SCHEME OF WORK PREPARATION.pptx

For teachers

1. SCHEME OF WORK PREPARATION Lecture By Rev. Fr. Dr. Odubuker Picho Epiphany, & Suzan Laker MUNI UNIVERSITY

2. Procedure : Buzz groups of twos or threes are formed. These groups have to discuss the following questions and later on share with the larger group. What is a scheme of work? What purposes does it serve? What are the main components of a scheme of work? When and how is a scheme of work made? Discussion : The discussions amongst buzz groups take place and are later on shared. The facilitator enables participants to focus on each question at a time. After the sharing from buzz groups, additions may be made by the facilitator in the form of an input. This may also involve presentation of a standard format of a scheme of work. Materials : Newsprint, felt pens and masking tape. Any available schemes of work in an area of interest may be photocopied and given to participants. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 2

3. The Day on Which One Starts Out is Not the Time to Start Your Preparations Nigerian Proverb 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 3

4. Objectives of the Lesson By the end of the Lesson, students should be able to: Define key concepts related to scheme of work. Define Scheme of work. Identify factors to consider when designing scheme of work. Mention Important considerations to be born in mind when preparing a scheme of work. List the components of a scheme of work. Design a scheme of work. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 4

5. Definition of key Concepts Curriculum Syllabus Scheme of work Lesson Plan Pedagogy Andragogy Lesson Plan Learning/cognitive Objective 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 5

6. key Terms Cont. Curriculum : refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. Some educators would say that the curriculum consists of all the planned experiences that the school offers as part of its educational responsibility. Then there are those who contend that the curriculum includes not only the planned, but also the unplanned experiences as well. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 6

7. Types of Curricula There are essentially four types curricula at work in most educational settings: the explicit, implicit, null, and extra-, or co-curriculum. You are probably familiar with the notions of explicit curriculum and extracurricular activities. The real intrigue of curriculum debate and design comes into play with the implicit and null curriculums. Explicit curriculum: subjects that will be taught, the identified "mission" of the school, and the knowledge and skills that the school expects successful students to acquire 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 7

8. key Terms Cont. Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture. Null curriculum: topics or perspectives that are specifically excluded from the curriculum. This aspect of curriculum refers to "the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not a part of their intellectual repertoire" Extra curriculum: school-sponsored programs that are intended to supplement the academic aspect of the school experience 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 8

9. key Terms Cont. Syllabus : Is a document with an outlined and summary of topics to be covered in a course. Scheme of work : systematic arrangement in outline from of all topics in a subject indicating them to be taught, objectives to be achieved, teaching learning activities, learning resources required and the source of information or references. Lesson Plan : Is a teacher’s detailed description of he course of instruction for an individual lesson. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 9

10. key Terms Cont. Pedagogy : Is the art or science of teaching young people or teaching methodology. Andragoy : Is the art or science of teaching adults or teaching methodology. Learning/cognitive Objective : The behaviour expected of a learner after instruction. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 10

11. WHAT A SCHEME OF WORK IS A scheme of work is “a plan for something”. A teacher’s scheme of work is, therefore, his/her plan of action which should enable him/her to organize teaching activities ahead of time. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 11

12. Definition cont. It is a summarized forecast of work which the teacher considers adequate and appropriate for the class to cover within a given period, from those topics which are already set in the syllabus. The scheme of work is usually an interpretation of a syllabus and is used as a guide throughout the course to monitor progress against the original plan . A scheme of work is a plan for instructors to outline what they will teach during an academic term or period. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 12

13. Definition cont. A scheme of work defines the structure and content of a course. It maps out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practicals , discussions) and assessment strategies (e.g. tests, quizzes, Q&A, homework) will be used to ensure that the learning aims and objectives of the course are met. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 13

14. Definition cont. It normally includes times and dates. Schemes of work can be shared with students so that they have an overview of their course. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 14

15. WHY SCHEME OF WORK Provides units of work Indicate time available for each teaching unit Map the teaching over year Suggest learning and teaching activities Identify appropriate resources 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 15

16. SCHEME OF WORK Cont. Sequence units into coherent way Enables a teacher to prepare adequately before his/her lesson Guides the teacher on the teaching methods Acts as a tool for evaluation of the learning and learning 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 16

17. DESIGNING SCHEMES OF WORK Factors to Consider When Designing Scheme of Work When designing a scheme of work, there are a number of factors that should be taken into consideration.  The following questions may help you to focus your thoughts. THE STARTING POINTS : Who is the course for? What is the likely number of participants? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 17

18. THE STARTING POINTS What is the overall aim of the course? What will participants learn? What skills will participants develop? Is there a syllabus? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 18

19. Factors to Consider: Cont. Does it lead to a qualification? Is it part of a larger curriculum? Where is it likely to be held? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 19

20. Starting point cont. What restrictions does this impose? What resources are available? What resources can be "begged, borrowed or stolen"? What resources can be designed or developed? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 20

21. THE INGREDIENTS What topics/subjects need to be included? Is team building necessary? What practical activities are integral to the course? What assignments have to be completed? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 21

22. INGREDIENTS CONT. What essential elements need to be included? Is there some theme or aspect that threads throughout the course? How will students be assessed? How will the course be evaluated? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 22

23. THE RECIPE Which elements need to be introduced at the beginning? Do you need to take account of the different starting points of students? Which elements depend upon successful completion or understanding of other elements? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 23

24. THE RECIPE Which elements must come at the end? What preparation is required (by students) to complete elements or assignments? How much time will students need for this? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 24

25. ICING THE CAKE Is it possible to give students an early taste of success? Is there something for students to make or do? What additional activities might be included to broaden students' experience or understanding? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 25

26. ICING THE CAKE Can students' contributions be built into the course? Is it possible to build in some "leisure interest"? Do you need to take account of holidays and festivals etc.? 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 26

27. A well prepared scheme of work A well prepared scheme of work should among other things:- Give an overview of the total course content. Provide for a sequential listing of learning tasks. Show a relationship between content and support materials. Provide a basis for: long range planning, training and evaluation of the course. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 27

28. A well prepared scheme of work A scheme of work can be made to cover one week, one month, one term or even one year, depending on the duration of a given programme. Most programmes in our educational institutions take between one and four years. Each year is divided into 3 terms with each term lasting 3 months or 13 weeks. In such a case a scheme of work should be made for each term (13 weeks). Ideally schemes of work should be prepared before classes begin. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 28

29. IMPORTANT CONSIDERATIONS TO BE BORN IN MIND WHEN PREPARING A SCHEME OF WORK 1. Understanding the syllabus. The classroom teacher may not necessarily be involved in the initial stages of curriculum development, but (s)he is expected to interpret the curriculum and implement it correctly. This calls for a thorough understanding of the syllabus and the content, in order to achieve the stated objectives. The teacher is expected to act like a policeman or a judge who is called upon to administer the law though he did not make it. It is therefore very important that the teacher be thoroughly conversant with the curriculum in order to implement it successfully. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 29

30. 2. Preceding and succeeding syllabus content In most cases topics from the syllabus may not be arranged in the order in which they are supposed to be taught. Some topics will require the knowledge of the previous ones while others are quite independent. The teacher should not only identify the essential learning content but also arrange the content in logical teaching order considering the proceeding and succeeding syllabus content. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 30

31. 3. Syllabus contents of related subject: The mistake which many teachers make is to scheme for their subject without considering the contents of related subjects. This is very wrong and should be highly discouraged. Quite often the teaching of a given topic, in a given subject may be impeded by lack of skills or knowledge to be acquired in a different subject. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 31

32. 4. Existing scheme of work for the subject If a scheme of work is already available for the subject, it would be a waste of effort and time for the teacher to break new ground again. In this case, the teacher can revise the existing scheme to suit his/her students and to bring it up to date. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 32

33. 5. Reference material and examination The teacher should be familiar with reference material that is available for effective coverage of the topics in the scheme of work. There is nothing more disturbing than finding out that a topic that is already covered could have been more interesting, enjoyable and even better understood if certain materials or teaching aids that are available in school had been utilized. The type of examination the students are being prepared for should bear in mind that some levels require more revision time than others and therefore, scheme for revision appropriately. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 33

34. 6. Time estimation Although there are 13 weeks in one term, it is not usually possible to use all these for effective teaching for a variety of reasons. The number of effective teaching periods varies according to both predictable and unpredictable interruptions. Effective teaching time must therefore be estimated before topics are selected. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 34

35. Common interruptions in scheming The most common interruptions that are likely to disrupt a scheme of work include: Public Holidays Examinations (should be schemed for) if they are internal Revisions (should be schemed for) Open days 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 35

36. Common interruptions Cont. Sports days Planned school breaks e.g. mid-term break etc. The teacher should check with the administration of the school before scheming. Although the syllabuses framework may, in some cases, give time estimation for each topic, these should be taken as guidelines only. Finer adjustments need to be made depending on the time available for teaching. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 36

37. COMPONENTS OF A SCHEME OF WORK SCHOOL : Refers to the institution one is working or teaching in. CLASS: Refers to the grade level in training id-est. what class is one teaching? SUBJECT : This refers to the subject being schemed which may be theory or practical. This refers to a particular term within a given year. Years may vary from organization to organization depending on time of entry. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 37

38. COMPONENTS Cont. YEAR : Refers to the academic year TERM : Refers to the Term the scheme of work is to cover TEACHER’S NAME : Refers to the name of the teacher. SUBJECT: This refers to the subject being schemed which may be theory or practical. This refers to a particular term within a given year. Years may vary from organization to organization depending on time of entry. All the above should appear on top of the scheme of works matrix/table 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 38

39. COMPONENTS Cont. DATE OF PREPARATION : Refers to the time the scheme of work is completed. This should be before instruction commences. DATE OF REVISION : Due to overlapping or under planning experienced during instruction or unforeseen interruptions, it is necessary to revise the scheme of work in order to accommodate the unexpected difficulties. This date should be indicated in the space provided in the form. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 39

40. COMPONENTS Cont. WEEK: Most institutions are specific in time allocation and each week should be spelt out in the week column. The numeral representing the week should be distinctly written centrally in the week column.  Weeks should be separated by a line running across the page especially when the same scheme of work form contains more than one week. NUMBER OF PERIODS : The subject may have one, two or more periods in one week. Some periods may be single, double or triple. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 40

41. COMPONENTS Cont. SYLLABUS TOPIC: The topics in the syllabus needs to be rearranged in the order in which they are supposed to be taught. This is because some topics are build up e.g. before one learns to multiply he should have done additions, etc. The syllabus topics should then follow that order. SUB-TOPIC: LESSON TITLES : This should be clear and definite. The teacher should single out all the sub-topics/lesson titles in a particular syllabus topic. He should then estimate what sub topics/lesson titles will require a single period, double period or triple period, and then scheme accordingly. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 41

42. COMPONENTS Cont. OBJECTIVES : Each sub-topic/lesson title should be followed by an objective(s) which is meant to pinpoint the anticipated learning behaviour of the learners. The specific nature of the sub-topic/lesson titles does not permit broad objectives which might not be realized by the end of that period. The objectives must be stated in such a manner that there is a measurable aspect manifested by the end of the lesson [ SMART ] 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 42

43. COMPONENTS Cont. E.g. 1: The lesson title Simple interest might have the objective - “students should be able to calculate simple interest on given principals using methods of (a) direct production, and (b) simple interest formula”. E.g. 2: The lesson title conduction of heat in metals might have the objective - “trainees will be able to classify good and bad conductors of heat after carrying out the experiment, described in the worksheet 4”, etc. In setting cognitive objectives, Action/Doing verbs are strictly used. While Attitudinal objectives are used strictly in Religious Education. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 43

44. COMPONENTS Cont. LEARNING ACTIVITIES/STRATEGIES: Observation and identification Question and answer Discussion Copying notes Explanation 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 44

45. COMPONENTS Cont. RESOURCE MATERIALS: Teaching aids are usually in the form of apparatus, equipment, materials and of course the real thing [ realia ] if readily available and appropriate. Resource materials for specific content coverage used in scheming are necessary and should be noted down with their relevant pages for ease in reference during lesson planning. References include books, handouts, worksheets, journals, reports, etc. It is necessary for the teacher to indicate the books, their authors and relevant pages. Teaching aids are an integral part of an effective lesson. Aids that the teacher intends to use should be indicated in the scheme of work. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 45

46. COMPONENTS Cont. REMARKS: DATE WHEN TAUGHT The teacher should not indicate a teaching aid which will not be available in class. NOTES Most student teachers forget to include teaching aids in the scheme of work. Remarks in the scheme of work should be made immediately the lesson is over. The teacher is supposed to indicate whether what was planned for the period has been covered, whether there was over planning or failure of lesson and reasons for either case, etc.. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 46

47. REMARKS Cont. Remarks suggested are meant to help the teacher in his consequent and future planning. Remarks such as “excellent” “done”, “OK”, “well done”, “satisfactory”, “taught”, etc. might not be very useful to the teacher. Such remarks as “the lesson was not very well done because of inadequate teaching aids”, or “pupils were able to apply concept learnt in solving problems as evident from supervised practice”, etc. are appropriate. After the remarks, it is necessary to write the date when this lesson was taught. 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 47

48. Sample Scheme of Work SCHOOL: ………………………………….………………CLASS: ………………….…………………………..…………………SUBJECT: ………………….………….…………..………..… YEAR: …………………………………………………….......TERM: ……………………………..…………………………………………TEACHER’S NAME: ………………………………..………..…   WEEK PERIODS TOPIC SUB-TOPIC OBJECTIVES LEARNING ACTIVITIES   RESOURCE MATERIALS COMMENTS                     1 1 Transport in Plants (transpiration) Definition of transpiration Importance of transpiration Ways of fighting excessive water loss by transpiration By the end of the lesson the learners should be able to: Define transpiration State the importance of transpiration Describe ways by which plants can reduce excessive loss of water through transpiration Observation and identification Question and answer Discussion Copying notes Explanation  Textbooks Notes Some common plant leaves   2 Transport in Plants (transpiration) Using a photometer to measure the rate of transpiration By the end of the lesson the learners should be able to: Describe and perform experiments to: Measure the rate of transpiration in a leafy short using a potometer . Find if plants lose water by transpiration Guided discovery Practical Discussion Potometer Blue cobalt chloride paper Transparent polythene bags   9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 48

49. Sample Scheme of Work SCHOOL : ………………………………….……………… CLASS : ………………….………………………….………… SUBJECT : ………………….………….…………..………..… YEAR : ……………………………………………………....... TERM : ……………………………..………………… TEACHER’S NAME : ………………………………..………..… SCHOOL: ………………………………….………………CLASS: ………………….…………………………..…………………SUBJECT: ………………….………….…………..………..… YEAR: …………………………………………………….......TERM: ……………………………..…………………………………………TEACHER’S NAME: ………………………………..………..…   WEEK PERIODS TOPIC SUB-TOPIC OBJECTIVES LEARNING ACTIVITIES   RESOURCE MATERIALS REFERENCE COMMENTS                     1 1 Transport in Plants (transpiration) Definition of transpiration Importance of transpiration Ways of fighting excessive water loss by transpiration By the end of the lesson the learners should be able to: Define transpiration State the importance of transpiration Describe ways by which plants can reduce excessive loss of water through transpiration Observation and identification Question and answer Discussion Copying notes Explanation  Textbooks Notes Some common plant leaves     2 Transport in Plants (transpiration) Using a photometer to measure the rate of transpiration By the end of the lesson the learners should be able to: Describe and perform experiments to: Measure the rate of transpiration in a leafy short using a potometer . Find if plants lose water by transpiration Guided discovery Practical Discussion Potometer Blue cobalt chloride paper Transparent polythene bags     9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 49

50. THANK YOU! 9/13/2022 Rev. Fr. Dr. Odubuker Picho Epiphany, MIDM 50