Having this in mind, tachers ensured that the necessary material and apparatus necessary to be used in a particular lesson are identified in the lesson plan in an attempt to accomplish the objectives described. Tese materials are highly useful in facilitating the learning process. Tus, a observed, alesson plan increases the efficiency of teaching practice and the quality of the students’ learning time (Dorin 2002, pVarieties of teaching approaches were also evident in the school learning processes. Hre I actively participated in facilitating group discussions. Tese activities tend interest in the topic under study and students are able to learn from friends.
Te teachers were also involved in helping out in explaining the concepts that were beyond the then understanding of the students. Te teachers also had a variety of methods that they used to facilitate learning process. Tey give out assignments that required further reading and research on the subject matter. Te main theme here was, “hinking further”. Larning partnership among student also seemed to develop a longer term learning culture among themselves (Gabel 2004, p tis approach helped weak students to learn continuously from their peers and consequently gaining much more understanding on chemistry.
Ialso learnt that the teachers generally applied the three learning theories in identifying a suitable methods and media of teaching in the school. Tese include the cognitive, pychomotor, ad affective domains. Te psychomotor domain is generally skill based. Hre the student tends to produce a product. I entails practical instructional levels that include imitation, pactice, a well as habit. Te psychomotor domain steep in a demonstration, dlivery as well first level, iitation, wich simply is a return of demonstrations that are under the control of the instructor.
Aditionally, te practice level is a proficiency building experience, wich is conducted by the students themselves without direct oversight of their instructor. Te habit level on the other hand is reached when students are able to perform the skills in an approximately twice the time that the instructor takes to perform the same task. Te delivery is proficiency and demonstration building in nature whereas the evaluation is performance and test.
I addition, te content that has to be known to perform the skill is the cognitive that should be treated. ..
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