HDP Hand Book

Higher Diploma Programme
for
Teacher Educators
HANDBOOK
Ministry of Education
Addis Ababa
Ethiopia
September 2011
Higher Diploma Handbook 2011
Contents Page
Ministry of Education Higher Diploma Programme Team 2

Contents 2
Aim of the Higher Diploma Programme 4
Foreword 4
Abbreviations used in this handbook 5
1. Introduction 6
1.1 The Objectives of the Higher Diploma Programme 6

1.2 Delivery of the Higher Diploma Programme 6
1.3 Sample year plan for the Higher Diploma Programme 7
1.4 Roles and Responsibilities of the Higher Diploma Group members 8
1.5 Assessment in the Higher Diploma Programme 9
1.6 Award of the Higher Diploma for Teacher Educators 9
1.7 Support for the HDP Candidates 9
1.8 Characteristics of the programme 10
1.9 Assessment for Learning 10
1.10 School Placement Module 11
1.11 Organisation Placement Module 11
1.12 Candidates have to complete two research projects 11
1.13 Principles underlying the HDP 11
1.14 Session Observations 11
1.15 Professional Interviews 11
1.16 Action Research 12
1.17 CPD Plan and End of Module Self Assessment 12
Module 1. The Reflective Teacher Educator
2.1 Reflective Practice 13

2.2 Learning as Reflection 14
2.3 Teacher as a Role Model 16
2.4 Role Model Case Studies 17
2.5 Gender and Action 20
2.6 Social Inclusion 24
2.7 Time Management 27
2.8 Session Planning 32
2.9 Setting Objectives 33
2.10 Continuing Professional Development 39
2.11 HDP Candidate’s Self Assessment - Module 1 45
Module 2. Managing Learning
3.1 Understanding learning 48

3.2 Active Learning 54
3.3 Developing active learning 56
3.4 Collaborative group work 63
3.5 Group behaviors 66
3.6 Micro teaching 67

3.7 Use of media in teaching and learning 69

3.8 Encouraging Independent learning 71
3.9 Assessment: monitoring learning and performance 75
3.10 Peer assessment and self assessment 83
3.11 Setting up student self assessment 86
3.12 Assessing Groups 88
3.13 Incorporating Active Learning and Assessment into Sessions 91
3.14 Presentation of peer group assessment 92
3.15 Module 2 Assessment: The Managing Learning Project 94
3.16 HDP Candidate’s Self Assessment - Module 2 101
Module 3. Action Research
4.1 What is Action Research? 104

4.2 Action Research Project 112
4.3 Action Research Peer Presentation 115
4.4 Preparation for Public Presentation 117
4.5 Public Presentation of the Action Research Project 118
4.6 End of Module 3 Assessment 119
4.7 End of Module 3 - Peer Assessment 120
4.8 End of Module 3 - Self Assessment 121
Module 4a. School Placement
5.1 Introduction to the School Placement 126

5.2 School Placement Guidelines and Report 127
5.3 Sharing experience of the School Placement 140
5.4 Sharing experience of the School Placement – Group Presentations 141
5.5 The Successful Practicum 142
5.6 Education Community 143
5.7 The Final Reflection on the School Placement 146
Module 4b. Organisation Placement
6.1 Introduction to the Organisation Placement 147

6.2 Reflection on Organisation Placement 153
6.3 Reflection on Organisation Placement – Group Presentations 154
6.4 Final Reflection on the Organization placement 155
Final assessment and evaluation of the HDP
Portfolio of Evidence Checklist 156

Final Higher Diploma Programme Self Assessment 157
Evaluation of the Higher Diploma Programme 159
Appendix A Guide to Active Learning Methods 160

The Aim:
The aim of the Higher Diploma Programme for teacher

educators is to improve the quality of education in Ethiopia
through a licensing programme that will develop the skills
and professionalism of teacher educators.
Foreword
The Higher Diploma Programme (HDP) was developed as a result of the study into the
quality and effectiveness of teacher education in Ethiopia, (Livingstone et al, 2000),
which identified the needs of teacher educators in Ethiopia. The HDP started in all 21
teacher education institutions in October 2003 (1996 EC), as a new compulsory
qualification for all teacher educators.
The programme continually develops in line with government policies and strategies.
Presently the ESDP IV and the Growth and Transformation Plan 2010/11 – 2014/15
(GTP) have informed the direction. The significant expansion in tertiary education has
resulted in the need for more trained teacher educators, to guarantee the quality and to
achieve the sector goals, and to meet the demand for the HDP.
Those who educate the teachers must themselves be of high quality, be highly
competent and be educated for the specifics of their role to produce better teachers and
to improve the learning of all students in Ethiopia. The programme provides teacher
educators with support for their development as effective and reflective practitioners
with enhanced professional status.

Abbreviations used in this Handbook
ADRC Academic Development Resource Centre
ALS Action learning set
CPD Continuing Professional Development
CTE College of Teacher Education
ELIC English Language Improvement Centre
ESDP IV Education Sector Development Program IV
GDI Gender Development Index
GTP Growth and Transformation Plan
HCP Humanities Curriculum Project
HDL Higher Diploma Leader
HDT Higher Diploma Tutor
HDP Higher Diploma Programme
IFESH International Foundation for Education and Self Help
MoE Ministry of Education
NGO Non governmental organisation
REB Regional Education Bureau
TVET Technical Vocational Education and Training colleges
UNESCO United Nations Education, Science and Cultural Organisation
VSO Voluntary Service Overseas

1. Introduction
1.1 The Objectives of the Higher Diploma Programme
The programme will enable teacher educators to:
 support the implementation of the GTP

 identify their own needs and become a professional, reflective teacher educator
demonstrating high standards of professional ethics
 develop teaching as a skill, based on sound theoretical knowledge and experience
 role model good practice and contribute to institutional and community development
 provide a high quality learning experience for student teachers
 be involved in action research, collaborative learning and team work
 address gender issues and social inclusion
1.2 Delivery of the Higher Diploma Programme
The objectives will be achieved through the delivery of four modules; using student centred
learning and continuous assessment.
Module 1 The Reflective Teacher Educator (30 hours)
Module 2 Managing Learning (60 hours)
Module 3 Action Research (30 hours)
Module 4 School/Organisation Placement (12 hours)
Candidates are expected to complete 60 hours of independent study which can

include additional reading, research and professional conversations

1.3 Sample year plan for the Higher Diploma Programme
This is only a guide and the HDL will need to adjust the programme to suit local needs.
The HDP is based on:- 60 sessions of 2 hours = 120 hours + 12 hours School/Organisation
Placement, i.e. 30 weeks of 2 x 2 hour sessions
Module 1 – Reflective Teacher Educator – 30 hours

Module 2 – Managing Learning – 60 hours
Module 3 – Action Research – 30 hours
Module 4 – School/Organisation placement – 12 hours
Semester 1 Week Module

1 Introduction to HDP
2 Module 1 Reflective Teacher Educator
3 Module 1
4 Module 3 Action Research Action Learning Set
5 Module 1
6 Module 1
7 Module 1
9 Module 2 Managing Learning
10 Module 2
11 Module 2
13 Module 2
14 Module 2
15 Module 2
Semester 2 16 Module 2
18 Module 2
19 Module 2
20 Module 2
22 Module 2
23 Module 2
24 Module 2
26 Module 2
27 Module 2
28 Module 2
30
31
32 2 extra weeks to complete outstanding work e.g.
Action Research Presentations
33
34
Module 4 School/Organisation placement to be organised as appropriate to local conditions

* Module 3 Action Research Action Learning Set regular timetabled session to meet together
1.4 Roles and Responsibilities of the Higher Diploma Group members
The success of the Higher Diploma Programme depends partly on establishing an effective and
mutually supportive group of candidates with the Higher Diploma Leader (HDL) and the Higher
Diploma Tutors (HDTs).
The Higher Diploma Leader is responsible for:

 Leading the programme
 Running two 2 hour timetabled sessions each week
 Organising a weekly meeting with other HDL(s) and HDTs to plan and share work
 Training HDTs for leadership
 Having at least 2 professional interviews with each candidate
 Liaising with CTE/University staff, local schools, REB, MoE, VSO and IFESH as
appropriate to arrange Higher Diploma activities
 Continuous assessment of candidates by a regular check of completed work with
written constructive feedback (recommended every week)
 Providing informal support for candidates outside formal sessions
 Coordinating arrangements for moderation visits
 Attending Higher Diploma workshops organised by MoE and/or moderating
universities
 Liaising with other education initiatives in the institution, i.e. ELIC, ADRC, CPD,
Gender & HIV & AIDS
 Follow up on Higher Diploma Programme graduates to assess the impact of the
programme on teaching and learning and to identify CPD needs
Higher Diploma Tutors will:

 Normally be a candidate for the Higher Diploma at the same time as being a tutor on
the programme
 Assist the HDL plan the twice weekly taught sessions
 Support, and increasingly take a lead in the delivery of the taught sessions
 Facilitate and take a lead in group discussions and feedback
 Observe candidates’ lessons and give constructive feedback
 Assist the HDL to assess candidates’ performance and written work
 Show initiative in planning and undertaking research assignments
 Provide support for candidates, including professional interviews
 Participate in HDP workshops organised by MoE and/or moderating universities
Higher Diploma candidates will:

 Commit themselves fully to the Programme
 Attend all taught sessions on time
 Participate actively in group work
 Complete lesson plans and evaluations, the reflective activities and other activities
during taught sessions
 Cooperate with the HDL and HDTs to ensure the smooth running of the HDP
 Prepare materials ready for the taught sessions as required
 Complete and hand in all the assignments on time
 Complete the module assessment and self assessment at the end of each module

 Complete the portfolio for the final assessment on time.
1.5 Assessment in the Higher Diploma Programme
Assessment for the Higher Diploma is consistent with the aims and objectives of the programme
and is criterion based for learning. It shows what candidates can do and need to develop to
meet their own objectives, identified in their Continuing Professional Development plan, and the
overall objectives of the HDP. Continuous assessment and self assessment are the key
methods used. This provides teacher educators with a model of assessment that will help them
implement successfully the new teaching and learning methods they will acquire.
Teacher educators will either complete the HDP successfully, in which case they will pass; or
they will be referred (should they fail to carry out the roles and responsibilities – see
above) in which case they will have to repeat those sections of the HDP they have not
completed successfully in order to pass. One of the reasons for referral would be if
unexplained or unacceptable attendance were to fall below 80%.
There will be regional moderation across CTE/University of the Portfolios of all candidates to
ensure standardisation and quality assurance.
1.6 Award of the Higher Diploma for Teacher Educators
Successful completion of the HDP will be based on evidence provided in the Portfolio. The
Portfolio will be developed by candidates during the programme, supported by the HDL. The
final Portfolio of Evidence for moderation should include:
 10 reflective activities showing development of reflective thinking and its effect on practice
 8 lesson plans (excluding Projects and the School Placement) showing development of active
learning and assessment techniques
 Records of 4 formal lesson observations of the candidate by the HDL or HDT
 Managing Learning Project
 School/Organisation Placement Report
 Action Research Project
 Continuing Professional Development Plans
 All End of Module Self Assessments and the Final Self Assessment
1.7 Support for the HDP Candidates
The central support for each CTE/University is the moderating university to which each CTE/University
is assigned. Your HDL will request the assistance from the moderator should there be any issue that
cannot be dealt with within the CTE/University. The moderator at this university will be able to answer
any questions regarding the roles and responsibilities of HDP team members in their satellites. Access
to information, individual guidance, and practical help may be obtained through phone or email. In
addition:-
 Workshops are planned for sharing experience and moderation of work

 Moderation and support visits will be carried out throughout the year.
In addition, within each CTE/University support will be provided through:

 The HDP Handbook

 The Higher Diploma group members, who will function as a mutually supportive team
 Continuous self assessment and CPD
 Regular professional interviews between HDLs, HDTs and candidates at least once
each semester
 Regular observation of candidates’ teaching by the HDL or HDT with one to one
feedback at least twice each semester
1.8 Characteristics of the programme
The HDP is standardized across all institutions and has the flexibility to be related to the school
cycle, subject specialism and particular interest of the candidates. It is based on practice, both
in the CTEs, Universities and in schools. The focus is on the learning process and relates
directly to teaching methodology and the requirements of the pre-service programme and the
practicum.
The Higher Diploma candidates work as a group, supported by Higher Diploma Leaders and
Tutors.
The group is responsible for generating ideas, focusing discussions, making mutual teaching
observations, providing peer support and feedback and presenting research findings. Active,
participatory learning is fundamental to the course.
The course can be completed in one academic year. Candidates attend weekly sessions, have
lesson observations and feedback, spend time in a local school or local organisation, complete
an action research (classroom based) project showing that their work for the Diploma has a
significant impact on their own teaching practice. They also have professional meetings with the
Higher Diploma Leader or Tutor.
Reflection on classroom practice and research should lead to continuing and sustainable
improvement in their teaching. Candidates carry out their normal teaching commitments at the
same time as completing the HDP since most of the work is based on their own teaching and
other professional activities. Continuing assessment as well as peer and self-assessment
contribute to completing the portfolio of evidence which is the start of a Continuing Professional
Development (CPD) plan for teacher educators.
1.9 Assessment for Learning

Candidates are expected to use continuous/formative assessment in their teaching, giving
frequent feedback to students enabling them to set further targets to improve learning. This
enables teachers to:
 design and use assessment as a tool for learning and progression
 assesses work in a fair and equitable manner
 enables learner to take ownership of and involvement in the assessment process
 enables monitoring of the learning process
 uses feedback as a tool for progression
 adheres to working within the systems and quality requirements of the institution
An outcome of self assessment is professional development. Just as we need to produce a plan

to improve professional performance so we need to promote professional development as a
continuous and life-long process.

Continuous Assessment and assessment for learning is a key feature of the Higher Diploma
as it is a vital part of teaching and learning.
1.10 School Placement Module

Teacher educators on the Higher Diploma Programme are required to spend one week or the
equivalent in a first cycle, second cycle, or secondary school according to the level for which the
teacher is preparing students. The objectives for this placement are to investigate and reflect on
the organisation and management of a local school and to understand the challenges that
teachers face. As part of the placement HDP candidates teach and evaluate two lessons. To
help with CPD, school teachers are encouraged to observe the candidates lessons and share in
the evaluation.
1.11 Organisation Placement Module

Candidates on this module are required to spend one week in a local organisation which relates
to their subject knowledge and experience. The objectives for this placement are to carry out a
training needs analysis; to organise, deliver and evaluate a training and development workshop
to meet the needs of the employees in the organisation. Candidates are encouraged to develop
a link between their university and the organisation.
1.12 Candidates have to complete two research projects:
 Managing Learning Project (6 sessions showing a variety of tasks to enhance

understanding )
 Action Research Project (classroom research) action taken to solve a problem they
encounter in their own teaching
The work is based on their own teaching and reflection on their classroom practice.
1.13 Principles underlying the HDP
 The development of Reflective Practitioners is a priority of the HDP.

 Being professional
 Reflective teaching implies concern with the aims, objectives and outcomes along with
technical efficiency
 It is a cyclical process through which teachers monitor, evaluate and revise their
practice.
 It requires open-mindedness and accountability
 It requires competence in methods of evidence-based classroom enquiry to develop and
support higher standards of teaching
 It encourages collaboration and dialogue
1.14 Session Observations
All candidates are observed formally on at least four occasions with written feedback and
discussion. Additional short informal observations for specific purposes may also be arranged.
The programme is flexible enough to allow team teaching, micro teaching and peer observation.
1.15 Professional Interviews
There will be a minimum of two professional interviews with each candidate during the course.

1.16 Action Research

Action Research is concerned with changing practice in the classroom. It helps the reflective
teacher-educator to deal with real challenges found in their own classrooms and therefore
controls the development of their own teaching practise. It provides professional challenge at all
levels and has had a real impact on learning and teaching in CTE/Universities. Some excellent
Action Research Projects have explored, suggested and implemented solutions to problems
within their institutions leading to more effective teaching and learning
1.17 CPD Plan and End of Module Self Assessment
The HDP is the beginning of continuing professional development (CPD) plan for teacher
educators. All candidates write their own CPD plan to be developed as they continue their
career. Professional Development also offers personal fulfilment both from processes of enquiry,
training and study and from the pleasures of accomplishment. This is particularly true if it is
undertaken with like-minded colleagues who give mutual support, encouragement and
challenge. The result is higher levels of understanding, deeper insights, with additional skills and
knowledge.
________________________________
Reflective activity:
Spend a few minutes thinking about the introductory session today.
1. What have you learnt about the Higher Diploma Programme?
2. What are YOUR expectations from the HDP?
3. What is expected of YOU as a candidate for the HDP?

THE REFLECTIVE TEACHER EDUCATO

2. The Reflective Teacher Educator
2.1 Reflective Practice

THE REFLECTIVE TEACHER EDUCATOR
Candidates will be able to:
 identify their skills, knowledge and personal qualities

 identify their own strengths and weaknesses
 start to plan action to address their needs
 evaluate their ability to be reflective
Activity: Being a Good Teacher Educator
What skills, knowledge and personal qualities does a good teacher educator need?
Skills Knowledge Personal Qualities
Which areas do you want to improve and why?
Outline how you plan to do this and when.

2.2 Learning as Reflection
Reflection as an aspect of learning enhances professional and personal development and helps
teacher educators and all teachers to be more effective.
Teaching is a complex activity, requiring professional decisions in situations where there are no
‘right’ answers. At one extreme, there are teachers who only follow set routines, based on
tradition, habit, institutional norms and expectations. They tend to be rigid and unresponsive,
although they may be reasonably effective in covering the syllabus and preparing students for
examinations. Dewey (1933) referred to such action as ‘routine action’ as distinct from ‘reflective
action’ when reflective teachers engage in continuous evaluation of what they do; this enables
them to be flexible, analytical, and socially aware.
In the HDP you are experiencing yourself as a learner and through reflection on your own
practice you will be encouraged to guard against being ‘stuck’ in your traditional ways of doing
things.
Fill in the questionnaire below. Tick the column which is most appropriate
Statement Almost Some Almost

Always times never
I have clear objectives for my lessons and check with my students to see if
objectives have been achieved
I review my session plans and teaching methods regularly
I enjoy keeping up to date with my subject knowledge and using new information
in my lessons
I collect my students’ marks regularly and use these to help me plan my
teaching
I am interested in my students’ opinions encourage them to debate their ideas
I watch my students carefully when they are working on their own
I listen to my students when they are talking in groups
I am responsible for what happens in my classroom
I read pedagogy books and try to apply educational theory to my sessions
I like putting new ideas into action and evaluating their impact
I talk to colleagues about my sessions, discuss new ideas and contribute to new
policies
I am partly responsible for my students success and failure
Why are you being asked these questions?

It should be apparent that the more ticks you have in the first column, the more reflective you
are.
You may want to add some more information to the Reflective Activity in this session when
you have completed this activity.

We want to encourage teachers, as reflective practitioners, to think about what they do

well, reflect on what they can share with colleagues as well as identifying their own
learning needs
Pollard et al (2008, pp14/15) identify ‘seven key characteristics of reflective practice’:
1. Reflective teaching implies an active concern with aim and consequences, as well as means
and technical efficiency.
2. Reflective teaching is applied in a cyclical or a spiralling process, in which teachers monitor,
evaluate and revise their own practice continuously.
3. Reflective teaching requires competence in methods of evidence based classroom enquiry, to
support the progressive development of higher standards of teaching.
4. Reflective teaching requires attitudes of open mindedness, responsibility and
wholeheartedness.
5. Reflective teaching is based on teacher judgement, informed by evidence-based enquiry and
insights from other research.
6. Reflective teaching, professional learning and personal fulfilment are enhanced through
collaboration and dialogue with colleagues.
7. Reflective teaching enables teachers to creatively mediate externally developed frameworks for
teaching and learning.
How are you going to become more reflective in your practice?
2.3 Teacher as a Role Model
Objectives
 demonstrate that they understand the concept of role modelling

 state ways in which the teacher educator can improve the performance of students
through effective role modelling
Complete the following chart individually on a significant role model of your choice, e.g. grade 3
maths teacher
My significant role model _______________________________________________________
Characteristics Behaviour
Now consider the characteristics and behaviour which influences his or her students.
Characteristics Behaviour
2.4 Role Model Case Studies 1

The following are case studies of teacher educators: identify the positive and negative
characteristics of the teacher, and the behaviours related to that characteristic.
Make recommendations for action (maximum 3).

Case Study 1
Fekadu is liked by his students; he is always friendly and cheerful, and often arrives late to his classes and
cracks a joke about his lateness. He is an entertaining teacher of English and makes his students laugh. He
is helpful and encourages them with their work, and often uses his own experiences as teaching material for
the lessons. He promises to help them improve, and they often hand him drafts of work they are doing. He
reads their work and makes helpful comments, but they rarely get it back in time to make improvements
before the final deadline. He is a good sportsman, and organises football games for the male students and
boys in the local village.
Case Study 2
Fantu prides herself on her Masters degree in Educational Psychology from Addis Ababa University. She has
excellent knowledge of the psychology of child development and delivers well structured lectures, using
many technical terms, in good English. She is impatient when her students ask very basic questions, and
does not waste her time going back over things she thinks they should already know and understand. She
compares them unfavourably with the students she studied with, and is often highly critical of the comments
they make when she occasionally asks a question or provides an opportunity for discussion. She is very
strict with her marking and disappointed when students do not live up to her expectations. She runs an
English speaking club one evening a week, where she enjoys conversing with students and helping them to
improve their English.
Case Study 3
Tesfaye is regarded as a competent teacher of Mathematics; he is well dressed, arrives on time and his
lessons are well planned and logical, although rather repetitive. He expects students to work hard. There is
little opportunity for students to be involved and demonstrate what they can do or what they understand. He
marks students’ work methodically and records their scores out of a set number and gives this mark back to
the students. He rarely makes any comments on their work, either orally or in writing. He seems to favour the
girls in the class, and is often seen in the town with some of the girls in the evenings.
Case Study 4
Aster is a new teacher and is trying hard to establish herself as a member of the teaching staff. Most
students like her, as she shows interest in them as individuals, is trying to learn their names and is very
patient when she explains a new concept in Biology. Her subject knowledge is good, but there is a group of
male students who continually ask difficult (and often irrelevant) questions and disrupt the flow of her
lessons. She is always neatly dressed and well organised. She always tries to get to class before her
students so she can greet them and set out her work and materials so the lesson can proceed smoothly.
When she sets work, she expects it in within a week and promises to return it the following week. Some of
the boys in the class have handed in no work this semester; those who have handed it in are pleased with
the comments they have been given which have helped them improve.
She has set up a support group for female students that meet once a week, but at the moment this has no
clear focus.

Comments on case study
Case Study (insert number)

Positive characteristics Negative characteristics
Recommendations
1
My personal characteristics
Positive characteristics Behaviours
1 e.g. Punctuality 1 Being on time for lessons

2 Marking work on time
Negative characteristics Behaviours

What is your best characteristic as a teacher educator?
Which role model characteristic do you most want to develop?
Write 3 things you can do to develop this characteristic
2.5 Gender and Action

Integrating gender issues across all levels of education system is one of the
means of addressing educational equity. Accordingly the global goal for gender
equality under ESDP IV will be to promote equal access and success in education
and training for women and girls (ESDP IV, p.73)
 demonstrate a greater awareness of issues related to gender equality in

Ethiopia
 plan a course of action to promote gender equality in your institutions and the
wider community
Gender Quiz
1. Percentage of girls now attending primary school up to grade 8

in Ethiopia compared to boys
2. Percentage of Ethiopian women who say they have experienced
domestic violence
3. Is there a positive correlation between increasing equity in teaching and
teacher effectiveness?
4. Percentage of Ethiopian girls under 14 engaged in child labour (selling
food, cleaning etc.)
5. Percentage of Ethiopian pregnant women who do not have a nurse,
doctor or midwife attend the birth
6. The GDI (Gender Development Index) assesses the extent to which a
country has reached success in the areas of literacy, life expectancy and
income. What is the ranking of Ethiopia on the GDI?
7. The GGI (Gender Gap Index) measures the relative equality between
men and women in access to resources, regardless of the overall level
of development. Where does Ethiopia stand on the GGI?
8. Percentage of the national athletic team members are women
9. In Ethiopia the UN population fund supports a programme called

“Berhane Hewan” which advocates keeping girls in school and putting
an end to child marriage. To encourage the families to let the girls
complete school, what is given to each family at graduation?
10. The number of women who have completed the HDP compared to men
in your institution
Topics for discussion:
Definitions of gender, sex, gender mainstreaming, sex discrimination, gender equality, gender
equity, gender profile of your institution, gender projects in your institution/community

Yes/No Survey
Task:
 Think of a question about gender that can be answered with YES or NO
(examples do you think some occupations are not suited to one sex? Or can a single
father be a good a parent as a single mother?)
 Write your question in the box below.
 Then stand up, ask 10 people your question and tally their answers below
 Complete the open ended statements at the bottom
My gender question
YES NO
I asked this question because…
From my survey I learned…
Gender Case Studies
Consider the questions below in relation to the case studies on the next page:
1. What are the issues?

2. What strategies might your CTE/University develop?
3. What positive outcomes could there be?
Case Study 1

Ethiopia uses positive action in favour of female students entering tertiary education. At one
college, male College Grade Point Average (CGPA) is 3.4 – 4.0; females are accepted with a
CGPA of 3.2. Once at college, all students follow exactly the same course and are assessed in
the same way by written examination. In 2001 – 2002, there were 40 female students out of 328
in the Natural Science Faculty. At the end of the academic year, of the 37 students who were
dismissed from the faculty, 11 were female. The following year, the faculty adopted a policy of
admitting 50% of female students.
Case Study 2
One Ethiopian university set up a Gender Committee to support female students, particularly in
their first year. The scheme focused particularly on females in maths and physics. Some of the
male students feel discriminated against, and respond negatively to the females. There are no
female teachers in the Maths, Science or Technology Faculties. A similar situation exists in the
local college. The local high schools are keen to encourage girls to continue to study maths and
science subjects.
Case Study 3
There are only 8 female students in one section of the college. In class, teacher educators ask
questions of male and female students in turn. When this section is divided into groups for
discussion, one female student is put into each group.
Case Study 4
At the end of the academic year, one of your very best students – a young woman – comes to
see you. She is very distressed, as she has discovered that she is to be posted to a 2nd cycle
school in a remote rural area, several hundred kilometres from her home. Although she has
always wanted to be a teacher, and achieved top marks for her practicum, she has decided that
she cannot go to the school to which she has been assigned, and will instead try to find some
unskilled work in the local area.
Case Study 5
A small group of female students come to you to complain about the behaviour of one of your
colleagues. They say that he is promising to give them better grades if they will meet with him in
town after college. They say that they know a female student who dropped out of college last
year because of the behaviour of one of the male teacher educators and another good student
who was failed in one examination and had to leave. They think she failed the examination
because she would not agree to a relationship with a male teacher educator.
Page 48 ACTIVE LEARNING PROJECT MODULE 2
Reflective activity: Complete this table at the end of the session

How can you promote gender equality in your institution/community?
Issue Action
In your groups?
Through your general behaviour?
Within the institution?
Any other
2.6 Social Inclusion

The Ministry has designed a strategy for Special Needs Education, the final goal of which
is to ensure access and quality education for marginalized children and students with
special educational needs. (ESDP IV, p.77)
Objectives:
Candidates will:
 Recognise that an education system should be inclusive
 Agree definitions for terminology
 Accept that students have different learning needs
 Identify the barriers to learning that students encounter
 Devise strategies to support learning
Activity:
Define the following terms:
Inclusive Education
Social /environmental disadvantage
Physical/ psychological disadvantage
Special needs education
Is access to education only for the advantaged?
Group Activity:
Read the following scenarios identify possible barriers to learning and suggest possible
strategies for support by the institution or teacher
Haile suffered from measles very badly as a small child, which has left him with both hearing
and visual impairment. He has had special help through elementary and high school which has
enabled him to cope with his disabilities. He cannot read printed materials easily but he can
write and read Braille.
Fantaye is an orphan and has two small children of her own. She has worked extremely hard to
complete her education, supporting herself by growing and selling vegetables.
Getachew has just been diagnosed as HIV positive. He is a friendly, outgoing young man who
seems to be coping well.
Aster has been on crutches following an accident when she was a small child. She has limited
mobility from the waist down and relies on her mother for support. In school, she had supportive
friends who looked after her
.

Firew has epilepsy. When he reached adolescence, he began to have seizures more frequently.
His doctor hopes that he will be better as he becomes more mature and that new medication will
help him.
Timkat finishes the work before everybody in the class. Her work is always excellent. She says
she is bored with the work because it is too easy.
Tsega has language difficulties. She copes very well in her local language and was given
language support by a family friend to help her achieve good results in her grade 10 exam. Her
Amharic and her English are very limited.
Cassie becomes angry very easily and he loses his temper and hits other students in the class
when he finds the work difficult His new Maths teacher realises that he can only count up to 10
Metkes was involved in a car accident and is now in a wheelchair. She is good in all her
subjects
Tamiru is in Grade7. He is good at Mathematics, but he can hardly read the simplest material.
Page 54 ACTIVE LEARNING PROJECT MODULE 2
Beletu finds it difficult to read the board when she is near the back of the class. Her work in all
subjects is above average for the group.
Solomon works at the same speed as everybody in the group and his written work is good. He
never talks to anybody else in the group – he is always on his own.

Reflective activity: Complete this table at the end of the session
How can you promote social inclusion in your institution?
Issue Action
In your groups?
Through your general behaviour?
Within the institution?
Any other

2.7 Time Management
Objectives:
 define time management

 to identify their own way of managing time
 to prioritise demands and commitments
 complete an effective time management diary
Read the following extract

From Stephen Covey (1999) “The seven habits of highly effective people” Simon & Schuster
First Things First
 everyone has the same 24 hours a day to live in – some manage that time well, some do
not!
 to live a more balanced life, you have to accept that you cannot do everything…nor is
doing everything good
 we need to learn to say no to things that are not important or not a priority
 we need to put our life into order, and realise what is important and what isn’t…first
things first!
 highly effective people do not really manage time – they manage themselves
Stephen Covey identifies four ways in which we tend to spend our time. It can be broken into
four types which are summarised in the matrix on the following page

The Time Management Matrix

Urgent Not Urgent
Important A B
Activities Activities
 crises  forward planning
 pressing problems  prevention of problems
 meeting deadlines  relationship building
 recognising new opportunities
 recreation
Not C D
Important Activities Activities
 interruptions, some phone  ‘busy’ non-productive work
calls  mail
 some mail, some reports  phone calls
 some meetings  time wasters
 pressing matters, popular  pleasant activities
activities
Notes:
“urgent” means the activity needs immediate attention – “now!”

“not urgent” means the activity can wait
Having read the extract from Covey (1999)
Think about:
o How the Time Management matrix relates to your experience as a teacher?
o How much time you spend on planning and preparation for your teaching?
o Symptoms of poor time management
o Benefits of good time management
Page 29 THE REFLECTIVE

Activity:
Time management questionnaire
Individually circle your response 1 – 6 for each of the following statements (do this as quickly as you can)
Questions Strongly Disagree Slightly Slightly Agree Strongly
Disagree Disagree Agree Agree
1. I spend much of my time on

important activities that demand my 1 2 3 4 5 6
immediate attention, such as
crises, pressing problems, and
meeting deadlines
2. I feel I am always “trouble-
shooting” and working in crisis 1 2 3 4 5 6
mode. I am always being called to
help with important problems.
3. I feel as if I waste a lot of time. 1 2 3 4 5 6
activities that have little relevance
to my top priorities but demand my 1 2 3 4 5 6
immediate attention (e.g.
interruptions, unimportant
meetings, non-critical phone calls)
activities that are important but not 1 2 3 4 5 6
urgent, such as planning,
preparation, prevention and
relationship building
‘busy’ but non-productive work, 1 2 3 4 5 6
watching TV, games, looking on the
internet etc.
7.I feel I am on top of things
because of careful preparation, 1 2 3 4 5 6
planning and prevention.
8. I feel I am constantly addressing
issues that are important to others 1 2 3 4 5 6
but not to me.
Scoring: enter the number for each question in the box below. Total each box. This will tell you how you
are spending most of your time. Refer to the next page for a description of each ‘type’ A – D.
A B
Question 1 = _____ Question 5 = _____
Question 2 = _____ Question 7 = _____
Total A Total B
C D
Question 4 = ______ Question 3 = _____
Question 8 = ______ Question 6 = _____
Total C Total D
Dominant ‘type’_________________________
Are you managing your time or is time managing you?

If you are an A, C, D how can you move to be a B? If you are a B how can you support your
colleagues in becoming a B?
Characteristics of the ‘types’
Type A Results of spending too much time on A

 everything is both urgent and important;  exhaustion
everything seems to need immediate attention  stress
 these activities are called ‘crises’ or ‘problems’  crisis management
 you are constantly trying to solve problems  always reacting
 work problems ‘take over’ your life
Type B Results of spending time on B
 is the heart of effective personal management  vision and balance
 it deals with things that are not urgent, but are  good perspective
important  discipline and planning
 it deals with things like building relationships,  control over one’s life and time
writing plans, making goals and planning how to  very few crises
achieve them, long-range planning, avoiding  having time to organise priorities and
problems activities for maximum benefit
 creating opportunities
Type C Results of spending too much time on C
 many people think they are type A, but are  short term focus
really operating as C  crisis management
 they spend most of their time reacting to things  always trying to please other people
that are urgent, assuming they are also  sees goals and plans as worthless
important, but they are not as important as they  feels out of control and overworked
think!  have problems with relationships
 urgency is usually is based on the priorities and
expectations of others
 these people may be led by others
expectations, and not take responsibility
themselves
Type D Results of spending too much time on D
 many type D people are trying to escape  avoidance of any responsibility
realities  dependent on others or the institution
 time is usually spent on ‘escapist’ activities, and
can use these to avoid responsibility
Key Activities you can do on a weekly basis to help you be a more effective time
manager:
Identify your roles

 identify the key roles in your life – recognise all the jobs you have as a human being:
father / mother, spouse, profession, friend, member of organisations
 identify the ways you spend your time and give them importance
Activity: Individually make a mind map of your roles and responsibilities and number them in
order of importance to you. Share your mind map with a partner
Select your priorities for the week

 think of two or three important things you want to achieve on a weekly basis; identify
goals that are realistic and achievable
 these should be short term that reflect your longer term goals
Schedule all your commitments

 look at your week ahead with your goals in mind and schedule time to achieve them
 organise your week to accomplish your goals and ambitions in every area of your life
 don’t be afraid to schedule in private time, or time to spend with your family… this is part
of achieving your goals
 and recognising what is important
Recognise where you have flexibility

 weekly organising makes daily adapting possible; take a few minutes each morning to
review your schedule
 if there are changes there should be space in your day to reorganise and still meet your
goals.
List 3 important things you have learnt about managing your time
Plan how to put these into practice over the coming week.
2.8 Session Planning

Session planning is essential if the learning experience is going to be meaningful for the
learners.
Points to remember:
 Know your group – social composition and individual learning needs
 Set clear aims for each session, that is what the teacher intends to do in the session
and the aims should be made clear to the learners
 Set clear learning objectives, that is at the end of this session the learners will be able
to…. Learning objectives should be related to what has been covered already and what
will be covered in the future. The learning objectives should be differentiated, an
example of this is ‘must be able to …’, ‘should be able to…’, ’could be able to…’. The
learning objectives should be made clear to the learners
 Learning strategies and methods should be appropriate for the topic and the learning
group. Points to consider are: (i) what new knowledge needs to be given and how; (ii)
do you need to consolidate knowledge and skills before new activities will be successful;
(iii) the prior knowledge and experience of the learners; (iv) activities which encourage
the learners to find out for themselves;(v) the accommodation of different learning styles;
(vi) the development of the use of language and the development of independent
learning
 Assessment methods should be clearly identified and appropriate
 Resources should be appropriate for delivering the session successfully
 An unplanned lesson is not conducive to a successful learning experience for

either the learner or the teacher. Teaching is more than “talking from the book”.
 Trainee teachers cannot be expected to use session plans unless teacher

educators are role models of best practice and use them in their own teaching
2.9 Setting Objectives

Objectives:
 Write SMART objectives

 Write a session plan including details of learning activities and assessment
Are the objectives SMART?
Specific Measurable Achievable Relevant Time limited
Objectives Is it smart?
By the end of the session students will know about flowers.
By the end of the session students will be able to solve quadratic equations.
By the end of the session students will understand climate.
By the end of the session students will write a descriptive paragraph to begin
a story.
Students will know about the Battle of Adwa.
By the end of the session students will have completed a lesson plan.
By the end of the session students will explain the rules of volley ball.
By the end of the session students will be able to identify given rock samples.
By the end of the session students will classify materials and justify their
classification.
Students will appreciate the individual differences between students.
By the end of the session students will know different geometrical shapes.
By the end of the session students will understand electrical charges.

Guidance for writing session plans
Subject: ______________________________ Date of session: _________________
Students: Male _____ Female _____ Total: _____ Level of group/year __________
Title of session: _____________________________________________________________
Specific learning objectives:
By the end of the session the students will be able to………….
Ensure your objectives are SMART – Specific, Measurable, Achievable, Relevant, Time limited
Time Teacher activity Time Student Time Assessment activity

activity
Indicate Include details of Indicate Include Indicate how Identify the methods you
how what you will be how much details of much time is have chosen to assess the
much doing; introducing time is the spent on each knowledge, skills and
time is the session; giving spent on activities assessment understanding of the
spent on instructions, each the activity by the students. Most of the
each intervening to activity by students students assessment you will do
activity facilitate students’ the will do and throughout the lesson will
by you learning; students the be to help you to improve
summarising key expected your teaching and facilitate
points outcome of the students’ learning. You
the task will be able to identify
Include the key misconceptions and
questions you will intervene immediately. It is
ask the students worth recording students
in order to check who make significant
understanding and progress or who have
to challenge them significant difficulties. When
further assessing it is important to
consider what you will do
with the information, i.e.
how you will use it to
support the students. The
methods may include
listening to pair/group
discussion, observation of
an activity , students’
written work, problem
solving, presentation, quiz,
display, marking written
work, etc.
Resources: include the materials that you will use in your session. Remember to include any different,
additional or altered resources for students with special needs.
Learner support: how do you support all learners? How do you support those who have difficulty
understanding the work? How do you support those students who complete the work quickly?
Evaluation Focus: this could be any aspect of the session but should be decided before the session; e.g.
assessment, classroom management, active learning methods, etc.
Guidance for writing session evaluations

Two successful things about the session and why they were successful
Choose one of the objectives. Are activities clear, do they show progress, is good use made of
active learning methods; were your students on task?
One suggestion for improvement
Think about an aspect of the session that did not go so well. Write down how you could
improve this next time. (Take note: address these suggestions for improvement in your future
session planning)
Reflections on the session:
Think about:
 Whether the objectives were achieved
 What evidence you have for objectives being achieved
 The balance between teacher activity and student activity
 Which activity was most successful and why
 The timing/pace of the session
 Student response to the session
 Whether the needs of all the students were met and whether special needs were catered
for
Reflections on assessment:
 Were your assessment methods effective?

 How will you use the results of the assessment in the next session?
 What work was set for the students to do?
 Are you aware of who made progress beyond expectation or need extra support?
 Does anything need to be recorded?

Session plan
Title of session: _____________________________________________________________
Time Teacher activity Time Student activity Time Assessment activity
Resources:
Learner support:
Evaluation Focus:
Choose one of the objectives. Are activities clear, do they show progress, is good use made of
Reflections on assessment:
Session observation form
Observer: Teacher:
Subject: Date:
Title of session:
Focus of observation:
Planning includes: clear appropriate objectives, appropriate time allocated in plan, appropriate
balance of student activity and teacher activity
Teacher activity includes objectives communicated to the students, student centred teaching
implemented, high level of subject knowledge delivered at an appropriate level for students,
positive interactions with students, lesson well paced, a range of relevant examples used
Student activity includes activities well focused on objectives, students understand what is
expected, activities well organised and varied, evidence of active learning, a positive challenge,
active participation
Assessment includes opportunities for assessment clearly identified and used, clearly related
to objectives, evidence of continuous assessment for formative purposes, students aware of
assessment for the course
2.10 Continuing Professional Development
Objectives:
 write their Professional Profile (CV)

 identify how a CPD plan can address individual needs
 reflect on their own progress through the HDP
 write their own CPD Plan
Continuing Professional Development (CPD) is the process of planned continuing development
of individuals throughout their careers (Mullins, 2010)
Or more simply:
“Anything that makes me a better professional”
The reasoning behind the principles that underlie continuing professional development is that
excellence results not simply from what people do but also how they do it. The CPD Framework
for Higher Education (Ministry of Education, 2010) sets out the following principles:
- Managing self and personal skills – willing and able to assess and apply own skills,
abilities and experience. Being aware of own behaviour and how it impacts on others.
- Delivering excellent service – providing the best quality service. Building genuine and open
long-term relationships in order to improve standards.
- Finding innovative solutions – taking an holistic view and working enthusiastically with
creativity to analyse problems and develop innovative, workable solutions. Identifying
opportunities for innovation.
- Embracing change – adjusting to unfamiliar situations, demands and changing roles. Seeing
change as an opportunity and being receptive to new ideas.
- Using resources – making effective use of available resources including people, information,
networks and budgets.
- Providing direction – seeing the work you do in the context of the bigger picture and taking
a long-term view. Communicating vision clearly to inspire and motivate others.
- Developing self and others – showing commitment to own development and supporting and
encouraging others to develop their knowledge, skills and behaviours to enable them to reach
their full potential for the wider benefit of the institution.
- Working with people – working cooperatively with others in order to achieve objectives.
Demonstrating a commitment to diversity and applying a wide range of interpersonal skills.
- Achieving results – planning and organising workloads to ensure that deadlines are met
within resource constraints. Consistently meeting objectives and success criteria.
Professional Profile (CV)
.
Name ___________________________________ Date of birth ________________________

Institution Current Post Date of appointment
Educational qualifications (after grade 12)

Qualification Institution Date awarded
Teaching experience
Institution Subjects taught & responsibilities Dates
Additional professional experience
Any other relevant experience Dates
Other interests and activities

Preparing a CPD Plan: Case studies
Case Study 1
Session Observation: Pedagogy

Diploma, 45 students, 21 of whom are female
The teacher educator is a young man. He has a psychology degree. This is his first year
teaching at the CTE. He is finding the change from high school teaching challenging, but feels
he is beginning to teach well.
When you go in to observe the lesson, he welcomes you and directs you to a seat at the back of
the room. He continues to talk to the students about a task he wants them to do. He reminds
them of a previous lesson about Bloom’s Taxonomy and asks them to write learning objectives
for ‘knowledge and understanding in the cognitive domain’. He tells the students to get into
groups. The students are sitting on seats attached to desks, but they manage to arrange
themselves into groups of about six by alternate rows turning round to work with the people
behind. This happens with a minimum of fuss and the students begin discussing. There is an
animated ‘buzz’ in the room which subsides after about five minutes and then gradually returns.
The students in all groups are able to take turns in speaking and they seldom interrupt each
other. Females take an equal and active part in the groups’ discussions. The discussions are
animated, thoughtful and students seem well motivated. While the students are engaged in
discussion the teacher educator moves around the room. He listens to what the groups are
saying, encourages, answers questions, clarifies points, and joins in discussions.
There was a good working atmosphere in the room, the teacher and students had a relaxed and
friendly relationship, and the students showed respect and promptly did as they were asked.
After about half an hour of discussion the noise level rose and the group discussion stopped.
The students were talking in smaller groups and were no longer on task, having finished what
they were asked to do. The teacher educator continued to move among the groups and brought
individual groups back on task, checking what they had done, reminding them of things they had
forgotten, and asking questions.
The class was called to attention and groups were asked to report back. The students quickly
faced the front and were attentive. As the first group began the lesson ended and the class was
dismissed
Skills to be developed Specific objectives Review of objectives
Managing group work 1. Organise effective working

groups, with roles assigned to group
members
2. Give students a given time in
which to complete a task
Case Study 2
Session Observation: Chemistry

Diploma, 43 Second Year students, 14 of whom are female
The teacher educator is a large, imposing man with considerable presence. He has been
teaching at the CTE for 10 years. He has an MSc in Chemistry for which he studied in Europe.
His subject knowledge is excellent.
When you go in to observe the session, he acknowledges your presence and indicates where
you can sit, with no break in his lecture. The students all have some typed sheets, stapled
together and many of them are making notes on these sheets as the teacher educator is
speaking. He talks as he writes formulae on the blackboard. His voice is loud enough for the
students to be able to hear him and he writes high enough on the board for all the students to
be able to see. He pauses occasionally to look at his own typed copy of the sheets the students
have and sometimes tells them to follow as he reads out a sentence to them. At no time does
he have any eye-contact with individual students. As he talks, he looks over their heads. He
asks two questions, but does not wait for an answer; a few students murmur a response. At the
end of the session he asks whether anyone has any questions. The students look at their
sheets and avoid eye-contact with him. No-one asks a question.
The students all appear to be listening throughout and many of them write many notes as he
speaks, or copy formulae from the board. This is an organic chemistry session and he cites
examples where the chemical effects he is describing are used.
Student centred teaching 1. Prepare open ended

questions before the session
2. Direct questions at
individual students
Case Study 3
Lesson observation: Biology

Degree: 30 third year students; 24 male and 6 female
The teacher is an enthusiastic young woman with a Masters degree in Genetics. Her
students are arranged at random in the classroom, where there is adequate space
and light, and an LCD projector. She has excellent subject knowledge and has
planned a very well structured session on the crossing over of chromosomes. She
starts by reminding the students of the work they covered in the previous session.
Students are attentive and ready to work.
Most students write notes as she is speaking, using the key points that she has
written on the blackboard as a guide.
She uses a power point presentation. These are projected onto the wall so they are
quite difficult to see. From the back of the room it is difficult to make out the number
of chromosomes and the number of cross over points. Students try to copy the
diagrams into their notebooks. Her explanations are generally clear, and she pauses
occasionally to ask a question. The questions are usually answered by the same
young man in the front row. She asks for student opinion about the significance of
crossing over; several students are able to contribute.
She finishes with a question for them to think about before the next session about
why Gregor Mendel did not come across linkage.
Involve students in their 1. Plan what students will do

learning rather than what the teacher
will do
2. Plan a series of questions
for students to discuss
Continuing Professional Development Plan (Example)
What I would Specific What I will do By when Review of

like to develop objectives (Date) objectives (How?
By whom?)
Develop my IT Making graphs Find a book or find a 13 July Use in reports and
skills and tables colleague who can records
teach me
Your Continuing Professional Development Plan
What I would Specific What I will do By when Review of

like to develop objectives (Date) objectives (How?
By whom?)
All CPD activities should be recorded in your Professional Development Journal, see
CPD Framework for Higher Education (Ministry of Education, 2010)
2.11 HDP Candidate’s Self Assessment - Module 1
Objectives:

 reflect on and evaluate Module 1
 Use reflection to complete the self assessment for the module
Area Focusing Developing Establishing Enhancing

(poor) (fair) (good) (excellent)
Reflective Beginning to Developing Reflective Detailed well
Activity identify skills in critical activities identify developed
strengths and self evaluation, strengths and reflections clearly
areas for open to new areas for identifying
development ideas, development; strengths and
beginning to evidence of areas for
apply concepts planning development;
and skills action planning
for improvement,
progress evident
through self
monitoring
Teacher as a Beginning to be Developing Clear evidence of Excellent role
Role Model aware of the awareness as becoming a model;
and awareness responsibility of role model and professional documenting
of gender and being a role starting to teacher and awareness of
social model for demonstrate demonstrating a gender and social
inclusion trainee teachers professional positive attitude inclusion in all
behaviour in towards gender teaching;
areas of and social professional
teaching inclusion throughout
Contributions Initially found Takes a Willingly takes on Shows clear
to group work group work reasonable work within the ability to help the
challenging, share of group group, group get on with
perhaps with a tasks, usually occasionally the task and to
tendency to when asked to helping to involve group
dominate or do so; listens organise; is an members;
withdraw; to others and active listener encourages
beginning to makes and contributes others to speak
develop an contributions to readily to and makes them
awareness of discussions discussion; feel involved;
the needs of enables the good facilitation
group members group to move skills; gets on
forward with tasks reliably
Attendance Attended less Attended 80% Attended 90% of Attended every
and than 80% of of sessions sessions with session; always
punctuality sessions; with absence absence for punctual for
lateness and for unavoidable unavoidable sessions and with
incomplete work reasons reasons (with work
inadequately accepted by agreement of
explained HDL; usually HDL); punctual;
punctual any work submitted
lateness on time
explained
Select two areas (e.g. reflective activity, teacher as role model) and identify specific
targets for improvement in the next module:
Candidate’s Module 1 Self Assessment
What have you found most useful in this Module?
Write a reflective comment on your overall performance and achievements in this Module
Would you say that for your overall performance in this Module you should receive a
PASS or REFER
Signature of candidate: _____________________ Date: __________________________
Higher Diploma Leader’s Module Assessment
General comments on Candidate’s performance in Module. 1:
Please comment specifically on areas where you disagree with the self assessment. Please
comment on what the candidate should do in the next Module to improve.
The overall performance of the candidate in this Module:

PASS or REFER .
Signature of HDL: _______________________________ Date:_____________________

References:
Covey, S (1999) The Seven Habits of Highly Effective People,(Simon and

Schuster)
Liverpool City Council Supporting Positive Transfer,Transition and Inclusion A
Handbook For Teachers Working With Children Who Have Additional Needs
Ministry of Education (2010) Education Sector Development Program IV
Dewey, J (1933) How We Think: a Restatement of the Relation of Reflective
Thinking to the Educative Process (Chicago: Henry Regnery)
Mullins, L (2010) Management and Organisational Behaviour (Harlow:
Pearson Education Ltd)
Pollard, A (2008) Reflective Teaching, 3rd edn. (London: Continuum
International Publishing Group)
Reid, M & Barrington, H (2001) Training Interventions, 6th edn. (Trowbridge:
The Cromwell Press)
Seager, J (2009) The Penguin Atlas of Women in the World (London: Penguin
Press)
Turnbull, J (2009) Coaching for Learning (London: Continuum International
Publishing Group
3. Managing Learning
The teaching and learning process in any institution shall be whatever the
methods of delivery employed, interactively student centred that shall
promote active learning. (FDRE Higher Education Proclamation,17th
September 2009, p5005)
3.1 Understanding learning
Objectives:

 Consider their own learning journeys
 Identify the many influences of different teaching styles on their learning
Preparatory reading:
Learning Processes
Learning is a complex activity and an innate part of human development. Blyth

(1984) describes learning as the product of continuous interaction between
development and experience through life. Philosophers, psychologists and
educationalists have analysed how learning takes place and have put forward
various theories to describe the process of learning.
According to Pollard (2008) three theories of learning have had ‘particular influence’
on teaching and learning:
o Behaviourism (Skinner)
o Constructivism (Piaget)
o Social cognition (Vygotsky)
Behaviourism has been greatly influenced by Skinner who developed the ideas of
stimulus – response – reinforcement – consequence and the learner has a passive
role in the learning process. The teacher as the subject expert is in control of the
learning process.
Constructivism suggests that people learn through interaction between experience

and thinking. Piaget considered the interaction between people and their
environment. The learner is in an active and independent role and negotiates with
the teacher who in turn becomes the manager of the learning environment rather
than teaching.
Social cognition theories which are greatly influenced by Vygotsky affirm the
importance of recognising and building on students’ existing knowledge and culture,
whilst emphasising the role of teaching and instruction in extending such knowledge.
These theories can be divided in to two approaches, socio-cultural and social
constructivist. The former considers cultural contexts and social practices and the
latter emphasises the role of experienced participants in supporting less competent
learners – collaborative learning.
Read the following table adapted from Pollard (2008, p182) which summarises the
effects of three influential approaches to teaching:
Behaviourism Constructivism Social cognition

Image of learner  Passive  Active  Active
 Individual  Individual  Social
 Extrinsically  Intrinsically  Socially
motivated motivated motivated
Images of  Teacher transmits  Teacher gives  Knowledge and
teaching and knowledge and student skills are
learning skills opportunity to constructed
 Learning depends construct gradually
on teaching and knowledge and through
systematic skills gradually experience,
reinforcing of  Learning can be interaction and
correct independent of peer support
behaviours teaching  Learning
through the
interdependenc
e of teacher
and students
Characteristic  Listening to the  Individuals  Group or

student activities teacher making, individual
 Working on an experimenting, discussion
exercise doing something other students
 Group problem
solving
Some  Draws directly on  Uses direct  Encourage
characteristics existing subject experience and collaboration
knowledge in a allows learners to  Can clarify
logical , linear explore in own thinking and
manner way and at own extend
 When matched to pace meaningful
existing  Can build understanding
understanding, confidence and
can be a fast and practical,
effective way to insightful
learn understanding
Some issues  May not connect  Has significant  Requires an
with existing resource and appropriate,
understanding organisational learning
and may thus lead implications orientated
to superficiality  Management of environment
 Difficult to room often  Requires a
motivate all dominates actual high level of
students teaching judgement
 Difficult to adapt  Anticipates  Anticipates
structure of motivation and language,
subject matter to responsible reasoning and
varied student autonomy from social
needs students capability from
students
Choose one term from each box in the table above which best describes your learning
experience at the different stages of your education and write them in the box below:
Stage Behaviourist Constructivist Social
constructivist
Primary
Secondary
College
University
!st degree
University
2nd degree
Learning styles
In recent years there has been a cultural shift from an emphasis on teaching to an
emphasis on facilitating learning. Developing individuals and personalised learning
have become part of the twenty first century. This student centred approach
incorporates assessment for learning, improving students’ higher order thinking skills,
encouraging learners to be independent and developing strategies for consulting
students about their education. It also emphasises that the quality of learning is
shaped by the learner’s experience.
Pollard (2008) refers to “the learning journey” through school; college and university
in which teaching and learning strategies, assessment for learning and student
centred approaches are very significant in determining a student’s success. He refers
to The Teaching and Learning Research Programme (2004) in the United Kingdom
which states that “High quality teaching explicitly builds on learner needs – as well as
on high expectations and good subject knowledge”
It is now widely accepted that people have different learning styles and that they
account for differences in students’ performance that abilities do not account for.
However there is no overall model.
Turnbull (2009, p24) refers to the Coffield Review (2004), a systematic review of
learning styles and pedagogy in post -16 learning which identified 71 models of
learning styles and characterised 13 of those as major models. She also makes
reference to Hargreaves (2005) who suggests that there is now a range of different
languages in the consideration of learning styles:
o Activists theorist, pragmatists, reflectors
o Divergers, convergers, assimilators, accommodaters
o Verbalizers, imagers, analytics, wholists
o Analysts, changers, realists
o Visual, auditory, kinaesthetic
The most popular of the learning styles categorisation is the last one – visual,
auditory, kinaesthetic but remember they are not fixed categories. Everyone uses a
range of learning styles therefore teacher educators need to encourage trainee
teachers to in turn encourage their students to develop flexibility in thinking and
behaviour.
As a model VAK provides a useful framework for helping us reflect about how we
think and learn and it is therefore a popular and widespread tool. The model
suggests that we receive information through our senses – what we see, hear, feel,
taste and smell, that is we construct our thoughts:
o by generating pictures (Visual)
o by hearing sounds (Auditory)
o by means of physical sensations and feelings (Kinaesthetic)
o by a combination of all three which will be unique to us.
What may start out as a tendency to favour one or other of the forms of thought will
through habit and practice become established as a preference.
Use the following questionnaire to explore whether you have a preference in the way
you think and learn:
VAK Learning Style Questionnaire
Read each statement carefully. To the right of each statement, write the number that
best describes how each statement applies to you as follows:
Almost never 1 Rarely 2 Sometimes 3 Often 4 Almost always 5
There are no right answers, respond to each statement as quickly as you can. Once
you have completed all 36 statements, total your score in the spaces provided.
Section 1: Visual
No. Statement Score

1 I take lots of notes
2 When talking to someone else I find it hard to if they do not maintain good eye
contact with me
3 When reading a novel pay a lot of attention to passages picturing the clothing,
scenery, setting etc.
4 I make lists and notes because I remember things better if I write them down
5 I need to write down directions to a new place so that I remember them
6 I need to see the person I am talking to in order to keep my attention focused
7 When meeting a person for the first time I notice the style of dress, visual
characteristics first
8 When I am at a wedding, I like to stand back and observe others
9 When I recall information I can see it in my mind and remember where I saw it
10 If I had to explain a new procedure or technique, I would prefer to write it out
11 With free time I am most likely to read or watch television
12 If the Dean has a message for me, I prefer if s/he sends me a note
Total for visual _______ (note the minimum is 12 and maximum is 60)
Section 2: Auditory
No. Statement Score

1 I do not take a lot of notes but I still remember what was said
2 When talking to someone else I find it hard with those who do not talk back to
me
3 When I read I read out loud, or move my lips to hear the words in my head
4 When reading a novel I pay a lot of attention to passages involving
conversations, talking, speaking, dialogues
5 I like to talk to myself when solving a problem or writing
6 I can understand what a speaker says, even if I am not focused on the
speaker
7 I remember things more easily by repeating them again and again
8 When I am at a wedding, I like to talk about a subject that is important to me
9 I would rather receive information from the radio than the newspaper
10 If I had to explain a new procedure or technique, I would prefer talking about it
11 With free time I am most likely to listen to music
12 If the Dean has a message for me, I am most comfortable when s/he
telephones
Total for Auditory _______ (note the minimum is 12 and maximum is 60)
Section 3: Kinaesthetic
No. Statement Score

1 I am not good at reading or listening to instructions; I would rather just start
working on the task or project at hand
2 When talking to someone else I have the hardest time handling those who do
not show any kind of emotional support
3 When I am reading I move my lips
4 When reading a novel I pay a lot of attention to passages about feelings,
action, drama
5 I take notes and doodle but I rarely go back and look at them
6 I use my hands a lot when I am trying to remember the right thing to say
7 My desk or work place appears disorganised
8 When I am at a wedding, I love to dance and sing
9 I like to move around, I feel trapped when seated at a meeting or a desk
10 If I had to explain a new procedure or technique, I would prefer actually
demonstrating it
11 With free time I am most likely to exercise
12 If the Dean has a message for me, I am most comfortable when s/he talks to
me in person
Total for Kinaesthetic _______ (note the minimum is 12 and maximum is 60)
The area in which you have the highest score represents your preferred learning
style, which is ______________________
Remember that they are preferences, not fixed and permanent categories.
Activity:
Discuss the following with a colleague:
1. What have you found out about yourself as a learner today?
2. How may this affect your planning and preparation for teaching?
3. What could you change in your planning and preparation?
4. Do you think your learning style affects your teaching style?

3.2 Active Learning
Objectives:
 consider the purpose of active learning

 identify a range of active learning methods
 identify those appropriate to their subject
 implement different active learning methods in their teaching
What is active learning?
Active learning can be defined as any teaching/instructional approach whereby all

students are fully and meaningfully engaged in the learning process.
Active learning therefore requires a student-centred approach with a shift in

emphasis from passive to active learning; a change in behaviour underpinned by a
change in thinking and encouraging students to take responsibility for their own
learning. The intention of active learning methods is to develop higher order levels of
knowledge, such as comprehension, application, critical thinking, analytical skills and
evaluation. Pollard (2008, p288) maintains that “active learning is linked to further
factors such as motivation, stimulus and concentration”
Melese, Tadesse and Asefa (2009) show that there was some evidence of the use of
learner centred methods in upper primary schools in the Jimma area of Ethiopia
although not to the extent that they would have wished.
An example of the positive effects of active learning can be found in Akinoglu and
Tandogan (2007) study on science teaching to compare the effects of problem based
active learning and traditional lecturing on grade 7 students. The findings show that
using problem based active learning had a positive effect on students’ academic
achievement and a positive attitude to the science course.
Common misconceptions about active learning
 that lecture style should be completely abandoned, that is
it is a common misconception that direct teaching has to be fully abandoned.

That is not so. What has to be left completely out of students’ experience is BAD
direct teaching. BAD learner centred teaching should also be abandoned.
(Livingstone, 2001)
 that active learning is simply group discussion and activities

 that active learning is simply physical activity, it is about engaging the students’
brains
 that active learning is simply fashion without any research to back it up
 that active learning does not fit the cultural context of Ethiopian schools
What are the challenges you face in using active learning methods in Ethiopia?
Activity: Active learning methods used in the HDP so far
In the first column write a list of all the active learning methods used in the HDP
sessions so far. In the second column tick if you have used this method in your
teaching. Use the third column to explain the degree of your success in using this
method in your teaching.
Active learning method Tick if Explanation of the success of this

used in the HDP you method in your teaching
have
used
3.3 Developing active learning
Objectives:

 state the characteristics of active learning methods
 match active learning methods to different learning styles
Activity: Do you help your students to be active learners?
The following have been shown to help student motivation, performance and develop
thinking. See how many you can tick YES to.
- Is the work you set at the right level for your students?
- Is the work of varied difficulty so every student can be challenged and
experience success?
- Is the work interesting and relevant?
- Can students resubmit work that is not up to standard?
- Do students understand what they will gain from what you are asking them to
do?
- Do students understand the relevance of what they are doing?
- Are your sessions varied?
- Do your sessions engage students in activities?
- Do you base your teaching on interesting and/or topical questions?
- Are you enthusiastic in your sessions?
- Do you have a good relationship with your students?
- Can students show creativity in your sessions?
- Are students able to work with others when completing tasks?
- Do your students get frequent praise or positive comments about their work?
- Do you set personal targets for students?
- Do you encourage students to take responsibility for their own learning?
- Is it possible to make all students active learners? How?
Challenges to using active learning methods in Ethiopia
o Large classes
o Shortage of resources and facilities
o Course/Module content too large
o Student resistance
o Teacher resistance
o Teacher’s workload
o Lack of management support
o Lack of planning, ,preparation and time management
room
Using active learning methods with large classes
What is your average class size this semester?
What challenges have you and your students faced in the learning situation?
What have you done to overcome the challenges?
Some strategies to help overcome the challenges to using active learning

methods:
Large classes/groups:
Challenges
o teacher unaware of students and their names – psychological gap between
teacher/student
o difficult to accommodate all learning styles
o need to be aware of differentiation
o not easy to manage continuous assessment
o challenge to maintain student discipline and concentration
Strategies
o be very systematic and organized
o prepare detailed session plans with group activities
o establish ground rules for your students using some students to help
o where possible arrange seating in the rooms so that students must sit in
groups
o ask groups to elect a secretary and time keeper; change these roles for
different activities
o move around the room in order to change the dynamics and build a
relationship with all students
Making lectures active:

o start from where the students are at
o lecture for 15 minutes then ask questions of students to apply what they have
learnt
o interrupt lectures with questions which ask students to explain concepts with
examples
o use pairs and buzz groups
o use “think-pair-share” method to compare notes
o use peer feedback, students to review each others written work, include peer
assessment where possible.
Limited resources:
o start with what you have – chairs, tables, walls, ceiling floor, students,
teacher, chalk board, chalk
o local resources with help from your students, parents, community, NGOs, etc
o school, college, university campus
o improve skills in making your own resources – be innovative and imaginative
o involve your students in making/providing resources
Course/Module content:
o give more time and thought to planning and preparation of your sessions and
select the most appropriate active learning methods for the topic to be
covered
o encourage students to become independent learners and to take ownership
of their own learning process
o try to empower your students by more coaching for learning rather than
seeing teaching as telling
o allocate part of the module syllabus for students to cover in their own time
with your guidance and supervision
There is really only one thing that stops you using active
learning methods, which is
?
If you are not sure of the answer look in a mirror.
The teacher educator is a role model for best practice.
Remember:
If your students have good active learning experiences they are more likely to
use active learning methods in their own teaching and encourage thinking
skills in their learners.
Activity:
Read the descriptions of active learning methods below. These may be new for you.
Read the descriptions carefully and write the correct name from the list below in
column 2.
BUZZ GROUP; MICROTEACHING; JIGSAW GROUPS;
HOT SEATING; DECISION LINE; COOPERATIVE LEARNING;
CASE STUDY; BALLOON GAME; CROSSOVER GROUP
Description of active learning method Name of method
Student teachers have been asked to prepare a lesson on teaching an aspect

of the grade 4 Environmental Science curriculum. You ask them to prepare a
15 minute lesson, with objectives, activities and resources using materials
easily found in the surrounding environment. They present this lesson to their
peers. You and their peers evaluate the effectiveness of the lesson and provide
feedback on the quality of the teaching. This method can be used in any
subject.
You have divided the class into 10 groups. The topic for the next 4 sessions is
child psychology. Each group is given a different aspect of child psychology to
research over the next 3 sessions. In the fourth session, each group brings the
materials that they have collected and you help to bring all the pieces of the
topic together. This method can be used in any subject.
During your session on curriculum, you stop every few minutes and ask
students in a group of 4 sitting closely together to brainstorm their ideas on a
particular aspect of the topic; e.g. their understanding of the word curriculum,
which subjects are essential in the school curriculum, the relative value of
different subjects, the abilities developed through different subjects. They are
allowed a short period of time for each period of discussion (about 2 minutes).
There is a ‘hum’ of activity in the room during these periods. This method can
be used in any subject.
In History, students are given the names of 10 important characters in Ethiopia

who are floating in the basket of a hot air balloon in the sky above the Indian
Ocean. The balloon is sinking, and the only way to keep it from falling into the
sea is to ‘throw out’ one of the characters. Which character would you throw
out first? Second? Third? Etc. This method can be used in any subject, for
example with famous scientists, modern inventions, characteristics of good
teachers etc
Students are divided into groups to discuss a given topic in any subject. After 5
minutes, 2 members of each group move to the next group to share ideas from
the first group and to join a new discussion. After another 5 minutes they move
again, so that during the course of the lesson all students have been able to
share information. This avoids the need for a lot of feedback.
One member of the class is assigned to be a character from literature, history,

science etc. This member is placed in the centre of the room to role play the
character. Other members of the group direct questions to the person in the
centre who has to respond in role. After 10 minutes, change the person in the
centre and the character.
You organise students into groups for a particular topic, give clear instructions
and explain how you want them to work together. You may assign different
group behaviours to each member of the group eg facilitator, note taker, time
keeper, leader, observer, reporter. Students are expected to interact, share
ideas and ask their peers first if they need help. They are all responsible for the
outcomes, which are evaluated against agreed criteria. Over a series of
sessions, each group member can be asked to take on different
responsibilities so all students are encouraged to develop different skills.
You are planning a lesson on the characteristics of good teaching. Instead of

giving students a list of these characteristics, you provide a description of six
different teachers and what they do in their classrooms. The students have to
identify the positive and negative characteristics of each teacher. The whole
class then comes to an agreement of the characteristics of good teaching
You want to encourage students to think about a topic and form an opinion that
they can defend. E.g. genetic engineering can help in food security. Students
are asked to physically move an stand in a line that represents a continuum
from strong agreement with the statement to strong disagreement with the
statement. Students then have to find a partner and explain why they chose to
stand at a particular point on the line.
Are any of these methods unsuitable for your subject area?

Explain your decision.
(See the Appendix for more ideas)

Teaching Methods for different learning styles
Using the VAK model identify useful active learning methods for supporting different
types of learners:
Learning Style Helpful method
Visual
Auditory
Kinaesthetic
How do your teaching methods support inclusive learning?
Planning for inclusion means thinking about how the methods you use are matched
to the needs and interests of the full range of learners in the groups you teach.
Now select one of the sessions you have taught in the last few days. Reflect on the
learning activities you used.
How did these methods help the different types of learners in your group? Write this
in column 1.
In column 2, identify 3 things you could change to address the needs of all the
learners in the group.
Subject:
Methods I used that helped different types of Methods I could have used to help different
learners types of learners more
Choose one active learning method that you have not used in your own teaching and
explain how you intend to use it this week.
3.4 Collaborative Group Work
Objectives

 demonstrate that they can organise and monitor group work
 begin to develop the ability to manage groups effectively
Preparatory reading
One of the main aims of collaborative group work is development of skills of

interaction. Cooperative learning is the use of small groups where students work
together to maximise their own and each other’s learning. It fits well with the social
constructivist approach. Research demonstrates that cooperative learning can
produce higher achievement, more positive relationships among students and
healthier psychological adjustment than competition or individual experience. This
does not happen automatically; learning groups must be carefully structured by the
teacher (Baines et al, 2008). Clarity of goals, appropriateness of the task,,
composition of the group and developing group work skills for students are essential
to successful group work, (Pollard, 2008)
To be cooperative a group must have clear positive interdependence; members of

the group must promote ach other’s learning and success face to face, hold each
other personally and individually accountable for his or her fair share of work, use the
interpersonal skills necessary for the group to be effective and process as a group
how effectively members are working together. Group work can:
foster collaboration, encourage respect for individuals and the contribution

they make, support the development of ideas and minimize conflict. These
include active listening, taking turns, communicating clearly, and concisely,
being aware of the effect of one’s actions on other individuals, encouraging
others, nurturing not criticizing ideas, tolerating opposition, creating
enthusiasm. (Pollard, 2008 p380)
Formal cooperative learning groups – these are often used to teach specific
content and problem-solving skills. They might last for one session to several weeks
to complete a specific task. Students work together to achieve shared objectives.
Their responsibilities are to maximise their own learning and that of others in the
group. The teacher needs to assign students to a learning group and will sometimes
give students specific roles to undertake in the group. The task and the cooperative
structure are explained, and the teacher monitors the functioning of the group and
intervenes to teach cooperative skills and assist in learning when necessary. Finally,
the quality and quantity of each student’s learning is evaluated. Students who need
help get this from their peers in the first instance. Students are expected to interact
with other group members, share ideas and materials, and take responsibility for the
completion of the assignment and evaluating it using agreed criteria.
Informal cooperative learning groups – often used to ensure active cognitive

processing during a lecture. These are temporary and usually last for only one
session, or a short period during a session. Their purpose is to focus student
attention on new material, give them an opportunity to process this material and
provide an active break from the ‘lecture method’. This enhances student learning
and avoids what is claimed to be one of the problems of lectures that “information
passes from the notes of the teacher to the notes of the student without passing
through the minds of either”.
Base cooperative learning group – provides long term support for academic
progress. This group stays together to provide mutual support both in and out of
class.
Pollard (2008) suggests that a reflective teacher may find it useful to consider
some of the following questions when considering communication and
interpersonal skills in group work:
 Do the participants take turns or do they frequently talk over each other
or interrupt?
 Do they: invite contributions, redirect contributions for further comment
and give encouragement?
 Do they listen to each other?
 Are they willing to learn from each other?
 Do they draw on recognised expertise within the group?
 Does conflict emerge or is harmony maintained?
 Is conflict positively handled?
- by modifying statements, rather than just reasserting them?
- by examining assumptions rather than leaving them implicit?
- by explaining/accounting for claims
 Do the participants elaborate their contributions
- by giving detail of events, people, feelings
- by providing reasons, explanations, examples
 Do they extend ideas?
- by asking for specific information?
- by asking for clarification?
 Do they explore ideas?
- by asking for alternatives?
- by speculating, imagining and hypothesising?
 Do they evaluate?
- by pooling ideas and waiting before making choices?
What should the teacher educator do during group work?

Discuss the following scenarios, considering the advantages and disadvantages:
1. The teacher educator leaves the groups alone to get on with the work
2. The teacher educator spends time with each group in turn
3. The teacher educator moves around the room listening to what each group is
saying. S/he only assists when asked, or if the group is unsure what to do.
4. The teacher educator visits each group giving additional instructions and
contributing his or her own opinions
Managing group work
To enable successful group work a facilitator needs to:
o Explain the purpose of discussion clearly

o Assure group members that their ideas are valued
o Challenge comments made by group members
o Listen to, and build on contributions of group members
o Stop ‘dominators’ from talking
o Summarize the discussion at the end, but try not to make a judgment
o Encourage the ‘silent listener’ with prompt questions
o Ensure that all group members feel part of the activity
o Introduce activities or questions to stimulate discussion
Case studies for discussion.
What are the issues for both the teacher and the learners and suggest possible
solutions?
Case study 1
The class of 60 has been divided randomly into 6 groups. You have prepared one sheet of
instructions for each group. It takes a long time for students to start working. By the end of the
session, no-one has completed the task.
Case study 2
Students have been allocated to groups; it takes a long time to move the furniture. There is a
great deal of noise. After the furniture has been moved, most groups are sitting and talking
about the research they have done, but there is very little new activity taking place.
Case study 3
Groups have been formed and instructions given. Most groups seem to be working well, but
only or two group members seem to be contributing effectively to discussion. One group calls
you over and says that they do not understand what they are expected to do.
Case study 4
Groups are working on a 30 minute task. One group seems to have finished after only 15
minutes, while another group has hardly started. The group that has nearly finished is looking
bored.
Case study 5
When groups are asked to report back, nearly every group has only one group member
contributing. The contributions from most groups are identical. This is time consuming and
students are looking bored. One group gives ideas that you think are incorrect and contrast
with what others are saying
3.5 Group behaviours

 state and explain some of the roles that people play in groups
 describe their own group behaviour
 recognise the behaviours that they want to develop
Match the following names to the group behaviours described below:
PROBLEM SOLVER DIVERGER FACILITATOR SABOTEUR
LEADER DOER DOMINATOR SILENT LISTENER
Takes responsibility when given it, quickly identifies the nature of other group members, has a clear view
of how best to achieve the task objectives, wants the group to succeed, is able to sum up main points, is
able to bring discussion back to the point, may have personal hidden agenda, will be prepared
“The main point for consideration/agreement is …”
“One way to do this is…”
“What do people think?”
“Let us hear everyone’s opinion”
Accepts personal responsibility for enabling the group to succeed, understands the group members and
the task, listens carefully and can clarify/expand the statements of others, recognises areas of agreement
and where agreement can be reached, understands where differences and misunderstandings lie and
can expose these in a non personal way, is able to bring a discussion back to the point.
“I think you are both saying…”
“Do you mean…?”
Assumes responsibility, thinks s/he knows best, has a low opinion of other’s knowledge and experience,
does not listen to or take account of other people’s points of view, interrupts (usually with a contradiction)
other speakers.
“Well I think…”
“Oh no, that’s not going to work.”
Feels responsible for wider issues than the immediate one, can see connections with many other issues,
brings other issues into the discussion, can be persuasive and entertaining when speaking, is reluctant to
let go of an idea/issue.
“We can’t ignore…”
“What about…?”
Takes no responsibility for the success of the group, has no interest in the task, may have an interest in
causing the task not to succeed, does not listen, makes ‘asides’, does not complete allocated tasks, can
make other members of the group disaffected, may offer to do something and then not do it.
“Who chose him/her as leader?”
“She doesn’t know as much as you”
Says nothing at meetings, probably through shyness, low self confidence, or poor understanding of the
language, when spoken to outside of meetings has interesting ideas, suggestions as to how to move
projects forward.
Is able to understand the nature of a problem quickly, is not put of by complex problems, can think
creatively and radically when coming up with solutions is able to find more than one solution to a
problem.
“How about trying…”
“Couldn’t we …”
Will take responsibility for the tasks no one else wants to do, will do other things that need doing without
being asked, is able to think ahead and attend to details that others might forget.
“Why don’t I…?”
“I thought someone should…so I did it.”
Write down 3 things you have learnt today about effective group work
What will you change the next time you organise a group activity?
3.6 Micro teaching
Session 1
Objectives:
 Plan the use of a new active learning method

 implement the plan
Activity:
In groups of three design a 10 minute micro teaching session to be presented next
session, using a new active learning method suitable for your subject (not micro
teaching).
The plan should include subject content, objectives, teacher activities (who is doing
what), learner activities, timing, furniture and people organisation, resources/teaching
aids.
In preparation for the next session negotiate the order of presentations with the other
groups.
Session 2
Objectives:
 deliver presentation to whole group

 evaluate the presentations
Activity:
Micro teaching Presentations from each group
Use the table on the next page to record your observations during the micro teaching
presentations.
Session 3
Objective:
 Feedback and discussion from the micro teach session
Activity:
Whole group discussion based on individual observations
Evaluation of micro teaching
Group / Active Was it clear Were you How were the What suggestions do you
Learning Method what the actively needs of different have for improvement?
group was involved in types of learners
trying to the met?
achieve? session?
(objectives)
3.7 Use of media in teaching and learning
Objectives:

 be aware of a range of media to enhance the teaching and learning
experience
 plan and prepare sessions incorporating different media
 encourage their students to access the media to enhance their learning
Increasingly CTEs, Universities and schools are using different types of

media to enhance their teaching practice and to improve the learning
experience of students. This is likely to increase in the future as technology
develops and access becomes easier for teachers and students.
Activity:
1. What types of media are already available to you in the planning,

preparation and delivery of your teaching?
2. How do your students use the media to enhance their learning?
3. How do you think access to different media sources will affect your
teaching in the future?
Types of media – guidelines for using in teaching
Plasma:
 Try to view the plasma session before using with the students or at
least be aware of the content
 Include the use of plasma in your planning, preparation and session
plan
 Prepare an activity for students to complete before, during and after
using the plasma in order to ensure they are engaged and not simply
passive
Power point:
 Can be used on some occasions but avoid relying on technology

 Try to keep the text on the screen short and simple (KISS)
 Use pictures and diagrams to engage the students
 Try not to deliver a power point presentation uninterrupted. Better to
pause and give the students an activity to keep them engaged
 Make sure you have set up and tried out the equipment before you
start
 Always have a back up plan and an alternative session plan should
there be a power cut
Internet access:
 As a teacher try to inform yourself of websites that are useful and

relevant to your subject and your students
 Be careful to check the information you are using from the internet
comes from reliable and credible sources
 Think of how you can link your module assessments to useful websites
and research material on the internet
 Encourage your students to access the internet for learning purposes
where possible
 Encourage them to be critical of what they are reading and to ensure
that their sources are reliable and referenced. Suggest suitable
websites
 Advise your students that copying and pasting without references from
the internet is plagiarism and will not be allowed
TV/DVD:
 If you are aware of a suitable TV programme for your subject or topic

advise your students to watch it
 Try to link the TV programme to your session plan with a suitable
activity
 Encourage your students to become independent learners and for
them to discover and explore your subject or topic through suitable TV
programmes
 If you are aware of a suitable DVD for your subject or topic, try to link
to your session plan with a suitable activity
 Ask your students if they are aware of any DVDs which might be
appropriate to your subject or topic
 Use the digital camera to help you and your students create your own
DVD
 Always have a back up plan and an alternative session plan should
there be a power cut
3.8 Encouraging Independent learning
Objectives:

 Identify strategies to support independent learning
 Differentiate between teaching, coaching and mentoring
Preparatory reading
The Ethiopian Government has set out their plans for the future of education
in the GTP 2010/15 and in the ESDP IV 2010/15. In both these documents
attention is given to the need to develop critically thinking, independent
learners who will be able to add value to Ethiopia in the creation of a
knowledge and skills based society,
In educational terms the development of ‘independent learners’ represents a

major paradigm shift and requires new thinking from teachers, instructors,
lecturers and of course students. How do we move things forward?
One of the key issues is to ‘empower’ students to take responsibility for their
own learning process. This requires two things to happen:
1) Lecturers, instructors and teachers must be prepared to ‘let go’ and
trust their students to take responsibility for their own learning. During
the HDP you have become familiar with the process of moving from
‘teacher centred’ to a ‘student centred’ approach. This trend can be
seen across the world, the focus is now on learning as opposed to
teaching. You are also familiar with the concept of moving from simply
‘teaching to facilitating the learning process. For teachers,
instructors, lecturers, this will mean placing more emphasis on
guiding, coaching and supporting students to explore the subject on
their own or in groups. All teachers will need to develop new skills and
must be given support to increase their motivation and confidence.
2) The second most important thing that needs to happen is for students
to want to take responsibility for their own learning. This requires them
to become more independent and not simply relying on the teacher to
provide the knowledge. To achieve this goal students need support
and encouragement to increase their motivation and confidence in
order to take advantage of the opportunities to become independent
of the teacher. The experience in Ethiopia is that initially students may
resist this change and prefer to remain passive learners. International
research confirms that given time and encouragement students can
become independent and discover learning can be fun and self-
motivating.
4 Pillars of Learning (UNESCO, 1996)
1. Learning to know – learning how to learn and think

2. Learning to do – competence, communication and problem solving
skills, interpersonal skills
3. Learning to live together – collaboration and social activities
4. Learning to be – independent, critical thinking
From this UNESCO model we see the importance given to independent

learning. This view was also expressed by Rogers and Freiberg, (1994)
… the only person who is educated is the person who has learned how
to learn, the person who has learned how to adapt and change, the
person who has realised that no knowledge is secure, that only the
process of seeking knowledge gives a basis of security.
Teaching, coaching and mentoring
In many countries attention is now being given to ‘personalised learning with

the focus on assessment for learning and improving students’ higher order
thinking skills through a process of coaching for learning, Consideration
will be given to a comparison of teaching with coaching and mentoring using
the following table adapted from Turnbull (2009)
Teaching Coaching Mentoring

Subject specific Generic helping Expert knowledge
expertise skills that can be and experience in
applied to different a particular area
contexts
Relationship of Dependent upon Relationship
different status creating a sharing depends upon
between teacher trustful relationship different status
and student between mentor
and mentee
Gives advice Avoids giving Gives advice
advice
Offers answers Maintains a belief Offers answers
from their own that students can from their own
‘expert’ position find their own expertise
answers
High level of High level of skills High level of skills
knowledge in their in precision in their area of
own area of questioning and expertise
expertise reflecting
Gives guidance on Student has Mentor provides a
the acquisition of ownership of role model for
subject knowledge change and potential change
and skills development
Provides a blend Provides a blend Provides a blend
of support and of support with of support with
advice high challenge advice
Takes a focus on Takes the Takes a focus on
specific subject perspective of the specific issues and
knowledge and whole person in tasks
skills order to focus on
solutions
Too much instruction makes young people too dependent on the teacher
(Abbot Ryan, 2,000, p270)
Coaching is a process and relationship within which the person being coached
decides what the course of action will be and devises his/her own solution,
(Thomas and Smith, 2004,)
o Are you ready to let go?

o Do you trust your students to take responsibility for their own
learning?
o Is your role to be an expert and give students answers or to ask
questions and challenge them?
o Do you see yourself as a teacher, coach or mentor?
o What help will you and your student teachers need to encourage
development of independent learning?
So we can see that there is a significant difference between coaching and

mentoring. If we are to move towards ‘independent learning’ it is preferable
to adopt a ‘coaching for learning’ approach. This does present a challenge in
that it requires a shift in mindset as outlined by Hughes, (2006, p61):
Coaching requires a very different range of skills and techniques and

therefore for many teachers represents a significant shift in mindset.
After many years of making judgments, giving advice, the first instinct
of many teachers is to tell. Moving into coaching involves for many
teachers breaking the habit of a lifetime.
In reality a teacher who has developed professional flexibility will change from
teacher to coach to mentor depending on the situation. This move towards
independent learning and the empowerment of the student can be seen in the
model presented by Turnbull, (2009). She sees the move in four stages:
Stage 1 Creating Comfort

 Establishing a rapport with students
 Creating a trust relationship between teacher and students
 Creating an optimum state for learning
Stage 2 Raising Awareness

 Solution focus not problem focus
 Metacognition – thinking about how we think
Stage 3 Reawakening the flow of learning

 Self efficacy – beliefs about ourselves (confidence or failure)
 Affirmation – there is no failures only feedback
 Learning readiness – will be effected by social and emotional
experience
Stage 4 Empowerment
 Self-motivation, young people need to be able to relate to the learning
objectives and see them as having purpose and relevancy to their
own interests
 Ownership of the learning process
 Celebration of learning
A teacher cannot give empowerment it can be constructed by the actions the

teacher and the student takes.
How can we develop students to become independent learners?

 Promote students’ critical thinking skills
 Help them develop their skills for life and eventually employability
 Provide support and guidance in how to study and how to learn to learn
 Provide motivation
Promoting critical thinking skills – teaching for thinking
‘What you can do’ checklist for teachers, you can ask yourself:
1. Is this activity worth thinking about?

2. Does it improve open inquiry?
3. Is it suitable to the level of my students?
4. Does it allow for a wide range of possible responses or does it lead to
one correct answer?
5. Will it lead to new ideas and insights?
6. Will it provoke students to be more curious, sustain their attention and
interest?
7. Does it allow the students to do most of the thinking?
Activity:
Read the following reflections and say whether or not the teacher is teaching
for thinking:
I try to ask students questions which might bring a variety of

responses.
When I ask a question, if the student does not answer immediately
I move on to another student.
When a student answers a question and doesn’t get it quite right I
tell them the answer.
When a student is not sure how to answer I encourage them to try.
I try to involve the group in discussing possible answers.
I always verbally reward students’ answers.
Critical thinking is linked to employability of students, if we consider what

employers look for in prospective employees. Teacher educators are
preparing the teachers for preparing students by availing them of the key
skills needed, such as:
People skills
 Leadership
 Team working
 Interpersonal skills
Self-reliance skills
 Self-awareness
 Resourcefulness
 Networking skills
General skills
 Problem solving
 Commitment
 Flexibility
Specialist skills
 Management skills
 Communication skills
To develop these skills during their learning students need to be aware that they will be
taught using active learning methods and be encouraged to be independent learners.
The purpose of the approach needs to be explained at the beginning of their academic
programme that is:
 active learning and independent learning significantly improves their
experience
 it will help them succeed in assignments and exams
3.9 Assessment: monitoring learning and performance
Objectives:

 Identify what is and is not assessment
 Differentiate between summative and formative assessment
 State clearly the who, why, when, how of assessment
 Draft an assessment code of practice
It is well known by all teachers that assessment does have an influence on learning. For
some students assessment encourages surface rather than deep learning. To pass the
examination or the test becomes their priority. HDP candidates are encouraged to
develop assessment skills which will lead to students retaining their learning.
Following Business Process Reengineering in Ethiopian higher education institutions

there is a requirement that all higher education courses now use continuous
assessment of learning (summative assessment).
The philosophy behind this is that the best and fairest way to assess performance is to
assess each stage of a course as it is completed rather than wait until the end of the
whole course. This provides the learner with feedback on their progress helps them to
be more self critical and to understand and apply concepts as they arise.
However, as stated earlier an essential element of the move to personalized learning is

the use of assessment for learning (formative assessment) as well as assessment of
learning (summative assessment).
Teachers are encouraged to use a range of assessment techniques that are appropriate
to the learning activities of the students in order to fulfill the primary aim of assessment
which is to support learning.
Activity: What is assessment?
Read the table below and decide whether or not the statements describe assessment
and answer Yes or No in the right hand column.
You set and mark an assignment based on 3 sessions taught
At intervals throughout your teaching you ask the students

questions
You direct the students to copy your notes from the board,
completing some sentences and filling in gaps. You do not
intend the work to be checked
You set a brief assignment. Students hand their work to you.
You mark it and on returning their assignment you write one
way in which they can improve their work for next time.
You set an assignment to be done in the class. You give them a
mark scheme and after the allocated time you instruct each
student to swap their work with a partner and then mark their
partner’s work using the mark scheme.
You grade students’ work giving the highest achiever A and the
lowest F.
After presenting an explanation to the students, you ask “Is it

clear?” but you do not give them time to answer.
To start a new session you create a mind map with the whole
group of what they have previously learnt to find out what they
already know about the new topic.
Compare and discuss your responses with a colleague. Together agree another
example to share with another pair.
Individually consider the following questions with reference to self, institution, business
and community then discuss in your group.
1. Who assesses?
2. Why do we assess?
3. What do we assess?
4. When do we assess?
5. How do we assess?
6. What do we do with the results?
7. Definition of assessment.
Principles of assessment
In the United Kingdom the Association for Achievement and Improvement through
Assessment (AAIA) 2006 offered a set of principles for assessment, recording and
reporting which include:
 The primary objective of assessment is to support learning
 Assessment should embrace and reflect the academic, social, emotional and
moral development of students
 Students should be fully involved in assessment processes so that they
understand how to improve and become independent learners
 Assessment should help motivate students and enhance self-esteem
 Teachers should use assessment processes that are appropriate to the learning
activities in which students are engaged
 Teachers should employ a range of assessment strategies on a day to day basis
and base their judgments on a wide range of evidence in order to obtain a
holistic view of students’ achievement
 As an integral part of their continuing professional development, teachers should
have opportunities to moderate the assessments they make in order to ensure
that they apply consistent judgments and thereby establish professional and
public confidence in standards
 The information from assessment should primarily be for supporting day to day
learning and teaching but over time should generate information that contributes
to the institution’s self-evaluation process
 All members of staff have a responsibility for assessment and should be involved
in the development of practice across the institution and the use of the
information generated
Activity:
In groups of 4 discuss the principles and agree definitions for the following terms used in
assessment: demanding, efficient and manageable, equitable, fair, formative,
incremental, redeemable, reliable, timely, transparent, valid.
Prioritise these terms and justify your decision to the whole HDP group
In your original 4 design an Assessment Code of Practice.
Assessment for learning
Using the table on the following page; identify statements which you already apply to
your own practice and those which you need to work at.
Key characteristics Teaching strategies Impact on Learning
of assessment for
learning The Teacher: The students
Sharing learning  Agrees learning objectives with students.  gain clear understanding
objectives and  Expresses objectives in everyday language and of what they are to learn
success criteria with grounded in students’ prior experience.
students  Uses a range of modes of communication
 Reviews learning against the objectives at the
end of the lesson.
Helping students to  Shows students examples of good outcomes  are clear about what they
know and recognize from previous lessons; should have achieved by
the standards they  States what s/he expects each student to have the end of the lesson
are aiming for achieved by the end of the lesson;  Recognize the features of
 Differentiates outcomes according to individual good work
students’ ability
Involving students in  Asks students to peer assess their work  Can assess progress
peer and self  Asks students to suggest improvements that they have made;
assessment could be made to another students work;
 Provides plenty of time for students to reflect on  Can identify ways of
what they have learned; improving their own work
Providing feedback  Repeatedly ask students; ‘What next?’ insisting  See clearly what they
which leads to on accurate responses; need to do next;
students recognizing  Provide oral feedback, throughout the lesson;  Learn how to improve
their next steps and  Collaborate with other teachers; from the teacher and their
how to take them  Continuously discuss ’next steps’ at different peers
stages
Promoting  Provides positive and constructive feedback;  Gain satisfaction
confidence in every  Matches learning objectives to needs at an regarding their own
student appropriate but challenging level; progress;
 Celebrates success and sets appropriate  Have a sense that they
targets. can continue to improve;
 Remain engaged and on
task throughout the
lesson;
 Take responsibility for
their own learning
Involving both  Maintains continuous dialogue with students  Have many opportunities
teacher and student about progress made; for reflection on their
in reviewing and  Frequently reminds students of learning learning;.
reflecting on objectives and success criteria;  Focus on the learning
assessment  Observes the group’s activities reviewing and objectives and success
reflecting on individual achievements; criteria;
information
 Makes effective use of reflection with groups  Measure their own
and individuals. progress;
 Take responsibility for
their own learning;
 Perform at a high
standard
International research has shown that high quality feedback to learners makes a vital
contribution to learning. Pollard (2008) refers to the research review compiled by Black
and William in 1998 which demonstrates the benefits of assessment for learning
because it provides both teachers and learners with feedback which helps improve
learning. At the time it was seen as a challenge to teachers’ beliefs about the nature of
learning and the potential of all students to learn. It was also considered a challenge to
translate the findings into the practicalities of classroom practice.
Key characteristics
 Is embedded in a view of teaching and learning of which it is an essential part;

 Involves sharing learning goals with students;
 Aims to help pupils know and recognise the standards they are aiming for;
 Involves students in peer and self assessment;
 Provides feedback, which leads to pupils recognising their next steps and how to
take them;
 Promotes confidence that every student can improve;
 Involves both teacher and students reviewing and reflecting on assessment data
Adapted from Assessment Reform Group, (1999)
Practical strategies for continuous formative assessment
Pollard (2008, p398) suggests that these strategies can be ‘thought of in five groups’:
1. Adjusting teaching to take account of learning

o Plans should be regarded as guides not straitjackets
o Short and medium term plans need to be adapted to match students’
needs, bearing in mind longer term plans and objectives
o Finding out about students’ knowledge, skills and understanding before
starting a topic enables any necessary adjustments to plans to be made
so that learning is more effective
o Short-term plans should be regarded as working documents and if they
are annotated they also become records
2. Sharing Learning objectives

o There should be an expectation on the part of teachers and students
that the learning objectives for every session will be made clear
o Consider writing up the learning objectives so that they are on view
throughout the session
o Sharing learning objectives is more effective if success criteria are also
clarified. Teachers can model quality by demonstrating aspects of what it
is that is being aimed for
o Explaining how learning objectives fit in helps students construct
understanding and appreciate the relevance of the learning
o Refer to learning objectives throughout and at the end of the session
3. Questioning to support learning

o Use a variety of questions for specific purposes, e.g. to engage interest, to
check learning
o Prepare in advance questions to probe thinking
o Apart from rapid recall questions time is needed for students to think and
to answer and for teachers to think and respond
4. Self assessment and peer assessment

o These are thinking and talking activities
o Self assessment and peer assessment are skills and students need to be
trained e.g. modelling responses
o Self assessment and peer assessment should be related to the learning
objectives and success criteria
o A variety of approaches maintains interest
o Self assessment and peer assessment must be related to the task and
mot the learner
5. Feedback and marking

o It should be provided as promptly as possible and ideally orally
o Recognising the huge influence assessment has on the motivation and self
esteem of students, both of which are crucial to learning
o Considering the need for students to be able to assess themselves and to
understand how to improve
Activity:
On plain paper create two mind maps one showing how active learning methods can
enable continuous formative assessment and one for continuous summative
assessment.
Black and William (1998) also identified that there are risks with assessment for learning
to be aware of, including:
 Valuing quantity and presentation rather than quality of learning

 Lowering the self esteem of students by over concentrating on judgments rather
than advice for improvements
 Demoralising learners by comparing them negatively and repeatedly with more
successful learners
 Giving feedback that serves social and managerial purposes rather than helping
students to learn more effectively
 Working with an incomplete picture of students learning needs
It is important to be clear with students which assessment tasks are summative (i.e. will count
towards their final mark or grade) and which are formative.
In addition to providing students with information about their progress, continuous assessment
provides the teacher with feedback. Planning can be adjusted according to the results of the
assessment.
Answer the following questions by ticking yes or no in the right hand box
Yes No
 
1 Are you satisfied with the present assessment methods you are using?
2 Do you have any choice in how you assess your students?
3 Do you think the assessment methods you are using are fair to your students?
4. Do your students think the present system of assessment you are using is fair to
them?
5 Do you think the assessment methods you are using give you time to
reflect and to use the results for the benefit of yourself and your students?
6 Is all the time taken by your assessment methods justified by the benefits to
you and your students?
7. Do you and your colleagues have the opportunity to change the assessment
system?
8 Do you fully understand the assessment system you are using?
9 Is there any ‘moderation’ procedure to ensure that the assessment or grade
you give your students would be the same they would have from another
teacher?
10 Does your assessment really make any difference to whether your students pass
or fail your course?
11 Are your assessment methods related to the aims and objectives of your
course?
12 Do your students use your assessments to improve their progress?
13 Do your assessment methods support less able and more able students?
14 Do your methods recognise and reward qualities that are difficult to
assess objectively?
15 Do you ever use self assessment in your teaching?
How effective are your present assessment methods in improving your students’ performance?
Circle one below.
very effective effective not sure not very effective has little effect
How effective is your present assessment system in improving your own performance? Circle
one below.
very effective effective not sure not very effective has little effect
What do your answers tell you about the system of assessment you are using?
What can you do about this?

- Have you ever experienced any such situations?
- How might these influence students’ progress?
- What remedial actions have you taken?
Importance of giving students feedback
Simply giving grades will not help students develop. Some suggestions for effective feedback:
 Feedback should be given soon after the delivery of the session but allow enough time for
reflection for both the teacher and the student/observer
 Find a quiet place for the feedback
 Set students at ease
 Always ask the student/teacher to self reflect first—”How do you think it went?”
 Ask some probing questions to help the student/teacher self assess if necessary
 Try to keep to the point
 Use the ‘sandwich model’ below
 Be open and flexible
 Be sensitive and think carefully about the language you use
 Ensure you say at least 3 successful things about the session
 Give only one or two areas for development (if there are several, prioritise)
Feedback ‘sandwich’
Effective feedback helps you reflect on what you do well and helps you identify how to make
changes to enable you to do things even better. The way you behave is often as important as
what you say, so be aware of body language, for example:
Positive reinforcement - nodding - smiling - reassuring expression

Negative reinforcement - shaking head - frowning - looking bored
Try to establish empathy with your student before you start the feedback ‘sandwich’.
Positive
To Improve
Positive
Positive
Be encouraging; ask how they thought the lesson went and add something positive
To improve
Suggest how they could have improved aspects

of the session by doing some things differently
Share and / or demonstrate some ideas
Set new targets
Positive
Finish off with more positive comments
3.10 Peer assessment and self assessment
Objectives:

 explain at least three different methods of peer assessment and three different
methods of self assessment
 list and prioritise the requirements for effective peer and self assessment
 draw up, and implement a plan for using a new method of peer assessment in one of
their lessons in the coming two weeks
Methods of Peer Assessment and Self Assessment
My definition of Peer assessment…
My definition of Self assessment…

Tick if Tick if Tick if Tick if
Examples of you have You could Examples of you have You could
Peer assessment used use it in Self assessment used use it in
in your your in your your
teaching teaching teaching teaching
Peer support is a powerful tool to support different needs, but this is not to be confused with
peer assessment.
Be aware of and sensitive to students with special needs when using peer assessment.
Activity:
Using a new method of peer assessment in your sessions in the next two weeks
In the space on the next page write the details of how you will use, in your teaching, a peer
assessment you have not used before. Do not use traditional assessment of group feedback or
presentation.
You will be expected to carry out this plan in one of your sessions over the coming two weeks.
Use a session plan to record the results for the HDL and present what you have done to the
HDP group. Your plan should be attached to your session plan for the peer assessment
session. You will be expected, as part of your presentation, to evaluate your peer assessment.
(refer to your Assessment Code of Practice, p.77) The rest of the group will also evaluate your
session against the criteria.
Subject ______________________ Year/level ________________ Class size_____
Date and time of lesson ___________________________________ Room _____

Topic of lesson or assignment ___________________________________________
Details of the new peer assessment method you will use in the coming two weeks. What
exactly will happen? Be sure to answer each of the following questions in what you write:
Who will assess? Why will the assessment take place? What will be assessed? How will the
assessment take place? What will be done with the results?
How have your ideas about assessment changed?
Which types of assessment do you think you could use effectively in the next week?
How will it help your students to progress?

3.11 Setting up student self assessment
Objectives:

 differentiate between knowledge and skills in their curriculum
 identify clearly what they want students to be able to achieve in a particular module, unit
or session
 translate this into a self assessment tool for students
 prepare, evaluate and implement an action plan for using a self assessment method
Important note for all candidates
From now on the HDL will expect session plans to show the use of a variety of new active
learning and continuous assessment methods you have not used frequently before.
The use of traditional group discussion and feedback or group presentation in the traditional
manner will only demonstrate a ‘developing’ position in the end of Module Assessment.
The HDL will also be observing sessions with the expectation that you will be using new active
learning methods and being more creative with assessment showing that you understand how
to improve the reliability, validity and fit for purpose aspects of your assessment methods.
The appropriate nature and quality of your active learning and assessment methods is more
important than the quantity.
Key elements of a unit of work
At the end of the unit of work:
1. What knowledge will students have

2. What will they be able to do with this knowledge?
3. What skills will they have learnt?
4. What are the key ideas of this unit?
Plan for using a new form of self assessment in your sessions

In the space below write the details of how you will use - with one of your sessions - a self
assessment you have not used before.
(Do not use traditional assessment, group feedback or presentation.)
You will be expected to carry out this plan in one of your sessions.
You will use your weekly session plan to record the results for the HDL and to present what you
have done to the HDP group in a future session.
A sheet of paper with the following details should be attached to your session plan for the self
assessment session:
Name ____________________________
Subject ______________________ Year/level ________________ Class size____
Date and time of session ___________________________________ Room _____
Topic of session or assignment___________________________________________
Details of new self assessment method you will use in the coming four weeks:
What exactly will happen?
Be sure to answer each of the following questions in what you write:
- Why will the assessment take place?
- What will be assessed?
- How will the assessment take place?
- What will be done with the results?
3.12 Assessing Groups
Objectives:
 list criteria for evaluating assessment methods for assessing group work
 Identify specific ways in which group work can be planned and assessed more
effectively
 identify realistic and appropriate ways for assessing large groups
 plan, evaluate and implement a more effective and new way of assessing group work in
 their lessons.
What is necessary for assessing group work effectively?
Which methods of assessment can be used with large groups?
Using a new form of group work
In the space below write the details of how you will use in one of your sessions a more effective
form of group work assessment you have not used before. Do not use traditional assessment
of group feedback or presentation.
You will be expected to carry out this plan in one of your sessions
You will use your weekly session plan to record the results for the HDL and to present what you
have done to the HDP group in a future session. A sheet with these details should be attached
to your session plan for the group work assessment session.
Subject ______________________ Year/level __________Class size_______
Date and time of session (s) _______________________________ Room _____
Topic of session or assignment _____________________________________________
Details of new group work assessment method you will use. Be sure to answer each of the
following questions in what you write:
Who will assess? ___________________________________________________________
Why will the assessment take place?
__________________________________________________________________
What will be assessed? _____________________________________________________
How will the assessment take place?
___________________________________________________________________
What will be done with the results? ____________________________________________
How will the group work activity improve student performance?
___________________________________________________________________
How will the group work activity improve your performance as a teacher?
___________________________________________________________________
Group work assessment

Subject ______________________ Year/level ____________Class size_______
Date and time of session(s) _______________________________ Room _____
Topic of session or assignment _____________________________________________
Fill in a few details of the new group work assessment method you used. What actually
happened? Reflect on the difference between what you expected would happen and what the
actual results were. Try to explain differences as you see them.
Who assessed?
What was assessed?
Did the assessment take place as planned?
What was done with the results to aid future plan?
How did the group work activity improve student performance?
How did the group work activity improve your performance as a teacher?
3.13 Incorporating Active Learning and Assessment into Sessions
Objectives:
 examine their own subject curriculum and make decisions to prioritise the content
 include Active Learning Methods and appropriate, valid and fit for purpose assessment
to enhance session outcomes
Subject: Module/unit: Level/Year: Hours
1. How many session teaching hours were allocated for this module/unit?
2. How many hours could be saved by eliminating repetition?
3. How many hours could be saved by eliminating your teaching of topics students
already know because they have been covered in High School or college?
4. How many hours could be saved by spending less time on topics students could
learn through their own background reading?
5. How many hours could be saved by other independent learning and group
assignments?
6. How many hours could be saved in other ways? What are these ways?
7. How many hours in total have you saved which could be used to enhance session s
through active learning and continuous/formative assessment?
8. What percentage of your session teaching time could be saved and used for active
learning and continuous/formative assessment?
9. What general conclusions can you make about the way in which session time is allocated to
topics in the curriculum in the CTE/ University? Why do you think this happens?
10. What can you do as a teacher educator to improve this situation?
3.14 Presentation of peer group assessment
Objectives:

 present and evaluate their own peer group assessment activities
 evaluate the peer group assessment activities of their colleagues
Self evaluation of your peer assessment session
Write below the three criteria against which you self evaluated your peer
assessment lesson and write next to each ‘yes’ or ‘not sure’ or ‘no’
1.
2.
3.
Self assessment activity:
Read the following examples of reflections with 1-2 others in a small group and decide where
they would fit on the self assessment chart on the last page.
1. I have discovered that I prefer to learn through visual methods and this means I prefer
to use a lot of charts and pictures in my teaching. As many students are visual this may
help them learn. At times it may be useful to add some kinaesthetic activities to meet
the needs of those learners in my classes and I plan to teach a lesson next week that
will include an hands on activity that will involve them in creating their own charts in
small groups.
2. I have used a new form of assessment this past week that I found was very successful.
I had the trainees do a peer assessment of a lesson plan they had written with SMART
objectives and a detailed plan that included 75% active learning. They had to give each
other written feedback similar to what we did in the HDP session. When I collected the
work I could see that the trainees had done a very good job. I am looking forward to
observing their lessons on practicum to see how they implement their lesson plans.
3. I learned about 3 learning styles and can see that they are important to the teaching
learning process.
4. My methods of assessment need to be improved. From the reading I have done in the
HDP handbook, I realise that in order to do assessment for learning I need to give more
continuous assessment in the form of problems to be solved, short tests and student
assignments that I will check often so the trainees will know what is expected of them
and what they can do to improve their learning. This will help them become more
independent learners.
5. In the groups I often sit back and let others do the talking as I am not sure about my
English. I now realise that I want to become more active in participating in groups and
in fact last class I made more effort to offer ideas and suggestions.
6. I enjoy group work and often offer ideas and suggestions and help others to understand
the work as well. I try to make sure that we are on task and complete the work we are
assigned to do.
7. Active learning is important for the teaching learning process and I like to use group
work I my classes.
8. My session plan peer feedback told me that I needed to make a better assessment plan
to match my objectives. I was able to make some changes and improve my plan. When
the HDP leader read it, she commented that it was well done so I am thankful to my
colleague for the suggestion. I also felt good that the suggestions I gave for my
colleague’s lesson plan helped him to make improvements by including a better time
plan.
9. I have a tendency to talk a lot in groups and dominate the discussion. I have decided to
be less talkative and to focus on including all group members, especially those who are
less experienced so that they also can gain more confidence by speaking more and
contributing their ideas to group work.
10. My attendance is almost perfect and I have made sure to make up all classes I have
missed. However I am often late for class and sometimes I take calls on my mobile
even though I know the ground rules we agreed to as a group said that we should not
talk on mobiles and should be punctual.
11. I am very pleased with the new active learning methods I have tried in my classes since
HDP began. I now think ahead about setting up my room to save time and about how to
group trainees in new and interesting ways. For example, recently I had groups
organised based on numbering each trainee from 1-6 to form 6 groups. Within each
group I have them count 1-8 and assigned each one a different role (timekeeper, note
taker, encourager, reporter, leader etc.) I noticed the different roles they played helped
them work well as a team.
12. When doing group tasks I usually listen to others’ ideas as I am unsure about my
language skills.
13. I have missed several HDP classes for good reasons but have always attended make
up sessions to keep up with the work. I take more time to read over the handbook in
advance so that I get the most from the make-up session.
14. I can see that my weakest area is assessment for learning. Due to lack of time I
usually rely on tests at the end of modules for most of the grades. To improve my
assessments methods I plan to think ahead about ways to introduce some peer
assessment in my classes. I may also ask the HDP leader for some feedback on my
ideas.
3.15 Module 2 Assessment: The Managing Learning Project
This project focuses on active/student centred learning methods and peer, self and group
assessments.
Candidates will:
 Plan, teach and evaluate a series of no less than six sessions incorporating a range of
active/student centred learning and peer, self and group assessments
 The plan must show development through reflection, lesson evaluation and peer
observation
 The candidates will write a report of 750 - 1000 words explaining how their planning,
observation, evaluation and subsequent changes have impacted upon their students’
learning experience
This project combines planning active/student centred learning activities with assessments.
The learning methods planned must demonstrate consideration of the subject, the students’
knowledge and development and the teacher’s planning to encourage independent, responsible
students. The assessment methods must be seen to match with the learning objectives of the
sessions.
The session evaluations must show reflection of the planning/delivery and achievements of the
learning experience and action taken to improve areas of difficulty.
Stages
1. Consider each section/session you teach and the topics to be addressed in the next
weeks
2. Consider active/student centred learning methods that:
o you have not yet used
o are suitable for your subject/topic
o could be altered or developed to be useful in your area with your students
o enable assessment to take place
3. Think about self, peer and group assessment and consider:

o Which part of the topic could be suitable for group work and so group
assessment
o When will a self assessment be a useful exercise
o When will a peer assessment be relevant
4. Make a simple outline plan for the chosen sessions and section/session (using the
format given)
5. Discuss your plan with a colleague who will observe one of your planned sessions and
have a feedback session with you
6. Make an appointment with your HDL/T to discuss your plan; make a note of any
comments arising in your discussion, when your plan is agreed ask your HDL/T to sign it
7. Make a more detailed plan for session 1 – complete a session plan, make some useful
notes/ideas for the remaining sessions ready for the complete session plans
8. Arrange the pre-observation discussion with your colleague in readiness for the
observation and the feedback after the session
9. Teach your sessions following your plans – give yourself time for reflection after
each session and fully complete each evaluation
10. Make some additional notes in preparation for your report addressing the following
issues:
o The reasons for your choice of learning methods and how they were successful in
enhancing quality learning
o How the planned assessments informed the students of their progress in their
learning
o The part played in your development by planning, discussion, reflection,
evaluation and feedback
o Your assessment of the value of this project in the development of your teaching
skills
Session observation form
Observer: Teacher:
Subject: Date:
Title of session:
Focus of observation:
Planning includes: clear appropriate objectives, appropriate time allocated in plan,
appropriate balance of student activity and teacher activity
Teacher activity includes objectives communicated to the students, student centred

teaching implemented, high level of subject knowledge delivered at an appropriate level
for students, positive interactions with students, lesson well paced, a range of relevant
examples used
Student activity includes activities well focused on objectives, students understand

what is expected, activities well organised and varied, evidence of active learning, a
positive challenge, active participation
Assessment includes opportunities for assessment clearly identified and used, clearly
related to objectives, evidence of continuous assessment for formative purposes,
students aware of assessment for the course
Managing Learning Project Plan
Name: ……………………………………………….
Subject: ……………………………………………..
Group/section: ………………………………………
Submission date: _______________
Session Day Date Time Location

No.
1
2
3
4
5
6
Session 1
Topic/Title ………………………………………………………………………………………………….
Main learning objectives ………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Active learning methods …………………………………………………………………………………
Assessment methods …………………………………………………………………………………….
Session 2
Topic/Title ………………………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Session 3
Topic/Title ………………………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Session 4
Topic/Title ………………………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Session 5
Topic/Title ………………………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Session 6
Topic/Title ………………………………………………………………………………………………….

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Discussion comments:
HDL/T signature …………………………………. Date ……………………….

The report should be based on the project not on the Higher Diploma Programme and should
reference the session planning and evaluations in the development of their teaching skills. It
must be specific in the part played in enhancing learning by the different learning methods and
the reasons for the assessments planned. You may agree certain criteria in order to ensure
successful reports.
 The project must be planned with one group/section of students

 The 6+ lessons must be delivered consecutively
 The sessions must all be based within the same subject
 The sessions must include a variety of student centred /active learning methods which
are new to the teacher
 The sessions must include the use of different assessment methods – peer, self and
group
 The session plans must demonstrate the teacher’s ability to plan a variety of learning
experiences over a period of time
 The session plans must show the reasons for each assessment and the method of
recording the assessment
Report Writing Frame
Please use this for making and keeping notes while you are teaching your planned sessions.
When you have completed teaching the planned sessions, the observation and feedback use
these notes to write your report addressing the stated issues:
1. the reasons for choosing the learning methods and how they were successful in
enabling learning
2. how the planned assessments informed the students of their progress in their learning
3. the part played in your development by the planning, discussion, reflection, evaluation
and feedback
4. what improvements/changes you made during the sessions and why
5. your evaluation of the value of this project in the development of your teaching skills
3.16 HDP Candidate’s Self Assessment - Module 2
Objectives:

 reflect on and evaluate Module 2
 Use reflection to complete the self assessment for the module

Reflective Beginning to Developing skills in Reflective activities Detailed well
Activity identify strengths critical self identify strengths developed
and areas for evaluation, open to and areas for reflections clearly
development new ideas, development; identifying strengths
beginning to apply evidence of and areas for
concepts and skills planning development; action
planning for
improvement,
progress evident
through self
monitoring
Session plans, Beginning to use Developing Well structured Confident use of a
evaluation, planning structure planning structure sessions, variety of active
formal and to consider based on demonstrating learning methods;
observations of timing of objectives, awareness of Assessment
teaching and activities; mainly experimenting with different learning matches objectives
assessment teacher centred active learning styles; appropriate and supports and
with summative methods and range of active challenges students’
assessment continuous learning and progress
assessment assessment
methods
Managing Beginning to Most objectives Skills in using active A coherent project;
learning project show reflection achieved. Active learning and evidence of
and analytical learning and appropriate planning;
skills. Some new assessment assessment appropriate active
active learning methods matched methods clearly learning and
incorporated into to objectives. developed; assessment
the project Some reflection in reflective comments methods; reflective
session show areas for activity shows
evaluations further development development of
skills
Attendance and Attended less Attended 80% of Attended 90% of Attended every
punctuality than 80% of sessions with sessions with session; always
sessions; absence for absence for punctual for
lateness and unavoidable unavoidable sessions and with
incomplete work reasons accepted reasons (with work
inadequately by HDL; usually agreement of HDL);
explained punctual any punctual; work
lateness explained submitted on time
Select two areas (e.g. reflective activity, teacher as role model) and identify specific
targets for improvement in the next module:
Candidate’s Module 2 Self Assessment
What have you found most useful in this Module?
Would you say that for your overall performance in this Module you should receive a
PASS or REFER
Higher Diploma Leader’s Module Assessment

General comments on Candidate’s performance in Module. 2
Please comment specifically on areas where you disagree with the self assessment. Please
comment on what the candidate should do in the next Module to improve.
The overall performance of the candidate in this Module:
PASS or REFER
References:
Abbot, J. and Ryan, T (2000)The Unfinished Revolution: Learning, Human Behaviour,

Community and Political Paradox (Stafford: Network Educational Press Ltd)
Assessment Reform Group (1999) Beyond the Black Box (Cambridge: Cambridge
University School of Education)
Baines, E., Blanchford, P. and Kurnick, P (2008) Promoting Effective Groupwork in
Primary Classrooms TLRP Improving Practice Series (London: Routledge)
Black, P and William, D (1998) inside the Black Box: Raising Standards through
ClassroomAssessment (Cambridge: King’s College)
Hargreaves, D (2005) About Learning: Report of the Learning Working Group (London:
Demos)
Hughes, M. (2006) And the Main Thing is LEARNING (Cheltenham: Education Training
and Support)
Livingstone G, (2001) Taking Teacher Education Forward Education/ Policy Ref No Ed/Po 3, (Addis
Ababa: Voluntary Service Overseas Ethiopia)
Mullins, L. (2010) Management and Organisational Behaviour (Harlow: Pearson
Education Ltd)
People in Need (2010) Teaching Biology Using Active Learning Methods – A Handbook
For Teachers (Addis Ababa: People in Need)
Pollard, A. (2008) Reflective Teaching, 3rd edn. (London: Continuum International
Publishing Group)
Reid, M. and Barrington, H. (2001) Training Interventions, 6th edn. (Trowbridge: The
Cromwell Press)
Rogers, C and Freiberg, J (1994) Freedom to Learn 3rd edn. (Upper Saddle River, NJ:
Prentice Hall)
Seager, (2009) The Penguin Atlas of Women in the World (London: Penguin Press)
Thomas, W. and Smith, A. (2004) Coaching Solutions: Practical Ways to Improve
Performance in Education (Stafford: Network Educational Press Ltd.)
Turnbull, J (2009) Coaching for Learning (London: Continuum International Publishing
Group)
UNESCO (1996) Learning: The Treasure Within. Report to UNESCO by the International
Commission in Education for the 21st century (UNESCO Publishing)
Wudu, M,, Tefera, T. and Woldu, A (2009) The Practice of Learner Centred Method in
Upper Primary Schools of Ethiopia Ethiopia Journal of Education and Science 4(2):27-
39 (Jimma: Jimma University)
4. Action Research
4.1 What is Action Research?
Objectives:

 Explain action research in their own words
 Share the experience of conducting action research
 Start to prepare for a Group Action Research Project
Consider individually:
What is Action Research?
What is the purpose of Action Research?
Group work:
Previous experience of Action Research
Group definition of Action Research
Share some initial ideas for action research projects
Background reading:
Definition:
Robson (2002, p545) defines action research:
Action Research is research which is orientated towards bringing about change often
involving respondents in the process of investigation. Researchers are actively involved
with the situation or phenomenon being studied.
Purpose:
The purpose of action research is to improve the understanding of teaching practice and to
influence or change some aspect of whatever is the focus of the research. It is participatory
research and usually involves collaboration between researchers. The evidence collected is
qualitative and meaningful to those involved.
History:
Action research has been a popular methodology in education for those who maintain that
practitioners are more likely to make better decisions and engage in more effective practices if
they are active participants in educational research
Models of Action Research
Lewin
The birth of action research is usually attributed to the work of Kurt Lewin in the 1940’s. Lewin
developed action research as a method for investigating social problems, believing that this
would lead not only to the development of theory but also to social change – improving the life
chances of disadvantaged groups. He wanted to investigate how participation in decision
making in industrial contexts could lead to increased productivity. His work was quickly applied
more widely in social sciences and in education.
Lewin developed a theory of action research as a spiral of steps involving planning, fact-
finding (or reconnaissance) and execution (Lewin, 1946), and which later came generally to
be understood as an action-reflection cycle of planning, acting, observing and reflecting”
During the 1950’s there were some developments in action research in education, particularly
in the USA. The 1960’s were a quiet time for action research but by the late 60’s it gained
momentum again, driven by social unease (civil rights movements, protests against wars in
Korea and Vietnam etc).
Stenhouse
In Britain, the work of Lawrence Stenhouse and the Humanities Curriculum Project (HCP) was
gaining influence. The HCP (1967-72) emphasised an experimental curriculum and had quite
an influence on British schools in the 1970’s.
Stenhouse held a view of the teacher as researcher and called for all teachers to reflect critically
and systematically on their practice. His key concept was emancipation: liberation for the
student to discover and own knowledge for them; for the teacher to adopt a critical approach
and get involved in research and for the school to become more autonomous and creative.
Kemmis
Stephen Kemmis describes action research as “...a form of research carried out by practitioners
into their own practices….a form of self-reflective enquiry…” (Kemmis, 1993) His model of
action research shows a self reflective spiral of planning, acting and observing, reflecting and
re-planning. The purpose is to improve practice.
Elliott
Following the HCP the idea of teacher research was further developed by John Elliott and Clem
Adelman in the Ford Teaching Project (1972-75), a project which involved 40 primary and
secondary school teachers in examining their classroom practice through action research.
Elliott uses Lewin’s model as a basis for thinking about action research but criticises it in that it
seems to imply that reconnaissance is merely fact finding and that implementation is a fairly
straightforward process. He argues that:
 The general idea should be allowed to shift.

 Reconnaissance should involve analysis as well as fact-finding and should constantly
recur in the spiral of activities, rather than occur only at the beginning.
 Implementation of an action step is not always easy, and one should not proceed to
evaluate the effects of an action until one has monitored the extent to which it has been
implemented.
(Elliott, 1991, p70)
McNiff
Jean McNiff an educational researcher who has written widely about action research, likes the
idea of ordered steps for action research but does not want to be confined by it. Her model is
…a spontaneous, self-recreating system of enquiry. I like the notion of a systematic

process of observe, describe, plan, act, reflect, evaluate, modify, but I do not see the
process as sequential or necessarily rational. It is possible to begin at one place and end
up somewhere entirely unexpected (McNiff, 2002, p 56)
Further models have been developed by Ebbutt and McKernan. Ebbutt refers to the
‘messiness’ of the action research cycle. Although there are a number of different models it is
clear that they have many similarities.
Turnbull
Turnbull (2009, p160) uses action research when coaching young people to learn. She asked
students to review how they spent their time. Various activities were coded as such:
Sch – time at school
R – for reading/research
W – for work that has to be completed in the home and outside
Soc – for socialising
TV – for watching TV
A week was taken as the sample time students were required to produce a chart breaking down
the days into one hour slots. From the results students were asked to analyse how much time
they give to learning. This generated an interesting discussion as to how their time is spent.
She then worked with them to devise strategies to help them plan their homework and their
learning.
What have you learnt from this session?
Action learning sets
In conducting your action research project you will have timetabled slots during the HDP for this
purpose. This will be evenly spread at intervals during the HDP.
You must attend all of these sessions.
In addition to these sessions your group can operate, as an ‘action learning set’ (ALS).
Action learning is defined as learning through action or a continual process of learning through
reflection with the support of an action learning set, (Reid, Barrington, Kenny, 1993). The ALS is
your group. The formation of the ALS will be discussed with the HDL. You will need to decide
when to meet on a regular basis outside of the HDP sessions to discuss the progress of your
action research project. You will need to decide the agenda assess the progress allocate tasks,
identify and resolve any issues and decide action points. You will need to record the meetings
of your ALS (Action Research Log – see p.109) and present this to the HDL with your final
action research project.
Deciding on the focus for your action research
In deciding your topic for the action research project you will need to consider the following
issues:
 Is the topic in an area where we can really make an influence and bring about change?
 Is the topic manageable in the time allowed within the HDP?
 Do we have access to the data that we will need to conduct this research?
 Have we chosen a topic that fits within our day to day activities and is small enough to
be achievable but still meaningful?
 Is your research proposal SMART?
 What will you do after the research?
 How will we assess the impact of our research?
 Have we considered all the ethical issues involved in any data collection?
 How will you work together as a ALS?
What are the key skills we will use when working with others? What issues may we face?
What ethical issues should be considered?

Action research project progress log
(this is to be shown to the HDL after each action learning set meeting)
Date: ___________________ Time: _________________ Place: ______________________
Action research topic: ________________________________________________________
Issues discussed:
Solutions:
Date and time of next meeting: Date: ____________________ Time: _________________
Action learning set members:
Name (Print): __________________________ Signature: __________________________
HDLs comments and suggestions

Some examples of primary data collection methods
This is a small selection of primary data collection methods. The key to action research is to
select data collection methods that that are appropriate for small scale qualitative research.
Questionnaires:
 Have we explained clearly the purpose of the research?
 Is it clear that the information given is confidential and anonymous?
 Have we considered the design of questions (open or closed)?
 Have we conducted a pilot of the questionnaire to be sure of the language, reliability and
validity?
 How many questionnaires should we issue and to whom?
 Is the sample size representative?
 What is our acceptable return rate?
Interviews:
 Have we prepared our questions?
 Will this be a structured or semi-structured interview?
 Who will conduct the interviews?
 Who will be interviewed and is this representative sample?
 How long will the interviews last?
 Where will the interview take place and are the arrangements suitable?
 What do we expect to find out?
 Have we thought about the design of open and closed questions?
 Have we explained the purpose of the interview, thanked the participants and at the end
explained what happens next?
 Have we asked their permission?
Observations:
 Are we observing students or teachers or both?
 Have we explained the purpose of the research and asked permission to observe?
 How many persons will be observed and is this a representative sample?
 Have we agreed a suitable observation checklist to be used?
 Are we giving feedback to the student/teacher after the observation?
 Have we explained what will happen after the observation?
Field notes:
 Have we systematically kept notes of the group?
 Do the notes document significant aspects of the action?
Audio recording:
 Have we decided the points to be covered?
 Have we organised transcription of the tapes?
 Have we explained the reason for the recordings?
Digital recording:
 Have we booked the equipment?
 Do we know how to use the digital camera?
 Have we considered how to limit the effects of being filmed?
 Have we considered involving the students in the?
 Have we asked permission to film?
Clearly state how you will ensure that the evidence gathered is comprehensive and valid.
Activity:
Using the table below, outline advantages and disadvantages of the following data collection
methods:
Method Advantages Disadvantages
Interview
Observation
Digital
recording
Field notes
Questionnaire
Audio
recording
Decide on the data collection methods you will use for your action research.
4.2 Action Research Project
The proposal
In your ALS complete the action research project proposal below.
What is your research issue?
Why have you chosen this topic?
What do you already know about the current situation?
How do you intend to conduct your action research?
How will the ALS be organised and tasks allocated?
Next steps:
 Make an appointment with the HDL to discuss your proposal
 Complete the action research project progress report after each meeting of your ALS
Suggested structure for the report
Each ALS will be expected to hand in a word-processed report of their project. The report
should include the following:
1. Title
2. Contents
3. Introduction - identify the challenge Write a few sentences on how you decided upon the
area of research. Include how you became aware of the challenge. Why it was a challenge and
what needed changing. What relevance the research has for you.
4, Literature Review - In starting and selecting your topic for the action research project you
need to explore secondary sources that will help define and shape your research.
This may consist of:
 Relevant reports and documents already existing in your CTE/University
 Reports from REB, MoE, NGOs etc
 Research articles from published Ethiopian and international journals
 Relevant books
 Internet sources
5. Research methods – data collection, analysis and findings
6. Proposed action
7. Implementation of action/intervention
8. Evaluation of the action/intervention what changed as a result of the action taken? How
has your practice changed as a result of and how have the students benefited from the
interventions made?
9. Next step (Action research cycle) - Identify further changes, if necessary and identify the
challenge in order to repeat the cycle again.
10. References
11. Appendices Include relevant material e.g. questionnaires, interview notes, worksheets etc.
You should also include your completed Action research proposal, your action plans and group
forms.
Action research project
This is the front cover for your action research project. Attach this sheet to your project before
you hand it in. Check that you have completed all the parts of the project before you hand it in.
Name: _________________________________________
Project title: _______________________________________________________
Candidate HDL
Check Check
Action learning set assignment

Is your Action Research proposal included?
Is there a clear statement of what you did at each stage?
Is the literature review included?
Is the ALS reflective activity included?
Individual assignment
Is there a clear statement of what you contributed to the
project?
Have you included material that you produced as part of the
project?
Is there a personal evaluation of the success of the project with
your own ideas of how the project could have been improved?
HDL comment on the Action Research Project
Signed ___________________________ PASS REFER Date:______________________

4.3 Action Research Project Peer Presentation
Objectives:

 Prepare and present their action research projects to their peers
 Work effectively as a member of a team in the presentation
 Evaluate the projects of others in a constructive manner
Comments on the other ALS presentations

Your action learning set reflective activity
One copy of this form should be handed in with your submission
Title of your project: _______________________________________________
What did you learn about working together in an action learning set?
What would you do differently as an action learning set if you could start the project again?
4.4 Preparation for Public Presentation
Objectives:

 Agree within their action learning set the way in which the projects will be presented to
the public in the coming week(s)
 Prepare the public presentation to celebrate the success of the Higher Diploma
Programme and be a role model for presentations for your institutions
Plans for Public Presentation of the Action Research Project:
Checklist::
o Have we completed our planning and preparation?
o Can we ensure all members of the ALS will take an equal part in the presentation?
o Do we need a projector?
o Do we need to prepare any handouts?
o Have we practised our presentation and checked timing?
o Have we included time for questions?
4.5 Public Presentation of the Action Research Project
Objectives:

 Make their presentations
 Work effectively as a member of a team in the presentation
Candidates can decide where to make their presentation. It does not have to be in the
HDP room but can be in any suitable room in the institution.
Sometime after the presentation you may like to reflect on what was successful about your
presentation
What changes did you make following the presentation to your peers? Did they work?
If you had to repeat this public presentation what would you do differently?
4.6End of Module 3 Assessment
Objectives:
 Reflect and evaluate the module

 Use reflection to complete their self assessment for the module
The ALS should work together to write comments below on the ALS Action Research Report.
The rest of the group should comment on your individual report and on your contributions to
group work and your attendance and punctuality (below and overleaf). You will have an
opportunity to reflect on their comments overleaf.
Action Learning Set self evaluation of the Action Research Report
Action Learning Set members:
Action Learning Set report:

Refer to the criteria and review the group report together. Comment on the strengths of your work
and note areas that need improvement.
Individual report for: _____________________________(Candidate name)

Refer to the criteria. Comment on strengths and areas for improvement
4.7 End of Module 3 - Peer Assessment
Ask your Action Learning Set to complete this part for you. They should underline one or
two phrases in each area which best reflect your achievement in this module.

Contributions Often lets others Takes a Willingly takes on Shows clear
to your Action get on with the responsible work within the ability to help the
Learning Set task; rarely share of ALS ALS, ALS get on with
(ALS) participates tasks, usually occasionally the task and to
constructively in when asked to helping to involve group
discussion; often do so; listens to organise; is often members;
working in others and a good active encourages
isolation within makes positive listener and others to speak
the group. Made contributions to contributes and makes them
some effort to discussion. readily to feel involved;
keep ALS Keeps ALS discussion; often shows leadership
focused on the focused on helps the ALS to skills; gets on
research criteria research criteria move forwards. with tasks
Enabled reliably. Can
research criteria justify how
to be followed research criteria
and checked. has been met
sessions; late for absence for absence for punctual for
20% or more unavoidable unavoidable sessions and
sessions; work reasons; late for reasons; usually with work.
completed late 10% or more punctual; work
sessions, work usually done on
sometimes late. time.
The overall performance for this candidate for the Action Research Project is a:
PASS / REFER
Signed: _________________________________________ Date: ________________

(Action Research Action Learning Set)
Candidate’s Self reflection:

Any further comments on the peer assessment process
4.8 End of Module 3 - Self Assessment
Complete this part yourself. You should underline one or two phrases in each area which best
reflect your achievement in this module.

Contributions Often lets others Takes a Willingly takes on Shows clear
to your Action get on with the responsible work within the ability to help the
Learning Set task; rarely share of ALS ALS, ALS get on with
(ALS) participates tasks, usually occasionally the task and to
constructively in when asked to helping to involve ALS
discussion; often do so; listens to organise; is often members;
working in others and a good active encourages
isolation within makes positive listener and others to speak
the group. Made contributions to contributes and makes them
some effort to discussion. readily to feel involved;
keep ALS Keeps ALS discussion; often shows leadership
focused on the focused on helps the ALS to skills; gets on
research criteria research criteria move forwards. with tasks
Enabled reliably. Can
research criteria justify how
to be followed research criteria
and checked. has been met
sessions; late for absence for absence for punctual for
20% or more unavoidable unavoidable sessions and
sessions; work reasons; late for reasons; usually with work.
completed late 10% or more punctual; work
sessions, work usually done on
sometimes late. time.
Write a reflective account of your overall performance and achievements in this module.
Would you say your overall performance in this Module should receive a
PASS / REFER
Signed: _________________________________________ Date: ________________

(Candidate)
Observations and comments from the Higher Diploma Leader
General comments on achievement in this Module:
Comments on specific areas where I disagree with the self assessment
What you can do to improve:
The overall performance of ____________________________________ in this Module
PASS / REFER
Signed: _________________________________________ Date: ________________

(Higher Diploma Leader)
Action Research Project Assessment
There are four elements to this assessment:
1. candidate’s self assessment

2. peer assessment (oral/written feedback on the ALS presentation)
3. assessment by the HDL/HDT. In each case, assessment should be based on the
assessment criteria on the next page
4. ALS public presentation
1. Individual assignment:
This individual assignment must be your work and not the same as other members of your
ALS. In the final assignment each member of the ALS should submit an individual written
paper of 500 – 1000 words, covering the following items:
 a clear statement of exactly what each candidate has contributed to the project
 a personal evaluation of the success of the project together with her/his own ideas of
how the project could have been improved (refer to success criteria)
 a self assessment with specific examples of her/his development in each of these areas
where possible and overall performance with specific reference to her/his
 development of group behaviours
 understanding of the principles of action research
 organisational skills
 analytical and problem solving abilities
 oral and written communication skills
 reflection.
Action Learning Set assignment

This should include:
 the completed Action Research Proposal
 a detailed report of your ALS project (see Guidelines for writing up your research project
on the next page)
 the ALS reflective activity form
 the ALS Project Progress Log
You should give specific examples of your development in each of these areas. Refer to the
assessment criteria to guide your self assessment.
2. Action learning set peer presentation
Each ALS will be allocated 20 minutes to present their project to the HDP group. You need to
ensure that:
 each of the ALS members have a clear and fairly allocated role in the project
presentation and the presentation shows evident teamwork
 the presentation uses active learning methods
Refer to the assessment criteria to guide your peer assessment.

3. Assessment by HDL/HDT
Assessment Criteria:
 The action research addresses an issue in the candidate’s own practice and attempts to
answer the question ‘How do I…?’
 The candidate explains the context and discusses her/his own professional values in
relation to the issue
 The candidate includes a clear plan of action; identifying possible ways to address
her/his research question(s) and making clear reference to stages in Action Research
 The candidate modifies her/his plan as appropriate, recording significant changes
 The candidate’s research is collaborative
 The candidate develops ethical principles and shows how s/he has applied them
 The candidate’s data is comprehensive and referenced
 The candidate describes her/his own professional development through the project and
details learning
 The report is coherent and logical in its structure. It is clearly expressed, well presented
and referenced according to academic standards.
 The implications of the research are clearly presented and critically evaluated in relation
to evidence and other sources. Links are made to relevant literature and research.
 The candidate must consider the relevance of the research for others
 The candidate outlines what s/he will do as a result of the research
4. Action learning set public presentation of the completed project

The close and collaborative relationship between researcher and researched fits well with the
approach of flexible qualitative design and is alien to that of fixed quantitative design,
(Robson, 2002). The research should be manageable and meaningful.
This collaborative approach brings ownership of the research process by the action learning set
and commitment to complete the task.
References:
Kemmis, S (1993) Action Research in M. Hammersley (Ed) Educational Research

(London: The Open University)
McNiff, J. (1992) Action Research: Principles and Practice, (London: Routledge)
Pollard, A. (2008) Reflective Teaching, 3rd edn. (London: Continuum International

Publishing Group)
Reid, M. & Barrington, H. (2001) Training Interventions, 6th edn. (Trowbridge: The
Cromwell Press)
Robson, C. (2002) Real World Research, 2nd edn, (Oxford: Blackwell Publishers Ltd)
Turnbull, J (2009) Coaching for Learning (London: Continuum International Publishing

Group)
5. School Placement
5.1 Introduction to the School Placement
Objectives:
Candidates will be able:
 To experience the situation in schools and the challenges facing teachers

 To better support their student teachers
Some of the results of the School Placement include:

o Improved relationships between schools and the institution
o Improved relationships between teacher educators and school teachers
o The development of CPD workshops for school teachers, especially in new
methods of teaching and assessment
o ‘Demonstration’ sessions given by HDP candidates for school teachers during
the school Placement as another way of developing CPD
o School teachers are better prepared for their role in supporting students
during the practicum
o School teachers and school students invited to the institution for specific
activities, especially in science and technology
o New modules in classroom management developed for student teachers.
In addition to completing the School Placement Report, some candidates undertake additional
activities while they are in school, such as student interviews, ‘shadowing’ a student for a day to
understand more about the school from a student perspective, observation of students both in
and out of class for more information about gender equality, school maintenance, and the
school budget.
School placement might also give rise to providing more support to schools, especially where
they are local to the institution. Such support has included providing:
o Workshops for teachers on Active Learning methods

o Workshops on using Action Research to improve practice
o Improving Assessment Methods
5.2 School Placement Guidelines and Report
Objectives:
Candidates will:
 investigate and reflect on the organisation and management of a local school

 have experience of teaching and observing in the cycle for which teacher educators are
preparing students
 identify some of the challenges that new teachers may face
Introduction:
Every teacher educator on the Higher Diploma Programme is required to spend time in a first
cycle, second cycle, or secondary school according to the level for which the teacher is
preparing students. A minimum of 12 hours must be spent in school while the school is in
session and school students are present. Teacher educators will not be able to successfully
complete the Higher Diploma without completing the school placement.
The HDL will help you plan this placement. All candidates must complete the placement before
sessions B, C, D and E can be delivered.
Personal priorities for your school placement
Write down two or three personal priorities you have for your school placement. What do you
hope to gain from the experience?
Write your comment on each priority and what you have achieved after the placement.
Priority 1 (before placement)
Comment after placement

Report for School Placement
Name of school: ____________________________________________________
Level of school: __________________ Location: ___________________________
Number of student teachers your institution sends to this school each year: _____
Number of students at the school: boys: _____ girls: _____ total: _____
Number of teachers at the school: male: _____ female: _____ total: _____
Student/ teacher ratio (divide the total number of students by the total number of teachers):
What is the average number of students in each teaching group?
Does the percentage of girls differ very much from year to year? Please comment with details.
Books and Equipment: Please describe briefly the provision of books, equipment, other
resources and educational materials in the school. Comment on the quality and adequacy,
Student backgrounds: Please describe briefly the social and economic backgrounds of the
students commenting on parental support, interest and expectations for their children’s
education. Mention details of ‘drop out’ rates, specifically any gender differences you find.
Curriculum. Please describe briefly the curriculum in subjects and time allocated. Where there is a
different curriculum for each year group, please give details.
Grades taught in the school (circle) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Grade Periods Grade Periods Grade Periods Grade Periods

Subject per per per per
week week week week
Lesson Observation for School Placement

Observer: Teacher:
Subject: Date:
Title of lesson: Number in class:
Comment on Teacher activity and Student activity
Teacher activity (focus on the following areas: objectives, teaching methodology, use of
assessment, subject knowledge and classroom management.)
Student activity (focus on the following areas: participation, learning style, understanding and
behaviour)
Were all the students fully engaged? If not how could the teacher have included all the
students?
Was there a range of activities? Were they appropriate?
Any other comments on the lesson:
How successful was the lesson? What is the evidence?
Could the lesson have been improved? If yes, what actions if any could be taken to lead to
improvement?
Interview with two school teachers.1 Female and 1 Male

In your report consider the following areas for discussion:
 The teacher’s role and responsibilities
 How the teacher feels about the role
 What are seen as the satisfying parts of the role and what are the challenges?
 Is there anything that s/he could do to enhance the quality of education in the school?
 Is there anything the CTE/University can do to better prepare the student teachers for
the profession?
Teaching practice in the school

As part of your placement you will be required to teach two lessons in the school preferably in
different grades. Complete two lesson plans and evaluations for these lessons. Please
encourage the class teacher to observe you and discuss the lesson afterwards.
Reflective activity (to be completed after the classes):
In the space below write how you felt about the lessons.
 Were there any differences between teaching in your institution and in the school?
 What were the positive things about teaching in a school?
 What was less positive?
 Describe and evaluate the active learning methods you used in each lesson
 Are there other methods that might have helped?
 How did the students react to your teaching?
 How did you assess their level of understanding at the beginning, during and at the end
of the lesson?
 How successful do you think your assessment was?
Guidance for writing session plans

Title of session: _____________________________________________________________
Time Teacher activity Time Student Time Assessment

activity activity
Indicate Include details of Indicate Include Indicate how Identify the
how what you will be how much details of much time is methods chosen
much doing; introducing time is the activities to be spent on to assess
time is the session; giving spent on the students assessment knowledge, skills
spent on instructions, each will do and by the and
each intervening to activity by the students understanding of
activity facilitate students’ the expected the students.
by you learning; students outcome of
summarising key the task
points
Include the key

questions you will
ask the students in
order to check
understanding and
to challenge them
further
Resources: include the materials that you will use in your session. Remember to include any
different, additional or altered resources for students with special needs.
Learner support: how do you support all learners? How do you support those who have
difficulty understanding the work? How do you support those students who complete the work
quickly?
Evaluation Focus: this could be any aspect of the session but should be decided before the
session; e.g. assessment, classroom management, active learning methods, etc.
You should have (1) identified misconceptions and intervened immediately, (2) made a note of
students who made significant progress or who had significant difficulties.
When assessing it is important to consider what you will do with the information, i.e. how you
will use it to support the students. The methods may include listening to pair/group discussion,
observation of an activity, students’ written work, problem solving, presentation, quiz, display,
marking written work, etc
Choose one the objectives. Are activities clear, do they show progress, is good use made of
Think about an aspect of the session that did not go so well. Write down how you could
improve this next time. (Take note: address these suggestions for improvement in your future
session planning)
Think about:
 Whether the objectives were achieved
 What evidence you have for objectives being achieved
 The balance between teacher activity and student activity
 Which activity was most successful and why
 The timing/pace of the session
 Student response to the session
 Whether the needs of all the students were met and whether special needs were catered
for
Reflections on assessment methods you used:
 Were your assessment methods effective?

 How will you use the results of the assessment in the next session?
 What work was set for the students to do?
 Are you aware of who made progress beyond expectation or need extra support?
 Does anything need to be recorded?
Session plan
Title of session: _____________________________________________________________
Time Teacher activity Time Student activity Time Assessment

activity
Resources:
Learner support:
Evaluation Focus:
Session evaluation
Choose one the objectives. Are activities clear, do they show progress, is good use made of
Reflections on the assessment methods used:

Standards in the school

 How would you rate the standards of behaviour, teaching and student achievement in
the school? (Poor, Fair, Good, Excellent)
 Did the teacher have sufficient subject knowledge?
 Did the teacher use any active learning methods?
 Try to refer to specific examples and evidence in your comments.
Arrangements for the practicum in the school.(if applicable) Find out how the school has
planned to meet the needs of student teachers on practicum. Is there a designated school
practicum coordinator and ‘mentors’ in different departments? What are their views about
practicum arrangements and the issues arising?
Record of School Placement
Institution____________________ Name of HDP candidate ______________________
Name of School____________________ Head /Director_________________________
Record of time spent in school
Date Brief summary of what you Hours spent

did
I confirm that the record above is an accurate statement of the time I have spent in school doing
the School Placement for the Higher Diploma Programme. School students were present and
having normal lessons while I was in the school.
Signed _______________________________________ Date__________________

Signature of candidate
I confirm that, to the best of my knowledge, the above is a true statement of the teacher
educator’s school placement.
Signed _______________________________________Date___________________
Signature of School Head/Director
This statement must be included in the Portfolio as evidence that the requirement for a school
placement has been completed for the Higher Diploma Programme
School stamp
PAGE 141
5.3 Sharing experience of the School Placement
Objectives:
 share their experience of the School Placement with colleagues

 identify key issues in raising standards of education
 plan a group presentation on a topic/issue arising from the School Placement
Key issues and possible action

PAGE 142
Summarise the key points below:
Group Key issue Possible action to raise standards
Activity:
What topic will our group present next session?
What are the key issues?
What active learning methods will we use in our presentation?
What are my contributions to the group?

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GGGPAGE 142
5.4 Sharing Experience of the School Placement – Group Presentations
Objectives:
 present a topic arising from the School Placement using active learning
 identify ways in which the institution can support schools and school teachers
Group Topic and active learning methods Key issues from presentation and possible
used action for our institution
What was most successful about your group’s presentation?

How do you feel about your part in the group’s presentation?
Which do you think was the best presentation? Why?
5.5 The Successful Practicum
Objectives:
 identify issues and solutions relating to the practicum

 agree an agenda for an action plan to improve the practicum experience for all those
involved
What do you think are the 3 key stages in improving the practicum? Justify your choice?
1.
2.
3.
PAGE
PAGE 144
PAGE 144
SCHOOL PLACEMENT
INTRODUCTION TO THE SCHOOL PLACEMENT
SCHOOL PLACEMENT
5.6 Education Community
This refers to the schools, colleges, TVETs and universities in your local area.
Objectives:
 recognise the role of the institution in the local education community and raising
standards
 plan ways in which the institution can enhance education in the local community
Education community: four case studies
Case study 1
The institution is 1.5 km from the town. There are many children who play and work on the
streets. Unfortunately, one day a child is knocked down by a car and badly injured. The family
are not very well off and there is a collection in the community to help towards the medical
expenses. There is a collection in the institution and some students take the contribution to the
community leaders. The students visit the child and meet the child’s family and friends. As
these relationships develop, the students feel they want to do more to help the community.
In town, the community is concerned about the increasing likelihood of another accident as the
volume of traffic increases. The community leaders discuss this problem and the students are
aware of these concerns. One of the students suggests that they start a club for the town’s
children, to help to keep them off the streets. They take this idea to the community leaders.
It is agreed that a football club will be started, managed and organised by the students with the
support of the community. A space is identified which can be used as a football ground and a
there is a collection for money to buy five footballs. The students are worried about what will
happen to the club during the rainy season. The community leaders agree to find an indoor
space that the club will be able to use.
The club meets every day and is well attended by the local children. The boys feel that girls
should not play football but the female students who are helping to manage the club insist that
the club is for everyone. After a while volleyball is introduced. A rope between two trees is used
instead of a net.
When the rains begin the club is able to move indoors, but the space is not big enough for
sports. The students introduce board games, but attendance drops. The child who was injured,
and will always have difficulty walking, joins the club. Attendance improves, and when the
weather improves the board games continue. The children enjoy watching games of football
and volleyball and board game tournaments as well as taking part.
The community is grateful for the club and there is an ongoing collection towards building a
bigger hall, which could be used for sports. The students enjoy running the club and feel the
experience will make them better teachers when they start work. The children sometimes bring
their homework to the club for help and those who do not attend school have started asking for
help in learning to read. There are tentative plans to develop these activities and maybe offer
basic reading and mathematics for adults who never had the opportunity to go to school.
Task: What can your institution offer in support?
Case study 2
The CTE has an extensive campus. Unfortunately there is not enough money available to
employ enough ground staff. This means that the grounds are uncared for. The grass, trees,
shrubs and flowers grow as an untidy wilderness, there is rubbish around and the paths are not
clear. Everyone complains about this but it is accepted as ‘the way things are’.
A group of students studying natural sciences become interested in ecology and decide they
want some land to set up a garden with a pond. Their tutor supports the idea and they are
allocated some land on the campus.
Within six months they have fenced off their ‘garden’, dug and filled a pond and planted
waterside and other plants. They are excited about the number of different species of animals
they find attracted to this space. Their excitement is communicated to other students and
gradually more students become involved in the project. Teacher educators and visitors
comment on the improvement to that part of the campus.
The students form a ‘Garden Committee’ and ask the management whether it would be possible
for them to extend the garden. The institution authorities agree and discuss with the students
the possibility of the interested students and teacher educators planning the proper upkeep of
the whole campus. The Garden Committee is expanded to include teacher educators and
gradually the state of the campus improves.
Task: How could you help to develop a green campus?
Case study 3
The university has had to find new schools for the students’ practicum. This has involved
teacher educators visiting schools and talking to the directors. All the schools are poorly
resourced and one director suggested that the student teachers could make resources that they
would leave for the school after they had finished the practicum. Traditionally, resources made
by the student were put into the institution’s Pedagogical Centre as a resource and as examples
for other students. This idea was discussed by the Academic Committee and agreed.
The Academic Committee expressed concern that the quality of the student-made resources
might not be of a suitably high quality and that the reputation of the institution might be
damaged. They agreed to form a sub-committee to oversee the production of resources.
Part of the time spent in teaching methodology was devoted to designing and planning the use
of resources and the students made the resources during their spare time. The Pedagogical
Resource Centre Coordinator agreed to help and supervise students working in the Pedagogical
Centre and teacher educators agreed to include evaluation of the resources made as part of
their teaching sessions.
So far, two sections of students have made resources for the practicum and left them in the
schools. The schools were very appreciative and are looking forward to having more students
and more resources. The students have benefited from the process of planning, designing and
evaluating resources, both in terms of the quality of their handiwork and the effectiveness of the
resources to promote learning in the children.
Task: what support could you provide to continue this good work?
Case study 4
Your institution has a strong HIV/AIDS club. It was started 5 years ago by a small group of
teacher educators, with the encouragement and support of the director. One of the founding
teacher educators is a drama enthusiast and he has gradually developed a tradition of
improvised drama within the club. Short plays are presented to the student body during the
year. Each year the club committee organises a presentation to all new students. The
presentation always includes one of the short plays.
The club committee, which consists of teacher educators and students, agreed that the dramatic
performances are good enough to be shown to a wider audience. The committee negotiated
with the local secondary school and arranged to perform three plays to students in grades 11
and 12. This was so successful that the school asked if the plays could be repeated for grades
9 and 10. The school said that the students who had seen the plays became more interested in
the issues surrounding HIV/AIDS and their own club became revitalised.
Secondary schools in the region have been in touch with your institution I asking whether the
HIV/AIDS club could visit them and perform. Currently there are problems with transportation
and your institution and schools have made a joint request to the REB for financial assistance
with the project.
The increasingly high profile of the institution HIV/AIDS club has led to increased membership
and enthusiasm and the students have asked whether it would be possible for them to perform
for the wider local community. The club committee is currently looking into this.
PAGE 36
Task: What support could you provide to raise the profile of the club to raise funds
 What could you and your institution do to help raise standards in the school?
 What do you think your institution could do differently to help prepare teachers for
successfully meeting the challenges they face in schools?
 What could the institution do to help schools and school teachers to be more effective in
their work and to raise standards of achievement? How could you contribute towards
raising school standards?
5. 7 Final Reflection on the School Placement
To be completed by all candidates at the end of the School Placement
 What did you learn from your school placement that was new to you?
 What did you learn about yourself?
 How will your experience on your placement change your work in your institution?
 How useful did you feel your school placement was for you?
6. Organisation Placement
6.1 Introduction to the Organisation Placement
Objectives:

 Analyse the training needs of a specific group of employees in a local organisation and
design, deliver and evaluate an appropriate training event
 Investigate and reflect on the challenges faced by a local organisation in the training and
development of their employees
 Reflect upon and evaluate their experience in the context of their own development
Some of the results of the Organisation Placement may include:

o Improved relationships between local organisations and the institution which
may result in employment and further training, development and research
opportunities
o The development of training workshops for workers to enhance their CPD
Every candidate who is a non teacher educator on the Higher Diploma Programme is required
to spend time in a local organisation. The organisation selected must be appropriate for the
candidate’s subject and experience. A minimum of 12 hours must be spent in the
organisation.
The Organisation Placement provides the opportunity for HDP candidates to put into practice
what they have learned during the HDP within the context of a local organisation. It is aimed
primarily at candidates for whom the School Placement may not be appropriate. The selection
of a suitable organisation for this placement will be decided by the HDL after discussion with the
candidate. Non teacher educators will not be able to pass the HDP without completing the
Organisation Placement.
The requirements of the Organisation Placement are as far as possible equivalent to those of
the School Placement. The module is for guidance only and HDLs may need to be flexible to
meet local requirements. The Organisation Placement provides an opportunity to build a
sustainable relationship between a local organisation and the university concerned.
AT CANDIDATES W
Personal priorities for your organisation placement
What are your personal priorities you in carrying out this organisation placement. What do you
hope to gain from the experience?
Task A:
You are required to conduct an interview with a member of the management team of your
chosen organisation. This may be e.g. the Chief Executive, Human Resource Manager,
Training Manager, General Manager or Department Head.
See the next page for a suggested interview format:

PAGE 3TAS
PAGE
PAGE
Organisation Placement
Interview with Manager
Date: _____________________ Time: ________________
Name of organisation: _____________________ Type of business: ___________________
Name: __________________________ Position: _______________________________
Number of employees: ________________ Males: __________ Females: ___________
Name of HDP Candidate (Interviewer): ____________________________________
Questions (Sample only):

1. What do you consider are the main training and development needs of the employees in
this organisation?
2. Do you carry out a training needs analysis within the organisation? If yes, how is this
done?
3. What relationship does the organisation have with your local university?
4. How could the local university help you in the training and development of your
employees
Task B:
You are required to conduct an interview with 2 employees, 1 female and 1 male, with different
jobs and in different positions within the organization, e.g. supervisor, office worker, production
worker. Be aware of age when selecting your interviewees.
Please use the following as a guide only
Organization Placement
Interview with employee
Date: _____________________ Time: ________________
Name of organisation: _____________________ Type of business: ___________________
Name: __________________________ Position: _______________________________
Name of HDP Candidate (Interviewer): ____________________________________
Questions (Sample only):
1. What do you consider are your main training and development needs?
2. Does your organisation currently provide you with training and development?
Task C: Planning and delivering a training and development workshop
As a result of your interviews you should be able to identify some training and development
needs within the organisation. In discussion with the relevant manager of the organisation your
task is to design and deliver a suitable training and development workshop. This will provide an
opportunity to practice all you have learned from the HDP, including session planning,
preparation, time management, using appropriate active learning methods, giving feedback and
evaluation.
Please use the following checklist as a guide only
 Title of the workshop

 Date and time
 Location and seating
 Number and description of participants
 Aims of the workshop
 Objectives of the workshop
 Time management
 Active learning methods to be used
 Resources required – e.g. flip charts, pens, handouts, laptop and LCD projector
 Evaluation sheet for participants
Task D: Training and development workshop report and evaluation
To be completed by the HDP candidate after the workshop and submitted (word process your
report and evaluation)
1. Were the learning objectives met?
2. Was your planning and preparation sufficient?
3. Were the active learning methods appropriate?
4. Was the evaluation of the participants positive?
5. On reflection if you had to repeat the workshop what would you do differently?
Record of Organization Placement
This must be completed and submitted by all candidates doing this module.
Date: _________________ Time: ________________
Name of organization: _____________________
Type of business: ___________________
Name: _________________________ Position: _______________________________
Number of employees:________________ Males: __________ Females: ___________
Name of HDP Candidate: ____________________________________
University: _______________________________________
Record of time spent in the organization:
Date Brief summary of what you did. Hours spent
Total Hours*
* This should be at least 12 hours
I confirm that the record above is an accurate statement of the time I have spent in the
organization completing my Organization Placement for the Higher Diploma Program..
Signature of candidate: __________________________ Date: __________________
I confirm that to the best of my knowledge the above is a true statement of the
candidate.
Signature: _________________ Position in organization: ______________________
Organization stamp
6.2 Reflection on Organisation Placement
Objectives:
 Share their experience of the organisation placement with colleagues

 identify key issues in improving the quality of training
 plan a group presentation
Group Key Issue Possible action to improve the quality

of training
Activity:
What topic will our group present?

What are the key issues?
What active learning methods will we use in our presentation?
What are my contributions to the group?
6.3 Reflection on Organisation Placement – Group Presentations
Objectives:
 present a topic arising from the training workshop using active learning
 identify ways in which the institution can support local organisations in
addressing their training needs
Group Topic and active learning methods Key issues from presentation and
used possible action for our institution
Reflective activity
What was most successful about your group’s presentation?
How do you feel about your part in the group’s presentation?
Which do you think was the best presentation? Why?
6.4 Final Reflection on the Organisation Placement
To be completed by all candidates at the end of the Organisation Placement
 What did you learn from your Organisation Placement?
 What did you learn about yourself?
 What did you learn about how to organise a training and development workshop
in a local organisation?
 How will this experience affect how your work in the university?
Portfolio of Evidence
Make sure that you have organised your work for moderation
Use this checklist below:
Evidence HDL My
Check Check
A 10 reflective activities showing development of reflective

thinking and its effect on practice
B 8 session plans (excluding projects and the

School/Organisational Placement) showing development of
active learning and assessment
C Records of 4 formal session observations by the HDL or HDT
D Managing Learning Project
E School/Organisation Placement Report
F Action Research Project
G Continuing Professional Development Plan
H All end of module self assessments and the Final Self

Assessment
Final Higher Diploma Programme Self Assessment

Reflective Beginning to Developing skills Reflective Very reflective;
Activity identify strengths in critical self activities identify identifying
and areas for evaluation, open strengths and strengths and
development to new ideas, areas for areas for
beginning to development; development
apply concepts evidence of and action;
and skills progress in progress
planning and evident through
teaching self monitoring
Session plans, Mainly teacher Developing Well structured Confident use of
evaluation, centred with planning; using sessions, a variety of
formal summative some active awareness of ALMs;
observations of assessment learning methods different learning Assessment
teaching and and continuous styles; matches
assessment assessment appropriate objectives and
active learning supports and
and assessment challenges
methods: students’
progress
Contributions Initially found Takes a Takes on work Ability to help
to group work group work reasonable share within the group; the group
challenging; of group tasks, occasionally achieve tasks;
beginning to usually when helping to involves group
develop an asked to do so; organize; active members;
awareness of the listens to others listener and encourages
needs of group and makes contributes well others to speak
members contributions to enables the good facilitation
discussion group to move skills
forward
Projects Projects do not Most objectives Objectives met; Objectives met
meet the met; recognises aware of areas fully;
objectives; little strengths and for development; progressing
reflection; lack of areas for well structured CPD effectively;
coherent structure development; reports well structured,
to the reports; beginning to coherent reports
communication focus
unclear
Attendance and Attended less than Attended 80% of Attended 90% of Attended every
punctuality 80% of sessions; sessions with sessions with session; always
lateness and absence for absence for punctual for
incomplete work unavoidable unavoidable sessions and
inadequately reasons reasons (with with work
explained accepted by agreement of
HDL; usually HDL); punctual;
punctual any work submitted
lateness on time
explained
Final Self Assessment
General Observations
Would you say that for your overall performance in the HDP you should receive a
PASS or REFER
Higher Diploma Leader’s Final Assessment

General comments on Candidate’s contribution to and achievement on the HDP
The overall performance of the candidate in the HDP:

PASS or REFER

Evaluation of the Higher Diploma Programme
The Higher Diploma Programme for Teacher Educators
The aim of the Higher Diploma Programme for teacher educators is to improve the
quality of education in Ethiopia through a licensing programme that will develop
the skills and professionalism of teacher educators.
Has the HDP achieved its aim?
Please answer the questions below:

Yes No
1 Was the HDP well organised?
2 Were you actively involved in your own learning?
3 Was the content sufficiently challenging?
4 Were you kept aware of how well you were doing on the HDP?
5 Was enough time given for what you were expected to do?
6 Was the way in which the HDP was taught effective?
7 Was the HDP Handbook helpful?
8 Was it useful to identify group behaviours?
9 Was it useful to identify a role model characteristic?
10 Do you have a better understanding of how to use active learning methods?
11 Do you have a better understanding of how to use continuous assessment for
learning?
12 Do you have a better understanding of how your students learn?
13 Was the School/Organisation Placement useful?
14 Was the Action Research Project useful?
15 Was it helpful to do a Continuing Professional Development plan?
16 Has the HDP changed the way you teach?
17 Has the HDP made you a Reflective Practitioner?
18 Do you feel that the HDP has helped you?
How would you rate the Higher Diploma Programme overall?
Circle one: poor fair good excellent
What would you say are the best things about the HDP?
What could improve the HDP?
Please add any other comments you would like to make:
Thank you for your comments.

The HDL will collate these comments for the HDP Moderation Team
Congratulations on completing the Higher Diploma Programme

A Guide to Active Learning Methods
Active Learning Methods are tools to achieve the important goal of allowing students
opportunities to think. The key concept in active learning is that knowledge cannot be
transferred; information is transferred but knowledge is what is created when a student
thinks about the information.
There will be times when you need to tell your students new information; however there
are methods to make your lectures more interactive.
Most importantly, in active learning you should provide your students with opportunities
to do some work based on the ideas you have given them.
Not all of the methods in this guide will be suitable for you but use the information to
choose the ones that are.
The Lecture
Traditional lectures are good for giving information to students quickly and with limited
resources. However, some students find it hard to take in information this way. You might
find that short lectures are more effective. Writing key words on the board can help
students to follow and to take notes of what is important. For a successful lecture the key
thing is to gain the students’ attention at the start and establish a rapport. Where
possible link your lecture to previous and future sessions.
The following methods are ways of making your lectures more effective:
Visual Aids
For students who are not auditory learners, you can make lectures more accessible by
using visual aids. These are pictures, maps, diagrams, charts, videos, dvds, internet that
relate to the information you are giving the students. These should be prepared in
advance and put on the wall or board so that all students can see them. Remember that
some students will have poor eyesight so any writing should be very clear.
Gapped Lectures
A gapped lecture is when you divide your lecture into small sections and give the
students an activity to complete between each section. This allows the students to
absorb and manipulate the material you are giving them.
This could be as simple as recapping the key learning points of the lecture so far. For
example posing questions, setting a problem to solve, or a handout can be used to
break up a lecture.
Buzz Group
This is another way to break up lectures. You present information for about 10 or 15
minutes then you break and give students in pairs or small groups about two minutes to
discuss what they have learnt. You can give them specific questions to discuss on the
topic you have covered.
This method can be used a few times throughout a lecture to give the students time to
process the information they are learning. It will also help you to see if the information
you have given the students has been understood.
Questions and Answers

Q & A may be used periodically to break up a lecture and to enable you to check the
students are following the lecture. Try to involve as many students as possible to answer
a question. Use a combination of open and closed questions. This will help you to judge
your students understanding.
Active Listening
You give your students an activity to perform as they listen. Sometimes this may involve
an activity they need to complete as they listen, or it could be a handout to fill in, or a
series of questions to answer. You guide the students as to what they should be listening
for, and prepare them for what they are about to hear, so they can listen actively. This is
a good way of enabling students to take notes.
Written Material
To vary your lectures you can give students information in written format. They can read
it individually, in pairs or in small groups depending on available resources. After they
have read the information, you can ask a few questions or ask a group member to
summarise the key points of what they have read. The material can be given to the
students in advance of the lecture so that they come to the session having read the
material.
Research
If you wish to encourage independent learning and research skills, you can also send
your students to the library to either read a particular book or use the internet to find
what they can on the subject for themselves. During the lecture students can discuss
what they learned and contribute to the discussions.
Demonstrations
Demonstrations are particularly appropriate to Mathematics or Science. This is when
your show the students how something is done. It can be how a theorem is proved, how
a problem is solved or how an experiment is conducted. This technique is most effective
when the students are able to attempt the activity themselves after the demonstration.
Interactive Learning
Independent learning
Independent learning is when a student works on their own or in a small group
independent of the tutor. This can take the form of an assignment completed in class,
homework tasks, essays, problem solving, research, an experiment, or any other
activities that allow the students to work by themselves. This is an effective way of
learning.
Pair work
This is an activity when students work in pairs. A student can be paired with the person
they are sitting beside, or you can pair them with people they haven’t worked with
before. In the pair, they can complete a task, discuss a topic, answer some questions or
prepare a piece of work. If appropriate, feedback can be given to the large group.
This is a good activity to do before a large group discussion because it gives shy
students a chance to voice ideas with a friend before they speak in front of the whole
group. It can also lead into a pyramiding activity.
Pyramiding
Pyramiding is a method of teaching where you start with the individual and move to the
whole group. Individuals complete a task first and then move into pairs. The pairs
discuss the work they have just done and make improvements and corrections. Then
two pairs join to form groups of 4. The groups compare the work they have done. Finally,
feedback can be given to the whole group. If you have a large class, only choose two or
three groups to give feedback. Alternatively you can ask for each group to give a
different point.
This can be a great introductory activity and it can be expanded to last an entire session.
Group work
This is where preferably 4-6 students work together on a task. It could be a discussion,
presentation, field work, a practical, project, drama, answering a series of questions or
producing a piece of written work. The key to effective group work is to give clear
instructions and to check that all students understand the task and timescale.
A very useful variation is to allocate one from each group (or two if the group is larger
than 6) as observers. Their role is to observe the activities and participation of their
group members and report back.
Jigsaw groups
This is a form of group work which works well when you have a number of different tasks
or topics you want the groups to cover. First, divide the class into groups, for example, A,
B, C, D and E. Each group gets a different task. Then, once that task has been
completed (it could be a short activity of 10 minutes or take the whole session if
appropriate) you reform groups by splitting up all the students who previously worked
together. The new groups would have one person from group A, one from group B and
so on. If you have a very large class you could do exactly the same but have two groups
who do task A and two who do task B and so on. When you split them into new groups,
there will still be one A, one B and so on in each group but you will have more groups.
In the new group each of the group members explains their own task to the rest of the
group. So person A explains what group A did, person B explains what group B did and
so on.
If you monitor the groups during the first stage, you should be able to tell if the groups
have achieved the work successfully. Therefore, there is no need to take whole group
feedback at the end of the activity.
Cross over groups

Students are divided into groups to complete a task. After several minutes, 2 members
of the group move to another group to share ideas from their original group. From their
sharing, more discussion is developed. After 5 minutes, they will cross-over or “move” to
another group. This will ensure that the information you want the students to learn,
travels through the entire class. This avoids the need for a lot of feedback.
Cooperative learning
This is a form of group work in which each group member has a specific task to
complete within the group. You may assign different tasks like facilitator, note taker, time
keeper, chair, observer, reporter, or tasks specific to the topic. Group members can
assign tasks if appropriate.
The group is responsible for the outcomes, which are evaluated against agreed criteria.
Each group member develops different skills. This activity is particularly helpful in
homework tasks, project work, assignments, presentations and laboratory assignments.
3. Generating and Recording Ideas
When students discuss ideas, it can help visual learners if they make a diagram of their
thoughts. The following are different forms of diagrams that students can make in
groups, pairs or individually. They can keep these for their own learning or present them
to the whole group as appropriate.
Brainstorming
In this activity students write down everything they know or think about a given topic.
Even if these ideas are strange and unconnected, it doesn’t matter as these ideas can
be disregarded later. This can be done individually, in pairs, small groups or as a whole
class with the teacher or a student recording the ideas on the board. It can be used as a
way of finding out what the students already know on a subject before you start teaching
or as a review activity.
Spider diagram
A spider diagram is like a brainstorm but is slightly more organised with students making
connections between ideas. Give students a topic which they can write in the middle of
the paper, and then as they think of each idea, they write it down and draw a line
connecting that idea to the central idea. It is called a spider diagram, because in the end
it should look like a multi legged spider – with a round centre (main idea) and many lines
running off into different directions to each sub-idea.
Mind map
A mind map is a visual representation of ideas on any given topic: it is similar to a
brainstorm and to a spider diagram but is more pictorial and more organised. The
students write the topic to be explored in the centre of the page, using three colours and
an image attached to the topic. Then, they branch out on sub topics, which are then
broken down into smaller sub topics. Each branch should be a separate colour, with one
word written above it indicating the sub topic. From these main branches, smaller
branches will go off in different directions, each with a different piece of information
about that subtopic. Mind maps should be colourful and can include pictures to help the
students remember the information.
Thought bubble
A thought bubble is a reflective activity where the students write down their thoughts on
a particular topic. They can write them in a bubble as a visual representation of their
thoughts. The purpose is to have a record of their thoughts or feelings. This can be done
individually or in groups. A thought bubble can be a starting point for discussing
experiences. You could also ask students to complete a thought bubble as a way of
evaluating your teaching or of finding out what the students have learned. Each student
can write a thought on a sticky note and put it on a poster bubble.
4. Exploring and analysing ideas and opinions

If you want your students to consider ideas a little more deeply and to clarify their
opinions, these are some activities you could use.
Stimulus material
This is when you give your students material that will stimulate them and help them
think. Often at the beginning of a session, you might want them to start thinking about
the topic you are going to teach. You can give the students material which will “get them
thinking”. This might be an article to read, a picture that makes them ask questions, a
demonstration, a video… anything that gets the students interested in the topic you are
teaching!
Picture analysis
This is when you could bring in an interesting picture and ask the students to discuss it.
This can take many forms. A language teacher might bring in a picture of words they
want their students to learn, or a subject they want the students to be able to discuss.
The teacher shows the students the picture and then asks them directed questions to
improve vocabulary.
You can also use pictures to stimulate discussion about topics. A teacher could bring in
a controversial image, and ask the students discuss what they think of the picture. A
science teacher could bring in a diagram and ask the students to explain what they see.
A geography teacher could do an analysis of aerial photographs or map reading.
Case studies
You provide the students with a case study or scenario which the students have to read
and make a decision or answer questions on how they would deal with the situation.
These studies should be based on real life, and encourage the students to think and
analyse.
An interesting variation is to ask the students to write their own case studies based on
their own experiences.
Ranking tasks
A ranking task is when you give the students a number of statements or ideas written on
cards, and then they have to “rank” or order them in terms of what is most important to
least important. This activity can promote much discussion. The students discuss how
they would rank each idea and have to justify their views.
Ranking can be done with the cards in a straight line – from most important to least, or it
can be in a diamond shape, with the most important idea at the top of the diamond and
the least at the bottom. After each group has ranked their cards, it is good to share their
justifications with the rest of the class. This again could promote good discussion!.
Matching exercises
This is an activity when students match one column of information, definitions, or
descriptions, with a second column. For example, you might have one column with a list
of terms, and in the other, the definitions. Students must correctly “match” the terms to
the definition.
Flashcards
Flash cards can be used to review information, concepts, formulae, and ideas. On a
card, you write a word, a phrase, a formula, or idea. Then, you show the card to your
students and ask, “Who can tell me what this is?”
It can also be used to teach students vocabulary in a subject, where the vocabulary word
is written on one side, and the definition is on the other. You can either do this as an
activity during the class – revision at the beginning or a test of knowledge at the end, or
you could give this package of flashcards to students who are struggling in your class as
a tutorial activity. They can then go through the terms with a friend.
Debate
A debate is an organized discussion on an issue which is usually controversial. The
class is divided into at least two groups, each supporting a “side” of the issue: the
people who are “pro” and the people who are “against”. Each side has a leader and
supporters. There is also a chairperson, who keeps order during the debate. Each side
presents its argument in an organised, clear, and intelligent manner.
Decision Line
This is another form of decision making. A controversial statement is made and students
are asked to stand on a continuous line between ‘strongly agree’ and ‘strongly disagree’.
Students are asked to defend where they are standing.
A large group can be divided into smaller groups to discuss an issue and then a
representative from the group comes to the decision line and speaks for the group.
Balloon game
The students are given the names of a number of important people who are in an
imaginary “hot air balloon”. The balloon is sinking, so the only way to keep it from falling
to the ground is to throw out one of the people. They have to discuss which person they
would throw out first, which second, and which third…etc. You can do this with famous
scientists, modern inventions, historical figures, formulae, medicines…whatever you can
think of. This encourages the students to make a decision and argue their position.
Role play
Role play is when a student or a group of students are given a role to play out in the
class. This could be a situation they have to act out, or a person they have to dramatize.
For example, in a history class, you might assign each of your students an historical
figure to role play, and they would come into class, having researched that individual,
ready to be that person. Another way to do role play is to divide your students into
groups. Give each group a situation, and have them play out that situation. This is a
good way of learning for kinaesthetic and visual learners.
It is also useful for developing life skills. For instance students can role play an interview
situation.
Hot seating
Either one student or a student from each small group is assigned to be a character.
The characters can be from literature, a person from history, a famous scientist, or a
famous politician…any famous personality or any occupation. The student is placed in
the centre of the room/ group to role play the character. Other members of the class/
group direct questions to the ‘character’ in the centre who has to respond as that person.
After 10 minutes, change the person in the centre and the character.
Alternatively, several people take on different roles at the same time: they can then ask
each other questions in role as well as the audience.
Drama
This is when students perform in front of the class. This can take the form of a skit
(short play), a play (a long drama), poetry reading, tableau (frozen scene), or acting out
a process. Primarily, the students act out something in front of an audience. Drama, as
an activity, is a powerful way for kinaesthetic learners to internalise knowledge and
understanding. It is also a very useful method for addressing controversial issues.
Simulation exercises
This is similar to role play except that students do not take on a role; they play
themselves in a given situation. A situation is established, for example going for an
interview, going for an HIV test, and the scene is played spontaneously with the learner
as themselves. It is best to do this in small groups and in a very secure and trusting
learning environment. This is very good for learning life skills.
Story telling
Storytelling can take two forms: either the instructor tells a story, or the students tell a
story. In some cases, the instructor might start the story, and have each student
contribute to the tale. It is a useful way to practice language, and makes the students
use their listening skills. Another way to use story telling is for the instructor to read a
story and then ask the students questions after to test understanding and listening.
Speeches
Students can give short speeches to the rest of the class. The purpose can be either to
teach the class about a particular topic that the student has researched in their own time
or to practice speaking skills, important for example in an English lesson.
5. Tasks and Assignments
In this section you will find ideas of pieces of work that your students can complete
individually or in groups. You can use these to give them feedback as part of formative
continuous assessment or you can count the mark towards the final grade as part of
summative continuous assessment.. Remember to give your students clear guide lines
on what is expected, how the pieces will be marked and what will be done with the
grade.
Creative writing
Creative writing is when the students use their imagination to create a piece of writing.
This can take the form of story writing, drama presentations, poetry, imaginary news
paper articles, magazines, creative research papers, and other fiction and non fiction
forms of writing. It is a good way for students to put knowledge into a creative context.
Report writing
Students write a factual report. It could be on an experiment, field work, a visit, a book
they have read: anything that is suitable for your subject. It is important to give clear
guidance on how to structure the report depending on the subject.
Diary
Students keep a daily diary of their learning. This would be useful, for example, when
they are on teaching practice. They can record successes and failures. Be sure to let the
students know if you intend to read the diaries as part of the assessment.
Newspaper or radio reporting

This is an activity where the students write a newspaper report, or design a radio
programme on any given topic. In these reports or programmes, the writing should be
factual, informative but also lively. They can include pictures. This can be used to
assess students’ written ability for subjects such as Amharic or English or it can be used
to assess content knowledge: for example, a student could pretend they had interviewed
Plato for a History Assignment or Newton for Physics.
Drawing a picture, map or graph

This is a very useful way for visual learners to internalise, knowledge, concepts, and
information. When we identify drawing pictures as an activity, we are talking about the
students drawing the pictures, designing maps, and creating images. As an assignment,
you can ask your students to prepare diagrams, pictures, flow charts, maps, graphs, and
any other visual stimulus which will help them visualize the information. By “making” the
image, the students will remember it better.
Assignment or homework
Homework is an assignment to be completed outside of the classroom by the students.
Homework should allow the students to practice the ideas, revise the knowledge, and
exercise skills learned in class. Sometimes you may choose to mark your students’
homework, but it is not always necessary. Homework should be linked to the objectives
of the session. It should be challenging to the students, while at the same time, be
within their abilities to complete. An instructor should also consider time, and how long it
will take to complete the homework for the student. Most importantly, the instructor must
consider how they will collect and check the homework.
An assignment is an active learning activity that may be completed outside the

classroom as homework. Assignments can be individual or group based. Essentially, an
assignment is a task that can be used to practice skills or to investigate a topic.
Assignments can take many forms. They can be tasks to be completed, written records,
questions that must be answered, essays, reports, summaries of knowledge, or results
of research completed. Assignments are very useful assessment tools that allow the
teacher to assess the level of a student’s learning.
It is important to explain the purpose of a particular assignment to the students, and to

explain the marking scheme clearly.
Problem solving
Problem solving activities involve students finding solutions to problems. Problem
solving is an essential skill as it creates independent thinkers who look for solutions.
Problem solving can be done individually or in groups. The answer is not the focus.
Instead, students are encouraged to explore different strategies and processes to find
the answer.
Presentation
A presentation is an activity where students present a topic in front of their class. This
can be done individually, as pairs or as a group. Students need good public
presentation skills. With a presentation, you are not just presenting the topic, but are
also practising presentation skills. When giving the presentation assignment, also give
clear criteria about what makes an effective presentation and whether or not it is to be
assessed. Explain how they are to deliver the information (organisation, visual aids,
voice, clarity of expression, and body language). Also give criteria about the content of
the presentation (evidence of research, originality of ideas, effectiveness of argument,
ability to answer questions).
6. Experiential Learning
A central concept of active learning is that students learn best when they learn from
experience. You start from the existing experience of the students and build on it.
The activities in this section are designed to help students learn from their experiences
and to learn how to learn.
Research
Research is an activity that can be done either individually or in groups. In this activity
students investigate a problem, theory, idea, or topic. This investigation is completed in
a rigorous and methodical manner. Research involves consulting a variety of sources in
depth on a topic. Students will often explore every angle and source of the topic to
reach their own conclusion.
Students can feedback their research in a number of ways: presentations, essays,

reports, or creative representations of the information. For example, a student
researching Anne Frank, may present the findings in the form of a diary. A student
investigating the life of Einstein may present the research in the form of a lab book. In
any case, in research activities, the student is looking deeply into a topic to learn about
that topic and to synthesize the information from a variety of sources.
It is a powerful independent learning tool.
Visits
Visits, as an activity, involve the teacher organising a trip to a place of interest for the
class. For example, a history class might go and visit a local museum, or a chemistry
class might go and visit a chemical factory. It is a way of going “into the field”. To make
a visit worthwhile, the instructor should design an assignment with activities to be
completed before, during and after the visit, which enables the students to gather
information, ask questions and encourages them to be attentive. A visit can be a part of
a project.
It is essential to plan carefully and make all the necessary arrangements for the visit. It
is advisable to visit the place first, introducing yourself to staff and explaining the
learning objectives and details, such as the size of the group.
Fieldwork
Fieldwork involves the students going into their field of study to collect and collate data
and information on a specific topic. For example, plant biologists could go into the “field”
to collect plant specimens to analyse. History students could go into the “field” to an
archaeological site e.g. the Aksum stele field to experience how one uncovers historical
artefacts. In essence, you design an activity where you take your students into the field
to experience the subject first hand!
Investigation
To investigate is to search. With this activity, you give your students a topic, theory,
issue, or idea to “investigate”. They then spend some time researching this subject in
detail. You might guide them and push them to look at the issue from different
perspectives. They can feedback about their investigation in a number of ways e.g. an
essay, a presentation, a demonstration or a report The students should be required to
define their objectives and outline what it is they are going to investigate together with
the method(s) they propose to use.
Project work
Project work involves giving the students a project to complete in a specified amount of
time. Projects can be done individually or in groups.
To design a good project, you have to consider the following. First, identify a suitable
topic and the components of the project. What will the students be expected to
complete? Second, outline the marking scheme of the project. How many marks are
you allocating for each component of the project? Third, what are you expectations?
What kind of work are you expecting from your students? Carefully outline the criteria
and what you expect. Last, be sure that every student has a project plan, complete with
due dates, a mark scheme, and a clear list of all things to be completed.
Making models and resources

Making models and resources can be done in two ways. The first way is to have the
students make a model or a resource on a given topic as part of a project. For example,
this might be a working volcano, or a model of a part of the body. The second way is for
the instructor to make a model or a teaching resource, visually showing the students the
idea to be learned.
Experiments
An experiment is when students put a hypothesis to the test. Basically, an experiment
involves taking a theory or idea, and testing to see if it is true. It usually involves a very
specific and controlled method of procedure, and results are usually recorded. From
these results, a conclusion is derived. An experiment can also answer the question
“What if?” Experiments can take many forms. They can be scientific explorations,
laboratory experiments, behavioural experiments, educational experiments, pilot
projects, and field experiments.
Guest speakers
Invite a guest speaker to attend your class who is an expert in your field of study. Tell
the students ahead of time, and ask them to research the topic and prepare questions to
ask the guest speaker. Then, when the guest arrives, allow the guest to do a short
introduction about their area of expertise. Follow this by allowing the students to
question the speaker. This is a good way of connecting your subject to real life
experience. Guest speakers may include scientists, historians, politicians, personalities
within the university/college/school, and guests from other countries.
Quiz
A quiz is a short series of questions that tests knowledge, ideas, or issues presented in
class. The duration of a quiz is usually quite short – anywhere from 5 to 20 minutes. In
the same manner, the number of questions is usually limited and the marks that awarded
are few. Quizzes are a great way to check whether or not you have met your objectives
and whether the students have learned what you taught. Quizzes can also be used to
revise material from a previous lesson. Generally, quizzes should be marked quickly
and returned at the next class. One set of 30 students should take you between 30 – 60
minutes to mark. You could even ask students to exchange papers and mark each
others as you call out the answers.
Questioning
Questioning is a method of teaching which can be used in many ways. First, teachers
can use questions to revise material from a previous class as a starter activity lasting 5 –
10 minutes. Teachers can also use questions at different intervals throughout their
lecture to check whether the students have learned the material being taught. Another
use of questioning is to stimulate minds of students by asking a difficult question at the
beginning of class to promote discussion. Quick fire questions are asked in rapid
succession to different students, and give the teacher a quick assessment of the level of
learning of the students. Last, questions at the end of a class can be used to check
objectives have been met! It is preferable to have questions written down during the
lesson planning process, so that the teacher is directly targeting the learning objectives
of the session.
You should be sure to ask all sorts of questions of your students. Do not just test for
information, but vary the level and type of questions you use. Think about using open
and closed questions as well as ones that test different thinking skills: knowledge,
comprehension, application, synthesis, analysis and evaluation.
Comprehension
These are activities in which the students have to demonstrate that they understand the
material. It could take the form of an assignment, homework, research, probing
questions, presentations, essays…any activity in which the students have to think and
demonstrate understanding of the material. You should be thinking about the different
levels of thinking you expect from the students, and it should not just be straight
knowledge retention. These are activities that encourage the students to think and
understand.
7. Making Learning Fun
A lot of people believe that teaching and learning should be fun: not only to keep the
students awake but also because quality learning is more likely to take place when a
student is positively engaged. Use these methods to enliven your classroom but be
careful that there is a clear learning point otherwise they will be a waste of time.
Warmers - Ice breaker Brain Gym or Energizer.
This is a quick 5 minute activity during which the students get to know each other and
the instructor. It is intended to “break the ice” or make students warm to each other.
This is particularly useful in classes where they will have to talk about controversial or
personal issues and they need to feel comfortable with each other. These activities build
trust, a sense of fun, and help students get to know each other. There are many types of
icebreakers e.g.name games, people bingo, inner and outer circle. Ideally you can link
the warmer to the topic of the lesson: for example, a language teacher could use a
warmer to practice the vocabulary that was taught in the previous lesson.
Games
Games are a useful way of reviewing material. You can take a range of games and
adapt them to the material you have taught the students. Bingo is a game which can be
used for reviewing material. You give the students a card with definitions, information on
it. Then, in a basket, you have a selection of terms, ideas, theories, and concepts
written on little cards. You pull out a card one at a time, and the students have to match
the term to the information on their card. Once they fill the card or a line, they yell bingo.
It takes a lot of preparation, but can be used again and again.
Group quiz competition is another where you divide the students into groups, and give
the entire class a quiz. As a group they have to come up with the answers, and they can
use their books. The group that gets the most correct questions wins. Board games can
often be adapted to your course material, and are a great way of helping weak students
– you can let them play the game in their own time. Some of you might even want to
design an instructional computer game.
Competitions
This is particularly good for subjects involving problem solving. You create a competitive
situation, in which the students have to complete a task, while competing against their
peers. For example, posing a particularly difficult maths or physics problem for the class
to solve, and seeing who can be the first to answer it correctly. It could also be a debate,
a speech contest, a research competition, or a problem solving contest. These are
activities that encourage the students to think and understand.

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Higher Diploma Programme

Ministry of Education Higher Diploma Programme Team 2

1.1 The Objectives of the Higher Diploma Programme 6

Module 1. The Reflective Teacher Educator

2.1 Reflective Practice 13

Module 2. Managing Learning

3.1 Understanding learning 48

Ministry of Education Higher Diploma Programme Team 3

3.7 Use of media in teaching and learning 69

Module 3. Action Research

4.1 What is Action Research? 104

Module 4a. School Placement

5.1 Introduction to the School Placement 126

Module 4b. Organisation Placement

6.1 Introduction to the Organisation Placement 147

Final assessment and evaluation of the HDP

Portfolio of Evidence Checklist 156

Appendix A Guide to Active Learning Methods 160

Ministry of Education Higher Diploma Programme Team 4

The aim of the Higher Diploma Programme for teacher

quality and effectiveness of teacher education in Ethiopia, (Livingstone et al, 2000),

teacher education institutions in October 2003 (1996 EC), as a new compulsory

qualification for all teacher educators.

with enhanced professional status.

Ministry of Education Higher Diploma Programme Team 5

Abbreviations used in this Handbook

ADRC Academic Development Resource Centre

ALS Action learning set

CPD Continuing Professional Development

CTE College of Teacher Education

ELIC English Language Improvement Centre

ESDP IV Education Sector Development Program IV

GDI Gender Development Index

GTP Growth and Transformation Plan

HCP Humanities Curriculum Project

HDL Higher Diploma Leader

HDT Higher Diploma Tutor

HDP Higher Diploma Programme

IFESH International Foundation for Education and Self Help

MoE Ministry of Education

NGO Non governmental organisation

REB Regional Education Bureau

TVET Technical Vocational Education and Training colleges

UNESCO United Nations Education, Science and Cultural Organisation

VSO Voluntary Service Overseas

Ministry of Education Higher Diploma Programme Team 6

1.1 The Objectives of the Higher Diploma Programme

The programme will enable teacher educators to:

 support the implementation of the GTP

1.2 Delivery of the Higher Diploma Programme

Module 1 The Reflective Teacher Educator (30 hours)

Module 2 Managing Learning (60 hours)

Module 3 Action Research (30 hours)

Module 4 School/Organisation Placement (12 hours)

Candidates are expected to complete 60 hours of independent study which can

Ministry of Education Higher Diploma Programme Team 7

1.3 Sample year plan for the Higher Diploma Programme

Module 1 – Reflective Teacher Educator – 30 hours

Semester 1 Week Module

Module 4 School/Organisation placement to be organised as appropriate to local conditions