NDEJJE UNIVERSITY

Faculty of Education

CURRICULUM PLANNING AND

ASSESSMENT
 COMPETENCE BASED SCHOOL
PRACTICE SUPERVISION
Competence Based Schemes of Work and Lesson Plans.
Preliminaries (both in the scheme of work and lesson plans;
Take Note:
1. NO GLOS and SLOS are expected
2. NO AIMS/GOALS for the term are expected.
 SAMPLE SCHEME OF WORK (Secondary)
Class:………………………. Term:…………………… Subject:…………………………..
Duration Week Day Time Theme/ Subtheme Learning Content Methods Life Learning Reference Evaluation Remarks
Topic /Aspect Outcomes Skills Aids / s
/Value and Materials
Attitude

Persuasive,
Honesty,
Gentility,
Empathy,
Sympathy,
Trust,
Worthiness,
Economic,
Orderliness,
Safety,
Loyalty self,
Expression,
Bargaining,
Health skills,
Time
Consciousne
ss, Critical
thinking,
Obedience,
Motivation,
Sacrifice,
Self Esteem,
Confidence,
Tolerance,
Sharing,
Creativeness,
Decission
Making,
Precision,
Friendship
making,
Accuracy,
Audibility,
Leadership,
 Sample Lesson Plan
Lesson Plan For:……………………………….. Class:………………………..
Lesson Plan Preliminaries:
Name of Student Teacher:…………………………………………………………………………….
Registration Number:…………………… Course:…………… Year of Study:…………….
School:…………………………………………………………………………………………………………..
Total No. of Students:….. Sex: Females:……. Males:……… Average Age:………….
Date:…………… Time:………………….. Duration:………………………………………………..
Topic/Unit/Theme/Aspect:………………………………………………………………………….
Sub-topic/Sub theme/Sub Unit:………………………………………………………………….
Learning Outcomes (You should develop at least three (3) levels i.e.
Cognitive, Affective and Psychomotor.
Competences: (Do as above but using measurable verbs)
References (Indicate Author, year of publication in bracket, then title
book which should be underlined and lastly the page(s) of
reference
STAGE & CONTENT METHODS ACTIVITIES T/L AIDS ASSESSMENT REMARKS
TIME &
EVALUATION
Teachers’ Students’
Introduction

Topic
Orientation

Development I

Consolidation I

Development II

Consolidation II

Development III

Consolidation
III
 Lesson Evaluation
• Lesson Evaluation:
i) Methods
ii) Teaching Aids
iii) Objectives
iv) Learner’s participation
v) Content

• Chalk Board Plan:

(Topic should be in bold and underlined)

DATE ITEM/TOPIC COVERED STUDENT’S ILLUSTRATED EXPECTED NEW CONCEPTS

WORK COMPETENCIES /TERMINOLOGIES
3. Orientation Week:
The student teacher is expected to clearly indicate how
he/she utilized the entire week. Activities carried out in
the week must be clear. This signifies how ready he/she is
for the exercise.

4. Learning Outcomes:
The student teacher is expected to state what learners are expected
to know or be able to do as a result of the learning activity.
The learning outcome is a contract between the learner and the
course/topic of study.
Learning outcomes are stated in both schemes of work and lesson
plans.
5. Competences:
 In competence Based Education and Training (CBET), classroom
instruction/ lessons are associated with practice/hands on/practical.
 CBET lessons have three components, i.e; Theory, Practice, and
General Knowledge.
 Competences are measurable knowledge, skills, abilities and
behaviors which the learner exhibits during the lesson.
 Competences are reflected in the performance of the learner by the
end of the lesson.
 Competences to be achieved must be identified, verified, and made
public in advance.
 Criterion to be used in assessing achievements and conditions under
which achievements will be assessed are explicitly stated and made
public in advance.
6. Assessment/evaluation
Although Assessment is synonymous with Evaluation,
in classroom teaching, assessment is used. Evaluation
combines activities, both inside and outside the class.
This time round, we want to be more specific and
clearly state that the kind of assessment expected is:
i) Practical exercise
ii) Short answer exercise
iii) Multiple choice exercise. These must
address the study area under consideration.
 7. Life Skills/Values and Attitudes
 They are associated in all classroom instruction, whether theory or
practical and in any subject.
 A list of examples given in the sample of the scheme of work/ lesson
plan (secondary).

8. Introduction:
 Telling the learners what they are to learn is no introduction.
 Expected introduction could be:
- A relevant tale which incites the learners to guess what they are to
learn.
- A physical demonstration that incites the learners to guess.
- A review of the previously learned experiences linking to the
intended area of study but not directly telling learners .
• NB: the law of readiness to be observed.
9. Topic Orientation:
 Emphasis of the day’s lesson
 Generate from the learner’s aspects in the lesson/topic they would like
to study.

10 Development:
 A student teacher is expected to interact with the learners.
 Guide the learning process
 Actively involve the learners and use relevant instructional /teaching
aids.
 Giving frames of reference/examples.
11. Delivery:
 Reality of the learning must be clearly brought out (simulation of the world)
in every respect.
 Meaning with relevant examples is expected
 NB: The law of relevancy and effect must be observed.

12. Teaching Materials:

 Creativeness and innovativeness must be exhibited.
 Charts, real objects (regalia) to be observed.
 Models/a variety of aids expected.
 NB: The law of intensity must be observed.

13 Consolidation:
 Expected is a task to be carried out by the learners. This could be
reflected in performance terms through written exercises/class
exercises. The items or tasks for the learners under consolidation must
be reflected in the lesson notes.
 14. Conclusion/Summary:
 This can be done by a recap of the competences under consideration.
 Use of a dynamic chart to illustrate the competences among the many.
 NB: The law of recency must be observed.
15 Record of work Format:
Date Item/Topic/Subtopic Remarks Strategies

16 Remarks:
 These should reflect what transpired during the actual delivery. Not
statements such as Taught/ Successfully Taught/ Covered. The
interest is HOW Well?

17 Strategies:
These reflect the future plans of how to make the learning
better
THE INSTRUCTIONAL SUPERVISION PROCESS AT NDEJJE
UNIVERSITY
 The instructional supervision process is a well-planned and progressive one which starts
outside the classroom before the actual classroom teaching and ends outside the classroom
after the observation of an actual classroom teaching. This is a systematic process with a
well-defined beginning and ending. For clarity, the institutional supervision process during
school practice is divided into three main phases in this University.
 (i) The pre-observation conference/ Pre-conferencing
 (ii) The observation conference/ Conferencing
 (iii) The post-observation conference/ Post conferencing

 The pre-observation conference/ Pre-conferencing phase refers to the period that precedes
the actual classroom teaching observation. It is the period during which the instructional
supervisor strives to develop a rapport between himself and the teacher trainee. This is the
most important phase in instructional supervision since what transpires during this period
has a very significant bearing on the success or failure of the entire instructional supervisory
leadership. The way the instructional supervisor eases the teacher trainee in order to provide
an enabling supervisory environment for both himself and the trainee is the foremost task in
instructional supervisory leadership. The pre-observation conference/pre-conferencing may
start with a cordial greeting between the two, and proceed with rather general discussion,
not necessarily relevant to the lesson to be observed.
 Having performed the above preliminaries, the instructional supervisor
then obtains from the teacher trainee the requisite documents which
include a lesson plan, scheme of work, record of work and a class file.
The foremost function of this phase is to provide a conducive
environment within which the instructional supervisory leadership
takes place in order to release maximum potentials from both the
teacher trainee and the instructional supervisor. This phase of
instructional supervision could be conducted in the staff-room or any
other place which has been allocated by the school for this purpose. If
time does not allow, then the instructional supervisor and the teacher
trainee can conduct this phase as they both walk towards the class in
which the lesson is to be observed. It is important for the instructional
supervisor to refer to the teacher
trainee by name. The following must be fully discussed;
 Formats (scheme of work, lesson plan, lesson notes.
 Teaching materials, e.g charts, models, realia, etc.
 The assessment format.
The observation conference/conferencing

The observation conference/conferencing begins when the

teacher trainee and the instructional supervisor enter the
classroom. It is preferred that the instructional supervisor be
introduced to the class by the teacher trainee after greetings
have been exchanged with the class.

The instructional supervisor then sits at the back of the
classroom. As the lesson proceeds, he or she makes anecdotal
notes of how both teaching and learning go on during the
period. The supervisor must follow the lesson in detail from the
beginning to the end. This phase of instructional supervision
calls for the pedagogic skills of the instructional supervisor.
 During this phase the instructional supervisor records the teacher trainee's
performance on the format of the lesson plan, the appropriateness of the
lesson objectives, the integration of lecturing and other relevant pedagogic
methods, reinforcement, stimulus variation, personality and confidence of the
teacher trainee, classroom discipline, chalkboard use, consistency in teaching
to the objectives and the ability of teacher trainee to provide an appropriate
feedback mechanism. The instructional supervisor must be cognisant of the
fact that his or her presence in the class should have a minimal influence on
the entire classroom behavior. Of course, the presence of an instructional
supervisor will have some influence on the entire classroom behaviour and,
therefore, one of his or her major tasks during this phase is to minimize it as
much as possible. This can be achieved by ensuring that the taking of the
anecdotal notes does not give the teacher trainee or the students a clue as to
when a favourable or unfavourable remark is being recorded. The facial
expression should also not indicate approval or disapproval. The main idea is
to create for the teacher trainee, the students and the instructional supervisor
an "intimidation-free" teaching-learning-supervision environment.
 The anecdotal notes taken during this phase should give details about the
teacher trainee's pedagogic strengths and weaknesses.
Post-observation conference/Post conferencing

 This is the final phase of the instructional supervision programme.

This phase must be conducted in privacy. A school should be able to
provide the instructional supervisor and the teacher trainee with a
private office or place which enables them to discuss the progress of
the observed lesson freely and fairly. It is true that some
instructional supervisors may be tempted to conduct this phase in a
staff room or in a place that does not provide the privacy that this
important professional exercise deserves. This negates the very
essence of an effective instructional supervision and must be avoided
at all costs. True, some schools may be incapable of providing an
ideal place for this phase. However, it is incumbent upon the
instructional supervisor, in such a situation, to look for an
appropriate alternative which provides the environment required for
this exercise.
When an appropriate place has been identified, the
instructional supervisor should further provide a
rapport between himself and the teacher trainee. This
could be initiated by asking the teacher trainee how he
or she "found the lesson today". As the discussion
progresses, the instructional supervisor informs the
teacher trainee of his or her strengths as were detected
during the lesson, before the weaknesses can be
exposed. This order is very important for motivation
purposes.
 During the post-observation conference/post-conferencing the
instructional supervisor must apply democratic techniques as much as
possible. The instructional supervision process is a great learning
opportunity not only for the teacher trainee, but also for the
instructional supervisor. Under such circumstances, the teacher trainee
may be able to convince the instructional supervisor why he or she
thinks the application of a given teaching method during the lesson was
more appropriate than the other. An effective instructional supervisor is
one who recognizes the fact that learning is a two-way process and that
supervisory leadership meets the purported objective if an enabling
environment is provided for the maximum release of the potentials of
the teacher trainee. The feedback during the post-observation
conference should be seen by both the instructional supervisor and the
teacher trainee in terms of shared information. The incorporation of
valid suggestions of the teacher trainee in the supervisory feedback
helps to build his or her confidence. This enhances the learning process.
The instructional supervisor should recognize and
emphasize alternative approaches to teaching.
Application of a variety of skills should not only be
encouraged, but should also be recognized in order to
strengthen the teacher trainee's pedagogic skills.
 The feedback during the post-observation conference/Post conferencing
should focus on modifiable teaching behaviours. An effective post-
observation conference/Post conferencing recognizes the limitations of
the teaching and learning environment. Teacher trainees should not be
asked to do things which they cannot do anything about. In other words,
the post-observation conference/ Post conferencing must provide
realistic possibilities for problem-solving. For instance, a supervisory
feedback which requires the teacher trainee to improve on his or her
naturally croaking voice, or to write high up the chalkboard when he or
she is actually too short for this, or to avail a teaching aid which the
school cannot afford, miserably fails to be sensitive to the teaching-
learning environment.
 The teaching process is systematic and is deliberately planned to
proceed the way it is during a given lesson so that maximum learning is
realized. It is, therefore, incumbent upon the instructional supervisor
to focus on specific and concrete observation. The feedback session
during the post-observation conference should thus discuss specific,
but not general, issues so that the teacher trainee can maximize the
benefits of instructional supervision during this phase. In the same
token this feedback session should be conducted in a descriptive rather
than an evaluative manner. The feedback session should be seen by
both the instructional supervisor and the teacher trainee as a supportive
activity which aims at strengthening the teacher trainee's confidence by
improving on his or her strengths and providing opportunities for
learning more techniques.
The issues discussed during the post-observation
conference should be timed in such a manner that the
teacher trainee is provided with an immediate
feedback. A feedback session is effective if it focuses
on the present rather than the past. However, the
feedback should not be made immediate at the
expense of its objectivity. The instructional supervisor
should, therefore, strive to provide both an immediate
and an objective feedback devoid of subjectivity.
The post-observation conference should end with a well
thought-out summary of the discussion in order to enable the
teacher trainee to remember the key issues discussed during this
exercise. An effective instructional supervisory leadership
should insist on building upon previous discussions so as to
allow the teacher trainee to consistently develop the pedagogic
skills throughout the teaching practice session. It is
recommended that if time allows, the instructional supervisor
should talk to the assisting teacher or head teacher so as to have
an inkling about the overall behavior of the teacher trainee.
NB: The phase must consider
The strengths and weakness of the learners
The ranking/grading of the lesson.
The way forward.
Round table discussion.
 Supervision and Inspection
A clear distinction should be made between
supervision and inspection. As has already been seen,
supervision is a more recent concept in management
which developed as a result of the need to work with
and through people in a more humane understanding.
Inspection, on the other hand, is an old concept in
management whose basic precept is that of autocratic
management, which is aimed at catching the workers
red-handed. This is fault-finding attitude in
management.
In management, supervision and inspection are not
synonymous. The two have different objectives and
occur at different stages in the management task.
Supervision is an on-going activity in management
between a subordinate and a super ordinate and
provides a common understanding between them.
Inspection on the other hand, is a one-time fact-
finding activity.

THANK YOU