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

• Explain the meaning of the terms teaching and learning, and give their characteristics.
• Describe the theory of communication and the components of communication including the barriers against effective classroom communication processes.
• Differentiate between strategies of classroom instruction and be able to derive different instructional techniques from different methods of teaching.
• Differentiate between various methods of classroom instruction and outline the benefits and limitations of each instructional method.
• Define systems approach to instructional processes and explain how it can be used to enhance teaching and learning process.
• Link the general goals of education, national goals and secondary school goals of education to the classroom instructional objectives.
• Prepare and relate professional documents of the syllabus, scheme of work, lesson plans and record of work for purpose of planning and organized professional work in schools.
• Define an organized and well managed instruction including teacher's management responsibilities.
• Apply various procedures involved in evaluating student's learning outcomes.
• Describe various ways of motivating learners.
• Explain approaches of providing for individual differences amongst learners in the classroom situation.

COURSE OUTLINE

• Foundation of General Methods and Principles of Teaching.
• Introduction to the course.
• Historical, philosophical and psychological perspective of teaching and learning.
• Nature and components of teaching and learning process.
• Concept teaching and learning and their relationship.
• Characteristics of good teaching and learning.
• Relationship between teaching and learning.
• Classroom communication.
• Components of effective
• Classroom communication.
• Forms of classroom/outdoor communication.
• Barriers to effective classroom communication and possible solutions.
• Organization and management of teaching and learning process.
• Teacher's classroom management responsibilities.
• Discipline and pupils control.
• System approach to instructional process.
• Concept of a system and its characteristics.
• Models and systems approach to instructional process.
• Significance of system approach to the classroom instructional process.
• Instructional strategies, techniques and methods.
• Concept and forms of strategies.
• Concept of teaching and learning techniques.
• Relationship between strategy, techniques and method.
• Introduction to Micro teaching and peer teaching.
• Planning for instruction(Professional documents)
• National education goals
• Scheme of work
• Student profile record
• Syllabus
• Record of work

FOR WHOM

Teachers, Lecturers, HOD, HOS, Educational planners, policy analysts, education statisticians and other professionals involved in educational planning at central or decentralized level.

TRAINING METHODOLOGY

The training methodology combines lectures, discussions, group exercises and illustrations. Participants will gain both theoretical and practical knowledge of the topics. The emphasis is on the practical application of the topics and as a result participant will go back to the workplace with both the ability and the confidence to apply the techniques learned to their duties.