You are on page 1of 7

BASIC TEACHING SKILLS TRAINING PROGRAM

BASIC TEACHING SKILLS TRAINING PROGRAM

I . TRAINING OVERVIEW This is a training program aimed at setting the standardized approaches for the following important areas in teaching with emphasis on: a.) Formulation of Teaching Objectives; b.) Evaluating and Asking Questions, and c .) Skills in Teaching Strategies, which will be used by the school as its principal guide through out the school year. This program is a must for all the teachers in order to be successful in attaining the universal objective of the school towards achieving excellence in teaching. The program will be conducted by the new Principal as a resource person. The delivery modalities will involve lecture presentation, workshops, and processing of results. At the end of the training program is a for a open for everybody to answer all clarifications and set directions towards the uniform procedures that will be implemented. As a training aid and future reference material, a training hand out will be distributed to the teachers. II. INTRODUCTION Introduction of the Resource Speaker Introduction of the Participants

III. LEVELLING OF EXPECTATIONS There will be a ten-minute workshop to formulate specific issues and expectations which the training program seeks to answer. Each group must appoint a leader and a spokes person to discuss their collegial outputs. IV. TOPIC PRESENTATION A. Formulation of Teaching Objectives B. Evaluating and Asking Questions C. Skills in Teaching Strategies V.OPEN FORA

BASIC TRAINING PROGRAM

Background: A training program is an essential tool to keep teachers abreast with the trend and methodologies in the delivery of lessons that will facilitate understanding and absorption with ease among the target students. Similarly, a new training program will help equip the teacher with new approaches that will hold the attention of the students, improve retention and memory level in order to set a platform conducive to learning. In all instances, a training program should be periodically conducted, improved and tailored-fit to the target audience's needs to become more effective and meaningful. Similarly, teachers are also encouraged to become well versed in the different aspects of training so that they too can run the training program themselves to the new and upcoming teachers. Finally, this training will focus on the primordial development of three aspects namely 1.) Formulation of Teaching Objectives, 2.) Evaluating and Asking Questions, and 3.) Skills in Teaching Strategies. Discussions on these topics are carefully laid out in the specific portions of this hand out as a take home guide for teachers. The hand out will be a good reference material where teacher can refer to from time to time.

A. FORMULATION OF TEACHING OBJECTIVES Brief Background:

Setting teaching objectives need to be standardized and uniformly followed. With a standard guideline set, we are able to make meaningful objectives that are realizable at the end of the season. These objectives must reflect the true and essential contents of our lessons. Moreover, following a standard objective setting scheme will make this activity easier for the teachers as they dispel the old practice of putting so much time thinking over how to start the lesson, provide the content, and ponder on its delivery.

A1.

The need to set clear- cut objectives

A2.

The school's MODEL for formulating Teaching Objectives must observe the following attributes: I. Essential element 2. Required Substance (SMART model) (Bloom's Taxonomy of Objectives)

WORKSHOP Expected Output: 1.Preparation of Teaching Objectives by each group based on subject area 2.Group critique to facilitate cross-role learning

B. EVALUATING AND ASKING QUESTIONS Brief Background: Asking the right and sensible questions are important in achieving success for the teaching- learning process. Asking question is an art in itself and must be framed up with the end view of opening up the mindset of the students. Questions must be directed to solicit an answer which the teacher expects in order to complete the missing link in its teaching expedition. This is the reason why teachers tend to acknowledge each answer with a level of expectation and will oftentimes display their feelings of contentment when they get the most appropriate response from the question, and otherwise feels quite dissatisfied with every wrong answer they get. The failure in formulating the appropriate question will eventually end up with the student missing the point and mumbling answers that are off tangents, hence providing erratic inputs on the evaluative side of the teacher. B1. Why should teachers ask questions? Importance of asking questions B2. How questions must be framed up? B3. How to Elicit Responses from the Students B4. How to Respond to Student Responses

WORKSHOP:

The teachers undergo a brief role play by group based subject area on how to formulate and ask questions based on the discussions. A Scorecard based on the criteria earlier discussed for the topic on Formulating Questions will be accomplished by the other group to rate the performance of the reporting group.

C. TEACHING STRATEGIES Brief Background: It is important to own an arsenal of teaching strategies armed with the latest and most sophisticated teaching tool to be able to deal anytime even with the most difficult and challenging student's learning requirements. The quest for learning new teaching tools must be imbued with eagerness to progress into a versatile mentor as espoused by Steven Covey in habit number 7 Sharpen the saw on his book, 7 Habits of Highly Effective People. C1. Kinds of Teaching Strategies

V. Open Fora

You might also like