Better Teaching
It is called Learning Planner when you are not done with it. Immediately you finish working on it, it becomes a learning Plan.
This is the Learning Planner Template for Week 3 and 4 General Science. The first is an empty one to fill.
Pre-filled samples will be shared with you soon.
| Subject | General Science Lesson Planner |
| Week | 3 and 4 |
| Download | Click here to Download |
It is called Learning Planner when you are not done with it. Immediately you finish working on it, it becomes a learning Plan.
This is the Learning Planner Template for Week 1 and 2 General Science. The first is an empty one to fill.
Pre-filled samples will be shared with you soon.
| Subject | General Science Lesson Planner |
| Week | 1 and 2 |
| Download | Click here to Download |
Getting Starters for your quick lesson plan can be tedious when you are not ready here are some of the quick starters you can use.
According to the Director General of the Ghana Education Service, Dr. Eric Nkansah, He participated in a Differentiated Learning (DL+) class at Abiriw Presbyterian A primary school in the Okere District on Tuesday 5th March, 2024.
And All children learn differently an observation he was glad to see how teachers facilitated the lessons using differentiated learning techniques in the classroom.
All learners are different and hence have different learning styles, the good teacher is the one who is aware of this, prepare and plan a lesson to involve everyone without undue anxiety because the assignments are too taxing—or boredom because they are not challenging enough. Some can Read well, some can only draw, some struggle with Counting etc, all learners must learn.
Differentiated instruction is the term we use to describe the practice of adapting instruction, content and assessment to meet the diverse learning needs of all the students within a single classroom setting.
In this 21st Century, you don’t go to class Preach and Write note on the board for learners to copy,
Here are some DI Techniques
1. Use a Variety of Instructional Methods to Deliver your lesson.
There are many ways you can teach your lesson, explore without you alone talking for 2 hours, Let learners Collaborate, Group them to find answers to task, let them read out answers, allow learners to tell their colleagues what the answer is or Discuss.
2. Let your Students to Present Their Learning in a Variety of Formats
Let your learners present their learning outcome in different styles, only one style will limit their abilities.
3. Use Student-Led Tasks Where Possible and Appropriate
Let them pose a task, research about it and present their findings. Inquiry base approach
Do come back for more
source; Gesi360.com
As Teachers / Heads ensure
1) school cleaning and chores do not reflect or reinforce traditional gender roles. (e.g., only female students run
errands or clean up. Roles and responsibilities are a shared effort (where strengths and weaknesses are
compensated for) and domestic chores are fairly distributed.
2) females and males have equal opportunities to be both prefects and assistant prefects.
3) females and males have equal access and opportunities to extra-curricular activities.
4) a Guidance Counsellor is in place to provide support and a safe space for all students.
5) a GESI club is organized to discuss the process of equity to reach the goal of equality where everyone can reach their highest potential in school and the world of work. helps females and males feel confident to challenge traditional gender roles in society.
6) all forms of corporal punishment are banned, and staff are given training in alternative classroom management
techniques.
7) teachers/SMC sensitize parents and the community about the need to support education for all, especially girls
education
As a Teacher;
1) establishes clear and consistent classroom rules about how learners relate to teacher and each other.
2) does not permit teasing, name calling and behaviour that is embarrassing, demeaning or disrespects others’
opinions.
3) protect learners from external abuse and intimidation, including sexual harassment, corporal punishment and
bullying.
4) enquires about student’s psychosocial and emotional well-being.
5) understands and explains sexual harassment to students and how it affects the teaching and learning process – what constitutes sexual harassment, including sexual jokes, name calling, touching and caressing, comments about an individual’s sexual life or body, demand for sexual favours, the threat of refusal of sexual
favours, retaliation etc.
6) does not make light of sexual harassment cases and do not suggest that any form of sexual harassment was just a joke or make excuses for or defend alleged sexual harassers. Ensures that the act is reported to the appropriate authorities, and it is dealt with
The Teacher
understands sexual maturation issues for both females and males and provides extra support or counseling to
students if needed.
Takes actions to address negative perceptions and interactions (such as ridicule or teasing)
Is sensitive to females needing to use the washrooms or changing rooms more (because they may be
uncomfortable to use the toilets during the break if shared with boys)
Review the state of the school’s washrooms and ensure that there are female toilets, that have water
and rubbish/hygiene bins and sanitary towels if possible.
Sensitizes the school community to manage sexual maturation issues for both females and males,
particularly regarding menstruation collaborates with the Guidance & Counselling Coordinator(s) to ensure that the psychosocial and emotional needs of students are met
The Teacher
1) ensures that girls and boys sit randomly in the front, middle, and back row of the classroom or based on student’s levels of proficiency for support.
2) is conscious of learners with physical, visual, and auditory needs.
3) plans to use teaching strategies that ensure the active participation of all learners.
4) ensures that fixtures and visual aids on the walls are accessible to all learners – sends GESI-responsive
messages and is in reach of interaction motive and inspire students to learn.
5) Ensure that the height of shelves and position of tools are reachable by all users.
6) if classroom furniture does not have dignity/chastity panels (a shield at the front to protect the prevent body
exposure), ensure that female students are comfortably positioned/seated to fully participate in lessons. Stools in the lab/ workshop should be of a good height and size such that all learners can sit comfortably.
7) creates an enabling, encouraging classroom where males, females, and students with SENs are as interactive and assertive in expressing their views and responses that should be valued.
The Teacher;
1) empowers males to be critical of and challenge traditional views of masculinity (e.g. men should be
‘powerful’, should not be ‘weak’, should never cook/clean
2) empowers females to be critical of and challenge traditional views about men and women (e.g., women
should be dependent on men, should only be mothers/carers, should not be assertive).
3) actively uses examples (e.g., exercises, activities, role play, pictures) that challenge or reverse traditional
gender roles positively (the best cook in the world is male).
4) supports and encourages females to achieve in maths and science and aspire to professions traditionally
reserved for men (such as engineering, security, medicine, etc.).
5) challenges/ensures that persons with disability are not featured or portrayed with negative stereotypes (poor,
cursed, beggars, lazy, or a burden on society).
The Teacher
1) reviews all textbooks, pictures, posters, materials, and resources before using them to see if they reinforce
traditional gender roles (male CEOs /decision makers; females in domestic roles etc.)
2) ensures that stories, case studies, and examples feature contributions of women and girls and men and boys and persons with special education needs (SEN).
3) Identify traditional gender roles that already appear in books/materials and make a point to alert students to these portrayals and challenge them when using the materials in class.
4) discusses with students how portrayals of traditional gender roles limit what female students and other
minority groups think they can do and achieve in education.
5) ensures that TLMs/TLRs are fairly inclusive of; various learners in the classroom – differently abled/high, average & low proficiency learners. various groups of society – linguistic, economic, tribe, religious, gender, and disabilities.
6) ensures that books, materials, or equipment are equally distributed amongst females/males and ensures that the needs of students with SEN are met through diverse presentations of content and illustrations.
