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close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
Open this folder and view contentsIntroduction
Open this folder and view contentsUnit One: Functional Adult Literacy and Its Implications
Open this folder and view contentsUnit Two: Facilitating Adult Learning
close this folderUnit Three: Facilitating FAL Classes
View the document3.1 Introduction to Functional Adult Literacy Materials
View the document3.2 Preparing to Teach using the Primers
View the document3.3 Conducting Classes using Functional Literacy Methods and Materials
View the document3.4 Setting Climate
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
Open this folder and view contentsUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the documentAnnex 1 - Sample Lesson Plan for Luganda Learners
View the documentAnnex 2 - Sample Lesson Plan for Runyankore/Rukiga
View the documentAnnex 3 - Sample Lesson Plan for Lusoga
 

3.2 Preparing to Teach using the Primers

a) Introduction:

It is necessary to examine the basic steps and skills required in facilitating a literacy session. This topic addresses the necessary preparations that the instructor must do before facilitating adult learning.

b) Objectives.

By the end of this topic, participants should be able to:

 

• prepare a lesson plan.
• demonstrate the skills for developing support (instructional) materials of their own.
• appraise the lesson plan.

c) Time: 2 hours.

d) Learning Aids: Samples of various lesson plans, manila/newsprint, markers.

e) Procedure and Learning Points:

1. [10 min.] Trainer gives out different samples of lesson plans, lets instructors form groups and discuss the main features of literacy lesson plans.

2. [10 min.] Group presentations of their findings.

Learning Points:

The main features of a lesson plan include a title of the lesson (topic), objectives of the lesson, key words or sentences for literacy, methods of instruction, instructor’s and learner’s activities, materials (learning aids), evaluation and time taken for each activity.

3. [50 min.] Ask participants to identify the resource materials for preparing a lesson plan and draw up one.

Learning Points:

Preparing a lesson plan:

 

- Identify the topic to be taught.

- Refer to the resource materials for relevant objective, summary of activities, time taken, materials and methods to be used and evaluation (remarks).

- Consider the type of lesson appropriate for each topic, e.g.

 

- practical lesson for skill teaching.
- practice lesson for skill strengthening.
- revision lesson for checking on learner’s perception.

 

- Consider aids to use such as pictures, posters, visitors or resource persons.

4. [40 min.] Prepared lesson plans are displayed and feedback (appraisals) given in a participatory manner.

Learning Points:

Participants note whether the lesson plan is addressing the following:

 

- having specific, achievable, measurable and time bound learning objectives.
- proper participatory methods of learning.
- good audio-visual aids.
- key words suitable for literacy.
- numeracy work integrated with literacy.

f) Assessment: [10 min.]

Let participants critically analyse the various lesson plans made by the different people.

g) Follow-up:

Ask participants to prepare lesson plans individually on topics of their own choice to be displayed later.

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