Our curriculum will engage your students in their city while focusing on essential skills and project-based problem solving. To purchase a classroom set of any of the books listed below, please email groupsales architecture.
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ISBN 13: 9780313348969
Search Tickets. River Cruise. However, distribution channels for hard copy materials are well established. This book will be used by all teachers in the third and final teaching practice of their B Ed. In , the cohort numbers 53, However, not all teachers have access to a computer outside the study centre. Printing costs prohibit more extensive use of printed materials. Teachers across the university campus can access the TESSA materials without going onto the internet. Few of these colleges have internet access or many computers. These teachers have print copies of a small number of TESSA sections, chosen by their lecturers, to link to specific topics.
Teachers could borrow materials for use in their classes and share materials that they develop. Teachers could be encouraged to put together a resource corner or cupboard in their school or classroom. In Kenya, teachers in the third year of the B Ed primary programme at Egerton University are required to complete a project in their schools.
Materials developed by teachers include a weather station, a food display and weighing scales. All the TESSA sections have specified learning outcomes which you should consider when adapting materials for your courses.
In each section the activities are also organised in a particular sequence which scaffold the teacher towards the achievement of the learning outcomes in the final key activity. Using the first activity from a TESSA section will seldom — if ever — help teachers to achieve the section outcomes fully. However, it is possible to design learning pathways and meet learning outcomes using extracts of TESSA sections in a sequence which provides a coherent learning journey for teachers. Similarly, teachers can design their own learning pathway including one or more TESSA activities or case studies in a sequence to achieve defined learning outcomes.
Each section has been developed around a number of TESSA materials to deliver the learning objectives. The fraction section comprises an introduction to teaching fractions, three activities from TESSA without the case studies but with the relevant TESSA resources such as fraction strips, fraction discs and comparing fractions to create a learning episode. In each case the introduction locates the activities and examples in the context of the Tanzanian primary school.
She encouraged her student teachers to practise their shared reading before their class. However, for many teachers and some teacher educators in Sub Saharan Africa, access to the internet is difficult. Nonetheless, there are numerous alternative ways you can use to give teachers access to the TESSA materials:. For many teachers, learning through and from their classroom practice will be unfamiliar. You need to prepare the teachers for classroom use of the materials, and help them reflect on their experience of use.
TESSA preparation should always involve teachers experiencing the TESSA activities in a practical way before trying them out in classrooms with pupils, and this should include:.
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The TESSA audio materials are ideal for stimulating discussion at workshops if equipment including speakers is available. The supervisors were first briefed on the TESSA materials and the expected outcomes of the orientation programme, after which the teachers were taken through the aims and concept of the TESSA materials, schedule of activities and the expected outcomes of the orientation programme. Key elements were: sample lessons using the new classroom activities, extensive discussion time, choosing the TESSA sections to use, and agreeing when to use the activities.
In Kaduna State, the mathematics and science teachers were anxious to know how to use stories and games in teaching. At the University of Education, Winneba, in Ghana, lecturers working with Early Years teachers discuss the TESSA materials in small group seminars, looking at how the materials can be adapted for use with this age group of pupils. Following the discussion, the group of teachers then observes the lecturer teaching one of the TESSA activities in a local school.
The teachers then comment on the lesson and use the ideas to adapt other TESSA activities for their own context. To support teachers in using the materials in their schools it would be helpful to give your teachers the TESSA :Working with Pupils handbook.
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Teachers need further support to help them understand and reflect fully on their classroom experiences with different sorts of activities. This could be through your teachers sharing their experiences:. Teachers can be helped to reflect constructively by sharing both good and bad experiences in a non-threatening way. Describing is a good starting point for reflection, but teachers also need to be encouraged to think about why things happened the way they did, and what they will take from this experience into their future practice.
When your teachers have taught a lesson using one or more TESSA activities, you could then use this simple task:. Write a brief description of what you the teacher did and what the pupils did during the activity.
Now that you have responded to these questions, how do you, the teacher, feel about the activity and the way in which you used it? The National Commission for Colleges of Education in Nigeria developed a series of pre-service teacher manuals for student teachers preparing for micro-teaching and teaching practice. The five manuals have a focus on activity-learning through the use of diverse participatory, interactive, cooperative and collaborative strategies, and complement academic and methodological components of NCE courses. Each booklet contains nine sample tasks linking TESSA activities with the Nigerian nine-year basic education curriculum.
The TESSA extracts include learning outcomes the teaching skills teachers will develop through undertaking the activity , the activity to undertake with pupils, a case study and supporting resources. Teachers are encouraged to think about how they will modify the TESSA activity when developing their own lesson plan.
How would you have done this? The Open University of Tanzania has built reflective questions into written course assignments for teachers. In some institutions, student teachers do not have a final examination at all. At the University of Fort Hare South Africa , lecturers in the B Ed in-service programme decided to encourage teachers to build portfolios of their work.
The system works like this: teachers do activities throughout the semester. During their contact sessions, they share their work and assess themselves and each other. Some activities are also handed in to the tutors for assessment before being included in their portfolios.
They present their portfolios and justify their work to their colleagues, their tutors and often outside moderators as well. This oral justification, together with the portfolio itself, is the basis for a negotiated decision on whether the teacher progresses to the next level of the programme. Also considered is their participation in the course, their ability to reflect on their experiences, and evidence of the impact of their work on their own learners.
You could also encourage your teachers to present their work to a broader audience through a conference presentation, a workshop with fellow teachers, or an article in a professional journal. You can think about the experience on your own, but if you work with colleagues or people in the school community, you could also get feedback from them.
Notice particularly the question:. The answers given to this question will help the Kyambogo coordinator in planning for future sessions in which TESSA activities are integrated. This could be in a survey questionnaire or less formally in a focus group discussion — a discussion guided by the broad questions such as:.
Their teaching practice supervisors assess their competence in using these strategies effectively. However, evaluation is only useful if the results of evaluation are used — the important question for the curriculum planning or TESSA implementation committees is: How can we do things better next time round? Figure 3 illustrates how you can use evaluation effectively.
This means that they can be freely shared, adapted and used by anyone. But you need to start with the community closest to you — in your own context. If you are a teacher educator working in a college or university, these questions might help:.
Teacher development may start in an institution, but schools and communities are involved as well. This section provides an overview of the process of planning, creating, and evaluating an eMuseum, giving small and medium sized museums the framework and guidance needed to create an eMuseum. Section 2.
This section includes how to: a form a partnership, b create standards-based curriculum materials, and c provides curriculum material evaluation strategies.
watch Section 3.
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