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In preparing the lesson plan, the teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the following: 1) The specific learning outcome(s) 2) Learning experiences: how the specific learning outcome(s) will be achieved 3) Key Inquiry Question(s) 4) Integration of ICT in the lesson plan 5) Learning Resources 6) Core competences 7) Values 8) PCIs 9) Links to other subjects 10) Community Service Learning 11) Non Formal Activities 12) Assessment: a way of measuring how well the outcome was attained; test, worksheet and homework among others 26 39 Factors to consider when developing a lesson plan The teacher should consider the
• Take participants through the different components of a lesson plan.
The school has a title (Lesson Plan) at the top, followed by a section that has administrative details, namely the name of the school, the grade, the learning area, date, time and roll.
improvise body percussions
(a) Life skills: singing, dancing and performing body percussions builds the learner’s self-esteem and self-awareness.
Grade 2 is the grade of the first grade.
Fig ........Sample Record of Work Administrative Details School: Ndambini Primary School Learning Area: Environmental Activities Name of Teacher: Fatuma Grade: 1 DATE LESSON WORK DONE REFLECTION SIGN 8/1/2018 9/1/2018 10/1/2018 11/1/2018 12/1/2018 ENVIRONMENT AND ITS RESOURCES WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER WEATHER
A Learner Progress Record is made up of a learner’s academic achievements, skills and abilities and school reports.
The Learner Progress Record may be used to form groups for differentiated small group instruction, and other Instructional Plans.
The progress record further enables the teacher to base their lesson plans on a detailed knowledge and understanding of each learner.
Importance of Progress Records Importance of Learners Progress Records includes: • helping teachers to plan appropriate learning experiences that will meet their learner’s needs; • identifying learners who are progressing slowly, so that action may be taken to support them; • providing the school leadership team with information about the progress learners are making across the school • providing information about whether learners are meeting age-related expectations and are ‘on track’ to meet expected outcomes used for accountability in schools and national assessment institutions • being a source of information for parental engagement with schools on how their children perform.
Progress
The average grade of both learners is 8
If you just show your learner this grade, it means nothing.
Peter has an average grade but he’s stuck.
This shows that a grade doesn’t show the real value: the process of improvement or the learning progress.
Competency based learning utilizes more of formative assessment as opposed to summative assessment.
These tools have been explained under Assessment Tools.
Name: Maria Katana School: Mambao primary Grade: 2 Learning area: Environmental Activities Ratings: Exceeds expectation (4); Meets expectation (3); approaches expectations (2); below expectations (1) Performance indicators Ratings of learner’s performance Exceeds expectations Meets expectations Approaching expectations Below expectations Remarks 1.1.1 Responds to different Consistently responds to 32 45 weather conditions different weather conditions.
ASSESSMENT This may be through: • Written exercises • Oral questions • Observation • Plenary presentations REFLECTION The facilitator reflects on: • The successes and shortcomings of the session • How well the participants prepared lesson plan and record of work • What the participants did well/ did not do well • Why the participants were not able to do well in some • What improvements should be put in place next time 33 46 SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Overview of ICT Integration Time Frame: 1hr Session Outcomes By the end of this session the participant should be able to; a) state the meaning of ICT integration in the teaching and learning process; b) identify ICT resources that can be used during an ICT integrated lesson; c) identify factors that influence integration of ICT in a lesson.
TPACK Suggested Learning Experiences Brainstorming the meaning of ICT integration Brainstorming the different types of ICT resources Group discussion on the different components of TPACK Learning Resources Flip charts Marker pens Masking tape Sticky notes Laptop Projector SESSION 8: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM 34 47 Facilitator’s notes Overview of ICT Integration
ICT integration can be referred to as “the seamless infusion of information communication technologies to support and enhance the attainment of curriculum objectives, to enhance the appropriate competencies including skills, knowledge, attitudes and values” (Basic Education Act, Kenya, 2013).
Knowledge of: Internet search engines, like google Presentation softwares such as PowerPoint Word processing softwares like Microsoft word Multimedia elements such as, videos, photographs, audio, animations, text, illustrations, quizzes and exercises
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, so as to prepare learners with the knowledge and skills they need in their learning areas.
ICTs can be used in various education activities, including teaching and learning, assessment, administration and teacher professional development.
Phone Camera/digital imaging Desktop Computer Projector DVDs/CDs Radio Laptops Tablets Television Internet Wiki blogs Projectors Points to note One can support the use of ICT resources in the classroom by developing their skills in a range of ICT resources available by considering how and why they can be used to support learning.
Must be relevant to the strand, learning outcomes and learning experiences.
It should cater for learners diversity in gender, values and culture.
Encourages problem-solving skills and/or cooperative learning.
PART A: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Development and Presentation of an ICT Integrated Lesson Plan and Lesson Time Frame: 4hrs Session Outcomes By the end of this session the participant should be able to: a) develop an ICT integrated lesson plan in his/her learning area; b) convert the ICT integrated lesson plan into an ICT integrated lesson; c) appreciate the use of ICT in the teaching and learning process.
ICT integrated lesson Suggested Learning Experiences Participants work in groups to identify plug in points for ICT integration in a lesson plan In groups, the participants convert the lesson plan into an ICT integrated lesson A few groups are selected to present some of the lessons.
The main difference between components of an ordinary CBC lesson plan and ICT integrated lesson plan is the ICT resource(s) being used and the plug- in point(s) of the ICT resource(s) during the lesson.
Sample Lesson Plan with ICT Integration SCHOOL CLASS DATE TIME ROLL Bidii School Primary Grade 1 11/3/2019 8.10-8.40 am 30 Strand: Environment and its Resources Sub-Strand: Exploring Weather Conditions Learning Outcomes By the end of the lesson, the learner should be able to: 39 52 a) identify the weather conditions for environmental awareness; b) sing a weather song provided for learning and enjoyment; c) develop curiosity in observing the sky for enjoyment; Core Competencies: creativity, critical thinking and digital literacy.
Link to other learning areas: Religious Education on God’s creation; Movement and Creative Activities: drawing and coloring clouds, sun, moon and tree on a windy day; singing the ‘Weather song’.
To ensure that learners remain fully engaged in the lesson, it is important to give them an opportunity to interact and apply ICT skills, and use appropriate ICT tools that support learning outcomes.
Whatever ICT resource one uses in their lesson, they should always ensure that the specific learning outcome(s) is achieved.
PART B: ICT INTEGRATION IN COMPETENCE BASED CURRICULUM Introduction to CBC and ICT Integration Online Courses Time Frame: 2hrs Session Outcomes By the end of this session the participant should be able to: a) navigate through the courses on the online platform; b) register for the courses on the online platform; c) appreciate the continuous training on an online platform; d) appreciate the use of DLP devices in implementing CBC Key areas to be covered Introduction to Kenya Education Cloud (KEC) and Digital Literacy Program (DLP) Navigation through the online platform Registration on the online platform Suggested Learning Experiences Participants navigate through the online platform to access the Courses
KICD has developed two Online Orientation Courses that are hosted on Kenya Education Cloud (KEC).
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CBC Online Orientation Course This will complement the already existing face to face trainings.
The online training will equip the teachers with the required relevant competences for effective and efficient implementation of CBC.
It will also provide opportunities for continuous practice of the learnt knowledge and skills.
Online ICT Integration Course This Course will equip the teachers with the required relevant competences to enable them integrate ICT in the teaching and learning process in line with the Digital Literacy Cocompetence in CBC.
Assessment Oral questions Observation Correct registration on the online platform Reflection The facilitator reflects on: The successes and shortcomings of the session How well the participants were able to register on the online platform What the participants did well/did not do well What improvements should be put in place next time SESSION 9: ACTION RESEARCH Time: (1 hr) Action research can either be described as activities initiated by an individual or group of teachers to collaboratively solve an immediate problem or a reflective process of progressive problem solving done by individuals working with others in teams or as part of a “community of practice”.
This can be done individually or collaboratively with other teachers in the school or neighboring schools. Session Outcomes By the end of the session, the participant should be able to: a) acquire skills to identify their own problems based on everyday experiences; b) create practical solutions to problems identified; c) be guided in coming up with the strategies to tackle their problems in a participatory and collaborative manner.
Key Issues to be covered Emphasis should be on the following elements: • Identify problems that teachers are experiencing • Find out it’s probable causes • Develop a solution to the problem that they can implement • Implement the proposed solution • Observe the implementation of the solution • Reflect on the results (and start over, if necessary) • Participants in groups identify the various challenges that they have so far encountered in teaching and learning and how they can solve the issues.
It provides skills to teachers to actively find out their everyday classroom concerns and create practical solutions to them.
This is a sustainable way of improving how the teachers implement CBC.
The Kenya National Examinations Council is a global leader in educational assessment and certification.
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a. Identify the characteristics of the test subject
integrate formative assessment for enhancing the learning process
The design assessment rubrics are:
develop and use various assessment tools
develop and adapt assessment tools for learners with special needs
report assessment results.
The reforms in Kenya education curriculum were informed by the Kenya Institute of Curriculum Development (KICD) needs assessment study of 2016 and the Task Force Report of 2012 on the Re-alignment of the Education Sector to the Constitution of Kenya, 2010.
The curriculum reform was also aimed at addressing the aspirations of the Vision 2030, 21st Century Skills and the Sustainable Development Goals.
The framework outlined changes which culminated in a shift from the objective based curriculum to a Competency Based Curriculum.
The paradigm shift in the education curriculum called for a new mode of assessment.
The Kenya National Examinations Council (KNEC) has a Competency Based Assessment Framework (CBAF) which is a framework for assessing the skills of students.
The framework defined the roadmap to Competency Based Assessment with focus on formative assessment, assessment of higher order skills, self and peer assessment by learners, authentic assessment and assessment of values.
Authentic assessment is a measure of the learner's ability to perform a task or group of tasks.
KNEC organized an elaborate training workshop for teachers in order to equip them with the skills and knowledge required to implement Competency Based Assessment (CBA).
To facilitate the training, this manual was developed to enable teachers to conceptualize CBA, which entails development of standards, authentic tasks, assessment tools and reporting instruments.
Assessment will be developed in all the nine learning areas.
In this regard, the CBA training manual aims at equipping the teachers with suitable skills on development, adaptation and use of assessment tools for all learners with respect to their special needs.
Specifically, teachers will be trained on how to develop assessment tools in the five learning areas in the SNE stage-based pathway.
INTRODUCTION 50 xi At the end of the training, it is hoped that the assessment techniques and modules presented in this manual will facilitate the implementation of the Competency Based Assessment, because teachers will have familiarized themselves with CBA and its procedures, and will be able to undertake formative assessments at early years.
51 SESSION ONE THE COMPETENCY BASED ASSESSMENT DRAFT FRAMEWORK Overview of CBC and CBA By the end of the session, the participant should be able to: a) explain the meaning of CBC and CBA; b) explain the purpose of assessment; c) highlight the linkage between CBC and CBA.
• Biro pens • Writing pads • Masking tape • Chalk • Stick notes • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Session Outcomes Areas to be Covered Resources SESSION ONE 52 • Facilitator to explain the meaning of CBC and CBA
a purpose of assessment; ii.
iii.
CBC is a broadcasting company.
• The facilitator to summarize the discussion by giving the correct purpose of assessment and linkage between CBC and CBA.
Competency Based Curriculum (CBC) is a curriculum that teaches students skills in a variety of areas.
Competency Based Curriculum refers to an education programme that is based on demonstration of learners’ ability to apply the knowledge, skills, attitudes and values they are expected to acquire as they progress through their education.
Competency Based Assessment is a method of assessing skills and knowledge.
A learning process is a process of determining the ability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks.
Competency Based Assessment is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation.
The strategy aims at providing a way of building the skills and knowledge that learners require to perform identified tasks after going through a learning experience.
The main purpose of assessment is to inform and improve the quality of education and support long term learning achievement of learners.
The overall aim of Competency Based Assessment Framework (CBAF) is to provide a basis to create a sound and sustainable assessment system that includes the principles and professional standards of assessment.
The CBAF will facilitate the creation of a system that will provide sufficient information to the various education stakeholders to guide in: • improving learning and instruction; • identifying and nurturing every learner’s potential; • selection of pathways and tracks in senior secondary school; Facilitator’s Notes 53 • measuring learners’ achievement and certification at the end of basic education in Grade 12; • Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as a mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; • Providing assessment feedback to learners, schools, parents and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education; • Providing evidence as a basis for accountability of teachers, school administrators and other stakeholders in basic education.
The Linkage between Competency Based Curriculum (CBC) and Competency Based Assessment (CBA) The Competence Based Assessment Framework (CBAF) provides conceptualization and organization of assessment based on the Basic Education Curriculum Framework (BECF), which is the blueprint for the curriculum reforms.
The Basic Education Curriculum Framework (BECF) aims at developing the following core competencies and values.
Table 1: Core Competencies and Core Values Table 1: Core Competencies and Core Values • Communication and Collaboration • Critical Thinking and Problem Solving • Imagination and Creativity • Citizenship • Digital Literacy • Learning to Learn • Self-Efficacy • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Acquisition of specific core competencies and values by learners should be continuously assessed as the learner interacts with curriculum content at all levels.
• The Facilitator to guide participants in discussing the paradigm shifts in Competency Based Assessment.
• The participants compare the Competency-Based Assessment Framework for the Early Years Education and the Basic Education Curriculum Framework and identify the common features.
• The facilitator takes the participants through the features of the two frameworks and discusses the types of assessment appropriate for Early Years Education level.
• Participants familiarize themselves with assessment of the SNE stage based pathway as indicated in the CBAF.
The major shifts from the objective-based assessment to the competency-based assessment are as illustrated in Table 2.
Suggested Learning Activity Areas to be Covered Facilitator’s Notes 56 Table 2: Shifts from the Objective-Based Assessment to the Competency-Based Assessment Less of ... More of ... Assessment of learning (summative assessment) Assessment for and as learning (formative assessment) Assessment of knowledge acquired through rote learning Assessment of competencies developed Norm-referenced assessment Criterion – referenced assessment Competition Collaboration and Cooperation Rigidity (assessment based on a prescribed duration) Flexibility (assessment based on the pace of the learner) Assessment of lower order skills Assessment of higher order skills Teacher and national assessment Learner and peer assessment Arbitrary and imaginary assessment tasks Authentic assessment tasks Quantitative reporting of performance Qualitative reporting of performance Reproduction of knowledge Demonstration of creativity and talents Draft Competency-Based Assessment Framework (CBAF) for the Early Years Education Figure 3 indicates a section of the draft Competency-Based Assessment Framework.
It indicates assessment at the Early Years Education and at the Foundation Level of the SNE Stage Based Pathway.
Figure 2: Draft Competency Based Assessment Framework for Early Years 57 Figure 3 shows the CBC Early Years Education Framework.
Figure 3: CBC Early Years Education Framework Types of Assessment Applicable in CBA at the Early Years Education (EYE) Competency Based Assessment for the Early Years Education should be carried out continuously during the learning process as classroom assessment.
Formative assessment is should be carried out by the teacher throughout the learning process as classroom assessment.
Classroom Assessment provides regular feedback and allows teachers and learners to reflect on progress and adjust learning accordingly.
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