HDP_PPT.pptx

JU: CEBS
16 December, 2015
Higher Diploma Programme
for
Teacher Educators

1. Self introduction
2. Write your expectation from this course
3. Ground Rule

Aims
• 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.

• 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.

I 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

Objectives Cont’d
• be 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

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 hrs)
• Module 2 Managing Learning (60 hrs)
• Module 3 Action Research (30 hrs)
• Module 4 School/Organisation Placement (12 hrs)

• Candidates are expected to complete 60
hours of independent study which can
include additional reading, research and
professional conversations

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

Higher Diploma candidates will:
• 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.

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%.

Moderation
• There will be regional moderation across
CTE/University of the Portfolios of all
candidates to ensure standardisation and
quality assurance.

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

Award Cont’d
• 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

Award Cont’d
• 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

Support for the HDP Candidates
• 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

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.

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.

School Placement Module(See module 4a)
• 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.

Organisation Placement Module(see module 4b)
• 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.

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.
•

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

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.

Professional Interviews
•
• There will be a minimum of two
professional interviews with each
candidate during the course.

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

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?

2. The Reflective Teacher Educator
• 2.1 Reflective Practice
Objectives
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?(10”)
Knowledge Personal Qualities Skills

1. Which areas do you want to improve and
why?
2. Outline how you plan to do this and when.

Learning as Reflection
Activity
• What do mean by learning as reflection?

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.

Learning as Reflection Cont’d
• 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.Reflective
teachersreflection and learning.ppt

• Fill in the questionnaire on page
14. Tick the column which is most
appropriate

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.
• 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
•

Definition of reflective practice
• Reflective practice’ is a term often used in education
pedagogy. It is a continuous process from a personal
perspective that considers critical incidents within your
life’s experiences.
Reflective practice involves thoughtfully considering
one’s own experiences in applying theory to practice. In
teacher education it refers to the process of trainees
studying their known teaching methods and determining
what works best for the students. All lecturers need to
reflect on their experiences in the classroom and adapt
their strategies accordingly. (Duckworth et al 2010: p 41)

key characteristics of reflective practice
• Pollard et al (2008, pp14/15) identify ‘seven key
characteristics of reflective practice’:
• Reflective teaching implies an active concern with aim
and consequences, as well as means and technical
efficiency.
• Reflective teaching is applied in a cyclical or a spiralling
process, in which teachers monitor, evaluate and revise
their own practice continuously.
• Reflective teaching requires competence in methods of
evidence based classroom enquiry, to support the
progressive development of higher standards of
teaching.

key characteristics Cont’d
• Reflective teaching requires attitudes of open
mindedness, responsibility and wholeheartedness.
• Reflective teaching is based on teacher judgement,
informed by evidence-based enquiry and insights from
other research.
• Reflective teaching, professional learning and personal
fulfilment are enhanced through collaboration and
dialogue with colleagues.
• Reflective teaching enables teachers to creatively
mediate externally developed frameworks for teaching
and learning.
•

Characteristics of Reflective Practitioners
Reflective practitioners:
• Are intellectually curious about their work.
• Actively reflect on their experience.
• Develop experience-based theories of change
• Test these theories in practice.
• Use their understanding and initiative to contribute to
knowledge development.
• Understand their strengths and limitations, and work on
these.
• Use a range of tools, methods, and approaches for
individual and collaborative learning.

Reflection
• How are you going to become more
reflective in your practice?

• Returning to experience
• Attending to feelings
• Evaluating experience
Reflection involves
three elements:
• Reflecting on action
• Reflecting in action ("thinking
on our feet")
Reflection can be of
two main types:
Reflection is an
active process of
witnessing one's
own experience in
order to examine it
more closely, give
meaning to it, and
learn from it.

Benefits of Taking Time for Reflection
Enables individuals to think more deeply and
holistically about an issue, leading to greater
insights and learning.
Connects the rational decision-making process to
a more effective and experiential learning
process.
Challenges individuals to be honest about the
relationship between what they say and what they
do.
Creates opportunities to seriously consider the
implications of any past or future action.
Acts as a safeguard against making impulsive
decisions

The Process of Reflection
• What happened?
• Description, facts
What?
• What did the experience mean?
• Interpretation
• The feelings involved
• What was learned
So what?
• What are the next steps?
• Seeing the bigger picture
• Applying the lessons learned
• Planning future action
Now what?

2.3 Teacher as a Role Model
Objectives
• demonstrate that they understand the
concept of role modelling
• state ways in which the teacher can
improve the performance of students
through effective role modelling

Activity
• Complete the following chart individually on a significant
role model of your choice, e.g. grade 12 maths teacher
My significant role Model __________________
Characteristics Behaviour

Now consider the characteristics and behaviour which
influences his or her students.
Characteristics Behaviour

Case studies
• Read the given case studies in pair and
complete the activities following case
studies.

• A role model is a person whose behavior
is imitated by others. Of course, there are
both good role models and bad role
models. While there is some variation in
every teacher’s definition of what it means
to be a good person.

Role model
• The term “role-model” has been introduced by the
sociologist Robert
• Merton who emphasized that a person has a status set
in the social setting in
• which he/she is “rather than assuming one status
and one role”
• (Calhoun, 2010; Merton, 1968). In the context of higher
education, a role model is often associated with the
influence of a teaching context ,
• pedagogical education and past experiences as a
student on teaching behaviour and attitudes

• A general classification of the characteristics of a
role model involves three main components,
namely
• 1) Competence, intended as the technical
knowledge and skills of the teacher,
• 2) Teaching skills, intended as teacher’s
capabilities to communicate knowledge, and
• 3) Personal qualities, i.e., attributes promoting
ethical honesty, integrity, enthusiasm, etc.

Qualities of positive role models
 Passion and ability to inspire
 Clear set of values
 Commitment to community
 Selflessness and acceptance of others
 Ability to overcome obstacles

Challenge yourself to role model these
characteristics for your students

Positive role model attributes
Personal characteristics
• Compassion
• Caring
• Empathic
• Patient-centred approach
• Excellent communication skills
• Good inter-professional
relationships
• Respectful
• Good team player
• Demonstrates leadership
• Integrity
• Honesty
• Good sense of humour
• Calm
• Positive attitude
Clinical skill
• Practically skilful
• Demonstrates clinical
competence
• Knowledgeable
• Sound clinical reasoning
• Ability to reach the correct
diagnosis
• Strives for excellence
• Presentation skills
• Aware of own strengths and
weaknesses

Positive role model attributes
Teaching abilities
• Taking an interest in students or trainees
• Spending time with students or trainees
• Enthusiasm
• Patience
• Provide clear explanations
• Versatile, learner centred teaching style
• Constructive feedback
• Demonstrating clinical reasoning
• Facilitation patient interaction and learning opportunities
• Identifying opportunities for reflection

Negative role model attributes
Personal characteristics
• Making derogatory
comments about person or
fellow professionals
• Inappropriate humour
directed at person or
colleagues
• Lack of empathy
• Unfriendliness
• Complaining
• Expressing anger or
frustration
• Bitterness and sarcasm
• intolerant
• Lack of confidence
• Un co-operative
Clinical skill
• Lack of knowledge
Teaching abilities
• Forgetting names and faces
• Excessive criticism
• Frightening or humiliating
students or trainees
• Promoting unnecessary
competition between students
or trainees

How to maximise learning through role modelling
1. Attention: Drawn attention to the behaviour or skill
being modelled by:
I. Physically emphasising it
II. Asking them relevant questions
III. Providing an enthusiastic narrative
IV. Subdividing and explaining specific aspects of a
complex skill.
2. Retention: This may be enhanced by adoption of the
following strategies:
I. Repetition of a skill or relaying of an important fact
II. Symbolic representation to create visual
memoryCone.docx
III. Drawing appropriate parallels or realistic
exemplification of possible harmful effects (e.g. giving
telling examples)
IV. Relating new to existing knowledge

How to maximise learning through role modelling
3. Production: Provide experience with appropriate
autonomy
4. Motivation:
I. Awareness of motivators for learners including
personal rewards such as enjoyment, enthusiasm
and dedication, financial gains or social status,
professional autonomy or influence.
II. Increasing frequency and magnitude of observed
rewards & concurrence with the trainee’s own
aspirations increases the effect.

2.5 Gender in Action
Objectives
– 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

overview
• 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)

Gender Profile (10 minutes)
• Number of female HDP candidates
• Number of male HDP candidates
• Number of female staff in the institution
• Number of male staff in the institution

Gender Profile Cont’d
• Number of female managers in the institution
• Number of male managers in the institution
• Number of female students in the institution
• Number of male students in the institution
• Does your institution have a gender policy?

Decision Line (10 minutes)
• Girls are not as clever as boys
• There’s no point in educating women as they are
needed in the home
• It is too difficult to get girls to go to school in the
rural areas because they need to carry the water
and the wood
• Too many girls drop out of education so it is a
waste to try and get them to school

Decision Line Cont’d
• It is not necessary for girls to have formal
education beyond primary school
• Girls are more intelligent than boys
• Girls work harder at school than boys
• Men make stronger leaders than women
• Men make better primary school teachers
than women

Gender Quiz (20 minutes)
p. 20
• Each of need to complete the quiz and
then form a group of 4 to compare
answers and agree a common answer

Possible answer
• (Answers as at May 2011:
• Q1. 90.7% girls/97.6% boys;
• Q2. 45-71%,
• Q3. Yes,
• Q4. 59% girls/46% boys,
• Q5. More than 75%,
• Q6. Bottom 10 countries,
• Q7. Low rank,
• Q8. If you don’t know find out
• Q9. A sheep,
• Q10. ----------

Topic for discussion (p.20) 10 minutes
• Gender
• Sex
• Gender mainstreaming
• Sex Discrimination
• Gender Equality
• Gender Equity

Introduction to Sociology: Sex and
Gender 72
What is sex? What is gender?
• Although the terms “sex” and “gender” are often
used interchangeably, sociologists differentiate
between the two.
• Sex refers to an individual’s membership in one of
two biologically distinct categories—male or female.
• Gender refers to the physical, behavioral, and
personality traits that a group considers normal for
its male and female members.

gender awareness
Gender equality is the same status, rights and
opportunities for men and women
Gender equity denotes the equivalence in life
outcomes for men and women, recognising
their different needs and interests and requiring
a redistribution of power and resources.

gender awareness
Gender mainstreaming
The systematic and effective anchoring of gender in the
“mainstream” of an organisation
Sex discrimination
• Sex as ascribed status/master status
• Women as a minority group
• Sexism- an ideology based on the belief that one sex is
superior to and should dominate the other sex
• Universality of male dominance

YES/ NO Survey Page 21 (10 Minutes)
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 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

Gender Case Studies (20 minutes)
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?

Reflective activity p 23 (10
minutes)
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

• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action

2.6 Social Inclusion
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

Social Inclusion Overview
• 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)

Social Inclusion cont’d
• All children and students can learn and many of
them need some form of support. Providing
education for all requires identifying barriers that
hinder learning and reducing or removing these
barriers in early education, schools technical
and vocational colleges, higher education,
teacher education and education management.
(Special Needs Education Program Strategy,
MoE 2006, Addis Ababa)

Profile of your Institution (10 minutes)
• Are there students/staff in your college/university with
mobility difficulties?
• Are there members of students/staff in your
college/university with hearing impairment?
• Are there students/staff in your college/university with
sight impairment?
• Are there students in your college/university with
learning difficulties, e.g. dyslexia?

Profile of your Institution Cont’d
• Are there students in your
college/university who are economically
disadvantaged?
• Are there students in your
college/university who are from
rural/pastoralist families?
• Does your institution have a social
inclusion policy?

Activity
On p24 Handbook work in pairs to agree definitions and
share with the group. (15 minutes)
• Inclusive Education
• Social /environmental disadvantage
• Physical/ psychological disadvantage
• Special needs education
• Is access to education only for the
advantaged?

Definitions of terms
• Inclusive education – adapting the education
system to meet the needs of all students
• Social/Environmental disadvantage –
students who are disadvantaged as a result of
family circumstances or as a result of their
environment causing harm or not support their
well being, e.g. poverty, poor diet, poor housing,
prone to illness, physically beaten, refugees

Definitions of terms cnt’d
• Physical disadvantage – students who
are disadvantaged because of e.g. hearing
impairment, sight impairment, mobility
difficulties, epilepsy*, dyspraxia, illness,
HIV/AIDS
• Psychological disadvantage – students
who are disadvantaged because of
specific learning difficulties, e.g. autism,
Aspergers syndrome, dyscalculia

Definitions of terms cnt’d
• Special Needs Education – an education
system which enables students with
special educational needs to reach their
full potential and be included fully in their
school/college/university community

Group Activity (40 minutes)
Read the following scenarios identify
possible barriers to learning and suggest
possible strategies for support by the
institution or teacher (Page 24)

Points to remember
• Some disadvantaged people face different levels of
discrimination and exclusion – in particular women or
girls with physical disadvantage (or disabilities) may face
double discrimination.
• All students are different and difference is normal and
valuable which is why it is important to address
differentiation in meeting the needs of all learners in a
group and for teachers to be flexible and be prepared to
adapt to the learning needs of all learners.

Cont’d
• Attitude is most important. Show interest in the student
• Be positive – do not focus on what the student can not
do but focus on what s/he can do. Each student has their
own gifts and talents. It is a teacher’s job to nurture
those talents.
• Create a positive learning atmosphere. Do not create a
fear of failure and low self esteem
• Encourage a trusting relationship between students and
develop a collaborative approach to learning
•

A UNESCO definition of inclusive education, 2001
“Inclusive education starts from the belief that the right to
education is a basic human right and the foundation for a
more just society.
Inclusive education takes the Education for All (EFA)
agenda forward by finding ways of enabling schools to
serve all children in their communities….
Inclusive education is concerned with all learners, with a
focus on those who have traditionally been excluded from
educational opportunities – such as learners with special
needs and disabilities, children from ethnic and linguistic
minorities”.

WHAT IS INCLUSIVE EDUCATION ?
Inclusion in education is an approach to
educating students with special educational
needs. Under the inclusion model, students with
special needs spend most or all of their time with
non-disabled students. Implementation of these
practices may vary. Schools most frequently use
them for selected students with mild to severe
special needs.
Fully inclusive schools, which are rare, no longer
distinguish between "general education" and
"special education" programs; instead, the school
is restructured so that all students learn together.

Reflective activity P-26 (10 minutes)
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

we have undergone
• Social inclusion
• Time management

2.7 Time Management
Objectives:
You will be able to:
• define time management
• identify your own way of managing time
• prioritise demands and commitments
• complete an effective time management
diary

Activity_1 (5 minutes)
• Be in pair and define time management in
a word or a phrase. Then stick post on the
given flipchart.

Activity_2
Have 10 minutes to read the extract from
Stephen Covey pp 27/28 handbook and
reflect on the relationship between the
matrix and your own experience based on
the following questions.
• How the Time Management matrix relates
to your experience as a teacher?
• How much time you spend on planning
and preparation for your teaching?
•

Activity _3 (20 minutes)
• Pair then try to identify the symptoms of
poor time management and the benefits
of good time management and record
these in your notebook

Symptoms of poor time
management
Benefits of good time management

Activity _4(10 minutes)
Complete time management questionnaire
on page 29
Group all A’s, C’s, and D’s sit together and
discuss what they can do to move towards
B
All B’s sit together and discuss how they
can support their colleagues in developing
effective time management.
 bring brief report back

Activity_5
• Everyone of you have different roles, both
professional and personal (e.g. teacher
educator, head of department, father,
mother).
• Make a Mind Map of your roles and
responsibilities (first individually and share
with your partner).

Activity_6
• You need to fill your name and date on a given
sheets. List your roles and the priorities for the
coming week to enable you to fulfil your
responsibilities in these roles.

1. List 3 important things you have learnt
about managing your time
2. Plan how to put these into practice over
the coming week.

session planning
Learning Objectives:
At the end of the lesson, the students are expected
to:
1. Define session planning;
2. Identify the session planning sequence;
3. Enumerate the functions and phases of session
planning;
4. Write SMART objectives
5. Write a session plan including details of learning
activities and assessment
6. Evaluate a session plan

Activity(10 minutes)
1. What is session planning ?
2. What are the importance of session
planning?
3. What are components of session plan?

Session Planning (P 32)
• Session planning is essential if the
learning experience is going to be
meaningful for the learners.

• session planning is a process of the
teacher using appropriate curricula,
session strategies, and resources during
the planning process to address the
diverse needs of students.
• A teacher’s teaching begins before he/she
steps into the classroom and starts talking.

Importance of Planning
1. To give an overview of the instruction
2. To facilitate good management of instruction
3. To make learning purposeful
4. To provide sequencing and pacing
5. To economize time
6. To provide for a variety of session activities
7. To make learner’s success more
measurable which assists in re-teaching

common mistakes in LPs
1. Poorly written objectives lead to faulty
inferences.
2. The lesson assessment is not connected with
the behavior indicated in the objective.
3. Prerequisites are not specified or are
inconsistent with the lesson requirements.
4. The materials specified in the lesson are
irrelevant to those described learning
activities.
5. Teacher’s instructions are inefficient
6. Students activities do not contribute effectively
to the lesson objective

Components of session plan
Answering the following question can address the
components
1. Whom to teach?
2. Why to teach?
3. What to teach?
4. How to teach?
5. With what to teach?
6. When to teach?
7. Where to teach?
8. How to check the achievement of the
instruction?

Setting Objectives 10’
• The need for objectives for each session
• The idea of smart objectives
Activity
Do you usually set learning objective for
each of your sessions? Yes or No
If yes how? Give example having a topic
from your areas of teaching.
If no why you fail to do so?

Objectives
• A learning objective is a statement of the
measurable learning that is intended to take
place as a result of instruction.
• Complete objectives …
– State what the student will be able to do.
(observable behavior)
– With the conditions under which they should be
able to demonstrate (condition)
– Under the expected degree of proficiency
(criterion)

Example of learning Objectives
• Without notes or references, the
students should be able to list in order
the steps in troubleshooting a BASIC
computer program with no mistakes.
• Given the values of two of the three
variables in Ohm’s law, the students
should be able to calculate the value of
the remaining variable 90% of the time.

Advantages to Writing Objectives
Three Major Advantages to Writing Objectives :
• Provides basis for selection and design of
instructional content, methods, and
materials
• Provides learner with means to organize
efforts toward accomplishing objectives
• Allows for determination as to the extent
that objectives have been accomplished

Learning objectives need to be
SMART
• SMART means

characteristics of a specific learning objective
•S. M. A. R. T
•
Simple
Measurable Attainable
Realistic
Timing
specific
s

Types (domains) of learning objectives
• Cognitive objectives
– Describe the knowledge that
learners are to acquire
• Affective objectives
– Describe the attitudes, feelings, and
dispositions that learners are expected to
develop
• Psychomotor objectives
– Relate to the manipulative and motor
skills that learners are to master

Levels of Domains of learning
Cognitive Domain Affective
Domain
Psychomotor
Domain
Knowledge Receiving Imitation
Comprehension Responding Manipulation
Application Valuing Precision
Analysis Organization Articulation
Synthesis Characterization Naturalization
Evaluation

Visual comparison of the two taxonomies

Activity (15 minutes)
• Be in groups of 4 or 5 to complete the
activity p33 to say whether the objectives
are smart or not.

Session Evaluation
Guidance for writing session evaluations
Session evaluation involves two points which are
1. Reflections on the session and
2. Reflection on assessment
1. 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

2.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?
•

Activity
Formats of session plan (30’)
Based on the sample session plan format be
in group of five and prepare session plan
for 50’.

10’
Swap session plans with another group
members and critique each others plans
and discuss.

Session planning Day 2
Reminder
• You have to complete session plans and
evaluations throughout the HDP course.
• These should show how you are
developing a range of active learning and
continuous assessment methods. At least
8 of these will be used as evidence of
progress in the Portfolio.

Assignment
• For next session when you meet each of
you should bring the plans of a session
you delivered during the previous week
together with the session evaluations you
have written using the guidance on the
sample session plan.

Activity
Session planning
1. Based on the sample session plan format
prepare session plan for your own subject
for 50’. (30’)
2. What makes a session evaluation
successful?
• Be in pair and discuss and answer the
question. (10’)

• Pairs join with another pair to discuss and answer
question. (10’)
• Fours combine into eights and rank the elements of
effective evaluation on the slips of paper or card.
(Ranking or Diamond Ranking) (10’)
• Groups move round and look at the other groups’
ranking.
• Whole group takes 10 minutes to ask individual
questions about reasons for ranking if necessary.
• Whole group agrees top priorities and record on flip
chart.

10’
• Now each of you need to reflect on your
lessons and rewrite your evaluations of
the sessions you planned and taught in
the light of your discussions.

we have undergone
• Time management
• Session planning
• Continuing Professional Development*
• Active learning
• Developing Active learning
• Collaborative work
• Group behaviour

2.10 Continuing Professional Development
Objectives:
Candidates/you will be able to:
• write your Professional Profile (CV)
• identify how a CPD plan can address
individual needs
• reflect on your own progress through the
HDP
• write your own CPD Plan

Activity _1(10’)
• You need to read p39 in the Handbook
which sets out the principles that underlie
continuing professional development in the
CPD Framework for Higher Education
(MoE, 2010)

Activity -2 (15’)
• Form groups of 3 and produce a visual
representation of professionalism/being a
professional.(Write on a flipchart what you
have discussed) Each group needs to
have a look at others work.

Activity_3
• Complete a professional profile(CV) to
hand in next session. (P 40 is the
professional profile format )

Activity _4 (30’)
• 5.1. Be in group of 3, read a CPD plan case studies
Handbook p41-43 and identify strengths and
weaknesses of the individuals in each case and make a
note of the possible CPD needs.
• 5.2. Then look at the partly prepared CPD plan for the
individual(p 44 Handbook). One raw has been
completed, identify another skill which needs to be
developed with appropriate objectives and suggest how
the plan might be assessed in the review box.
•

Activity _5 (20’)
• Go to Handbook p44 and individually work
on your own CPD Plan.

2.11 HDP Candidate’s Self Assessment -
Module 1
Objectives:
• reflect on and evaluate the module
• use reflection to complete their self assessment
for the module

Activity -1(15’)
1. Individually you need to reflect what went
well and even better in the first module.
Refer back to p12 of the Handbook where
you identified your expectations.

Activity_2(15’)
2. Join in small groups and make a flipchart
sheet summarising their views.(Be four)

Reminder
• Lead general discussion on the value of self
assessment; stress the need for honest
reflection against the criteria. Remind
candidates that there has to be evidence to back
up their self assessment, in most cases this will
be written evidence in their portfolios.
• Note we will comment on your self assessments
and give constructive comments about how you
should aim to develop during the next module.

Activity -3(20’)
• You need to complete the self
assessments pp45/46.

Review objectives for Module 1
• 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
• be role model good practice and contribute to
institutional and community development
• address gender issues and social inclusion

Summery
• Time management
• Session planning
• Continuing Professional Development*

Module 2: Managing Learning
Understanding learning
Objectives:
• Consider their own learning journeys
• Identify the influences of different
teaching styles on their learning
Module 2: Managing Learning

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)

Activity_1(30’)
• Individually think about your own learning
journeys from birth to the present. Then on a
piece of blank paper draw your learning journey,
representing the significant things that helped/
encouraged you and the significant things which
may have stopped or hindered your learning at
any point. You can only use pictures, no words
or numbers.

Our Learning Journey – Art
I can draw lines of
different shapes and
thickness using pencil
and crayons?
I can use charcoal, pencil
and pastels?
I can use thick and
thin brushes?
I can use different
tones in your
painting?
I can design a
printing block and
create a repeating
pattern?
I can create a print? I can sort, cut and
tear materials for
your collage?
I can use different
materials or repeated
patterns in your collage?
I can describe what
you see and like in
the work of another
artist?
I can say how
another artist has
used techniques and
create your own piece
in response?
I can create my
own artwork in the
style of Vincent
Van Gogh.
Year 2
Year 1

Activity _2(15’)
• Now you need to work in groups of 4 and
each one of you will explain your drawing
to the others.
NB. The purpose of this activity is that in
order to support and encourage others to
learn we need to be aware of our own
learning journeys.

Activity-3(20’)
• Read what has given on pp 48/49
Handbook and individually complete the
task on p50.
• 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.
•

See P. 50
Stage Behaviorist Constructivist Social
constructivist
Primary
Secondary
College
University
1st degree
University
2nd degree

Facilitating learning (10’)
• Facilitating learning involves creating a positive
learning environment.
To be effective in facilitating effective learning a
teacher need to:
• Be well prepared and organised
• Establish a rapport with the learners
• Be awake, positive and energetic
• Be yourself (use your personality)
• Enthuse and motivate the learners to learn and take
some responsibility for their own learning
(empowerment)
• Make sure that the learners are very clear as to what is
expected of them, check understanding of the task or

Facilitating learning Cont’d
• Remain engaged but not dominating, move around the
room
• Be flexible and adaptable
• Be perceptive /sensitive to the learners’ needs and
feelings
• If you do not know say so, you do not always need to be
the expert
• Respect and trust each group member
• Keep intervention to a minimum
• Be prepared to let go
• A sense of humour may help
• Start from where the learners are at

Learning styles
Activity (4’)
What is a learning style?
• :

• Learning style is described as a group of
characteristics, attitudes and behaviours that
define our way of learning.
Different styles influence the form students
learn, how teachers teach and how is the
interaction between them.

Activity -5(20’)
• Read each statement on (p.51/52)
carefully. To the right of each statement,
write the number that best describes how
each statement applies to you.

The VAK model
The VAK model
is divided in
three different
learning styles
depending on the
way each one
receives and
processes the
information.

Activity_6 (10’)
Discuss the following with a colleague:
• What have you found out about yourself as a
learner today?
• How may this affect your planning and
preparation for teaching?
• What could you change in your planning and
preparation?
• Do you think your learning style affects your
teaching style?
•

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

Activity _1(20’)
• Be in pair and discuss what active
learning is. (p exercise)
• Reach a consensus on definition of
active learning. Then you need to
post on the wall.

Definition of active learning
-Active learning is generally defined as any
instructional method that engages students in the
learning process” (MICHAEL PRINCE,2004,p:1)
-Active learning requires students to do meaningful
learning activities and think about what they are
doing .(Bonwell, C.C., and J. A. Eison,1991as
reported by MICHAEL PRINCE,2004,p:1)

Definition of active learning Cont’d
• "Active Learning" is, in short, anything that students
do in a classroom other than merely passively
listening to an instructor's lecture. This includes
everything from listening practices which help the
students to absorb what they hear, to short writing
exercises in which students react to lecture material,
to complex group exercises in which students apply
course material to "real life" situations and/or to new
problems” Donald R. Paulson and Jennifer L. Faust
(Active Learning for The College Classroom )

Definition of active learning Cont’d
• Active learning refers to techniques where
students do more than simply listen to a lecture.
Students are DOING something including discovering,
processing, and applying information.
Active learning "derives from two basic assumptions:
(1) that learning is by nature an active endeavor and
(2) that different people learn in different ways" (Meyers
and Jones, 1993)

Activity 2(30’)
Read what has given on p54 of your
Handbook and complete the activity on the
challenges in using active learning
methods in Ethiopia and make a note in
their notebooks.

Activity-3 (15’) To be printed and given to candidates
• The following scenarios are based on real
life examples in Ethiopia. Let us share
them and identify effective strategies

Review of the 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

Activity_4 (15’)
• Individually complete the activity on p55.

Developing active learning
Objectives
• state the characteristics of active learning
methods
• match active learning methods to different
learning styles

Activity _1(15’)
• Individually complete the activity on p56
Handbook; then find a partner whom you
haven't worked with before and discuss
the answers.

Activity -2(30’)
• You need to read what has given on
pp56/57 Handbook and be in subject
groups and identify any other strategies
you may have used under the different
headings.

Activity -3(10’)
Two volunteer candidates to facilitate the
feedback, you can decide how.
Pleas be creative

Activity-4(10’)
“Are you a good role model?” Yes/ No (P58)
If you answer no discuss what you can do
about it?

Activity-5 (15’)
• Be in groups of three, read and match
learning methods with the descriptions
given on page 59-60.

• Complete the reflective activity on page
60.(5’)

Activity 6(20’)
• Individually complete the table on p61
Handbook matching learning styles with
appropriate learning methods, answer the
question on p62 and complete the task on
p62.
• Two volunteer candidates facilitate the
feedback, you can decide how to go
about. Be creative.

Collaborative Group Work
Objectives
• demonstrate that you can organize and
monitor group work
• begin to develop the ability to manage
groups effectively

Activity_1(30’)
• You need to be in group of three and
complete the preparatory reading
Handbook pp63/64.
• Then you are required to consider the
advantages and disadvantages of the 4
scenarios and put them on a poster, post
them on a wall for a gallery walk.

Managing group work
To enable successful group work a facilitator
needs to:
• Explain the purpose of discussion clearly
• Assure group members that their ideas are
valued
• Challenge comments made by group members
• Listen to, and build on contributions of group
members
• Stop ‘dominators’ from talking

Managing group work Cont’d
• Summarise the discussion at the end, but
try not to make a judgement
• Encourage the ‘silent listener’ with prompt
questions
• Ensure that all group members feel part of
the activity
• Introduce activities or questions to
stimulate discussion

Activity_2(10’)
• Go to the Handbook p65 Case studies 1-5
for discussion. Be in pair and take one
case study to identify the issues for both
the teacher and the learner and possible
solutions.
• Two volunteer candidates facilitate the
feedback, you can decide how to go
about. Be creative.

Activity_3(20’)
• The 5 pairs are required to write your
own case study on managing groups
based on your own experience and each
group to pass your case study to the group
on your left to present as a role play.

Activity_4(10’)
• How can we know individuals contributions
to group achieving a given task?

Group behaviours
Objectives:
You will be able to:
• 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

Activity_1(25’)
• Go to Handbook p66– work in pairs, match
the names to descriptions of group
behaviours. (This could be done as a
jigsaw).

Activity_2(15’)
• Be in four use a flash card to put the
names into piles of positive and negative
in their contribution to effective group
work. Use the cross over method to
share the results of each group.

Activity_3(15’)
• what kind of questions can teacher
teachers use to encourage members of
small groups to make effective
contributions to small group discussions(to
be addressed on a flip chart).

Activity _4(10’)
Answer the questions on P66
1. Write down 3 things you have learnt
today about effective group work
2. What will you change the next time you
organise a group activity?

Micro teaching
Session 1
Objectives:
• plan the use of a new active learning
method
• implement the plan

Activity_1()
• 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.
• The plan should include subject content,
objectives, teacher activities (who is doing what),
learner activities, timing, furniture and people
organisation, resources/teaching aids.
• Use the session planning fomaat to undertake
this activity.

• In preparation for the next session
negotiate the order of presentations with
the other groups.

Session 2 & 3
Objectives:
• deliver presentation to whole group
• evaluate the presentation
• Feedback and discussion from the micro
teach session

Activity_1 (40’)
• Micro teaching Presentations from each group
• Each group has given 10’
• While the groups deliver their micro teaches
their colleagues will complete their observation
forms and give them to the group to help in their
self evaluation. Each group should then
complete the evaluation form p68 Handbook
ready for the feedback session.

Activity_2
• whole group discussion using evaluation
sheets
• Review objectives; preview next session.

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

Activity 1.(10)
Try to address the following questions
individually.
1. What is instructional media?
2. What is the importance of media in
teaching and learning?

Definition of instructional media
• Instructional media encompasses all the
materials and physical means an instructor
might use to implement instruction and facilitate
students' achievement of instructional
objectives.
• This may include traditional materials such as
chalkboards, handouts, charts, slides,
overheads, real objects, and videotape or film,
as well newer materials and methods such as
computers, LCDs, DVDs, CD -ROMs, the
Internet, and interactive video conferencing.

Why use Teaching media?
Teaching/Instructional media are
useful to:
• reinforce what you are saying and
summarize key concepts
• ensure that your point is
understood
• signal what is important/essential

Why use Teaching media? Cont’d
• enable students to visualize or experience
something that is impractical to see or do
in real life
• engage or stimulate students’ different
senses in the learning process
• facilitate different learning styles.

DCU
Office of the Dean of Teaching and
Learning 203
30% of what we SEE
We Learn and Retain:
10% of what we READ
20% of what we HEAR
50% of what we HEAR and SEE
Higher levels of retention can be achieved through active
involvement in learning.

Activity_2 (20’)
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?

Activity_3(15’)
• Nominate two volunteer candidates to
facilitate the activity and take feedback,
you can decide how to go about. Be
creative.

Activity_4 (10’)
• Go to page 69 and read guide line for
using media in teaching.

Encouraging Independent learning
Objectives:
• Identify strategies to support independent
learning
• Differentiate between teaching, coaching
and mentoring

Activity_1(30’)
• Go to Handbook pp71/72 read and
individually complete the reflective activity
on p73.

Activity_2(30’)
• Go to Handbook and read from p73 – top
of p75, then in pairs complete the activity
p74.

Activity
• link between critical thinking skills and
employability.
• Review objectives; preview next session

Assessment: monitoring learning and
performance
Objectives
• identify what is and what is not assessment
• differentiate between summative and formative
assessment
• state clearly the who, why, when, how of
assessment
• draft an assessment code of practice

Activity_1(10’)
• Go to Handbook p75_76 read and complete the
activity on p76.
• Compare and discuss your responses with a
colleague.

Activity _2(15’)
• Be in pair and discuss what
assessment is. (pyramiding exercise)
• Reach a consensus on definition of
assessment. Then you need to post
on the wall.

Activity_3(15’)
Go to page 77 read the principles of
assessment and complete the definitions
activity in groups of 4 by subject where
possible and justify your decisions to the
whole group

Definition of Terms
• Demanding e.g. encourages learners to think
and progress
• Efficient and manageable e.g. assesses what
has been learnt and can be achieved in the time
• Equitable e.g. all learners in the group have a
chance to do it
• Fair e.g. unambiguous
• Formative e.g. part of a process in helping
students to learn

Definition of Terms Cont’d
• Incremental e.g. progressive assessment, building on
what has already been learnt
• Redeemable e.g. if they fail or do not do well the
students can recover
• Reliable e.g. consistent in assessing what has been
done and can be applied to all
• Timely e.g. fits in with the scheme of work
• Transparent e.g. criteria for assessment is clear and all
students know what is expected
• Valid e.g. accepted by all that the assessment measures
what it sets out to measure

Activity_4 (10’)
In your group write an assessment code of
practice and reflect to the whole group.

Activity_5 (15’)
• Go to Handbook pp77 – 80 and read and
identify statements which you already
apply to your own practice and those
which you need to work at.

Activity_6(15’)
• Be in group of four, on plain paper create
two mind maps one showing how active
learning methods can enable continuous
formative assessment and one for
continuous summative assessment. Post
the given mind map on the wall.

Activity_7 (15’)
• Go to handbook P81 and answer the questions
by ticking() yes/no on the right handbook. Share
the idea in pair.
• Have you ever experienced any such situations?
• How might these influence students’ progress?
• What remedial actions have you taken?
Share
•

Activity 8 (15’)
Go to page 82 & 83 read about feedback
Activity
In groups of 3 the you need to agree a scenario
involving a teacher giving a student feedback.
One group member plays the teacher, one the
student and one is an observer using the
guidelines on Handbook pp82/83 makes notes.
After the role play the observer gives feedback.

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
•

Activity _1 ()
• Go to Handbook p83, individually define
peer and self assessment.
• Then go to p84 and complete the boxes.

Activity_2()
 Select 2 volunteer candidates to facilitate the
activity.
 Draw out of best practice and lessons to be
learned from the other group members on the
use of both peer assessment and self
assessment.
 Collectively identify success criteria for both peer
and self assessment and produce a diamond
ranking of the criteria.

Activity_3()
• Go to Handbook p84 read and plan in your
notebooks a session over the next two weeks to
include peer assessment. You are expected to
make a brief presentation to the whole group;
you will need to bring your completed session
plan to this presentation.
• As part of their presentation they will be
expected to self assess their peer assessment
activity against the diamond ranking already
produced by the group and the assessment
code of practice Handbook p77.

Components of your plan
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?

complete the reflective activity
Handbook p85
• 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?
Reminder for next session: Next Slide

Reminder for next session
• You should have a copy of a module or
unit of study you will be teaching over the
next few weeks and for which you can
prepare a scheme of self assessment for
your students which differentiates between
knowledge and skills. The module or unit
should contain objectives and activities

Setting up student self assessment
Objectives:
• differentiate between knowledge and skills
• identify clearly what they want their students 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

Activity 1()
• Go to P86 and read the key elements of a
unit of work and apply them to the
modules/units you have brought to the
session. Evaluate how the skills included
in your modules/units develop critical
thinking and independent learning?

Activity_2()
• Go to Handbook P87 read and plan in
your notebooks a session over the next
two weeks to include self assessment.
You will be expected to self assess your
self assessment activity against the
diamond ranking already produced by the
group and the assessment code of
practice Handbook p77

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