Assignment

NAME: UGHEGBE COLUMBUS OTHUKE
MATRIC NUMBER: 20185111034
DEPARTMENT: PSYCHOLOGY EDUCATION (PGDE)
COURE TITTLE: CURRICULUM INSTRUCTIONAL DEVELOPMENT
COURSE CODE: PDE 617
ASSIGNMENT
Curriculum for non-professional teachers in the school system. As a principal

of a school, five teachers have been posted to your school, Design three
weeks Curriculum for them.
Three Weeks curriculum for non-professional teachers in the school system.
Curriculum is the overall guiding document of the programme of instruction.

The curriculum is the comprehensive package of learning experiences
required for learning in a formal system of education. The curriculum is made
up of the subject matter or content of courses and the instructional strategies
to be adopted in achieving the goals of the programme.
INTRODUCTION
Human ability to work effectively and efficiently is a potent tool for survival.
With work, an individual is prepared to face the challenges of life. Education
therefore is a veritable means of preparing people for productive work.
However, when the system fails like ours today the young graduates from
universities and polytechnics who had no previous training in teaching but
wishes to be or already practicing teaching so as to sustain themselves
without teaching qualification, need education (pedagogy of teaching) so that
they can match up with the trained ones.
TEACHING: Is “the promotion of learning”. The teacher in his work of

teaching must provide appropriate conditions for learning. Teaching can also
be defined as helping other people to learn. Teaching is act of imparting
knowledge. It is knowing what to teach the learners and ways of imparting
the knowledge in the most effective way possible. Is a way a teacher guides
the learners in acquisition of knowledge, skill and attitudes. It is system of
interaction involving the teacher, the learner and the learning materials.
HISTORICAL DEVELOPMENT OF TEACHING IN NIGERIA
Teaching is an old craft. With the need to formalize education, it became a

job open to all that have some expertise to share with others. During the
early years of teaching, anybody at all could be called upon to teach. In fact
many of the teachers were practicing a trade and early teacher training
colleges hoped to build a profession out of their practice.
With the coming of the British into Nigeria, they established the typical
Missionary school. The curriculum and programme were alien to the societies
they were located therein. The products were to serve the missionaries and
colonial Masters of the time. Historically, the process of teaching has been
regarded in three different ways. They are unitary dyadic and Triadic Process.
OBJECTIVE OF NON-PROFESSIONAL TEACHERS CURRICULUM
1. Provide background Orientation and experience for non-professional

teachers
2. Provide knowledge of the teaching profession
3. Enhance the non-professional teacher’s ability to identify various

opportunities.
4. Promote the educational (Teaching) institution.
5. Increase Curriculum relevance for education.
6. Maximize the creative potential for learning.
7. Reduce discrepancies between non-professional teachers and

professional teachers.
CONTENTS OF NON-PROFESSIONAL TEACHER CURRICULUM
The Content area of non-professional teacher Curriculum should emphasize

the knowledge on the following topics or courses relevant to equip them with
the pedagogy of teaching professional.
1. Philosophy of Education: Intended for teachers to know the

philosophical basis of teaching learning processes. Major questions of
concern in this course are: Who am I as a person? What do we teach?
Why education? How is education? How is education going to be
distributed? etc.
2. Education Psychology: Intended to give teachers an in-depth

analysis of how children grow and develop for the purpose of teaching
them according to their differential needs, how learning take place, how
to motivate a learner, how to provide for the difference that exist within
learners etc.
3. Sociology of Education: To provide teachers with in-depth

sociological issues as it relates to education and teaching-learning
situations. Major concerns are: the teacher and how to relate to the
society, teacher-teacher interaction and student-teacher interaction.
4. Evaluation: Principles of measurement and evaluation are taught to

teachers. The essence is to acquaint a training teacher with how to
measure and report the extent to which the desired educational goals
are or not obtained by the learners.
Other area includes:
5. Educational administration
6. Research
7. Curriculum development
8. History of education
9. Micro teaching/teaching practice
10. Measurement and evaluation etc.
TIME TABLE
Time 8 – 10 10 – 12 12 – 1 1-2
Mon. Philosophy of History of Education
Education Administration
Education
Tues.
Break
Education Measurement and Educational

Evaluation Technology
Psychology
Wed. Sociology of Introduction of
Teaching
Education Profession
Thurs.
Curriculum Philosophy of
Development Education
Fri. Statistics Research Method Micro Teaching
LEARNING ACTIVITIES
Learning activities for non-professional teachers Curriculum are the activities

the learners are to do in the process of learning the content of the
Curriculum. The students passing through the training should be given the
learning activities relating to each topic in the subject-matter using their field
of specialization as a case study. In this regard they should be encouraged to
design how they could go about their teaching profession in the course of
their programme.
The pedagogical approaches to the teaching and learning of the content are
given below:
Scheme of work:
The scheme of work is a weekly/termly breakdown of syllabus for meaningful

instructional programme. It is the sequential arrangement of the content of
the syllabus to show the age/ability and progression of learner.
Often, the scheme consists of item number in sequence, topic, objectives,

strategies instructional materials, class activities, evaluation and remarks.
Lesson Plan:
This is the outline of the content and strategies to be used by the teacher in
the course of achieving a lesson. Lesson plan is important for the following
reasons:
1. Periods will be devoted to a topic.
2. The plan shows orderliness and sequential arrangement of the content

and procedure for teaching.
3. It is often better to plan series of lessons in sequence rather than

disjoint pieces.
4. The materials can be seen as whole rather than isolated pieces.
Vital Questions to ask when preparing a lesson plan are:
What is to be taught (the content)?
To whom is the subject Matter to be taught? (The learner)?
Where is the subject matter to be taught (Methodology)?
Where is to be taught (Laboratory, field work and normal classroom)?
For how long (Time to use)?
The Lesson Note:
The Lesson note is a resume of what is to be done in a lesson. It is a guide.

In most cases it is written in steps, representing procedure while the content
is in outline form. The Lesson note should not be sketchy and not to run into
several pages that look unwidely to handle. Essentially a number of sections
important in the lesson note.
1. Preliminary information
Teacher’s name: Time/Periods:
School: Date:
Learners’ age:
Subject:
Topic:
2. Previous Knowledge 6. Evaluation
3. Introduction or Step 1 7. Assignment
4. Presentation or Step 2 8. Teacher’s Remark
5. Conclusion
Some Teaching Methods:
1. Field trip method 4. Discussion method
2. Play away method 5. Story telling method etc.
3. Dramatization method
These different methods make the lesson active, interesting and permanent.
Evaluation:
Evaluation of the curriculum of non-professional teachers has to do with the

determination of the worth of the programme against its objectives. The
forms of evaluation should not be totally examination-oriented but also micro
teaching to know how much they have grab what is been taught and the
pedagogy of teaching. Although examination still plays a major role in
determining performance in the present day schooling.
Conclusion:
Today, more than ever before, it is the responsibility of the educational

system to make learning in schools at all levels a preparation for useful living.
In the same way, the economic prosperity of graduating youths in the society
would be hastened and enhanced. If the curriculum been discussed is
conceived, designed and adequately implemented, will definitely make the
non-professional teachers to be competent both in private and public schools.

Assignment

Uploaded by

Copyright:

Available Formats

Assignment

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assignment

Uploaded by

Copyright:

Available Formats

NAME: UGHEGBE COLUMBUS OTHUKE

MATRIC NUMBER: 20185111034

DEPARTMENT: PSYCHOLOGY EDUCATION (PGDE)

COURE TITTLE: CURRICULUM INSTRUCTIONAL DEVELOPMENT

COURSE CODE: PDE 617

Curriculum for non-professional teachers in the school system. As a principal

Three Weeks curriculum for non-professional teachers in the school system.

Curriculum is the overall guiding document of the programme of instruction.

TEACHING: Is “the promotion of learning”. The teacher in his work of

HISTORICAL DEVELOPMENT OF TEACHING IN NIGERIA

Teaching is an old craft. With the need to formalize education, it became a

OBJECTIVE OF NON-PROFESSIONAL TEACHERS CURRICULUM

1. Provide background Orientation and experience for non-professional

2. Provide knowledge of the teaching profession

3. Enhance the non-professional teacher’s ability to identify various

4. Promote the educational (Teaching) institution.

5. Increase Curriculum relevance for education.

6. Maximize the creative potential for learning.

7. Reduce discrepancies between non-professional teachers and

CONTENTS OF NON-PROFESSIONAL TEACHER CURRICULUM

The Content area of non-professional teacher Curriculum should emphasize

1. Philosophy of Education: Intended for teachers to know the

2. Education Psychology: Intended to give teachers an in-depth

3. Sociology of Education: To provide teachers with in-depth

4. Evaluation: Principles of measurement and evaluation are taught to

Other area includes:

9. Micro teaching/teaching practice

10. Measurement and evaluation etc.

Education Measurement and Educational

Learning activities for non-professional teachers Curriculum are the activities

The scheme of work is a weekly/termly breakdown of syllabus for meaningful

Often, the scheme consists of item number in sequence, topic, objectives,

1. Periods will be devoted to a topic.

2. The plan shows orderliness and sequential arrangement of the content

3. It is often better to plan series of lessons in sequence rather than

4. The materials can be seen as whole rather than isolated pieces.

Vital Questions to ask when preparing a lesson plan are:

What is to be taught (the content)?

To whom is the subject Matter to be taught? (The learner)?

Where is the subject matter to be taught (Methodology)?

Where is to be taught (Laboratory, field work and normal classroom)?

For how long (Time to use)?

The Lesson Note:

The Lesson note is a resume of what is to be done in a lesson. It is a guide.

Teacher’s name: Time/Periods:

2. Previous Knowledge 6. Evaluation

3. Introduction or Step 1 7. Assignment

4. Presentation or Step 2 8. Teacher’s Remark

Some Teaching Methods:

1. Field trip method 4. Discussion method

2. Play away method 5. Story telling method etc.

Evaluation of the curriculum of non-professional teachers has to do with the

Today, more than ever before, it is the responsibility of the educational

You might also like