Chalk_Board_use : Education Methods Lecture

Education Methods teaching aid is Chalk board this helps while teach learners. Reach out for more information

1. QUESTIONING SKILLS
•Types of questions
•Why do we ask questions
•How to handle learners responses
•Wait time
•When to ask questions

2. Questioning in class
Why ask questions
- Evaluation purposes; have learners understood what has been
taught/extent of achievement of learning objectives
- stimulates thought leading to better understanding / Socratic
method

3. Commonly asked questions in class
•Mainly of three types
•Questions about class management, control and behaviors
•Those requiring simple recall of factual information about subject content
•Those requiring opinion, explanation, analysis and synthesis ; use of high-
order thinking skills

4. Distribution of questions in class
•Should be distributed uniformly in all parts of class giving all learners
an equal chance
•Should be impartial
•Select by show of hands
•Discourage chorus answers
•Allow wait time – a short time to allow learners to think to give better
answers
Qn: Explain four significances of wait time.

5. Tips on questioning
•Ask questions that are well formulated
Should be open-ended that require HOT skills
•Be clear and not vague
What happens to gold when t is left outside at night?
•Avoid compounded (double-barreled question) questions
•Why do think the leaves of plants are green and what is the use of this green color?

6. Tips on questioning
•Ask questions directly. Don’t tell a long questions and after which as a
question from a long question
•Understand your learners and frame your questions appropriately

7. Common weaknesses in questioning
•Badly formulated questions – which are vague or very general e.g.,
what happens to gold when left outside?
•Repeated questions – questions which are repeated but in different
words
•Multiple questions – many questions asked at the same time
•Asking irrelevant questions

8. Common weaknesses in questioning
•Insufficient questions – very few questions in class
Note: learners should be allowed and encouraged to ask questions
they show learners eagerness to learn
show understanding of what was taught
reveal interest and ability of learners
gives learners more confidence and self-expression – allow them
to come on chalkboard and try out problems whilst explaning

9. Dealing with learners answers/responses
•Correct answers
Acknowledge and reward the learner appropriately
Avoid extreme statements
Avoid patting learners
•Wrong answers
Acknowledge and encourage the effort the learner has put in

10. Note
•Avoid answering your own questions
•Don't repeat the learners answers but your may paraphrase it
•Correct wrong information when necessary and as soon as possible
•Let answers be from the whole class not the teacher only

11. Chalk Board
•Most commonly used
•Quality of its use reflects teachers level of organization
•Used for a variety of activities – writing, drawing, displaying
•Should have a chalk board plan in the lesson plan

12. Using a chalkboard
•Begin and end with a clean chalkboard
•Write in straight horizontal lines
•Use it systematically, from right and top downwards
•Don’t congest the chalkboard
•Use uniform letter size
•Use good and eligible hand-writing
•Adopt a uniform style of writing heading and sub-headings
•Maintain heading and subheading

13. Chalk board use
•Underline headings
•Avoid errors or spelling and grammatical errors, factual errors etc
•Maintain a tidy chalkboard
•Avoid being covered in chalkdust

14. Chalk board illustrations
•Should be reasonably simple, visible with legible labeling
•Should be clear and meaningful
•Chalk board plan

15. Text Books
•They may contain illustrations which are not easily reproduced e.g.,
photographs, outlines, explanations, statements, exercises
•Ensure that you have enough of these
•Give clear instructions
•Collect them at the end
•Contact a verity of them

16. Teaching aids
•Used in better understanding/conceptualization of learning materials
•E.g., factory made charts
•Charts prepared by the teacher
•Specimen
•Models – parts of the body
•Apparatus
•Real objects – stones, rulers
•Photographs

17. Rationale for using teaching aids
•Research indicates that;
87% of learning – seeing
9% through hearing
4% through other senses

18. Advantages of using teaching aids
•Capture learners attention
•Add variety and interest
•Aid conceptualization/understanding of abstract concepts
•Contribute a visual impressions and a sense of reality to the concept
being taught
•Aid memory/facilitates remembering
•Show that a teacher cares

19. Display of teaching aids
•Cleary and carefully displayed to be seen by all learners
•Don’t use learners to display your aids
•Clean areas where your going to display

20. Qualities of good teaching aids
•Accurate and up-to-date in every detail
•Appropriate to age, ability level and interest of learners
•Well drawn giving a pleasant first impression
•Brief and containing only essentials without irrelevances
•Bold and legible enough so as to be seen by all the students
•Bright with appreciable colors
•Well constructed with underlined title
•Clean, well maintained but mutilated and folded

21. Communication with learners
•Communication is a two0way process involving mutual exchange of
information and ideas through an appropriate medium
•In classrooms, it is between teacher and learners
•Can also be between learners themselves
•Communications and based on verbal and non-verbal communication
•Teachers communications influences the learners reactions in class
•Teacher should be conscious of his conduct – e.g., mannerisms, etc

22. Verbal communication
•Gain attention at the beginning of the lesson
•You may use statements like … “silence please”, “keep quiet”, “listen
carefully”, “please pay attention”, “let use have order”
•But don’t use force/anger
•As you call for attention, be clear, audible and articulate
•Don’t shout too much all the time
•Use simple, clear and understandable language
•Language used should be learner friendly not abusive, aggressive, and
vulgar

23. Verbal communication
•Avoid speech mannerisms e,g., “actually”, “is it ok”, “are we
together”, etc
•It is also ok to crack appropriate jokes and add humor to your verbal
communication

24. Listening skills
•Good listening is an active process with a range of verbal and non-
verbal responses which convey a message to the speaker that your
listening to what is being said
•Indicators
•Looking alert
•Keep eye contact
•Nodding
•Sow facial expressions
•Making verbal expressions/signals that you’ve understood the message
•Encouraging the person to continue speaking

25. Non-verbal communication
•These include
•Gestures
•Posture
•Facial expressions
•Body mannerisms
The teacher should capitalize on non-verbal communication
Get to know your learners moods by understanding their non-verbal
communications

26. END
•Next time – Questioning in class
•Any questions