MICRO TEACHING

Kenya's National Goals for Education

Kenya's education system aims to achieve the following:

1. Promote unity and patriotism: Foster a sense of national identity, peace, and
coexistence among all Kenyans, regardless of their background.

2. Support national development: Prepare students to contribute to the country's social,

economic, and technological growth. This includes:

o Social needs: Equipping learners with the skills to participate effectively in their
communities and the wider world.

o Economic needs: Providing the competencies needed for a modern, independent

economy, leading to a higher quality of life.

o Technological and industrial needs: Developing skills for technological and

industrial advancement, aligning with global trends.

3. Encourage individual growth: Help learners develop their interests, talents, and
character to their full potential for a positive societal impact.

4. Uphold moral and religious values: Instill national values and self-discipline to create
ethical, responsible citizens.

5. Ensure social equity and responsibility: Provide equal access to quality education for
all, including learners with special needs. It also promotes accountability and community
service.

6. Respect diverse cultures: Teach appreciation for Kenya's rich and varied cultural
heritage, encouraging learners to value their own culture while respecting others.

7. Foster international awareness: Prepare students to be active and responsible members

of the global community, understanding their rights and obligations.
 8. Promote health and environmental protection: Teach the importance of physical and
mental well-being, as well as the preservation and conservation of the environment for
sustainable development.

Pillars of the Basic Education Framework

Values

 Definition: Values are standards that guide an individual's behavior and choices.

 Context: Globally, there are challenges with cultural integration and diversity. In Sub-
Saharan Africa, scholars link ethnic interactions to low economic growth, political
instability, and inequality.

 Goal: The curriculum aims to develop ethical citizens who act rightly because it's the
right thing to do. Students will be taught to appreciate national history, contribute to their
community, be environmentally responsible, and respect diversity through humility,
fairness, and empathy.

 Rationale: There's a "values and behavioral crisis" in Kenya, particularly among young
people, who often lack the values and skills needed to be responsible citizens. While
parents and the community are primarily responsible for instilling values, education plays
a crucial role.

 Implementation: The framework will use a values-based approach, integrating the

constitutional values of responsibility, respect, excellence, care, and honesty into all
aspects of the curriculum.

Theoretical Approaches

The curriculum is based on several theories:

1. Instructional Design Theory: This theory, described by Perkins (1992), provides a

framework for effective learning in a globalized world. It emphasizes:

o Clear goals and expectations.

o Opportunities for active, thoughtful practice.

 o Informative feedback.

o Strong motivation.

o This theory is "design-oriented," focusing on the methods to achieve learning

goals, and values are central to both the goals and methods.

2. Visible Learning Theory: John Hattie (2012) argues that teachers should become
evaluators of their own teaching.

o Visible Learning: Teachers see learning from the student's perspective and help
students become their own teachers.

o Visible Teaching: Students know what they need to do and how to do it.

o When both are visible, the learning goal is explicit and challenging, and both
teacher and student work collaboratively to achieve it.

o This theory is crucial for designing a competency-based curriculum and

formative, criterion-referenced assessment.

3. Constructivism Theories: Proponents like Dewey, Vygotsky, and Piaget believe that
learners construct their own knowledge through experience and interaction, rather than
simply acquiring it. Learning is a process of building a personal understanding of the
world.
Theories Underpinning the Basic Education Framework

The framework for basic education is built upon several key theories of child development and
learning:

1. Dewey’s Social Constructivism

John Dewey believed education should prepare students for the real world. His theory
emphasizes that the curriculum should be practical, hands-on, and based on a child's experiences
and interests. He advocated for connecting classroom subjects to real-life activities to make
learning more meaningful and to foster continuous, experiential growth.

2. Vygotsky’s Social-Cultural Development Theory

Lev Vygotsky's theory highlights learning as a social process. He argued that students learn
through interactions with teachers, peers, and their environment. Key concepts include:

 Scaffolding: The process of a more knowledgeable person (e.g., a teacher or peer)

providing support to help a child learn.

 Zone of Proximal Development (ZPD): The optimal space where learning occurs—the
point between what a learner can do independently and what they can do with assistance.
This theory supports collaborative learning and rich, interactive classroom environments.

3. Gardner’s Multiple Intelligence Theory

Howard Gardner proposed that individuals have different types of intelligence (e.g., linguistic,
logical, musical, spatial) and learn in distinct ways. This theory challenges a "one-size-fits-all"
approach to education. It advocates for:
  Learner-centered classrooms.

 Teaching through multiple mediums.

 Assessing students' learning through a variety of methods that align with their individual
strengths.

 The framework uses this theory to identify and nurture each learner’s unique talents.

4. Piaget’s Cognitive Development Theory

Jean Piaget's theory describes how children acquire and use knowledge through a series of four
developmental stages: sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), and
formal operational (11+). He argued that children can only perform certain tasks once they are
psychologically mature enough. This theory provides a basis for scheduling the curriculum to
align with a child's cognitive abilities at each stage.

5. Bruner’s Cognitive Development Theory

Jerome Bruner’s theory states that learners build new knowledge upon what they already know.
He emphasized the importance of:

 Structured Learning: Organizing information in a way that is easy for students to grasp.

 Spiral Curriculum: Revisiting foundational concepts over time, building on them to

achieve mastery.

 Intrinsic Motivation: Fostering a genuine interest in the subject matter rather than
relying on external rewards like grades. This theory supports learning through discovery
and intuition.
6. Erikson’s Theory of Psychosocial Development

Erik Erikson’s theory outlines personality development through eight stages across a person's
lifespan. Each stage presents a psychosocial crisis that must be resolved to develop a healthy
personality. The education framework uses this theory to ensure that learning tasks are
appropriate for a child's stage of development, helping them successfully navigate these stages
and acquire essential life virtues.

Guiding Principles of the Framework

The framework is built on the following core principles:

1. Opportunity

The curriculum aims to provide all learners with equal opportunities to identify and develop their
talents and potential. This ensures they can participate effectively in the workforce and national
development. By making education relevant to students' needs, the framework seeks to keep
them engaged in learning and reduce dropout rates.

2. Excellence

The goal is to nurture every learner to excel in their areas of interest and ability, focusing on
personal excellence rather than just competition for grades. This approach is intended to reduce
examination malpractice by guiding students toward success in their individual strengths.

3. Diversity and Inclusion

This principle has two main aspects:

  Cultural Appreciation: The framework teaches learners to appreciate Kenya's diverse
cultures, ethnicities, genders, and religions.

 Individual Needs: It respects that learners have different needs and abilities. The goal is
to create inclusive learning environments that accommodate all students, including those
with special needs, by providing flexible and supportive resources. The ultimate aim is to
guarantee a basic education for every learner based on their specific abilities and needs.
The curriculum also seeks to reach out-of-school children, youth, and adults to improve
their literacy levels and participation in society.

4. Differentiated Curriculum and Learning

Building on the principle of diversity, this approach ensures that curriculum content and teaching
methods are adapted to fit each learner. It does not require all students to learn the same material
in the same way or at the same pace, giving teachers the flexibility to tailor their instruction to
individual needs.

5. Parental Empowerment and Engagement

Parents are seen as crucial partners in a child's education. The framework emphasizes shared
responsibility between schools and parents to create a supportive learning environment. It will
provide opportunities for schools to empower parents and involve them in all levels of their
child's education.

6. Community Service Learning

This principle promotes experiential education by involving students in community service.

Students apply their academic knowledge and skills to address real-world problems in the
community. This process helps them develop social skills, analytical abilities, civic
responsibility, and self-efficacy while making their academic learning more relevant.
Core Competencies for Basic Education

The framework aims to develop seven core competencies to help Kenyans thrive in the 21st
century.

1. Communication and Collaboration

 Communication: The ability to effectively and ethically transfer information. This

includes vocal, visual, and non-verbal methods, with a focus on clarity, accuracy, and
appropriateness. Effective communication is considered a vital life skill.

 Collaboration: The process of people working together toward shared goals.

Collaborative learning, where students work in teams, helps them learn from each other
and develop teamwork skills alongside academic knowledge.

2. Self-efficacy

 Definition: A person's belief in their ability to perform tasks and achieve goals.

 Benefits: A strong sense of self-efficacy helps learners see challenges as opportunities,

fosters motivation, and builds confidence and personal integrity. It helps them persevere
through failure and manage stress. It also contributes to strong interpersonal skills,
critical thinking, and responsible decision-making.

3. Critical Thinking and Problem Solving

 Definition: The ability to think logically and use evidence to solve problems and make
judgments. It involves exploring multiple perspectives and avoiding subjective biases.

 Importance: This skill is essential for lifelong learning, helping individuals stay open-
minded and adaptable. It enables them to solve problems in their daily lives and
 communities, contributing to personal and national development. This is developed
through age-appropriate activities and challenges.

4. Creativity and Imagination

 Definition: The ability to form new ideas and mental images and turn them into tangible
reality. Creativity involves seeing new patterns and making connections between
seemingly unrelated things.

 In Education: The curriculum will inspire students' imagination by encouraging them to

think as individuals and to create new, valuable products from their ideas. It aims to
foster an innovative learning environment where all learners can explore their full
creative potential.

5. Citizenship

 Definition: The state of having the rights and duties of a citizen, which creates a sense of
belonging to a nation.

 Goal: Education will equip young people with the knowledge and tolerance to handle
conflict and controversy. It also promotes global citizenship, encouraging individuals to
consider the international impact of their actions and to act with respect, justice, and
responsibility toward the planet.

6. Digital Literacy

 Definition: The knowledge and skills needed to use a wide range of digital devices (e.g.,
smartphones, laptops) and content effectively and safely.

 Skills: This includes using communication networks, engaging in online social networks,
adhering to ethical behavior protocols, and evaluating information from digital platforms.
Digital literacy is a dynamic and essential 21st-century skill that fosters innovation and
creative learning.
7. Learning to Learn

 Definition: The ability to manage one's own learning process, including time and
information, individually and in groups. It involves being aware of one's learning needs,
identifying opportunities, and overcoming obstacles.

 Outcome: This competence helps learners build on prior knowledge and life experiences
to apply skills in new contexts. It is based on the four pillars of learning: learning to
know, to do, to be, and to live together.

Core Competencies for Basic Education

The framework aims to develop seven core competencies to help Kenyans thrive in the 21st
century.

1. Communication and Collaboration

 Communication: The ability to effectively and ethically transfer information. This

includes vocal, visual, and non-verbal methods, with a focus on clarity, accuracy, and
appropriateness. Effective communication is considered a vital life skill.
 Collaboration: The process of people working together toward shared goals.
Collaborative learning, where students work in teams, helps them learn from each other
and develop teamwork skills alongside academic knowledge.

2. Self-efficacy

 Definition: A person's belief in their ability to perform tasks and achieve goals.
 Benefits: A strong sense of self-efficacy helps learners see challenges as opportunities,
fosters motivation, and builds confidence and personal integrity. It helps them persevere
through failure and manage stress. It also contributes to strong interpersonal skills,
critical thinking, and responsible decision-making.

3. Critical Thinking and Problem Solving

 Definition: The ability to think logically and use evidence to solve problems and make
judgments. It involves exploring multiple perspectives and avoiding subjective biases.
  Importance: This skill is essential for lifelong learning, helping individuals stay open-
minded and adaptable. It enables them to solve problems in their daily lives and
communities, contributing to personal and national development. This is developed
through age-appropriate activities and challenges.

4. Creativity and Imagination

 Definition: The ability to form new ideas and mental images and turn them into tangible
reality. Creativity involves seeing new patterns and making connections between
seemingly unrelated things.
 In Education: The curriculum will inspire students' imagination by encouraging them to
think as individuals and to create new, valuable products from their ideas. It aims to
foster an innovative learning environment where all learners can explore their full
creative potential.

5. Citizenship

 Definition: The state of having the rights and duties of a citizen, which creates a sense of
belonging to a nation.
 Goal: Education will equip young people with the knowledge and tolerance to handle
conflict and controversy. It also promotes global citizenship, encouraging individuals to
consider the international impact of their actions and to act with respect, justice, and
responsibility toward the planet.

6. Digital Literacy

 Definition: The knowledge and skills needed to use a wide range of digital devices (e.g.,
smartphones, laptops) and content effectively and safely.
 Skills: This includes using communication networks, engaging in online social networks,
adhering to ethical behavior protocols, and evaluating information from digital platforms.
Digital literacy is a dynamic and essential 21st-century skill that fosters innovation and
creative learning.

7. Learning to Learn

 Definition: The ability to manage one's own learning process, including time and
information, individually and in groups. It involves being aware of one's learning needs,
identifying opportunities, and overcoming obstacles.
 Outcome: This competence helps learners build on prior knowledge and life experiences
to apply skills in new contexts. It is based on the four pillars of learning: learning to
know, to do, to be, and to live together.

Strengths of a Competency-Based Curriculum (CBC)

1. Learner-Focused: The curriculum is centered on the student's needs, providing

flexibility for teachers and making education relevant.
 2. Focus on Competencies: It prioritizes the application of knowledge over rote content
acquisition, developing skills like literacy and numeracy through subject areas.
3. Local Decision-Making: Teachers have autonomy to implement the curriculum,
allowing for greater flexibility and deeper study at the local level.
4. Balanced Assessment: It moves away from an over-reliance on summative exams, using
a range of assessments to evaluate student learning outcomes and competencies.
5. Digitally-Based: The curriculum is designed to be continuously improved through digital
applications, supporting flexible and self-paced learning.
6. Collaborative Development: All stakeholders are involved in co-creating the
curriculum, using local expertise to enhance its design and delivery.
7. Synchronous Development: An integrated approach to developing programs,
assessments, and resources supports interdisciplinary learning.

Differentiated Learning

 Definition: An instructional model that tailors curriculum content and approaches to suit
each learner, without requiring everyone to learn the same content at the same time.
 Application:
o Design lessons based on student learning styles.
o Group students by interest or ability.
o Use formative assessments to guide instruction.
o Create a supportive classroom environment.
o Continuously adjust lessons to meet student needs.

Importance of Learning Theories

 Theories provide a framework to understand, explain, and predict how people learn.
 They help teachers make informed decisions about curriculum design and delivery.
 They help teachers address students' psychological challenges.

Piaget's Cognitive Development Theory

 Key Idea: Children acquire knowledge in four stages of cognitive development:

sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), and formal
operational (11+).
 Relevance:
o Emphasizes that a child's understanding grows with age and experience.
o Provides a basis for scheduling the school curriculum to match a child's
psychological maturity.
o Highlights the importance of parental involvement and a supportive home
environment.

Other Theories and Differentiated Learning

 Vygotsky's Sociocultural Theory: Promotes collaborative learning through social

interactions and using diverse learning resources.
 Gardner's Multiple Intelligence Theory: Supports the idea that learners have different
abilities and talents, advocating for varied teaching methods and assessments.

Core Competencies
  Communication & Collaboration: The ability to effectively exchange information and
work together to achieve shared goals.
 Critical Thinking & Problem Solving: Using logic and evidence to solve problems and
make objective conclusions.
 Citizenship: Understanding one's rights and duties, and acting responsibly within the
community and society.
 Digital Literacy: Safely and effectively using digital devices and content, including
online communication and ethical behavior.
 Creativity & Imagination: The ability to form new ideas and turn them into valuable,
tangible creations.
 Learning to Learn: The ability to manage one's own learning, persevere through
challenges, and adapt to new knowledge.
 Self-Efficacy: A person's belief in their ability to succeed, which drives motivation,
confidence, and personal well-being.

Reasons for Changing a Curriculum

 To holistically develop a learner's potential.

 To focus on practical, concrete skills rather than abstract concepts.
 To establish a continuous assessment system.
 To identify and nurture a child's talents early.
 To emphasize science, technology, and innovation.

Purpose of a Curriculum Framework

 Enhances a school's ability to plan its own curriculum.

 Develops well-rounded citizens with pre-vocational skills and a sense of social justice.
 Sets out what students should know, value, and be able to do at each stage of schooling.
 Provides flexibility for teachers and promotes uniformity across the education system.

Strengths of a Competency-Based Curriculum (CBC)

1. Learner-focused: The curriculum is designed to be relevant to students' needs, allowing

teachers flexibility to meet diverse learning requirements.
2. Focus on Competencies: It prioritizes the application of knowledge over rote
memorization. Core subjects are used as vehicles to develop essential skills like literacy
and numeracy.
3. Local Decision-Making: Teachers have the autonomy to adapt the curriculum to their
students' specific needs, avoiding rigid, prescriptive content.
4. Balanced Assessment: It moves beyond a focus on summative exams, using a range of
assessments to track student development in competencies, literacy, and numeracy.
5. Digitally-Based: The curriculum's design in a digital format allows for continuous
improvement and flexible, paced learning.
6. Collaborative Models: It is co-created with all stakeholders to incorporate local
expertise and supports flexible, exploratory content delivery.
7. Synchronous Development: It encourages an integrated, interdisciplinary approach by
developing programs, assessments, and resources simultaneously.

Differentiated Learning
  Definition: An approach that ensures curriculum content and teaching methods are
appropriate for each learner, allowing teachers to adapt lessons to suit individual needs.
 Application in a Micro-Teaching Lesson:
o Design lessons based on various learning styles.
o Group students by shared interests or abilities for assignments.
o Use formative assessment to continually check and adjust learning.
o Create a safe and supportive classroom environment.
o Continuously assess and adapt content to meet every student's needs.

Importance of Learning Theories

Studying learning theories helps to:

 Understand how people learn, informing better design and delivery of lessons.
 Provide a framework for how knowledge is created and how learning takes place.
 Guide teachers in solving students' psychological and learning challenges.

Piaget's Cognitive Development Theory

 Core Idea: Learning is a progressive reorganization of mental processes that occurs in

four stages as a child matures: sensorimotor (0-2), preoperational (2-7), concrete
operational (7-11), and formal operational (11+). Children cannot understand certain
concepts until they are psychologically ready.
 Relevance:
o It shows that a child’s understanding increases with age.
o It provides the basis for scheduling the school curriculum and determining
appropriate content for different age groups.
o It highlights the importance of environmental experiences and parental
involvement in a child's development.

Other Theories and Differentiated Learning

 Vygotsky's Sociocultural Theory: Supports collaborative learning, where students

interact with teachers and peers. It emphasizes that learning is a highly social activity.
 Gardner's Multiple Intelligence Theory: Provides a foundation for recognizing that
learners have different abilities and talents. This supports varied teaching methods and
assessment modes to cater to all intelligences.
 Instructional Design Theory: Helps teachers identify specific learning outcomes and
appropriate evaluation methods.

Core Competencies in CBC

 Communication & Collaboration: Fosters clear, expressive, and confident learners.

Achieved through activities like group discussions and projects.
 Critical Thinking & Problem Solving: Structures learning around activities that require
logic and evidence. Encourages students to explore different perspectives and find
innovative solutions.
 Citizenship: Creates an environment for learners to understand and practice their rights
and duties. It teaches them to value identity, respect others' rights, and resolve conflicts
peacefully.
  Digital Literacy: Equips learners with the skills to use a wide range of digital devices
and content safely and effectively. This includes using communication networks,
engaging in online social networks, and adhering to ethical digital behavior.
 Creativity & Imagination: Aims to help learners translate new ideas into reality. It
encourages them to think as individuals and to create products that add value to their
lives and community.
 Learning to Learn: Teaches learners to be persistent, manage their own learning, and
build on prior experiences. It encourages self-reflection and the ability to overcome
obstacles.
 Self-Efficacy: Instills in learners a belief in their own capabilities. This is nurtured
through assignments that build confidence and encourage a sense of responsibility and
assurance.

Importance of Pertinent Contemporary Issues (PCIs)

 PCIs help students become informed citizens.

 They help students understand important current events and issues.
 They stimulate students to explore and learn more about the news.

Reasons for Curriculum Change

 To develop learners' individual potential in a holistic way.

 To focus on teaching concrete skills rather than abstract concepts.
 To establish a continuous national assessment system.
 To identify and nurture children's talents from an early age.
 To emphasize science, technology, and innovation.

Purpose of a Curriculum Framework

 Enhances a school's ability to plan its own curriculum.

 Helps develop socially effective and well-rounded children.
 Develops pre-vocational skills and a work ethic.
 Outlines what students should know, value, and be able to do.
 Gives schools and teachers flexibility to meet diverse needs.
 Promotes uniformity across the education system.