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1 Capacity Building for Primary School Teachers on the Implementation of the New Curricula IMPLEMENTATION MATERS Primary Facilitator Guide ELIXIR Research and Consultancy PLC. in Collaboration with MOE with Technical and Financial Assistance of UNICEF- Ethiopia 2024
2 Contents MODULE 1: The New Curriculum in Nexus, Professional Competencies and Foundational Learning ..6 Section 1.1 New Curriculum- Major Aims, Vision, Shifts and Dimensions ............................................6 Section 1.2 Teachers Professional Domains and Expected Competencies...............................................8 Section 1.3 Major Factors that Affect Effective Curriculum Implementation..........................................9 Section 1.4 Foundational Learning and the New Curriculum.................................................................10 MODULE 2: TEACHER PROFESSIONAL KNOWLEDGE................................................................13 Section 2.1: Know Students and how they learn ....................................................................................13 Section 2.2: Know the content and how to teach.....................................................................................22 MODULE 3: TEACHER PROFESSIONAL PRACTICE ........................................................................4 Section 3.1: Lesson Planning....................................................................................................................4 Section 3.2 Creating Safe and Conducive Learning Environment ..........................................................14 3.2.1 Classroom Sitting Arrangement (layout)...........................................................................14 3.2.2 Playful Environment..........................................................................................................15 3.2.4 Using Low Cost Creating Supportive Envirinment..........................................................16 3.2.5 Technology and Supportive Learning Environment..........................................................20 Section 3.3 Tips to How to Teach: Basic Early Mathematics Skills ......................................................22 Section 3.4: Assessing Student’s Learning and Development and Providing Feedback........................27 MODULE 4: TEACHER PROFESSIONAL ENGAGEMENT..............................................................29 Section 4.1: Engaging in Professional Learning.....................................................................................29 Section 4.2: Engaging with Parents ........................................................................................................30 Section 4.3 Engaging the Community ....................................................................................................32
3 General Introduction: This training module is prepared for primary education (PE) teachers and focuses on equipping teachers with the necessary competencies to promote children's holistic development and implement the new primary curriculum. It is designed to facilitate your basic understanding of the PE curriculum, child-centered pedagogical approaches, creating child-friendly learning spaces, conducting quality assessments, and engaging families and communities to ensure optimal and holistic development of young children. The Training module is designed in such a way that it helps improving your skills of plan the days of children (‘lesson planning’), conduct children’s learning, manage the classroom dynamics and assessment for leaning to understand children’s learning progress and make additional interventions for those in need. MODULE 1: The New Curriculum in Nexus, Professional Competencies and Foundational Learning At the end of this module participants will be able to: o explain the major aims, vision, and key shifts of the new primary curriculum. o identify the key dimensions of the new curriculum o explain the key professional domains for primary teachers. o identify the expected competencies within each professional domain. o analyze the major factors that can impact the effective implementation of the new curriculum o explain how the new curriculum addresses foundational learning needs. MODULE 2: Teacher Professional Knowledge At the end of this module participants will be able to: o demonstrate knowledge of brain development and individual differences. o elaborate key principles of how student learn o demonstrate in-depth knowledge of the primary curriculum domains and subject contents and Minimum Learning Competencies o apply different teaching methodologies appropriate for students MODULE 3: Teacher Professional Practice At the end of this module participants will be able to: o develop effective lesson plans aligned with the new curriculum and child development principles. o integrate diverse learning experiences and activities into lesson plans. o create a safe, inclusive, and stimulating learning environment that supports student’s social, emotional, and cognitive development. o utilize developmentally appropriate materials and resources to enhance the learning environment. o utilize various assessment methods to monitor student's learning and development. o Provide timely, constructive, and developmentally appropriate feedback to students. MODULE 4: Teacher Professional Engagement At the end of this module participants will be able to: o actively participate in professional development opportunities to enhance teaching skills and knowledge. o reflect on teaching practices and identify areas for improvement. o establish and maintain effective communication with parents/guardians. o collaborate with the community to support student's learning and well-being.
4 Capacity Building Structure: The Capacity Building on the New Curriculum Implementation Diagram above outlines a five-day professional development program focused on effectively implementing a new curriculum. The program emphasizes understanding the curriculum's major shifts, assessing students' current learning levels, and providing targeted interventions, particularly in foundational learning skills (FLN). Day 1 focuses on understanding curriculum changes and student assessment, FLN interventions, grouping students based on their FLN capabilities. Days 2, 3 and 4 concentrate on lesson planning and practice, incorporating play-based learning and creating effective learning environments. Finally, Day 5 emphasizes professional collaboration with parents and colleagues, utilizing Professional Learning Communities (PLC) for continuous improvement and culminating in an action plan. The overall program promotes a structured approach to curriculum implementation through assessment, targeted interventions, and ongoing professional development.
5 Structure of the Capacity Building Capacity Building on the New Curriculum Implementation IMPLEMENTATION MATTERS! The capacity building is a structured approach to curriculum implementation, emphasizing assessment, targeted interventions, and ongoing professional development, with special focus on on foundational learning skills (FLN). Major Activities Day 1 Major Shifts + Assessment and Catch Up/ Remedial Focuses on understanding the significant changes introduced by the new curriculum. Emphasizes knowing the child (student) as a crucial aspect leads to an assessment stage, to determine the level of a child. Deals with Foundational Learning Skills (FLN) based interventions. Addresses students who are not yet capable of FLN. Features a decision point: "Capable of FLN?" No: Leads to "Grouping" and "Catch Up" activities. Yes: Proceeds to the Lesson Plan stage. Day 2, 3 & 4 Lesson Plan and Practice Focuses on creating lesson plans based on: Understanding how children learn. Knowledge of the NEW curriculum content and effective teaching methods. Includes "Professional Practice" which involves: Methods with a focus on "PLAY". Creating a conducive learning environment. Assessment and Feedback mechanisms. Day 5 Engagement and Action Plan Centers on professional engagement, including collaboration with parents and colleagues. Involves updating and upgrading through Professional Learning Communities (PLC). Culminates in an "Action Plan".
6 Capacity Building for Primary School Teachers and Instructional Leaders on the Implementation of the New Curricula MODULE 1: The New Curriculum in Nexus, Professional Competencies and Foundational Learning Objective At the end of this module participants will be able to: o explain the major aims, vision, and key shifts of the new pre-primary curriculum. o identify the key dimensions of the new curriculum o explain the key professional domains for pre-primary teachers. o identify the expected competencies within each professional domain. o analyze the major factors that can impact the effective implementation of the new curriculum o explain how the new curriculum addresses foundational learning needs. Section 1.1 New Curriculum- Major Aims, Vision, Shifts and Dimensions Activity 1.1 1. Have you had the opportunity to implement the new curriculum? Yes _______ or No ______ 2. If Yes, what are the major aims, shofts and vision of the new curriculum? ________________________________________________________________________________ ________________________________________________________________________________ 3. How are you going to change your implementation strategies to attain the major aims, shifts and vision of the new curriculum stated above? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Facilitator Notes: Reform major Aims, Shifts Aims • Transition to “a knowledge-based and technology-led economy”. Some Shifts • Reduce focus on theory. • Include indigenous knowledge. • Link to the world of work. • Include 21st century competences. • Include moral education. • Provide for gifted and talented learners. Sources/Reference: FDRE MOE 2020. General Education Curriculum Framework, Teacher Guides, Student Textbooks. Vision “[…] to cultivate all-rounded, ethical, self- reliant and responsible lifelong learners who are competitive regionally and globally and are equipped with 21st century skills instrumental to thrive in a knowledge-based and technology-led economy as citizens […].” (EGECF 2020)
7 Activity 1.2. Major Dimensions of the New General Education Curriculum (Pre-primary to Grade 12) Activity 1.1. The new curriculum may be conceptualized to have six dimensions, namely: (1) Subject or learning Areas (2) Values (3) Principles (4) Core- competencies (5) Cross Cutting, and (6) National Pressing Issues. Some of the elements are given under each dimension and fill in the remaining in the table below. 1.Learning Areas and Subjects 2. Values (6) 3. Principles (11) 4. Core Competencies (8) 5. Cross- cutting issues (7) 6. National Pressing Issues (6) Primary Subjects (8) Pre-primary Learning Areas (6) 1.First Language 2.___________ 3.English 4.___________ 5.Environmental Science 6.___________ 7.Performing and Visual Arts 8.Health and Physical Education 1. First language 2. Environmental Science 3. ___________ 4. ___________ 5. Mathematics 6. Health and Physical Education 1.Collaboration 2.__________ 3.Respect 4.__________ 5.__________ 6.Hospitality 1. Use Science and Technology 2. Provide Diverse Skills 3. __________ 4. Ensure Relevance 5. __________ 6. Ensure Balance 7. Promote Cultural Heritages 8. __________ 9. Provide for Inclusiveness 10.__________ 11.__________ 1.Learning to Learn 2.__________ 3.Creative Thinking and Innovation 4.___________ 5.Collaboration 6.___________ 7.Digital Literacy 8.___________ 1. Gender 2. _________ 3. Education in Emergencies 4. _________ 5. Hygiene and Sanitation 6. __________ 7. Life Skills 1. Peace Education 2. _________ 3. Road Traffic and Safety 4. _________ 5. _________ 6. Child Trafficking Facilitator Notes Six dimensions of the new curriculum (Sources/Reference: FDRE MOE 2020. General Education Curriculum Framework). 1.Learning Areas and Subjects 2. Values (6) 3. Principles (11) 4. Core Competencies (8) 5. Cross- cutting issues (7) 6. National Pressing Issues (6) Primary Subjects (8) Pre-primary Learning Areas (6) 1.First Language 2.A Federal Language 3.English 4.Mathematic s 5.Environment al Science 6.Moral Education 7.Performing and Visual Arts 8.Health and Physical Education 1. First language 2. Environmental Science 3. Personal and Socio- emotional development 4. Performing & Visual Arts 5. Mathematics 6. Health and Physical Education 1.Collaboration 2.Tolerance 3.Respect 4.Equity 5.Patriotism 6.Hospitality 1. Use Science and Technology 2. Provide Diverse Skills 3. Use Indigenous Knowledge and Values 4. Ensure Relevance 5. Promote Integration & Cohesiveness 6. Ensure Balance 7. Promote Cultural Heritages 8. Promote National Unity in Diversity 9. Provide for Inclusiveness 10. Provide for Entitlement 11. Apply Learner- Centered Learning 1.Learning to Learn 2.Critical Thinking and Problem Solving 3.Creative Thinking and Innovation 4.Communication 5.Collaboration 6.Leadership and Decision Making 7.Digital Literacy 8.Cultural Identity and Global Citizenship 1.Gender 2. Inclusive Education 3. Education in Emergencies 4. Environme nt and Climate Change 5. Hygiene and Sanitation 6. HIV/AIDS education 7. Life Skills 1. Peace Education 2. Consumer Protection 3. Road Traffic and Safety 4. Tax Education 5. drug and substance abuse 6. Child Trafficking
8 Section 1.2 Teachers Professional Domains and Expected Competencies Activity 1.3: Teachers professional domains and expected competencies. 1. As a teacher you are engaged in teaching-learning process and you are expected to build your capacity in three domains and seven competencies according to the MOE teachers professional standards 2024. 2. Below some of the domains and expected competencies are given and please fill in the missing expected domains and competencies. Domains Expected Competencies Professional Knowledge 1. Know students and how they learn 2. ___________________________________________ Professional Practice 3. Plan for and implement effective teaching and learning 4. _______________________________________________ 5. _______________________________________________ Professional __________ 6. Engage in professional learning 7. ________________________________________________ Facilitator Notes 1. Teachers’ professional domains and expected competencies. Activity 1.3: Preparing to Capacitate Teachers Teachers’ professional domains and expected competencies from MoE, 2024 Professional standards. Domains Expected Competencies Professional Knowledge 1. Know students and how they learn 2. Know the content and how to teach it Professional Practice 3. Plan for and implement effective teaching and learning 4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/care givers and the community 2. Personal reflection: Ask teachers to think and reflect on their current practices on the above domains and competencies. 3. Explain that this capacity building intervention will focus on the above domains and competencies to help the effort to implement the new curriculum effectively and efficiently. During our training and coaching processes we will walk together through all the domains and competencies.
9 Section 1.3 Major Factors that Affect Effective Curriculum Implementation Activity 1.4: Factors Affecting Curriculum Implementation 1. Please list major factors that affect curriculum implementation in your region. _____________________________________________________________ _____________________________________________________________ 2. Given the following factors that affect curriculum implementation and from your list of factors identify two or three major factors. [Major Factors: Stakeholders Buy-in, Teachers Capacity, Support from the Instructional Leadership, Material and Education Supplies, Ongoing Professional Support, Aligned Assessment Systems, Teacher –Student Ratio, Content Overload, Parents Involvement, Teaching- learning strategies, Child/Students Readiness/ engagement/ interest, Safe Learning Environment (Physical, Social …) , Living/ Social Status of the teacher, Other Please specify _________________] Two/ three Major factors: (1) __________ (2) ____________ (3) ______________ 3. What are the opportunities available in your region to implement the new curriculum? _____________________________________________________________________ _____________________________________________________________________ Facilitators Note for Activity 1.4 Activity 1.4: Factors affecting Effective Curriculum Implementation Support trainees to: • identify and discuss the major factors that affect curriculum implementation in the participants' specific context. • prioritize the two or thre most critical factors that impact curriculum implementation in their specific context. • discuss mitigation strategies of the major hindering factors. • Help participants to build on the opportunities available in their region to implement the new curriculum.
10 Section 1.4 Foundational Learning and the New Curriculum Meaning and Importance of Foundational Learning Activity 1.5: Meaning and Importance of Foundational Learning 1. Start up Question: “What do we mean by Foundational Learning?” ____________________________________________________________________________ ____________________________________________________________________________ 2. Why do we focus on the foundational learning currently in Ethiopia/ in your region? ____________________________________________________________________________ 3. Explain the importance of Foundarional Learning. ____________________________________________________________________________ _______________________________________________________________________ Facilitators Note for Activity 1.5. 1. Foundational learning (FL) is defined as basic literacy, numeracy, and transferable skills, such as socio-emotional skills that provide the fundamental building blocks for all other learning, knowledge, and higher-order skills. 2. Why FL Now and its importance Why Foundational Learning Now? Because Low learning levels – the barrier children face now. Currently it is estimated that, • globally, six out of every ten children (60%) suffer from learning poverty: they are unable to read and understand a simple text by the age of ten (Grade 4) ; • in Ethiopia the learning poverty is 90% (meaning nine out of every ten children suffer from learning poverty, at age ten, WBG 2023); • in Ethiopia a national assessment conducted in 2022 using MELQO indicated that the overall performance mean score of O-Class children (Age 6) in literacy, numeracy, executive function, and fine motor skills was 48.9% (EAES, 2023). Foundational Learning – why is it important? • Children at home, Pre-primary, Grades 1 and 2 are critical for children as this is when they learn the most. • Children need to attain Foundational Literacy, Numeracy and transferable skills (e,g. socio- emotional skills) by grade 3 otherwise they struggle to catch up later and risk dropping out of school. • Foundational learning is critical to enable all children to reach their full potential and participate in society. • FL skills ensure every child has an equal footing for success. It is linked to higher employability and consequently improved life outcomes. Foundational Learning = Foundational Literacy The ability to identify letters (a, d, h), words (at, cat, ball); read them fluently with meaning + Foundational Numeracy Being able to identify numbers such as 9, 82, 76, and solve basic maths problems like addition and subtraction. Transferable skills (e.g., Socio-emotional …) Being able to manage emotions effectively and build & maintain positive relationships. +
11 Foundational Learning and the new Curriculum Activity 1.6: Foundational Learning and the new Curriculum Discuss and outline the pre-primary children’s expected profiles related to foundational learning. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Facilitators Note for Activity 1.6 According to the Ethiopian General Education Curriculum Framework, 2020 (page 76) the Pre- primary Education Children Profile is presented below. The pre- primary level of general education is taken as the most critical period where foundations are laid for life-long development and full realization of the potentials of the brain. The level is supposed to provide care, opportunities and experiences that lead to all - round changes in children including physical, mental, social, emotional, and aesthetic development. It is at this level that children are helped to gain knowledge, attitudes and foundational skills which make them ready to meet the requirements of learning in primary school. Thus, through the process of learning in pre-primary schools, children are expected to exhibit the following profile: 1. Develop foundational literacy and numeracy skills for communication and computation, 2. Use fundamental digital literacy skills for enjoyment and learning 3. Interact with the physical and socio-economic environment for learning and enjoyment, 4. Appreciate and interact with cultural activities of their localities 5. Develop basic moral attributes of obedience, loyalty (honesty, integrity, truthfulness) , and caring for and respecting themselves and others, 6. Use basic skills of interacting and cooperating with others 7. Express thoughts and emotions through art, music and movement, 8. Practice basic rules of hygiene, sanitation and safety skills for health 9. Develop physical fitness to engage in lower-level exercises 10. use knowledge and skills developed for learning in primary school. Transition from “Learn to Read” to “Read to Learn” Activity 1.7 Transition from “Learn to Read” to “Read to Learn” 1. At what level or grade are students expected to Learn to Read?________________________ 2. At what level or grade are students expected to Read with comprehension to Learn (Read to Learn)?______________________________________________________________________ _ 3. Is there a horizontal and vertical alignment between pre-primary and early primary? Explain with tangible evidence focus on Literacy, numeracy and Socioemotional learning. ________ ________________________________________________________________________
12 Facilitators Note for Activity 1.7 Transition from “Learn to Read” to “Read to learn” Share the following findings and encourage participants to analyze the levels or grades of expected “Learn to Read” and “Readto Learn” in their respective regions. Example: 1. At what grade are students expected to Learn to Read? Example: Amharic as a First Language. Learning to read is expected at the end of grade 2. 2. The horizontal organization/alignment of, for example of, the subject Amharic language with other subjects within the same grade is found NOT ALLIGNED. Students in grade 1 are expected to read, understand, and answer written questions in other subjects (Environmental Science, Mathematics, Moral Education, Performing and Visual Arts etc.) while they are still learning to read in Amharic.
13 MODULE 2: TEACHER PROFESSIONAL KNOWLEDGE Objective At the end of this module participants will be able to: o demonstrate knowledge of student’s competency and individual differences. o elaborate key principles of how students learn o demonstrate in-depth knowledge of the primary curriculum domains and subjects and Minimum Learning Competencies o apply different teaching methodologies appropriate for students Section 2.1: Know Students and how they learn Knowing Students Understanding students as individuals and how they learn is fundamental to effective teaching. This knowledge allows teachers to create inclusive and engaging learning environments. Activity ______________ 1. Knowing students through Assessment tools (Pair Activity): o Part I: Review the curriculum based Pre-primary Level 3 -Developmental and Learning Outcomes. o Part II: Review the sample (Non- Curriculum based) assessment tools presented below (for English, Mother tongue, and Mathematics). o In pairs, conduct a mock assessment scenario: one person acts as the student, and the other as the assessor. o After the mock assessment, reflect on the effectiveness of the chosen tool and the experience. 2. Reflection and Discussion: What other strategies (beyond formal assessment) do you use to understand your students' learning? _______________________________________________________________________ _______________________________________________________________________ Diagnostic Assessment tools Part I: Pre-primary Level 3 -Developmental and Learning Outcomes [Source PRESCHOOL- CURRICULUM Preprimary Education Curriculum Syllabus, January 2025] Learning Areas General Learning Outcomes After completing Level 3, children will be able to: Yes (Y) Partial (P) No (N) Personality and socio-emotional development 1. Follow a series of three commands in a row 2. Focus on a task in school for 15 minutes 3. Able to make peers line with gender identity 4. Able to cooperate and share with others 5. Takes turns when playing games with other children 6. Have positive attitudes towards learning and school 7. Demonstrate moral values and principles, 8. Develop basic skills of interacting with others 9. Have a self-concept and Demonstrate own interest Environmental Science 10. Know day from night and left from right 11. Be able to tell time 12. Know colors.
14 13. Be able to care for their immediate environments 14. Classify things using digital media Health and physical Development 15. Have locomotors and non-locomotors skills 16. Control their major muscles and have good balance 17. Practice basic rules of hygiene, sanitation and safety skills for health and well-being abuyyee@gmail.com Language and communication 18. Express themselves and object in their immediate environments 19. Speak in simple but complete sentences with five to seven words 20. Can read and write simple words 21. Uses words about time, like “yesterday,” “tomorrow,” “morning,” or “night” 22. Writes some letters in their names 23. Name all letters when you point to them Early Mathematics 24. Express the concept of numbers 25. Perform simple additions and subtractions 26. Know the value of different coins and notes, use real money to play shops. 27. Know the different kinds of shapes. 28. Be able to repeat three numbers backward 29. Count objects around their house 30. Count numbers up to 20 Performing and Visual Arts 31. Perform song, dances, or acts correctly 32. Appreciate the various forms of arts 33. Appreciate diversities culture 34. Enjoy and use different artistic activities Part II: Knowing Students Through Assessment (Foundational Learning in Focus) At the beginning of the intervention, assessment is the first thing you will conduct. For language, you will assess learners in ________________________ local language using the assessment tools provided. You will then record learners’ learning levels as guided by the instructions at the bottom of every level of assessment. A sample assessment tool for each of the languages is provided below. Sample Assessment Tool Subject: Amharic ተግባር 1:- የፈደል ስያሜ ዕውቀት Task 1: Letter Name Knowledge ምሳሌ፡- ቸ ኩ ጉ ሙ ፐ ላ ሔ ሲ ሂ ዛ ጽ ኑ ሬ ፉ ሡ ቲ ዊ ጌ ር ፖ ሴ ሊ ዩ ሀ ኮ ጉ ባ ኻ ቁ ጴ ቺ ኹ ኞ ተግባር 2፡- የተዘውታሪ ቃላት ንባብ Task 2: Familiar Words Reading ምሳሌ፡- ሜዳ ወደቀ እህት ብዙ መምህር እኔ ሄደ ድመት ረገፈ አሁን ጨረቃ እበላለሁ ወላጆች ቁመቱ ሠራ ቁም ገመድ እሸት
15 ተግባር 3፡- የፈጠራ ቃላትን ማንበብ Task 3: Invented Words Reading ምሳሌ፡- መጠረ ሀበለ ጃገሰ ነለበ አቀወ ቱዛ ያሲማ ሳድ ጀገደ ፈከዘ ዙታሜ ቃጠሰ ረተኛ ቆቸ የኛኔ ባደሸ ቆሳዲ መሃና ተግባር 4ሀ. ድምጽን ከፍ አድርጎ ማንበብ Task 4a: Passage Reading ቀኑ ቅዳሜ ነው፡፡ አልማዝ ልብስ የምታጥብበት ቀን ነው፡፡ ከጧት ጀምራ ብዙ ልብሶች አጠበች፡፡ እናቷ ወይዘሮ ትርፌ ይደክምሻል ትንሽ አረፍ በይ አሏት፡፡ አልማዝም ያጠበችውን ልብስ ገመድ ላይ አሰጣች፡፡ ከዚያም ለማረፍ ወደ ቤት ገባች፡፡ ንፋሱ የተሰጡትን ልብሶች ወዲህ እና ወዲያ ያደርጋቸዋል፡፡ ትንሽ ቆይቶ ንፋሱ የተሰጡትን ልብሶች መሬት ላይ ጣላቸው፡፡ ጎረቤቷም አልማዝ አልማዝ እያለች ተጣራች፡፡ አልማዝም ደንግጣ እየሮጠች ወጣች፡፡ ልብሶቹን ስታይ በጣም አዘነች፡፡ Subject: English Task E1. Familiar Words Reading Instruction: Place the EGRA Student Stimuli Booklet in front of the child. Practice with the example and tell the student to read the words from left to right horizontally as fast as she can. • Start the timer when she begins reading. • If it is incorrect or no response, put a slash on the word ‘/’. • If the child hesitates for three seconds on a word, tell the student to move on and mark it with slash as incorrect. • If the child makes self-corrections circle the slash ‘’. • Put a bracket after the last word reached when the time is over ‘]’. • Fill in the boxes at the bottom when you finish. Example: cat sick made (1) (2) (3) (4) (5) red and play at you (5) go sad up find come (10) jump once ask Fly want (15) E1.1 Number of Last Word Reached _______________ E1.2 Total Number of Words Read Correct ______________ E1.3 Time Remaining on the Stopwatch _________________ E1.4 Put a Tick Mark if Discontinued ___________________
16 Task E2 and Task E3 Instruction: Place the EGRA Student Stimuli Booklet in front of the child and tell the student to read the passage as fast as she/he can. Tell the student also that she/he will be asked questions from the story she/he read. • Start the timer when she/he begins reading. • If it is incorrect or no response, put a slash on the word ‘/’. • If the child hesitates for three seconds on a word, tell the student to move on and mark it with slash as incorrect. • If the child makes self-corrections circle the slash ‘’. • Put a bracket after the last word reached when the time is over ‘]’. • Fill the boxes at the bottom when you finish. • Ask the student the questions that are related to what she/he read. • For correct answer circle 1, for incorrect or no response circle 0. Task E2. Oral Passage Reading Correct word Task E3. Comprehension Correct Incorrect Aster1 is2 seven3 years4 old5. She6 lives7 in8 Boditi9 with10 her11 parents12. She13 had14 a15 dog16. The17 dog18 was19 fat20 and21 happy22. 3.1 Where is Aster living? (Boditi) 1 0 One23 day24 it25 went26 out27 to28 play29. The30 dog31 ran32 away33 but34 did35 not36 come37 back38. Aster39 was40 very41 sad42. 3.2 Why was Aster sad? (the dog did not come back) 1 0 But43 in44 the45 afternoon46 the47 dog48 came49 back50. 3.3 When did the dog come back? (in the afternoon) 1 0 Aster51 was52 very53 happy54 and55 the56 dog57 was58 tired59 and60 it61 slept62. 3.4 What did the dog do after eating the meat? (it slept) 1 0 3.5 Why do you think the dog was tired? (it was playing) 1 0 E2.1 Number of Last Word Reached __________________ E2.2 Total Number of Words Read Correct _____________ E2.3 Time Remaining on the Stopwatch _______________ E3. Total Correct _________________________________ E2.4 Put a Tick Mark if Discontinued _________________
17 Subject Mathematics Task M1. Number Identification (Timed to 60 Seconds) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and tell them to name the numbers from left to right horizontally as fast as they can. • Start the timer when she/he begins counting. • If it is incorrect or no response, put a slash on the number ‘/’. • If the child makes self-corrections circle the slash ‘’. • If the child hesitates for three seconds on a number, tell them to move on and mark it with slash as incorrect. • Put a bracket after the last number reached when the time is over‘]’. • If the child is unable to identify all the numbers in the first line, discontinue the task. • Fill the boxes at the bottom when you finish. (1) (2) (3) (4) (5) (6) Count 57 7 28 51 62 970 (6) 16 58 99 162 109 118 (12) 236 6 703 28 590 625 (18) M1.1 How many numbers did the child read totally? _______________________ M1.2 How many numbers did the child read correct? _______________________ M1.3 Time remaining on the stop watch in seconds. ________________________ M1.4 If the task is discontinued put a tick mark in the box.___________________ Task M2. Quantity Discrimination (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to tell you which number is bigger in each case. • If the answer is correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for three seconds on a number, tell them to move on and circle ‘0’. • Count the total number correct and write in the box. Question Correct Incorrect 31 52 27 1 0 175 285 205 1 0 51 44 21 1 0 M2. Total Correct: ____________________
18 Task M3. Missing Numbers (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to tell you the missing number in each case. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on a missing number, tell them to move on and circle ‘0’. • Count the total number correct and write in the box at the bottom. Correct Incorrect 1 1 0 23 29 32 2 1 0 45 50 60 M3. Total Correct:______________________________ Task M4. Addition Level 1(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to add the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 13 + 7 1 0 2 29 + 4 1 0 5 16 + 6 1 0 M4. Total Correct: ____________________________ Task M5. Addition Level 2 (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to add the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 29 + 42 1 0 2 201 + 9 1 0 3 42 + 308 1 0 M5. Total Correct: ____________________________
19 Task M6. Subtraction Level 1(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to subtract the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 6 - 2 1 0 2 22-4 1 0 3 17-9 1 0 M6. Total Correct: Task M7. Subtraction Level 2(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to subtract the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. 1 37-9 1 0 2 3 305-5 1 0 3 8005-7005 1 0 M7. Total Correct:______________________________ Task M8. Word Problem (Not Timed) Instruction: Tell the child to listen carefully and give you the correct answer for the word problems. This section is not found in the Student Stimuli Booklet. • Read the word problem to the child one by one. Make sure the child understands each question. • If she/he answers correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for fifteen seconds on an item, consider it as no response and move to the next question. • Count the total correct and write in the box. No. Question Correct Incorrect M8.1 Nardos had 8 lemons. Her brother Tessema added 7 lemons to her. How many mangos will Nardos have totally? (15 lemons) 1 0 M8.2 The total numbers of Foot Ball players were 11, and the Basket ball players were 6. By How much foot ball players were exceeding basket ball players? (5 players) 1 0 M8.3 The price of one pen is 4 Birr. Almaz wants to buy a pen for three children. How much Birr will she pay? (12Birr) 1 0 M8.4 Daniel has 21 Oranges. If he shares equally for 3 children, how many Oranges will each child gets? (7 Oranges) 1 0 M8. Total Correct: _________________________
20 Facilitators Note Facilitator's Note: 1. Knowing Students Through Assessment: • Emphasize the importance of using assessment tools as a window into student understanding. • Highlight the value of the pair activity in simulating real-world assessment scenarios. • Reflect on the effectiveness of the sample tools and the experience. 2. Helpful Strategies to Know Students: Strategies to know (Understand) students Description Observation Observing students' behavior, interactions, and engagement in classroom activities. Communication Talking to students and parents, listening to their ideas, and seeking their perspectives. Assessment Analyzing student work to identify strengths, weaknesses, and learning styles through diagnostic assessment, and formative assessment approaches. Collaboration Working with colleagues, parents, and other professionals to gather information about students. Activity: How Children Learn? Objective: To explore and understand the various ways children learn and to establish key principles of effective learning. Instructions: What are the common ways children learn? (Individual reflection/brainstorming) Brainstorm and list principles of effective learning. (Example: "Learning is a process that involves effort, mistakes, reflection, and refinement." (Group discussion/brainstorming) Facilitator's Note: Common Ways Children Learn: • Emphasize the diverse nature of children's learning experiences. • Guide participants to consider various learning modalities/ styles: • Sensory (Observing, touching, performing/acting); Communication (Asking, talking); Cognitive (Thinking); Social-Emotional (Expressing emotions, making friends, playing games); Creative (Telling stories, creative plays, singing); Physical (Doing physical activities); Symbolic (Reading) Note: Children learn through a combination of sensory, cognitive, social-emotional, and creative experiences, with play being a fundamental aspect. Principles of Effective Learning: Begin by reiterating the provided principle: "Learning is a process that involves effort, mistakes, reflection, and refinement of strategies." Facilitate a collaborative discussion to expand on this and generate additional principles.
21 Present the following principles, and encourage participants to add their own: • High expectations and challenging tasks promote student potential. • Motivation is driven by interest, autonomy, and purpose. • A safe and connected learning environment is crucial. • Retrieval practice strengthens memory and application. • Spaced and interleaved learning improves retention. • Collaboration and social interaction enhance learning. • Physical well-being (nutrition, sleep, exercise) impacts learning. • The learning environment (space, temperature, lighting) affects learning. • Deep thinking enhances attention, memory, and meaning-making. Note: Effective learning is guided by principles that promote engagement, cognitive development, and well-being.
22 Section 2.2: Know the content and how to teach Knowing the Content 2.2.1 Know the Content Activity 2.2.1 Goals, Objectives, and Principles Knowing the content starts from knowing (1) Goals, Objectives, and Principles(3) Major Learning areas (as appropriate), (4) Minumum Learning Competencies (MLCs ). Referring the syllabus of one subject you are expected to outline Learning goals, Objectives and principles. 1. Learning Goals Subject _______________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the learning goals are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Learning Objectives Subject _________________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the learning goals are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Guiding Principle Subject ________________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the Guiding Principles are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4. Major Learning Areas Subject ___________________________________________________ Grades ______________ Learning Areas G 1 Contents G 2 Contents G 3 Contents G 4 Contents G 5 Contents G 6 Contents
23 Facilitators Note for Activity 2.2.1 Example: Learning Goals, Objectives and Principles Subject: Environmental Science (Grades 1-6) Learning Goals According to the MoE Environmental Science Grades 1-6 Syllabus 2020, the learning goals are: • to foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas; • to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment; • to create new patterns of behavior of individuals, groups, and society as a whole towards the environment. Learning Objectives (Source New Syllabus Environmental Science for grades 1-6, 2020) By the end of primary school and as per Environmental Science Syllabus 2023, Students are expected to: • acquire awareness about immediate/ wider surroundings/ environment through lived experiences on various themes related to daily life • nurture natural curiosity and creativity for the immediate surroundings • develop various processes/skills through interaction with immediate surroundings • develop sensitivity for the natural, physical and human resources in the immediate environment. • point out/ raise issues related to equality, justice and respect for human dignity and rights Guiding Principle Environmental Science Education Grades 1-6 (Source New Syllabus Environmental Science for grades 1-6, 2023) • Consider the environment in its totality—natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); • Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; • Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; • Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; • Focus on current and potential environmental situations while taking into account the historical perspective; • Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; • Explicitly consider environmental aspects in plans for development and growth; • Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences. • Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years.
1 Example: Major Learning Areas Subject: Environmental Science Grade Levels: 1-6 Learning Areas G1 G2 G3 G4 G5 G6 Location Meaning of Location Location of our district Location of our zone Location of our region Relative and absolute location of Ethiopia Relative and absolute location of East Africa Demystifying Science Our body parts Food & its functions What is light Our External body parts and the sense organs Physical properties of materials Sources of light Food & healthy Importance of food The four food groups (Cereals, meat, milk, and fruit and leafy-vegetables) Food Contamination Change in the State of mater (solid, liquid, & gases) importance of light Food and healthy living Internal body organs An essential nutrient of the food The balanced diet Physical and chemical properties of matter Shadow and property of light Main parts of the human digestive system Importance of Water Sources of energy The circulatory system Adolescence Components of the air Parts of human birthing system Energy and its use Natural Environment Weather Living and none living things Wild and domestic animals Caring for local Environment Weather and climate Plants and Animals in our District (Woreda) Material resources in our district Caring for our District Environment Natural resources in our zone Caring for our Zone the Environment Natural resources in our Region Caring for our Region Environment Natural resources of Ethiopia Caring for Ethiopian Environment Components of the air Parts of human birthing system Energy and its use Social Environment Our families and communities Our localities Families and communities in our District / Woreda Our localities Peoples and Culture in our Zone Economic activities in our Zone Peoples and Culture in our Region Economic activities in our Region Cultural Diversity in Ethiopia Economic Activities in Ethiopia Population Diversity in Ethiopia Economic Activities in Ethiopia Key, Cross- cutting & Pressing Issues Road safety HIV Road safety HIV Road safety HIV/AIDS Chemical Safety HIV and other Infectious diseases Drought and Famine in our Region Chemical Safety and drug-abuse Drought and Famine in Ethiopia Harmful Traditional Practices in our District and Zone Drug-abuse & Addiction Drought and Famine in East Africa Harmful Traditional Practices in our Region & Country
1 Expected Minimum Learning Competencies (MLCs) Activity 2.2.2 Expected Minimum Learning Competencies (MLCs) 1. General Education Frame (2020) states that Ethiopia follows “Competency-Based Curriculum”. What is Competency? and who is competent? ______________________________________________________________________ ______________________________________________________________________ 2. Describe a competent person by taking common activities from our daily life like making coffee, cooking food, cleaning houses, washing, playing football, driving a car as well as teaching. ______________________________________________________________________ ______________________________________________________________________ 3. Refer Syllabus or MLC document of one subject and fill the following: Minimum Learning Competencies Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Learning Area: Learning Area: Learning Area: Learning Area: Learning Area: MLC MLC MLC MLC MLC
2 Facilitators Note 1. What is Competency?/ Who is competent person? 2. Competent person in our daily life What is Competency? Competency is an integrated set of skills, knowledge, and attitudes that enables one to effectively perform the activities of a given expected standards. Example: “Making a Good Coffee.” Making or boiling coffee is a task to be accomplished at certain standard. If a person wants to prepare make coffee, he/she has to have: the “right knowledge” of the type of inputs required, each step to go about starting from the first step up to the end in his/her the mind. Because recalling the requirements and procedures of coffee making is the function the mind. the “right skill” of washing coffee beans, roasting to a right color, grinding to a right texture, boiling water in a Jebena and adding the ground coffee to it and refluxing it for some time, take from the stove and wait for some time for settling, decanting into cups and then distribution to coffee drinkers awaiting to enjoy the coffee. the “right attitude”, that is, in order to make coffee he/she has have free will or like it to enter into the kitchen to carry out all the steps of making coffee. “Sharing” if a person “makes a good coffee” and serves for the coffee drinkers, then he/she is said to be competent in coffee making. Therefore, a person is said to be “COMPETENT” if he/she can integrate the three elements of competency knowledge, skill, and attitude and accomplish a given task at a required level of standard. To the contrary, if a person lacks one or more of the three domains of “competency”, then he/she cannot make a good coffee and thus he/she is said to be “INCOPMETENT”. Who is Competent? Competent person: Who can apply all domains Knowledge (Learning to Learn), Skill (Learning to Do), Attitude (Learning to Be) + Learning to Live Together and perform something in a real-world context.
1 3. Minimum Learning Competencies (MLCs) Example: Minimum Learning Competency Subject: Environmental Science Grade: 1 N.B As an Example, we present here MLC document for Grade 1. For other grades please refer your MoE syllabus or teacher guides. Minimum Learning Competencies Grade 1 Unit 1 Learning Area: Location Grade 1 Unit 2 Demystifying Science Grade 1 Unit 3 Natural Environment Grade 1 Unit 4 Social Environment Grade 1 Unit 5 Key, Cross- cutting & Pressing Issues • Explain the concept of location • Identify left, right, front and back directions • Discuss how location is determined in relation to other places • Identify the direction of things around them using left, right, front and back • Describe the direction of one feature from another in the school compound • Indicate the location of their school, home and neighborhood • Draw a simple sketch map of locality and show the relative position of their school • Name main external body parts. • Explore the use of the five senses. • Identify the Linkage of the sense organ. • Recognise that darkness is the absence of light. • Define the concept of seasons, day and night • Explore rainbow and flood as occasional happenings in nature • Describe characteristics of living things • Differentiate between living and nonliving things • Identify groups of domestic animals including animals as pets; for food, for pulling loads. • Group animals based on observable features e.g., skin covering, how they move, number of legs. • Able to apply personal toilet hygiene using household sanitary items. • lists of the family members • Describe the basic needs of the family • identify the school compound • Develop peer relationship and the activities they can do in school • Discuss the right and responsibility of family members • Draw poster to show school compound and surrounding area-showing ways to keep safe while using these areas. • Describe and apply traffic rules • Know about HIV and its effects on human body. • Show empathy for children with HIV
2 2.2.2 Know How to teach Activity 2.2.2 Know hoe to teach Select one specific MLCs from Grades 1-4 from the syllabus and recommend how to teach and assessment strategies. Use the below format Facilitators Note for Activity 2.2.2 Examples Competency Based Instructional Activities Note: The purpose of this section is to present a prototype Instructional Activities that are aligned with the MLCs that can be easily conducted in the classroom. This section does not cover every MLC and is not intended to be a prescriptive that all teachers must follow. It is intended to be a guide that highlights on how to integrate competency, active learning strategies and assessment. Activity: Grade 1- Competency based teaching (Activity and Assessment) Time allowed: _______. Study critically how the MLC, Active Learning Method and Assessment are integrated in the example (samples/ prototypes) provided from are provided from grade 1. Example 1: Grade 1 Prototype Grade 1 Unit 1 Learning Area: Location MLC: Students should be able to identify left, right, front, and back directions. Active Learning Method: Game Materials Required: Exercise book Instructions for Activity: 1. Review the different directions: ask students to name each of the four directions (left, right, front, and back) and to point to them all. 2. Divide students in pairs and explain the game: One student will pick a destination or object in the classroom and direct his or her partner to walk there. They may not tell the students the destination or object but must use the four directions to get them there. 3. Students in each pair should take turns directing their partner to different destinations in the classroom. Assessment: 1. When reviewing the four directions, call on students to informally assess whether they can name and point to each of the four directions. 2. Showing the picture below ask students to indicate the relative location of Students “A”, “B”, “C” and “D” by saying/ writing front, back, left and right.: Grade: _________________________________ Subject: ____________ Date_________ Unit/week: ______________________________ Topic: __________________________ Learning Area: ____________________________________________________________ Competency or Objective or Outcome: ________________________________________________________________________ ________________________________________________________________________ Name of Activity/strategy (Based on TPCK): ________________________________ Material Required: _________________________________________________________ Instructions for Activity: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Assessment Questions (Diagnostic, Assessment for Learning): ________________________________________________________________________ ________________________________________________________________________
3 Questions and Answers in Bracket 1.Where is the relative location of “Student C” from “Student D”? [on the right-hand side] 2.Where is the location of “Student B” from “Student A”? [on the left-hand side] 3.Where is the location of “Student A” from “Student C”? [on the back direction] 4.Where is the location of “Student C” from “Student A”? [on the front direction] Example 2: Grade 1 Prototype/ Sample Grade 1 Unit 2 Learning Area: Demystifying Science MLC: Students should be able to name external body parts. Active Learning Method: Self and Drawing. Materials Required: Poster (If available), or draw in blackboard (Blackboard and Chalk) Instructions for Activity: 1. First, review the different body parts by calling on students and having each one name and point to a different part of his or her own body. 2. Draw body parts or use a large poster (big enough for those in the back to see) and point to different body parts. 3. Call on students to identify the parts as you point to them. Assessment: • Call on students to name and point to different body parts as informal assessment. • Write the names of the external body parts above the neck and below the neck. Activity ___________ Select MLCs from grade 1-4 mathematics and English and develop your own lesson, using the template given below Grade: _______ Unit: ___________ Learning Area: _____________________________________________________________ MLC: _____________________________________________________________________ Active Learning Method: _____________________________________________________ Material Required: __________________________________________________________ Instructions for Activity: ________________________________________________________________________ ________________________________________________________________________ Assessment: ________________________________________________________________________ ________________________________________________________________________
4 MODULE 3: TEACHER PROFESSIONAL PRACTICE Objective At the end of this module participants will be able to: o develop effective lesson plans aligned with the new curriculum and students learning development. o integrate diverse learning experiences and activities into lesson plans. o create a safe, inclusive, and stimulating learning environment that supports children's social, emotional, and cognitive development. o utilize developmentally appropriate materials and resources to enhance the learning environment. o utilize various assessment methods to monitor student's learning and development. o Provide timely, constructive, and developmentally appropriate feedback to students. Section 3.1: Lesson Planning Activity 3.1: Elements of a lesson plan Whole Group Activity 1.What is lesson plan for you and why do we need a lesson plan? 2.How do you prepare your lesson plans? As “A” or “B”? A B 3. Is your lesson plan inclusive of disability, encourage girls education? Discuss Principles of the Universal Design of Learning (UDL): • Accessibility • Flexibility in use, participation, andpresentation. • Consistency • Supportive learning environment. • Ensuring a learning space that accommodates both students and instructionalmethods. Facilitators Note 1.A lesson plan is the facilitator/teacher road map of what students need to learn and how it will be done effectively during the class time. Then, it helps the facilitator/ teacher to design appropriate learning activities and develop strategies to obtain feedback on student learning. A lesson plan addresses three key components: learning Objectives, learning activities and Assessment to check for student understanding. The following chart shows common components of a lesson plan. 2.If your lesson plan is as “A” it is linear and encourage teacher dominated classes, with less gathering of feedback. The second type “B” believe to encourate continuous assessment and active learning. N.B. There are other elements of lesson plans promoted by constructivist paradigm Like 5Es (Engage, Explore, Explain, Elaborate, and Evaluate etc.). But in order to minimize confusion the old elements of are modified to fit the purpose. Lesson Plan Format Name of school: __________________ Name of teacher: ___________________ Date: ______________ Subject: _________________________ Unit: ________ Sub-unit: ___________ Topic: ______________ Learning objectives: At the end of the lesson, the students will be able to: • ____________________________________________________________________________________
5 • ____________________________________________________________________________________ Stage Time Contents Teacher’s activities Student’s activities Teaching Aid Assessment/ Evaluation Introduction Presentation Stabilization (Summary) Teacher Signature: _____________________ Date: _________________ Department Head/ School Director Comments ____________________________________________________________________________________ Signature: ___________________________ Date: _________________ 3. Principles of Universal Design of Learning (UDL Universal Design of Learning (UDL) provides a blueprint (outline) for creating flexible goals, methods, materials, and assessments that accommodate learner differences. However, “Universal" does not imply a single optimal solution for everyone. Instead, it is multiple approaches to meet the needs of diverse learners. Universal Design first appeared in education in the design of school buildings; however, creative educators quickly realized that these principles could also be applied to the design of curriculum and to classroom pedagogy. It was realized that this could be applied to all children. The principles of UDL are as follows: o Accessibility o Flexibility in use, participation, and presentation. o Consistency o Supportive learning environment. o Ensuring a learning space that accommodates both students and instructionalmethods. Activity 3.2 Important tenets of Universal UDL Universal Design Learning (UDL) embraces the concept of improved access for everyone and applies to curriculum materials and teaching methods. Discuss in your group and give examples of the three (3) important tenets of UDL, namely: (1) multiple methods of presentation; ______________________________________________________________________________ ______________________________________________________________________________ (2) multiple options for participation and ______________________________________________________________________________ ______________________________________________________________________________ (3) multiple means ofexpression. ______________________________________________________________________________ ______________________________________________________________________________ Facilitator Note (For Activity 3.2) The three important tenets of UDL: Important tenets of UDL Examples 1. Multiple Methods of Presentation (Present Information in Different Ways) Varied Media -Textbooks, videos, podcasts, diagrams, interactive simulations. Adaptable Formats - Text-to-speech for struggling readers, visual aids (charts, infographics) for visual learners. Customizable Features - Adjustable font size, color contrast, audio descriptions, subtitles. 2. Multiple Methods of Participation (Let Students Learn in Their Own Way) Choice in Learning - Games, storytelling, hands-on experiments, role- playing. Interest-Based Learning -Math through sports stats, science through cooking, history through reenactments. Tiered Support -Text-to-speech tools, peer collaboration, guided vs.
6 independent practice options. 3. Multiple Methods of Expression (Allow Different Ways to Show Learning) Flexible Assignments- Oral presentations, videos, posters, models, digital portfolios. Alternative Tools- Typing instead of handwriting, speech-to-text software etc Creative Demonstrations - Art projects, coding exercises, debates.
7 Developing a Teaching Plan and Lesson Plan for an Inclusive Classroom Inclusive classrooms require teachers to proactively plan for diverse learners (gender, culture, language, background, abilities, health). This is time-intensive but fosters creativity and necessitates resourcefulness. Key Considerations: • Resourcefulness- Leverage school support, involve children/parents in sourcing materials (concrete objects, aids like large print, tactile adaptations etc), and utilize community resources. • Real World Connections- Extend learning beyond the classroom to connect with students' lives. • Collaborative Planning- Involve children, parents, colleagues, and volunteers. Essential Components of an Inclusive Teaching Plan: • Topic/Content Selection • Objective Setting • Method/Technique Decisions • Pre-knowledge Assessment Activities • Inclusive Learning Activities • Teaching-Learning Materials/Resources List • Classroom/Learning Environment Organization • Pair/Group Work Activities • Feedback/Assessment Incorporation Developing detailed teaching and lesson plans beforehand is crucial for effective inclusive instruction. Sample Teaching Plan No. 1 Subject-Mathematics Topic: Fraction Class: Grade 3 No. of children: 35 Time: 40 minutes Objective: Children will be able to explain the concept of Fraction – whole, ½, ¼ & ¾ Teaching methods Testing Pre- knowledge Classroom arrangeme nt Children’s activities Feedback/ assessment TLMs/Resources • Cooperativ e learning & peer teaching • Demonstrat ion • What is fraction? • How to write half, quarter, third & fourth in fraction? • Adequate space for classroom activities Seating arrangement of children? • Lighting? • Safety considerations? • Reading, writing materials? • Work displays? • Children participates in demonstration • (Cutting a paper or other object into ½, ¼ & ¾ and showing each part to children and asking them to say the parts in fraction & write it on the black board) • Answers to questions asked by the teacher on fraction • Reading & Writing fractions on the board & in the math’s note book • Frame simple questions & get answers • Orally/Writing • Indicating/ Signing. • Observation of children’s participation individually and also in groups • Worksheet for evaluation • Paper or card board or other object (Scissors or cut it using hands-fold and cut) • A chart with the coloured picture of whole fruit like “water melon” and cutting parts of it -half, quarter, ¾. • Picture, words & number flash cards eg. Flash card of ½ , ¼ & ¾ • Worksheet for evaluation After developing the teaching plans, these need to be implemented in a classroom through an inclusive lesson plan (see next Page)
Sample Inclusive Lesson Plan No. 1 Subject: Mathematics Name of the Lesson: Fraction Class: Grade 3 Competency: Children will be able to explain the concept of Fraction – whole, ½, ¼ & ¾ Time: 40 min Steps Pre-Learning Activities Learning aids Learning points Teaching/ Learning Activities/Methods Assessment Tactile / auditory cues Visual cues Physical cues Cues for Children with Intellectual Difficulties Preparatory Activity Paper or card board Paper with picture of Water melon or other fruits, Flash cards of words viz., water melon, Orange, Mango The Teacher starts her class by showing a picture of water melon fruit or the real water melon to children and ask them to say the name of that fruit She asks the children if she gives the whole fruit to them, how they will share? By asking this question she wants to draw their attention towards the concept of fraction Help children to answer through touch & feel method by teacher Teacher has to stand in such a place where the child can see teacher face clearly to follow the question and see the fruit Help them to answer by using flash cards if they have problem in saying orally Allow children to answer like other children in the class and if they are in wheel chair or in special chair allow them to answer from sitting position only Encourage them to answer with the peer group support & give more time to them The teacher has to understand that the child might not grasp the entire lesson and here s/he would have to adopt a developmentally appropriate approach Formative Assessment • Think-Pair-Share: Students discuss fraction concepts with peers before sharing with the class. • Thumbs Up/Down: Quick check for understanding (e.g., “Is this shape divided into halves?”). • Exit Tickets: 1–2 questions (oral, written, or drawn) at the end of the lesson (e.g., Draw ¼ of a a fruit ot Bread. • Observation Checklists: Track participation, hands-on task completion, and verbal responses. Adaptations: For Tactile/Kinesthetic Learners: • Trace sandpaper fractions or fold/cut paper to demonstrate halves/quarters. For Visual Learners: • Color-coding (e.g., shade ½ in blue, ¼ in red). • Digital tools (interactive fraction apps). For Auditory Learners: Learning Activity Cut a paper or cardboard OR A picture of a water Melon or othe cruit Cut Real Water melon fruit kept on the large plate. Picture chart depicting fraction Flash cards of numbers (½, ¼, ¾) and words (half, quarter, third & fourth and numerator & denominator, etc.) Asking questions by cutting the Paper or Card board or real water melon fruit into two equal parts What is Fraction? Fraction is a part of a whole What is half? Division of an object into equal parts is called half. It can be written as ½. The number written under the line is Denominator. It tells you how many parts the whole has been divided into. The number written above the line is Numerator. It tells you how many parts are being taken out from the whole. In the same way the concept of quarter and three quarters can be taught. Help them to understand by self- experience through touch & feel E.g. be with the teacher while cutting the paper or card board or fruit. Provide tactile Flash cards of ½ (can be done by cutting the numbers in sand paper and stick on the thick sheet of paper) Help them to understand by allowing them to see very closely with picture charts & flash cards They can write numbers in fraction first on the black board and then copy it into their note book Allow these children to participate with their friends, if it is required from sitting position itself with the assistive device They can read and write like other children Help them to understand by providing Peer group support and encourage them to answer and accept even if they answer in single word Children with learning problems may require one word at a time. They can read & write with the peer group support.
Usage / Application Black board with colored chalk if possible. Chart of the pictures with shaded parts for different fractions Identify the numerator and the denominator in the given Fractions. 1/3, 2/4, 4/5, 3/6, 8/12 etc. Write a fraction for the shaded part. Allow them to answer orally with the help of tactile numbers pasted on the thick sheet of paper Allow them to answer by showing words flash cards Can answer like other children Encourage them to answer with the peer group support. Prepare Worksheet with Colourful pictures and give clue to enable them to practice it • Explain fractions through songs/chants (e.g., “Half is one of two equal parts!”). • Record answers verbally instead of writing. For Students with Intellectual Disabilities: • Concrete examples (e.g., “Your half of the cookie”). • Picture-based assessments (e.g., point to the “half” of a papar a bread etc,). Evaluation Doing fraction sums on the Black board Worksheets (adapted/ large print) What is fraction? Colour the parts of the given picture & write the fraction Oral evaluation Giving responses in Braille Large print worksheets Provide worksheet to answer Colour the parts of the given picture & write the fraction Provide worksheet to answer Colour the parts of the given picture & write the fraction Provide adapted worksheets to answer with peer support Colour the parts of the given picture & write the fraction
10 Sample Teaching Plan No. 2 Subject: Environmental Science Topic: Transport and Communication Class: Grade 3 No. of children: 30 Time: 40 minutes Objective: To make children to understand various types oftransport After developing the teaching plans, these need to be implemented in a classroom through an inclusive lesson plan (see next Page). Teaching methods Testing Pre- knowledge Classroom arrangement Children’s activities Feedback/ assessmen t TLMs/Resources Multi- sensory, co- operative learning & peer teaching Divide the class into two groups. Ask 1st group to show how vehicles move through acting & 2nd group to guess which vehicle is that? Seating arrangement of children? Lighting? Safety considerations? Reading, writing materials? Work displays? Understanding types of transportations with the help of charts, models and flashcards. Grouping vehicles as land, water & air transport. Write down types of transport in their note book Frame simple questions & get answers Orally/Writing Indicating/ Signing. Observation of children’s participation in groups. Picture Charts of Bus, Train, Aero plane carrying people, Truck, Lorry carrying luggage & Ship /boat carrying people models of Vehicles – Bus, car, Lorry, boat, ship, Aero plane & helicopter Flash cards of vehicle’s picture with names
11 Sample Inclusive Lesson Plan No. 2 Subject: Environmental Science Topic: Transport and Communication Class: Grade 3 No. of children: 30 Time: 40 minutes Competency: Students will be able to compare and contrast various types of transportation Steps Learning aids Learning points Teaching/ Learning Activities/Methods Assessment Tactile / auditory cues Visual cues Physical cues Cues for Children with Intellectual Difficulties Preparatory Activities Birds’ chart Handouts of rhyme on bird Vehicles’ picture flash cards A rhyme on a bird is given below: (Bird, how did you fly in the air? You didn’t fall while flying, why is it so? Help them to do action while singing through touch & feel method by teacher / friend Give them visual clues– picture of a flying bird & literature of the rhyme on a bird Teacher has to stand in front of the child with learning and hearing problems so that child can see teacher face clearly to follow the rhyme by lip reading & they can do action for the song Allow them to sing rhyme with possible actions with their aids & appliances. Those who cannot stand should be allowed to sing with action from sitting position only Encourage them to sing rhyme with action with the peer group support & give more time for them Observation: Teacher checks participation and accuracy of actions. Pre- Learning activities Divide the class into two groups. Ask 1st group to show how vehicles move through acting & 2nd group to guess which vehicle is that? Help them to guess by touch & feel method For eg. Teacher would to teach children with seeing problems how to peddle a cycle, rowing a boat, etc. Help children who are in 1st group to act by showing picture flash cards & allow 2nd group children to guess by showing flash cards Allow these children to participate with their friends, if it is required from sitting position itself with the assistive device Peer group support and encourage them to participate Peer Feedback: Groups evaluate each other’s performances.
12 Learning Activity Picture chart of various modes of transport Models of land, water, air transport Picture charts Bus, Train, Air carrying people Truck, lorry carrying luggage Ship /boat carrying people Pictures of vehicles models of vehicles and flash cards Meaning of transportation Explaining land, water & air transport with the help of picture chart & models. Allow children to share their experiences regarding modes of transport In the past our elders used animals for transport At present, we are using bullock cart, bus, lorry, train, ship, aero plane for our travelling Transport people and luggage from one place to another place is known as transportation moving on the land is known as land transportation Provide models & pictures of vehicles with flash cards to children and ask them to group them as land, water and air Children can learn the types of transportation with the help of models & sounds of vehicles Ask them to share their experience regarding modes of transport Share the experience of going around lake in the boat during school trip Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping vehicles (models) by touch & feel method and say orally Children can learn the types of transportati on with the help of picture chart & flash cards List down the types of transportation on the black board Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping vehicles with the help of picture, flash cards and name them with the help of flash cards Make children realize that wheel chair, tricycle are also a kind of transport Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping models into land, water & air transport and write their names Make them to understand types of transport with the help of picture chart, models and provide them peer group support Taking children out in the nature and exposing them to various modes of transport, their sounds, etc Encourage them to practice with the peer group support and give more time
13 transport Usage / Application Vehicles’ models & charts List out the vehicles, their types of transport & their uses in their note book They can write it in Braille with the help of models of vehicles They can list out or match the vehicles, types and its uses with the help of pictures flash cards For eg. Lorry – land, transports luggage They can list out the vehicles, their types and their uses like other children They can list out vehicles by using models with peer group support and by repetition Worksheet: Match vehicles to their transport type (e.g., ship → water). Journaling: "Draw your favorite vehicle and describe it." Evaluation Models & pictures of vehicles Activity Game Divide the class into two groups: Ask 1st group to name the vehicle and ask 2nd group to say the type of transport & use of that vehicle Note down the important/ brief points on the black board They can answer by listening and can name the vehicle by touching the model They can answer / name the vehicle by saying/guest uring/signin g/showing with the help of chart and flash cards They can participate in the activity like others in the class Support them in mobility/ writing etc., if it is required Encourage them to participate in the activity with the help of peer group and give more time and reward them even for the small progress. If there are children with special needs in the class, their special needs should be considered in the teaching plan (extra support, individual attention, special assistive devices, concrete teaching aids, extra time, etc.) and make the arrangement in advance to meet those needs in regular classroom. Activity 3.3 Preparing teaching plan and lesson plan Divide into groups and develop subject specific (1) teaching plan and (2) inclusive lesson plans basedon the Primary School text boos and Teachers Guides.
14 Section 3.2 Creating Safe and Conducive Learning Environment 3.2.1 Classroom Sitting Arrangement (layout) Activity 3.2.1 Classroom Design Challenge: Optimizing for Learning and Safety Think about classrooms you've been in, both as a student and as a teacher. 1. What were some seating arrangements you remember? 2. What worked well? 3. What didn't work so well, and why? Facilitators Note Possible Seating Arrangements (classroom layout) Traditional classroom Alternatives Team-style U-shape Conference table Group on group Workstations Breakout groupings Note: These layouts are generally temporary. Use them as needed if furniture is movable. A well-designed seating arrangement can significantly impact classroom dynamics, fostering both active learning and a safe, inclusive environment. Here are a few options, along with explanations of their benefits and considerations: Key Principles of seating arrangement for Active and Safe Learning: Principles Description Visibility All students should have a clear view of the teacher, whiteboard/screen, and any presentation areas. Accessibility Ensure clear pathways for movement, especially for students with disabilities. Collaboration Facilitate interaction and teamwork for group activities. Engagement Minimize distractions and encourage focused participation. Inclusivity Create a sense of belonging and equal opportunity for all learners. Flexibility The arrangement should be adaptable for different activities and teaching styles. Safety Allow for quick movement in case of emergencies and minimize potential hazards. Note: the best seating arrangement is not one-size-fits-all. It depends on your teaching style, the age and needs of your students, the subject matter, and the specific learning activities.
15 3.2.2 Playful Environment Activity 3.2.2 Play is identified as an essential strategy for creating a supportive learning environment for learning in pre- primary education. Outline the key characteristics associated with play? _________________________________________________________________________________ ________________________________________________________________________________ Facilitators Note Play is essential for a supportive pre-primary learning environment. It's characterized by: Play Play is meaningful Children play to make sense of the world around them, and to find meaning in an experience by connecting it to something already known. Through play, children express and expand their understanding of their experiences. Play is joyful Look at children – or adults – playing, often smiling and laughing. Of course, play may have its frustrations and challenges (Who gets the first turn? Why can’t I make this block building stay up?), but the overall feeling is one of enjoyment, motivation, thrill and pleasure. Play is actively engaging Watch children playing, and you will usually see that they become deeply involved, often combining physical, mental and verbal engagement. Play is Iterative Play and learning are not static. Children play to practice skills, try out possibilities, revise hypotheses and discover new challenges, leading to deeper learning. Play is Socially Interactive Play allows children to communicate ideas, to understand others through social interaction, paving the way to build deeper understanding and more powerful relationships.
16 3.2.3 Using Low Cost Creating Supportive Envirinment Creating supportive learning environment using locally available materials. Activity 3.2.3 Producing Low cost materials Instructions for all groups: 1. Form five groups. 2. Look at the visual descriptions provided below. 3. Create using local, safe materials to build the items described. Group 1: Materials to Help Children Improve Intellectual Skills (Numeracy and Literacy Skills) Shape Sorting: Emphasize its importance in early mathematics development. Math and Literacy Aids: Highlight the value of fun, repetitive games for reinforcing basic concepts. (e.g., matching letters/numbers)
17 Concrete and Visual Math Materials: Stress their effectiveness for all children. Word Picture Matching: is specially useful for improving visual skills. Make cards for high frequency eords. Literacy Dominoes: The right-hand side of the last domino matchs the left-hand side of the Explain the matching concept for literacy development.
18 Addition Dominoes: Highlight their use as a non- writing math practice tool. Category Cards and Sentence Strips: Explain their use in developing thinking, reasoning, and sentence construction. Drawpicturesoffamiliarwords,cutoutandthencategorize
19 Group 2: Materials to Help Children Improve Fine Motor Skills • Templates and Stencils: Explain their role in writing development. • Wrist Support and Pencil Grips: Emphasize their role in improving writing comfort and control. Group 3: Materials to Help Children Improve Behavior, Attention, or Social Skills Good Behavior Cards: in classrooms and playgrounds. Good behavior cards can also be put up in the classroom or in the playground.
20 Group 4: Materials to Help Children with Visual Impairments Tactile Learning Aids: Explain the use of local materials (seeds, threads) for tactile pictures. Tactile Math Sums: Suggest using buttons or counters for tactile math learning. Bead Bracelets: Explain their use in tactile learning and fine motor development. Activity 5: Materials to Help Children with Specific Reading Skills For more advanced readers, reading frames can help the words to stop “jumping around“ on the page. 3.2.4 Technology and Supportive Learning Environment The Technology, Pedagogy, and Content Knowledge (TPCK) framework underscores the interconnectedness of these three domains for effective teaching and learning, especially when integrating digital tools. In the context of early childhood education, understanding and applying TPCK is crucial for designing developmentally appropriate and engaging learning experiences. Teachers who possess a strong grasp of TPCK can leverage technology not just as a tool, but as an integral part of their pedagogical approach and content delivery, ultimately creating a more supportive and enriching learning environment for young children.
21 Activity 3.2.4 1. How can a pedagogical approach like storytelling be enhanced using video technology or other technologies to teach a specific content area like animal sounds? 2. How can interactive games (technology) be designed based on child-centered pedagogy to reinforce early literacy skills (content)? 3. Please try to access some “Open Access Education Resources (OER)” below: • CAMARA Education Ethiopia resources are a valuable source for pre-primary https://camara.org/ethiopia/ • Khan Academy Kids https://learn.khanacademy.org/khan-academy-kids/ o UNESCO's OER Platform https://www.unesco.org/en/open-educational-resources o MERLOT (Multimedia Educational Resource for Learning and Online Teaching) https://www.merlot.org/merlot/ Facilitator's Note 1. Enhancing Storytelling (Example: Animal Sounds): • Video: Vivid multisensory learning through real animal sound clips integrated into stories. • Interactive Touchscreens: Touch animal images to hear sounds in interactive books. • Sound Boards/Apps: Active exploration by pressing buttons for animal sounds. • Augmented Reality (AR): Virtual animals with sounds overlaid on the real environment. • Digital Storytelling Tools: Personalized interactive stories with animal sounds. 2. Interactive Games (Early Literacy): • Phonological Awareness: Engaging digital games for rhyming, segmenting, and blending sounds. • Letter Recognition/Formation: Interactive apps for tracing, matching, and identifying letters. • Vocabulary Building: Picture-word matching, interactive storybooks with sound labels, drag-and- drop. • Early Reading Comprehension: Interactive digital stories with comprehension questions and sequencing. • Personalized Learning: Adaptive difficulty based on individual progress. 3. Open Access Education Resources for Pre-Primary: • Refer to provided resources like CAMARA Education Ethiopia.
22 Section 3.3 Tips to How to Teach: Basic Early Mathematics Skills Learning Objectives: By the end of this training, participants will be able to: • Explain early math and its place in pre-primary education. • Implement specific aspects of early math skills in teaching. • Teach early math activities through fun and play-based methodologies. • Confidently teach early math to children as pre-primary teachers. • Apply various ways to emphasize early math in different parts of the daily schedule and lesson planning. Math Concept: Greater or Less Start-Up Activity: 1. Display a flip chart with smiley icons for boys and girls. 2. Ask everyone to stand up for attendance. 3. Instruct participants to draw a smiley face under "Males" or "Females" on the flip chart. 4. Encourage participants to make the smiley faces roughly the same size. Example: ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ Female Male Reflection: • Are there more men or women in the training? • What math concept can children learn from this activity? Note for the Trainer: This simple graph helps children understand the concepts of "greater than" and "less than." It's a great way to introduce data representation to young children. Video Links https://www.youtube.com/watch?v=ct2CXZgWK7Y https://www.youtube.com/watch?v=ct2CXZgWK7Y
23 Early Math Skills and Competencies Activity: Brainstorming on Early Math (30 minutes) Discussion Questions: 1. What early math skills should young children develop before entering primary school, and why? 2. What could happen if children start primary education without a foundation in these math skills and concepts? Steps: 1. Divide participants into groups. 2. Distribute pre-prepared cards with early math competencies and corresponding domains (see table below). 3. Provide each group with a flip chart and glue/masking tape. 4. Ask participants to sort and organize the competencies under the correct domains. 5. Have each group present their work. Note for the Trainer: The following table outlines the key early math skills and competencies: Numbers & counting Patterns Sorting & Classification Comparison & Measurement Geometry 123 ★☐★☐★☐ ☐☐☐  ☐ • Children can count, name and identify numbers 1-20, and above, • Children can use words to describe their quantity or “how many” of something (they can say, four sisters, two eyes, five chairs…) • Children can match up numerals (1,2,3 etc.) to sets of objects or set (for example as, three leaves) • Children can compare how many in different set, groups of objects or people, • Children can use money to add or subtract and recognize their values • Children can look for and identify patterns all around them • Children can arrange blocks or other objects according to a clear rule or sequence • Children can figure out if something is the same or different than something else • Children can group objects in different ways—same or different sizes, shapes, colors, etc. • Children can figure out whether something belongs with something else, or does not belong. • Children can match alike objects; • Children can figure out if something is the same or different. • Children can sort and organize objects using one characteristic (e.g., size, shape, texture, or color). • Children can sort and organize objects using more than one characteristic (e.g., size, shape, texture, or color). • Children can sort objects using self- selected criteria. • Children can use non- standard units and compare and identify objects with their weight as heavier or lighter • Children can use non- standsrd units (inch, hand, feet) and compare objects with their length. • Children can compare different set, groups and describe as greater less, many, few, • Children can compare and make sets, • Children can talk about “before” and “after” of something, • Children can describe distance( for example as, far, near) • Children can use and identify shapes (circle, square, triangle, etc.) • Children can assemble shapes(for example, thangram) together and make another shapes, • Children can identify and different shapes of geometry from the set, • Children can create different shapes using available materials in their surroundings. • Children can identify shapes in their environment
24 Short Presentation on Early Math Skill Areas (10 minutes) Summary of Major Points: • Early math focuses on the development of mathematical and spatial concepts. These skills are foundational for future academic and life success. • Children need to learn about numbers and mathematics even before formal arithmetic. • Early literacy and early math knowledge are strong predictors of school outcomes. Mastering early math skills is crucial for success in primary grades and beyond. • Five key learning areas/competencies are identified for early math. 1. Number and Counting Discussion Question (10 minutes) • What is the difference between NUMBER and COUNTING concepts? • What are the teacher's roles in helping children develop these skill areas? General Overview Presentation by the Trainer (10 minutes) Counting involves understanding numbers, quantity, order, number representation, one-to-one correspondence, and the act of counting. Associated Skills: • Count to 20 or higher. • Identify and name numbers. • Determine if adding/removing an object changes the quantity. • Differentiate between "some" and "all." • Use number words to describe quantity. • Match numerals to sets of objects. Video Links: ttps://www.youtube.com/watch?v=7D4K9oi7oBM
25 2. Pattern Group Discussion (30 minutes): 1. What do we mean by PATTERN? 2. What activities can help children recognize patterns? 3. What is the teacher's role in developing this skill? Trainer Briefing (10 minutes): Patterns are repeating sequences or connected sets. Associated Skills: • Create patterns using color, shape, size, etc. • Identify object positions (under, in front, on, near, inside, outside). • Recognize simple to complex patterns. • Identify patterns in the environment. • Copy, extend, and create patterns. • Describe event sequences (school day-weekend). Teacher's Role: • Engage children in pattern-making activities. • Help children explore patterns in their environment. • Encourage pattern practice (hand clapping). • Help children recognize patterns in daily/monthly/seasonal sequences. Video Links: https://www.youtube.com/watch?v=kQsE09rQ9-0 3. Sorting and Classification (50 minutes) General Overview: Sorting and classification involve distinguishing between similar and different objects and organizing them by properties (size, color, shape, texture, etc.). Associated Skills: • Sort and organize objects by one or more characteristics. • Match similar objects. • Arrange numbers and objects in a series (e.g., big to small). • Use graphic representations of objects. • Collect and classify environmental objects (leaves, sand, sticks, rocks, seeds). Note for the Trainer: To help children develop this skill: • Provide different objects for sorting and classifying. • Encourage children to collect and classify environmental objects. • Allow children to sort and classify objects by their own criteria. Video Links: https://www.youtube.com/watch?v=c5KBoDRm5J0
26 4. Comparison and Measurement General Overview: Comparison and measurement involve describing and comparing measurable attributes and classifying objects. Associated Skills: • Compare and measure objects by weight and length. • Use non-standard units. • Remember and discuss past events. • Talk about "before" and "after." • Determine if something is bigger or heavier than something else. Teacher's Role: Provide objects of varying sizes and weights, encourage comparison and measurement using non-standard units (feet, inches, hands). Facilitate a group discussion about other ways teachers can help. Video Links: https://www.youtube.com/watch?v=KvmzCbjopkE&t=2s 5. Geometry General Overview: Geometry involves understanding shape, size, and position. Associated Skills: • Use and identify shapes (circle, square, triangle, etc.). • Identify and name basic geometric shapes. • Combine shapes to create new shapes. • Recognize geometric shapes in the environment. Discussion Question: Discuss the teacher's role in developing this skill. Note for the teacher: Help children recognize geometry through: • Organizing different geometric shapes. • Encouraging children to create shapes from found objects (sticks, blocks, stones, clay). • Connecting learned shapes to familiar objects at home and in the environment. Video links: https://www.youtube.com/watch?v=4tkRwMHu9NQ&list=PLZS3MUjYqjUEhFnxqht8HC9O2Rro5ydE (Adapted from Addis Ababa Bureau of Education Teachers Training Manual)
27 Section 3.4: Assessing Student’s Learning and Development and Providing Feedback 3.4.1 Formative Assessment Referring to the competency/outcome/ objective from the syllabus teachers are encouraged to prepare questions based on the below template. Subject: ____________________________ Grade: _____ Unit or Week: _______ Semester:____ Skill/Content /Titel: __________________________________________________________________ Sub-Skill/Sub-content: __________________________________________________ Competency or Objective or Outcome: Method of Delivery: Oral ___ Written ____Performance ____ Method of Response: Oral ___ Written ____Performance ____ Question: Answer: Rubric: Type of Question Multiple Constructed Performance Choice ___ Response _____ Task _____ Domai n Knowledge Recall _____ Understanding ____ Application ___ Attitude Receiving ___ Responding ______ Valuing _______ Skill Imitation ____ Manipulation ____ Precision _____ Difficulty Level Easy ________ Moderate ______ Difficult _____ 3.4.2 Summative Assessment based on Test Blueprint (Table of Specification) Subject: ____________________Unit (s)__________________ Quiz/ Test/ Exam No.______ Unit 1 = Total Number of Periods = ___________ No of Periods of the sub-unit Percentage of periods of subunits out of Total Periods of the unit 1 Sub-unit 1.1 Sub-unit 1.2 Sub-unit 1.3 Sub-unit 1.4
28 Exam of Unit _____= Say you want to have 25 Questions Total Questions Percentage of periods of subunits out of Total Periods of the unit 1 Number of Questions per subunit = (Total Q 25) X (Percentage of periods of subunits out of Total Periods of the unit 1) Sub-unit 1.1 25 Sub-unit 1.2 Sub-unit 1.3 Sub-unit 1.4 When you prepare an exam or test as a summative assessment in addition to the proportion of number of periods consider: 1. Cognitive level: K= Knowledge; C= Comprehension; and A= Application etc 2. Level of difficulty: E= Easy; M=Moderate; and D= Difficulty 3. Type of Questions: MC = Multiple Choice; CR= Constructive Response; and PT= Performance Test
29 MODULE 4: TEACHER PROFESSIONAL ENGAGEMENT Objective By the end of this module, participants will be able to: • Analyze CPD models and their school relevance. • Propose strategies to use underutilized CPD models. • Identify parental challenges in supporting foundational learning and suggest solutions. • Suggest ways to engage the community in advocating for inclusive and quality education. Section 4.1: Engaging in Professional Learning Activity 4.1 Ingaging in Professional Learning 1. Read through each CPD model and its description carefully. 2. For each model, consider if this approach is currently practiced in your school. 3. Brainstorm potential benefits and challenges of implementing or further developing some of the less common or absent CPD models in your school context. CPD Model Description Practiced in Our School, Make tick (√) If No (N), Is it possible to consider for the future? If yes How? Y N Training Expert-led, skill-focused, standardized. Cascade Trains few to share, cost-effective. Action Research Teacher-led inquiry for practice improvement. Coaching/ Mentoring One-on-one support, hierarchical or collaborative. Deficit-model Addresses individual weaknesses, may ignore systemic issues. Individualized PD Personalized learning plans driven by teacher needs and goals. Community of Practice Collaborative knowledge sharing and practice improvement. Reflective/ collaborative Practice Teachers critically examine their teaching for self-improvement. Networked Learning Connects teachers online for resource and idea sharing. Other (Please Specify_____________
30 Facilitators Note for Activity 4.1 Guide participants to analyze CPD models and their school's current practices honestly. Encourage them to brainstorm realistic benefits and challenges of implementing less common models, considering their school's context. Emphasize practical possibilities for future implementation and the value of diverse perspectives. Section 4.2: Engaging with Parents Activity 4.2: Engaging with parents "Many parents, especially those with little formal education, want to support their child’s learning but may not know how. Today, we’ll brainstorm ways to make it easy, practical, and fun for them!" • What challenges might these parents face? • What strategies and actions can we use to address the challenges listed below: Parent’s Challenge may be: Strategy Action 1 Lack of literacy and numeracy skills (difficulty reading school materials, helping with homework). Provide alternative ways to engage with learning (e.g., oral storytelling, visual aids, audio recordings). Offer picture-based instructions, verbal explanations, and interactive activities that don’t rely solely on reading. 2 Limited understanding of the formal education system and curriculum. 3 Feeling inadequate or unqualified to help their children academically. 4 Lack of play materials and resources (books, learning materials). 5 Cultural beliefs or past negative experiences with formal education. 6 Language barriers (if the school uses a different language than the home). 7 Other specify
31 Facilitator Note for Activity 4.2 1. Begin by posing the first question to the participants, allowing ample time for individual reflection and then group sharing. Capture their responses on a flip chart or whiteboard. Encourage a supportive and non-judgmental atmosphere. 2. Expected Responses (Facilitator to guide if needed): Parent’s Challenge may be: Strategy Action 1 Lack of literacy and numeracy skills (difficulty reading school materials, helping with homework). Provide alternative ways to engage with learning (e.g., oral storytelling, visual aids, audio recordings). Offer picture-based instructions, verbal explanations, and interactive activities that don’t rely solely on reading. 2 Limited understanding of the formal education system and curriculum. Simplify and demystify school processes. Host orientation sessions explaining how schools function, key terms (e.g., "homework," "report cards"), and parents’ roles in their child’s education. 3 Feeling inadequate or unqualified to help their children academically. Emphasize that support goes beyond academics. Highlight non-academic ways parents can help (e.g., encouraging curiosity, providing emotional support, creating a learning-friendly home environment). 4 Lack of play materials and resources (books, learning materials). Utilize low-cost/no-cost materials. Encourage the use of everyday objects (e.g., counting with household items etc). 5 Cultural beliefs or past negative experiences with formal education. Build trust and validate experiences. Invite respected community members to share success stories, address myths, and create a safe space for parents to express concerns. 6 Language barriers (if the school uses a different language than the home). Bridge communication gaps. Use bilingual volunteers Encourage schools to provide key information in parents’ native languages. 7 Other specify
32 Section 4.3 Engaging the Community The following have been suggested as some of the ways through which the community can participate in education in general and curriculum implementation inparticular: • Advocating for increased enrolment in schools • Advocating and promoting girl child education • Promote foundational learning • Motivating school staff • Advocate for education of Children with Disabilities • Ensuring students’ regular attendance and completion • Constructing, repairing and improving school facilities • Preparing children’s readiness for schooling • Contributing in labour and materials • Monitoring and follow up on teacher attendance andperformance • Helping Parent-Teacher- Student Associations to manageschools • Actively attending school meetings to learn about children’sprogress • Raising money for schools Activity 4.3 Engaging with Community In pairs suggest how in the context of your school the community can: 1. increase school enrolment, 2. advocate for girl child education. 3. promote foundational learning. 4. motivate school staff. 5. advocate for education of Children with Disabilities.
33 Facilitators Note for Activity 4.3 Possible responses for the above 1. Increase School Enrolment 1. Leaders talk about school benefits. 2. Parents of students share good experiences. 3. Help with school meals, uniforms. 4. Share success stories of educated people. 5. Increase school enrolment 2. Advocate for Girl Child Education • Girls have the right to learn. It helps everyone. • Address worries about girls going to school. Find solutions. • Show examples of successful women. • Agree as a community that girls' education is important. 3. Promote Foundational Learning • Learning helps daily life (market, info). • Families can tell stories, count things, sing numbers. • Volunteers can help young children learn basics. • Make learning fun for kids. • Connect learning to local skills. 4. Motivate School Staff • Say "thank you" to teachers and staff. • Respect and support their work. • Invite staff to community events. • Talk openly to solve school problems. • Appreciate staff with small gifts or recognition. 5. Advocate for education of Children with Disabilities • Talk about the right of children with disabilities to learn. • Encourage schools to welcome all children. • Connect families of children with disabilities to support. • Talk about the abilities of children with disabilities. • Help make schools and learning accessible children with disabilities.

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D2 PE Teacher Training Materials 4.pdf pages

  • 1.
    1 Capacity Building forPrimary School Teachers on the Implementation of the New Curricula IMPLEMENTATION MATERS Primary Facilitator Guide ELIXIR Research and Consultancy PLC. in Collaboration with MOE with Technical and Financial Assistance of UNICEF- Ethiopia 2024
  • 2.
    2 Contents MODULE 1: TheNew Curriculum in Nexus, Professional Competencies and Foundational Learning ..6 Section 1.1 New Curriculum- Major Aims, Vision, Shifts and Dimensions ............................................6 Section 1.2 Teachers Professional Domains and Expected Competencies...............................................8 Section 1.3 Major Factors that Affect Effective Curriculum Implementation..........................................9 Section 1.4 Foundational Learning and the New Curriculum.................................................................10 MODULE 2: TEACHER PROFESSIONAL KNOWLEDGE................................................................13 Section 2.1: Know Students and how they learn ....................................................................................13 Section 2.2: Know the content and how to teach.....................................................................................22 MODULE 3: TEACHER PROFESSIONAL PRACTICE ........................................................................4 Section 3.1: Lesson Planning....................................................................................................................4 Section 3.2 Creating Safe and Conducive Learning Environment ..........................................................14 3.2.1 Classroom Sitting Arrangement (layout)...........................................................................14 3.2.2 Playful Environment..........................................................................................................15 3.2.4 Using Low Cost Creating Supportive Envirinment..........................................................16 3.2.5 Technology and Supportive Learning Environment..........................................................20 Section 3.3 Tips to How to Teach: Basic Early Mathematics Skills ......................................................22 Section 3.4: Assessing Student’s Learning and Development and Providing Feedback........................27 MODULE 4: TEACHER PROFESSIONAL ENGAGEMENT..............................................................29 Section 4.1: Engaging in Professional Learning.....................................................................................29 Section 4.2: Engaging with Parents ........................................................................................................30 Section 4.3 Engaging the Community ....................................................................................................32
  • 3.
    3 General Introduction: This trainingmodule is prepared for primary education (PE) teachers and focuses on equipping teachers with the necessary competencies to promote children's holistic development and implement the new primary curriculum. It is designed to facilitate your basic understanding of the PE curriculum, child-centered pedagogical approaches, creating child-friendly learning spaces, conducting quality assessments, and engaging families and communities to ensure optimal and holistic development of young children. The Training module is designed in such a way that it helps improving your skills of plan the days of children (‘lesson planning’), conduct children’s learning, manage the classroom dynamics and assessment for leaning to understand children’s learning progress and make additional interventions for those in need. MODULE 1: The New Curriculum in Nexus, Professional Competencies and Foundational Learning At the end of this module participants will be able to: o explain the major aims, vision, and key shifts of the new primary curriculum. o identify the key dimensions of the new curriculum o explain the key professional domains for primary teachers. o identify the expected competencies within each professional domain. o analyze the major factors that can impact the effective implementation of the new curriculum o explain how the new curriculum addresses foundational learning needs. MODULE 2: Teacher Professional Knowledge At the end of this module participants will be able to: o demonstrate knowledge of brain development and individual differences. o elaborate key principles of how student learn o demonstrate in-depth knowledge of the primary curriculum domains and subject contents and Minimum Learning Competencies o apply different teaching methodologies appropriate for students MODULE 3: Teacher Professional Practice At the end of this module participants will be able to: o develop effective lesson plans aligned with the new curriculum and child development principles. o integrate diverse learning experiences and activities into lesson plans. o create a safe, inclusive, and stimulating learning environment that supports student’s social, emotional, and cognitive development. o utilize developmentally appropriate materials and resources to enhance the learning environment. o utilize various assessment methods to monitor student's learning and development. o Provide timely, constructive, and developmentally appropriate feedback to students. MODULE 4: Teacher Professional Engagement At the end of this module participants will be able to: o actively participate in professional development opportunities to enhance teaching skills and knowledge. o reflect on teaching practices and identify areas for improvement. o establish and maintain effective communication with parents/guardians. o collaborate with the community to support student's learning and well-being.
  • 4.
    4 Capacity Building Structure: TheCapacity Building on the New Curriculum Implementation Diagram above outlines a five-day professional development program focused on effectively implementing a new curriculum. The program emphasizes understanding the curriculum's major shifts, assessing students' current learning levels, and providing targeted interventions, particularly in foundational learning skills (FLN). Day 1 focuses on understanding curriculum changes and student assessment, FLN interventions, grouping students based on their FLN capabilities. Days 2, 3 and 4 concentrate on lesson planning and practice, incorporating play-based learning and creating effective learning environments. Finally, Day 5 emphasizes professional collaboration with parents and colleagues, utilizing Professional Learning Communities (PLC) for continuous improvement and culminating in an action plan. The overall program promotes a structured approach to curriculum implementation through assessment, targeted interventions, and ongoing professional development.
  • 5.
    5 Structure of theCapacity Building Capacity Building on the New Curriculum Implementation IMPLEMENTATION MATTERS! The capacity building is a structured approach to curriculum implementation, emphasizing assessment, targeted interventions, and ongoing professional development, with special focus on on foundational learning skills (FLN). Major Activities Day 1 Major Shifts + Assessment and Catch Up/ Remedial Focuses on understanding the significant changes introduced by the new curriculum. Emphasizes knowing the child (student) as a crucial aspect leads to an assessment stage, to determine the level of a child. Deals with Foundational Learning Skills (FLN) based interventions. Addresses students who are not yet capable of FLN. Features a decision point: "Capable of FLN?" No: Leads to "Grouping" and "Catch Up" activities. Yes: Proceeds to the Lesson Plan stage. Day 2, 3 & 4 Lesson Plan and Practice Focuses on creating lesson plans based on: Understanding how children learn. Knowledge of the NEW curriculum content and effective teaching methods. Includes "Professional Practice" which involves: Methods with a focus on "PLAY". Creating a conducive learning environment. Assessment and Feedback mechanisms. Day 5 Engagement and Action Plan Centers on professional engagement, including collaboration with parents and colleagues. Involves updating and upgrading through Professional Learning Communities (PLC). Culminates in an "Action Plan".
  • 6.
    6 Capacity Building forPrimary School Teachers and Instructional Leaders on the Implementation of the New Curricula MODULE 1: The New Curriculum in Nexus, Professional Competencies and Foundational Learning Objective At the end of this module participants will be able to: o explain the major aims, vision, and key shifts of the new pre-primary curriculum. o identify the key dimensions of the new curriculum o explain the key professional domains for pre-primary teachers. o identify the expected competencies within each professional domain. o analyze the major factors that can impact the effective implementation of the new curriculum o explain how the new curriculum addresses foundational learning needs. Section 1.1 New Curriculum- Major Aims, Vision, Shifts and Dimensions Activity 1.1 1. Have you had the opportunity to implement the new curriculum? Yes _______ or No ______ 2. If Yes, what are the major aims, shofts and vision of the new curriculum? ________________________________________________________________________________ ________________________________________________________________________________ 3. How are you going to change your implementation strategies to attain the major aims, shifts and vision of the new curriculum stated above? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Facilitator Notes: Reform major Aims, Shifts Aims • Transition to “a knowledge-based and technology-led economy”. Some Shifts • Reduce focus on theory. • Include indigenous knowledge. • Link to the world of work. • Include 21st century competences. • Include moral education. • Provide for gifted and talented learners. Sources/Reference: FDRE MOE 2020. General Education Curriculum Framework, Teacher Guides, Student Textbooks. Vision “[…] to cultivate all-rounded, ethical, self- reliant and responsible lifelong learners who are competitive regionally and globally and are equipped with 21st century skills instrumental to thrive in a knowledge-based and technology-led economy as citizens […].” (EGECF 2020)
  • 7.
    7 Activity 1.2. MajorDimensions of the New General Education Curriculum (Pre-primary to Grade 12) Activity 1.1. The new curriculum may be conceptualized to have six dimensions, namely: (1) Subject or learning Areas (2) Values (3) Principles (4) Core- competencies (5) Cross Cutting, and (6) National Pressing Issues. Some of the elements are given under each dimension and fill in the remaining in the table below. 1.Learning Areas and Subjects 2. Values (6) 3. Principles (11) 4. Core Competencies (8) 5. Cross- cutting issues (7) 6. National Pressing Issues (6) Primary Subjects (8) Pre-primary Learning Areas (6) 1.First Language 2.___________ 3.English 4.___________ 5.Environmental Science 6.___________ 7.Performing and Visual Arts 8.Health and Physical Education 1. First language 2. Environmental Science 3. ___________ 4. ___________ 5. Mathematics 6. Health and Physical Education 1.Collaboration 2.__________ 3.Respect 4.__________ 5.__________ 6.Hospitality 1. Use Science and Technology 2. Provide Diverse Skills 3. __________ 4. Ensure Relevance 5. __________ 6. Ensure Balance 7. Promote Cultural Heritages 8. __________ 9. Provide for Inclusiveness 10.__________ 11.__________ 1.Learning to Learn 2.__________ 3.Creative Thinking and Innovation 4.___________ 5.Collaboration 6.___________ 7.Digital Literacy 8.___________ 1. Gender 2. _________ 3. Education in Emergencies 4. _________ 5. Hygiene and Sanitation 6. __________ 7. Life Skills 1. Peace Education 2. _________ 3. Road Traffic and Safety 4. _________ 5. _________ 6. Child Trafficking Facilitator Notes Six dimensions of the new curriculum (Sources/Reference: FDRE MOE 2020. General Education Curriculum Framework). 1.Learning Areas and Subjects 2. Values (6) 3. Principles (11) 4. Core Competencies (8) 5. Cross- cutting issues (7) 6. National Pressing Issues (6) Primary Subjects (8) Pre-primary Learning Areas (6) 1.First Language 2.A Federal Language 3.English 4.Mathematic s 5.Environment al Science 6.Moral Education 7.Performing and Visual Arts 8.Health and Physical Education 1. First language 2. Environmental Science 3. Personal and Socio- emotional development 4. Performing & Visual Arts 5. Mathematics 6. Health and Physical Education 1.Collaboration 2.Tolerance 3.Respect 4.Equity 5.Patriotism 6.Hospitality 1. Use Science and Technology 2. Provide Diverse Skills 3. Use Indigenous Knowledge and Values 4. Ensure Relevance 5. Promote Integration & Cohesiveness 6. Ensure Balance 7. Promote Cultural Heritages 8. Promote National Unity in Diversity 9. Provide for Inclusiveness 10. Provide for Entitlement 11. Apply Learner- Centered Learning 1.Learning to Learn 2.Critical Thinking and Problem Solving 3.Creative Thinking and Innovation 4.Communication 5.Collaboration 6.Leadership and Decision Making 7.Digital Literacy 8.Cultural Identity and Global Citizenship 1.Gender 2. Inclusive Education 3. Education in Emergencies 4. Environme nt and Climate Change 5. Hygiene and Sanitation 6. HIV/AIDS education 7. Life Skills 1. Peace Education 2. Consumer Protection 3. Road Traffic and Safety 4. Tax Education 5. drug and substance abuse 6. Child Trafficking
  • 8.
    8 Section 1.2 TeachersProfessional Domains and Expected Competencies Activity 1.3: Teachers professional domains and expected competencies. 1. As a teacher you are engaged in teaching-learning process and you are expected to build your capacity in three domains and seven competencies according to the MOE teachers professional standards 2024. 2. Below some of the domains and expected competencies are given and please fill in the missing expected domains and competencies. Domains Expected Competencies Professional Knowledge 1. Know students and how they learn 2. ___________________________________________ Professional Practice 3. Plan for and implement effective teaching and learning 4. _______________________________________________ 5. _______________________________________________ Professional __________ 6. Engage in professional learning 7. ________________________________________________ Facilitator Notes 1. Teachers’ professional domains and expected competencies. Activity 1.3: Preparing to Capacitate Teachers Teachers’ professional domains and expected competencies from MoE, 2024 Professional standards. Domains Expected Competencies Professional Knowledge 1. Know students and how they learn 2. Know the content and how to teach it Professional Practice 3. Plan for and implement effective teaching and learning 4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/care givers and the community 2. Personal reflection: Ask teachers to think and reflect on their current practices on the above domains and competencies. 3. Explain that this capacity building intervention will focus on the above domains and competencies to help the effort to implement the new curriculum effectively and efficiently. During our training and coaching processes we will walk together through all the domains and competencies.
  • 9.
    9 Section 1.3 MajorFactors that Affect Effective Curriculum Implementation Activity 1.4: Factors Affecting Curriculum Implementation 1. Please list major factors that affect curriculum implementation in your region. _____________________________________________________________ _____________________________________________________________ 2. Given the following factors that affect curriculum implementation and from your list of factors identify two or three major factors. [Major Factors: Stakeholders Buy-in, Teachers Capacity, Support from the Instructional Leadership, Material and Education Supplies, Ongoing Professional Support, Aligned Assessment Systems, Teacher –Student Ratio, Content Overload, Parents Involvement, Teaching- learning strategies, Child/Students Readiness/ engagement/ interest, Safe Learning Environment (Physical, Social …) , Living/ Social Status of the teacher, Other Please specify _________________] Two/ three Major factors: (1) __________ (2) ____________ (3) ______________ 3. What are the opportunities available in your region to implement the new curriculum? _____________________________________________________________________ _____________________________________________________________________ Facilitators Note for Activity 1.4 Activity 1.4: Factors affecting Effective Curriculum Implementation Support trainees to: • identify and discuss the major factors that affect curriculum implementation in the participants' specific context. • prioritize the two or thre most critical factors that impact curriculum implementation in their specific context. • discuss mitigation strategies of the major hindering factors. • Help participants to build on the opportunities available in their region to implement the new curriculum.
  • 10.
    10 Section 1.4 FoundationalLearning and the New Curriculum Meaning and Importance of Foundational Learning Activity 1.5: Meaning and Importance of Foundational Learning 1. Start up Question: “What do we mean by Foundational Learning?” ____________________________________________________________________________ ____________________________________________________________________________ 2. Why do we focus on the foundational learning currently in Ethiopia/ in your region? ____________________________________________________________________________ 3. Explain the importance of Foundarional Learning. ____________________________________________________________________________ _______________________________________________________________________ Facilitators Note for Activity 1.5. 1. Foundational learning (FL) is defined as basic literacy, numeracy, and transferable skills, such as socio-emotional skills that provide the fundamental building blocks for all other learning, knowledge, and higher-order skills. 2. Why FL Now and its importance Why Foundational Learning Now? Because Low learning levels – the barrier children face now. Currently it is estimated that, • globally, six out of every ten children (60%) suffer from learning poverty: they are unable to read and understand a simple text by the age of ten (Grade 4) ; • in Ethiopia the learning poverty is 90% (meaning nine out of every ten children suffer from learning poverty, at age ten, WBG 2023); • in Ethiopia a national assessment conducted in 2022 using MELQO indicated that the overall performance mean score of O-Class children (Age 6) in literacy, numeracy, executive function, and fine motor skills was 48.9% (EAES, 2023). Foundational Learning – why is it important? • Children at home, Pre-primary, Grades 1 and 2 are critical for children as this is when they learn the most. • Children need to attain Foundational Literacy, Numeracy and transferable skills (e,g. socio- emotional skills) by grade 3 otherwise they struggle to catch up later and risk dropping out of school. • Foundational learning is critical to enable all children to reach their full potential and participate in society. • FL skills ensure every child has an equal footing for success. It is linked to higher employability and consequently improved life outcomes. Foundational Learning = Foundational Literacy The ability to identify letters (a, d, h), words (at, cat, ball); read them fluently with meaning + Foundational Numeracy Being able to identify numbers such as 9, 82, 76, and solve basic maths problems like addition and subtraction. Transferable skills (e.g., Socio-emotional …) Being able to manage emotions effectively and build & maintain positive relationships. +
  • 11.
    11 Foundational Learning andthe new Curriculum Activity 1.6: Foundational Learning and the new Curriculum Discuss and outline the pre-primary children’s expected profiles related to foundational learning. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Facilitators Note for Activity 1.6 According to the Ethiopian General Education Curriculum Framework, 2020 (page 76) the Pre- primary Education Children Profile is presented below. The pre- primary level of general education is taken as the most critical period where foundations are laid for life-long development and full realization of the potentials of the brain. The level is supposed to provide care, opportunities and experiences that lead to all - round changes in children including physical, mental, social, emotional, and aesthetic development. It is at this level that children are helped to gain knowledge, attitudes and foundational skills which make them ready to meet the requirements of learning in primary school. Thus, through the process of learning in pre-primary schools, children are expected to exhibit the following profile: 1. Develop foundational literacy and numeracy skills for communication and computation, 2. Use fundamental digital literacy skills for enjoyment and learning 3. Interact with the physical and socio-economic environment for learning and enjoyment, 4. Appreciate and interact with cultural activities of their localities 5. Develop basic moral attributes of obedience, loyalty (honesty, integrity, truthfulness) , and caring for and respecting themselves and others, 6. Use basic skills of interacting and cooperating with others 7. Express thoughts and emotions through art, music and movement, 8. Practice basic rules of hygiene, sanitation and safety skills for health 9. Develop physical fitness to engage in lower-level exercises 10. use knowledge and skills developed for learning in primary school. Transition from “Learn to Read” to “Read to Learn” Activity 1.7 Transition from “Learn to Read” to “Read to Learn” 1. At what level or grade are students expected to Learn to Read?________________________ 2. At what level or grade are students expected to Read with comprehension to Learn (Read to Learn)?______________________________________________________________________ _ 3. Is there a horizontal and vertical alignment between pre-primary and early primary? Explain with tangible evidence focus on Literacy, numeracy and Socioemotional learning. ________ ________________________________________________________________________
  • 12.
    12 Facilitators Note forActivity 1.7 Transition from “Learn to Read” to “Read to learn” Share the following findings and encourage participants to analyze the levels or grades of expected “Learn to Read” and “Readto Learn” in their respective regions. Example: 1. At what grade are students expected to Learn to Read? Example: Amharic as a First Language. Learning to read is expected at the end of grade 2. 2. The horizontal organization/alignment of, for example of, the subject Amharic language with other subjects within the same grade is found NOT ALLIGNED. Students in grade 1 are expected to read, understand, and answer written questions in other subjects (Environmental Science, Mathematics, Moral Education, Performing and Visual Arts etc.) while they are still learning to read in Amharic.
  • 13.
    13 MODULE 2: TEACHERPROFESSIONAL KNOWLEDGE Objective At the end of this module participants will be able to: o demonstrate knowledge of student’s competency and individual differences. o elaborate key principles of how students learn o demonstrate in-depth knowledge of the primary curriculum domains and subjects and Minimum Learning Competencies o apply different teaching methodologies appropriate for students Section 2.1: Know Students and how they learn Knowing Students Understanding students as individuals and how they learn is fundamental to effective teaching. This knowledge allows teachers to create inclusive and engaging learning environments. Activity ______________ 1. Knowing students through Assessment tools (Pair Activity): o Part I: Review the curriculum based Pre-primary Level 3 -Developmental and Learning Outcomes. o Part II: Review the sample (Non- Curriculum based) assessment tools presented below (for English, Mother tongue, and Mathematics). o In pairs, conduct a mock assessment scenario: one person acts as the student, and the other as the assessor. o After the mock assessment, reflect on the effectiveness of the chosen tool and the experience. 2. Reflection and Discussion: What other strategies (beyond formal assessment) do you use to understand your students' learning? _______________________________________________________________________ _______________________________________________________________________ Diagnostic Assessment tools Part I: Pre-primary Level 3 -Developmental and Learning Outcomes [Source PRESCHOOL- CURRICULUM Preprimary Education Curriculum Syllabus, January 2025] Learning Areas General Learning Outcomes After completing Level 3, children will be able to: Yes (Y) Partial (P) No (N) Personality and socio-emotional development 1. Follow a series of three commands in a row 2. Focus on a task in school for 15 minutes 3. Able to make peers line with gender identity 4. Able to cooperate and share with others 5. Takes turns when playing games with other children 6. Have positive attitudes towards learning and school 7. Demonstrate moral values and principles, 8. Develop basic skills of interacting with others 9. Have a self-concept and Demonstrate own interest Environmental Science 10. Know day from night and left from right 11. Be able to tell time 12. Know colors.
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    14 13. Be ableto care for their immediate environments 14. Classify things using digital media Health and physical Development 15. Have locomotors and non-locomotors skills 16. Control their major muscles and have good balance 17. Practice basic rules of hygiene, sanitation and safety skills for health and well-being abuyyee@gmail.com Language and communication 18. Express themselves and object in their immediate environments 19. Speak in simple but complete sentences with five to seven words 20. Can read and write simple words 21. Uses words about time, like “yesterday,” “tomorrow,” “morning,” or “night” 22. Writes some letters in their names 23. Name all letters when you point to them Early Mathematics 24. Express the concept of numbers 25. Perform simple additions and subtractions 26. Know the value of different coins and notes, use real money to play shops. 27. Know the different kinds of shapes. 28. Be able to repeat three numbers backward 29. Count objects around their house 30. Count numbers up to 20 Performing and Visual Arts 31. Perform song, dances, or acts correctly 32. Appreciate the various forms of arts 33. Appreciate diversities culture 34. Enjoy and use different artistic activities Part II: Knowing Students Through Assessment (Foundational Learning in Focus) At the beginning of the intervention, assessment is the first thing you will conduct. For language, you will assess learners in ________________________ local language using the assessment tools provided. You will then record learners’ learning levels as guided by the instructions at the bottom of every level of assessment. A sample assessment tool for each of the languages is provided below. Sample Assessment Tool Subject: Amharic ተግባር 1:- የፈደል ስያሜ ዕውቀት Task 1: Letter Name Knowledge ምሳሌ፡- ቸ ኩ ጉ ሙ ፐ ላ ሔ ሲ ሂ ዛ ጽ ኑ ሬ ፉ ሡ ቲ ዊ ጌ ር ፖ ሴ ሊ ዩ ሀ ኮ ጉ ባ ኻ ቁ ጴ ቺ ኹ ኞ ተግባር 2፡- የተዘውታሪ ቃላት ንባብ Task 2: Familiar Words Reading ምሳሌ፡- ሜዳ ወደቀ እህት ብዙ መምህር እኔ ሄደ ድመት ረገፈ አሁን ጨረቃ እበላለሁ ወላጆች ቁመቱ ሠራ ቁም ገመድ እሸት
  • 15.
    15 ተግባር 3፡- የፈጠራቃላትን ማንበብ Task 3: Invented Words Reading ምሳሌ፡- መጠረ ሀበለ ጃገሰ ነለበ አቀወ ቱዛ ያሲማ ሳድ ጀገደ ፈከዘ ዙታሜ ቃጠሰ ረተኛ ቆቸ የኛኔ ባደሸ ቆሳዲ መሃና ተግባር 4ሀ. ድምጽን ከፍ አድርጎ ማንበብ Task 4a: Passage Reading ቀኑ ቅዳሜ ነው፡፡ አልማዝ ልብስ የምታጥብበት ቀን ነው፡፡ ከጧት ጀምራ ብዙ ልብሶች አጠበች፡፡ እናቷ ወይዘሮ ትርፌ ይደክምሻል ትንሽ አረፍ በይ አሏት፡፡ አልማዝም ያጠበችውን ልብስ ገመድ ላይ አሰጣች፡፡ ከዚያም ለማረፍ ወደ ቤት ገባች፡፡ ንፋሱ የተሰጡትን ልብሶች ወዲህ እና ወዲያ ያደርጋቸዋል፡፡ ትንሽ ቆይቶ ንፋሱ የተሰጡትን ልብሶች መሬት ላይ ጣላቸው፡፡ ጎረቤቷም አልማዝ አልማዝ እያለች ተጣራች፡፡ አልማዝም ደንግጣ እየሮጠች ወጣች፡፡ ልብሶቹን ስታይ በጣም አዘነች፡፡ Subject: English Task E1. Familiar Words Reading Instruction: Place the EGRA Student Stimuli Booklet in front of the child. Practice with the example and tell the student to read the words from left to right horizontally as fast as she can. • Start the timer when she begins reading. • If it is incorrect or no response, put a slash on the word ‘/’. • If the child hesitates for three seconds on a word, tell the student to move on and mark it with slash as incorrect. • If the child makes self-corrections circle the slash ‘’. • Put a bracket after the last word reached when the time is over ‘]’. • Fill in the boxes at the bottom when you finish. Example: cat sick made (1) (2) (3) (4) (5) red and play at you (5) go sad up find come (10) jump once ask Fly want (15) E1.1 Number of Last Word Reached _______________ E1.2 Total Number of Words Read Correct ______________ E1.3 Time Remaining on the Stopwatch _________________ E1.4 Put a Tick Mark if Discontinued ___________________
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    16 Task E2 andTask E3 Instruction: Place the EGRA Student Stimuli Booklet in front of the child and tell the student to read the passage as fast as she/he can. Tell the student also that she/he will be asked questions from the story she/he read. • Start the timer when she/he begins reading. • If it is incorrect or no response, put a slash on the word ‘/’. • If the child hesitates for three seconds on a word, tell the student to move on and mark it with slash as incorrect. • If the child makes self-corrections circle the slash ‘’. • Put a bracket after the last word reached when the time is over ‘]’. • Fill the boxes at the bottom when you finish. • Ask the student the questions that are related to what she/he read. • For correct answer circle 1, for incorrect or no response circle 0. Task E2. Oral Passage Reading Correct word Task E3. Comprehension Correct Incorrect Aster1 is2 seven3 years4 old5. She6 lives7 in8 Boditi9 with10 her11 parents12. She13 had14 a15 dog16. The17 dog18 was19 fat20 and21 happy22. 3.1 Where is Aster living? (Boditi) 1 0 One23 day24 it25 went26 out27 to28 play29. The30 dog31 ran32 away33 but34 did35 not36 come37 back38. Aster39 was40 very41 sad42. 3.2 Why was Aster sad? (the dog did not come back) 1 0 But43 in44 the45 afternoon46 the47 dog48 came49 back50. 3.3 When did the dog come back? (in the afternoon) 1 0 Aster51 was52 very53 happy54 and55 the56 dog57 was58 tired59 and60 it61 slept62. 3.4 What did the dog do after eating the meat? (it slept) 1 0 3.5 Why do you think the dog was tired? (it was playing) 1 0 E2.1 Number of Last Word Reached __________________ E2.2 Total Number of Words Read Correct _____________ E2.3 Time Remaining on the Stopwatch _______________ E3. Total Correct _________________________________ E2.4 Put a Tick Mark if Discontinued _________________
  • 17.
    17 Subject Mathematics Task M1.Number Identification (Timed to 60 Seconds) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and tell them to name the numbers from left to right horizontally as fast as they can. • Start the timer when she/he begins counting. • If it is incorrect or no response, put a slash on the number ‘/’. • If the child makes self-corrections circle the slash ‘’. • If the child hesitates for three seconds on a number, tell them to move on and mark it with slash as incorrect. • Put a bracket after the last number reached when the time is over‘]’. • If the child is unable to identify all the numbers in the first line, discontinue the task. • Fill the boxes at the bottom when you finish. (1) (2) (3) (4) (5) (6) Count 57 7 28 51 62 970 (6) 16 58 99 162 109 118 (12) 236 6 703 28 590 625 (18) M1.1 How many numbers did the child read totally? _______________________ M1.2 How many numbers did the child read correct? _______________________ M1.3 Time remaining on the stop watch in seconds. ________________________ M1.4 If the task is discontinued put a tick mark in the box.___________________ Task M2. Quantity Discrimination (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to tell you which number is bigger in each case. • If the answer is correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for three seconds on a number, tell them to move on and circle ‘0’. • Count the total number correct and write in the box. Question Correct Incorrect 31 52 27 1 0 175 285 205 1 0 51 44 21 1 0 M2. Total Correct: ____________________
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    18 Task M3. MissingNumbers (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to tell you the missing number in each case. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on a missing number, tell them to move on and circle ‘0’. • Count the total number correct and write in the box at the bottom. Correct Incorrect 1 1 0 23 29 32 2 1 0 45 50 60 M3. Total Correct:______________________________ Task M4. Addition Level 1(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to add the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 13 + 7 1 0 2 29 + 4 1 0 5 16 + 6 1 0 M4. Total Correct: ____________________________ Task M5. Addition Level 2 (Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to add the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 29 + 42 1 0 2 201 + 9 1 0 3 42 + 308 1 0 M5. Total Correct: ____________________________
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    19 Task M6. SubtractionLevel 1(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to subtract the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. No. Question Correct Incorrect 1 6 - 2 1 0 2 22-4 1 0 3 17-9 1 0 M6. Total Correct: Task M7. Subtraction Level 2(Not Timed) Instruction: Place the EGMA Student Stimuli Booklet in front of the child. Practice with the example and ask them to subtract the numbers. • If the child gets correct, circle ‘1’. • If it is incorrect or no response circle ‘0’. • If the child hesitates for five seconds on an item, circle ‘0’ and ask them the next question. • Count the correct answers and write in the box at the bottom. 1 37-9 1 0 2 3 305-5 1 0 3 8005-7005 1 0 M7. Total Correct:______________________________ Task M8. Word Problem (Not Timed) Instruction: Tell the child to listen carefully and give you the correct answer for the word problems. This section is not found in the Student Stimuli Booklet. • Read the word problem to the child one by one. Make sure the child understands each question. • If she/he answers correct, circle ‘1’. • If it is incorrect or no response, circle ‘0’. • If the child hesitates for fifteen seconds on an item, consider it as no response and move to the next question. • Count the total correct and write in the box. No. Question Correct Incorrect M8.1 Nardos had 8 lemons. Her brother Tessema added 7 lemons to her. How many mangos will Nardos have totally? (15 lemons) 1 0 M8.2 The total numbers of Foot Ball players were 11, and the Basket ball players were 6. By How much foot ball players were exceeding basket ball players? (5 players) 1 0 M8.3 The price of one pen is 4 Birr. Almaz wants to buy a pen for three children. How much Birr will she pay? (12Birr) 1 0 M8.4 Daniel has 21 Oranges. If he shares equally for 3 children, how many Oranges will each child gets? (7 Oranges) 1 0 M8. Total Correct: _________________________
  • 20.
    20 Facilitators Note Facilitator's Note: 1.Knowing Students Through Assessment: • Emphasize the importance of using assessment tools as a window into student understanding. • Highlight the value of the pair activity in simulating real-world assessment scenarios. • Reflect on the effectiveness of the sample tools and the experience. 2. Helpful Strategies to Know Students: Strategies to know (Understand) students Description Observation Observing students' behavior, interactions, and engagement in classroom activities. Communication Talking to students and parents, listening to their ideas, and seeking their perspectives. Assessment Analyzing student work to identify strengths, weaknesses, and learning styles through diagnostic assessment, and formative assessment approaches. Collaboration Working with colleagues, parents, and other professionals to gather information about students. Activity: How Children Learn? Objective: To explore and understand the various ways children learn and to establish key principles of effective learning. Instructions: What are the common ways children learn? (Individual reflection/brainstorming) Brainstorm and list principles of effective learning. (Example: "Learning is a process that involves effort, mistakes, reflection, and refinement." (Group discussion/brainstorming) Facilitator's Note: Common Ways Children Learn: • Emphasize the diverse nature of children's learning experiences. • Guide participants to consider various learning modalities/ styles: • Sensory (Observing, touching, performing/acting); Communication (Asking, talking); Cognitive (Thinking); Social-Emotional (Expressing emotions, making friends, playing games); Creative (Telling stories, creative plays, singing); Physical (Doing physical activities); Symbolic (Reading) Note: Children learn through a combination of sensory, cognitive, social-emotional, and creative experiences, with play being a fundamental aspect. Principles of Effective Learning: Begin by reiterating the provided principle: "Learning is a process that involves effort, mistakes, reflection, and refinement of strategies." Facilitate a collaborative discussion to expand on this and generate additional principles.
  • 21.
    21 Present the followingprinciples, and encourage participants to add their own: • High expectations and challenging tasks promote student potential. • Motivation is driven by interest, autonomy, and purpose. • A safe and connected learning environment is crucial. • Retrieval practice strengthens memory and application. • Spaced and interleaved learning improves retention. • Collaboration and social interaction enhance learning. • Physical well-being (nutrition, sleep, exercise) impacts learning. • The learning environment (space, temperature, lighting) affects learning. • Deep thinking enhances attention, memory, and meaning-making. Note: Effective learning is guided by principles that promote engagement, cognitive development, and well-being.
  • 22.
    22 Section 2.2: Knowthe content and how to teach Knowing the Content 2.2.1 Know the Content Activity 2.2.1 Goals, Objectives, and Principles Knowing the content starts from knowing (1) Goals, Objectives, and Principles(3) Major Learning areas (as appropriate), (4) Minumum Learning Competencies (MLCs ). Referring the syllabus of one subject you are expected to outline Learning goals, Objectives and principles. 1. Learning Goals Subject _______________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the learning goals are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Learning Objectives Subject _________________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the learning goals are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Guiding Principle Subject ________________________________________________ Grades ______________ According to the MoE __________ subject Grades 1-6 Syllabus 2020, the Guiding Principles are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4. Major Learning Areas Subject ___________________________________________________ Grades ______________ Learning Areas G 1 Contents G 2 Contents G 3 Contents G 4 Contents G 5 Contents G 6 Contents
  • 23.
    23 Facilitators Note forActivity 2.2.1 Example: Learning Goals, Objectives and Principles Subject: Environmental Science (Grades 1-6) Learning Goals According to the MoE Environmental Science Grades 1-6 Syllabus 2020, the learning goals are: • to foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas; • to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment; • to create new patterns of behavior of individuals, groups, and society as a whole towards the environment. Learning Objectives (Source New Syllabus Environmental Science for grades 1-6, 2020) By the end of primary school and as per Environmental Science Syllabus 2023, Students are expected to: • acquire awareness about immediate/ wider surroundings/ environment through lived experiences on various themes related to daily life • nurture natural curiosity and creativity for the immediate surroundings • develop various processes/skills through interaction with immediate surroundings • develop sensitivity for the natural, physical and human resources in the immediate environment. • point out/ raise issues related to equality, justice and respect for human dignity and rights Guiding Principle Environmental Science Education Grades 1-6 (Source New Syllabus Environmental Science for grades 1-6, 2023) • Consider the environment in its totality—natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); • Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; • Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; • Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; • Focus on current and potential environmental situations while taking into account the historical perspective; • Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; • Explicitly consider environmental aspects in plans for development and growth; • Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences. • Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years.
  • 24.
    1 Example: Major LearningAreas Subject: Environmental Science Grade Levels: 1-6 Learning Areas G1 G2 G3 G4 G5 G6 Location Meaning of Location Location of our district Location of our zone Location of our region Relative and absolute location of Ethiopia Relative and absolute location of East Africa Demystifying Science Our body parts Food & its functions What is light Our External body parts and the sense organs Physical properties of materials Sources of light Food & healthy Importance of food The four food groups (Cereals, meat, milk, and fruit and leafy-vegetables) Food Contamination Change in the State of mater (solid, liquid, & gases) importance of light Food and healthy living Internal body organs An essential nutrient of the food The balanced diet Physical and chemical properties of matter Shadow and property of light Main parts of the human digestive system Importance of Water Sources of energy The circulatory system Adolescence Components of the air Parts of human birthing system Energy and its use Natural Environment Weather Living and none living things Wild and domestic animals Caring for local Environment Weather and climate Plants and Animals in our District (Woreda) Material resources in our district Caring for our District Environment Natural resources in our zone Caring for our Zone the Environment Natural resources in our Region Caring for our Region Environment Natural resources of Ethiopia Caring for Ethiopian Environment Components of the air Parts of human birthing system Energy and its use Social Environment Our families and communities Our localities Families and communities in our District / Woreda Our localities Peoples and Culture in our Zone Economic activities in our Zone Peoples and Culture in our Region Economic activities in our Region Cultural Diversity in Ethiopia Economic Activities in Ethiopia Population Diversity in Ethiopia Economic Activities in Ethiopia Key, Cross- cutting & Pressing Issues Road safety HIV Road safety HIV Road safety HIV/AIDS Chemical Safety HIV and other Infectious diseases Drought and Famine in our Region Chemical Safety and drug-abuse Drought and Famine in Ethiopia Harmful Traditional Practices in our District and Zone Drug-abuse & Addiction Drought and Famine in East Africa Harmful Traditional Practices in our Region & Country
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    1 Expected Minimum LearningCompetencies (MLCs) Activity 2.2.2 Expected Minimum Learning Competencies (MLCs) 1. General Education Frame (2020) states that Ethiopia follows “Competency-Based Curriculum”. What is Competency? and who is competent? ______________________________________________________________________ ______________________________________________________________________ 2. Describe a competent person by taking common activities from our daily life like making coffee, cooking food, cleaning houses, washing, playing football, driving a car as well as teaching. ______________________________________________________________________ ______________________________________________________________________ 3. Refer Syllabus or MLC document of one subject and fill the following: Minimum Learning Competencies Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Grade ___ Unit _____ Learning Area: Learning Area: Learning Area: Learning Area: Learning Area: MLC MLC MLC MLC MLC
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    2 Facilitators Note 1. Whatis Competency?/ Who is competent person? 2. Competent person in our daily life What is Competency? Competency is an integrated set of skills, knowledge, and attitudes that enables one to effectively perform the activities of a given expected standards. Example: “Making a Good Coffee.” Making or boiling coffee is a task to be accomplished at certain standard. If a person wants to prepare make coffee, he/she has to have: the “right knowledge” of the type of inputs required, each step to go about starting from the first step up to the end in his/her the mind. Because recalling the requirements and procedures of coffee making is the function the mind. the “right skill” of washing coffee beans, roasting to a right color, grinding to a right texture, boiling water in a Jebena and adding the ground coffee to it and refluxing it for some time, take from the stove and wait for some time for settling, decanting into cups and then distribution to coffee drinkers awaiting to enjoy the coffee. the “right attitude”, that is, in order to make coffee he/she has have free will or like it to enter into the kitchen to carry out all the steps of making coffee. “Sharing” if a person “makes a good coffee” and serves for the coffee drinkers, then he/she is said to be competent in coffee making. Therefore, a person is said to be “COMPETENT” if he/she can integrate the three elements of competency knowledge, skill, and attitude and accomplish a given task at a required level of standard. To the contrary, if a person lacks one or more of the three domains of “competency”, then he/she cannot make a good coffee and thus he/she is said to be “INCOPMETENT”. Who is Competent? Competent person: Who can apply all domains Knowledge (Learning to Learn), Skill (Learning to Do), Attitude (Learning to Be) + Learning to Live Together and perform something in a real-world context.
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    1 3. Minimum LearningCompetencies (MLCs) Example: Minimum Learning Competency Subject: Environmental Science Grade: 1 N.B As an Example, we present here MLC document for Grade 1. For other grades please refer your MoE syllabus or teacher guides. Minimum Learning Competencies Grade 1 Unit 1 Learning Area: Location Grade 1 Unit 2 Demystifying Science Grade 1 Unit 3 Natural Environment Grade 1 Unit 4 Social Environment Grade 1 Unit 5 Key, Cross- cutting & Pressing Issues • Explain the concept of location • Identify left, right, front and back directions • Discuss how location is determined in relation to other places • Identify the direction of things around them using left, right, front and back • Describe the direction of one feature from another in the school compound • Indicate the location of their school, home and neighborhood • Draw a simple sketch map of locality and show the relative position of their school • Name main external body parts. • Explore the use of the five senses. • Identify the Linkage of the sense organ. • Recognise that darkness is the absence of light. • Define the concept of seasons, day and night • Explore rainbow and flood as occasional happenings in nature • Describe characteristics of living things • Differentiate between living and nonliving things • Identify groups of domestic animals including animals as pets; for food, for pulling loads. • Group animals based on observable features e.g., skin covering, how they move, number of legs. • Able to apply personal toilet hygiene using household sanitary items. • lists of the family members • Describe the basic needs of the family • identify the school compound • Develop peer relationship and the activities they can do in school • Discuss the right and responsibility of family members • Draw poster to show school compound and surrounding area-showing ways to keep safe while using these areas. • Describe and apply traffic rules • Know about HIV and its effects on human body. • Show empathy for children with HIV
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    2 2.2.2 Know Howto teach Activity 2.2.2 Know hoe to teach Select one specific MLCs from Grades 1-4 from the syllabus and recommend how to teach and assessment strategies. Use the below format Facilitators Note for Activity 2.2.2 Examples Competency Based Instructional Activities Note: The purpose of this section is to present a prototype Instructional Activities that are aligned with the MLCs that can be easily conducted in the classroom. This section does not cover every MLC and is not intended to be a prescriptive that all teachers must follow. It is intended to be a guide that highlights on how to integrate competency, active learning strategies and assessment. Activity: Grade 1- Competency based teaching (Activity and Assessment) Time allowed: _______. Study critically how the MLC, Active Learning Method and Assessment are integrated in the example (samples/ prototypes) provided from are provided from grade 1. Example 1: Grade 1 Prototype Grade 1 Unit 1 Learning Area: Location MLC: Students should be able to identify left, right, front, and back directions. Active Learning Method: Game Materials Required: Exercise book Instructions for Activity: 1. Review the different directions: ask students to name each of the four directions (left, right, front, and back) and to point to them all. 2. Divide students in pairs and explain the game: One student will pick a destination or object in the classroom and direct his or her partner to walk there. They may not tell the students the destination or object but must use the four directions to get them there. 3. Students in each pair should take turns directing their partner to different destinations in the classroom. Assessment: 1. When reviewing the four directions, call on students to informally assess whether they can name and point to each of the four directions. 2. Showing the picture below ask students to indicate the relative location of Students “A”, “B”, “C” and “D” by saying/ writing front, back, left and right.: Grade: _________________________________ Subject: ____________ Date_________ Unit/week: ______________________________ Topic: __________________________ Learning Area: ____________________________________________________________ Competency or Objective or Outcome: ________________________________________________________________________ ________________________________________________________________________ Name of Activity/strategy (Based on TPCK): ________________________________ Material Required: _________________________________________________________ Instructions for Activity: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Assessment Questions (Diagnostic, Assessment for Learning): ________________________________________________________________________ ________________________________________________________________________
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    3 Questions and Answersin Bracket 1.Where is the relative location of “Student C” from “Student D”? [on the right-hand side] 2.Where is the location of “Student B” from “Student A”? [on the left-hand side] 3.Where is the location of “Student A” from “Student C”? [on the back direction] 4.Where is the location of “Student C” from “Student A”? [on the front direction] Example 2: Grade 1 Prototype/ Sample Grade 1 Unit 2 Learning Area: Demystifying Science MLC: Students should be able to name external body parts. Active Learning Method: Self and Drawing. Materials Required: Poster (If available), or draw in blackboard (Blackboard and Chalk) Instructions for Activity: 1. First, review the different body parts by calling on students and having each one name and point to a different part of his or her own body. 2. Draw body parts or use a large poster (big enough for those in the back to see) and point to different body parts. 3. Call on students to identify the parts as you point to them. Assessment: • Call on students to name and point to different body parts as informal assessment. • Write the names of the external body parts above the neck and below the neck. Activity ___________ Select MLCs from grade 1-4 mathematics and English and develop your own lesson, using the template given below Grade: _______ Unit: ___________ Learning Area: _____________________________________________________________ MLC: _____________________________________________________________________ Active Learning Method: _____________________________________________________ Material Required: __________________________________________________________ Instructions for Activity: ________________________________________________________________________ ________________________________________________________________________ Assessment: ________________________________________________________________________ ________________________________________________________________________
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    4 MODULE 3: TEACHERPROFESSIONAL PRACTICE Objective At the end of this module participants will be able to: o develop effective lesson plans aligned with the new curriculum and students learning development. o integrate diverse learning experiences and activities into lesson plans. o create a safe, inclusive, and stimulating learning environment that supports children's social, emotional, and cognitive development. o utilize developmentally appropriate materials and resources to enhance the learning environment. o utilize various assessment methods to monitor student's learning and development. o Provide timely, constructive, and developmentally appropriate feedback to students. Section 3.1: Lesson Planning Activity 3.1: Elements of a lesson plan Whole Group Activity 1.What is lesson plan for you and why do we need a lesson plan? 2.How do you prepare your lesson plans? As “A” or “B”? A B 3. Is your lesson plan inclusive of disability, encourage girls education? Discuss Principles of the Universal Design of Learning (UDL): • Accessibility • Flexibility in use, participation, andpresentation. • Consistency • Supportive learning environment. • Ensuring a learning space that accommodates both students and instructionalmethods. Facilitators Note 1.A lesson plan is the facilitator/teacher road map of what students need to learn and how it will be done effectively during the class time. Then, it helps the facilitator/ teacher to design appropriate learning activities and develop strategies to obtain feedback on student learning. A lesson plan addresses three key components: learning Objectives, learning activities and Assessment to check for student understanding. The following chart shows common components of a lesson plan. 2.If your lesson plan is as “A” it is linear and encourage teacher dominated classes, with less gathering of feedback. The second type “B” believe to encourate continuous assessment and active learning. N.B. There are other elements of lesson plans promoted by constructivist paradigm Like 5Es (Engage, Explore, Explain, Elaborate, and Evaluate etc.). But in order to minimize confusion the old elements of are modified to fit the purpose. Lesson Plan Format Name of school: __________________ Name of teacher: ___________________ Date: ______________ Subject: _________________________ Unit: ________ Sub-unit: ___________ Topic: ______________ Learning objectives: At the end of the lesson, the students will be able to: • ____________________________________________________________________________________
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    5 • ____________________________________________________________________________________ Stage TimeContents Teacher’s activities Student’s activities Teaching Aid Assessment/ Evaluation Introduction Presentation Stabilization (Summary) Teacher Signature: _____________________ Date: _________________ Department Head/ School Director Comments ____________________________________________________________________________________ Signature: ___________________________ Date: _________________ 3. Principles of Universal Design of Learning (UDL Universal Design of Learning (UDL) provides a blueprint (outline) for creating flexible goals, methods, materials, and assessments that accommodate learner differences. However, “Universal" does not imply a single optimal solution for everyone. Instead, it is multiple approaches to meet the needs of diverse learners. Universal Design first appeared in education in the design of school buildings; however, creative educators quickly realized that these principles could also be applied to the design of curriculum and to classroom pedagogy. It was realized that this could be applied to all children. The principles of UDL are as follows: o Accessibility o Flexibility in use, participation, and presentation. o Consistency o Supportive learning environment. o Ensuring a learning space that accommodates both students and instructionalmethods. Activity 3.2 Important tenets of Universal UDL Universal Design Learning (UDL) embraces the concept of improved access for everyone and applies to curriculum materials and teaching methods. Discuss in your group and give examples of the three (3) important tenets of UDL, namely: (1) multiple methods of presentation; ______________________________________________________________________________ ______________________________________________________________________________ (2) multiple options for participation and ______________________________________________________________________________ ______________________________________________________________________________ (3) multiple means ofexpression. ______________________________________________________________________________ ______________________________________________________________________________ Facilitator Note (For Activity 3.2) The three important tenets of UDL: Important tenets of UDL Examples 1. Multiple Methods of Presentation (Present Information in Different Ways) Varied Media -Textbooks, videos, podcasts, diagrams, interactive simulations. Adaptable Formats - Text-to-speech for struggling readers, visual aids (charts, infographics) for visual learners. Customizable Features - Adjustable font size, color contrast, audio descriptions, subtitles. 2. Multiple Methods of Participation (Let Students Learn in Their Own Way) Choice in Learning - Games, storytelling, hands-on experiments, role- playing. Interest-Based Learning -Math through sports stats, science through cooking, history through reenactments. Tiered Support -Text-to-speech tools, peer collaboration, guided vs.
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    6 independent practice options. 3.Multiple Methods of Expression (Allow Different Ways to Show Learning) Flexible Assignments- Oral presentations, videos, posters, models, digital portfolios. Alternative Tools- Typing instead of handwriting, speech-to-text software etc Creative Demonstrations - Art projects, coding exercises, debates.
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    7 Developing a TeachingPlan and Lesson Plan for an Inclusive Classroom Inclusive classrooms require teachers to proactively plan for diverse learners (gender, culture, language, background, abilities, health). This is time-intensive but fosters creativity and necessitates resourcefulness. Key Considerations: • Resourcefulness- Leverage school support, involve children/parents in sourcing materials (concrete objects, aids like large print, tactile adaptations etc), and utilize community resources. • Real World Connections- Extend learning beyond the classroom to connect with students' lives. • Collaborative Planning- Involve children, parents, colleagues, and volunteers. Essential Components of an Inclusive Teaching Plan: • Topic/Content Selection • Objective Setting • Method/Technique Decisions • Pre-knowledge Assessment Activities • Inclusive Learning Activities • Teaching-Learning Materials/Resources List • Classroom/Learning Environment Organization • Pair/Group Work Activities • Feedback/Assessment Incorporation Developing detailed teaching and lesson plans beforehand is crucial for effective inclusive instruction. Sample Teaching Plan No. 1 Subject-Mathematics Topic: Fraction Class: Grade 3 No. of children: 35 Time: 40 minutes Objective: Children will be able to explain the concept of Fraction – whole, ½, ¼ & ¾ Teaching methods Testing Pre- knowledge Classroom arrangeme nt Children’s activities Feedback/ assessment TLMs/Resources • Cooperativ e learning & peer teaching • Demonstrat ion • What is fraction? • How to write half, quarter, third & fourth in fraction? • Adequate space for classroom activities Seating arrangement of children? • Lighting? • Safety considerations? • Reading, writing materials? • Work displays? • Children participates in demonstration • (Cutting a paper or other object into ½, ¼ & ¾ and showing each part to children and asking them to say the parts in fraction & write it on the black board) • Answers to questions asked by the teacher on fraction • Reading & Writing fractions on the board & in the math’s note book • Frame simple questions & get answers • Orally/Writing • Indicating/ Signing. • Observation of children’s participation individually and also in groups • Worksheet for evaluation • Paper or card board or other object (Scissors or cut it using hands-fold and cut) • A chart with the coloured picture of whole fruit like “water melon” and cutting parts of it -half, quarter, ¾. • Picture, words & number flash cards eg. Flash card of ½ , ¼ & ¾ • Worksheet for evaluation After developing the teaching plans, these need to be implemented in a classroom through an inclusive lesson plan (see next Page)
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    Sample Inclusive LessonPlan No. 1 Subject: Mathematics Name of the Lesson: Fraction Class: Grade 3 Competency: Children will be able to explain the concept of Fraction – whole, ½, ¼ & ¾ Time: 40 min Steps Pre-Learning Activities Learning aids Learning points Teaching/ Learning Activities/Methods Assessment Tactile / auditory cues Visual cues Physical cues Cues for Children with Intellectual Difficulties Preparatory Activity Paper or card board Paper with picture of Water melon or other fruits, Flash cards of words viz., water melon, Orange, Mango The Teacher starts her class by showing a picture of water melon fruit or the real water melon to children and ask them to say the name of that fruit She asks the children if she gives the whole fruit to them, how they will share? By asking this question she wants to draw their attention towards the concept of fraction Help children to answer through touch & feel method by teacher Teacher has to stand in such a place where the child can see teacher face clearly to follow the question and see the fruit Help them to answer by using flash cards if they have problem in saying orally Allow children to answer like other children in the class and if they are in wheel chair or in special chair allow them to answer from sitting position only Encourage them to answer with the peer group support & give more time to them The teacher has to understand that the child might not grasp the entire lesson and here s/he would have to adopt a developmentally appropriate approach Formative Assessment • Think-Pair-Share: Students discuss fraction concepts with peers before sharing with the class. • Thumbs Up/Down: Quick check for understanding (e.g., “Is this shape divided into halves?”). • Exit Tickets: 1–2 questions (oral, written, or drawn) at the end of the lesson (e.g., Draw ¼ of a a fruit ot Bread. • Observation Checklists: Track participation, hands-on task completion, and verbal responses. Adaptations: For Tactile/Kinesthetic Learners: • Trace sandpaper fractions or fold/cut paper to demonstrate halves/quarters. For Visual Learners: • Color-coding (e.g., shade ½ in blue, ¼ in red). • Digital tools (interactive fraction apps). For Auditory Learners: Learning Activity Cut a paper or cardboard OR A picture of a water Melon or othe cruit Cut Real Water melon fruit kept on the large plate. Picture chart depicting fraction Flash cards of numbers (½, ¼, ¾) and words (half, quarter, third & fourth and numerator & denominator, etc.) Asking questions by cutting the Paper or Card board or real water melon fruit into two equal parts What is Fraction? Fraction is a part of a whole What is half? Division of an object into equal parts is called half. It can be written as ½. The number written under the line is Denominator. It tells you how many parts the whole has been divided into. The number written above the line is Numerator. It tells you how many parts are being taken out from the whole. In the same way the concept of quarter and three quarters can be taught. Help them to understand by self- experience through touch & feel E.g. be with the teacher while cutting the paper or card board or fruit. Provide tactile Flash cards of ½ (can be done by cutting the numbers in sand paper and stick on the thick sheet of paper) Help them to understand by allowing them to see very closely with picture charts & flash cards They can write numbers in fraction first on the black board and then copy it into their note book Allow these children to participate with their friends, if it is required from sitting position itself with the assistive device They can read and write like other children Help them to understand by providing Peer group support and encourage them to answer and accept even if they answer in single word Children with learning problems may require one word at a time. They can read & write with the peer group support.
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    Usage / Application Black boardwith colored chalk if possible. Chart of the pictures with shaded parts for different fractions Identify the numerator and the denominator in the given Fractions. 1/3, 2/4, 4/5, 3/6, 8/12 etc. Write a fraction for the shaded part. Allow them to answer orally with the help of tactile numbers pasted on the thick sheet of paper Allow them to answer by showing words flash cards Can answer like other children Encourage them to answer with the peer group support. Prepare Worksheet with Colourful pictures and give clue to enable them to practice it • Explain fractions through songs/chants (e.g., “Half is one of two equal parts!”). • Record answers verbally instead of writing. For Students with Intellectual Disabilities: • Concrete examples (e.g., “Your half of the cookie”). • Picture-based assessments (e.g., point to the “half” of a papar a bread etc,). Evaluation Doing fraction sums on the Black board Worksheets (adapted/ large print) What is fraction? Colour the parts of the given picture & write the fraction Oral evaluation Giving responses in Braille Large print worksheets Provide worksheet to answer Colour the parts of the given picture & write the fraction Provide worksheet to answer Colour the parts of the given picture & write the fraction Provide adapted worksheets to answer with peer support Colour the parts of the given picture & write the fraction
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    10 Sample Teaching PlanNo. 2 Subject: Environmental Science Topic: Transport and Communication Class: Grade 3 No. of children: 30 Time: 40 minutes Objective: To make children to understand various types oftransport After developing the teaching plans, these need to be implemented in a classroom through an inclusive lesson plan (see next Page). Teaching methods Testing Pre- knowledge Classroom arrangement Children’s activities Feedback/ assessmen t TLMs/Resources Multi- sensory, co- operative learning & peer teaching Divide the class into two groups. Ask 1st group to show how vehicles move through acting & 2nd group to guess which vehicle is that? Seating arrangement of children? Lighting? Safety considerations? Reading, writing materials? Work displays? Understanding types of transportations with the help of charts, models and flashcards. Grouping vehicles as land, water & air transport. Write down types of transport in their note book Frame simple questions & get answers Orally/Writing Indicating/ Signing. Observation of children’s participation in groups. Picture Charts of Bus, Train, Aero plane carrying people, Truck, Lorry carrying luggage & Ship /boat carrying people models of Vehicles – Bus, car, Lorry, boat, ship, Aero plane & helicopter Flash cards of vehicle’s picture with names
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    11 Sample Inclusive LessonPlan No. 2 Subject: Environmental Science Topic: Transport and Communication Class: Grade 3 No. of children: 30 Time: 40 minutes Competency: Students will be able to compare and contrast various types of transportation Steps Learning aids Learning points Teaching/ Learning Activities/Methods Assessment Tactile / auditory cues Visual cues Physical cues Cues for Children with Intellectual Difficulties Preparatory Activities Birds’ chart Handouts of rhyme on bird Vehicles’ picture flash cards A rhyme on a bird is given below: (Bird, how did you fly in the air? You didn’t fall while flying, why is it so? Help them to do action while singing through touch & feel method by teacher / friend Give them visual clues– picture of a flying bird & literature of the rhyme on a bird Teacher has to stand in front of the child with learning and hearing problems so that child can see teacher face clearly to follow the rhyme by lip reading & they can do action for the song Allow them to sing rhyme with possible actions with their aids & appliances. Those who cannot stand should be allowed to sing with action from sitting position only Encourage them to sing rhyme with action with the peer group support & give more time for them Observation: Teacher checks participation and accuracy of actions. Pre- Learning activities Divide the class into two groups. Ask 1st group to show how vehicles move through acting & 2nd group to guess which vehicle is that? Help them to guess by touch & feel method For eg. Teacher would to teach children with seeing problems how to peddle a cycle, rowing a boat, etc. Help children who are in 1st group to act by showing picture flash cards & allow 2nd group children to guess by showing flash cards Allow these children to participate with their friends, if it is required from sitting position itself with the assistive device Peer group support and encourage them to participate Peer Feedback: Groups evaluate each other’s performances.
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    12 Learning Activity Picture chart of variousmodes of transport Models of land, water, air transport Picture charts Bus, Train, Air carrying people Truck, lorry carrying luggage Ship /boat carrying people Pictures of vehicles models of vehicles and flash cards Meaning of transportation Explaining land, water & air transport with the help of picture chart & models. Allow children to share their experiences regarding modes of transport In the past our elders used animals for transport At present, we are using bullock cart, bus, lorry, train, ship, aero plane for our travelling Transport people and luggage from one place to another place is known as transportation moving on the land is known as land transportation Provide models & pictures of vehicles with flash cards to children and ask them to group them as land, water and air Children can learn the types of transportation with the help of models & sounds of vehicles Ask them to share their experience regarding modes of transport Share the experience of going around lake in the boat during school trip Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping vehicles (models) by touch & feel method and say orally Children can learn the types of transportati on with the help of picture chart & flash cards List down the types of transportation on the black board Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping vehicles with the help of picture, flash cards and name them with the help of flash cards Make children realize that wheel chair, tricycle are also a kind of transport Taking children out in the nature and exposing them to various modes of transport, their sounds, etc They can practice by grouping models into land, water & air transport and write their names Make them to understand types of transport with the help of picture chart, models and provide them peer group support Taking children out in the nature and exposing them to various modes of transport, their sounds, etc Encourage them to practice with the peer group support and give more time
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    13 transport Usage / Application Vehicles’ models & charts Listout the vehicles, their types of transport & their uses in their note book They can write it in Braille with the help of models of vehicles They can list out or match the vehicles, types and its uses with the help of pictures flash cards For eg. Lorry – land, transports luggage They can list out the vehicles, their types and their uses like other children They can list out vehicles by using models with peer group support and by repetition Worksheet: Match vehicles to their transport type (e.g., ship → water). Journaling: "Draw your favorite vehicle and describe it." Evaluation Models & pictures of vehicles Activity Game Divide the class into two groups: Ask 1st group to name the vehicle and ask 2nd group to say the type of transport & use of that vehicle Note down the important/ brief points on the black board They can answer by listening and can name the vehicle by touching the model They can answer / name the vehicle by saying/guest uring/signin g/showing with the help of chart and flash cards They can participate in the activity like others in the class Support them in mobility/ writing etc., if it is required Encourage them to participate in the activity with the help of peer group and give more time and reward them even for the small progress. If there are children with special needs in the class, their special needs should be considered in the teaching plan (extra support, individual attention, special assistive devices, concrete teaching aids, extra time, etc.) and make the arrangement in advance to meet those needs in regular classroom. Activity 3.3 Preparing teaching plan and lesson plan Divide into groups and develop subject specific (1) teaching plan and (2) inclusive lesson plans basedon the Primary School text boos and Teachers Guides.
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    14 Section 3.2 CreatingSafe and Conducive Learning Environment 3.2.1 Classroom Sitting Arrangement (layout) Activity 3.2.1 Classroom Design Challenge: Optimizing for Learning and Safety Think about classrooms you've been in, both as a student and as a teacher. 1. What were some seating arrangements you remember? 2. What worked well? 3. What didn't work so well, and why? Facilitators Note Possible Seating Arrangements (classroom layout) Traditional classroom Alternatives Team-style U-shape Conference table Group on group Workstations Breakout groupings Note: These layouts are generally temporary. Use them as needed if furniture is movable. A well-designed seating arrangement can significantly impact classroom dynamics, fostering both active learning and a safe, inclusive environment. Here are a few options, along with explanations of their benefits and considerations: Key Principles of seating arrangement for Active and Safe Learning: Principles Description Visibility All students should have a clear view of the teacher, whiteboard/screen, and any presentation areas. Accessibility Ensure clear pathways for movement, especially for students with disabilities. Collaboration Facilitate interaction and teamwork for group activities. Engagement Minimize distractions and encourage focused participation. Inclusivity Create a sense of belonging and equal opportunity for all learners. Flexibility The arrangement should be adaptable for different activities and teaching styles. Safety Allow for quick movement in case of emergencies and minimize potential hazards. Note: the best seating arrangement is not one-size-fits-all. It depends on your teaching style, the age and needs of your students, the subject matter, and the specific learning activities.
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    15 3.2.2 Playful Environment Activity3.2.2 Play is identified as an essential strategy for creating a supportive learning environment for learning in pre- primary education. Outline the key characteristics associated with play? _________________________________________________________________________________ ________________________________________________________________________________ Facilitators Note Play is essential for a supportive pre-primary learning environment. It's characterized by: Play Play is meaningful Children play to make sense of the world around them, and to find meaning in an experience by connecting it to something already known. Through play, children express and expand their understanding of their experiences. Play is joyful Look at children – or adults – playing, often smiling and laughing. Of course, play may have its frustrations and challenges (Who gets the first turn? Why can’t I make this block building stay up?), but the overall feeling is one of enjoyment, motivation, thrill and pleasure. Play is actively engaging Watch children playing, and you will usually see that they become deeply involved, often combining physical, mental and verbal engagement. Play is Iterative Play and learning are not static. Children play to practice skills, try out possibilities, revise hypotheses and discover new challenges, leading to deeper learning. Play is Socially Interactive Play allows children to communicate ideas, to understand others through social interaction, paving the way to build deeper understanding and more powerful relationships.
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    16 3.2.3 Using LowCost Creating Supportive Envirinment Creating supportive learning environment using locally available materials. Activity 3.2.3 Producing Low cost materials Instructions for all groups: 1. Form five groups. 2. Look at the visual descriptions provided below. 3. Create using local, safe materials to build the items described. Group 1: Materials to Help Children Improve Intellectual Skills (Numeracy and Literacy Skills) Shape Sorting: Emphasize its importance in early mathematics development. Math and Literacy Aids: Highlight the value of fun, repetitive games for reinforcing basic concepts. (e.g., matching letters/numbers)
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    17 Concrete and VisualMath Materials: Stress their effectiveness for all children. Word Picture Matching: is specially useful for improving visual skills. Make cards for high frequency eords. Literacy Dominoes: The right-hand side of the last domino matchs the left-hand side of the Explain the matching concept for literacy development.
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    18 Addition Dominoes: Highlighttheir use as a non- writing math practice tool. Category Cards and Sentence Strips: Explain their use in developing thinking, reasoning, and sentence construction. Drawpicturesoffamiliarwords,cutoutandthencategorize
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    19 Group 2: Materialsto Help Children Improve Fine Motor Skills • Templates and Stencils: Explain their role in writing development. • Wrist Support and Pencil Grips: Emphasize their role in improving writing comfort and control. Group 3: Materials to Help Children Improve Behavior, Attention, or Social Skills Good Behavior Cards: in classrooms and playgrounds. Good behavior cards can also be put up in the classroom or in the playground.
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    20 Group 4: Materialsto Help Children with Visual Impairments Tactile Learning Aids: Explain the use of local materials (seeds, threads) for tactile pictures. Tactile Math Sums: Suggest using buttons or counters for tactile math learning. Bead Bracelets: Explain their use in tactile learning and fine motor development. Activity 5: Materials to Help Children with Specific Reading Skills For more advanced readers, reading frames can help the words to stop “jumping around“ on the page. 3.2.4 Technology and Supportive Learning Environment The Technology, Pedagogy, and Content Knowledge (TPCK) framework underscores the interconnectedness of these three domains for effective teaching and learning, especially when integrating digital tools. In the context of early childhood education, understanding and applying TPCK is crucial for designing developmentally appropriate and engaging learning experiences. Teachers who possess a strong grasp of TPCK can leverage technology not just as a tool, but as an integral part of their pedagogical approach and content delivery, ultimately creating a more supportive and enriching learning environment for young children.
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    21 Activity 3.2.4 1. Howcan a pedagogical approach like storytelling be enhanced using video technology or other technologies to teach a specific content area like animal sounds? 2. How can interactive games (technology) be designed based on child-centered pedagogy to reinforce early literacy skills (content)? 3. Please try to access some “Open Access Education Resources (OER)” below: • CAMARA Education Ethiopia resources are a valuable source for pre-primary https://camara.org/ethiopia/ • Khan Academy Kids https://learn.khanacademy.org/khan-academy-kids/ o UNESCO's OER Platform https://www.unesco.org/en/open-educational-resources o MERLOT (Multimedia Educational Resource for Learning and Online Teaching) https://www.merlot.org/merlot/ Facilitator's Note 1. Enhancing Storytelling (Example: Animal Sounds): • Video: Vivid multisensory learning through real animal sound clips integrated into stories. • Interactive Touchscreens: Touch animal images to hear sounds in interactive books. • Sound Boards/Apps: Active exploration by pressing buttons for animal sounds. • Augmented Reality (AR): Virtual animals with sounds overlaid on the real environment. • Digital Storytelling Tools: Personalized interactive stories with animal sounds. 2. Interactive Games (Early Literacy): • Phonological Awareness: Engaging digital games for rhyming, segmenting, and blending sounds. • Letter Recognition/Formation: Interactive apps for tracing, matching, and identifying letters. • Vocabulary Building: Picture-word matching, interactive storybooks with sound labels, drag-and- drop. • Early Reading Comprehension: Interactive digital stories with comprehension questions and sequencing. • Personalized Learning: Adaptive difficulty based on individual progress. 3. Open Access Education Resources for Pre-Primary: • Refer to provided resources like CAMARA Education Ethiopia.
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    22 Section 3.3 Tipsto How to Teach: Basic Early Mathematics Skills Learning Objectives: By the end of this training, participants will be able to: • Explain early math and its place in pre-primary education. • Implement specific aspects of early math skills in teaching. • Teach early math activities through fun and play-based methodologies. • Confidently teach early math to children as pre-primary teachers. • Apply various ways to emphasize early math in different parts of the daily schedule and lesson planning. Math Concept: Greater or Less Start-Up Activity: 1. Display a flip chart with smiley icons for boys and girls. 2. Ask everyone to stand up for attendance. 3. Instruct participants to draw a smiley face under "Males" or "Females" on the flip chart. 4. Encourage participants to make the smiley faces roughly the same size. Example: ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ Female Male Reflection: • Are there more men or women in the training? • What math concept can children learn from this activity? Note for the Trainer: This simple graph helps children understand the concepts of "greater than" and "less than." It's a great way to introduce data representation to young children. Video Links https://www.youtube.com/watch?v=ct2CXZgWK7Y https://www.youtube.com/watch?v=ct2CXZgWK7Y
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    23 Early Math Skillsand Competencies Activity: Brainstorming on Early Math (30 minutes) Discussion Questions: 1. What early math skills should young children develop before entering primary school, and why? 2. What could happen if children start primary education without a foundation in these math skills and concepts? Steps: 1. Divide participants into groups. 2. Distribute pre-prepared cards with early math competencies and corresponding domains (see table below). 3. Provide each group with a flip chart and glue/masking tape. 4. Ask participants to sort and organize the competencies under the correct domains. 5. Have each group present their work. Note for the Trainer: The following table outlines the key early math skills and competencies: Numbers & counting Patterns Sorting & Classification Comparison & Measurement Geometry 123 ★☐★☐★☐ ☐☐☐  ☐ • Children can count, name and identify numbers 1-20, and above, • Children can use words to describe their quantity or “how many” of something (they can say, four sisters, two eyes, five chairs…) • Children can match up numerals (1,2,3 etc.) to sets of objects or set (for example as, three leaves) • Children can compare how many in different set, groups of objects or people, • Children can use money to add or subtract and recognize their values • Children can look for and identify patterns all around them • Children can arrange blocks or other objects according to a clear rule or sequence • Children can figure out if something is the same or different than something else • Children can group objects in different ways—same or different sizes, shapes, colors, etc. • Children can figure out whether something belongs with something else, or does not belong. • Children can match alike objects; • Children can figure out if something is the same or different. • Children can sort and organize objects using one characteristic (e.g., size, shape, texture, or color). • Children can sort and organize objects using more than one characteristic (e.g., size, shape, texture, or color). • Children can sort objects using self- selected criteria. • Children can use non- standard units and compare and identify objects with their weight as heavier or lighter • Children can use non- standsrd units (inch, hand, feet) and compare objects with their length. • Children can compare different set, groups and describe as greater less, many, few, • Children can compare and make sets, • Children can talk about “before” and “after” of something, • Children can describe distance( for example as, far, near) • Children can use and identify shapes (circle, square, triangle, etc.) • Children can assemble shapes(for example, thangram) together and make another shapes, • Children can identify and different shapes of geometry from the set, • Children can create different shapes using available materials in their surroundings. • Children can identify shapes in their environment
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    24 Short Presentation onEarly Math Skill Areas (10 minutes) Summary of Major Points: • Early math focuses on the development of mathematical and spatial concepts. These skills are foundational for future academic and life success. • Children need to learn about numbers and mathematics even before formal arithmetic. • Early literacy and early math knowledge are strong predictors of school outcomes. Mastering early math skills is crucial for success in primary grades and beyond. • Five key learning areas/competencies are identified for early math. 1. Number and Counting Discussion Question (10 minutes) • What is the difference between NUMBER and COUNTING concepts? • What are the teacher's roles in helping children develop these skill areas? General Overview Presentation by the Trainer (10 minutes) Counting involves understanding numbers, quantity, order, number representation, one-to-one correspondence, and the act of counting. Associated Skills: • Count to 20 or higher. • Identify and name numbers. • Determine if adding/removing an object changes the quantity. • Differentiate between "some" and "all." • Use number words to describe quantity. • Match numerals to sets of objects. Video Links: ttps://www.youtube.com/watch?v=7D4K9oi7oBM
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    25 2. Pattern Group Discussion(30 minutes): 1. What do we mean by PATTERN? 2. What activities can help children recognize patterns? 3. What is the teacher's role in developing this skill? Trainer Briefing (10 minutes): Patterns are repeating sequences or connected sets. Associated Skills: • Create patterns using color, shape, size, etc. • Identify object positions (under, in front, on, near, inside, outside). • Recognize simple to complex patterns. • Identify patterns in the environment. • Copy, extend, and create patterns. • Describe event sequences (school day-weekend). Teacher's Role: • Engage children in pattern-making activities. • Help children explore patterns in their environment. • Encourage pattern practice (hand clapping). • Help children recognize patterns in daily/monthly/seasonal sequences. Video Links: https://www.youtube.com/watch?v=kQsE09rQ9-0 3. Sorting and Classification (50 minutes) General Overview: Sorting and classification involve distinguishing between similar and different objects and organizing them by properties (size, color, shape, texture, etc.). Associated Skills: • Sort and organize objects by one or more characteristics. • Match similar objects. • Arrange numbers and objects in a series (e.g., big to small). • Use graphic representations of objects. • Collect and classify environmental objects (leaves, sand, sticks, rocks, seeds). Note for the Trainer: To help children develop this skill: • Provide different objects for sorting and classifying. • Encourage children to collect and classify environmental objects. • Allow children to sort and classify objects by their own criteria. Video Links: https://www.youtube.com/watch?v=c5KBoDRm5J0
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    26 4. Comparison andMeasurement General Overview: Comparison and measurement involve describing and comparing measurable attributes and classifying objects. Associated Skills: • Compare and measure objects by weight and length. • Use non-standard units. • Remember and discuss past events. • Talk about "before" and "after." • Determine if something is bigger or heavier than something else. Teacher's Role: Provide objects of varying sizes and weights, encourage comparison and measurement using non-standard units (feet, inches, hands). Facilitate a group discussion about other ways teachers can help. Video Links: https://www.youtube.com/watch?v=KvmzCbjopkE&t=2s 5. Geometry General Overview: Geometry involves understanding shape, size, and position. Associated Skills: • Use and identify shapes (circle, square, triangle, etc.). • Identify and name basic geometric shapes. • Combine shapes to create new shapes. • Recognize geometric shapes in the environment. Discussion Question: Discuss the teacher's role in developing this skill. Note for the teacher: Help children recognize geometry through: • Organizing different geometric shapes. • Encouraging children to create shapes from found objects (sticks, blocks, stones, clay). • Connecting learned shapes to familiar objects at home and in the environment. Video links: https://www.youtube.com/watch?v=4tkRwMHu9NQ&list=PLZS3MUjYqjUEhFnxqht8HC9O2Rro5ydE (Adapted from Addis Ababa Bureau of Education Teachers Training Manual)
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    27 Section 3.4: AssessingStudent’s Learning and Development and Providing Feedback 3.4.1 Formative Assessment Referring to the competency/outcome/ objective from the syllabus teachers are encouraged to prepare questions based on the below template. Subject: ____________________________ Grade: _____ Unit or Week: _______ Semester:____ Skill/Content /Titel: __________________________________________________________________ Sub-Skill/Sub-content: __________________________________________________ Competency or Objective or Outcome: Method of Delivery: Oral ___ Written ____Performance ____ Method of Response: Oral ___ Written ____Performance ____ Question: Answer: Rubric: Type of Question Multiple Constructed Performance Choice ___ Response _____ Task _____ Domai n Knowledge Recall _____ Understanding ____ Application ___ Attitude Receiving ___ Responding ______ Valuing _______ Skill Imitation ____ Manipulation ____ Precision _____ Difficulty Level Easy ________ Moderate ______ Difficult _____ 3.4.2 Summative Assessment based on Test Blueprint (Table of Specification) Subject: ____________________Unit (s)__________________ Quiz/ Test/ Exam No.______ Unit 1 = Total Number of Periods = ___________ No of Periods of the sub-unit Percentage of periods of subunits out of Total Periods of the unit 1 Sub-unit 1.1 Sub-unit 1.2 Sub-unit 1.3 Sub-unit 1.4
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    28 Exam of Unit_____= Say you want to have 25 Questions Total Questions Percentage of periods of subunits out of Total Periods of the unit 1 Number of Questions per subunit = (Total Q 25) X (Percentage of periods of subunits out of Total Periods of the unit 1) Sub-unit 1.1 25 Sub-unit 1.2 Sub-unit 1.3 Sub-unit 1.4 When you prepare an exam or test as a summative assessment in addition to the proportion of number of periods consider: 1. Cognitive level: K= Knowledge; C= Comprehension; and A= Application etc 2. Level of difficulty: E= Easy; M=Moderate; and D= Difficulty 3. Type of Questions: MC = Multiple Choice; CR= Constructive Response; and PT= Performance Test
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    29 MODULE 4: TEACHERPROFESSIONAL ENGAGEMENT Objective By the end of this module, participants will be able to: • Analyze CPD models and their school relevance. • Propose strategies to use underutilized CPD models. • Identify parental challenges in supporting foundational learning and suggest solutions. • Suggest ways to engage the community in advocating for inclusive and quality education. Section 4.1: Engaging in Professional Learning Activity 4.1 Ingaging in Professional Learning 1. Read through each CPD model and its description carefully. 2. For each model, consider if this approach is currently practiced in your school. 3. Brainstorm potential benefits and challenges of implementing or further developing some of the less common or absent CPD models in your school context. CPD Model Description Practiced in Our School, Make tick (√) If No (N), Is it possible to consider for the future? If yes How? Y N Training Expert-led, skill-focused, standardized. Cascade Trains few to share, cost-effective. Action Research Teacher-led inquiry for practice improvement. Coaching/ Mentoring One-on-one support, hierarchical or collaborative. Deficit-model Addresses individual weaknesses, may ignore systemic issues. Individualized PD Personalized learning plans driven by teacher needs and goals. Community of Practice Collaborative knowledge sharing and practice improvement. Reflective/ collaborative Practice Teachers critically examine their teaching for self-improvement. Networked Learning Connects teachers online for resource and idea sharing. Other (Please Specify_____________
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    30 Facilitators Note forActivity 4.1 Guide participants to analyze CPD models and their school's current practices honestly. Encourage them to brainstorm realistic benefits and challenges of implementing less common models, considering their school's context. Emphasize practical possibilities for future implementation and the value of diverse perspectives. Section 4.2: Engaging with Parents Activity 4.2: Engaging with parents "Many parents, especially those with little formal education, want to support their child’s learning but may not know how. Today, we’ll brainstorm ways to make it easy, practical, and fun for them!" • What challenges might these parents face? • What strategies and actions can we use to address the challenges listed below: Parent’s Challenge may be: Strategy Action 1 Lack of literacy and numeracy skills (difficulty reading school materials, helping with homework). Provide alternative ways to engage with learning (e.g., oral storytelling, visual aids, audio recordings). Offer picture-based instructions, verbal explanations, and interactive activities that don’t rely solely on reading. 2 Limited understanding of the formal education system and curriculum. 3 Feeling inadequate or unqualified to help their children academically. 4 Lack of play materials and resources (books, learning materials). 5 Cultural beliefs or past negative experiences with formal education. 6 Language barriers (if the school uses a different language than the home). 7 Other specify
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    31 Facilitator Note forActivity 4.2 1. Begin by posing the first question to the participants, allowing ample time for individual reflection and then group sharing. Capture their responses on a flip chart or whiteboard. Encourage a supportive and non-judgmental atmosphere. 2. Expected Responses (Facilitator to guide if needed): Parent’s Challenge may be: Strategy Action 1 Lack of literacy and numeracy skills (difficulty reading school materials, helping with homework). Provide alternative ways to engage with learning (e.g., oral storytelling, visual aids, audio recordings). Offer picture-based instructions, verbal explanations, and interactive activities that don’t rely solely on reading. 2 Limited understanding of the formal education system and curriculum. Simplify and demystify school processes. Host orientation sessions explaining how schools function, key terms (e.g., "homework," "report cards"), and parents’ roles in their child’s education. 3 Feeling inadequate or unqualified to help their children academically. Emphasize that support goes beyond academics. Highlight non-academic ways parents can help (e.g., encouraging curiosity, providing emotional support, creating a learning-friendly home environment). 4 Lack of play materials and resources (books, learning materials). Utilize low-cost/no-cost materials. Encourage the use of everyday objects (e.g., counting with household items etc). 5 Cultural beliefs or past negative experiences with formal education. Build trust and validate experiences. Invite respected community members to share success stories, address myths, and create a safe space for parents to express concerns. 6 Language barriers (if the school uses a different language than the home). Bridge communication gaps. Use bilingual volunteers Encourage schools to provide key information in parents’ native languages. 7 Other specify
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    32 Section 4.3 Engagingthe Community The following have been suggested as some of the ways through which the community can participate in education in general and curriculum implementation inparticular: • Advocating for increased enrolment in schools • Advocating and promoting girl child education • Promote foundational learning • Motivating school staff • Advocate for education of Children with Disabilities • Ensuring students’ regular attendance and completion • Constructing, repairing and improving school facilities • Preparing children’s readiness for schooling • Contributing in labour and materials • Monitoring and follow up on teacher attendance andperformance • Helping Parent-Teacher- Student Associations to manageschools • Actively attending school meetings to learn about children’sprogress • Raising money for schools Activity 4.3 Engaging with Community In pairs suggest how in the context of your school the community can: 1. increase school enrolment, 2. advocate for girl child education. 3. promote foundational learning. 4. motivate school staff. 5. advocate for education of Children with Disabilities.
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    33 Facilitators Note forActivity 4.3 Possible responses for the above 1. Increase School Enrolment 1. Leaders talk about school benefits. 2. Parents of students share good experiences. 3. Help with school meals, uniforms. 4. Share success stories of educated people. 5. Increase school enrolment 2. Advocate for Girl Child Education • Girls have the right to learn. It helps everyone. • Address worries about girls going to school. Find solutions. • Show examples of successful women. • Agree as a community that girls' education is important. 3. Promote Foundational Learning • Learning helps daily life (market, info). • Families can tell stories, count things, sing numbers. • Volunteers can help young children learn basics. • Make learning fun for kids. • Connect learning to local skills. 4. Motivate School Staff • Say "thank you" to teachers and staff. • Respect and support their work. • Invite staff to community events. • Talk openly to solve school problems. • Appreciate staff with small gifts or recognition. 5. Advocate for education of Children with Disabilities • Talk about the right of children with disabilities to learn. • Encourage schools to welcome all children. • Connect families of children with disabilities to support. • Talk about the abilities of children with disabilities. • Help make schools and learning accessible children with disabilities.