1. SE- Looking Ahead Topics Taught CA: Excel (lookup table) CL: Webpage publishing CS: Pascal (looping) CS: Pascal (case statement) CA: MSWord (creating table) CA: WWW CA: CJ inputting methods CS: Pascal (nested-if/else if)

2. Issues to consider Nature of activities Lesson planning Questioning Helping students with learning difficulties SE- Looking Ahead

3. Lesson Planning  Why should we bother spending time writing lengthy lesson plans to satisfy the requirements of PGDE supervisors?

4. Lesson Planning Thinking through the purposes and structure of one’s teaching activities

5. Lesson Planning It ensures that the key aspects of a lesson are well thought out, and that the lesson is suitably designed to achieve clearly defined objectives

6. Lesson Planning MacroscopicMicroscopic Scheme of work Individual lesson plans

7. Scheme of work  Before teaching each topic, a plan that breaks the content and activities of the topic into individual lessons should be first be drawn up.

8. What is a lesson plan? Lesson plan the SET student activities homework key questions evaluation introduction development summary teacher activities Advanced organizer

9. What is a lesson plan? objectives prior knowledge the SET teacher activities student activities timing remarks & objectives check homework key questions materials & references evaluation

10. Identifying Key Concepts  It is necessary to identify the major concepts to be taught, as well as to organise the concepts and subject matter into an appropriate sequence.

11. Identifying Key Concepts  Determine the major concepts to be incorporated  structure the concepts into an appropriate sequence and think about the relationships among them  Write down the sequence of development of the main points and concepts of the lesson in a flow diagram.

12. Concept Mapping Techniques  Using concept mapping to structure knowledge  Selection of concepts  Ranking concepts  clustering concepts  linking concepts

13. Determining Teaching Approaches and Methods  deductive approach  Inductive Approach  problem-based approach  project-based approach

14. Deductive Approach  students are first taught general rules, and are then asked to apply them to particular situations to reinforce learning.

15. Inductive Approach  Through interpreting given examples and analysis of data (with teacher ’ s guidance), students ‘ discover ’ generalisations by themselves.

16. Methods of arousing interest  Good teachers are able to find ways make their lessons relevant and interesting. a lively atmosphere  They can build up a lively atmosphere so that students find their lessons enjoyable. intrinsic motivation  When students perceive the relevance of, understand, and are interested in that topic, they acquire intrinsic motivation.

17. Building up The SET  SETS  SETS are short, interesting activities conducted at the beginning of a lesson to arouse students ’ interest.  The activity is something that is usually related to students ’ everyday life, or something that has intrinsic interest.

18. Building up The SET  Though SETS are useful activities for arousing interest, they mush be conducted with care. Otherwise, they may not achieve their purpose.

19. Building up The SET Relevancy LinkageInterest Duration

20. Key Questions  What is the purposes of questioning in class?

21. Key Questions  Asking questions is a very important feature of effective teaching. Questioning has many functions:  developing students ’ thinking  engaging students  enhancing interaction  gaining attention  providing encouragement  keeping discipline

22. Key Questions  Key questions refer to the major questions that a teacher will ask in class. They include:  questions for the SET  the overall or key question (or problem/ issue) to be investigated in the lesson  major questions to guide students ’ thinking along a particular line during the lesson  major questions for discussion or other activities  further questions for pupils to think about at the end of a lesson

23. Questioning Type Close-ended questions Open-ended questions low order thinking quick feedback Promote high order thinking exploratory talks

24. Nature of activity Low level skills Drills and Practices

25. Nature of activity Challenge ahead How can we make the activities or tasks more authentic and meaningful?