Having this in mind, teachers 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. These materials are highly useful in facilitating the learning process. Thus, as observed, a lesson plan increases the efficiency of teaching practice and the quality of the students’ learning time (Dorin 2002, p.Varieties of teaching approaches were also evident in the school learning processes. Here I actively participated in facilitating group discussions. These activities tend to generate interest in the topic under study and students are able to learn from friends. The teachers were also involved in helping out in explaining the concepts that were beyond the then understanding of the students.The teachers also had a variety of methods that they used to facilitate learning process. They give out assignments that required further reading and research on the subject matter. The main theme here was, “thinking further”. Learning partnership among student also seemed to develop a longer term learning culture among themselves (Gabel 2004, p. As observed, this approach helped weak students to learn continuously from their peers and consequently gaining much more understanding on chemistry.I also learnt that the teachers generally applied the three learning theories in identifying a suitable methods and media of teaching in the school. These include the cognitive, psychomotor, and affective domains.The psychomotor domain is generally skill based. Here the student tends to produce a product. It entails practical instructional levels that include imitation, practice, as well as habit. The psychomotor domain steep in a demonstration, delivery as well as the first level, imitation, which simply is a return of demonstrations that are under the control of the instructor.Additionally, the practice level is a proficiency building experience, which is conducted by the students themselves without direct oversight of their instructor. The 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. The delivery is proficiency and demonstration building in nature whereas the evaluation is a performance and skill test. In addition, the content that has to be known to perform the skill is the cognitive that should be treated
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