Edu 233
Edu 233
Edu 233
SCHOOL OF EDUCATION
COURSE
GUIDE
EDU 233
GENERAL TEACHING METHODS
ii
EDU 233 COURSE GUIDE
Abuja Office
No. 5 Dares Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria
e-mail: [email protected]
URL: www.nou.edu.ng
Published By:
National Open University of Nigeria
Printed 2006
Reprinted 2009
Reviewed 2014
ISBN: 978-058-386-6
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EDU 233 COURSE GUIDE
CONTENTS PAGE
Introduction ……………………………………………………... 1
What You Will Learn in this Course ……………….………….… 2
Course Aims …………………………………………………….. 2
Course Objectives………………………………………………… 3
Working through this Course……………….………………….…. 3
Course Materials……………………….……………………….… 4
Study Units…………………………..…………………………… 4
Presentation Schedule…………………………………………….. 5
Assessment………………….…………………………………….. 5
Presentation Schedule …………………………………………..… 5
Tutor-Marked Assignment………………………………………… 5
Final Examination and Grading ………………………………….. 6
Summary……………………….………………………………….. 6
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Introduction
You are trained in the art of teaching because of the child. The
principles and methods of teaching should be guided by the experience
of the child, the environment and the innovative approach to reaching
where students have control over their learning contrary to the
traditional approach to students learning. So you must have the
practice, theory, child study and study various branches of knowledge
like methods, principles and general study for the benefit of the child.
You are only teaching when a child is learning
All that this course entails are meant to prepare you for the
important task of teaching. Every aspect of the course must be
well grasped by you and you must go an extra mile to become
what it takes to be a very good professional teacher.
The teacher and the child gives you insight into the roles and attitudes
of the professional teacher, how children learn and type of learners.
This aspect will also give you a focus on the aims of teaching.
From Teaching Methods you will learn about the various methods of
teaching such as the lecture, discussion, demonstration, inductive
and deductive and the open education method of teaching etc.
The act of classroom management centres on the qualities you
as a teacher must possess and the bad habits to avoid; it also
deals with the problem of discipline in the classroom.
Course Aims
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EDU 233 GENERAL TEACHING METHODS
Course Objectives
To achieve the set aims each unit has specific objectives, which are
stated at the beginning of each unit. Please read them carefully
before you start going through the course. The objectives will be
useful to you if you make reference to them in the course of your
studying each unit, so that you can do progress evaluation for
yourself. At the end of each unit, read over the objectives again to
ensure that all the objectives are achieved.
At the end of this course, you should be able to:
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EDU 233 GENERAL TEACHING METHODS
To complete this course, you are required to study each unit very
well, read set books and other materials provided by the National
Open University of Nigeria.
Course Material
1. Course Guide
2. Study Units
3. References
Study Unit
Module 1
Module 2
Module 3
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EDU 233 GENERAL TEACHING METHODS
Module 4
The first two units discuss the teacher as the Gardener and the student
as the plant that needs tending. Mention is also made of the assistance
that can be rendered to different types of learners. Units three and four
centers on stages of lesson plan preparation with special focus on the
syllabus, scheme of works, lesson notes and problems of time table.
Units four and five gives you the picture of the various types of
teaching methods, their advantages and disadvantages. Unit seven
and eight exposes to classroom control and the disciplinary problems
in the class. Unit nine and ten concentrate on questioning techniques,
students natural curiosity towards learning, aims of questioning and
questioning in the classroom. Unit 11 and 12 deal with evaluation of
students performance, purpose of examination and awarding of marks.
Unit 13 concentrates mainly on study skills and approaches while unit
14 exposes you to types and uses of audio-visual aids.
Assessment
There are many assignments in this course. Every unit has a minimum
of three and a maximum of five students self assessment exercises.
Presentation Schedule
Assessment
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EDU 233 GENERAL TEACHING METHODS
Your assessment tests will carry 50% of your total course mark.
At the end of the course, you will need to sit for a final
examination, which will carry 50% of your total marks.
Tutor-Marked Assignment
Summary
The following are the major highlights of what you will learn in this
course.
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EDU 233 GENERAL TEACHING METHODS
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EDU 233 GENERAL TEACHING METHODS
MAIN
COURSE
Course Code EDU 233
Course Title General Teaching Methods
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EDU 233 GENERAL TEACHING METHODS
Abuja Office
No. 5 Dares Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria
e-mail: [email protected]
URL: www.nou.edu.ng
Published By:
National Open University of Nigeria
Printed 2006
Reprinted 2009
ISBN: 978-058-386-6
ix
EDU 233 GENERAL TEACHING METHODS
CONTENTS PAGE
Module 1 ……………………………………………………… 1
Module 2 ………………………………………………………. 31
Module 3 ……………………………………………………….. 61
Module 4 ………………………………………………………. 91
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EDU 233 GENERAL TEACHING METHODS
MODULE 1
CONTENT
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The teacher and the Child
3.2 The Duties of a Professional Teacher
3.3 Factors Responsible for Teacher s’ Poor Image
(Low Status)
3.4 How Children Learn
3.5 Factors Affecting Learning
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
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EDU 233 GENERAL TEACHING METHODS
- The teacher must be prepared to learn all the time. He should have
the ability to carry out research, he should be computer literate and
have knowledge on how to get, information from the internet.
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Children learn more readily when there is something they see, feel,
taste, touch and/or smell (i.e.) when teaching appeals to their senses.
Children learn when they can handle concrete objects rather than
abstract ideals. This is why it is very important that you make use of
teaching aids, illustrations and blackboard summaries while teaching.
Children learn more when play is mixes with their learning activities.
Children learn, when you punctuate all oral lessons with short
periods of activities. For example children can write notes, draw
or even write answers to questions between lessons.
If children pay attention in class, they are alert, they listen, watch,
think and ask questions that may agitate their minds, this shows
that they are learning.
Of great importance is the fact that repetition aids learning, thus teachers
should make it a point of duty to ask students from time to time to know
what they have gained so far during the process of teaching.
For children to learn, the teacher must endeavor to link the new
body of knowledge to their previous experience. For example in
mathematics, the knowledge of addition will aid that of multiplication.
There are environmental factors that marr a child’s learning e.g. a child
from a happy home will readily learn. Also, a homely and conducive
school climate will enhance the child’s learning. And if the community
where the school is sited is loving and peaceful the child will learn.
1. Identify the three (3) factors responsible for how children learn.
2. State three factors that enhance learning.
4.0 CONCLUSION
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5.0 SUMMARY
The following are the major highlights of what you must have
learnt in this unit.
1. Who is a teacher?
2. Outline ten professional duties of a teacher.
3. State four (4) situations when children are learning?
4. What are five (5) factors affecting learning?
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Types of Learners
3.2 Slow Learners
3.2.1. Characteristics of Slow Learners
3.2.2 Possible causes of Slow Learners
3.3 Gifted and Talented Learners
3.3.1 Characteristics of Talented Learners
3.4 Normal learners
3.4.1 Characters of Normal Learners
3.5 Physically Handicapped learners
3.6 Characteristics of the Physically Handicapped Learners
3.6.1 Implications of the Types of Learners to the
Teacher
3.6.2 Identification of Various Types of Learners
3.3.3 Help that Teachers Could Render
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
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The slow learners and the gifted learners are highly problematic whereas
the normal learners need to be stimulated and encouraged to make
maximum use of their potential and to develop their individual talents.
The fourth group of learners are those that are physically disabled.
These disabilities have nothing to do with their intellectual capacity
to learn. They are characterized by different types of physical
deformities like deafness, blindness and lameness.
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The slow learners have a short attention span, that is, they
cannot concentrate for long.
They have short memory and they don’t remember easily
what they have been taught.
The slow learners are always bored and generally have no
interest in learning.
They have poor communication skills. They are poor in
both oral and written languages.
They have poor eye-hand coordination. They cannot see
properly nor even copy correctly.
Their numeric ability is very low and they are very poor in
calculation.
They have poor social interaction and cannot get along with
others easily. In fact they exhibit aggressive behaviour
most of the time.
They score low in all types of tests and assessment.
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Broken homes and extreme poverty on the part of the parents may
affect the child.
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- Interviews
- case studies
- special dialogues with parents
- teachers’ daily observation in and outside class will assist
in identification of types of learners.
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4.0 CONCLUSION
5.0 SUMMARY
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Aims of Teaching
3.2 The Syllabus
3.2.1 Rules Governing a Good Syllabus
3.3 The Scheme of Work
3.3.1 Sample of Scheme of Work
3.3.2 The Advantages of Using a Scheme of Work
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
In the previous units we have examined the teacher and the child,
the different types of learners and the implications to the teaching
profession. In this unit, you will be exposed to the aims of teaching.
Also you will gain insights into the usefulness of the syllabus and the
scheme of work. By the end of this unit, you will have an overall
view of the formal preparatory activities for teaching.
2.0 OBJECTIVES
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The scheme of work is the breaking down of topics in the syllabus into
series of lessons. Scheme of work in any subject is a clear and orderly
statement of the work the teacher proposes to do in a given period.
The work is for a year and it is divided into weeks and/or
terms. Weekly scheme serves as a good guide to the teacher
Scheme of work should contain the following:
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4.0 CONCLUSION
5.0 SUMMARY
In this unit, the following are the major highlights of what we have
learnt.
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Types of Audio-Visual Aids
3.1.1 Pictures
3.1.2 Illustrations
3.1.3 Blackboard
3.1.4 Television
3.1.5 Cinema
3.1.6 Tape Recorder
3.1.7 Photographs
3.1.8 Methods
3.2 The Essential Characteristics of Good Visual Aids
3.3 How the Audio Visual Aids can be effectively used
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
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These can help to sugest or help to explain things which are omitted
when teaching a lesson. They direct children’s attention to the point
you want to impress upon them, by guiding their observation with
questions and suggestions you will train them to acquire the habit of
looking for things that matter in pictures. Pictures give general
impression of a lesson. We should use varieties of pictures to give
the desired impression when we teach a lesson.
3.1.2 Illustrations
The term illustration is commonly applied to the wise use of teaching aids,
pictures and drawings to the employment of examples and comparisons,
to elucidate either an argument or to enliven an argument. But to the
teacher it means more than the above for it includes geological
specimens, chemical and physical apparatus, blackboard drawings,
anything which appeals to the sense or the imagination of the learner;
throwing light upon a piece of description or reasoning. Illustrations should
therefore lead from known to unknown, simple to complex and definite to
indefinite. Illustrations are of three kinds.
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3.1.3 Blackboard
The basic visual aid used in most schools is the blackboard and the
chalk. It can be used with advantage in the teaching of subjects like
Geography, Biology and the first stage of language teaching. Children
learn more quickly and surely by fitting words and pictures together.
3.1.4 Television
3.1.5 Cinema
Many studies have been made by the use of cinema, much useful
information is presented and the lives of great people are often
shown, which gives a good teaching on all subjects where subject
matters are shown e.g. History – biographies of great people.
Rural Science – germination of seeds and parts of a flower.
Geography – the causes of day and night which is very difficult to
learn is made easy because pupils will see the objects moving.
The tape recorders and the materials are particularly good for
teaching English Language e.g. speech training. The tape
recorders have grown rapidly in popularity as aid to learning.
However, the cost of these equipments has temporarily prohibited
their widespread use in the rural and small schools.
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Its chief value would appear to be the aid, which it gives in the
improvement of oral English. In some classrooms, pupils are
benefiting from the reproduction of their speech, class
dramatization and musical reproduction.
3.1.7 Photographs
3.18 Charts
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4.0 CONCLUSION
For effective learning to take place the teacher ought to use audio-visual
aids. There are a wide range of these aids ranging from illustrations on the
blackboard to the more complex ones such as computers which was not
treated in this unit. They all have their relevance depending on the
situation. The important thing is that the teacher chooses the right aid and
prepare well before the commencement of the class.
5.0 SUMMARY
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1. Verbal Illustrations
2. Material illustrations
4. Discuss any four principles the teacher should bear in mind
in the use of these illustrations.
MODULE 2
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Lesson Plan
3.2 Elements of a Good Lesson Plan
3.2.1 Topics of the Lesson
3.2.2 Objectives of the Lesson
3.2.3 Teaching Aids and other instructional Materials
3.2.4 Organization of the Class
3.2.5 Presentation of a Lesson
3.3 Divisions of a Lesson
3.3.1 Introduction
3.3.2 Development
3.3.3 Conclusion
3.3.4 Summary and Evaluation
3.3.5 The Conditions to be fulfilled before Preparing
a Lesson Plan
3.3.6 Sample of Lesson Plan Format
3.4 Time Table
3.4.1 The Value of Time Table
3.4.2 Factors to be considered in Drawing up a Time
Table
3.4.3 The Problems of Time Table
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
From work done in the previous unit, you can explain what a syllabus is
you also learnt that the scheme of work is drawn out of the syllabus. In
this unit you will be exposed to the preparation of a lesson plan. The
lesson plan is the next stage in the preparatory activities preceding
teaching. Details of the procedure of the lesson are itemized. For
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2.0 OBJECTIVES
1
2
3
There are many opinions about the different ways of setting down
notes, and all have certain advantages and disadvantages. Again
you would not need to write notes in the same way for a History
lesson as for a lesson in Mathematics.
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Before the take-off of the lesson all the needed teaching aids and
instructional materials must be adequately provided.
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To allow for good time, the teacher should not prepare too much
and the teaching materials should be within reach. One should
avoid too much time on trivial issues during the lesson.
Teacher’s activities during the lesson may take the form of questions or
practical demonstration. While student’s activity deal with student’s
involvement i.e. answer to teacher’s question exercises to work.
Introduction
Development
Conclusion
Summary and evaluation. Time of these parts may vary
from lesson to lesson but every part must have its own fair
share of time.
3.3.1 Introduction
A good lesson should begin with good introduction, which is
interesting and could arouse students’ interest and attention. A
good lesson should have the following qualities.
Should present the problem to be answered during the lesson.
Should be able to tell what the lesson is about.
Should make use of teaching aids like pictures and diagram.
Should be able to have questions that can be used to
revise the work covered in the previous lesson.
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3.3.2 Development
3.3.3 Evaluation
This is the last stage of the lesson. It deals with finding out the extent to
which the teacher has succeeded in imparting the knowledge. This is
the stage where the success of the lesson is determined. The teacher
will know if the objective of the lesson has been achieved or not.
Evaluation involves asking questions from the students based on the
topic treated. Students also will know whether they have followed or
not. If the students respond to questions very well it means the teacher
has succeeded but if otherwise he has failed. A teacher who fails to
evaluate his lesson is not a good teacher.
3.3.4 Summary
This is a brief review of the whole lesson where the teacher goes
over the lesson again informing the students the ground covered.
After all the steps have been properly covered the teacher gives
the students assignments on area covered. When an assignment
is given, date of submission must be indicated. Areas not clear in
the lesson will be made clearer while attempting the assignment.
Assignments must be marked, recorded and scripts returned to
the students to enable them correct their mistakes.
3.3.5 Conclusion
This is towards the end of the lesson. This should be made within
a reasonable time and should have enough room for evaluation.
.
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You should consult the current scheme of work for the topic.
You should think out the objectives of the lesson.
You should consult reference books and textbooks.
You should organize and assemble materials needed for
the lesson in logical sequence.
You should decide on the teaching aids to use.
You should think of the most suitable methods of teaching to use.
You should think of the subject matter and questions
required at each stage of the lesson.
You should ensure accuracy and adequacy of facts.
You should think of provision for individual differences in
learning.
With all the above, you have a very clear mental picture of
the lesson plan
(ii) …………………………………………………...
The timing of the lesson depends on the time allotted to each period
per school.
The time table indicates what each teacher and each student is to
do at a given period. The school ensures that each subject
receives its due share of attention according to the importance of
the subject. Adequate time should be given to every subject.
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4.0 CONCLUSION
The time table is drawn up to help the smooth running of the school
work as it indicates what each teacher and each class is to do. The
teacher must follow it to enhance effectiveness of the school system.
5.0 SUMMARY
6.0TUTOR-MARKED ASSIGNMENT
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Teaching Methods
3.2 Various types of Teaching Methods
3.2.1 The Lecture or the Chalk and Talk Method
3.2.2 Advantages of the Lecture Method
3.2.3 Disadvantages of Lecture Method
3.3 The Discussion method
3.3.1 Advantages of the Discussion Method
3.3.2 Disadvantages of the Discussion Method
3.3.3 Some Guidelines of the Discussion Method
3.4 The Demonstration Method
3.4.1 Advantages of the Demonstration Method
3.4.2 Disadvantages of the Demonstration Method
3.5 Discovery Method
3.5.1 Advantages of the Discovery Method
3.5.2 Disadvantages of the Discovery Method
3.6 The Project/Assignment Method
3.6.1 Advantages of the Project Method
3.6.2 Disadvantages of the Project Method
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
In this unit you will get to know about teaching methods. Methods
are ways of doing things. In any human endeavour where results
are expected, there must be ways of attaining the goals.
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2.0 OBJECTIVES
How will you as a teacher know the method that you are
using to teach at a particular time or the method another
teacher is using?
In the study of teaching methods what is most important is
the ability of the teacher to know the steps that are involved
in a particular teaching method. For the steps involved in
some of the teaching methods listed below you may refer to
Afolabi & Adesope (2010).
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The assumption made that all the students see and hear equally
well does not necessarily follow. Visibility of details of what is
being demonstrated is not assured in large classrooms or in
circumstances where extremely small objects are used.
Where the demonstration is restricted to the teacher alone,
students will be denied the opportunity to acquire
manipulative skills in handling of the materials and apparatus
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4.0 CONCLUSION
From the foregoing you would have noted that every teaching method
has its advantages and disadvantages. You should also note that each
of these methods has a part to play in the promotion of effective
transmission of knowledge by teachers and assimilation of the same by
students. You the teacher must take time to reflect on your own time in
the Secondary School and which method left any meaningful impact on
your life. You should spend time helping the students to feel the impact
of teaching and learning and not just merely go through the motions of
“teaching”, completing the syllabus or doing your duty.
5.0 SUMMARY
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Teaching Methods II
3.2 Types of Teaching Methods
3.2.1 The Field Trip
3.2.2 Advantages of the Field Trip
3.2.3 Disadvantages of the Field Trip
3.3 The Individualized Instructional Method
3.3.1 Advantages of the Individualized Instructional
Method
3.4 The Laboratory Method
3.4.1 Advantages of the Laboratory Method
3.4.2. Disadvantages of the Laboratory Method
3.5 Inductive and the Deductive Methods
3.5.1 The Inductive Method
3.5.2 Characteristics of the Inductive Method
3.5.3 The Deductive Method
3.5.4 Characteristics of the Deductive method
3.5.5 Comparism between the Inductive and
Deductive Methods
3.6 Open Education
3.6.5 Advantages of Open Education
3.6.6 Disadvantages of Open Education
3.7 Criteria for Method Choice
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
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It is time consuming.
It is highly demanding of equipments and materials.
It requires very little or no interaction among the students.
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INDUCTIVE DEDUCTIVE
i. It proceeds from the particular to a It proceeds from
general law or definition general laws or
definitions to particular
Cases
Doe
ii. It leads the students to a new knowledge It s not necessarily
lead to new knowledge
Iii It is a method of discovery It is a method of
explanation and
verification
iv. It is a method of mental training or It is the method of
Education telling or instructing
v. It is slow and sure because the It is quicker but no
knowledge has to be obtained form Always reliable, the
direct examination of particular cases Leaner utilizes the
but it is thoroughly graspped knowledge which
Others have obtained
before him, but he may
not be able to apply it
to new cases
Vi It fosters self-reliance on the pupils and It does not foster self-
thus enables them to use what they have reliance
learnt previously to establish new facts
Vii It is a safe method It is not a safe method
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Students miss out on the help they could have had from
fellow students in a group study.
It is difficult to evaluate learners as compared with the
conventional school system.
Where means of communication are not well developed,
provision of two-way communication between learners and
the open institution may be difficult.
State the benefit you are deriving from the type of learning you
are undergoing with Open National University of Nigeria.
4.0 CONCLUSION
There is no end to the various ways by which human beings learn. More
methods of teaching are yet to be unfolded. Teacher-dominated and
students dominated approaches to teaching are two ends of the spectrum
from which a balance must be struck in order to be able to evaluate
teaching and learning processes. Efforts should be made to choose
adequate and appropriate methods in line with the curriculum objectives.
5.0 SUMMARY
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MODULE 3
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Questioning Techniques
3.2 The Next Key is to ACTUALLY LISTEN to your
Tutee’s Responses
3.3 Questions and Listening
3.4 Tutee Summaries
3.5 Other Types of Questions
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
What are the two types of strategies teachers use to help student learn?
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2.0 OBJECTIVES
The way you use questions with your students can have a big
effect on your lesson. Here are some tips to help you get the
most out of your questions.
1. The first questions you ask are very important. Get students
attention and arouse interest from the start of the lesson.
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- Rephrase questions
- Try repeating your question in a slightly different manner
-
- 7. Use Question- Pause- Call response approach
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This sounds easy, but it is harder than you may think. Listening is
an acquired skill. In normal conversation, we don’t really listen to
others. We hear what they say but don’t listen carefully enough to
“read between the lines” in order to be an effective tutor, you
have to slow down and concentrate on what your tutee is saying.
Is he/she grasping the concept? Can he/she explain it easily or
does it take some effort? Is his/her body language saying
anything? In order to get the answers to these and other
questions you must listen carefully and observe purposefully.
The question can be passed over to others. Encourage as many
contributions as possible “what do you think …? Segun. Do you
agree with Ngozi? Hesitate before answering your own questions
or you will dominate and risk inhibiting student talk.
It is just as important (if not more important) for the tutor to guide
the tutee in doing most of the explaining. This will reinforce
learning of the tutee and help the tutee identify problem area.
.
(a) Ask Open-ended questions
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The simple summary will help you determine if you will move on to
another topic or need to stay with the present one. If the summary is
difficult for students, stay where you are until he/she can repeat with
ease. Use the questioning techniques to guide the tutee to the
correct answer if he/she has gotten some of the steps out of order.
4.0 CONCLUSION
5.0 SUMMARY
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Meaning of Question and Answer
3.2 Aims of Questions
3.2.1 Kinds of Questions
3.3 The Principles which a Teacher Should Observe
when Asking Oral Questions
3.4 Characteristics of Good Questions
3.5 Students’ Questions
3.6 Answers
3.6.1 Superflow Answers
3.7 Characteristics of a Good Answer
3.8 The Treatment of Answer
3.8.1 A Wrong Answer
3.8.2 A Partially Correct Answer
3.8.3 No Answer
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
In this unit you will learn how to use the question and answer
method in the classroom. It is natural for people to be curious. It is
natural for people to ask questions because such may be designed
to provoke thought. It may be used as aid to review. Questioning
may be used to test weaknesses and the subsequent application of
remedial measures. It can also be used to mention strength.
2.0 OBJECTIVES
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As in the case with the lecture method, the teacher may write something
on the chalkboard and sometimes the students takes notes. Thus, the
working definition for Question and Answer method is “the teacher asks a
question one student answers; the teachers reacts and asks another
question which is responded to by a second student and so forth.
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1. Questions find out the past that needs further treatment and practice.
2. Questions enable the teacher to read his pupils minds, and make
the pupil to express what they have understood in the lesson.
3. Questions make pupils think and find out things which they
otherwise might not bother about.
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7. Never repeat your questions. If you do, your pupils will get
into the habit of waiting to hear you the second time. Ask
once only so that they may listen all the time. Questions
should not be repeated because a pupil fails to understand
it because of inattention, the question may be repeated.
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12. The objects of the questions should be clear and definite. If the
objective is not clear, then the question is vague, general and
unfair to the pupils. It indicates laziness, inexact thinking or
no preparation by the teacher.
What are the principles a teacher should follow when asking questions?
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When a teacher is dealing with the whole class, pausing to give time
for consideration is desirable before asking a specific pupil to answer.
This permits consideration of the question by the whole class. When a
pupil’s name precedes the questions, the challenge to the remaining
members of the class is diminished (Question, pause and name).
3.6 Answers
Let the child repeat the question and discover for himself the
superfluity of the answer. Though the teacher should not be satisfied
but with best answer, yet he should give credit to honest efforts to
answer his question. All good answers should receive some words
of commendation from the teacher. All inattentive and thoughtless
answers should be fairly refused without any signs of ridicule
because children are very sensitive to ridicule and sarcastic
expressions. Such expressions may dampen the child’s enthusiasm
to answer further questions and make him shy to do his best.
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Children who give wrong answers should never be left in any doubt
that their answers are wrong. Sometimes, it is possible without
wasting time, to help a pupil to see where his answer is wrong.
The pupil who gives a wrong answer should be made to repeat
the correct sentence or statement.
3.8.3 No Answer
What does one do when a pupil gives a wrong answer to a
question. The teacher should let the child repeat the question and
discover for himself the mistakes in the answer; although the
teacher should not be satisfied but with the best answer yet, he
should give credit to honest efforts to answer his questions.
If a pupil fails to produce an answer or the desired answer, the
teacher should go back a few steps to find out where the difficulty
lies. He may find out that an explanation of some part is
necessary before the question can be answered.
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4.0 CONCLUSION
The use of questions in the classroom is an effective way of
teaching. Like all teaching methods the teachers should be
familiar with the characteristics of good question and how to
assess the responses by the students what has been covered in
this unit. The pitfalls to be avoided were also highlighted.
5.0 SUMMARY
This unit elucidates the questioning and answer method of teaching.
We looked at guidelines which help the teacher ask good questions
that will help him ascertain the progress of students. With the aid of
good questioning the teacher can remedy the deficiencies of
students and train them how to answer questions properly. Students
are also to be encouraged to ask questions to satisfy their natural
curiosity. The use of questions is indispensable in the classroom.
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Testing and Examination (Evaluation)
3.2 Examination
3.2.1 The Function of Examination
3.2.2 Advantages of Examinations
3.2.3 Disadvantages of Essay Question
3.3 The Alternative Type of Examinations
3.4 True-False Test
3.4.1 Guidelines for Setting of True or False Test
3.4.2 Advantage of the True – False Test
3.4.3 Disadvantage of the True-False Test
3.5 Multiple Choice Questions
3.5.1 Advantage of the Multiple Choice Test
3.5.1 Disadvantage of Multiple Choice Test
3.6 The Completion Test
3.7 Hints on Objective Test
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
Due to the above the teacher needs to answer some questions through
examinations and tests (evaluation). Some of the questions are:
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2.0 OBJECTIVES
At the end of this unit you should be able to define or explain the
following:
evaluation
functions of examination
the various type of tests
the advantages and disadvantages of different types of tests
reasons why students are evaluated.
3.2 Examination
1. To find out what the child knows and the subject matter which
he has learned imperfectly etc in order to plan future work, or
to allocate the child into a class or group.
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6. To enable the teacher to check upon the result of his work so that
he can see where his methods are bad and improve them. From
what his pupils do he can know how best to direct their learning.
1. They waste the pupil’s time because not many of them could
write essays.
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New type examination – questions are so set that only one word,
phrase or sign gives the correct answers. This is very good because
the marking is objective and takes little time. The whole syllabus can
be covered by a paper containing say, 150 questions in one hour.
The pupils spend his time thinking and not writing.
A number of statement, some true, some false are given with words
“True or False against each. The student underlines one of the two.
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1. The brain
2. The mind
3. The soul
4. The intellect
5. Reasoning
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A sample item:
4. The use of “a” or “an” just before the blank should be avoided
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4.0 CONCLUSION
5.0 SUMMARY
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CONTENT
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Grading Practice
3.2 Function of Grading
3.3 General Strategy
3.4 Minimizing Student’s Complaints about
Grading of Assignments and Tests
3.5 Effective Use of Grading Tactics
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
There are no hard-and fast rules about the best ways to grade. In fact, as
Erickson and Strommer (1991) point out, how you grade depends a great
deal on your values, assumptions, and educational philosophy: if you view
introductory course as “weeder” classes – to separate out students who
lack potential for future success in the field – you are likely to take a
different grading approach than some one who views introductory courses
as teaching important skills that all students need to master.
2.0 OBJECTIVES
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5. To inform the teacher about what students have and haven’t learned.
If you devise clear guidelines from which to assess performance, you will
find the grading process more efficient, and the essential functions –
communicating the student’s level of knowledge will be easier. Further, if
you grade carefully and consistently, you can reduce the number of
students who complain and ask you to defend a grade. The suggestions
below are designed to help you develop clear and fair grading policies.
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Try not to over emphasize grades. Explain to your class the meaning of
and basis for grades and the procedures you use in grading. At the
beginning of the term, inform students, in writing how much tests,
papers, home works and the final exam will count towards their final
grade. Once you have explained your policies avoid stressing Grades
or excessive talk about grades, which only increases students anxieties
and decreases their motivation to do something for its own sake rather
than to obtain an external reward such as a grade (source: Allen and
Rueter; 1990 Fuhrmann and Grasha 1983).
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2. Set policies on late work. Will you refuse to accept any late work?
Deduct points according to how late the work is submitted? Handle
late work on a case-by-case basis? Offer a grace period?
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4.0 CONCLUSION
5.0 SUMMARY
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What are the strategies you would adopt in the marking (grading)
of assignments.
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MODULE 4
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Art of Classroom Management
3.2 Knowledge of Learner’s Characteristics
3.2.1 The Mastery of the Subject Matter
3.2.2 Effective communication Ability
3.2.3 Creating Good Rapport
3.2.4 Qualities of a Good Teacher
3.2.5 Effective Management of Instructional Materials
3.3 Classrooms Management involves Many Interrelated
and Interdependent Activities in Management
3.3.1 Classroom Planning
3.3.2 Organizing
3.3.3 Leading
3.3.4 Coordinating
3.3.5 Directing
3.3.6 Classroom Controlling
3.3.7 Evaluation
3.3.8 Reporting
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
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2.0 OBJECTIVES
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An ill prepared teacher will not only embarrass himself but also lose self-
respect. Students often look unto the teacher as an authority in the subject
matter he teaches. A good teacher should prepare very well and
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- Management
- Classroom Management
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3.3.2 Organizing
3.3.3 Leading
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3.3.4 Coordinating
3.3.5 Directing
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This is the process of ensuring that the objectives of the subject are
achieved possibly with minimum effort. This involves using expert
knowledge and experience to oversee, evaluate and improve the
conditions and methods of doing things connected with the teaching-
learning process. This is also known as supervising (Nwankwo 1981)
Controlling in the classroom management enables the teacher to
maintain order (rules and regulation) in the class. The teacher
assumes the role of a pacesetter, an innovator, an evaluator, a
guidance-counsellor and indeed a model to the students. He
should, however, be loyal to his ideals and ideas, while he should
respect the beliefs, right, worth and dignity of the students. He
should be approachable. For instance, a teacher who comes late
to the class or who chews (gum, kolanut etc) in the classroom
might find it difficult to check these activities among his students.
3.3.7 Evaluating
3.3.8 Reporting
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4.0 CONCLUSION
In this unit we have covered some ground in the very important and wide
subject of class management. It is obvious that the purpose of classroom
management is to ensure that the students learn in a comfortable and
conducive environment. The students, the teacher and the physical
aspects of the classroom are all involved. The teacher must therefore
familiarize himself with the various elements in the classroom such as
ventilation, lighting etc and ensure they are appropriate.
5.0 SUMMARY
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1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Meaning of Discipline
3.2 Externally imposed Discipline versus Self-Discipline
3.2.1 Laissez-Faire or Per Missive
3.2.2 Authoritarian
3.2.3 Democratic
3.2.4 Behaviour Modification
3.2.5 Social Emotional Climate
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
define discipline
explain what it means to deal with the problem of discipline in
the classroom
differentiate between externally imposed and self discipline
explain the different models of discipline.
Many people often get confused when trying to explain the meaning of
discipline. This confusion is not out of place because the word is used
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1. Laissez-Faire or permissive
2. Authoritarian
3. Democratic
4. Behaviour Modification and
5. Socio Emotional climate.
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3.2.2. Authoritarian
3.2.3 Democratic
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For this reason, the teacher should master and apply the four basic
principle of learning, that behaviours have identified as influencing
human behaviour. These are positive reinforcement, punishment,
extinction and negative reinforcement. The introduction of a reward
is called positive reinforcement and introduction of punishment is
simply called punishment. The removal of a reward is called either
extinction or time out, depending upon the situation. The removal of
punishment is called negative reinforcement.
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For example, Ngozi whose neat work has always been praised by the
teacher, prepares a neatly written paper, which she submits to the
teacher (student behaviour previously reinforced by teacher). The
teacher accepts the paper without comment (withholding of positive
reinforcement). Ngozi becomes less neat in subsequent papers (the
frequency of the previously reinforced behaviour decreased).
Time out is the removal of the student from the reward. It reduces the
frequency of reinforcement and causes the behaviour to become less
frequent. For example, the students in Mr. Bode’s class have come to
expect that he will give them an opportunity to play a number game if
their work is satisfactory. This is an activity they all enjoy. Mr. Bode
notes that all their papers were neatly done except Sanmi’s paper. He
tells Sanmi that he will not be allowed to participate in the class game
and must, instead, sit apart from the other members (removal of the
student from the reward). Subsequently, Sanmi writes less sloppily (the
frequency of the behaviour decreases).
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Ojo, his work becomes no neater. For no apparent reason Ojo submits
a rather neat paper, Mr. Bode accepts it without comment and without
the usual nagging (the removal of punishment). Subsequently, Sanni’s
work becomes neater (the frequency of the behaviour is increased).
The roots of this approach stem from counselling and from clinical
psychology which places great importance on interpersonal
relationships. Advocates of this model believe that effective classroom
control is largely a function of teacher-student relationships. The
teacher’s task, then is to build positive interpersonal relationships and a
positive socio-emotional climate. Theorists who could be classified as
proponents of this approach include Carl Rogers who posits that
attributes such as realness, accepting and empathic understanding
must be present if the teacher is going to be able to facilitate learning
and promote classroom discipline. Haim Ginott emphasized the
importance of effective communication in enhancing good teacher-
student relationship. William “Glass also opined that good teachers
must help students develop a sense of identity, worthiness and
success (see Ryan and Coopper 1984)
4.0 CONCLUSION
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SUMMARY
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CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Why Study
3.2 Methods of Study
3.2.1 Use of Text Book
3.2.2 Art of Note Making
3.2.3 Organization of Work
3.2.4 Time management and Time Table
3.2.5 Revision and Review of Work
3.2.6 Physical Environment of the Classroom
3.3 Improving Study Skills
3.4 Preparation of Examination
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading
1.0 INTRODUCTION
2.0 OBJECTIVES
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With the listed reasons for why people study, it is certain that one
cannot go through the school system without studying.
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- Summarize
- Make conclusion
- Formulate hypotheses
- Try to draw inferences from what you read
- Make use of general knowledge, association, background
information and experiment to explain
- Verify, clarify, validate and generalize or react to the content
of what is happening, ponder on it and attempt its description.
9. You can re-read any portion of a text that you find difficult to
understand.
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3. Saves time, you don’t have to read the whole text book once
you have taken down good notes.
1. Endeavour to get to the class on time so that you can comfortably sit.
5. As a student, don’t just copy any note word for word without
understanding
6. Attempt to write down whatever the teacher says
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The habit of making good notes from what you read or heard from the
teacher is an important factor that affects cultivating of effective study
habits. As a student you must apply seriousness to proper note making.
Many failed because they could not manage their time very well.
- You must set aside a few hours each day for study rather
than spending many hours once a week because studying
regularly aids retention and habit formation.
- Follow the time schedule strictly. Never wait until the school
time table for examinations is out before you begin to
study. Those who wait for examination time table subject
themselves to a lot of stress and strain.
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- Give more time to the subjects you find difficult and study
such subjects when you are mentally alert and fresh. This
will enhance concentration.
1. The teacher should ensure that each student has personal private
time-table in which all subjects, extra curricular activities, free and
rest periods are included. The time table must be followed strictly.
4. While going over their work, students should be told not to mix
listening to music and studying at the same time as this does
not allow for maximum concentration.
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10. Recite what you have read by answering questions in your own
words
11. Revise and review what you have studied to ensure retention
and understanding.
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3. The classroom should be well ventilated. The teacher ensures that the
windows are opened on either sides to allow for cross ventilation.
4. In the class, each child should have his or her own seat and
each child should have enough space to move.
If all the above are put in place the classroom will be conducive
for learning
The reasons for the need for good study habits can be seen as
ways of finding solution to the problems of students failure,
examination malpractices and the like.
The following outline the roles for the teachers and the students
in improving study skills:
1. The teacher should stress that good study skills are essential
to successful academic performance
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10. Students should avoid the use of candle light to protect their eyes.
What are the various methods by which students study skills can
be enhanced?
1. It is generally advisable that you jot down notes while you are
studying.
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10. Make use of previous past questions on each of the subjects you
offer
11. Find out how to answer past questions using marking scheme. If
need be let the subject teacher take you through the process of
scoring marks.
12. Combat anxious thought with positive statements like I can make
it, I will pass, worrying about situations aggravate the problem.
14. If need be, clarify and cross check your points with your
notebooks and textbooks.
15. Make summary flash cards which you can pocket and make
reference to at anytime and anywhere.
16. Review all topic. Don’t leave out any topic.
4.0 CONCLUSION
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5.0 SUMMARY
The following are the major highlights of what this unit teaches:
- use of textbooks
- art of note making
- organization of work
- time management and time table
- revision and review of work and the relevance of classroom
environment
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