What is good and effective teaching?

Although there are many different ways to teach effectively, good instructors have several qualities
in common. They are prepared, set clear and fair expectations, have a positive attitude, are patient
with students, and assess their teaching on a regular basis.
Rational for effective leaching/learning

Effective teaching is important for a number of reasons, including:

 Academic achievement: Effective teaching can directly improve students' academic

achievement.
 Relationships: Effective teaching can improve students' relationships with teachers.
 Wellbeing: Effective teaching can improve students' wellbeing.
 Motivation: Effective teaching can improve students' motivation and willingness to learn.

Scheme of Work

A scheme of work defines the structure and content of an academic course. It splits an
often-multi-year curriculum into deliverable units of work, each of a far and shorter
weeks' duration. Each unit of work is then analyzed out into teachable individual topics
of even shorter duration.

Is an overview or a long-term plan for what you aim to teach in a particular subject
across a term or an academic year.

The scheme of work is usually an interpretation of a specification or syllabus and can be

used as a guide throughout the course to monitor progress against the original
plan. Schemes of work can be shared with students so that they have an overview of
their course

Scheme of work

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A scheme of work is ‘’ a plan for something ‘’, A teacher’s scheme of work is therefore
his plan of action which should enable him / her to organize teaching activities ahead of
time .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 which are already set
in the syllabus.

The scheme of work is a blueprint, strategy or lay out of the teacher’s teaching program
for a particular syllabus will be executed. The scheme of work and lesson plan allow the
teacher to organize for teaching learning Activities in advance, allowing him or her to
cover the content within a specified period as illustrated in the curriculum.

Components of scheme of work

Organization /Institution.

Refers to the organization/ institution one is working or training in.

Trainees level.

Part refers to the grade in training e.g. Certificate, diploma or undergraduate. In case of
colleges and others institutions, some means of identification are used e.g. CIU

Subject/ course unit.

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. Some are
event called SET 1. II III and so on

Date of preparation.

Refers to the time the scheme of work is completed. This should be before instruction
commences.

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Week.

Usually time is specifically allocation and each 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
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. A line beginning from the column of periods should be drawn
straight across the page to separate the periods .When two spaced periods are
indicated on the time table in the same day, then there should be two distinct rows for
two periods. The numbering process should be repeated for the other weeks.

Topic.

The topics in the syllabus need to be rearranged in the order in which they are
supposed to be taught. This is because some topics are build up e.g.in mathematics,
before one learns to multiply he should have done additions, etc. The syllabus topics
should then follow that order.

Sub – topic .

This should be clear and definite. The instructor should single out the sub – topics /
lesson title in a particular syllabus topic. He/she should then estimate what sub topics
will require a single period, double period or triple period, and then scheme accordingly.

Objectives

Each sub- topic should be followed be objectives (s) which is meant to emphasize the
expected learning outcomes of the learners. The specific nature of the sub-topic should

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necessarily imply a broad objective which might not be achieved by the end of the
period. The objectives must be stated in such a manner that there is a measurable
aspect observed at the end of the lesson e.g. the lessons topic. The objectives in a
scheme of work should be written in weekly basis i.e. By the end of the week, learners
should be able to;……

Content

The content developed should be only key point of the sub- topic to the objective and in
chronological order.

Teaching methods.

There are techniques which the teacher hopes to use during the lesson. They are an
elaboration of the sub –topic. They help the teacher to achieve the set objective during
teacher- student transactions. They form the backbone of the lesson.

Learning Experience (Teacher / student activities, assignment, coursework, practical)

For any concept learnt, the teacher would like to see his / her learners put in to practical
use. In this column, the teacher should think of specific activities that the learners will
perform while in the class and for assignments or coursework, students will answer
comprehension questions after reading the passage on page 35 or their class text book
etc. Experience must be designed in order to realize and consolidate concretely the
objectives of the lesson.

Teaching – learning aids (Tools, Equipment, Apparatus ,Charts etc.)

Objects or devices used by a teacher to enhance or enliven classroom instruction.

Teaching aids are an integral part of an effective lesson. Aids that the teacher intends to

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use should be indicated in the scheme of work. Teaching aids are usually in the form of
apparatus, equipment, materials and real things if readily available and appropriate.The
teacher should not indicate a teaching aid which will not be available in class.

References

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 , work sheets, journals ,reports etc., It is
necessary for the teacher to indicate the books ,their authors and relevant pages.

Remarks/Comment

Make a written expression on what transpired regarding the lessons, that is whether
lessons where successfully taught or otherwise.

SCHEME OF WORK TEMPLATE

SCHEME OF WORK FOR THE MONTH OF / SEMESTER:

TEACHER’S or TUTOR STUDENT’S NAME (where applicable):

TUTOR STUDENT’S REGISTRATION No (where applicable)

SCHOOL / INSTITURION:

SUBJECT/ COURSE UNIT

CLASS:

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 NUMBER OF PERIODS (HOURS) PER WEEK: 3 PERIODS(3HOURS)

WE PERI TOP OBJECT CONT TEACH LEARNI TEACHING TEACHE STUDEN COMME
EK OD/ IC/ IVES ENT ING NG AIDS R’S T’S NTS
REFERE REFERE
& HOU SUB METH EXPERI NCES NCES
RS - ODS ENCE
DAT
E TOP TEACHI
IC NG

LEARNI
NG

ACTIVITI
ES
I 2
hours
(1ST
– 5TH (doub
le)
Mar 1
ch) hour

Lesson Plan
A lesson plan is a teacher's daily guide for what students need to learn, how it will be
taught, and how learning will be measured. Lesson plans help teachers be more
effective in the classroom by providing a detailed outline to follow each class period.

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A lesson plan is a document that outlines the content of your lesson step-by-step. It's a
list of tasks that your students will undertake, to help guide your teaching. A lesson
plan is usually prepared in advance and can either cover a one-off activity, an
entire lesson, a unit or course, a day, or a week.

Lesson Plan

The lesson Plan are rooted from the scheme of work and it’s a detailed guide for
teaching a lesson .It’s a step by step guide that outlines a teacher’s objectives for what
students will accomplish that day.

Steps in making a Lesson Plan

1. Outline objectives/outcomes

Teachers determine what he/she wants the students to learn and be able to do by the
end of the lesson. The objectives must specific and follow the mnemonic “SMART”(to
mean Specific , Measurable, Achievable , Realistic and Time bound).The objectives for
the learners should answer the following questions; what is the topic of the Lesson,
what does the teacher wants the student to learn, what should they understand and be
able to do at the end of the lesson and what does the teacher want the student to have
as take home message?

The objectives should be ranked in order of their importance because this prepares the
teacher for classroom control and accomplish more important learning objectives.

2. Teaching – learning Activities /Learning experiences.

Design specific activities you would use to get students to understand and apply what
has been learnt. These activities make learning more interesting for the students a
factor that helps to harness learning.

3. Organization of Teaching Aids.

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The Teaching Learning Aids are organized according to how contend was schemed for
and the teacher should not indicate a teaching aid which was not indicated on
the scheme of work.

4. Lesson Development

In summary points to consider are; Plan for introduction of the topic to the class ; review
previous knowledge; timing for the introduction and activities should be appropriate;
plan for how to check for students’ understanding of the main points covered in the
lesson; in addition have time to answer student’ question; Strategically summarize what
has been covered in the lesson either by doing it yourself or by eliciting what students
have learner; Leave time at the end of the lesson to recap, give students what will be
covered in the next lesson and how it will build on what learned in the present one and
finally gives assignment.

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5. Lesson Plan Template

LESSON PLAN (number)

Date Time Course Class Average Expected No. Number of

unit age of students students
present
2hours Male Female Male Female
(8:00am-
10:0am)

Topic /sub – topic

Objectives/learning outcomes (Bloom’s taxonomy of educational objectives)

Teaching methods:

Learning experiences/Learning Activities:

Teaching /Learning aids:

References:

6. Lesson Plan Development Matrix

Step and time Content Tutor’ activities Student’s activities

I (8.00am – 8.05am) Greeting, Greets learners, Listen and respond

roll call Takes roll calls,

II (8.05am- 8.15am) Issues on the previous Reviews the previous Depends on what the
lesson E.g. review / lesson by……….. tutor has asked,
recap, etc
instructed, etc.
III (8.150-8.50am) Content of the new Introduces the new Respond accordingly
lesson lesson by connecting
to the previous lesson

Activities of the new

Guided the objectives lesson/topic
of the day
Assessment /

Evaluation

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(8.50am – 9.00am) Conclusion, Eg asks questions, Respond accordingly
depending on the gives assignment, etc
tutor’s preference

Tutor’s Self Evaluation:

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

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