FUNDS FOR TEACHERS TRAINING

TEACHERS TRAINING MODULES

2009-04-22T11:25:00.000-07:00

schools are the future illiterate adults, and they add up to the ocean of illiterates in the country. Dropout syndrome not only causes wastage of precious natural resources spent on the education, but also regards the efforts of eradication of illiteracy.
Survival Rate-A Comparison

Country Pakistan India Bangladesh Bhutan Sri Lanka
Survival Rate 49.7 56.0 70.3 86.2 94.0

Different factors are contributing in aggravating the situation like inadequate provision of physical facilities in schools, sun-standard student-teacher ratio, learning problems of children, unattractive/unfamiliar environment of the school, low moral of the teachers and harsh treatment of the pupil, inadequate knowledge of child psychology and specially the untrained and non skilled teachers.
Teachers in public schools, both male and female are almost qualified and trained but the situation in private schools in different. These schools are mostly are staffed with untrained and non-skilled teachers.
The present Government in lying special emphasis on the improvement of the quality of education and has earmarked special funds in this regard. The goal of quality education cannot be materialized in the absence of motivated, trained and skilled teachers. The importance of teacher training becomes more imperative in a fragile example like that of ours with high dropout rates and low quality of education.
Curriculum understanding, better method of teaching, a coaching style of teaching instead of stereotype coercive ones and better results from students is what that can be achieved through teachers training and capacity building.
Objectives
Enable teachers to:
Impart meaningful education to the pupils.
Practice activity based teaching technique through a shift from the prototype rote system of teaching
Develop effective learning material.
Develop performance assessment tools for pupils.
Methodology
A “learning by doing” approach will be applied to maximize learning. This will include participatory methods of teaching/learning; interactive lecturing, group and individual presentation, group work, case studies, brainstorming and fieldwork.
Number and profile of the participants
Twenty five (25) teachers with at least F.A qualification.
Duration
10 Days
Location
As per agreement between host organization and Human Development Associates
Course Contents
Module 1: The Teacher
Qualities and skills of a teacher
Role and responsibility of a teacher
Code of conduct for teachers
How well do you teach
Module 2: The Learner
Stages for human life cycle
Learning needs of children
Personality development and its requirements
Societal Environment and challenges of children
Module 3: Learning
Meaning and principles of learning
Learning style of individuals
Role of Teacher in creating learning environment
Module 4: Motivational teaching
Meaning and purpose of motivation
Human needs and personality traits
Techniques of enhancing students motivation in learning
Module 5: Communication and presentation
Meaning and process of human communication
Effective communication and listening
Qualities of an effective message
Lesson planning and its principles
Techniques of preparation/delivery of lesson
Module 6: Production and effective use of teaching material
Qualities of effective teaching material
Techniques of preparation of teaching material
Effective use of teaching material
Module 7: Learning assessment
Meaning of assessment and evaluation
Tools of assessment
Techniques of preparation of assessment tools
Strategy
Majority of untrained teachers are serving in private schools and their economic condition do not allow them to get themselves trained through regular and long duration courses, as there is hardly a paid leave package with the private institution. Quality of education in private schools students population can only be ensured through skilled and trained teachers. The private organizations have hardly and training program or facilities for their teaching staff. It is very imperative that short duration functional training courses are organized for private schools teachers. The following strategy is recommended to organize such teachers training programs:
As more than fifty percent schools exists in Punjab, so the training program should be initiated from the province of Punjab.
Initially 12 training workshops in low, medium and high-populated settled districts may be organized.
The District Education Department may advise and guide in the selection of teachers and schools for training.

Initially the Government and NGOs working for the cause of education should provide financial support to organize these model training; later on the private organization can replicate the program to train other teachers on their own. Human Development Associates (H.D.A) will be pleased to provide technical guidance in organizing such training.

To ensure the quality of training, number of participants will be limited to 25 in each training.
The Evaluation tools will be designed to get feed back from trainees, students and the management of the schools to evaluate the impact of the training on teaching and quality of education.
Budget
No of participant: 25
No of days: 10

Sr. No Description of items Amount (Rs.)
1 Accommodation @ Rs. 1500/- per person, per day 375,000
2 Food (Two times tea, lunch) @ Rs. 250/- per day, per person 62,500
3 Transportation per day @ Rs.3000/- 30,000
4 Training equipment (Overhead projector. Boards and stands, video & still cameras etc) @ Rs.3000/- per day 30,000* (HDA will provide free of cost)
5 Stationary @ Rs.900/- per person 22,500
6 Production and photo copies of material @ Rs.200/- per person 5,000
7 Honoraria to resource persons @ Rs.3000/- per session for 35 sessions 105,000
8 Training report 30,000
9 Training facility (Hall etc.) 50,000
Sub-Total-A 680,000
10 Institutional cost @ 10% 68,000
Sub-Total-B 748,000
11 Contingency @ 5% 37,400
Grand Total 785,400

Note: - The cost would reduce if the host organization has its own training, transport, facilities and participants being local don’t need accommodation, which will amount to Rs.455,000.

Framework Modified National Interactive Curriculum Training Manual,

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Framework Modified National Interactive Curriculum Training Manual,

Objectives
Provide Ministry of Education teachers with comprehensive and in-depth information
concerning the modified curriculum; its sections, activities, and implementation strategies.

Target Group
All Ministry of Education 'newly appointed' kindergarten teachers.

Training hours
Fifty six training hours.

Training Manual Support Materials
A. Two DVDs: physical environment and daily program/routine.
B. Teacher's Booklet. Includes all informational materials covered in the training manual as
outlined below.

Training Manual Topics
1. Modified national curriculum general and specific outcomes framework. The general
framework includes all curriculum educational development areas (ethics and religion,
social-emotional, language, physical/health, mental/cognitive, and aesthetic). Specific
curriculum outcomes related to the general areas include several objectives within each
area that need to be accomplished on a short or long term basis.
2. Children's learning strategies and styles. Definitions and importance of play, teacher's
role in promoting guided play, kindergarten games, play levels, choosing age-appropriate
play materials, learning through senses, learning by observing, learning through discovery
and trial and error.
3. Kindergarten classroom social environment. Includes the following topics: importance
of the early childhood years, developmental principles and children's characteristics,
children's rights and needs, teachers' role in implementing children's rights, social and
physical classroom environments, principles of effective adult-child interactions, effective
strategies for dealing with kindergarten children, children's behavioral challenges and
proposed solutions.
4. Kindergarten classroom physical environment. Includes detailed information concerning
organizing the classroom environment according to the following educational
corners/areas: quiet/book corner, blocks, house, art, science and math. Also included are
topics such as activity table, developing educational supporting tools, classroom and
playground safety, and environmental resources.
5. National interactive curriculum sections. Provides a detailed description of the various
curriculum sections: theoretical framework, thematic units, children's activity booklets,
flashcards, and number and letter posters.
6. Evaluation. Includes information on objectives, basis, and types of evaluation appropriate
to apply with young children. Also includes detailed information on how to collect data
to enable teachers to fill out the MoE issued kindergarten 'report card'.
7. Parent involvement as volunteers in kindergarten classrooms. This section includes
information on the parent involvement initiative currently implemented in Ministry of
Education kindergarten classrooms.

Framework of Children Evaluation Strategies Training Manual,

2009-04-22T11:23:00.001-07:00

FrameworkKindergarten Children Evaluation Strategies Training Manual,

Objectives
Provide practical experiences to enable Ministry of Education kindergarten teachers to
evaluate children's personal and educational progress and development.

Target Group
All Ministry of Education kindergarten teachers.

Training hours
Eight training hours.

Training Manual Support Materials
Teacher's booklet: includes detailed information on formative evaluation strategies to
facilitate the completion of children's 'report card'.

Training Manual Topics
1. Basis for evaluation. Teachers are provided with information concerning the importance
of formative and age-appropriate evaluation strategies.
2. Children's developmental characteristics. In order for teachers to evaluate children's
development, they need to possess information concerning their developmental
characteristics and needs. This section provides the information.
3. Kindergarten teacher's role in evaluating young children, using initial and formative
evaluation strategies.
4. Evaluation strategies used at the kindergarten level. Teachers are encouraged to use
several evaluative methods to present 'true' evaluations of children. Such methods
include: children's portfolios, observations, report writing, and feedback.
5. Strategies for completing children's MoE 'report card'. Teachers are provided with the
report card issued by the Ministry of Education and trained on strategies for gathering
information to complete it.

Framework Training Manual for MoE kindergarten Teachers with ESP Prepared Classrooms,

2009-04-22T11:21:00.000-07:00

Framework Training Manual for MoE kindergarten Teachers with ESP Prepared Classrooms,
Provide teachers with ESP prepared kindergarten classrooms with practical experiences to
enable them to organize their classroom furnishings and utilize educational materials to
promote development.

Target Group
All Ministry of Education teachers with ESP prepared classrooms.

Training hours
Eight training hours.

Training Manual Support Materials
1. Teacher's booklet. This booklet includes detailed information supported by pictures that
enable the ESP/MoE teacher in organizing the classroom environment to support learning
and development.

Training Manual Topics
1. Securing a healthy and safe classroom environment in light of all materials provided by
ESP. Teachers are provided with information on how to maintain a clean classroom and
playground area.
2. Organizing the classroom using ESP issued furnishings and materials. Teachers are
encouraged to organize their educational areas/corners in ways that promote leaning and
discovery with limited distraction.
3. Classroom educational aids. Teachers are encouraged to develop the following
educational/supporting teaching aids/charts: days of the week, children's names/helping
hands, weather, project/theme, and emotions charts.

Framework Comprehensive Kindergarten Teacher Training Manual,

2009-04-22T11:19:00.001-07:00

Framework Comprehensive Kindergarten Teacher Training Manual,

Provide Ministry of Education kindergarten teachers with comprehensive information
concerning curriculum content areas and strategies fir implementing curriculum activities
successfully.

Target Group
All Ministry of Education 'newly appointed' kindergarten teachers.

Training Hours
Forty eight training hours.

Training manual support materials
A. Three DVDs:
1. Includes scenes that promote the physical kindergarten classroom environment
through obtaining appropriate environmental resources/materials and organizing them
to enhance teaching and learning.
2. Includes scenes of kindergarten teachers implementing the kindergarten daily
program.
3. Children's literature. Strategies for reading stores to young children and strategies for
creating printed materials appropriate for this age-group.
B. Kindergarten teacher's information booklet includes detailed information on the
following topics:
National interactive curriculum; objectives, units, and activities, planning, daily
kindergarten program/routine, kindergarten classroom physical environment, kindergarten
classroom social environment, reading and writing preparedness, children's literature,
evaluation, and parent involvement.

Training Manual Topics
1. National interactive curriculum; objectives, units, and activities,
2. Planning: includes yearly, monthly, weekly, and daily planning strategies.
3. Daily kindergarten program/routine; receiving children, morning circle, activity
tables, cleaning up and organizing the materials and classroom, preparedness activity
for Arabic and math, Arabic and math writing activities, breakfast, playground play,
free play in educational classroom corners, summary circle and story activity,
preparing for end of day
4. Kindergarten classroom physical environment; organizing kindergarten classroom
environment according to educational corners: reading, house, art, math and science,
and blocks. Emphasis is placed on developing educational aids/charts such as
weather, project, absentee, feelings, clock, days of the week, birthday, and parent
chart.
5. kindergarten classroom social environment: Children's rights, teacher's role in
applying children's rights, positive social interaction; importance and positive
outcomes, positive social interaction during play, basis of positive social interaction,
positive interaction strategies, children's behavioral problems
6. Reading and writing preparedness: includes importance of reading and writing
preparedness, children's language development characteristics, basic language
experiences and activities, literature/story-books, importance and teacher role in
effective implementation, promoting children's reading and writing skills, listening
and comprehension skills.
7. Children's literature: includes a comprehensive review of children's definitions and
importance, value added from story-reading, basis for choosing age-appropriate story
books, and strategies for reading stories.
8. Evaluation: includes formative evaluation strategies teachers need to report on
children's developmental and educational progress.
9. Parent involvement: includes strategies for effectively involving volunteer parents in
the kindergarten classroom to assist teachers with their daily routine.

Framework Advanced Training Manual (2)

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Framework Advanced Training Manual (2)
Provide practical experience to Ministry of Education kindergarten teachers on:
1. Using environmental resources to enhance the classroom learning environment,
2. Story reading strategies.

Target Group
All Ministry of Education kindergarten teachers.

Training Hours
Twenty training hours.

Training Manual Support Materials
1. DVD. Includes scenes that promote the physical kindergarten classroom environment
through obtaining appropriate environmental resources/materials and organizing them to
enhance teaching and learning.
2. Teacher's booklet. Includes detailed information concerning obtaining and utilizing
environmental resources/materials to enhance the kindergarten classroom environment.
Also included is detailed information regarding children's literature; importance,
implementation strategies, and strategies to create alternative literature resources.

Training Manual Topics
1. Environmental resources to enhance the classroom learning environment,
2. Story reading strategies.

1. Environmental resources to enhance the classroom learning environment
Kindergarten teachers are provided with in-depth information regarding the following topics:
• Environmental resources/materials; a definition
• Acquiring environmental resources/materials.
• Strategies for sorting and storing environmental resources/materials.
• Strategies for organizing the kindergarten classroom physical environment
(educational/play corners) using acquired environmental resources/materials.
• Identification of learning materials acquired from the surrounding environment.
• Strategies for developing art resources.
• Strategies for using environmental resources/materials in the playground.

2. Story reading strategies
Kindergarten teachers are provided with information concerning the importance of children's
literature and story-reading strategies through in-depth information regarding the following
topics:
• Children's literature; definition
• The importance of providing and reading stories to kindergarten children.
• Basis for choosing age-appropriate story books.
• Story reading steps and strategies.
• Teacher's role in encouraging children to listen to stories.
• Story book alternatives and ways to develop them.

Advanced Training Manual (1)

2009-04-22T11:07:00.000-07:00

Framework Advanced Training Manual (1)

To provide Ministry of Education kindergarten teachers with detailed information regarding
the National Interactive Curriculum.

Target Group
All Ministry of Education kindergarten teachers.

Training Hours
40 training hours.

Training Manual Support Materials
1. DVD. Includes scenes of kindergarten teachers implementing the kindergarten daily
program.
2. Teacher's booklet. Includes detailed information concerning the daily kindergarten
program, reading and writing preparedness activities, teacher-child positive interaction,
parent involvement in kindergarten classrooms, assessing and evaluating children's
performance.

Training Manual Topics
1. Daily kindergarten program
2. Reading and writing preparedness activities
3. Teacher-child positive interaction
4. Parent involvement in kindergarten classrooms
5. Assessing and evaluating children's performance.

1. Daily kindergarten program
This section includes detailed information concerning the activities implemented on a daily
basis within the kindergarten programs, they include:
• Basis of daily routing and its importance
• Receiving children in the morning
• Morning large circle activity
• Activity tables
• Cleaning up and organizing the materials and classroom
• Preparedness activity for Arabic and math
• Arabic and math writing activities
• Breakfast
• Playground play
• Free play in educational classroom corners
• Summary circle and story activity
• Preparing for end of day

2. Reading and writing preparedness activities
• Importance of reading and writing preparedness
• Children's language development characteristics
• Basic language experiences and activities
• Literature/story-books. Importance and teacher role in effective implementation
• Promoting children's reading and writing skills
• Promoting listening and comprehension skills
• Promoting visual perception
• Language skills
• Large motor activities
• Thinking skills
• Social-emotional skills

3. Adult-child positive social interaction
• Children's rights
• Teacher role in applying children's rights
• Positive social interaction; importance and positive outcomes
• Positive social interaction during play
• Basis of positive social interaction
• Positive interaction strategies

4. Parent involvement in kindergarten classrooms
• Types of families
• Positive outcomes resulting from family involvement
• Preparing a classroom environment that promotes family volunteering

5. Assessing and evaluating children's performance
• Definition of assessment and evaluation
• Importance of evaluating children's performance
• Basis of evaluating young children
• Teacher's role in evaluating children
• Strategies for evaluating children
• Importance of feedback
• Children's evaluation MoE report card

Objectives Framework Basic Kindergarten Teacher Training Manual

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Objectives Framework Basic Kindergarten Teacher Training Manual

Present kindergarten teachers with information regarding all sections of the National
Interactive Curriculum.

Target Group
All Ministry of Education 'newly appointed' kindergarten teachers.

Training Hours
Forty two training hours.

Training manual support materials
Teacher's booklet. Includes detailed information with regards to the following topics:
national curriculum goals and objectives, importance of the early childhood years,
developmental principals and characteristics, classroom social environment, organizing the
classroom physical environment, first week of kindergarten, children's activity booklets,
curriculum educational units, planning, importance of daily routine, evaluation, and
school/home relationship.

Training Manual Topic
1. Goals and content areas of the National Interactive Curriculum. Areas: social, national,
emotional, physical, cognitive, performance, spiritual/religious.
2. Historical interest in early childhood education.
3. Children's social, emotional, physical, language/cognitive and perceptual developmental
characteristics.
4. Classroom social environment. Encouraging positive social interactions through a variety
of developmentally appropriate practices such as modeling, guiding, and reinforcing
positive behaviors.
5. Children's behavioral problems (aggression, lying, stealing, acting-out, shyness, crying)
and strategies for minimizing these behaviors.
6. Classroom physical environment and supporting educational materials. Supporting
children's learning through providing educational corners that allow children to
manipulate their environment under controlled circumstances.
7. Importance of first week in kindergarten. Providing children with a socially and
physically safe environment encourages children's positive attitude towards kindergarten.
8. Curriculum's educational units. Each educational unit provides kindergarten teachers
with detailed information on implementing activities that promote children's learning and
development.
9. Importance of planning. Teachers are provided with and trained on using four planning
forms: yearly, monthly, weekly, and daily forms.
10. Kindergarten daily program/routine. Provides the teacher with detailed information
concerning each daily activity and strategies for planning for and implementing it.
11. Children's educational booklets. Provides teachers with knowledge of the contents of the
various children's educational booklets and strategies for effectively implementing them.

12. Strategies for evaluating young children. Kindergarten teachers are provided with the

Ministry's Children's Evaluation Report and trained on how to utilize the various data

collection methods to report on children's developmental and educational progress.
13. School-home relations. This information encourages teachers to promote a health
relationship with children's families which ultimately encourages children's development

and outlook toward school.

Your Attitude Toward Teaching (2) Your Behaviour

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Authoritarian

The authoritarian teacher places firm limits and controls on students. Students will often have assigned seats for the entire course term, and there are no deviations. Students must be in their seats at the beginning of class and they frequently remain there throughout the period. This teacher rarely gives permission for water/washroom
Often, the class environment is quiet and students know they should not interrupt the teacher. Since verbal discussion is discouraged, students do not have the opportunity to learn and/or practice communication skills. This teacher prefers strict discipline and expects total obedience. Failure to obey the teacher usually results in detention or a call from the VTI administrator's office. In his classroom, students need to follow directions and not to ask why.
At the extreme, the authoritarian teacher gives no indication that he/she cares for the students. Mr. ABC is a good example of an authoritarian teacher. His students receive praise and encouragement rarely; and he makes no effort to organize OJT activities (such as field trips) because he feels that these events only distract the students from learning. Mr. ABC believes that students need only listen to his lecture to gain the necessary knowledge and skills.
Students in this class are likely to be reluctant to initiate activity, since they may feel powerless. Mr. ABC tells the students what to do and when to do it, and he himself makes all classroom decisions. Consequently, his teaching style does very little to increase students’ achievement motivation or encourage the setting of learning goals.

Authoritative
Authoritative teacher places limits and controls on the students but simultaneously encourages independence. This teacher often explains the reasons behind the rules and his decisions. If a student is disruptive, the teacher offers a polite but firm reprimand. This teacher sometimes implements strict discipline, but only after careful consideration of the classroom situation.
The authoritative teacher is also open to considerable verbal interaction, including discussions. His students know that they can interrupt the teacher if they have a relevant question or comment. This environment offers the students the opportunity to learn and practice skills.
Mr. XYZ exemplifies the authoritative teaching style. He displays a warm and nurturing attitude toward his students and expresses genuine interest and affections. His classroom abounds with praise, appreciation and encouragement. He often writes comments on assignments and offers positive remarks to students. This authoritative teacher encourages positive behavior and fosters higher achievement motivation. Often, he will guide students through a project, rather than lead them.

Tolerant
The tolerant teacher places few demand or controls on the students. ‘Be busy with your own work’ describes this classroom. This teacher accepts the student's actions and is less likely to monitor their behavior.
Mr. EFG uses a laissez-faire style. He tries not to hurt a student's feelings and has difficulty saying no to a student or enforcing rules. If a student disrupts the class, Mr EFG may assume that he is not giving that student enough attention. When a student interrupts a lecture, he accepts the interruption with the belief that the student must surely have something valuable to add. When he does offer discipline, it is likely to be inconsistent.
Mr. EFG is very involved with his students and cares for them very much. He is more concerned with the students' emotional well-being than he is with classroom control. He sometimes bases classroom decisions on his students’ feelings rather than on their technical concerns. Mr EFG wants to be the students' friend, and may even encourage contact outside the VTI classroom.
However, this over-indulgent style is difficult for students to learn. This behavior may be socially acceptable but the teacher is permissive, and students frequently have lower motivation to achieve.

Indifferent
The indifferent teacher is not very much involved in the classroom. He places few demands on students and appears generally uninterested. The indifferent teacher just does not want to impose rules and discipline on students. As such, he often feels that class preparation is not worth the effort. Things like OJT field trips and projects are totally ignored. This teacher does not make the necessary preparation for teaching, and he may use the same instructional materials, year after year.
Also, classroom discipline is lacking. This teacher may lack the skills, confidence or courage to discipline students.
Students sense and reflect the teacher's indifferent attitude. Accordingly, very little learning takes place. Students just go through the class and kill time. In this aloof environment, students have very few opportunities to learn or practice skills. With few demands placed on them and very little discipline rules, students have low achievement motivation and lack self-control.
Mrs. PQR is a good example of an indifferent teacher. She uses the same lesson plans every year and never bothers to update them. For her, each day is the same. She lectures for the first 50 minutes of class and then she will show a sampe frock. When she does, it becomes a substitute for her lecture, not a supplement. If there is any time left (and there always is) she allows students to study quietly and to talk softly. As long as they don't bother her, she doesn't mind what they do. She belives that students are responsible for their own education and learning.

Your Attitude Toward Teaching

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Your Attitude Toward Teaching

The following exercise will enable you to measure your attitude towards your teaching responsibilities. Read each statement and circle the number where you honestly feel you belong.

Agree Disagree

1. I always seek and welcome responsibility

2. I really like leadership situations

3. Becoming an outstanding teacher is very
important to me

4. I always want to know more about my students,
lessons, curriculum, community and my school
5. I keenly want to advance in my career with the
Institute / school I work with

6. I am totally committed to learn and master new
Knowledge, working behaviors and new skills

7. Working with different students and teachers
is an interesting challenge to me

8. I always devote my spare time to learn new
knowledge and techniques about my career

9. I am excited about becoming a competent
teacher committed to my students’ success

10. I enjoy helping students do an excellent job
and contribute to their vocational objectives

Answer these 10 questions and learn more about your classroom management profile. The steps are simple:

Read each statement carefully.

Write your response, from the scale below, on a sheet of paper.
Respond to each statement based upon either actual or imagined classroom experience.
Then, just follow the scoring instructions below and that’s all ….. it’s very esay !
1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

1) If a student is disruptive during class, I assign him to detention, without further discussion.
2) I don't want to impose any rules on my students
3) The classroom must be quiet in order for students to learn
4) I am concerned about both what my students learn and how they learn
5) If a student submits a late assignment assignment, it is not my problem
6) I don't want to reprimand a student because it might hurt his feelings
7) Class preparation is not worth the effort
8) I always try to explain the reasons behind my rules and decisions
9) I will not accept excuses from a student who is tardy
10) The emotional well-being of my students is more important than classroom control

To score your quiz, add to your responses to …
Statements 1, 3, and 9. This is your score for the authoritarian style.
Statements 4, 8 refer to the authoritative style.
Statements 6, 10, refer to the laissez-faire style.
Statements 2, 5, and 7 refer to the indifferent style.
Your score for each management style can range from 3 to 15. A high score indicates a strong preference for a particular style. After you have scored the quiz, and determined your profile, read the descriptions of each management style. You may see a little bit of yourself in each one.
As you gain teaching experience, you may find that your preferred style(s) will change. Over time, your profile may become more diverse or more focused. Also, it may be suitable to rely upon a specific style when handling a particular situation or subject. Perhaps the successful teacher is one who can evaluate a situation and then apply the appropriate style. Finally, remember that the purpose of this exercise is to inform you and arouse your curiosity regarding classroom management styles.

EFFECTS OF INSTRUCTIONAL AIDS ON TEACHING LEARNING PROCESS

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EFFECTS OF INSTRUCTIONAL AIDS ON TEACHING LEARNING PROCESS

ABSTRACT
This study attempts to investigate what makes a good teaching and learning, for this purpose a sample
consisted of seventy students of 9th class was taken. The sample was further divided randomly into two
equal groups. One group was called experimental and the other control group. Before starting the
experiment pre-test was administered to the students of both the experimental and control group After it the
students of the two selected groups were taught by their respective teachers. Both the groups were exposed
to essentially the same experience, except for the method of instruction. The experimental group was taught
through use of instructional aids. At the end of the treatment period, the post-test was administered to the
students of both the experimental and control group. Research on the effectiveness of learning through
instructional aids, indicates that learning is improved when pictures supplement verbal materials, when
learners draw their own meaning while studying, `and when learners are asked to generate mental pictures
while reading or studying.

INTRODUCTION

Although almost all of us went to schools

and were "educated" very few of us have
any systematic conception of teaching.
Teaching has come through poor usage to
mean the thing a teacher does while he is in
a classroom. Thus it is a misleadingly term.
Most of difficulties arise owing to this
misleading notion. Teaching is not
understood in a proper perspective. For a
long time it was believed that teaching and
instruction were one and the same, and that
teacher is giving instruction imparts
knowledge. This conception is not only
faulty but also does a lot of damage to the
conception and process of teaching.
In the same manner very limited meaning is
attached with term learning. Modification of
behaviour is called learning. It is generally
stated that all learning is modification of
behaviour but all modification of behaviour
is not learning. For instance, consumption of
alcohol may bring about modification in
behaviour as well as experience.
Modification of behaviour may also be
caused by fatigue, exhaustion etc. All
modification of behaviour of the nature
described above, are not called learning. To
put it in a different way, modification of
behaviour and experience caused by
maturational factors is not learning.
In relation to modification of behavior
within classroom the role of instructional
aids is considered very limited and that

instructional aids enhance the memory level
of the students. In bookish examination the
memory is increased through rote learning.
While all these are outdated misconception.
The present paper is an academic attempt to
investigate that teaching is not the name of
instruction and to impart knowledge by the
teacher and the learning is more than
modification of individual behaviuor. It will
also disclose that for effective teaching
learning process the use of instructional aids
is the demand of student psychology.

STATEMENT OF THE PROBLEM

Problem under investigation was to discuss
teaching learning process and to investigate
the effects of instructional aids.

OBJECTIVES OF THE STUDY

1- To discuss the term teaching and learning.
2- To explore the effects of instructional
aids on teaching learning process.

SIGNIFICANCE

Teachers play most important part in any
system of education. They are considered
the most crucial input to the whole learning
process and the function of teaching is the
key toward critical process of learning. Yet
examining the situation to-day and of the
past we find that teachers are also among the
neglected public servants in Pakistani
society. Teachers are among the least
motivated and trained professionals.

Therefore, there is a need to revitalize
teacher education on sound research
findings and judgment basis. Exploring the
best methodology of teaching leading
toward effective learning based upon use of
instructional aids will provide guidelines to
bring improvement in quality of teaching. In
this connection the paper will be helpful:

• To revitalize the teacher training
program in the light of the study.
• To improve and to make effective
the process of learning. Because the
student future depends largely upon
proper education of teachers.
• The findings will provide useful
information for curriculum reforms.
• The study will help the decision-
makers to understand the causes of
low quality of teacher's instructional
competence. To increase
instructional competence, workable
strategies could be developed.
• It will help teacher to share his
experiences with others, especially
with students through two way
communications.
• It will provide classroom teacher
valid base to seek means for
extending his student's horizon of
real experiences and first hand
knowledge.
• It will facilitate the role of teacher
by offering a performance blueprint
and consistent criteria for evaluating
teaching outcomes.
• It will enable the teacher to judge
appropriateness of instructional aids.
• As prediction of teacher
performance has increasingly
become a concern of psychology,
sociology and education, those who
define themselves as educational
psychologists, educational
sociologists, program planners or
policy developers can broaden their
horizon of thinking.

HYPOTHESIS
There is no significant difference in mean
scores of the students taught through

instructional aids and through traditional
way.

RELATED LITERATURE
WHAT IS TEACHING

The term teaching is used in various ways,
and definitions often lead to controversial
discussions in pedagogical circles. The
unpacking of various definitions of teaching
would be an interesting undertaking. Uses of
the word teaching are found in ordinary
discourse. It is refer to that which is taught,
as a doctrine or body of knowledge. In this
expression "The teaching of Pakistan
Studies" reference is made to the contents
included in the Text book of Pakistan
Studies. Teaching is used to refer to an
occupation or a profession teaching is used
to refer to ways of making something known
to others usually in routine work of the
classroom. The modern conception of
teaching includes all those things a teacher
does to facilitate the learning process.
Teaching has grown from stage of imparting
knowledge to strategies for promoting
public growth (Fontana,1981 ; Allport
1946)Teachers are not to be understood as a
more custodians of knowledge. There is a
task of stimulating, facilitating pupil's
learning to ensure his attainment of
objectives. The new concept of teaching has
made the work of the teacher more
challenging and difficult. The teacher's task
concerns:-
• Orienting the pupil toward desirable
goals both immediate and long
range.
• Facilitating the attainment of the
goals through suitable learning
experiences and guiding the pupil
toward his total growth.
According to (Cronbac, 1986) teaching must
be considered as a professional service, it
should be analyzed into its component
process or elements. First, it can be analyzed
in terms of the types of teacher activity
(1)information giving (2) disciplining (3)
guiding and advising (4) Motivating. There
are other activities that teachers commonly
carry out such as (1) Explaining (2)
demonstrating (3) curriculum planning (4)

implementing and evaluating. Another way
of analyzing teaching could be based on the
types of educational objectives. This may be
in terms of Bloom Taxonomy of educational

WHAT IS LEARNING

Learning is relatively persistent change in an
individual's possible behaviour due to
experience,
classifies teaching activities
as things to be learnt (1) Equivalencies
(2)beliefs (3) field expectations (4) field
cognition modes (5) drive discrimination (6)
motor patterns.
According to (Gagne, 1974) that teaching
should answer three questions (1) How do
teachers behave and what do they do
(2)why do they behave in the manner they do
(3) what are the effects of the above on
pupil? Answer to these questions will yield a
general conception of teaching, if they apply
to all teaching to all students, to all subject
matter and to all situations-both classroom
and outside classroom in which learning
may take place. This approach conceives
teacher's actions as the cause and the
learning of students as the effect. Teaching
may be characterized as an activity aimed at
achievement of learning and practiced in
such manner as to respect the student's
intellectual integrity and capacity for
things:- First, that learning must change the
individual in some way, second, that this
change comes as a result of experience; and
third, that it is a change in his possible
behaviour. The first of these points of
emphasis is obvious enough. Unless we are
changed in some way, learning cannot be
said to have taken place. This change can, of
course, be at relatively simple level. The
second point of emphasis stresses that the
change must come about as a result of
experience. This therefore excludes the
kinds of change that accrue form maturation
and physical development. The third point
stress that although a change has taken
place, it is change in potential rather than in
actual behaviour.
(Davis,1973 ; Hunter,1964) defines learning
as "the change in performance associated
with practice. (Spence,1956) defines
learning as " inference" and recognizes that
learning is, in some way different from
performance. Performance is observable,
independent judgment.
Such as
empirical, and learning is not.
characterization is important for at least two
reasons, first it brings out the intentional
nature of teaching- the fact that teaching is a
distinctive goal-oriented activity. Second, it
differentiates the activity of teaching from
such other activities as propagandizing,
conditioning, suggesting and indoctrinating,
which are aimed at modifying the person but
strive at all coasts to avoid a genuine
engagement of his judgment on underlying
issues (Scheffler,1971 ; Collins,1991)
In Islamic thought, teaching is the main
component of education system. There is no
knowledge without teaching and no Islam
without knowledge. Knowledge is
prerequisite for being a Muslim. This makes
teaching sacred duty on the part of those
who know. A teacher is bearer of
knowledge. It was to emphasis this point
that the prophet (Peace be upon him) said,
verily! I was not sent but as a teacher.
When learning is taken as the change of
performance as a result of practice, the
question arises about the nature, amount,
and direction of change. Performance is also
a wide term and also needs connection with
learning. Behaviour change with practice
has to be related with one trial learning.
Some performance can be manipulated in
tangible manner, as the specific changes of
behaviour through learning. Some aspects of
learning as attitudes, ideals, and fears are
quite intangible both in acquisition and
manifestation.
We can look at the psychologist; attempt to
develop a convincing theory of how learning
comes about. The behaviorist sees learning
in terms of connections between stimulus
and response or between response and
reinforcement, and places great stress upon
the role-played by the environment.
Structure the environment correctly, and
learning will follow, irrespective of the

particular volition of the learner. The
cognitive approach, on the other hand, holds
that if we are to under stand learning we
cannot confine ourselves to observable
behavior, but also concern over selves with
the learner, ability mentally to reorganize his
inner world of concepts, memories in
response to experience. The latter approach,
therefore lays stress not only upon the
environment, but upon the way in which
individual interprets and tries to make sense
of his environment. It sees the individual not
as the somewhat mechanical product of his
environment, but as an active agent in the
learning process, deliberately trying to
process and categorize the stream of
information fed into him by the outside
world.
For teacher the main difference between
two theories is that, while not denying the
potential importance of the stimulus and the
reinforcement, cognitive theory considers
that behaviorist pays in sufficient attention
to the element that comes in between,
namely the learner own cognitive behaviour
is not simply some thing elicited by a
stimulus and strengthened or otherwise by
the nature of the reinforcement that follows,
it is in fact a highly complex activity which
involves (1) acquisition of information (2)
transformation of information and (3) testing
the adequacy of this information.

ROLE OF INSTRUCTIONAL AIDS

According to (Nicholls, 2000; Raw , 2003)
in this age, education has become wide
spread and exclusively oral teaching cannot
be the key to successful pedagogy. To make
the teaching learning interesting the teacher
has to use instructional aids. Learning
process can be enhanced if aids are used
(Cronbac, 1989) describes seven elements in
behaviour and asserts. These elements
provide base for theory of learning.
Situations, the situation consists of all the
objects, persons and symbols in learner
environments experience in situation prepare
a person to respond to similar situation in
the future. Situation must be created in
which learner may feel satisfaction.
Personal characterizes under this heading we

include all the abilities and all the typical
responses that the person brings to the
situation. Use of instructional material can
appeal to the individual attention by creating
interest.
Goal: the goal of the learner is that he
wishes to attain. Since goals direct efforts,
the teacher problem of motivation is
essentially one of arranging situation with
instructional aids in which the learner will
see goals he wants to attain.
Interpretation: Person interprets situation in
order to take action If relevant aids are made
available it will be easy for a teacher and
student to predict that what can be expected
to happen if various actions are taken.
Action: A person chooses whatever action
he expects to give him the greatest
satisfaction. The use of aids can facilitate the
decision of a person toward taking right
action.
Consequence: Actions following by their
results are called consequences. If
instructional aids are used the prediction
made by a person would be rewarding and
consequences will justify the work done by
person, he will feel full satisfaction.

METHOD AND PROCEDURE
SAMPLE

The sample consisted of seventy students of
9th class of Govt: girls high school no I
Dera Ismail Khan.The sample was further
divided into two equal groups by using
random sampling technique. Each group
having 35 students.

MATERIAL
Textbook teaching to experimental group
was supported by using charts, objects and
other instructional aids.

PROCEDURE
In this experimental study, the pretest-
posttest Equivalent group design discussed
by (Best, 1990,) was used. The relevant pre-
test was administered to the students of both
the experimental and control group. Data
obtained from pre-test is presented in table
no 1.Both the groups were equivalent at the
time of starting the experiment. Equal
conditions for both the groups were
established i.e. all factors of the time of the
day and treatment length in time were
equaled. The students of the two selected
groups were taught by their respective
teachers. Both the groups were exposed to
essentially the same experience, except for
the method of instruction. The experimental
group was taught Chemistry through use of
instructional aids. At the end of the
treatment period, the relevant post-test was
number ofadministered to the students of both the
experimental and control group. Data
obtained from post-test is presented in table

ANALYSIS OF DATA

Table-1 showing mean scores of control and
experimental group on pre-test

Level of
Category
Control group
Experimental

group
students
35

35
Mean
58.48

57.99
SD
13.87

14.10
t-value

0.84
significance

.05

The above table shows that mean score of
control group is 58.48 and standard
deviation is 13.87 while mean score of
experimental group is 57.99 and standard
deviation is 5.4. The computed t- value 0.84
is less than table value .So the difference

between the mean scores of two groups is
not significant at 0.05 level of significance.

Table-2 showing mean scores of control and
experimental group on post-test

Category

Control group
Experimental
group

number of
students
35

35

Mean

57.98

67.65

SD

9.3

5.4

t-value

2.63

Level of
significance

.05
The above table shows that mean score of
control group is 57.98 and standard
deviation is 9.3 while mean score of
experimental group is 67.65 and standard
deviation is 5.4. The computed t- value 2.63
is greater than table value .So the difference
between the mean scores of two groups is
significant at 0.05 level of significance.

RESULT

There is significance difference in mean
scores of student on post-test. The students
in experimental group performed better then
control group. Research on the effectiveness
of learning through instructional aids,
indicates that learning is improved when
pictures supplement verbal materials, when
learners draw their own their meaning while
studying, and when learners are asked to
generate mental pictures while reading.

DISCUSSION

Teaching is conceptualized in terms of what
the teacher does. When students do not learn
we are inclined to conclude that the failure
to learn is their fault.The students are dull,
they are not motivated, they are less
intelligent, etc. while this may be true to
some extent, we should consider the reasons
why the students are not learning. Perhaps,
their fault may be teachers' fault.
Appropriate instructional procedures make
learning easier for the pupils. It is thus
necessary for teachers to have a sound
understanding of the principles of the
process of learning based on concrete
experiences. This view clearly indicates
purpose of modern schooling is to facilitate
learning, such that pupils may learn and are
able to use what they learn.
Effective teaching-learning process assigns

an important place to student-activity. It
calls for a child-centered approach. The
most distinctive feature of today society is
its science-based technology which has been
making a profound impact not only on the
economic and political life of a country but
also on its educational system. The changes
that occur are broadly described as
modernization. This modernization has
affected the teaching learning process in
many ways. The recent changes in the
concept of teaching-learning process have
led to the development of newer areas of
educational endeavor. In a traditional society
the aim of teaching learning was the
preservation of the accumulated stock of
knowledge. But in the modern society, the
main aim of teaching learning is not
acquisition of knowledge alone. It is the
awakening of curiosity, the stimulation of
creativity, the development of proper
interests, attitudes and values and the
building of essential skills such as
independent study. Teaching learning
process has to serve as a powerful
instrument of social, economic and cultural
transformation of the society. Teaching
learning process is conditioned by the nature
and demands of society to which the learner
should get adapted and attuned. One of the
main aims of child education is to keep pace
with the advancement of knowledge and
skills.
For a pretty long period, the system was
dominated by the institution of professional
teachers. Now, the process is to be replaced
to a great extent by a process in which the
individual learner is expected to take up
challenges through an inevitable intellectual
revolution. The intellectual revolution has
been set in by forces of hardware
technologies at low cost, socialization
process due to interdependence, educational
projects, markets, excursions and
playgrounds become classrooms in the new
era.
Consideration of the practical aspects of the
learning process brings us to the question of
teaching methods and techniques. Many of
these are related to the particular subject or
subjects being taught, and therefore lie

outside the scope of a general education.
However, there are a number of common for
discussion. Points to to be reviewed. Gagne
(1974), who draws upon both Skinner's
operant conditioning model and (though to a
lesser extent) the kind of conceptual model
by Bruner, suggests that the learning act
typically consists of a chain of events, some
internal to the learner and others external.
Events based on instructional material
become more effective. These are, in their
usual order of occurrence:
• Motivation (or expectancy);
• Apprehending (the subject perceives
the material and distinguishes it
from the other)
• Acquisition (the subject codes the
knowledge);
• Retention (the subject stores the
knowledge in short-or long-term
memory);
• Recall (the subject retrieves the
material from memory);
• Generalization (the material is
transferred to new situations, thus
allowing the subject to develop
strategies for dealing with situation)
• Performance (these strategies are
put into practice);
• Feedback (the subject obtains
knowledge of results).
Where there is a failure in the learning
process, Gagne' argues, it will take place at
one of these levels, and it is the task of the
teacher to ascertain which, Gagne' considers
that the teacher can help failure through use
of instructional aids at all levels by bearing
in mind following steps:
Step 1: the learner is informed about what is
expected of him at the end of the learning
experience. This is best done by presenting
him with a list of the teacher's objectives.
Neglect of this basic step, suggests Gagne, is
a frequent cause of learning failure. The
learner is unsure of teacher expectations and
thus unable to monitor his own progress
adequately;
Step 2: the learner is questioned in a way
that requires a re-statement of earlier
concepts upon which the current learning
108

depends;
Khan et al., Gomal University Journal of Research 23: 102-108
Step 3: the teacher provides cues that help
the learner put together the current learning
as a chain of concepts in the correct order;
Step 4: the learner is questioned in a way
that allows him to demonstrate concrete
applications of his learning;
Step 5: the learner is questioned in a way
that allows him to make statements of the
rule or rules that he has learned.
RECOMMENDATIONS
In order to make teaching learning process
more effective following recommendations
may be followed.
• Every activity teacher does
undertake need to be carefully
planned.
• Familiarize himself with the
textbook and the instructional
materials used in the class.
• Illustrate your teaching by examples
from the daily routine experiences
of the students.
• Use correct and definite language
while putting questions to the
students.
• Use audiovisual aids properly.
• Teacher should demonstrate before
the whole class and not a few
students sitting on the front benches.
• In case of non-availability of A.V.
aids teacher must develop the
blackboard summary along with
relevant pictures and diagrams.
• Use the pointer to show some place
on the map or on the chart.
• Every new concept may be
explained with help of instructional
aids
• A separate fund may be created as
to make available needed
instructional material.
• Some institutions are using low cost
and no cast material for facilitating
teaching learning process; it must be
followed by all the schools of the
country.