| dc.description.abstract | UNIT 1
INTRODUCTORY UNIT
1. To the trainee
This training module has been written both for the practising teacher and the teacher trainee in Uganda. We hope that it will be used during in-service workshops throughout the country to help teachers improve the ways they use textbooks and to improve the learning-teaching situation in the
classroom. In addition, we hope that the module can also be used by pre-service tutors in colleges and by teachers working on their own, who would like to get some fresh ideas.
The overall aims of the course can be summarised as follows.
To train teachers how to use textbooks more effectively in the classroom.
To encourage teachers to put learning materials at the centre of their planning.
To develop a methodology that will result in greater pupil independence in learning. To encourage a more learner-centred approach as a result of better use of textbooks in the
classroom.
To make sure that textbooks are respected and cared for. To encourage the reading habit among learners.
2.
The Methodology used in this Training Module
We have already said that the aim of the module is to encourage a more learner-centred approach with greater participation by the learner. We have tried to carry this philosophy forward in the way this training module is to be delivered. During any training, you as the trainee and an experienced teacher, will be expected to participate fully in the units. We expect you to learn by doing rather than by just listening or reading. Thus, each unit goes through the following stages:
Part 1 Introduction
This section explores your own ideas, knowledge and classroom experiences and asks you to suggest appropriate methods of using textbooks.
Part 2 Information
This section will outline the main ideas of the unit. It will outline appropriate procedures for using different aspects of the textbooks, including both new and more traditional ways of using them.
Part 3 Activities and Exercises
This section will ask you, the participants, to put into practice ideas from the previous section. It will include discussion, lesson planning and demonstrations. At regular intervals you will be asked to show others how you would use specific exercises in a textbook and comment on demonstrations put forward by your participants. Such demonstrations will involve peer and micro-teaching. Thus, you will be asked to role- play as a teacher and as a pupil.
Part 4 Evaluation
You will be asked to make your own assessment of the unit you have completed. These answers can be anonymous.
3.
Coverage of this training module
The main areas to be covered in the course can be seen from the titles of the units. We feel that these are the crucial areas of concern with respect to textbooks. Please remember that this is not a full methodology course, nor is it trying to train you how to teach specific subjects. It is only concerned with the methodology of using textbooks. Furthermore it attempts to cover issues relevant to all subjects and grades that have textbooks. If you feel that there are aspects of textbook use not covered, then you should ask your trainer during this first session. The course contains nine units including this orientation unit. Units 2-8 are each expected to take about three hours each, including the exercises and practical work. The first and last unit are both shorter to allow for administration and the start and end of the course.
4.
Information on textbook policy and distribution
The main reason for conducting the training at this time is that the Ministry of Education and Sports, with support from development partners. is able to provide sufficient funding for schools to acquire many more textbooks than in the past. Thus, schools that have been short of textbooks will be able to buy them to support the requirements of the new curriculum. This money must not be wasted. The Ministry expects a significant improvement in pupils' learning as a result of the increased textbook suppliers. This can only happen if the textbooks are appropriately exploited.
4.1 Textbook selection
The Ministry intends to approve three textbook titles for each subject at each grade level. Schools will be free to buy any one of these three titles in sufficient number for them to be used in the class by pupils. Each school should select their titles, one per subject per grade in sufficient numbers for use by everyone in the school.
4.2 How many textbooks does a school need?
These textbooks are for use in the classroom as course books. They become a teaching aid for every pupil. The minimum number you will need is one book to be shared among three pupils. In a school with two or three streams in Primary 1, it would be possible to share a set provided the timetables do not clash. Thus, one set of 25 books (assuming a class size of 72) could be used by PIA in lesson I and then taken to PIB for lesson 2. In addition, every teacher will need the teacher's guide. Obviously more textbooks, sufficient for one book between two pupils for every class, would be preferable. However, as teachers, you should aim to know how to operate with the minimum requirement. | en_US |
