Learning as a teaching approach emphasizes the idea that learners work together to learn and are responsible for team-mates’ learning as well as their own. It is a teaching method that features learners working together cooperatively in small groups and focuses on teaching social skills as well as academic content. In addition CL focuses on the use of team goals and team successes which can be achieved only if all members of the team learn the objectives being taught. It highlights that the learner’s task is not just to do some thing as a team, but to LEARN something as a team. Therefore in this session the participants will review the concept, elements and steps of CL by; recalling what they remember about them, reading handouts on them, practicing and discussing them in an activity.

Activity 3.1 – A review of the essentials of CL (30 minutes) This activity will enable you to explore possible implications of using CL in the Ugandan primary school classroom.

1. Working in groups, you first as individuals recall and write the elements, steps and the 3Ps; then share it with a partner, group and finally the class.

2. You will individually study handout A 1 entitled “Elements of Cooperative Learning” on

page 134.

3. You will in a plenary review the elements while ensuring that you all understand the



following: - What each element involves - Indicators of the elements

4. You will individually study the handout in module 1 entitled “Procedures for using

Cooperative Learning” page 74. 5. You will in a plenary review the steps in using cooperative learning while ensuring that

you all understand: - What each step involves - The indicators of each step

6. You will individually study the handout in module 1 “The Three Ps” page 84. 7. You will in a plenary review the Three Ps while ensuring you understand the following:

- What each of them involves. - Indicators of each of the Ps.

Activity 3.2 – Demonstrating a CL Lesson (30 minutes) Participants will assume they are learners in P.2 English class and that the trainer is their teacher. But will identify the CL steps, 3Ps and elements as the lesson proceeds.

The trainer will teach the lesson as outlined in the P.2 English sampler on page 73? Your task is to participate as a P.2 pupil in this P.2 English lesson.

Activity 3.3 – Identifying the 3Ps, CL Steps and Elements embedded in the P.2 English lessons (20 minutes) In this activity you will try to pin down the way the CL “steps” and “elements” were demonstrated in the P.2 English lesson while it was being conducted.

1. Working in ten groups of roughly the same size, select a chairperson and a reporter. 2. In 10 minutes each group will agree on how their assigned “step” or “element” was

demonstrated during the “P.2 lesson” activity. The observer/reporter takes notes and prepares to report to the class.

3. In a plenary session the reporters share their group’s findings.

Discussion Points

Some of the concerns of this session could possibly include:

• How the CL steps and elements were blended into the demonstrated “P.2 English lesson”.

• That valid CL lessons should include all the elements.



• Teachers should include every CL step as they conduct a CL lesson. • That the social and academic skills should be catered for in all the steps.


CL is a teaching method that features learners working together in small groups and focuses on teaching social skills as well as academic content. One way CL is distinguished from other teaching methods is by a set of steps that good CL teachers follow:

1. Explain the objectives of the lesson to the learner. 2. Set up the work. 3. Define the task and how learners are to relate to each other. 4. Monitor ways that learners interact and progress on assigned tasks. 5. Evaluate the learning and behaviour of both individuals and groups.

Another characteristic of CL is the way pupils interact. This is described in terms of five elements (Use Handout No. 1 page 134 or elements and indicators).

1. Positive interdependence 2. Face to face positive interaction 3. Both individual and group accountability 4. Use of interpersonal skills 5. Evaluate progress as a group


Rationale 05 minutes Activity 3.1 - A review of the essentials of CL 30 minutes Activity 3.2 - Completing a practice CL lesson 30 minutes Activity 3.3 – Identifying the CL steps and elements embedded in “The P2 English Lesson pg 87” practice exercise 20 minutes Conclusion 05 minutes

Total 1½ hours

Objectives The participant will:

- Recall and describe the steps and elements that characterize CL. - Give an example of how the steps and elements can be blended into a CL lesson. - Work effectively with a partner and group members. Materials

Flip chart stand, Flip chart paper, pens, copies of handouts: “Steps in Using Cooperative Learning” on page 59 module one, “Elements of Cooperative Learning” on page 134.



Preparation • Before the session begins:

Look over: (1) the description of this session and the three handouts that go with it. Be sure that you understand the nature of the “steps” and “elements” and how they are blended into the activity. Make enough copies of the three handouts to supply each participant:

Procedure

1. Present the objectives and rationale of the session 2. Ask participants to do activity 3.1- A review of essentials of CL.

3. Distribute the A handout “Elements of Cooperative Learning” and give the participants time to read it.

4. Quickly review the elements with the class. Make sure that everyone is clear on the

indicators of the elements and understands that valid cooperative learning lessons should include all the elements.

5. Repeat the process with the handout entitled “Steps in Cooperative Learning” and

the 3Ps. Emphasize that teachers should include each step as they conduct a CL lesson.

6. Ask participants to do activity 3.2-Demonstrating a CL lesson. Explain that the rest

of the session will be devoted to demonstrating a P.2 CL lesson. Emphasize that the practice lesson includes all the steps, 3Ps and elements--their task will be to pick them out and take note of the circumstances. Suggest that everyone keeps the handouts that describe the elements and steps handy as they do the lesson. They will also need pencils and paper to make notes.

7. Ask participants to do activity 3.3- Identifying the CL steps and elements

embedded in the demonstrated P2 English lesson. Encourage the participants to refer to the sampler in question when doing this activity.

8. Have the class break into ten groups of roughly the same size and pick a

chairperson and reporter. Assign one “element” or “step” to each group. 9. Give the groups ten minutes to agree on how their assigned step or element was

demonstrated during the “P2 English lesson” activity. The observer takes notes and prepares to report to the class.

10. Circulate and monitor.



11. When time is up, call the class together and ask the reporters to report. Finding

examples of the steps and elements should have been easy because the connections are fairly obvious. Invite comments by anyone on any report.

12. After the last report has been made, discuss with the whole group the way the

steps and elements were blended into the “demonstrated P2 English Lesson”. 13. Close by summarizing the session using the main ideas. Make sure that all

participants can describe each element, step and the 3Ps.

Session 4: Other Ways to Structure Cooperative Learning


SESSION 4: OTHER WAYS TO STRUCTURE COOPERATIVE

LEARNING

☼ “ The Human species seems to have a relationship imperative: We desire and seek out relationships with others and we have personal needs that can only be satisfied through interacting with other humans…In fact, the most distinctive aspect of being alive is the potential for joy, fun, excitement, caring, warmth, and personal fulfilment in our relationships with other people.” David Johnson (1986)

Objectives: By the end of this session the participants should be able to: • Redefine what is meant by a CL “Structure” • Describe the CL structures: “Round Table/Round Robin”, “Think-pair-share,” “Reading

Groups”, “Reading Friends” and “Drill Partners” • Explain how each of the three structures can be incorporated into a CL lesson.

Duration: 2 hours Other Sources of Information: Cooperative Learning- WHERE HEART MEETS MIND pages 199-138; Resources in Cooperative Learning pages 17-35; Warm Ups and Grouping Strategies and Group Activities pages 12-16.


There are many ways of structuring a CL lesson. Structures as we learnt in Cooperative Learning module one are simply ways to organize students’ interactions. This session will allow the participants to experience three of them – “Round Table/Round Robin”, “Think –Pair-Share” and “Reading Groups.” When using any of these structures the content may change but the procedures for engaging in the activity remain the same.

Activity 4.1 – Three Cooperative Learning Structures (20 minutes)

1. Individually you read B entitled “Six Cooperative Learning Structures” on page 136. (5 minutes)

2. Briefly you will discuss the first three structures described in the handout while highlighting what is involved in each structure. (15 minutes)



Activity 4.2 – Demonstrations of the Three Cooperative Learning Structures (60 minutes)

1. In pairs you will work through the activity in handout C entitled “Think-Pair-Share Exercise” on page 136. (10 minutes)

2. In a plenary, you will explain why the activity is an example of “Think-Pair-Share. (10 minutes)

3. In groups, you will work through the activity in handout D entitled “Round Robin Exercise” on page 137. (10 minutes)

4. In a plenary, you will explain why the activity is an example of “Round Robin”. (10 minutes)

5. In groups you will work through the activity in handout E entitled “Reading Groups” on page 138. (10 minutes)

6. In a plenary, you will explain why the activity is an example of “Reading Groups”. (10 minutes)

Discussion Points Basing on the way each of the three CL structures has been demonstrated in the respective activities in handouts C, D and E, there are other valuable ways you as a practitioner of CL can create and use them in the Uganda primary schools classroom learning situations.

Activity 4.3 – Some more structures (30 minutes) This activity will enable the participants take a quick look at some other structures that are easy to use and are effective.

1. Individually you will read i entitled “Some more varieties of CL” on page 143. (5 minutes).

2. In a plenary you will discuss: a) What is involved in each structure and b) Give examples of its use. (25 minutes)


• There are many ways to structure the way students interact during CL. You experienced three of them in this session.

• Think-Pair-Share involves pupils working together in pairs to solve a problem. As the name implies, the pupils pair off, think about the problem individually, share their ideas with their pair mate, and then the pair comes to a collective decision as to a solution and share it with whole class.

• Round Robin/Round Table are similar structures that involve individual group members taking turns making comments on a topic or problem until everyone has had a chance (if time permits, there can be more than one round). In Round Robin the comments are Oral and in Round Table the comments are written on a single large sheet of paper.

• In “Reading Groups” Pupils read material together and answer questions the teachers supply. One person is the “reader”, another “recorder”, and the third the “checker” (who checks to make certain everyone understands and agrees with the answers). They must come up with three possible answers to each question and circle their favourite. When finished, everyone signs a paper to certify that they understand and agree on the answers.




Rationale 05 minutes Activity 4.1 - Three cooperative Learning Structures 20 minutes Activity 4.2 - Demonstrations of the Three Cooperative Structures 60 minutes Activity 4.3 – Some more structures 30 minutes Conclusion 05 minutes

Total 2 hours

Objectives The Participants will: • Define what is meant by a CL “structure” • Describe the CL structures: “Round table/Round Robin,” Think-Pair-Share,” “Drill

Partners”, “Reading groups”, “Reading Friends”, “Test Reviewers” and others. • Explain how each of the three structures can be incorporated into a CL lesson.

Materials Flip chart stand, Flip chart paper, pens, copies of handouts entitled: “Six Cooperative Learning Structures,” “Think-Pair-Share exercise”, “Round Robin exercise”, “Drill Partners”, “More Structures” and “The Jinja Dam”.

Preparation Before the session begins, look over: (1) The description of this session and the 4 handouts that go with it. Be sure that you understand the nature of “Round Table/Round Robin,” Think-Pair-Share,” and “Drill Partners” and the way they are blended into the activities from the sampler. (2) Obtain one copy of the sampler and the handouts - “Six Cooperative Learning Structures,” “Think-Pair-Share,” “Reading Groups” and “Some More Structures” - for each participant. Procedure 1. Open the session by pointing out that there are many ways of structuring a CL

lesson and that this session will allow the participants to experience three of them-- “Round Table/Round Robin,” Think-Pair-Share,” and “Reading Groups.”

2. Distribute the handout “Six Cooperative Learning Structures” and give the

participants a few minutes to read it.

3. Briefly discuss the three structures described in the handout. Be sure that everyone understands what is involved in each structure.



4. Explain to the participants that they will be doing an activity drawn from a P6

science lesson from the sampler. Their task will be to identify how the activity demonstrates the structure “Think-Pair-Share”.

5. Pass out handout C and have the participants work through the activity as

described. Tell them that they have 15 minutes to complete the work.

6. When time is up, call the group to order and call on one of the participants to explain why the activity is an example of “Think-Pair-Share.” Use the response as a springboard for a quick discussion of the value of “Think-Pair-Share” and possible ways to use it.

7. Direct the participants’ attention to the sampler and the P6 science lesson plan

from which the activity was abstracted. Point out that the activity came from the “practice” portion of the plan which describes how the students are to interact with each other. Explain that all “structures” like Think-Pair Share are simply ways to organize student interactions.

8. Repeat Step 2 using handout D which demonstrates the “Round Robin” structure.

9. Repeat Step 2 using handout E which demonstrates “Reading Groups.” Because

the nature of this structure is obvious, the participants need not actually do the exercise.

10. Bring the class together and explain that they will next take a quick look at

some other structures that are easy to use and effective. Distribute handout I “Some more varieties of CL” and give them a chance to read it. Quickly discuss each structure and ask the class to give an example of its use.

11. Finally conclude the session by presenting the summary of key points. Ask

participants if they have any questions or key points that should be noted.

Session 5: Using the Sampler


SESSION 5: USING THE SAMPLER ☼ “Practice makes perfect”

Objectives: By the end of this session participants will: • Familiarize themselves with the sampler of lesson plans for Cooperative Learning and

demonstrate how to use it. • Collect feedback on how to improve the sampler and put it to best use.


Other Sources of Information: Mentoring Module by Ministry of Education and Sports (2005); Cooperative Learning- WHERE HEART MEETS MIND - PAGES 261-285

Rationale: (05 minutes)

The previous session explored the various ways of structuring a CL lesson. This session will familiarize you with the “sampler” of CL lesson plans, the sampler’s purpose and how to use it. Samplers use CL structures to organize students’ interactions.

Content: Some key characteristics of samplers include: • The sampler is a collection of plans for CL lessons that are consistent with the Uganda

Primary School Syllabus and that deal with a variety of subject areas and grade levels. Nearly every primary teacher should find at least one plan in the sampler that he or she could put to immediate use.

• The purpose of the sampler is to provide an easy way for teachers to teach one or two CL

lessons. We hope that the experience gained will increase their confidence and encourage them to develop and use additional lessons of their own.

• The plans in the sampler are indexed and organized by subject and grade level to make it easy

for teachers to find lessons that fit their situations. • The lesson plans in the sampler are quite detailed to allow teachers to use them easily,

flexibly and without a lot of preparation. Plans that teachers prepare for themselves need not be as explicit.




• The sampler is a collection of lesson plans for CL lessons that are consistent with the current

Uganda Primary School Syllabus and that deal with a variety of subject areas and all class levels. Nearly every primary teacher should find at least one plan in the sampler that he or she could use.

• The purpose of the sampler is to provide a sample of lessons for teachers to use to teach and or learn from. The experience gained is to increase the teachers’ confidence and encourage them to develop and use CL lessons of their own.

• The plans in the sampler are indexed and organized by subject and grade level to make it easy for teachers to find lessons that fit their situations.

• The plans included in the sampler are quite detailed to enable teachers to use them without a lot of preparation. Plans prepared by teachers for themselves need not be as explicit.

Activity 5.1 – Familiarizing with the Samplers (60 minutes) This activity will enable you to familiarize with the samplers. 1. You will organize yourselves into groups of six or seven or as appropriate. Each group

should select a chairperson to keep the discussion on track and on time and a reporter to keep track of the discussion and report the results to the whole group.

2. Each group will in 30 minutes go through this three step process:

• Allow individual members to spend a few minutes thumbing through the sampler to get an idea of the scope of coverage and way the plans are written. Suggest that they closely examine one or two plans of their choice.

• Each group will discuss the sampler and its use. The discussion can be unstructured but try to include these questions:

o Do the plans appear to be useable by teachers? If not, what can we do to make them more practical?

o Will most teachers actually use at least one of the plans? If not, how can we encourage them to do so?

o Once teachers successfully use a lesson from the sampler, will they write plans of their own so as to continue to use CL? If not, how can we encourage them to do so?

3. In a plenary each group’s reporter in two to three minutes will give a summary of their groups work (20 minutes)




Rationale 10 minutes Activity 5.1 - Familiarizing with samplers 60 minutes Conclusion 20 minutes

Total 1½ hours

Objectives • Familiarize the participants with the sampler of lesson plans for Cooperative

Learning and demonstrate how to use it. • Collect feedback on how to improve the sampler and put it to best use.

Materials Flip chart stand, Flip chart paper, pens, paper for writing, a copy of the TE module 2 with samplers for each participant, Flip charts or cards or a blackboard showing questions for discussion, and cards showing the categories of subjects that will determine the grouping.

Preparation • Prepare flip charts or cards or a blackboard showing questions for discussion, and

cards showing the categories of subjects that will determine the grouping. • Look over the samplers of the various subjects for each class. Be sure that you

understand the concept, purpose and content of a sampler and the way it is intended to be used.

Procedure

1. Welcome the participants to the session and explain that it will familiarize them with the “sampler” of CL lesson plans, the sampler’s purpose and how to use it. Guide the participants to the pages where the set of samplers for each class are found: Primary one page 52; Primary two page 72; Primary three page 80; Primary four page 99; Primary five 104; Primary six page 115; and Primary seven page 125.

2. Distribute TE modules 2 with sampler and ask the participants to quickly read over

the introduction. 3. With reference to the content notes summarize the purpose of the sampler, its

content and the way it is intended t o be used. 4. Have the participants organize themselves into groups of six or seven. Each group

should select a chairman to keep the discussion on track and on time and a reporter



to keep track of the discussion and report the results to the whole group. 5. Explain that each small group will have 30 minutes to do activity 5.1-‘Familiarising

with the Samplers’. 6. At the end of 30 minutes call the entire group together to share information from

the small group sessions. Ask the reporters to give two or three minute summaries of their group’s work. Write the key points raised, on the board or a flip chart. Discuss and summarize.

7. Close by summarizing the session by presenting the summary of key points.

Session 6: Lesson Planning


SESSION 6: LESSON PLANNING

☼ “Unless there is a behavioural change in a trainee, the trainer trains in vain” – ‘William Kilpatrik’

Objectives: By the end of this session participants will be able to: • Describe the procedure for developing a good CL lesson plan. • Design a valid CL lesson plan.

Duration: 3 hours 15 minutes

Other Sources of Information: Cooperative Learning in The Classroom Module 1 pages15-43; Cooperative Learning- WHERE HEART MEETS MIND pages 261-285; Learning Cooperative Learning via Cooperative Learning A source Book of Lesson

Plans for Teachers pages 133-136; Warm Ups and Grouping Strategies and Group Activities pages 12-16.

Rationale: 15 minutes A sampler contains many examples of CL lesson plans but teachers will have to write most of their own. This session will provide practice in doing that.

Content: Some key characteristics of samplers include: • The sampler is a collection of plans for CL lessons that are consistent with the Uganda

Primary School Syllabus and that deal with a variety of subject areas and grade levels. Nearly every primary teacher should find at least one plan in the sampler that he or she could put to immediate use.

• The purpose of the sampler is to provide an easy way for teachers to teach one or two CL

lessons. We hope that the experience gained will increase their confidence and encourage them to develop and use additional lessons of their own.

• The plans in the sampler are indexed and organized by subject and grade level to make it easy

for teachers to find lessons that fit their situations. • The lesson plans in the sampler are quite detailed to allow teachers to use them easily and

without a lot of preparation. Plans that teachers prepare for themselves need not be as explicit.



Activity 6.1 – Practicing to make CL Lesson Plan (165 minutes) This activity will enable the participants to practice making a CL lesson plan. 1. In a plenary, you will open a sampler of your choice and choose one sample lesson

plan. You will go through the plan section by section (guided by the facilitator) to be sure that everyone understands what a good plan should include. Note the content of the three sections in the lesson plan entitled, “Presentation”, “Practice” and “Performance/Evaluation”. (15 minutes)

2. You will organize yourselves into three groups based on the grade level you teach

or any one you are interested in. There should be a lower primary group (P. 1, P. 2 and P.3), a middle primary group (P.4, P.5) and an upper primary group (P.6, P.7). Each group should select a leader to keep the discussion on track and orderly and a time keeper to be sure that everyone finishes work on time. (5 minutes)

3. Everyone in the group should pick a topic for their lesson plan that is consistent

with the Uganda syllabi. (10 minutes) 4. Using the blank copies of the lesson plan format distributed by the facilitators,

everyone in the group should design a draft lesson plan in 90 minutes time. The objective of the group in this activity is to produce a cluster of the best lesson plans possible, so individuals should consult and help each other.

5. After 60 minutes you will trade (exchange) your draft lesson plans with an

immediate neighbour for informal critiquing. In 30 minutes the pairs study each other’s draft plans and identify any problems guided by the following questions:

a) Is the draft lesson plan a good example of CL (does it include the steps and

elements)? If not, what is missing and what can be done about it? b) Are all elements of the format included in the plan? Are the “Presentation”

and “Practice” sections complete and clear? c) When time for critiquing is up, the pair-mates should return the lesson plans

to their owners and discuss the findings with each other. This should take about 15 minutes.

6. After the critique and discussion, in 10 – 15 minutes participants reflect on what

they have learned and make any changes indicated. They are free to consult with other group members as they do this.



Discussion Points The discussion of the process of developing a CL lesson plan could be guided by the need to agree on the following considerations: • Choice of a topic/ theme that is consistent with the Uganda syllabi or Uganda Primary

School curriculum, volume one or two or the Thematic Curriculum for P.1 and P.2. • Incorporation of one or two of the CL structures in the lesson plan • Inclusion of both academic and social objectives, the 3Ps, the steps and elements in the

lesson plan.

Summary of Key Points (15 minutes)

• One good format for designing CL lesson plans is based on the 3P’s (see handout entitled

“The 3Ps”) • In designing a CL lesson plan, it is critical to include the essential elements and steps of

CL. (see handouts entitled “Elements of Cooperative Learning” and “Steps in Using Cooperative Learning” The principal places for doing that are the “Presentation” and Practice sections of the plan.


Rationale 15 minutes Activity 6.1 - Practicing to make a CL lesson plan 165 minutes Conclusion 15 minutes

Total 3hrs 15 minutes

Objectives • Describe the procedure for developing a good CL lesson plan • Design a valid CL lesson plan.

Materials Blackboard/flipchart, flipchart stand, copies of the “Uganda Primary School Curriculum, Volume 1 (one per group), the sampler (one per participant), Handouts - “More CL structures” and “The Three Ps” (one of each per participant), CL lesson plan worksheets (at least four per participant) and paper for writing.

Preparation • Study all the session handouts to be sure that you understand their content and

how they are related to the session. • Also have all the session handouts copied in the correct quantities for the

participants.



Procedure 1. Present the objectives and rationale of the session. 2. Ask the participants to open their sampler to one of the sample lesson plans (your

choice). Go through the plan section by section to be sure that everyone understands what a good plan should include. Take special care to explain the content of the three sections entitled “Presentation,” “Practice,” and “Performance/Evaluation.” This is explained in the Handout entitled “The 3 Ps.” Point out that the same format has been followed in all of the plans in the sampler.

3. Distribute blank copies of the lesson plan format and explain that they should be

used in preparing the lesson plans. Answer any questions about the assignment then tell the participants that they have 45 minutes to draft a CL lesson plan that covers their topic.

4. Explain that everyone will now try to write a lesson plan of their own. Make it clear

that the “Presentation” and “Practice” sections do not have to be as detailed as the plans in the sampler. All that is required is to explain the procedure in enough detail that they could do what is intended. Answer any questions that come up.

5. Encourage the participants to incorporate one of the new structures covered in the

last session if they like. 6. Ask participants to do activity 6.1-practicing to make a CL lesson plan. 7. Explain that everyone should design a lesson plan but that the objective of the

group should be to produce a cluster of the best lesson plans possible. Point out that individuals are encouraged to consult and help each other but that everyone should do their own work.

8. Circulate among the groups and provide support to anyone having problems. Check

especially whether the plans that are emerging really demonstrate CL (e.g. include the elements and steps) and cover the topic. Encourage people who are having trouble to consult with those who are doing well. Praise good work and examples of the team working well together.

9. After 80 minutes, call for the participants’ attention and guide them through steps

5 and 6 in activity 6.1 caption. 10. Circulate and monitor the critique/revision process. Provide help and guidance as

needed. When the revision is complete, congratulate the participants on a job well done and tell them to give themselves a big clap! Note---You should arrange to make sufficient copies of all plans generated and



supply each participant with a copy of all plans generated by his/her group.. Make one additional copy of each plan for the file (you may feel free to also make personal copies if you like). Store the file copies in a safe place. UPHOLD will arrange to collect them later).

11. Close by leading a discussion of how to develop CL lesson plans for classroom use. 12. Finally conclude the session by presenting the section “Summary of key points”

Session 7: Mentoring Skills – Helping Teachers


SESSION 7: MENTORING SKILLS – HELPING TEACHERS

☼ “The mountain guide, like the true teacher, has quiet authority. He or she engenders trust and confidence so that one is willing to join the endeavour”, -Nancy Hill

Objectives:

By the end of the session, participants should be able to: • Define mentoring • Describe the mentoring process • Demonstrate the social skills related to mentoring practices.

Duration: 1½ hours

Other Sources of Information: Mentoring Module by Ministry of Education and Sports 2005


This session centres on what good mentoring is and how to do it effectively. The most important job of head teachers and other local representatives is to help teachers learn new skills and improve the performance of old ones. Experience has shown that the best way to do this is through a sophisticated form of coaching called “mentoring.” We also know that mentoring is not easy or quick- it takes patience and skill to help a teacher change the way he or she does things.

Content

Activity 7.1 – Case Study on Mentoring Lesson Practices (50 minutes)

1. Get in groups of 8-10. Each group will choose a leader, recorder, reporter and timekeeper

2. Each group will study one of the two cases in which a head teacher is trying to improve the performance of a teacher. One case illustrates good mentoring and the other is an example of what not to do

3. Using copies of either handout J# 1 page 144 and J # 2 page 145 let each group elect two members to study the case carefully then act it out. One person should portray the head teacher and the other the teacher. The group should then discuss what took place during the case and identify actions that they think were effective and ineffective.

4. When time is up, the reporters should summarize what took place in their case and the group’s conclusions about effective and ineffective actions of the head teacher.

5. Next, let the groups take part in a discussion focused on these questions:



a. Give reasons why Mr Mukasa’s efforts will or will not lead his teachers to use CL more effectively?

b. What effects are Mr Mukasa’s actions likely to have on any future efforts

to influence his teachers?

c. What made Ms. Birungi’s approach effective?

d. How do you suppose that Ms. Birungi’s teachers perceive her effort? What does this portend for the future?

Group discussion should point out that Ms Birungi’s approach to the situation included many of the techniques that are recommended by experts in the process of mentoring. Noting also, that the next part of the session will be devoted to exploring the nature of good mentoring along with some tips on how to be a good mentor.

Activity 7.2: Tips for Mentoring Teachers (25 minutes)

1. Get back to your groups and read through handout K page 146 “Some Essential Elements of Quality Mentoring” for a few minutes.

2. As you read, identify the process of mentoring and skills needed to do effective

mentoring.

3. When the 20 minutes are up, a whole group discussion will take place. Summary of Key Points

• Mentoring can only be effective if there is something to offer that the teacher desires. • All teachers must be supported and motivated to enable them grow professionally. • The mentoring process and practice should always be action oriented with specific

follow-up plans. • The mentor and the mentee should demonstrate high level of the social skills related to

mentoring practices including interpersonal skills and professionalism.




Rationale 05 minutes Activity 7.1- Case study on mentoring practices 50 minutes Activity7.2- Guide for mentoring teachers 25 minutes Conclusion 10 minutes Total 1hour 30 minutes

Objectives By the end of the session, participants should be able to:

• Define mentoring. • Describe the mentoring process. • Demonstrate the social skills related with mentoring practices.

Materials

Markers, flipcharts, manilas, blackboard, chalk. • Handout J # 1 – “Case Study I” • Handout J # 2 – “Case Study II” • Handout K “Some Essential Elements of Quality Mentoring” Preparation • Before the session, carefully read handout K “Some Essential Elements of

Quality Mentoring”, Handout J # 1 – “Case Study I” and Handout J # 2 – “Case Study II” and obtain sufficient copies for all participants.

Procedure

1. Point out to the participants that the most important job of head teachers and other local representatives is to help teachers learn new skills and improve their performance of old ones.

2. Explain that this session centres on what good mentoring is and how to do it out effectively.

3. Assign participants to groups. Ask each group to choose a leader, recorder, reporter and timekeeper.

4. Explain the task to the participants and distribute copies of handout J# 1 page 144 to the members of half of the groups and J # 2 page 145 to the rest. Tell participants that they have 40 minutes to complete the task.

5. Move around the class and monitor progress on how the participants are



working together on the task. 6. In plenary, when time is up, the reporters of each group present their

findings. 7. Close the plenary discussion by pointing out that Ms Birungi’s approach to

the situation included many of the techniques that are recommended by experts in the process of mentoring. Noting also, that the next part of the session will be devoted to exploring the nature of good mentoring along with some tips on how to be a good mentor.

8. Direct participants’ attention to activity 7.2 handout L page 148 “Lesson Observation Guide” and guide them on how to carry out the activity.

9. Conduct a whole group discussion when the 20 minutes are up. 10. Conclude the session with the summary points and refer the participants to

the detailed Mentoring Module by the Ministry of Education and Sports (2005) for further reading.

Session 8: Observing Teachers


SESSION 8: OBSERVING TEACHERS

☼ “We must move to ways of thinking, and to plans and programs by which teachers reflect on themselves as knowing, teaching beings” – Teacher Education I Ontario (1987)-

Objectives:

By the end of the session, participants should be able to:

• Describe the process of lesson observation and conferencing. • Use the suggested instrument to observe a lesson. • Provide feedback on the instrument and lesson observed.

Duration: 1½ hours Other Sources of Information: Mentoring Module by Ministry of Education and Sports 2005

Materials / Preparation:

• Before the session, read through the observation guide. • Markers, flipcharts, manilas, blackboard, chalk. • Copies of lesson observation guide and lesson observation instrument.


In the previous session you shared the concept, process and social skills related to mentoring. This session focuses on mentoring as a professional practice. It enables you to practice mentoring in three phases: the pre-observation; observation and post observation conference activities of teachers and the mentor. It is essential that the teacher and the mentor interact from shared teaching learning needs.

Activity 8.1: Lesson Observation and Conference (10 minutes)

1. Participants will work in groups. Each group will choose a leader, recorder, reporter and timekeeper

2. Participants will do an activity related to lesson observation and conferencing using L page 148.

3. The participants will then reflect on the lessons they have observed in their schools and mention the items they look out for as they observe the lesson. They will make a list of the items. This activity will last ten minutes.

4. Move around and monitor checking on progress and on how the participants are working together on the task.

5. When the ten minutes is up, the reporter of each group reads out their list. When the reporter of the first group reads out their list, the others listen carefully. When it is their turn they do not read out what has already been read.



Activity 8.2: Discussion of the Guide (10 minutes)

1. To consolidate their work, participants will need copies of the lesson observation guide and the observation instrument and read through it. They will get clarification and explanations on anything that is not clear to the participants.

2. They will relate this to their own lists and see the similarities and differences. The 3 stages of lesson observation i.e. planning, observation and feedback will be highlighted and explained. This activity will last 10 minutes

3. When this activity is over, the participants will regroup for the simulation. One participant will be the teacher. N.B the teacher could be informed earlier to allow him or her read through the lesson and understand it. Three participants will use the observation instruments for this lesson. One of the three participants will act as the mentor. Activity 8.3 Pre-observation Conference (10 minutes)

Using one of the lesson plan samplers already identified, the mentor and mentee discuss the lesson plan. The rest of the participants listen and take notes. This is done because this is a training session, otherwise the mentor and mentee should hold this discussion in private. Give this activity 10 minutes.

Activity 8.4 Observation (30 minutes)

The participant identified as the teacher simulates the lesson. The three participants identified use the instrument to observe the lesson. The rest of the participants play the role of pupils. However, inform them that they should also attempt to use the instrument. The lesson is 30 minutes because it is either P1 or P2

Activity 8.5 Post observation conference (10 minutes)

The participant who acted as a mentor in the planning session continues with this session and provides feedback. The rest listen, observe and make notes. Like in the pre-observation, this session should be privately held by the mentor and the mentee. However, for purposes of training all participants are allowed to listen and observe. This session should take 10 minutes.

Activity 8.6 General Discussion (15 minutes)

1. The whole group will take part in a general discussion. The discussions should focus

on the following:

- The way the planning session was handled. - The feedback session particularly the way the mentor and mentee related. - How the mentor gave feedback - The response of the mentee to the feedback - The way the mentee reflected on the lesson - Participants’ views about the whole idea of lesson observation and conferencing

Allow 20 minutes for this activity.

2. At the end of the session a summary of the main points should be made.




Rationale 05 minutes Activity 8.1 - Overview of lesson observation and conferencing 10 minutes Activities 8.2 – 8.4 - Modelling lesson observation and Conferencing 50 minutes Activities 8.5 – 8.6 – Feedback on instrument and lesson/conference 25 minutes

Total 1½ hours

Objectives By the end of the session, participants should be able to:

• Describe the process of lesson observation and conferencing. • Use the suggested instrument to observe a lesson. • Provide feedback on the instrument and lesson observed.

Materials • Markers, flipcharts, manilas, blackboard, chalk.

• Copies of lesson observation guide and lesson observation instrument.

Preparation • Before the session, read through the observation guide.

Procedure 1. Begin by explaining to the participants that this session is aimed at

consolidating some of the aspects dealt with in the mentoring session. 2. Tell them that lesson observation and conferencing is part of the mentoring.

Session 9: Involving Parents and the Community


SESSION 9: INVOLVING PARENTS AND THE COMMUNITY

☼ “The closer the parent is to the education of the child, the greater the impact on child development and educational achievement”

– Michael Fullan (1991) Objectives: At the conclusion of this session the participants will:

• Describe ways to get parents directly involved in CL. • Describe ways of creating awareness of CL in the community. • Appreciate parents and community involvement thus far.

Duration: 2 hours

Other Sources of Information: Draft Community Involvement in Education Kit pages 1-47


Involving parents and the community in CL is important in achieving quality or effective teaching and learning. It is critical to be able to get parents to participate in supporting quality pupil learning. The teachers need techniques that they can use to enlist the help of parents with CL. In this session we shall be able to get opportunities of getting parents to support CL. In practice this does not only mean getting parents to participate in CL, but to actually visit their child’s classroom and serve as monitors for small group discussions. This as pointed out in the Community Involvement in Education (CIE) tools and guide lines cannot only foster goodwill but can also result in extra help in implementing the method.

Activity 9.1: Parents Involvement in CL (60 minutes)

This part of the lesson deals with ways that teachers can enlist the help of parents in making CL work. It is important to note that this means getting parents to actually participate in CL not simply to learn about it. For example, some parents might actually visit their child’s classroom and serve as monitors for small group discussions. Directly involving parents with CL can not only foster good will but can also result in extra help in implementing the method. 1. Form groups of 5-10 and pick a discussion leader and recorder. Discuss the

guidelines written on the board for 15 minutes. 2. Be sure that the discussions canter on generating actual participation by parents

rather than on ways to simply bring CL to their attention. 3. In plenary, the recorders report on their group’s conclusions as to: (1) ways

teachers can get parents involved in CL, (2) things that teachers can do to stimulate more parents to participate in their child’s education.

4. Individually read Handout M “Involving Parents in CL Activities and the Facilitators’ Guide Community Involvement in Education Kit pages 4 – 6 for three or five minutes.” Discuss, compare and consolidate the ideas listed there with those generated by the group. Then use the consolidated list of things that teachers can do to entice parents to participate in the activities that have been identified.



Activity 9.2: Ways to Acquaint Parents and the Community with CL (40 minutes) This activity will enable you identify ways to acquaint parents and the rest of the community with CL. Giving pupils more responsibility for their learning can be a controversial idea so it is critical that people understand how CL works and why it is effective. This part of the session will deal with ways to communicate this information.

1. Now, in small groups of 5-6 participants, focus on opportunities or ways to create awareness about CL among parents and others in a local community.

2. The groups have 15 minutes to discuss the efficacy of the suggestions included there and to add additional suggestions of their own.

MAIN IDEAS: (15 minutes) If CL is to be successful, the residents of a community, especially parents of the pupils involved, must be supportive or at least not opposed to its use. An important step in promoting acceptance is to acquaint parents and other stakeholders with the nature of CL and their roles/responsibilities. This session has dealt with several ways of doing that. Another powerful way to gain acceptance by parents is to involve them directly in activities associated with CL. Involvement of this kind can provide a teacher with a double benefit-- some help in doing their work and increased good will.

Trainer’s Notes

Time Breakdown

Rationale 05 minutes Activity 9.1 - Parents Involvement in CL 60 minutes Activity9.2 - Ways to Acquaint Parents and the Community with CL 40 minutes Conclusion 15 minutes

Total 2hours

Objectives At the conclusion of this session the participants will: • Describe ways to get parents directly involved in CL. • Describe ways of creating awareness of CL in the community.

Materials • Blackboard / flipchart • Handouts: “Involving Parents in CL Activities” and “Making the Community Aware of

CL” • Paper for writing



Preparation Before the session begins, write these discussion guidelines on the flipchart / blackboard: 1. List techniques that teachers could use to enlist the support of parents and

community with CL in the school and classroom. 2. Identify challenges related to getting parents to participate in supporting CL and

things that teachers can do to overcome them. 3. Identify opportunities in getting parents to help with CL.

Procedure 1. Present objectives and rationale of the session. 2. Participants should form groups of 5-10 and pick a discussion leader and recorder. 3. Discuss the guiding questions on the flip chart with the group to ensure that they

understand the questions and then tell them that they have 40 minutes to complete their work.

4. Move around to check on the progress of groups and answer any questions. Be sure that the discussions canter on generating actual participation by parents rather than on ways to simply bring CL to their attention

5. When time is up, the recorders to report on their group’s conclusions as to: (1) ways teachers can get parents involved in CL, (2) things that teachers can do to stimulate more parents to participate in their child’s education. Make two lists of the suggestions on the board and summarize the results.

6. Ask participants to read Handout M “Involving Parents in CL Activities” page 149 and the Facilitators’ Guide Community Involvement in Education Kit pages 4 – 6 for three or five minutes.” Through brainstorming discuss, compare and consolidate the ideas listed there with those generated by the group. Then use the consolidated list of things that teachers can do to entice parents to participate in the activities that have been identified.

7. Summarize this part of the session and re-emphasise the potential value of directly involving parents in CL.

8. Now direct support groups to focus on opportunities or ways to create awareness about CL among parents and others in a local community. Explain that giving pupils more responsibility for their learning can be a controversial idea so it is critical that people understand how CL works and why it is effective and this part of the session will deal with ways to communicate this information.

9. Reassemble, record the reports and consolidate the ideas. 10. Wrap – up the session using the main points.

Session 10A: Training Workshop Planning (for Trainers of Trainers)


SESSION 10A: TRAINING WORKSHOP PLANNING (FOR TRAINERS OF TRAINERS)

☼ “‘Failing to plan is planning to Fail”

Objectives: By completing the activities of this session, participants should be able to:

• Reorient trainers or teachers on CL and improve their capacity to use it. • Stimulate as many teachers as possible to use CL. • Draft a training plan for the next training session. • Plan to monitor and mentor teachers’ use of CL and provide necessary follow-up

encouragement and support. Duration: 2 hours 20 minutes

Othe Sources of Information: Towards Improved Classroom Instruction: Cooperative Learning in the in the Classroom; Module 1 pages 46-49; Resources in Cooperative Learning pages 143- 179

Rationale: 05 minutes The final session provides the participants with an opportunity to reflect upon the activities and outcomes of the whole workshop. This will then lead to discussions on the possible plans to conduct their own CL workshop with special emphasis on ways to use the training materials that they have been given in teams.

Activity 10.1a - Do I understand all the materials have for the next training? (90 minutes)

1. Working in CC or district groups, select a leader who will lead the group to cross check all

the session descriptions and handouts. 2. Discuss the training materials session by session starting with session 2. As they discuss each

session the individuals should try to identify any problems that they might have in implementing it during your upcoming workshop and things you might do to make the job easier. Some particular questions that your groups might think about are; - Is the time estimate for the session realistic? Any adjustments in the order of sessions! - Were any parts of the session ineffective? What can be done about it? - Did any ideas come out of this workshop that should be added to the materials for the

session? You should allocate about 10 minutes. Timekeepers are responsible for keeping the group on schedule.

3. Draw a comprehensive plan of the CL training roll-out at the next level.



Trainer’s Notes

Time Breakdown Rationale 05 minutes Activity 10.1a – Do I understand all the materials I have for the next training? 90 minutes Conclusion 20 minutes Workshop Evaluation 25 minutes

Total 2 hours 20 minutes

Objectives • Ascertain that they have a complete training package of sessions and handouts. • Discuss and identify possible plans for presenting a CL workshop • Draft a training plan for the next training session.

Materials Flip chart stand, Flip chart paper, pens, adhesive

• Each participant’s Copies of all lesson descriptions and handouts used during this workshop.

• Any notes taken by the participants during the workshop regarding ways to conduct their own CL workshop.

Preparation Distribute the tasks amongst the trainers to provide support to the participants before hand. Preferable each officer should provide support to the trainers he or she will be supervision.

Procedure 1. Share the objectives of the session and present the rationale. 2. Explain to the participants the task at hand and set them to work in the groups

in which they will be conducting the next trainings. For instance, trainers from the same county/sub-county/coordinating centre or however you will distribute the trainers. It could also be district teams.

3. Have the participants break into groups as in no. 2 Ask the group leaders to

check to be sure that all members have all session descriptions and handouts. 4. Ask the participants to do Activity 10.1a –‘Do I understand all the materials I



have for the next training?’ Ask the groups to devote at most 10 minutes to each session on average. Remind the timekeepers that they are responsible for keeping the group on schedule.

5. As the groups do their work, monitor the action and intervene when necessary.

Listen carefully to what is being said and be sure that the discussions remain focused on planning for the upcoming workshops rather than becoming a general critique of the materials or the workshop. Take note of any especially interesting ideas that the entire group should hear about.

6. Hold a plenary session and ask if anyone wants to share any especially

interesting ideas about conducting the upcoming workshops? List any responses on a flip chart and add any thoughts that came to mind while you monitored the group work. Clear up any unanswered questions or add suggestions/tips of your own on to ways to conduct a CL workshop.

7. Finally, ask the participants to fill out the evaluation forms before closing. This

should include the participants training form and the self assessment: Post-training.

8. You can turn the workshop over to the person responsible for the closing

ceremony and administrative activities.

Session 10B: Training Workshop Planning (for Trainers of Teachers)


SESSION 10B: TRAINING WORKSHOP PLANNING (FOR TRAINERS OF TEACHERS)

☼ Failing to plan is planning to fail

Objectives: By completing the activities of this session, participants should be able to:

• Ascertain that they have a complete training package of sessions and handouts for CL module 2.

• Discuss and identify possible plans for presenting a module 2 CL workshop. • Draft a plan for school-based training programmes for the training of their teachers.

Duration: 2 hours 20 minutes

Other Sources of Information: Towards Improved Classroom Instruction Cooperative Learning in the Classroom Module 1 pages 46-49; Resources in Cooperative Learning pages 143- 179


The final session provides the participants with an opportunity to reflect upon the activities and outcomes of the whole workshop. This, as in module 1, will then lead to discussions on the possible plans for training teachers in their school to use CL with special emphasis on ways to organize their school-based training program.

Activity 10.1b - What materials do we have and how will we do the School-based training? (90 minutes)

1. In a plenary start by sharing possible ways to organize the training program that you will soon be

rolling out. The discussion should aim at identifying patterns that are in line with the goals for the program which are: - Orient teachers on CL and train them to use it. - Stimulate as many teachers as possible to try out CL. - Monitor and mentor teachers’ use of CL and provide necessary follow-up encouragement and

support. 2. Working in your cluster groups cross check and make sure that you have all the session descriptions

and handouts. 3. To prepare your selves for the school-based roll out of the training in CL, discuss these questions;

- When, and how often, will you bring the teachers together for training? - How many training sessions will be required? What content and activities should be included in

each session? - How will you evaluate the degree to which teachers have learned what they should have? - How will you stimulate your teachers to improve CL practices in their classrooms? - What kind of follow-up encouragement and support will be required? - How will you provide it?

4. In a plenary session the reporters will summarize, question by question, the results of their

discussions (to save time, remind the recorders to ignore points already made by other groups). Discuss any other critical issues that may come up as a general group.




Rationale 05 minutes Activity 10.1b – What materials do we have and how will we do the next training? 90 minutes Conclusion 20 minutes Workshop Evaluation 25 minutes

Total 2 hours 20 minutes

Objectives • Ascertain that they have a complete training package of sessions and handouts. • Discuss and identify possible plans for presenting a CL workshop. • Draft a plan for school-based training programmes for the training of their

teachers. Materials

Flip chart stand, Flip chart paper, pens, adhesive • Each participant’s copies of all lesson descriptions and handouts used during this

workshop. • Any notes taken by the participants during the workshop regarding ways to

conduct their own CL workshop. Preparation

Distribute the tasks amongst the trainers to provide support to the participants beforehand. Preferably each officer should provide support to the trainers he or she will be supervising.

Procedure 1. Share the objectives of the session and present the rationale 2. As a whole group, explain to the participants the task at hand and guide them to

share possible ways to organize the training program that they will roll out. Emphasize that the discussion should aim to identify patterns that are in line with the goals for the program which are:

• Familiarise teachers with more structures of CL and facilitate them to use them,

• Stimulate as many teachers as possible to plan for ad use CL, • Monitor teachers’ use of CL and provide necessary follow-up

encouragement and support.



3. Have the participants break into Coordinating Centre groups and ask each group to select a leader and a timekeeper. Ask the group leaders to check to be sure that all members have all session descriptions and handouts. Ask them to do Activity 10.1b-‘what materials do we have and how will we do the School-based training?’

4. Explain to the participants their task of discussing ways of planning the school-based training. Using the questions in activity 10.1b.

5. Monitor the action and intervene when necessary. Listen carefully to what is being said and be sure that the discussions remain focused on planning for the upcoming workshops rather than becoming a general critique of the materials or the workshop. Take note of any especially interesting ideas that the entire group should hear about.

6. Hold a plenary session and ask the reporters to summarize, question by question, the results of their discussions (to save time, remind the recorders to ignore points already made by other groups).

7. Spend a few minutes discussing the overall results. Try to reach some consensus as to effective ways to organize the school-based teacher training sessions.

8. Use any remaining time to clear up any unanswered questions or to add suggestions of your own as to ways to conduct a CL teacher training program.

9. Finally, ask the participants to fill out the evaluation forms before closing. This should include the participants training form and the self assessment: Post-training.

10. You can turn the workshop over to the person responsible for the closing ceremony.

Appendix A: Cooperative Learning Samplers


THE SAMPLERS From Pages 52 - 133 you have examples of lesson plans, using various Cooperative Learning approach structures and techniques. These are only examples as explained in the introductory pages “HOW TO USE THIS MODULE” from Page 3-8 You are expected to internalize, interpret and use them to plan your own Cooperative Learning lessons for the classes and subjects you teach. You are also expected to use the lessons samples flexibly with creativity and use it to mentor your colleagues as you improve your pedagogical practices.

P.1 Pupils of Baitambogwe Primary School,

Mayuge District P.2 Pupils of Baitambogwe Primary School,

Mayuge District

P.5 Pupils of Baitambogwe Primary School, Mayuge District

P.5 Pupils of Yole Primary School, Arua District

Cooperative Learning where pupils working in small groups take responsibility of learning-social and academic contents



APPENDIX A

Cooperative Learning Samplers

1. Physical Education-in English ............................................ 53

2. Physical Education – in Lugbara.......................................... 56

3. Literacy 1 and II in Luganda ............................................... 58

4. Literacy I and II in Ateso..................................................... 61

5. English................................................................................. 65

6. Mathematics ........................................................................ 67

7. News ................................................................................... 70

P1 SAMPLERS



PRIMARY ONE Class P. 1 Learning area Physical Education DATE THEME Food and Nutrition No. Children 50 SUB-THEME Uses of Food CONTENT Imitation Games TIME 9.00 - 9.309.00 – 9.30am

Academic Competencies:

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

- Perform imitation actions on uses of food for energy.

Life / Social Skills Competencies:

Pupils should be able to:

- Cooperate as they carry out the activity. - Work as a team to accomplish the task.

Methods: Explanation, Demonstration, Imitation Learning Activities:

- Pounding, running, carrying a pot of water on their heads, grinding, digging, jumping, skipping, kicking, hopping etc

Learning materials/resources:

- Sticks, stones, ropes, etc

Learning Procedure: Teacher’s Activities Class Organization/ Presentation (05 minutes) • Tells pupils it is time for the physical education lesson. • Instructs them to put away their books. • Informs them that they are going to imitate actions of

uses of food for energy and that they need to cooperate, work as a team and share the available resources as they carry out the activity.

• Instructs pupils to walk to the activity area in a double file and a few selected pupils to carry the apparatus to the activity area.

• Leads pupils to the activity area.

• Pupils listen to the teacher and keep their

books away and get ready for the lesson. • Pupils ask the teacher questions. • Pupils respond to the teachers questions. • Pupils walk to the activity area in a double

file and a few selected pupils carry the apparatus to the activity area following the teacher.



Practice (15 minutes) Warm up activities (3 minutes) • Tells pupils to run around the activity area ‘flying like

birds’. • Leads them to say the rhyme: Up you go Ever so high Jump with care Or you will touch the sky. Skill teaching and development (05 minutes) • Explain to the learners that they are going to imitate some

of the uses of the energy they get from food. Demonstrate the actions to the rest using a small group while other pupils listen and watch attentively. These will include pounding, running, carrying a pot of water on their heads, grinding, and digging, jumping, skipping, kicking and hopping.

• Let all the pupils imitate the skills as a class. Skill Practice (7 minutes) • Tell pupils to get into groups of five and name the groups

after the foods they like. • Assign each group to one activity e.g. group Mango gets

to practice - pounding for practice. • Remind them to cooperate and work as a team. • Monitor and support the groups and individuals as they

perform the task. • Call the class together.

Free space • Pupils to run around the activity area

‘flying like birds’. • Pupils jump high as they say the rhyme

Double files • pupils listen and watch attentively • pupils imitate the skills –demonstrated by

the teacher as a class

• Pupils to get into groups of five and name

the groups after the foods they like. • Each group practices one activity e.g. group

Mango gets to practice - pounding for practice as they cooperate and work as a team.

• Class gets together. Free space

Performance/Evaluation (10 minutes) Game situation (05 minutes) Have individuals from different games compete and take their scores to their home teams. The team with most scores is the winner.

Free space

• Pupils from different games compete

and take their scores to their home teams. The team with most scores is the winner.

• Pupils discuss how they supported each other.



Cool down activities (05 minutes) • Cool the pupils down by asking them to breathe in and

out. • Collect apparatus. • Move back to class in a double file.

Pupils then • Cool down by breathing in and out • Collect apparatus. • Move back to class in a double file.

REMARKS / COMMENTS / SELF EVALUATION

Strengths: ________________________________________________________________

Weaknesses: ______________________________________________________________

Strategies: ________________________________________________________________



CL LESSON PLAN IN LUGBARA Kilasi: P.2 Y Esere imbareli Avitela Imba oc’lu 1/11/2007 Eyonchi ambori Afa amani edele dinyi

E’yo chi werri Afa amani afa avitani vilecliyi edezu diyi

Kilafe Angu piazi-45 Ezowanzi-30

Sawa 2.30-3.00 obitisi Asisi le imbanzuri Onitaa; 1. Leanzima biki baka kilili. 2. Yaki baka kilili 3. Mbu baka kilili Ngyibaza: 1. Le anzi ma ojaki yi baka ya zuyima agyi pie oja oja. 2. Le anzi ma mbuki baka ongulumuru. Outaa: Pari aviteia vile ri lizu bene leresi

Imbataa ec’lozu Aziyi ‘yeleri Imbapini alataa andri azini fe anzini afa avitaa vile diyi su dekika tiwi(S) eri fe anzi du mu pri avitaa niria avitaa rua idrizuri ‘yezu dekika 5)yim mbu a’bucile ecezu’boria)

Anzi yi ayiba iri muzu mupira paria

yipaso eselesi

Ondudua imbaleri Imba pini di geri zitaa vasi e’yo zi afa bani baka ede zuri maclna azini baka ma, azidria eri di avitaa nde ece ongulumu werebe azini anzi awa esele ndu ndu aziri avitaa avizu dekika 5

Anzi yi paso wana ma nusua. Yizitaa omvi azini imbapi nidre.

Onndua isuleri obizu imbapini anzizi mbuzu bakasi. Yima agyi pie ojazaru ernindrena dekika mudri(10), eridivini feanzidri avitaa rua ambizuri ‘ye, azini afa avizu diyi odu jizu kilasia. Eridi awadifo fe anzini azi onyni diyisi

Ongulmu aziri



Yipaso eselesi avitaa rua amizuri yezu

E’yo efuza driari: imabataa di aci onyiru a disiku anzi ecikiti mbaka mburia kilili. Imbapi: Aleni Harriet.



Ekibiina Ekisooka Eky’okuyiga Kusoma kuwandiika Ennaku z’omwezi 13/11/2007 Omulamwa Ebintu byetukola Omuwendo gw’abayizi 43 Obudde 3:00-4:00

EBIRIMU: Kulombojja n’okutuuma byetukola eka ne ku Ssomero.

Okukola sentensi ngabakozesa obupande

Okukwanaganya ekifaananyi n’ekintu kyenyini

Okukola patina WWWW ne nnnnn

Okuwandika ennyukuta Nn

Okuwandiika ebigambo ne sentensi ebyekuusa ku bintu byetukola

nga sentensi eziri mu kiseera ekyomumaaso

OBUSOBOZI: Kulombojja, kukwanaganya, kukola patana, kukola sentensi, kukolera

wamu.

OBUBONERO OBULAGA ENSA: Kuwuliziganya, kukolera wamu, kwetegereza, kusengeka

birowoozo, kuwanyisaganya birowoozo

OBUKODYO ENKOLA: Kukolera mubibinja, kulagirira, kubuuza n’okuddamu ebibuuzo,

kukubaganya birowoozo

EBY’OKUKOZESA: Bupande obuliko ebigambo eby’okuyunga sentensi

Ekipande ekinene ekiraga ebimu ku bintu byetukola ku ssomero

n’eka. Obupande bwennyukuta N ne n

Ebintu byennyini byetukola nga; emiguwa, emikeeka ensuwa

n’ekiwempe.

WEBIGIDDWA: The National Primary School curriculum. Ekitabo ky’okusomesa,

olupapula 358.

ENSENGEKA Y’ESSOMO

KIKOLEBWA MUSOMESA KIKOLEBWA BAYIZI ENNYANJULA

1. Abagamba nti essomo lino likwata ku bintu bye tukola n’emikono ku ssomero n’eka era abagamba nti ligenda kubayamba kulombojja n’okutuuma ebintu byetukola.

2. Abagamba nti bagenda kukola sentensi ezikwatagana n’ebintu byetukola naye nga ziri mu kiseera ekyomu maaso

3. Abagamba nti bagenda kukwanaganya ebifaananyi ebiri ku kipande n’ebintu bye balaba ku mmeeza y’omusomesa

4. Okukola patina NNNNN ne nnn wamu n’okuwandika sentensi zebanaaba bakoze

5. Omusomesa ateeka abaana mu bibinja by’abaana munaana 6. Abaana berondamu abakulembeze nga: omukuumi



w’obudde, omuwanddiisi nakurira ekibinja 7. Omusomesa agamba abayizi nti balina okukolera awamu

okulaba nti ekibinja kyabwe kyekisinga. OKWEGEZESAAMU Buli kibinja kigambibwa okutuuma ebintu byetukola

ebiragiddwa mu bifaananyi/ku kipande ne biri bu mmeeza y’omusomesa nga; omuguwa, omukeeka, ensuwa n’omupiira

Bakwanaganya ebintu ebikalu n’ebifaananyi by’ebintu ebyo nga bali mu bibinja byabwe ate era ne ssekinnoomu.

Abayizi baweebwa obupande obuliko ebigambo ebinabayamba okukola sentensi eziri mu kiseera eky’omumaaso naye bajja kusooka kuzisoma okuva ku lubaawo era ze zino

I. Ajja kutuula ku mukeeka II. Nja kubumba ensuwa

Abayizi nga bakozesa obupande obwo bagatta/bakola sentensi, Nja kubumba ensuwa Ajja kutuula ku mukeeka Mu kasera kano omusomesa ajja kuba ayitayita, ng’ayambako we kyetaagiszza.

Balagibwa okukola patina WWWW nnnnnn era nabo bagigezaamu beetegereza ennyukuta N na n mubigambo ebibawereddwa

OKUNNYIKIZA Omusomesa agamba abayizi okwogera ku bwangu n’obuzibu bwebasanze mu mulimu.

Buli kibinja kyolesa omulimu gwakyo okugeza nga bakwanaganya obupande bw’ebigambo n’ebyo ebiri ku lubaawo nga babisoma era n’okulaga sentensi zebakoze n’okuzisoma.

Abayizi abalala babeera nabo boogera ku mulimu gwe balala obutuufu bwebagulabyemu wamu n’obukyamu.

Buli muyizi akopolola sentensi zino mu kitabo kye ate era nazisoma.

I. Nja kubumba ensuwa II. Ajja kutuula ku mukeeka

Buli muyizi akola patina n’ennyukuta zino mu kitabo kye.

wwwwww

N N N N N

nnnnnnnnnnnnnn

n n n n n n n n n

OKWEKEBERA: Ebigenze obulungi: Akulombojja n’okutuuma, okukwanaganya n’okukola sentensi Ebitagenze bulungi: Abayizi abamu babadde bakola mpola tebamaze mu budde, patina

nnnn ekalubiriddemu abamu.



Kiki ekinaakolebwa okwongera okulongoosa: Okwongera okutegeka ebikozesebwa ebimala n’okugeezaako okuwa ebirabo abo ababeera bamalirizza mu budde. Abalemeddwa okutuukiriza patina eyo nnn, bajja kwongera okuyambibwako.

Yawandiikibwa: Namugga Jane ow’e Kakindu Primary School.



C.L LESSON PLAN IN ATESO LANGUAGE (LITERACY HOUR) KATAKWI P/S P.O BOX 20 KATAKWI

AIGURUNET NA AISANAKIN AISIOM KA AIWADIK ATUKOT NASODIT P. 1 Atukota Nasodit P.1 Ibore yenikisisa Aisiom ka aiwadik Aparasia 05-11-2007 Etiai loi dwe 207 Apaki 60 minutes Akou na akirot: Ejautene lo akulap/ikwamin Mnetiakunitai: Atiokisio ka eipone loitikitiket ejautene lo ikwamin Nukisisia: Alimunun iboro lueyaunete aijulanakineta nuka akwap kwape nat Edou, Ekwam

Akolong, Idoon • Aision akiro ngun • Aruconokin nueputosi • Aiwadik eiwadikae

U U U U U U U U U U U U U U U U U Edou Ekwam Akolong Idoon

Amisiikineta: Adesiarit einer Apedorit aisiom ejok Aruconokin nueputosi ejok Apedorit eiwadikae loicorakinio

Apirianuto nukijaris: Aomoom kaidules Aomoom napwakuna

Ajokisio; Aimor einer aiswamanara nepepe Eisisianakine: Aanyun kede alimun, einer kaibungeta

Aitetemonokin, aimor eimer Iboro lukisisiaet: Arwatat naiwadika, apapulai, nuimadikatai akiro nuisisiao, amor enoni Nedumakinio nuisisiao: Oitabo lo ekesisiakinan apapulai 222 (NPSC Teacher’s P.1) Nutupitono Isisianakino Adoketa Nuisisia Eitegiare Ewoikini ekesisianakinan ekosio loikamanara kede nuisisiao kwape

nat. Akorioto emwogo do akolong eyari x 2. Erai apeleikinet na-limokin esisiak ationis na eyauni akolong kwape idiopebore yeni eyauni aijulakimit na ikwamin

Aitetemoreta Etupakinete esisiak aimo ekosio ka eisisianakinan, Ingisi eisisianakinan esisiak apolou naka ekosio • Iwadikakini eisisianakinan akiro ngun 4 abao. Edou, ekwam,

akalong idoon • Esesenete esisiak ido kosiomete elilinga • Ingisi kwana esisianakinan arai ejai yeni epedori asiomun.

Ingarakini esisiakinan esisiak ka aitetemokin apolou na akiro kanu asiomio



Nuisulama/Aiswamaun ibore ilopet

• Icorakinio kwana esisiak aisiom kaibungeta kosodete konyet anyaranar idiope diope aision kwa ebeitor koingaren kaluce

• Elimokini bobo esisianakinn esisiak aiwdik eiwadikae lo eseunitai ka akiro nuesisiao kwape nat; U U U U U U U U U U U U U U U U Edou Ekwam Akolong Idouon

• Icorakin esisiakinan esisiak aswam na aiwadik ka aruconokin akiro nueputosi kwape nat Edou Idoon Ekwam Akolong Akolong Ekwam Idoon Edou

• Irimori esisianakinan awanyara aswam kidwe kaingarakini lueroko emenit.

Nuatwakata: Nuejokuka:

Numan ejokuka Nuebeit Aswam:

MR. AJAL CHARLES (0774631297) KATAKWI DISTRICT



LITERACY HOUR IN LUGBARA Kilasi: P1X and P1Y

Literacy One

Mba Odu: 31/10/2007 Esele embaleri: Avita Amveleri (Free Activity)

Sawa 12: 00 - 1:00 pm

Theme 9: Our Transport (Acipa)

E’yo dri kuluri: Acipa

Anzi ma Kalafe : Agupi anzi 50 Ezoanzi 40

Sub theme: Types and names of Transport (Acipa esele ndundu ‘bani eco ayu amadri angua ‘diyi runi pie)

E’yo dri were-ri: Acipa esele ndundu ‘bani eco ayu amadri angua ‘diyi runi pie

E’yo embaleri: • anzi yi avita ndundu ekile sende enzoru diyi ede avizu • anzi yi acipa azini yi ede eceta si motukari, piki-piki, Gari diyi ede odrisi • anzi ma ede acipa yi boxi- si azini Karatasi si • anzi ma oli azini acipa ma eseleyi azini ma tri rangisi • oba afa ndundu yini edele diyi • ma gba agbatara azi azini afa ndundu anzini edele diyi ma dria

Asisile embazuri : Embata di ma vutia le anzi a :-

• avi avita afa ndundu diyi si kili

Asisile tualuri: • Anzi ma ni afa eini edele ndundu ‘diyi ayuzu ongulumua

Afa ayule diyi: Cupati, odri, oni-efi, karatasi Pari ‘bani e’yo nde esuzuri:

NPS Curriculum for Uganda Teachers Guide, Pages 96- 333

Geri Embata di embazuri: Esele/Sawa Embapi ma azi Anzi ma azi Esele/Sawa Edota (10 minutes) Embapi ni embata di e’do okorisi, eri mu pari avita vileri andri, di ma vutia embapi ni mu afa avita avizu ’diyi ji pari ndea

Anziki mu embata pari avita vileri andri, embapi ni mu afa avita avizu ’diyi ji pari ndea

Anzi ni ‘yeleri (30 minutes)

Anzi nga onita oni ongulumosi: Ongulumu aluzuri : anzi ma ede sende enzoruri avizu



Imbapi i afa diyi oba avita alu alu vusi, eri di eyo ece anzini avitaa ndundu bani mu avile diyi ma dria, ecetasi ; Embapini anzi oba ongulumu su ma alia

geri ndundu si, karatasi si Ongulumu irizuri : anzi ma ede mutukari, gari, piki piki odrisi Ongulumu nazuri : anzi ma ayu karatasi, afa ndundu edezu ecetasi gari, imvu, mesa, ogua, yi vini tri rangi si. Ongulumu suzuri : anzi ma ayu sende edele enzoru riacizu, ba afa mutukari, gari, piki piki edepi diyi vu.

Anzi ma azi ongulumua di andrizu Imbapi ni ongulumu ndundu su diyi ai alu alu emuzu e’yo nzezu azi yini yeleri ma dria. Imbapini awadifo fe ongulumu alu alu diyini azi onyiru si, dri saza si. Imbapi ni di fe anzi ma ede angu yini ayuleri alaru, eri di anzi ma ti pe Kilasi-a

Ongulumu alu alu ni eyo nze azi eini ngari ma dria. Anziki awadifo fe tualo embapi be ongulumu alu alu diyini azi onyiru si, dri saza si azini ei eyo nze azi ongulomu driri madria. Anzi ki angu yini ayuleri ede alaru. Anzi di mu Kilasi-a

E’YO EMBATA ‘DI MA DRIA RI

E’yo onyiru ‘diyi ___________________________________________________________

E’yo ewaru ‘diyi ___________________________________________________________

Geri e’yo ‘diyi otuzu-ri ______________________________________________________



P.1 ENGLISH LESSON Class/ stream P.1 Learning area English Date Theme Our Transport No. of learners: 95 Sub-theme Types and names of transport

Aspect Structures Time 11.30-12.000 am Content: What is this? This is……/ That is……. Competences: Pronouncing words Academic: By the end of the lesson, learners will be able to:

- Pronounce words correctly. - Match words to pictures. - Read words and say sentences.

Social: - Interact freely in groups. - Share ideas freely. - Respect each others views.

Instructional materials: Flash cards, picture cards, papers and pencils. References: The National Primary School Curriculum for Uganda (pilot)

The teacher’s Guide term II and III, P.1 page 92 Procedure/lesson development

Teacher’s Activity Learners’ Activity

Presentation (05 minutes) The teacher introduces the lesson using simple questions like; i. Have you ever gone to Arua town? ii. What did you use for going? iii. What you use for making tea? Teacher explains to the learners that the lesson is about practicing pronouncing, matching and reading words such as; road, water and railway. He also explains that the learners will also use structures like: What is this? This is……….. That is……… The teacher will use picture cards showing the type of transport for the learners to identify. He or she will then use flash cards to show the words road, water and railway. The teacher will say these words one at a time. To help the learners learn how to pronounce them. The teacher then groups the learners into three groups tells them that they are going to do the

• The learners listen to the teacher as he introduces the lesson

• The learners answer the questions with the following answers: -Yes/No, on foot/bicycles/motor cycles and water

• The learners will listen to the teacher and ask questions.

• The learners will look at the pictures and tell what they see in the picture.

• They will repeat the words after the teacher.



work in groups and that he expects them to interact and share ideas freely. The teacher assigns each group a different task as follows: Group I Practice reading the words railway, road, and water and the structures; what is this? This is a…….. That is a…….. Group II Practice picture to word matching. Group III Practice word to word matching

• Learners move to the respective groups allocated to them then choose their leaders. They then listen to the teachers instructions about how they are to do word and to interact with each other.

• The learners ask questions where it is not clear.

Practice (15 minutes) The teacher monitors the groups working, listens to their discussions and offers guiding insights to any individuals or groups who might have difficulty. The teacher takes note of the performance of individuals and groups while monitoring. Teacher praises team work and effort.

• Pupils first work individually to look at the

pictures, structures and words. • The learners discuss and practice as a group

the assignment given to them then come up with a collective answer to share with the whole class.

Performance (10 minutes) The teacher will record the different answers on the chalkboard and ask for any clarifications from the different groups. Teacher asks them to share a few of their experiences in doing the activity and how they were able work as a group. After the reports, teacher shares with the whole class the correct answers. The teacher then gives opportunity for the pupils to ask the teacher any questions that they have in relation to the activity. Teacher concludes the lesson by praising team work observed and effort as well as right answers and or near.

• One person represents the group to perform

the activity to the whole class. • Pupils together with the teacher correct the

work and gives general oral practice of the words and structures.

• One or two members of each group share with the whole class how they were able to interact with other classmates and how they liked working together. They also suggest ways of improving.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.1 Learning Area Mathematics

Date Theme Food and Nutrition

No. of children 50 Sub-theme Keeping Food Safe

Time 9.00 – 9.30 Content:

- Dividing food to show concept of halves - Drawing and writing to show that 2 halves make a whole



- Divide foods to show concept of halves. - Draw and shade to show halves and wholes.



- Work within their groups to accomplish the task. - Share what they have with others

Methods: Explanation, Demonstration, Discussion Learning Activities:

- Drawing, shading and writing wholes and halves. - Dividing wholes into halves and sharing one half with another pupil.


- The National Curriculum for Uganda Teachers Guide Primary One page - Real food like oranges, paw paws, tomatoes, bananas, potatoes etc - Knives, and pairs of scissors - Papers, pencils, coloured pencils or crayons - Glue or cassava porridge for pasting - Fountain Mathematics Practice Book Pupil’s book 1 page 61- 62.

Learning Procedure: Teacher’s Activities Pupils’ Activities

Presentation (05 minutes) • Explain that during this lesson pupils are going to learn

how to divide wholes into halves, draw and write wholes and halves. In addition they will work within their groups to accomplish the task and to share what they have with others.

• Ask – Who divides food at home?

• Pupils listen attentively as the teacher

shares the objectives of the lesson. • Pupils ask and answer questions. • Pupils respond to the teachers

questions orally.



- How is food divided? - What should the person dividing food always do?

• Get an orange and ask the pupils to talk about, ‘This is

one whole orange’ and then draw a picture of the orange on the chalkboard and beneath it write ‘1’. Repeat with two other food items and ask the pupils to say ‘1 whole banana’ etc.

• Call two pupils to the front of the class. Give them the orange and a knife and ask them to share the orange equally. The other pupils have to watch carefully and tell whether they have done it well.

• Show them the two halves. • Draw them on the chalkboard and write ‘two halves’. • Then show them one half, draw it on the chalkboard and

write ‘one half’ while saying it aloud. Let the pupils repeat after you.

• Repeat the process with a banana or other food item.

• Pupils talk about what the person dividing does.

• Pupils demonstrate and repeat the

words after the teacher. • Pupils divide the orange while others

watch. • Pupils tell if the two pupils have

divided the orange into two. • Pupils talk about the two halves • Pupils say the words ‘two halves’ after

the teacher.

• Pupils show the class the two halves and say: ‘These are two halves.’

• Pupils observe, touch and say ‘These are two halves.’

• Pupils draw them on the slates and write ‘two halves’.

• Pupils listen and repeat after the teacher and then talk about the ‘one half’.

• Guide the pupils to do the activities for bananas as for the orange above.

Practice (15 minutes) • Arrange pupils in groups of 8 members and ask each

group to choose a leader, encourage, resource manager and a reporter. Let pupils pair up in their groups. Remind pupils of how they should relate as their do their work.

• Ask the resource managers to pick their group’s materials and distribute the resources for individuals.

• Explain the activity to the pupils with illustrations: - In your pairs agree in a fruit to draw. Individually draw

the fruit, shade and cut it out. - Now show your drawing to your partner. Get one

partner’s piece of drawing and divide it into 2 halves and share them.

- Next, each pair pastes their ‘whole and halves’ on the group’s big newsprint paper and write the words to accompany them.

• Move around to monitor the progress of each individual, pair and group. Intervene and assist where necessary.

• Call the attention of the class and discuss each group’s work.

• Thank pupils for the work well done.

• Pupils get into groups, select persons

to take up different roles and pair up. • Group leaders and resource managers

ensure that each pupil in their group has a piece of paper and or a slate.

• The resource managers collect their group’s materials and distribute the resources for individuals.

• Pupils carry out activity as instructed.

• Reporters from each group take turns to display and report on their work while the rest of the pupils say what they like or dislike about each group’s work.



Performance/Evaluation (10 minutes) • Ask pupils to open page 61 and guide them to do the

exercise in their books. • Conclude by asking pupils to comment on the lesson.

• Pupils do an exercise on their books

individually. • Give feedback on how the lesson

fared.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.1 Learning Area News

Date Theme Food and Nutrition

No. of children 50 Sub-theme Keeping Food Safe

Time 9.00 – 9.30 Content:

- News about pupils’ weekend experiences. - How to keep food at home. - A song about food.



- Tell news from their weekend or from previous day’s experiences. - Tell how they keep food at home. - Sing a song about food.



- Take turns to tell their news and contribute ideas. - Speak confidently as they tell their news and do group work.

Methods: Story telling, Discussion Learning Activities:

- Singing - Telling news and how to keep food at home.


- A chart showing different ways to keep food at home e.g. covering, smoking, washing, salting, cooking, sun drying, refrigerating and storing.

Learning Procedure: Teacher’s Activities Pupils’ Activities Presentation (10 minutes) • Lead pupils to sing a know song about food. • Share with the learners that during the lesson they are

going to sing a song about food, tell news from their weekend experiences and how they keep food at home. In addition will take turns to tell their news and speak confidently as they tell their news and do group work.

• Teacher tells a story about her or his week experience related to how she or he kept her or his food safe.

• Call on individuals to share their weekend experiences

• Sing the song. • Listen as teacher shares the objectives of

the lessons.

• Listen to the news and answer questions about it.



with the class. • Check other pupils’ comprehension by asking a

question or two after each news item. Practice (10 minutes) • Divide class into groups of 4-8 and tell them to select

a leader, encourager and reporter. • Explain that the group has 6 minutes to talk about

how they kept their food safe at home over the weekend and that everyone in the group should mention at least one idea.

• Monitor and support the groups and individuals as they do the task.

• Consolidates activity by asking the reporters to report

the group findings and seeking additional ideas in case they were not exhausted by the groups.

• Get into groups, divide roles and listen

to instructions about the activity. • Pupils carry out the activity. The leader

and encourager ensure that everyone in the group contributes to the discussion.

• Reporters report each group’s findings after which pupils give any additional ideas that have not been mentioned.

Performance/Evaluation (10 minutes) • Ask pupils to draw at least 3 ways of keeping food at

home in their books.

• Pupils draw the pictures and tell their neighbours about what they have drawn.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P 2 SAMPLERS

1. English........................................................................... 73

2. News .............................................................................. 75

3. Literacy I and II............................................................. 77



P.2 ENGLISH LESSON Class P.2Y Learning Area English Date Theme Things we make

No. of children Boys: 45 Girls: 30

Sub-theme Things we make in the community (a) play materials

Aspect Vocabulary Time 11.00-11.30 Content: balls, doll, strings and mat Competences: pronouncing words Academic - Reading words and sentences

- constructing sentences - matching words to pictures

Social: - Interact freely in groups

- Share ideas freely. - Respect each others views

Instructional materials: balls, dolls, strings, banana fibres, etc References: Fountain Thematic Curriculum Reading 2 Scheme Bk2, National Primary School Curriculum for Uganda, Teacher’s Guide P2 Lesson development TEACHER’S ACTIVITY LEARNERS’ ACTIVITY Presentation (05 minutes) Teacher displays the pictures and objects for learners to observe and name the objects and pictures. Teacher pronounces the words on the flash cards as she presents the pictures or objects several times as learners listen to the teacher e.g. ball, doll, string, mat. She also presents the structure for the pupils to read. What are you going to make?

• Learners observe the pictures and objects.

• Learners name the pictures and objects • Learners repeat the words after the

teacher • Learners read the words and sentences

Practice (15 minutes) The teacher divides learners into groups and asks the learners to choose their group leaders and collect materials for group work. She moves around helping and guiding the slow learners to do the work correctly

• Learners join letters to form words

b-a-l-l • The learners match words to pictures. • Learners join words to form sentences

e.g. I am-going-to-make-a-doll

Performance/ evaluation (10 minutes) The teacher asks each group leader or secretary to presents the group findings to the whole class. Teacher thanks all groups for the good work and

• Learners listen as different secretaries

present their group’s work.



the cooperation exhibited during group work. Then asks the learners to comment on the group work and how they interacted during group work. The teacher corrects the work with the children as she writes the correct sentences on the chalkboard. Teacher asks the learners to copy the work from the chalkboard to their books.

• Learners share with the teacher how they did their work and the challenges they encountered and how they can be over come.

• Learners together with the teacher correct the work the have done.

• Learners copy the correct work in their books.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.2 Learning Area News Date Theme Our School and Neighbourhood No. of children 50 Sub-theme Benefits of Neighbourhood from

school Time 11.00-11.30 Content:

- Free News - Known rhyme



- Tell news. - Recite a rhyme.



- Listen attentively. - Speak fluently, audibly and logically. - Take turns to tell their news. - Speak confidently as they tell their news and do group work.

Methods: Question and answer, Discussion Learning Activities:

- Singing - Telling - Asking and answering questions - Reciting


- Pictures - Chart depicting teacher’s news

References: Teachers Guide for P.2 Thematic Primary School Curriculum P.2 Teachers’ Resource Book P.2 Learning Procedure: TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES Presentation (05 minutes) • Explain to the pupils that during this

lesson they are going to sing a song, tell news and recite a rhyme and that as they do so they will have to listen to each other attentively, speak fluently, audibly

• Pupils listen as the teacher talks to them. • Pupils demonstrate how to speak fluently,

audible, logically while taking turns to tell their news.



and logically, take turns to tell their news. • Lead pupils to sing a short song about

the benefits neighbourhood gets from school.

• Tell own news using wall chart and pictures.

• Organize pupils into groups of 5 or 6 members. Explain that they are going to tell their own news to the rest of the group and that they will take turns to tell the news until all the group members have told their news.

• Sing the song. • Answer questions about the song.

• Listen to the news as they observe

pictures on the chart. • Pupils get into groups of 5 or 6 members.

Practice (15 minutes) • Remind pupils to select a leader and an

encourager and how they should relate as they do the activity.

• Move around to listen to the pupils as the work. Encourage them to ask and answer relevant and reflective questions about their friends’ news.

• Pupils select leader and encourager • Individual learners tell their news. • Pupils ask and answer the questions

about their friends’ news.

Performance (10 minutes) • Guide some children to retell their

friends’ news to the whole class. • Ask the pupils what they liked about the

lesson and what they can do to improve on their performance.

• Guide pupils to recite a known rhyme.

• Pupils re-tell their friends news. • Pupils talk about what they like about the

lesson. • Children recite a known rhyme.


Strengths: _________________________________________________________________

Areas that need improvement: _________________________________________________

Way forward: _______________________________________________________________

(Adapted from The National Primary School Curriculum for Uganda Teacher’s Guide P.2, page 160-161)



Class P.2 Learning Area Literacy I and II Date Theme Our School and Neighbourhood No. of children 50 Sub-theme Benefits of Neighbourhood from

school Time 9.00 - 10.00

Content: - Importance of school to the neighbourhood. - Patterns, words and sentences. - Things got from school e.g. desks, chairs, halls, balls.



- Name resources in the school. - Recite a rhyme. - Describe pictures of different resources. - Read words - Write patterns words and sentences.



- Listen attentively - Speak fluently, audibly and confidently - Reason logically - Share and observe

Methods: Discussion, whole word, whole sentence, demonstration Learning Activities:

- Describing, discussing, reading, writing, asking and answering, observing, coping

Learning materials/resources: - Pencils, slates, work cards, wall charts, picture cards, exercise books, syllable cards

References: Teachers Guide for P.2 page ……. Thematic Primary School Curriculum P.2 page ……… Teachers’ Resource Book P.2 page ……… Learning Procedure: TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES Presentation (20 minutes) • Introduce the lesson with a known

rhyme.

• Pupils recite a known song • Identify and talk about good things the



• Explain to the pupils that the lesson will enable them name and describe the resources in their school, read words and write patterns, words, and sentences.

• Guide pupils to identify and talk about

good things the neighbourhood get from school.

• If the pupils capture the intended word

from the chart, flash and read the words several times.

• In case the targeted words are not

captured by the children, ask guiding questions to prompt children to discover and generate the intended words for the lesson in progress.

• Give enough opportunity to children as a whole class, in groups as a whole class, in groups and as individuals.

• Guide children to match words to pictures.

• Guide children to match syllables to words.

neighbourhood gets from school using a wall chart.

• Pupils listen as they look at the flashed words.

• Pupils read the words after the teacher

several times.

• Pupils read as a whole class, in groups and individually.

• Pupils match words to pictures.

• Pupils match syllables to words.

Practice (20 minutes) • Guide children to build words using

syllables. • Move around encouraging and helping

groups finding difficulty in building words.

• Identify members from different groups to group members.

• Ask the different groups to read to the whole class.

• Give individual children syllable to build up words.

• Go around encouraging and helping those who find difficulty in building words.

• Lead pupils to recite a known rhyme.

• In groups pupils build up words. • Pupils read built words to group members. • Each group reads out the built words to the

whole class. • Individual children build up words using

syllables.

• Pupils recite the rhyme.

Performance (20 minutes) • Demonstrate pattern writing on the

chalkboard. • Tell children to practice the pattern. • Move around encouraging and helping

• Pupils observe demonstration of pattern

writing • Pupils practice writing pattern in the air, on

desks, tables etc, using the finger.



those finding difficulty. • Guide children to write words and

sentences on the provided lines. • Move around encouraging and helping

those with difficulty. • Lead pupils to sing a known song.

• Pupils write patterns, words and sentence in their exercise book/slates.

• Pupils sing a known song.


Strengths: _________________________________________________________________

Areas that need improvement: _________________________________________________

Way forward: _______________________________________________________________

(Adapted from The National Primary School Curriculum for Uganda Teacher’s Guide P.2, page 164-166)



P3 SAMPLERS

1. Reading ........................................................................... 81 2. Performing Arts and Physical Education........................84

3. Performing Arts –Music ..................................................86 4. English .......................................................................89, 91

5. Social Studies ..................................................................93

6. Science.............................................................................95 7. English ............................................................................97



Class P.3 Subject English (non-medium ) competencies

DATE TOPIC Naming and Describing Clothing

SUB-TOPIC Occasions where people dress differently

TIME 9.00- 9.30 am

Academic Objectives: By the end of the lesson pupils should be able to:

• Identify occasions when people dress differently. • Describe the type of clothing that people wear on those occasions. • Role play an occasion where people dressed differently e.g. at a wedding. • Read sentences and words related to dress for different occasions. • Write at least three sentences about their dress.

Social Objectives: Pupils should be able to:

• Listen to each other attentively. • Support each other to work on the task. • Accept each others opinions and ideas on dressing.

Instructional Materials: • Examples of types of clothing worn in the local area e.g. shirts, shorts, trousers, dresses, skirts and

blouses, shoes, kanzu, busuuti (traditional wear) • Activity cards, flashcards, word cards ( see “Presentation” below for details on how to prepare) • Pencils and exercise books. References: • Uganda Primary School Curriculum Volume I,I page 310

PROCEDURE / LESSON DEVELOPMENT STEP CONTENT / ACTIVITY Presentation (10 minutes)

• Introduce the lesson by telling the pupils that you are going to talk about occasions when people dress differently. Listen to each other attentively, support each other to work on the task and accept each other’s opinion.

• Tell them a short story about an occasion when you dressed differently. Explain to them what the occasion was, what you wore and what others wore. Tell the story slowly so that the pupils clearly understand it. The story should be told in the local language depending on the local area.

• Ask the pupils to mention some occasions when people dress differently e.g. wedding day, church service, burial, marriage introduction, market day, school day, Christmas, weddings. List the occasions on the blackboard

• Ask the pupils to describe the way people dress on each of the occasions listed. Note that the way people dress on different occasions may differ from culture to culture. Help the pupils to appreciate the differences.

• To help the pupils describe different ways of dressing, ask them some guiding questions e.g.

• What do you wear on Sunday?



• Why don’t you wear a school uniform on Sunday? • Have you ever attended a wedding? • What did you wear? • What were the men and women wearing? • What was the bride wearing? • Why do you think people wear smart clothes on Sunday? • Where do we buy clothes? • Make sure that each and everyone gets to give an answer. • Ask the pupils to answer and listen carefully. Guide them to be articulate.

Using flash cards prepared before the lesson, flash sentences about clothing for the pupils to read e.g. This is a Kanzu.

Men wear Kanzus for weddings.

Women wear Busuuti.

• Ensure that all pupils get practice at reading the sentences. • Using individual word cards, show how the sentence can be broken down into

words e.g.

• N.B the sentences should be in the local language. Even the examples should

be tailored to the local area. • Divide the pupils into groups of about 10. • Assign roles -- leader, writer and reporter. The leader helps the group to

generate ideas, the writer notes down what the group has agreed on and the reporter will read out the groups’ sentences.

Practice (15 minutes)

• Distribute activity cards and word cards to the groups. Make sure the word cards include all the words that you want the pupils to use to make sentences.

• Explain that the groups are to arrange the word cards in different ways to make sentences, and then write the sentences in their exercise books. Tell them that they have 10 minutes to build as many sentences as they can.

• Explain to the pupils that they need to support each other to do the work properly. Encourage them to express themselves freely, to listen to each other attentively and to accept differences politely.

• As the pupils build sentences, move about the room to monitor and check on progress and how well they are interacting. Ensure that their spelling, word spacing and letter formation are correct. Guide the pupils to do the work correctly but do not do it for them. Praise good work by individuals and groups.

• As you move around, ask individual pupils to read their sentences to you. Correct incorrect pronunciation.

• When time is up, call the pupils to attention. And ask each group reporter to read the sentences his or her has made. Comment as needed.

This is Kanzu a

Men wear kanzu for weddings

Women wear busuti



Performance / Evaluation (05 minutes)

• Have each pupil write three sentences in their exercise book about the way they dress

• Supply clothing that would be appropriate for a wedding. Select several pupils to dress up and act out a local wedding. Use the occasion to build vocabulary about local dress customs.

• Ask the pupils to talk about what they liked and what they did not like about this lesson. Ask for suggestions as to how you can help to improve their reading.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.3 Subject Physical Education

DATE TOPIC Athletics SUB TOPIC Long jump DURATION 30 minutes

Academic objectives:

• Pupils should practice jumping over small equipment. • Pupils should aim at a spot on the ground and land correctly.

Social Objectives:

• Pupils should wait patiently while others are performing. • Pupils should perform the jumps in turns.

Materials: Ropes, Mats, hoops References: PROCEDURE / LESSON DEVELOPMENT STEP ACTIVITY/CONTENT Presentation (05 minutes)

• Inform the pupils that it is time for another lesson. • Ask the pupils to put away all the materials for the just ended lesson and

get ready for the Physical Education lesson. • Identify pupils who are not feeling well and assess their ability to

participate in the lesson. • Instruct the pupils to walk to the activity area in a single file.

• Explain to the pupils that they are going to learn how to jump over small

equipment, practice tolerance while performing with others and support each other while doing the task..

• Ask some pupils to volunteer to carry the equipment to the activity area. Practice (15 minutes)

• Instruct pupils to trot round the activity area.

• Instruct pupils to form groups. • Pupils freely run round the activity area. • Form pairs, groups. • Demonstrate jumping over small equipment and land on a point on the

ground.



• Pupils practice jumping over two ropes without stepping between the

ropes. • Instruct pupils to increase the distance between the ropes. • Let the pupils repeat the exercise using hoops and mats. • Pupils re demonstrate to those who find difficulty in jumping over the

ropes and other equipment. • Pupils help fellow pupils to jump over small equipment.


• Monitor the pupils during the lesson. • Identify the mistakes made by the pupils. • Identify pupils performing well and reward them. • Let pupils who performed well demonstrate for the weak ones. • Thank the class for their performance.

Cool Down (05 minutes)

• Instruct pupils to perform one traditional game. • Identify pupils to return the equipment to store. • Ask pupils to walk back to the classroom in a double file.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



VARIETY: Think -Pair-Share Class P.3 Subject Music Dance and Drama

DATE TOPIC An English Song (Lullaby)

SUB-TOPIC/ASPECT Singing, , Reading and writing

TIME 9.10-9.50am

Academic Objectives: By the end of the lesson, the pupils should be able to:

1. Sing the song ‘Go to sleep little brother Peter.’ 2. Sing the first 3 notes of the major scale (d r m).

Social Objectives:

Pupils should be able to: • Collaborate within their groups and pairs to accomplish the task.

Instructional Materials: / Resources

• A flipchart showing the words to the new song (Go to sleep little brother Peter).

• A flipchart showing the exercises to be practiced as shown on page 3 bullet 2.

References: • Sight – singing and Aural training Music Manual page 3 • The New Uganda Primary School Curriculum syllabus Volume 2 page 418 • Cultural studies Module 1 page 84.

PROCEDURE / LESSON DEVELOPMENT

STEP CONTENT / ACTIVITY Presentation (10 minutes)

Introduce the lesson by asking pupils to sing a known song (round) ‘The swan sings ti-ri-ri-yo’ in parts / rounds • Explain that during this lesson, we shall learn an English song (lullaby) and we

shall also learn how to sing the first 3 notes or sounds in music and collaborate with their groups and pairs.

• Give the background of the song by discussing pupils experiences using the following questions: 1. Why do you think a baby cries? (wants to be fed, discomfort, sick, wants to

sleep) 2. If it wants to sleep, what do you do? (I carry him around, sing for him).

• Explain that we are going to learn a lullaby-- a song which we can sing to make babies / children sleep.



• Put up the song on a flipchart as follows:

Go to sleep, little brother Peter

Go to sleep, little Peterkin

Mother is within, she will bake a cake

For her Peterkin, when he shall awake

Go to sleep, Little brother Peter

Go to sleep, Little Peterkin

• Teach the song using the following steps: 1. Sing the song while pupils are listening.

2. Ask them to join in where they feel they can.

3. Ask pupils to sing the song together with you.

4. Withdraw your voice to listen to how they are singing.

5. Ask the pupils to sing the song as a whole class.

• Explain to pupils that a song like the one we have learnt, we must have notes / sounds.

• Explain that we are going to learn how to sing the first three notes / sounds in music. Explain that a note is the same as a sound.

• Draw the first 3 steps of the music ladder and write the notes: Write one note at a time as you demonstrate how it is sung. Ask pupils to sing the notes after you.

m

r d r m d m r d

• Teach one note at a time in relation to the other.

• Ask pupils to mention which note is higher or lower than the other using the following notes:

• Lower higher d - r • Higher Lower r - d • Higher Lower m - r • Put up a chart showing an exercise and ask pupils to sing notes. d r m r d r d d d r r m m r r d d

d r m r d r d • Explain that we are going to do another exercise like the one we just did. This time

we will work in pairs within groups • Organize the class into groups of 10. Have the groups select a leader, and an

encourager. • Ask members to pair up within their groups




• Put up a chart showing the exercises to be sung d r m r d r d d r m m r r d d r m d r r d d r m m m r d d r d r m r d

• Tell the groups they will have 15 minutes to do the following: 1. Individuals think out how the notes should be sung.

2. Partners sing the notes to each other.

3. Partners share feedback to correct any notes that were not correctly sung

4. Pairs share their performance with the group.

5. The group agrees on one correct performance and picks one member to sing

the exercise for the class.

• Move round to check on performance of the pairs and the group. • When time is up, call the class to order and ask the groups to report what they

agreed upon and have one member sing the exercise to the group. • Consolidate by correcting notes that were not correctly sung.


• Ask individuals to sing the exercise and note errors. • Randomly select one member per group to sing some of the notes listed on their

flip chart. • Hum the following notes twice per line and ask pupils to write them in their books:

d r m r d r d d r m d r r d d r r m m r d d r m r d r d


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P. 3 Subject English

DATE ASPECT Reading aloud

SKILLS Listening and reading

TIME 8.30- 9.10 am

CONTENT Reading a text/ story Check on the bad reading habits.


• Read given text loudly while observing correct pronunciation, and punctuation marks. Social Objectives:

Pupils should be able to: • Listen attentively to each other. • Share and use materials in the group.

Materials:

1. Text on page 5, MK Primary English, Pupil’s Book Three. If the school does not have this text

book, the teacher should select an appropriate text on the same topic from another textbook.

References: • MK Primary English, Pupil’s Book, Book 3, Page 5



• Introduce the lesson by reviewing the lessons on spellings and pronunciation of new words taught.

• Write the words: ‘use’, ‘can’, ‘go out’ on the chalk board. Ask one pupil to say one of the words loudly.

• Write the sentence “Kituyi is nine years old.” • Read it out loud to the class. • Let one pupil read it out loudly. • Divide the class into groups of 10 and have each group select a leader and

timekeeper. • Issue textbooks to each group. Ensure that there is at least one book for every

three pupils. Tell the pupils to open to the page which includes the story they are to read. (page 5 in MK Primary English Book 3--feel free to substitute text on the topic from another textbook)



• Explain to the groups that they have 10 minutes to read the story following the procedure below.

1. The leader assigns a number from 1-10 to each member 2. Pupil 1 reads the first sentence of the story, pupil 2 the second and so

on until the story is finished. • As the pupils read, the group corrects any errors in punctuation, pronunciation

etc.


• Emphasize the following: 1. Control the level of sound so as not to disrupt the rest of the groups. 2. Take orderly turns in reading 3. Read loudly enough to be heard by all members. 4. Observe correct pronunciation and punctuation.

• Move round the groups as the members read. Pay particular attention to the

correctness of pupil’s pronunciation and punctuation and how well the group members are cooperating. Take note of exemplary performance and praise individuals and groups where appropriate.

• When time is up, call the groups to order. • Select one pupil from each group to come to the head of the class. Ask these

pupils to take turns reading the sentences until the story is finished. • Correct any mistakes in pronouncing of words and especially observance of

punctuation marks. • Provide some practice in reading sentences and pronouncing words. Discuss

techniques of avoiding bad reading tendencies e.g. regression. Performance / Evaluation (05 minutes)

• Pick pupils at random to read a sentence from the story. • Ask pupils to pronounce words from a prepared list.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.3 Subject English DATE ASPECT Vocabulary SKILLS Listening, speaking and Reading CONTENT Requests And Refusals: borrow, use,

can

DURATION 30 minutes Academic Objectives: By the end of the lesson, the pupils should be able to:

• Pronounce the words “borrow”, “use” and “can” correctly. • Spell the words “borrow”, “use” and “can” correctly. • Construct and write a sentence using any of the new words (“borrow”, “use”, “can”) to make a

request. Social Objectives:

Pupils should be able to: • Take roles and responsibilities. • Listen to each other.

Materials:

• Materials / objects in the classroom such as books, pens, pencils (see lesson for details).

References: • MK primary English Pupils Book three, PP 1 – 2 • A New Rorash Primary English for Uganda, Pupils Book 3, Page 1 – 2

• A New Rorash Primary English for Uganda, Teacher’s Guide, pages iv - vii


• Explain to pupils that they are going to learn several new words, use the words in sentences that take the form of ‘May I ….’ ,take roles and responsibilities and listen to each other while working in their groups.

• Say the word “borrow” loudly. Repeat it three times. • Ask pupils to say “borrow” after you, as a class, row, and individually. • Write “borrow” on the chalkboard. • Move close to a pupil and say: • Jane, may I borrow your pen? • John, may I borrow your pencil?



• Explain that “borrow” means asking to use something that will be returned

later. • Demonstrate the meaning of the word “borrow” using different articles such as

a pen, pencil, book. • Now teach the words “can” and “use” following the same steps. • Divide the class into groups of about 10. • Assign roles of group leader, recorder for each group.


• Cover the new words you’ve written on the chalkboard. • Tell the pupils that they are going to learn to spell the new words. Explain the

procedure that the group leader will follow for each word: • Ask one member to spell the new word. • Have the rest of the group discuss and agree on the correct spelling. • Have the recorder write the spellings agreed on by the group on the slate or

paper, and then hide the spellings from the other groups. (Note-- allocates a specific area on the chalkboard for each group).

• Tell the groups to get started. Explain that they have 10 minute to complete the spellings of the three words.

• Go round checking on individual participation and group performance. • When time is up, call the class to order. • Uncover your work and the work of the groups. Discuss the results and make

any necessary corrections. • Consolidate and evaluate the groups’ performance on spelling.


• Ask individual pupils to construct and write a sentence using the words ‘borrow’, ‘use’ and ‘can’.

• Use the spellings produced by the individual groups to evaluate their performance.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.3 Subject Social Studies

DATE TOPIC People in Our Municipality

SUB-TOPIC Customs and beliefs

DURATION 40 minutes


• List four ethnic groups in the municipality. • Describe the customs and beliefs of one tribe in each ethnic group.

Social Objectives:

Pupils should be able to: • Listen to each other without interruption. • accept other peoples views and ideas.

Instructional Materials: Pictures of people representing the different ethnic groups in the municipality; what they wear, use in their homes, etc References:

• Sharing Our World Teachers Book 3, pages 41 – 42 • Sharing Our World Pupils Book 3, page 33 – 36 • A new Primary Social Studies for Uganda, Book 3, Page 20-21 • Fountain Social Studies Pupils Book 3, Page 36 – 38



• Tell the pupils that in this lesson they are going to learn about the different ethnic groups and what makes each tribe special and different from the others listen to each other and accept others views and ideas.

• Tell them that one important thing that makes us special is the language we speak. Tell them that there are other things that make a tribe special such as the dresses we wear, the food we eat, and our special beliefs and customs.

• Tell them that they will focus on customs and beliefs during this lesson. Explain that customs and beliefs are those things we do and believe in because our parents and grandparents did them.

• Ask the pupils to mention their tribes e.g. Banganda, Banyankole, Itesots, Luo. Make a list on the blackboard.

• When all the tribes of the pupils have been listed then ask them to mention other tribes that are not represented in the class but are in the municipality. Add the other tribes to the list on the board.

• Tell the pupils that all tribes mentioned fall into four main ethnic groups: Bantu, Luo, Hamites, Nilo Hamites. List the groups on the blackboard. Using the pupil’s tribes, list some tribes that belong to each ethnic group on the blackboard. e.g. - Ask the pupils to sit together in their ethnic groups and choose a

leader, writer, reporter and time keeper.



- Explain that each group will have 10 minutes to discuss some

customs and beliefs of one tribe in their ethnic group. Describe the procedure that they are to follow:

1. Choose one tribe from their ethnic group to focus on. e.g. Baganda, Banyankole, Acholi, Iteso. Identify and discuss the customs and beliefs of that tribe related to marriage, birth, death, dress.

2. Record the customs in a table on the board or a flip chart (draw a sample table on the board – ‘Baganda customs and beliefs’)

• Tell the pupils that by the end of the lesson, everyone should be able to mention the customs of a tribe in their group and explain how they listened to each other and accepted new ideas.


• As the pupils discuss, ensure that the pupils are on task and following instructions. Provide support as needed.

• When time is up, call on the reporter from each ethnic group to make their presentation. Comment as appropriate and invite anyone to ask questions or make observations.


• Ask pupils to talk about the activity--what they liked, what they did not like and why.

• Praise individual and group efforts. • If time allows, let the pupils copy the presentations of the different

customs in their books. If not, they can do it in their own time so leave the work on display.

• Summarize the lesson.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.3 Subject Science DATE TOPIC Sanitation

SUB-TOPIC Keeping our Latrine / Toilet Clean

TIME 8.30-9.10am Academic Objectives: By the end of the lesson, the pupils should be able to:

• Explain why it is important to keep our toilets or latrines clean at school and home. • Demonstrate procedures for keeping toilets or latrines clean.

Social Objectives:

Pupils should be able to: • Take roles and responsibility in performing the activity. • Work with others to perform their tasks.

Materials: • What will be required will depend on the type of toilet or latrine to be cleaned. Any or all of the

following may be needed: Scrubbing brushes, water (at least 100 litres), cleaning detergent e.g. bar soap/ liquid soap / vim, ash, gloves (10 pairs), sweeping brooms, hoes, slashers, a rake, matchbox, bundles of dry grass/ dry banana leaves (essanja).

The teacher must adequately prepare in advance and ensure that the required materials are available a day before she or he teaches this lesson. Note that what is required will depend on the type of toilets/latrines in the school. Some schools have toilets, which are water borne. Others will have latrines with cemented floors or floors without cement. Teachers’ have to be innovative and adjust to the circumstances. References:

• Primary School Curriculum, Page 127, 157 • MK integrated Primary Science, page 42 - 47


• Note that this lesson is a continuation of earlier ones on sanitation. • Open the lesson by asking the pupils to describe things they do to keep the

surroundings of their home or school clean. Answers will vary but may include: Slashing, weeding, sweeping, smearing floors, mopping, scrubbing rubbish etc.

• Ask the pupils to list reasons why it is important to keep the surrounding of their homes or school clean. Answers will vary but might include:

1. to get rid of germs 2. to prevent disease etc

• Consolidate the responses. You may want to mention the 4Fs pathways for microbes: Faeces, Flies, Food and Fingers.

• Explain that this lesson deals with one aspect of keeping our environment clean—how to clean toilets / latrines. Explain that toilets / latrines can be an important source of disease so it is very important to keep them clean and for them to take roles and responsibility in performing the activity and work with others to perform the tasks.



• Divide the pupils into 5 groups of equal size and number the groups from 1

– 5. Ask each group to select a group leader and an encourager. • Assign tasks as below and describe how each task should be done. Be sure

that everyone understands what their group is to do:

• Group 1 will slash the area around the toilet or latrine (if there is grass) and remove any weeds.

• Group 2 will sweep around the toilet or latrine. • Group3 will scrub / clean / sweep the floor of the toilet or latrine • Group 4 will apply a detergent on the toilets / smoke the latrine or apply

ash. • Group V will set up a place for people to wash hands after using the

toilet/latrine. If taps, wash basins are located in flush toilets, they should be cleaned.


• Take the pupils to the toilet/latrine to be cleaned and point out aspects of interest e.g. weeds in the area. Tell the group leaders to pick up the tools and materials their group will need to do their work.

• Tell the groups that they have ten minutes to do their work. Emphasize that the group’s encourager should ensure that everyone participates and that the leader should be sure that all jobs are done well.

• Monitor the work of the groups to ensure that all jobs get done properly and well and that everyone is participating. Intervene where necessary. Praise examples of good team and individual performance.

• When the groups have finished to your satisfaction, give the pupils a few minutes to clean up and return to the classroom for the plenary.

• Summarize the session. Emphasize the need to keep toilets or latrines clean and encourage the pupils to practice what they have learned at home.


• Discuss with the class what the pupils liked and did not like about the activity and their reasons.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P.3 Subject English

DATE ASPECT Requests and refusals

SKILL Listening, speaking

TIME 10..00-10.30am

Academic Objectives: By the end of the lesson pupils should be able to:

Suggest how to make reasonable requests without being ……………or ………… Say” no” to dangerous choices. Communicate effectively.

Social objectives Learners should be able to:

Always to speak out Share ideas on what body language goes hand in hand with each word they speak out.

Instruction materials

Hand out on which a conversation is written out. Words written out on flash – cards.

References:

PIASCY teachers handbook ( P3 – P4) pg 59 – 61 Volume 1 p/s curriculum Pg 51


A day or so before the lesson prepare the life skills conversation poster on sugar/ Manila paper. Also prepare flash cards with the words on the hand out written out on them. (You should prepare the volunteers before).

Tell pupils that they will have to speak out with correct body expressions. Write out the topic on the C/board “Being Assertive with your Parent.” Explain to the pupils that for the next few minutes. We are going to share

ideas on …………. being assertive. Explain that being assertive is being in position to make reasonable requests

without being rude or angry. Also explain that we are expected to communicate effectively, say “no” to

dangerous choices and also share ideas on how to speak out with body actions and also saying exactly what you mean.

Call upon 2 volunteers to act out the conversation; one to be the child and the other the father.

Call upon the volunteers you had earlier on prepared to come up and act out the conversation.




LIFE SKILLS CONVERSATION

Child: Father I don’t have a Mathematical Set Father: Well, I don’t have money right now. Child: But you told me to remind you today. Father: So what? Child: The other children are tired of lending me their instruments. Father: Wait until next term. Child: Dad it is difficult to learn Geometry without a Mathematical Set. Let me

show you. (Gets out Maths book and shows some shapes) Father: Oh! Well, how much is it? Child: The cheapest is 1500 shillings Father: Okay you can have the money Child: Thank you, dad.

• Generally ask pupils the following. - Was it good for the child to ask for the mathematical set? - Did the child ask in a good way? - Was the child rude or polite? - Why did the father agree? - What things do children need to ask from their parents

• In small groups let children follow the normal procedure of choosing a leader, recorder, timekeeper and do the following - Each member tells group members a time - When they had to talk openly to get what they wanted from their parents. - Go round helping and seeing to it that groups are focused. - From each group get a volunteer or two to share their experience before

or to the whole class. - Summarize their experiences and remind them that when they are in

position to speak out like their friends did

• Then that is called effective communication which involves communication with words and also the body.

• When one does not want something, say it in a strong voice and also frown and or walk away.

Performance/ Evaluation (10 minutes)

• Bring out the prepared flash cards and ask 9 pupils to be volunteers. • Pupils and the teacher stand in a big circle. • Explain that each of the 9 volunteers will be shown a flash card with words,

who will say out the word(s) on the card and make body movements that agree with the word(s)

• Let the others comment if the action was not right then they do it the right way.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P4 SAMPLERS

1. English........................................................................100

2. Agriculture ..................................................................102



Class P .4 Subject English

DATE ASPECT Reading aloud

CONTENT Reading the text/ story Check on bad reading habits

SKILLS Reading, writing and speaking

TIME 8.30-9.10am

Academic Objectives: By the end of the lesson, pupils should be able to:

• Identify a picture of a person who is sad, angry, tired, cold, hot, or scared. • Compose and write a correct sentence to describe each of the 6 feelings/desires


• Work together to perform the task. • Take up roles and perform responsibilities in their groups.

Instructional Materials:

1. Sets of six pictures of faces of people who are sad, angry, tired, cold, hot, and scared. See examples in MK primary English, book 4, page 30. (One set per group)

References:

• MK Primary English, Book 4, page 30. PROCEDURE / LESSON DEVELOPMENT STEP CONTENT / ACTIVITY Presentation (05 minutes)

• Write the following words on the chalkboard: sad, angry, thirsty, tired, cold, hot, scared.

• Ask pupils to read the words, (one pupil reads one word).

• Tell the pupils that these words (already taught) express feelings/ desires and that these emotions can be expressed in pictures too.

• Explain that in this lesson the pupils will look at pictures that show a person who is sad, angry, tired, cold, hot or scared and try to write sentences to depict the feeling/desire, work together to perform.

• As an example hold up a picture showing one of the feelings/desire and ask a pupil to construct a sentence to express the emotion shown.

• Divide the class into groups of about 10 and ask each group to pick a recorder, a leader and a time keeper.

• Explain that each of them will have roles and responsibilities to perform while working together to perform the task given.




• Give each group leader a set of six pictures that depict the feelings/desires of interest.

• Explain that group members have 10 minutes to study the pictures and construct a short sentence that describes the desire/ feeling being expressed in each. Emphasize that all group members must agree with the wording of all sentences.

• Go round observing participation and focus to task. Clarify where necessary. Appraise individuals as well as groups

• After 10 minutes stop, the activity and call the class to order. The pupils should remain in their groups.

• Hold up one of the pictures. Ask the one of the recorders to identify the relevant feeling/ desire and read the sentence that his/her group constructed. Have the rest of the recorders react similarly to the remaining pictures.

• Review the group’s sentences for correctness of expression, completeness and language. Offer suggestions as appropriate


• Point out any strengths and weaknesses observed during practice phase and how to maintain and or avoid them.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P .4 Subject Agriculture

DATE TOPIC Composition of Soil

SUB-TOPIC Components of Soil

TIME 11.00-11.40 am

Academic Objectives: By the end of the lesson, pupils should be able to:

• Identify the components of soil. • Demonstrate that soil contains air.


• Contribute ideas in the group. • Help others learn new ideas.

Instructional Materials/Preparation:

• Samples of soil for eight groups (supplied by pupils-see ‘presentation” for details) • Transparent containers filled to the appropriate level with water (one per group-see activity for

details) • Source of water (tap or a container). • A jug • Sheets of paper / pupils’ exercise books.

Reference: MK Agriculture Four, Pupils’ Book, page 62 PROCEDURE/ LESSON DEVELOPMENT

STEP Content Presentation (05 minutes)

• Note: Before the lesson, prepare a soil sample for each group. The soil must be compacted into a lump before use—the lump must not float. (Ask pupils to bring soil from home?)

• Review the previous lesson about different colours of soil and texture. • Tell the pupils that in this lesson they will try to prove that soil contains air

contribute ideas in the group and help others learn new ideas. • Organize the pupils into 8-10 groups and have them choose leader and a

recorder. • Tell the leaders to collect a transparent container filled with water and a lump

of soil from the supply table. Practice (30 minutes)

• Write the instructions to be followed by the groups on the blackboard. 1) put your sample of soil in the container of water, 2) with your partner, observe what takes place, 3) write down what the two of you observed, 4) Discuss the reason for what happened

• Tell the groups that they have ten minutes to complete their work Emphasize that the members must agree on the observations they report and any explanations for them.

• Move about the room as the groups work, check that directions are being followed and clarify where necessary. Intervene as needed. Praise individuals and groups that are working together well.



• When time is up, call the class to attention and at random, identify four or five reporters to give their results. Accept any observations that are valid. The observations are likely to diverge widely but hopefully someone will mention that bubbles rose from the submerged soil sample. Encourage discussion of each report.

• Summarize the reports and explain that the soil sample was the only place that the bubbles they saw could have come from. Indicate that this proves that soil contains air.

Performance (05 minutes)

• Ask pupils from any group to state what they did to ensure that everyone contributed ideas and how they helped each other to learn.

• Thank all for contributing to each other’s learning.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P.5 SAMPLERS

1. Science.................................................................................... 105

2. Performing Arts and Physical Education............................... 107

3. Performing Arts and Music Education .................................. 109

4. English ............................................................................. 111, 113



Class P .5 Subject Science

DATE TOPIC The community: health and social problems

among young people

SUB-TOPIC Hygiene

TIME 9.00-9.40 am


• Explain how proper disposal of faeces reduces the transmission of diarrhoea diseases. • Name three solutions to improving toilet/latrine use at school.

Social Objectives:

Pupils should be able to: • Work with others to perform a task. • Take up roles and responsibilities in groups.


• Some illustrations/scenes within school compound, classroom, school latrines etc. References:

• Uganda Primary School Curriculum page 182 - 183 PROCEDURE / LESSON DEVELOPMENT


• Ask pupils to describe ways to keep safe from disease. Answers may include: drinking safe water, washing hands before eating etc.

• Ask pupils to list diseases they might contract if they eat unclean food. Answers will vary but might include: stomach ache, vomiting, diarrhoea.

• Ask pupils how diarrhoea is spread. Answers will vary but should include germs in faeces getting into water we drink or food we eat.

• Explain that an important way to reduce the spread of diarrhoea is to dispose of feaces properly. The best place to get rid of feaces in a toilet/latrine. For everyone over 3 years, this means using a toilet each time they defecate.

• Ask the pupils if everyone at school uses the toilet every time they defecate. At most schools the answer is that not everyone does.

• Tell the pupils that this lesson deals with why some people fail to always use the toilet/latrine and what can be done to change that habit. Explain that they will work in groups to answer these questions.

• Divide the pupils into four groups and have each group select a leader, a time keeper, and a recorder.


• Tell the groups that they are to identify two things that cause people to not always use the toilet and 2 or 3 things that could be done to increase use. Explain the procedure that each group should follow:

• Divide into pairs. Each pair identifies 2 reasons for the problem and 2 or 3 possible solutions.

• The pair shares their conclusions with the group. • The group agrees on the most important reasons and the strongest solutions.



The group recorder writes these down. • Tell the groups that they have they have 15 minutes to complete their work. • Go round listening in and monitoring participation. Intervene where necessary. • When time is up call the class to attention. Ask the recorders to report the

problems and solutions identified by their groups. Ensure that there is no repetition.

• Validate and consolidate pupil’s answers. Summarize the lesson emphasizing the importance of proper disposal of feaces.


• Mention areas of weakness observed during group activity and point out corrective measures for errant behavior..

• Have pupils answer these questions in their exercise books. • Write down three causes of diarrhoea. • Why should people use toilets / latrines?


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P .5 Subject Physical Education

DATE TOPIC Football

SUBTOPIC Passing the ball

TIME 40 minutes

By the end of the Lesson pupils should be able to: Academic Objectives:

1. practice long high; long ground; push pass skills of passing the ball to a partner using a foot. 2. Pass the ball to a partner at a distance of 4metres accurately at least 4 out of 6 trials.

Social objectives: 1. Take turns while passing/kicking the ball to each other.

Materials: Balls, open space with baselines marked

References:

1. Game in the primary school page 94 PROCEDURE / LESSON DEVELOPMENT STEP /TIME ACTIVITY/CONTENT Presentation (05 minutes)

• Instruct the pupils to prepare for the physical Education lesson. • Explain to the pupils that they are going to learn how to kick a ball to a partner. • Co-operate with each others in passing the ball.

• Ask pupils to volunteer to pick up the balls and transfer them to the activity

area. • Instruct the pupils to move to the activity area in a single file.


• Instruct pupils to run to and fro the activity area. • Demonstrate to pupils how to kick the ball. • Place the non-kicking foot flat on the ground beside the ball. • Keep the eyes on the ball. • Bend the body forward over the ball with body weight evenly distributed over

the feet. • Extend arms sideways. • Make a short back swing with kicking foot. • Kick the centre of the ball. • Follow through by continuing the forward move. • Formulate the Sub game rules with the pupils (kick the ball with the inside of

your foot only, or do not kick the ball above the ground level.)



Performance Evaluation (10 minutes)

• Pupils pair up and practice passing the ball to each other while walking. • Pupil to pupil demonstration on how to pass the ball. • Pupils monitor each other on how to pass the ball. • Let the faster learners help the slower ones to learn how to pass the ball • Allow pupils to pass the ball from a walking position/ running to a partner. • Pupils help one another to practice passing the ball following the instructions. • Inform the pupils about their performance through rewards. • Monitor the performance of the pupils with emphasis on passing the ball. • Re demonstrate to the whole class/groups/individuals and ask them to do it a

gain • Reward the pupils’ effort to perform. • Encourage the pupils to practice the skill out of class time.

Cool Down (05 minutes)

• Pupils perform a traditional dance of their choice. • Instruct pupils to walk back to the classroom in a double file.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



Class P .5 Subject Music, Dance and Drama

DATE TOPIC A Kikiga Traditional Dance (ekizino)

SUB-TOPIC Singing, movement, instrumental playing

DURATION 40 minutes-80 minutes


1. Sing the Kikiga traditional song ‘mwarire enganda zeizire’ correctly 2. Master the footwork of Ekizino 3. Play percussion instruments according to the rhythm of the song.

Social Objectives:

Pupils should be able to: 1. Work together to accomplish the task.

Materials / Resources/Preparation:

1. A drum 2. 3 rattles 3. 3 shakers 4. Before class, write the words to the song ‘Mwarire Enganda zeizire’ on the board or a flip chart 5. 2 resource persons Note: This lesson will be only the first stage of a Kikiga dance. As part of preparation, perform the entire ekizino with two resource persons before the lesson begins. You can teach any dance according to he locality where the school is located or your choice.

References: • The National primary Teacher Self study series: Cultural Education Model page 242


STEP CONTENT / ACTIVITY

Presentation (15 minutes)

• Begin the lesson by asking pupils to sing a known folk song. • Explain that during this lesson, they will learn a Kikiga traditional dance – a

traditional song entitled ‘Mwarire Enganda zeizire’ accompanied by instruments and dancing to its rhythm. And how to work together to accomplish the task

• Demonstrate the whole dance first with the two resource persons – You sing the song, one resource person drums, and the other one dance as pupils observe.

• Call the pupils’ attention to the words to the song ‘Mwarire Enganda zeizire’ that you have written on the board or a flip chart.

• Teach the song following these steps: - Sing the song 2 times while pupils are listening. - Ask pupils to sing with you when they feel they can join in. - Sing the parts as pupils sing the chorus and ask those who can join to join you

in singing the parts. - Ask some pupils to sing the parts.



• Ask one of the resource persons to demonstrate the drumming and playing of rattles.

• Tell the pupils to clap the rhythm of the drum and rattles and to sing the song. • Ask the 2nd resource person to demonstrate the dancing as pupils observe using

the following instructions: Jump up with both feet and land them flat on the ground together then continue this movement following the rhythm of the drum.

• Ask pupils to imitate the movement as the resource person demonstrates. • Organize the class into groups of fifteen pupils of mixed ability in dancing,

singing, playing instruments .Ask each group to select a leader and an encourager.


• Explain the tasks which the pupils will perform as they practice the song in their groups-- 5 pupils practice singing, 5 practice playing instruments and the other 5 practice dancing.

• Tell group leaders to make sure that their groups are working well and the encourager to ensure that all members of the group participate.

• Move around and monitor the work of groups. Correct any errors that occur. Praise examples of pupils working effectively with their group members. Encourage those who are not doing well to continue trying.

• After fifteen minutes, call the class to order and ask the groups to present their parts: singing first, then instruments and lastly, dancing.

• Consolidate by correcting any difficulties you notice in the performances.


• Ask all the groups to present the dance the same way it was presented as a whole at the beginning of the lesson.

• Select randomly one member per group to perform their group’s part for the whole class.

• Ask pupils what they feel contributed to the success of their group. • Ask each team to agree on one way they could improve the next they work

together.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



VARIETY: READING GROUPS


DATE ASPECT Silent Reading and written comprehension questions

CONTENT Reading the story “Three Teenagers Walk Across the Country”. Silently read and answer both oral and written comprehensive questions.

SKILLS Reading and Writing

TIME 8.00-8.40 am


• Read the article ‘Three Teenagers Walk Across the Country” • Answer oral and written comprehension questions about the article.

Social Objectives:


• Control their voices / noise level while reading. • Take turns in performing the activity.

Materials:

• Copies of local newspapers (date is irrelevant).

• Text on page 42 of A New Rorash, Pupils Book 5.

• 10 sheets of ruled paper References:

• A new Rorash Primary English for Uganda, Teachers Book 5. • A New Rorash Primary English for UGANDA, Pupils Book 5, page 42 – 48.

Note:

This activity centres on reading an article from a particular textbook. Feel free to substitute another article

appropriate for P5 students. PROCEDURE / LESSON DEVELOPMENT


• Open by asking the class what is found in newspapers (possible answers- news, pictures / photographs etc). Help pupils by flipping through the copies of local newspapers.

• Explain to the class that in this lesson they will read a story in a newspaper answer questions about what they will have read, control their voice level and take turns in performing the task.

• Divide the class into groups of about 10 and assign roles of reader, checker and recorder ad take turns in doing the activity.



• Issue sheets of ruled paper (One sheet to each group) and copies of Rorash, Pupils Book 5. Call the pupil’s attention to the story “Teenagers walk across the country” on page 42 of the text book.

• Write these questions on the blackboard. 1. How many teenagers walked to Kisoro town? 2. Which school does Javin Tanira go to? 3. Who waved goodbye to the teenagers?

• Explain that the groups have 15 minutes to do the following: 1. The members individually read the story on page 42 silently. 2. The reader reads one of the three questions on the board to the whole

group and each member writes down his/her answer. 3. The group discusses all members’ answers and corrects incorrect

responses. The members agree on the best answer to the question. The recorder writes the group’s answer down.

4. The same procedure is followed for the remaining 2 questions. Practice (15 minutes)

• Monitor the silent reading activities, intervening where necessary. Praise good teamwork and make note of pupils who are having difficulty in reading the story or answering the question.

• When time is up, have the recorders report their group’s answers to the three questions. Ensure that there is no repetition.


• Correct any poor reading habits observed during the silent reading activity. • Ask pupils to answer these additional questions:

1. Why did the teenagers walk more than 800 km? 2. Who is young and strong?


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



VARIETY: SUMMARY PAIRS Class P .5 Subject English

DATE ASPECT Reading aloud and summarizing text

CONTENT Reading the story aloud to acquire competences in pronunciation i.e. stress and intonation.

SKILLS Listening, speaking and Reading

TIME 9.10-9.50am.


• Read loudly two newspaper articles “Three Teenagers Walk Across the Country” and “Dr. Tremton Dodovic Saves Lives of Four.”

• Summarize each paragraph of the articles. Social Objectives:

Pupils should be able to: • Control their voices / noise level while reading • Take turns without controversy

Materials:

• Samples of Newspapers ‘The Monitor’ ‘The New Vision • New Rorash Pupils Book 5, page 42. • If this text is not available, the teacher may substitute other newspaper articles that are suitable

for this grade level. Note There should be at least one book for every two pupils, or enough copies of substituted articles to be shared among two pupils.

References:

• A New Rorash Primary English for Uganda, Pupils Book 5 pages 42 – 48 PROCEDURE / LESSON DEVELOPMENT


• Begin by showing the class copies of two newspapers: “The Monitor” and “The New Vision”

• Quickly ask the class what is found in newspapers. (Pupils might mention news articles, pictures / photographs). Help pupils generate answers by flipping through the copies of the newspapers.

• Explain to the class that in this lesson they will read two newspaper stories to a partner and explain what is happening in each paragraph, control their voice level and take turns amicably.

• Organize the pupils into pairs • Issue copies of Rorash Pupils Book 5 (or other newspaper articles

substituted). Have the pupils open to page 42 and take note of the two newspaper articles that are quoted there.

• Explain to the pupils that they are to read the articles to each other aloud, in turns. First one member of the pair will read the first paragraph of the “teenager” article aloud then summarize what it says. His/her partner will check the summary for accuracy and fill in any gaps. They will then switch



roles for the next paragraph and continue switching until all paragraphs in both the “teenager” article and the “Dr. Trempton” article have been read.


• As the pupils read to each other, move about the room listening and clarifying when necessary. Take note of any poor reading habits so that you can deal with them later. Praise examples of good reading and teamwork.


• Correct any poor reading habits that you observed during the previous silent reading activity.

• Ask selected pupils to tell the class what they liked about this lesson reading lesson.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P6 SAMPLERS

1. Science ..................................................................................... 116

2. Science ..................................................................................... 119

3. English..................................................................................... 121

4. Performing Arts and Physical Education ................................ 123



Note - this plan incorporates the Think-Pair-Share structure

Class P .6 Subject Integrated Science

DATE TOPIC The human body

SUB-TOPIC The circulatory system

TIME 8.30-9.10 am

Academic Objectives:

The pupils should be able to:

1. Determine their own or another person’s pulse rate.

2. Describe the effect of exercise on pulse rate.

3. Define pulse in terms of the rate at which the heart beats.

4. Explain why the heart beats faster after exercise.

Social Objectives:

Work effectively with other pupils

Materials:

1. Clock with second hand. If your room does not have a functioning clock, request one through your head teacher.

References:

1. Uganda Primary School Curriculum, Volume 1, Page 205

2. Macmillan Primary integrated Science 6—Pupils Book page 140-143


STAGE ACTIVITY OR CONTENT Presentation (10 minutes)

1. Before class, write these questions on a flip chart or the blackboard What happens to a person’s pulse rate when they exercise? What does exercise do to the body that causes the pulse rate to change? What has the heart got to do with pulse rate

2. Explain to the pupils that this lesson will teach them how to take a person’s

pulse and what happens to our pulse rate when we exercise. 3. Briefly review the parts of the heart and their functions. Stress that the heart

is a pump that pushes the blood to all parts of the body. 4. Demonstrate to the whole class how to find a pulse-- hold up one hand with

the inside of your wrist facing the class and place your finger at the point on your wrist where you feel a pulse.



5. Tell the pupils to find their own pulse. Anyone who has trouble should ask a neighbour for help. Then, have them count the number of their pulses in a minute. Explain that the number of a person’s pulses per minute is called their pulse rate.

6. Explain to the pupils that they will next find out how exercising affects a

person’s pulse rate.


1. Tell the pupils to pair up with a neighbour and take each other’s pulse rate 3 times—(1) at rest, (2) after running in place for 1 minute, (3) after resting for one minute. Make clear that everyone should record the pulse rates for both themselves and their partner

2. Move about the room and monitor the work of the pairs. Correct any misconceptions or errors that occur. Praise examples of pupils working effectively with their pair-mates.

3. When the pairs have completed their measurements, tell them that the next job is to use the data to answer the questions that are written on the board. (Note-if you have not yet written the questions on the board put them there now. They are listed under #1 at the very beginning of this plan). Go over the directions that are listed below and allow about ten minutes to do the work. a. Working alone, each pair-mate should study the measurements, and

write down answers to the three questions.

b. The pair-mates should then rejoin to (a) discuss both lists of answers, (b) identify one answer to each question that both partners agree on, and (c) write down the agreed-upon answers. (Stress that each partner needs to listen carefully what the other has to say)

c. One pair-mate should take notes and be ready to report and explain: his/her answers, his /her partner’s answers and the answers that the partners agreed on.

4. Move about the room and monitor the work of the individuals and pairs. Be

sure that both partners are participating in the discussion. Correct any misconceptions or errors that occur and praise examples of pupils working effectively with their pair-mates.

5. Bring the whole class together and randomly call on reporters to report their

list of answers to the questions, their partners list of answers and the pair’s agreed upon list. Briefly discuss each report and point out any discrepancies. Praise correct answers and especially good reports.

6. Summarize the discussion and give the correct answers to the questions

using language the pupils can understand. The answers are as follows: Question 1. The pulse rate speeds up when a person exercises then returns to normal after he/she rests. Question 2. When the body works harder, its parts (e.g. cells) need more food and other materials (e.g. oxygen) which are carried by the blood. When the pulse speeds up, more blood is supplied so more materials reach the parts of the body



Question 3. The heart is the pump that sends blood through the body. With each beat it sends a spurt of blood through the blood vessels. It is these spurts that you feel as pulse. One pulse = one beat of the heart.

Performance/Evaluation (10 minutes)

1. Give a post-test to the class covering knowledge of the answers to the three questions posed in the lesson.

2. Pick students at random and ask them to demonstrate how to find pulse rate 3. As you move around the room ask questions about the content and keep

your eye on the way individuals perform alone and within pairs. Take note of any examples of poor social behaviour and later take the offending student aside and point out the error and suggest ways to avoid the problem in the future. Praise pairs that have performed well and encourage others.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________




DATE TOPIC Community Health

SUB-TOPIC Avoiding diseases

TIME 2.00-2.40 pm

Academic Objectives: By the end of the lesson, pupils will: 1. Identify rules that young people can follow to avoid contracting diarrhoea and intestinal worms Social Objectives: By the end of the lesson, pupils should be able to 1. Work cooperatively with other pupils. 2. Consider opinions that differ from their own.


1. Paper and pencils

2. Handouts about the causes of diarrhoea, and parasitic worms

References:

1. Uganda Primary Science Curriculum, Volume 1, page 202

2. Macmillan Primary Int. Science 6—Pupils Book pp 120-122


STAGE ACTIVITY OR CONTENT Presentation (10 minutes)

1. Explain to the pupils that they will be thinking about ways to keep from getting diarrhoea and intestinal worms

2. Read the handouts on the causes of diarrhoea and intestinal worm infections then review this material with the pupils. Do not deal with prevention at this point

3. Organize the pupils into groups of about seven and select a group leader, an encourager and a recorder/reporter. Explain that the leader is to keep the discussion on track and on time, the encourager is to encourage everyone to participate, and the recorder/reporter is to keep a record of the discussion and report the finding to the whole class.


1. Give the groups about 10 minutes to discuss ways to avoid getting diarrhoea and intestinal worms and identify five things that people can do to avoid getting diarrhoea and intestinal worms. Everyone must agree on the groups final product—a list of five actions for each disease (2 lists/group in all). The recorder/reporter should note the final lists and the group’s reason for including each rule.



2. Move about the room and monitor the work of the groups and the individuals

within them. Correct any misconceptions that occur and make sure that everyone stays on track. Praise pupils who are working effectively with their group-mates

3. Call the class into plenary and have the reporter from one group present (a) the group’s two lists of actions and (b) the reason why each item on the lists is important. Write the lists on the board and invite quick comments

4. Get reports from the remaining reporters. Add any new actions that are reported to the lists already on the board.

5. When all reports have been given, discuss the results with the class and come up with a single “top five” list of actions for each disease. Be sure that class understands why each action listed is important. The final lists should include the following:

Intestinal Worms

Wear shoes Wash hands with soap or ash before eating and after toilet

Wash fruits and vegetables before eating

Cut finger and toe nails short

Use toilets

Diarrhoea

Wash hands with soap or ash before eating and after toilet

Wash fruits and vegetables before eating

Drink clean water (boiled or chlorinated)

Cook foods well. Eat cooked food while hot

Use toilets

6. Wrap up the lesson by stressing how serious diarrhoea and intestinal worms are

and encourage the pupils to follow the rules that they have identified. Performance/ Evaluation (05 minutes)

1. Prepare and administer a test covering ways to avoid getting parasitic worms and diarrhoea.

2. As you move around the room keep your eye on the way individuals perform within pairs and groups. Take note of any examples of poor social behaviour and later take the offending student aside and point out the error and suggest ways to avoid the problem in the future.

3. Note good social behaviour and praise the group.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________




DATE ASPECT Relationships

SCHEME Structures

SKILLS Speaking, listening, reading, writing

TIME 9.10-9.50 am


1. Construct sentences using the given structures appropriately. 2. Read the sentences constructed from the structure.

Social Objectives:

Pupils should be able to: 1. Stay focused on the task.

Materials:

1. Prepare Flash Cards (see “Presentation” below for details)

2. Prepare Activity Cards (one per group (see “Presentation” below for details)

References:

1. New Primary School Curriculum syllabus, Volume 1 2. N.P.S.C Volume 1, Teachers’ Guide

3. A New Rorash Primary English for Uganda, Teachers’ Guide, Book 6

4. A New Rorash Primary English for Uganda, Pupils’ Book 6



• Flash the following words and have pupils read each word in turn and use it in a meaningful sentence: aunt, brother – in law, grandfather, old.

• Ask these questions and have pupils give answers: • Can a cat lift an elephant? • Can you carry a lorry? • Now say the answers as pupils listen. • No, a cat is too small to lift an elephant. • No, a lorry is too heavy for me to carry. • Write two short sentences on the chalkboard and ask pupils to join them using

….. too ….to. ..e.g. “My grandmother is very ill. He can not walk.” My grandmother is too ill to walk.

• Explain that during this lesson, the pupils will be joining more sentences using the structure “….too…to…. “to form correct sentences.

• Divide the class into six groups and .select a group leader and a recorder for each.




• Distribute an activity card to each group. Explain that each group will have 10 minutes to do the activities written on their card using the structure that they have learnt. (The activity cards for each group are described below—sentences should be supplied)

• Group 1 & 2 – Join the sentences using too….to…. by filling in too…..to • Group 3 & 4 – Complete the sentences by filling in too…..to…. • Group 5 & 6 – Complete the sentences with known vocabulary • Move round as pupils are working and intervene where necessary to provide

assistance. Take notes for use later in giving feedback e.g. participation and remaining on the task

• When time is up, call the pupils to a plenary. Ask the recorders to mention the questions on their group’s activity card and give the group’s answer to each.

• Consolidate and clarify where necessary Performance / Evaluation (20 minutes)

• Select individual pupils randomly to report their findings • As you move around check whether pupils are relating well, participating and

are focused on the task. • For further practice have the pupils do the following written exercise (copy

onto the board or a flipchart). • Join the following sentences using “too …….. to ………” • My sister is very sick. She cannot walk. • John’s grandmother is very clean. She will not sit on the dirty mat. • My grandfather is very old. She cannot play football with us. • Alice’s cousin is very proud. She cannot be a good teacher. • Fathers-in-law are very important. They cannot sleep in the kitchen.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________




DATE TOPIC Passing the ball

SUBTOPIC One handed throwing

DURATION 40 minutes

By the end of the Lesson pupils should be able to: Academic Objectives:

1. Demonstrate one handed throwing from shoulder level (shoulder pass) standing 2. Throw and catch the ball at least 5 out of 8 times using two hands without dropping down

Social objectives:

1. Select a partner to practice the skill with Materials:

• 4 size 4 footballs, playground mats, Hoops, bibs References: PROCEDURE / LESSON DEVELOPMENT STEP ACTIVITY/CONTENT Presentation (05 minutes)

• Mark the activity area • Check the area and pick out any hard/sharp objects. • Inform the pupils that they are going for a physical Education Lesson. • Let the pupils know that they are going to learn how to throw and catch the ball

using one hand and select a partner to practice the skill with. • Instruct the pupils to move to the activity area in a single file.

• Select some pupils to transfer the balls to the activity area


• Warm up • Pupils run round the activity area. • Instruct pupils to pair up. • Pupils choose their partners.

• Demonstrate throwing the ball to a partner from shoulder level. • Stand with feet apart with left foot a head of the right.



• Hold the ball in the right hand at the shoulder. • Extend the arm with the ball behind the shoulder. • Focus eyes where you want the ball to go. • Push the ball to the target as weight is transferred to the forward foot. • Throw the ball to where you want it to go. • Turn the body forward as throwing arm swings across the body. • Select a few pupils to demonstrate. • Inform the pupils that they are going to practice in pairs and later compete in

teams. • Set the sub rules of the game with the pupils. • Pupils who perform well help those who have not done the task well.

• Pupils who perform well form teams with those who have not yet learnt the

skill. • Pupils perform in teams of 3.

A passes the ball to B and moves to take the position of B and B passes to C and moves to position C. • Inform teams how much time they have to play. • Groups practice the skill without dropping the ball to the ground. • Monitor the pupils’ performance and identify those who perform well and

those who are not performing well. Performance /Evaluation (05 minutes) Cool Down (05 minutes)

• Correct pupils’ mistakes in following the sub rules of the game. • Ask fellow pupils to re demonstrate at individual level and group level. • Pupils sing traditional song. • Pupils walk back to the classroom in a single file. •


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P7 SAMPLER

1. Science................................................................................126

2. Science................................................................................129

3. Physical Education.............................................................132



Note This lesson is an example of the “Send-a-Problem” structure (Modified)

Class P .7 Subject Science

DATE TOPIC Population and Health

SUB-TOPIC Health and Sanitation at school

DURATION 40 minutes

Academic Objectives: At the conclusion of the session pupils should be able to:

• Identify at least 5 common health and sanitation concerns in their school • Suggest at least 3 solutions / means / ways of addressing each of those concerns identified.


• Work together in groups to solve a problem • Take turns in taking up take responsibilities

Instructional Materials: • You will require 10 envelopes of A4 size, 10 ruled sheets of paper. You can make the envelopes from

ordinary paper using glue. • You will also need to prepare 10 copies of the problem in advance (see “Presentation” for details) • Stick a copy of the problem to the face of each envelope and label the envelopes from 1 – 10. Insert

one sheet of writing paper in each envelope • References: • Uganda Primary School Curriculum Volume 1. page 210 PROCEDURE / LESSON DEVELOPMENT STEP CONTENT / ACTIVITY Presentation (05 minutes)

• Ask pupils to name some common diseases that affect people in the community. Responses might include malaria, cough, diarrhoea, warms etc.

• Ask pupils to explain how the diseases named are spread. • Tell pupils that in this lesson, they will be presented with a problem on

sanitation and pupils hygiene at school and that they will work in groups to find a solution.

• Get pupils into 10 groups and have each group select a leader, a recorder and a time keeper


• Issue one envelope containing the problem and paper to each group leader. The problem should read:

• The problem is: In your school, many pupils are falling sick and are missing school, not performing well. The problems have been discovered to come from 5 areas:

• Not all pupils use toilets properly or consistently • Most pupils do not wash hands with ash/soap after using the toilet • Pupils’ personal hygiene is poor



• pupils drink dirty water • The school compound.

• The school will be closed if nothing is done to improve the sanitation and pupil’s health.

• You do not want the school to be closed. • To prevent the school from being closed, list 3 things that could do in each

area to improve sanitation and pupils’ health • Explain that each group has ten minutes to solve the problem and write their

answers for each area on the sheet of paper in their envelope. The groups will then insert the sheet with their answers into their envelope and exchange the envelope with another group.

• Tell the pupils to get to work. • Go round observing the pupils at task, noting and encouraging level and

quality of participation. • Stop the groups after 10 minutes. Tell them to exchange envelopes as

follows: Group 1 with 10, 2 with 9, 3 with 8, 4 with 7 and 5 with 6. • Allow 10 minutes for the group to look over the paper they received and rate

the answers for each area with the best listed first, the next best listed second and so on. Tell them to add their ratings to the sheet of paper.

After ten minutes, call the groups to order and ask the recorders to report their group’s rated list of solutions to the problem in one of the areas. Call for the reports in this order:

Group 1 & 6 – area 1 Group 2 & 7 – area 2 Group 3 & 8 – area 3 Group 4 & 9 – area 4 Group 5 & 10 – area 5

• Tell the recorders not to repeat solutions that have already been given. • Consolidate pupils answers through discussion and clarification as you build

a chalkboard summary (refer to the additional notes for teacher). Let recorders receive back their original group envelopes and place them in

the Science Corner. Performance / Evaluation (05 minutes)

• Correct any errant behavior observed during practice • Make a summary of key issues on school health and sanitation under the 5

broad categories listed in the problem. Allow pupils make notes from the group activities and summaries made on the chalkboard. (This activity can be given as a take home).


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



ADDITIONAL NOTES FOR THE TEACHER

Poor Use of the toilets / latrines

Not washing hands with ash/soap

Poor pupils’ personal hygiene

Drinking dirty water Compound

• Excreta deposited all round the school compound and surrounding areas.

• Dirty latrines with faeces on the floor

• Boys and girls use the same latrines

• Young ones do not know how to use the latrine

No wiping material

• No water • No wash basin • No ash / soap No super-vision to

ensure proper and consistent use of the latrine

• Dirty bodies • Dirty clothes • Long unkempt

hair • Scabies • Fungal infection • Lice in hair and

clothes • Long nails • Dirty ford

• Dirty water • Poor storage of

drinking water • Sharing one cup by

many pupils to draw and drink water

• Poor rubbish disposal • Tall grass • Un-swept compound • Water tins /

containers strewn in the compound

• Stagnant water in compound

• Faeces strewn in compound and nearby bushes / areas

• Dirty classroom and dusty floors infested with fleas




DATE TOPIC Environmental Degradation

SUB-TOPIC Health and Sanitation at school

DURATION 40 minutes

Academic Objectives:

At the conclusion of this lesson the pupil will be able to:

• Describe the advantages and disadvantages of allowing more water to flow through

the Nalubale Dam in Jinja.

• Decide on a course of action in Jinja that considers both short term disruptions and

long term damage.

• Explain why solving most environmental problems requires that someone make a

sacrifice.

Social Objectives:

• The pupil will give consideration to opinions that differ from his/her own.

Materials:

1. One copy per pupil of the handout: “The Jinja Dam”

References:

1. Uganda Primary School Curriculum, volume 1, page 209


STEP CONTENT/ACTIVITY

Presentation

(05 minutes) • One day prior to the lesson distribute a copy of the handout “The Jinja Dam”

to each pupil and give them time to read it. Be sure that everyone understands the handout but don’t try to answer the question now. Tell the pupils to think about the problem at home and write (1) a list of the good and bad consequences of opening the gates and (2) a second list of good and bad consequences of leaving the gates shut.

• Guide the pupils to explain what “Environmental Degradation” and give examples of negative and positive Health and Sanitation practices at school and home.

• Open the lesson by explaining to the pupils that they are going to consider whether or not the gates in the Jinja dam should be opened. And they will respect other peoples views that differ from theirs

• Divide the class into groups of about seven and designate a chairperson to keep the group on track and on time and a reporter to report the group’s conclusions to the rest of the class



Practice

(30 minutes) • Explain that the groups will have 25 minutes to complete the five step process

described below. a. Each member reads his/her prepared lists of consequences of opening or

not opening the gates (prepared at home). The group briefly comments on each list.

b. As individuals, the group members take a few minutes to decide whether they think the gates should be opened and why.

c. The chairperson calls on one member to orally express his/her thoughts about the issue. Members ask questions or offer brief comments if they wish

d. One by one, the remaining members orally present their thoughts to the group. Comments and questions as before

e. When everyone has made their comments, the chairperson leads a discussion as to whether the gates should be opened. Everyone should be required to defend any opinions they express. The discussion continues until the group reaches consensus on whether or not the gates should be opened and the reasons for their choice (place a time limit on reaching consensus). The group reporter takes notes and prepares to report to the whole class

• Move about the room while the discussions are underway. Make sure that the groups remain on task and that everyone is participating. Correct any misbehaviour.

• When time is up, call the class together and ask the reporters to summarize their group’s decision and the reasoning behind the choice. Summarize each report on a flip chart or the blackboard

• After all reports have been made, lead a discussion of the advantages and disadvantages of opening the gates. Focus on the long term consequences of each course of action. Be sure that the pupils realize that someone would have to sacrifice no matter which alternative is chosen. Explain that the decision should rest on which action is likely to cause the least overall harm in the long run rather than on people’s immediate complaints

Performance/ Evaluation

(05 minutes)

• As you monitor the discussions, pay attention to the reasons pupils give for their opinions Praise especially thoughtful work

• Ask individuals or groups to think through another, similar problem. Look for evidence of thoughtful analysis

• Note especially effective group work and interactions among group members.


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________



P7 Science Lesson Plan-Handout 1

The Jinja Dam

Many years ago the government built the Nalubale Dam across the Nile River near Jinja. The main purpose of the dam was to generate electricity for homes and businesses in the country. But, the new dam also cut the amount of water flowing downstream. Until recently, everyone was happy with the dam, but there is a problem now. Downstream communities have grown larger and are taking more water from the river. That has lowered the water level so some communities are running short of water. Also, some plants and animals that live in the river are being damaged. Some people are demanding that the water level be raised. One way to quickly raise the level would be to open the gates in the dam to allow more water to flow through. That would put more water in the river but would also reduce the amount of electricity being produced. Should the gates be opened?




DATE TOPIC Volleyball

SUBTOPIC Volleying

DURATION 40 minutes

By the end of the Lesson pupils should be able to: Academic Objectives;

1. Practice volleying with two hands 2. Receive the ball and volley from a squatting position

Social Objectives:

1. Take turns in throwing and volleying the ball Materials: 4 size 5 balls, ropes References: Procedure / Lesson Development

STEP CONTENT/ACTIVITY Presentation (05 minutes)

• Inform the pupils that they are going for a physical education lesson and they are going to learn the game of volleyball and take turns in throwing ad volleying the ball.

• Explain to the pupils that they are specifically going to learn the skill of volleying

• Demonstrate to the pupils the skill of volleying • Try out the skill with some pupils emphasising the position of the

hands • Instruct the pupils to get ready for the lesson • Tell pupils to walk out to the activity area in a single file

• Tell pupils that they are going to form teams of five a side • Inform the pupils that each game will last only five minutes




• Warm ups • Pupils run round the marked activity area two times

• Pupils perform arm circling; rotating one arm at a time up-back-low

and forward forming an imaginary circle • Pupils perform volley relays

(A member of team A throws a high ball and a member of team B plays it back in a volley form) • Pupils change roles after the line has ended • Pupils performing better than others help the weak ones master the

skill • Pupils formulate Sub rules of the game e.g. (a team that lets the

ball drop to the ground loses a point) • Select amperes(referees) of the game

• Teams play 3 minutes each game and change the roles • Amperes give report of the performance of the teams • Monitor the volley practice

• Use better performers to help the weak ones • Re-demonstrate activity (where pupils do not get it well)

Evaluation (05 minutes) Cool Down (05 minutes)

• Reward the class for their performance • Encourage pupils to practice the skill out of class time • Amperes give report of the performance of the teams • Instruct the pupils to walk to the classroom


Strengths: _________________________________________________________________

Weaknesses: _______________________________________________________________

Strategies: _________________________________________________________________

Appendix B: Workshop Handouts


APPENDIX B

Workshop Handouts

A (for Session 3 Cooperative Learning Review Activity 3.1)

Elements of Cooperative Learning Indicators to look for One of the keys to good CL is getting the pupils to demonstrate five elements—positive interdependence, individual accountability, face to face positive interaction, use of interpersonal skills, evaluate progress as a group. Here are some indicators for each element to look for as you teach a lesson from the sampler or devise a lesson of your own. But remember that the indicators are usually blended into the various steps in a lesson plan and can occur at any time in a lesson.

Positive interdependence

Pupils show positive interdependence when they: • Take turns. • Contribute ideas to the group. • Listen to each other. • Accomplish the tasks together with partner / group. • Give and receive help. • Ask for help to solve a problem. • Share resources with others freely.

Individual Accountability

Pupils will show individual accountability when: • Each does their share of work so that it contributes to group success. • Feels they are an essential part of the group and are being useful in the task at hand. • They make their needs known to others. • Willingly take up the tasks assigned to them.

Face to face positive interaction

This can be detected when at task and shown when pupils: • Sit in a group setting facing each other. • Talk to each other, encourage and care for each other. • Talk while looking at each other. • Allow others to help you get the activity done better.

Use of interpersonal skills

Pupils will show this when they: • Take up leadership roles. • Communicate their ideas and are able to convince other.



• Accept other people’s ideas. • Negotiate with team members. • Work as a team. • Each waits for his/her turn. • Celebrate other’s success. • Accept own weaknesses. • Talk to others freely. • Listen to others. • Allow others to help them get the job done better. • Make their problems known. • Avoid wasting time, focus on task. • Offer themselves to the services of the team. • Are able to resolve conflicts. • Share resources with others freely. • Show interest in the ideas and opinions of others. • Ask if help is needed. • Contribute to group effort.

Evaluate Progress as a group

Evaluation is in almost all the steps, depending on the tasks. Pupils will: • Talk about their work. • Explain / talk about how they did the work. • State / mention/describe what they liked. • State / mention/describe what they did not like. • Suggest ways to improve. • Weigh the solutions and agree on the best course of action. • Present and talk about a product, piece of work they have done. • Give recognition for things done well. • Explain how they did the work as a group.



B (for Session 4 Activity 4.1) Six Cooperative Learning Structures

There are many ways to structure the way that pupils interact in CL. This handout describes three commonly used structures.

• Think-Pair-Share involves pupils working together in pairs to solve a problem. As the name implies the pupils pair off, think about the problem individually, share their ideas with their pair mate, and then the pair comes to share their ideas with the whole class for a collective decision as a solution.

• Round Robin/ Round Table are similar structures that involve having group members taking turns to make individual comments on a topic or problem until everyone has had a chance (if time permits, they can go through more than one round). In Round Robin the comments are oral and in Round Table the comments are written on a single large sheet of paper.

• Drill Partners: In this structure pupils drill each other on facts they need to know until they are certain everyone knows and can remember them all. This works for spelling, vocabulary, mathematics/number, grammar, test review, etc. Give bonus points on the test if all members score above a certain percentage.

• Reading Groups. Pupils read material together and answer questions the teachers supply. One person is the “reader”, another “recorder”, and the third the “checker” (who checks to make certain everyone understands and agrees with the answers). They must come up with three possible answers to each question and circle their favourite. When finished, everyone signs a paper to certify that they understand and agree on the answers.

• Reading Friends. In lower classes, have pupils read their stories to each other, getting help with words and discussing content with their partners. In upper grades, have students tell about their books and read their favourite parts to each other.

• Summary Pairs. Have pupils’ alternate reading and orally summarizing paragraphs. One reads and summarizes while the other checks the paragraph for accuracy and adds anything left out. They alternate roles for each paragraph.



C (for Session 4 Activity 4.2) Think-Pair-Share Exercise Note: This activity was extracted from a P6 natural science lesson plan that is included in the sampler. Parts of the lesson were removed to reduce the time required to do the activity. Prior to the session you should write these questions on a flip chart or the blackboard. What happens to a person’s pulse rate when they exercise?

What does exercise do to the body that causes the pulse rate to change?

What has the exercise got to do with the heart and with pulse rate?

1. Demonstrate to the whole class how to find a pulse-- hold up one hand with the inside of your wrist facing the class and place your finger at the point on your wrist where you feel a pulse.

2. Tell the pupils to find their own pulse. Anyone who has trouble should ask a neighbour for help. Then, have them count the number of their pulses in a minute. Explain that the number of a person’s pulses per minute is called their pulse rate.

3. Explain to the pupils that they will next try to find out how exercising affects a person’s pulse rate.

4. Tell the pupils to pair up with a neighbour and take each other’s pulse rate 3 times (1) at rest, (2) after running in place for 1 minute, (3) after resting for one minute. Make clear that everyone should record pulse rates for their own and their partner’s.

5. Move about the room and monitor the work of the pairs. Correct any misconceptions or errors that occur. Praise examples of pupils working effectively with their partners.

6. When the pairs have completed their measurements, tell them that they will next use the data to try to answer the questions that are written on the board. Go over the directions that are listed below and allow about ten minutes to do the work.

a. Working alone, each partner studies the measurements, and writes down his/her answers to the three questions.

b. The two partners then rejoin to (a) discuss both lists of answers, (b) identify one answer to each question that both partners agree on, and (c) write down the agreed-upon answers. (Stress that each partner needs to listen carefully to what the other has to say).

c. One of the partners takes notes and gets ready to report and explain: his/her answers, his /her partner’s answers and the agreed upon answers.

Note: In the full lesson the groups report their answers to the entire class. A follow-on discussion leads to the correct answers to the three questions.



D (for Session 4 Activity 4.2)

Round Robin Exercise This activity was adapted from one of the P7 Intergrated Science lessons included in the sampler. Note--One day prior to this lesson the teacher has given each pupil a copy of the handout “The Jinja Dam” and allowed time to read it. He/she checked to be sure that all pupils understood the problem but did not try to solve it at that time. The pupils were assigned to think about the Jinja problem at home and write (1) a list of the good and bad consequences of opening the gates and (2) a second list of good and bad consequences of leaving the gates shut. Practice Distribute the handout “The Jinja Dam” and give the participants a minute or two to read it. 2. Open the lesson by explaining to the participants that they are going to consider whether or not

the gates in the Jinja dam should be opened. 3. Divide the class into groups of about seven and designate a chairperson to keep the group on

track and on time and a reporter to report the group’s conclusions to the rest of the class. 4. Explain that the groups will have 25 minutes to complete the five step process described below.

a. Each member reads his/her prepared lists of consequences of opening or not opening the gates (prepared at home). The group briefly comments on each list.

b. As individuals, the group members decide whether they think the gates should be opened or remain closed and why.

c. The chairperson calls on one group member to orally express his/her thoughts about the issue. Members ask questions or offer brief comments if they wish.

d. One by one, the remaining members orally present their thoughts to the group and give comments and questions as before.

e. When everyone has made their comments, the chairperson leads a discussion as to whether the gates should be opened. Everyone should be required to defend any opinions they express. The discussion continues until the group reaches consensus on whether or not the gates should be opened and the reasons for their choice (note--the chairman will probably have to place a time limit on reaching consensus). The reporter takes notes and prepares to report to the whole class.

5. Move about the room while the discussions are underway. Make sure that the groups remain on task and that everyone is participating. Correct any misbehaviour.

Note: In the full lesson the teacher calls on reporters at random to summarize their findings. A whole class discussion follows that covers the likely consequences of (1) opening the gates (2) leaving them closed. The point is made that solutions to environmental problems nearly always result in someone having to make a sacrifice.



E (for Session 4 Activity 4.2) “Reading Groups”

This activity was adapted from one of the P5 English lessons included in the sampler.

• Open by asking the class what is found in newspapers (possible answers- news, pictures / photographs etc). Help pupils by flipping through the copies of local newspapers.

• Explain to the class that in this lesson they will read a story in a newspaper and answer questions about what they will have read.

• Divide the class into groups of about 10 and assign roles of reader, checker and recorder.

• Issue sheets of ruled paper (One sheet to each group) and copies of Rorash, Pupils Book 5. Call the pupil’s attention to the story “Teenagers walk across the country” on page 42 of the text.

• Write these questions on the blackboard: 1. How many teenagers walked to Kisoro town? 2. Which school does Javin Tanira go to? 3. Who waved goodbye to the teenagers?

• Explain that the groups have 15 minutes to do the following: 4. The members individually read the story on page 42 silently. 5. The reader reads one of the three questions on the board to the whole group and each member writes down his/her

answer 6. Monitor the silent reading activities, intervening where necessary. Praise good teamwork and make note of pupils

who are having difficulty in reading the story or answering the question. 7. The group discusses all members’ answers and corrects incorrect responses. The members agree on the best answer to

the question. The recorder writes the group’s answer down. 8. The same procedure is followed for the remaining 2 questions.

When time is up, have the recorders report their group’s answers to the three questions. Ensure that there is no repetition.

• Correct any poor reading habits observed during the silent reading activity.

• Ask pupils to answer these additional questions: 9. Why did the teenagers walk more than 800 km? 10. Who is young and strong?

• Monitor the silent reading activities, intervening where necessary. Praise good teamwork and make note of pupils who are having difficulty in reading the story or answering the question.

• When time is up, have the recorders report their group’s answers to the three questions. Ensure that there is no repetition.



F (for Session 4 Activity 4.2) “Drill Partners”

1. Tell the group that they will have the rest of the period to complete these three jobs:

a. Each member should copy the table from the board onto a sheet of paper. The group should discuss each nutrient and complete the remaining columns in the table. Everyone should feel free to refer to their textbooks for help. Explain that everyone in the group must agree with the group’s final answers.

b. Have the group’s recorder bring the completed table to you (the teacher) for checking, then return to the group to report any corrections. Have everyone copy the corrected table on paper or in their notebooks.

c. The group prepares for tomorrow’s test by drilling each other on the content of the table. Pupils may refer to their textbooks if they wish. Explain that you will give everyone in the group extra points on their test score if all group members score above 70% (or other score of your choose).

2. Move about the class as the groups are working. Make sure that everyone is participating and they all understand that it is to everyone’s advantage for everybody to do well. You should see evidence that normally low performers are getting help from the rest of the group.

3. On the day following, administer the test and determine the scores for individuals and the average score for each group. Award bonus points for good group performance (e.g. 70%). Heartily congratulate the groups who met your minimum standard.



G (for Session 4 Activity 4.3)

“Reading Friends” • Begin by asking the class what is found in the readers/story books (possible answers could be:

pictures, news, stories, words, photographs etc,).

• Help pupils by scanning/flipping through one reader of the readers the pupils are going to read.

• Explain to the pupils that they will read a story from the readers in pairs and are expected to help each other to comprehend the story and new words/expressions.

• Let the pupils pair up and receive one copy of the available readers for each pair.

• Tell the pupils that they have 10 minutes for the reading activity.

• Let the pupils take turns to read. One pupil reads one sentence/paragraph and pauses to ask the other any word, clause or phrase that she/he may not understand, and make an intelligent guess at what the story is about.

• Note: This will be read aloud and be sure to minimize the voice level to ensure the pairs are not being distracted.

• Monitor the activity and ask the pupils to explain what part of the lesson sampler demonstrates “Reading Friends”.

• Ask the pupils to explain the advantage the varieties provide to them.



H (for Session 4 Activity 4.3)

“Summary Pairs”

• Begin by showing the class copies of two newspapers: e.g. ‘The Monitor” and ‘The New Vision.”

• Quickly ask the class what is found in newspapers. (Pupils might mention news articles, pictures / photographs). Help pupils generate answers by flipping through the copies of the newspapers.

• Explain to the class that in this lesson they will read two newspaper stories to a partner and explain what is happening in each paragraph.

• Organize the pupils into pairs.

• Issue copies of Rorash Pupils Book 5 (or other newspaper articles substituted). Have the pupils open to page 42 and take note of the two newspaper articles that are quoted there.

• Explain to the pupils that they are to read the articles to each other aloud, in turns. First, one member of the pair will read the first paragraph of the “teenager” article aloud then summarize what it says. His/her partner will check the summary for accuracy and fill in any gaps. They will then switch roles for the next paragraph and continue switching until all paragraphs in both the “teenager” article and the “Dr. Trempton” article have been read.

• As the pupils read to each other, move about the room listening and clarifying when necessary. Take note of any poor reading habits so that you can deal with them later. Praise examples of good reading and teamwork.

• Correct any poor reading habits that you observed during the previous silent reading activity.

• Ask selected pupils to tell the class what they liked about this reading lesson.



I (for Session 4 Activity 4.3)

Some More Varieties of CL Listed below are a number of quick and easy ways to structure a cooperative learning lesson. 1. Turn to your neighbour. Three to five minutes. Ask the learners to turn to a neighbour and ask

him/her something about the lesson: to explain a concept you have just taught; to explain the

assignment; to explain how to do what you have just taught; to summarise the most important

points of the discussion, or whatever fits the lesson.

2. Worksheet Checkmates. Have two learners, each with different jobs, do one worksheet. The

reader reads, and then suggests an answer; the writer either agrees or comes up with another

answer. When they both understand and agree on an answer, the writer can write it down.

3. Homework Checkers. Have learners compare homework answers, discuss any they have not

answered similarly, then correct their papers and add the reason they changed an answer. They

make certain everyone’s answers agree, and then staple the papers together. You grade one paper

from each group and give group members that grade.

4. Test Reviewers. Have learners prepare each other for a test. They get bonus points if every

group member scores above a pre-set level.

5. Problem Solvers. Give groups a problem to solve. Each learner must contribute to part of the

solution. Groups can decide who does what, but they must show where all members contributed.

Or, they can decide together, but each must be able to explain how to solve the problem.

6. Skill Teachers/Concept Clarifiers. Learners work with each other on skills (like identifying

adjectives in sentences or showing proof in algebra) and / or concepts (like ‘ecology’ or

‘economics’) until both can do or explain it easily.

7. Summary Pairs. Have learners alternate reading and orally summarizing paragraphs. One reads

and summarizes while the other checks the paragraph for accuracy and adds anything left out.

They alternate roles with each paragraph.



J (for Session 7 Activity 7.1)

Handout # 1: Case Study I Mr. Mukasa, the head teacher of Kalo Primary School could not believe his eyes. The Inspector’s report

indicated that the teachers were teaching without lesson plans. A good number of them just gave pupils

work to do without even teaching the pre-requisite content. In one instance a P.6 teacher was found

teaching the wrong content.

He called an impromptu staff meeting. In the meeting, he shared the report with the teachers. He did not

wait for the teachers’ response. Instead he read out a list of the things he wanted done. One of the things

that shocked the teachers was changing all heads of department. Nobody said a word because his facial

expression showed that he was very angry and did not entertain any discussion. He ended the meeting by

telling them that he was particularly going to work with the P.6 science teacher. The deputy head teacher

and the new heads of department would work with the rest of the teachers.

On Monday, Mr. Mukasa observed a Science lesson in P.6. After the lesson he immediately talked to the

teacher in the presence of the pupils. He enumerated the teachers’ failures. ‘How could you teach a lesson

on flowering plants without any teaching aids?’ ‘You did not use co-operative learning.’ ‘Although pupils

were seated in groups, each one was working individually.’ ‘Your lesson plan lacked the pupils’ activity.’

Finally, he asked the teacher to say something. The teacher, looking very depressed, quietly said, ‘I will do

better next time.’ ‘You had better!’ Said the head teacher, as he walked out of the class back to his office.



J (for Session 7 Activity 7.1)

Handout # 2: Case Study II The head teacher of Kasaana Primary School, Ms. Birungi received the recent inspection report on

Wednesday morning. She read it and made a summary of the main findings. She decided to share the

report with the teachers on Friday during a staff meeting. She communicated it to the teachers during the

tea break.

In the meeting the head teacher shared the findings. The main finding in the report was that teachers

were not using cooperative learning. After saying this, she paused and waited for the teachers to say

something. From what the teachers said, it was clear that they did not clearly understand cooperative

learning particularly making lesson plans and integrating the elements in the lesson. The head teacher

asked them to suggest a way forward. Among the suggestions made was the need for a workshop on

making lesson plans and a demonstration lesson. They all agreed to the suggestions. A date was set for a

one day workshop on making lesson plans. The head teacher ably facilitated the session. Each teacher was

able to write at least one Cooperative Learning Lesson plan. During the evaluation, Namara, one of the

P.3 teachers, expressed the desire to demonstrate a Cooperative Learning Lesson to other teachers. It was

discussed and a decision made that she would first teach a lesson which the head teacher would observe

then later she would demonstrate to others.

The head teacher and Namara together planned a lesson which Namara taught. They agreed to meet

under a tree shade to discuss the lesson after tea break when Namara would not be teaching. During the

feedback session, the head teacher let Namara reflect on her lesson. She identified her strengths and

weaknesses. The head teacher listened attentively. She communicated her observations using her notes.

She thanked the teacher and together they made plans for future implementation.



K (for Session 7 Activity 7.2) Some Essential Elements of Quality Mentoring Emphasize Cooperation • Meet the teacher on equal terms – avoid the perception that you are the superior partner and the

teacher is somehow inferior. Don’t give orders or make threats! • Work together to make decisions. Make sure that the teacher is comfortable with choices that are

made. Communicate Effectively Pay attention to what the teacher says. Listen for underlying messages as well as the words being said. To do this you need to: • Concentrate. • Remove distractions. • Let the teacher finish what he/she is saying. Don’t plan your reply while the teacher is still talking. • Analyze what is being said in order to sort out the important ideas. Give Effective Feedback Providing effective feed back is the heart of the mentoring process. Some attributes of effective feedback are: • Calls attention to strengths as well weaknesses and does not undermine the teachers self esteem.

Harping on his/her deficiencies is a sure way to destroy the chances of success. • Helps the teacher to think of ways of resolving his/her own problems. • Provides detailed and specific suggestions--concentrates on real examples / incidents. • Focuses on events and actions rather than people and personalities.

To provide helpful feedback try to:

• Find a mutually convenient place and time to meet. • Set a good climate. Make the teacher feel safe and comfortable. • Encourage the teacher to talk about her /his work (e.g. identify the strengths and weaknesses of a

lesson). • Empathize (put yourself in the teachers’ shoes).

• When critiquing a lesson that you observed, refer to the notes you made during the session. • Listen attentively to what the teacher says said and watch for clues as to what is not being said. • Prompt the teacher to generate ideas, e.g. “did I hear you right, and are you saying that you did not

notice that too few pupils were contributing to the group activity?” • Conclude by summarizing the main points of the discussion. • Help the teacher to plan future strategies for correcting deficiencies.



Ask Effective Questions Effective questioning is often as important in mentoring as listening. Really good questions will encourage a teacher to think for him/her self and enable you to gather facts, and find out how he/she is feeling. Listed below are several types of questions along with suggestions on how they can best be used.

Varying the types of questions you ask will help to maintain interest.

Open questions – contain few constraints and encourage the teacher to open up e.g. “tell me about the stubborn boy you mentioned earlier?”

Probing questions – go after details. They can help you to fill gaps in information or tease out important facts e.g. “so what happened to them?” “What exactly did you say?” “Which elements of cooperative learning are easy for you to handle?”

Reflective questions – cause the teacher to look back on something. They can help you obtain more information, check understanding of a specific point, or get the teacher talking on a particular issue. One good technique is to repeat something the teacher has just said, but posed as a question e.g. “he just stood up and walked out of the class?” “you sent him out of class?”

Closed questions - can be answered in a few words and can help to establish specific facts. You can also use closed questions to control talkative teachers e.g. “which do you prefer, working on your own or as part of a team?” “Are you happy using cooperative learning?” Closed questions don’t yield a lot of information and so should be used sparingly.



L (for Session 8 Activity 8.1) Observation Guide The guide below contains key aspects that supervisors should focus on when observing lessons. Aspect One: Lesson Planning and Preparation

• The plan states achievable academic and social objectives. • The teaching aids are relevant, of good quality and enough for the pupils. • The plan shows teachers and pupils activities and how they are to be done • The plan shows how the pupils are going to be organized (seating arrangement). Aspect two: Explaining objectives to the learners.

• The teacher tells the pupils what they are going to learn using clear simple language. • Teacher explains to the pupils how the new content is related to what they have learnt. Aspect three: Setting up the work

• The class is organized in groups to allow effective group work. • The teacher groups the pupils. • The teacher assigns roles to the pupils e.g. leader, reporter. • The teacher explains the different roles to the pupils. • The teacher reviews and / or teaches pre-requisite content. Aspect Four: Defining the task to the learners

• The teacher explains to the pupils the activity they are going to do. • The teacher tells the pupils the goal of the activity (work). • The teacher explains the steps involved in doing the activity (work). Aspect Five: Pupils participation in the Teaching – Learning Process

• Pupils are helping each other to accomplish the task. • Pupils are focusing on the task at hand. • Pupils are interacting with each other face to face. • Pupils are sharing materials with ease. • Pupils report on the work done in the group to the rest of the class. Aspect Six: Monitoring Pupils activities

• The teacher checks the pupil’s progress on the activities. • The teacher observes if the pupils are interacting well. • The teacher provides support to both individuals and groups. • The teacher clarifies tasks / instructions. The teacher gives feedback. Aspect Seven: Evaluating the Learning • Teacher checks the learning behavior of the groups and individuals within the group. • Teacher marks the pupils work. • Teacher asks individuals to talk about how they did the activity, what made them succeed. • Pupils suggest ways to improve performance.



M (for Session 9 Activity 9.1)

Involving Parents in CL Activities

Directly involving parents in activities associated with CL is an extremely powerful way to gain their acceptance. Involvement of this kind can provide a teacher a second benefit as well-- help in doing their work and increased good will. Several ways to take advantage of this potential are listed below.

• Keep parents informed of what their children are doing and encourage them to monitor social skills and check homework, exercise books and workbooks.

• Invite parents to come to school and participate in observing and discuss pupils learning and

other activities related to School Health and Nutrition. • Call on retired teachers or professional people to advise teachers on content in their areas of

expertise (e.g. have a medical doctor discuss HIV-AIDS with teachers).

• Invite selected professionals, and business people to work directly with pupils in their areas of expertise (e.g. have a nurse discuss first aid with P3 pupils. Note Be selective here--not all professionals can communicate with young children).

• Ask parents to provide low-cost and no cost materials like banana fibres, counters of all

kinds, cardboard boxes and sports materials. Requests can be made with circulars, letters, or information communicated verbally through the pupil and during dialogue meetings.

• Involve parents and community stakeholders in School Open Days’ co-curricular activities,

Speech Days, Concerts and other meetings.

• Invite volunteer parents and guardians to help monitor small group activities and maintain discipline in large classes. Note: Volunteers would have to be oriented as to what to look for. Focus should be on following directions, keeping the discussion on task, and praising examples of good social skills.



O (for Activities 10.1a and 10.1b)

Participant Training Evaluation Form

Date: _____/_____/_____ Title of Training Program ___________________________________________________ District ___________________________________________________ Participant’s current role/occupation _____________________________ Participant’s level of education ____________________________________ Please take a moment to rate this Training in terms of Content, Facilitation, Time Management, and Responsiveness to your educational needs. Also provide additional feedback in the Comments section. (Your comments are an important contribution to our designing training/learning experiences that meet your professional needs). Please circle one choice for each statement Training Content:

1. The training met my expectations. a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree f. Not sure

2. The relevance/responsiveness of the training courses to my professional needs was: a. Excellent b. Very good c. Good d. Fair e. Poor f. Not sure

3. I feel that the content provided valuable information, skills and experiences relevant to the topic a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree f. Not sure

4. I can easily apply the training’s subject matter to my job/work. a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree f. Not sure



5. My understanding of the training content was: a. Very satisfactory b. Satisfactory c. Neutral d. Dissatisfactory e. Very dissatisfactory f. Not sure

Training Input: Facilitation and Logistics

1. The opportunity for interaction, participation and questions was: a. Very satisfactory b. Satisfactory c. Neutral d. Dissatisfactory e. Very dissatisfactory f. Not sure

2. I feel comfortable with the support materials that I received as part of the training.

a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree f. Not sure

3. The training materials were suitable.

a. Strongly agree b. Agree c. Disagree d. Strongly disagree e. Not sure

4. The training materials were enough and understandable.


5. The venue, lodging and meals arrangements were :

a. Very satisfactory b. Satisfactory c. Neutral d. Dissatisfactory e. Very dissatisfactory f. Not sure



Training Process: Schedule 1. The instructor’s knowledge and presentation style was:

a. Excellent b. Very good c. Good d. Fair e. Poor f. Not sure

2. The schedule was such that the topics were all covered adequately.


3. The allotted days were an adequate amount of time for the training.


4. The amount of outside and/evening work is reasonable.


Training Product 1. Overall the value of the training program was:

a. Excellent b. Very good c. Good d. Fair e. Poor f. Not sure

2. I would recommend this training to colleagues in my area of work/practise. a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree f. Not sure



Further Comments: What parts of the training would you improve?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What should we do to improve the quality of this training?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Application of Training What will you do differently in your practice/service setting as a result of this training?

What additional training or support do you require to apply the training in the workplace?



P (for Activity 2.2)

Self Assessment: Pre- training Knowledge and Skills

Towards Improved Classroom Instruction: Cooperative Learning in the Classroom, Module 2

Please review the following list of knowledge and skills statements and give some thought to what you knew and what you learned here today. Circle the number that best represents your knowledge and skills before this training. (Rating 1 is lowest and 5 is highest)

BEFORE

TRAINING

SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO:

1 2 3 4 5 Describing and sharing successes and challenges in implementing CL in

the classroom

1 2 3 4 5 Relating these successes and challenges to the key elements and steps of

CL, that is, identifying the elements or steps in CL that have contributed

to the success or challenge.

1 2 3 4 5 Identifying support strategies to improve use of CL in the classroom

1 2 3 4 5 Demonstrating effective use and development of CL samplers, organized

by grade level, subject and social skills.

1 2 3 4 5 Describing ways to involve parents in CL activities

1 2 3 4 5 Completing an Action Plan to improve the use of CL in school

Name: …………………………………………………………………………………………… …………………………………………………………………………………………………



Q (for Activity 2.2)

Self Assessment: Post-training Knowledge and Skills Towards Improved Classroom Instruction: Cooperative Learning in the Classroom, Module 1

Please review the following list of knowledge and skills statements and give some thought to what you knew and what you learned here today. Circle the number that best represents your knowledge and skills after this training. (Rating 1 is lowest and 5 is highest)

SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING

Describing and sharing successes and challenges in implementing CL in the classroom

1 2 3 4 5

Relating these successes and challenges to the key elements and steps of CL, i.e, identifying the elements or steps in CL that have contributed to the success or challenge.

1 2 3 4 5

Identifying support strategies to improve use of CL in the classroom 1 2 3 4 5

Demonstrating effective use and development of CL samplers, organized by grade level, subject and social skills.

1 2 3 4 5

Describing ways to involve parents in CL activities 1 2 3 4 5

Completing an Action Plan to improve the use of CL in school 1 2 3 4 5

Name: …………………………………………………………………………………………. …………………………………………………………………………………………………

Appendix C: Workshop Register


APPENDIX C WORKSHOP REGISTER

DISTRICT: ………………… Location: ………………………………………. TE: …………………………….. Title/description of Workshop: …………………………………………………. DATE ………………………………….

# CC School Participant Sex Title Contact/Telephone No. Sign

te module 2 final draft formated 3rd dec 2007 -...

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