General Methods of Teaching

Degree BE.d Degree in Pedagogical Science and Geography and Environmental Studies
Program composite majors
Module Pedagogical Science
Module
Coordinator
Course Title General Methods of Teaching

Course Code Educ 1012

Course Academic Year 2009 Semester I-
information Meeting: Day_TU,WE,TH & FR Time 4:15-9:30 Location SB-13 & LH-6
Instructor
Instructor’s Name –Girma Kebede-------------------------------------
Contact Tel. -Email: [email protected] ------Office Hr : Available except lessom hrs.
Information
ECTS 5x27= 135
Student Lectures Tutorial Group Work/ Practical work Home Study Total
Work Load Discussion and
Presentation
40 30 30 20 15 135

Course Objectives: At the end of the course students will be able to :

 Understand the overall concepts of teaching and learning
 Comprehend the characteristics of good teaching
 Describe the qualities of an effective and ideal teacher.
 Analyze the principles of teaching.
 Express the duties and responsibilities of effective teachers.
 Explain what a method means regarding teaching.
 Compare and contrast the positivists and constructivists’ view of teaching and learning.
 Aware of the major theories of teaching and learning.
 Understand the different types of active learning methods.
 Apply the appropriate active learning methods in instruction.
 Synthesize the instructional planning with the real application of teaching.
 Develop the skill of planning lessons/ course plans, unit plans and daily lesson plans/.
 State SMART objectives from the three domains.
 Apply the different techniques of classroom management.
 Understand the different preventive and curative techniques of students’ classroom
misbehaviors.

Course description
 The course, General Methods of Teaching (Educ 1012), is one of the pedagogical
science courses that introduce you to your future career teaching and teaching methods. It is designed
to equip trainees with the know-how of teaching and learning, duties and responsibilities of
teachers, qualities and attributes of an effective and ideal teacher, professional code of ethics,
principles of teaching and approaches of learning.
 The course also basically acquaints with active learning methods, its definitions, importance,
classifications of teaching methods, types of active learning methods, skills of implementing different
teaching-learning methods, and barriers for applications of active learning methods. It also involves
instructional planning, its meaning and needs of planning, sources of instructional planning and levels of
 instructional planning and determination of general and specific objectives from the three classifications
of domains. Besides, the course has the concept of classroom management, causes of students’
misbehaviors, and techniques of classroom management.
Unit One: Teaching and Learning
1.1. Definitions and purposes of teaching and learning
1.2. Chatracteristics and functions of teaching and learning
1.3. Qualities of effective teaching and effective teachers
1.4. How students learn- the concept of approach learning
1.5. Professional attributes practices and capabilities of effective teachers
1.6 Professional code of Ethics of teachers
1.7. Teacher Professional Knowledge and skills
1.8. Duties and Responsibilities of an effective teacher

Unit Objectives: At the end of this unit students will be able to:
 Define the term teaching and learning
 Explain the characteristics and functions of teaching
 Describe the qualities of effective teaching
 Apply those qualities of an effective teacher in practice
 Grasp the concept of approach learning
 Realize the professional attributes, practices and capabilities of effective teachers
 Analyze the professional code of ethics of teachers
 Appreciate each professional code of ethics expected from teachers.
 Apply the knowledge and skills expected from the professional teacher.

Unit Two: Active Learning Methods

2.1. The concept of teaching and learning epistemologies
2.2. Definitions of active learning
2.3. Importance of active learning
2.4. The role of the teacher in active learning
2.5. Classification of Methods of teaching
2.6. Major active learning strategies
Unit Three: Instructional Planning
3.1 The what of instructional planning
3.2. The Importance of instructional planning
3.3 Basic pedagogical questions in instructional Planning
3.4. Major sources of instructional planning
3.5 Basic steps in instructional planning
3.6. Levels of instructional planning, formats and elements
 Course plan
 Unit plan
 Daily lesson plan
3.7. Taxonomy of educational objectives

 Cognitive domain
 Psychomotor domain and
 Affective domain

Unit Objectives: At the end of this unit students will be able to:
 Analyze the meaning and values of instructional planning at different levels
  Appreciate the importance of instructional planning for teachers and students.
 Develop knowledge and skills pertaining to the preparation of instructional plans.
 Prepare instructional plans for the courses they will teach.
 Assess the quality and functionality of their instructional plan based on a well- designed and consistent
criteria
 Guide the delivery of their courses on sound and organized plan of instruction
 Integrate instructional planning as part of the contents of the courses taught in the teacher education
program
 Enhance active-learning through the application of well designed and meticulously planned
pedagogical strategies and reflective practices.
 Prepare SMART objectives for their lesson.
 State the three domains of objectives in the lesson they will teach.

Unit 4 Classroom Management

4.1. Definitions and purposes of classroom management
4.2. Establishing conducive physical and psychosocial environment for learners
4.3. Different sitting arrangements in the class
4.4. Approaches of classroom management
4.5. Causes and solutions for students’ classroom misbehaviors.

Unit Objectives: At the end of this unit students will be able to:
 Grasp the meaning and importance of classroom management
 Create conducive physical and psychosocial environment for learners
 Apply different classroom sitting arrangements for different contents.
 Utilize the different classroom management approaches
 Analyze the causes of classroom misbehaviors of students
 Find out the different curative or preventive techniques for managing classroom misbehaviors.
Teaching-learning Methods

 lecturing question and answers

 Demonstration (formal and Informal)

 Peer discussions, Cross over group and jigsaw group discussions

 Individual work

Instructional Materials Used

 Different reference materials

 Summary modules

 LCD projector

Assessment techniques
Reflection of class room activities
 Working exercises (home tasks, Class works, group works)
 Quiz and test

Further References

Arends,R.I.(1992) Learning to Teach. New York: McGraw Hill, Inc

Bahir Dar University (2005). General Methods of Teaching. A Distance Module,
Department of Distance Education: Bahir Dar University.
Borich, G.D.(1988) Effective Teaching Methods .The University of Texas: Merrill
Publishing Company.
Higher Diploma Program. (HDP, 2008). The Higher Diploma Program Training Module. The Improved
Module: Ministry of Education. A.A
ICDR (1999). Teacher Education Handbook. Addis Ababa: Ourael press.
Moore,K.D.(1992) Classroom Teaching Skills. New York: McGraw Hill, Inc. Moore,K.D.(2001)Classroom
th
Teaching Skills.(5 .ed)NewYork:McGraw Hill,Inc.
Ramseden, P.(1992; 2004). Learning to Teach in Higher Education. London and New York Routledge Falmer
t
Reece,I and Walker,S.(2003) Teaching, Training and Learning: A Practical Guide (5
ed.).Oford: Business Education Publishers LTD.
Silberman (1996) . 101 Active learning Strategies to Teach Any Subject. Boston: Allyn & Bacon.
St.Mary’s University College (2004) Teaching in the Ethiopian Context II. Modules1-3
Distance Education Module (Unpublished

Policy
 Attendance is important. Each class builds on the one before it, so if you miss one, it may be
difficult to follow what is going on.
 Academic Integrity: The department expects from its students a high level of responsibility and
academic honesty, collaboration and enthusiasm. Because the
value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.
 If you cheat on an exam you will receive a failing grade, and most likely will be dropped from the
class. “Academic dishonesty of any type by a student provides grounds for disciplinary action by the
instructor or department.
 In written work, no material may be copied from another. The work that you submit must be your
own, for both moral and legal reasons.
 You have to use instructor’s telephone and email address only for academic purpose; whatever the
reason, do not pass to another person, and do not make a call after 8:00 pm.
 Be sure to turnoff your cell phone before class and exam sessions.

Continuous Assessment

1. Individual assignment or quiz…………….10%

2. Group assignment …………………………10%
3 Test-1 ……………………………………….10%
4. Test-2……………………………………….10%
5. Paper work ………………………………..10%
6. Presentation ………………………………..10%
7. Final Exam ………………………………..40%

Summary
Assignments……………………………………..30%

Quiz or Tests…………………………………….30%

Final Exam……………………………………….40%

Total………………………………………..100%
Approval

Subject Teacher’s Name:…Girma Kebede……..Sign………..………….. Date…………………….

Approved by:

Dept. Head Name:…Alemu Asresu…………….. Sign………………….. Date…………………………

Faculty Dean Name: …Yordanos Yibeltal……Sign. …. .….. …………. Date…………………………