A MODERN TEACHING METHODS

MANUAL FOR PRIMARY AND

SECONDARY SCHOOLS

Prepared by:

People in Need, 2010

Officially Supported by:

the Ministry of Education in Ethiopia

A MODERN TEACHING METHODS MANUAL

FOR PRIMARY AND SECONDARY SCHOOLS
People in Need (PIN) is an international NGO based in Czech Republic that
provides relief aid and development assistance around the world.
People in Need
Safarikova 635/24
120 00 Prague 2
Czech Republic
Tel: +420 226 200 400
Fax.: +420 226 200 401
mail@peopleinneed.cz
www.peopleinneed.cz
Published thanks to the support of the Ministry of Foreign Affairs of the Czech
Republic and its Development Cooperation and Humanitarian Aid Program.
www.mzv.cz
This manual is officially supported by the Ministry of Education of Ethiopia
tobeused for promoting active learning in all educational facilities.

Authors: Solomon Wondimu, Petra Skalicka, Hana Kostalova

Co-authors: Damtew Wolde, Tiglu Nano, Tsegab Meles, Agazit Gebru,
Petros Tibbo, Zemenu Tadesse, Margareth MacDonald
Edited by: Solomon Wondimu, Zuzana Pernicova, Tereza Porybna
Proofreading by: Katrina Byrne Cuffey, Jennifer Thompson
Design by: Mowshe
Published by: People in Need
Addis Ababa, 2010
People in Need 2010

Acknowledgment
People in Need (PIN) would like to express its thanks and gratitude to all those involved in the process of the
manual preparation. First and foremost the recognition belongs to the team of Ethiopian and Czech education
experts Solomon Wondimu, Zemenu Tadesse, Tsegab Meles, Damtew Wolde, Tiglu Nano, Agazit Gebru,
Petros Tibbo, Margareth MacDonald, Petra Skalicka and Hana Kostalova who have been for several years
steadily contributing to the quality of PINs educational programs and the value of this training manual. Equally
important were the comments of numerous other professors, teachers, students and education officials whose
invaluable remarks have helped revise the manuals content and maximize its relevance for the Ethiopian context.

About People in Need

Founded in 1992, People in Need (PIN) is a Czech non-governmental organization that provides
relief aid and development assistance around the world. Apart from extensive work abroad,
People in Need administers social integration, informative and educational programs in the
Czech Republic. PIN is one of the largest organizations of its kind in post-communist Europe,
and has administered projects in thirty-seven countries over the past fourteen years.
In 2003 People in Need started working in Ethiopia. Since the beginning of its action, PIN has been
focusing on projects in the areas of education, drinking water resources, agriculture, environmental
protection and social programmes helping women and children. PIN implements projects in the
Addis Ababa City Administration, Southern Nations, Nationalities and Peoples Region, and Somali
region. Through local partners, PIN is also present in the Amhara and Oromiya region.
In the education sector, PIN focuses on improving both access to and quality of education. The Czech
public participates in the fundraising campaign Lets build a school in Africa, which has so far enabled
construction of 12 primary schools. Additionally, PIN supports cluster schools, develops teaching aids and
conducts various teacher training programs promoting modern teaching methods. Over 3000 teachers,
students, principals, education officials and lecturers have participated in these trainings.
Education has been PINs priority since the very beginning of its mission to Ethiopia, and will continue to be so, as
the organization believes that an educated population is one of the most crucial assets to any countrys development.

page

CONTENTS:
Introduction ......................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Week 1.................... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 9
Day by Day Program Week 1........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Handouts:
Pebbles. ................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Mingle Mingle............. .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Objectives, principles and rules of the training........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Requirements for certification......................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
MARKET of pedagogical ideas........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Venn Diagrams....................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Comparative Table...... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Names attributes features........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Professional features........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Brainstorming rules for the procedure.. ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Brainstorming analyses of the method. ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Making rules and procedures. ........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Clustering mind mapping................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Model lesson work with an educational text............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Is Climate Change natural?............................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
I.N.S.E.R.T. (Interactive Noting System for Effective Reading and Thinking). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Table of I.N.S.E.R.T... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Framework for thinking and learning............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Socio-pedagogical constructivism. ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Model lesson on reading Special Praise by Jaroslav Culek.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Assessment.............................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
ReQuest Procedure..... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Portfolio Development........................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Criteria and principles of portfolio assessment............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Active Learning. ................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Critical Thinking.................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Week 2.................... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Day by Day Program Week 2........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Handouts:
Three-Step Interview. ......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Trunks and Roots. ...... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
The Hippopotamus............................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Jigsaw............................ ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Jigsaw puzzle The Hippopotamus................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Providing students with Feedback. ................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Mind Map Examples Examples of Descriptive Feedback.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Running with a Message..................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Free Writing. ............... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Community circle................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Four Wives. .................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Our Collective Tree..... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Brief Lesson Plans Examples. ......................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Peer Assessment. ........ .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Appreciation and Question................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

page

 Week 3.. ............................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 97

Day by Day Program Week 3............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Handouts:
Rotating Review.. ..................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Cinquain..................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Cubing. ............. ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 116
Model lesson Christopher Columbus................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 118
Cooperative puzzle................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 122
Self-reflection sheet GROUP WORK.. ................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 123
Thank You, Maam by Langston Hughes. ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 124
Literature Circles.. ................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 127
An enhanced lecture.............................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 128
Observation..... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Open and Closed Questions................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 131
Questions................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Self-assessment (self-reflection). ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Rotating Questions Examples. .......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Week 4. ..... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 141
Day by Day Program Week 4. ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 142
Handouts:
Pens in the Middle................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Know/Want to Know/Learn.................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 152
Discussion Web. ....................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
5 1 4....................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 154
Lines of Future.. ....................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Bingo (Game).. ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 156
BIO FUELS....... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 157
Final Evaluation of the Training........................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

page

Introduction
Access to and quality of education have been a long-term priority of the Ethiopian government and
great improvement has been achieved in this regard. As for quality of education, the current education
and training policy gives due attention to pre-service and in-service teacher trainings offered at all
levels of the education system. The focus on quality of education is further proved by the introduction
of General Education Quality Improvement Program (GEQIP) by the Ethiopian government.
Emphasis is given on active learning strategies in the teaching and learning process and various
attempts have been made by the government, NGOs and other stakeholders to familiarize teachers
with theories and practice of learner centerd methods and integrated approaches, which have
in various socio-cultural contexts proven to enhance the learners ability to learn.
In line with these efforts, People in Need prepared this publication, which is based on years of preparing
and conducting in-service trainings. It offers a complex overview of active learning and other related
strategies and demonstrates in an understandable way how teachers can use these methods in class.
Objectives of the Manual
The general objective of this manual is thus to bring a change in the quality of teaching in primary
and secondary schools and improve students learning. Specifically, the manual aims to familiarize
teachers with theoretical and practical understanding of the learner centerd methods and
encourage their implementation. The different methods presented are thus carefully selected
according to their practicality and applicability in the context of Ethiopian schools.
Modern Teaching Methods Manual
Authors of this manual define modern teaching methods (MTM) as a variety of learnercenterd approaches that promote literacy and development of life skills such as communication
skills, lifelong learning skills and critical thinking skills. The content of the manual also
considers the culture and indigenous knowledge of the Ethiopian society.
The specific methods included in the manual are:
Active learning methods (such as brainstorming, clustering, rotating review, etc.)
Techniques of assessment and evaluation (such as peer assessment, self-assessment, etc.)
Portfolio development
Lesson planning
Various games and refreshers
The manual contains numerous hand-outs which further explain the theoretical
basis of the methodology and explain each method and activity in detail.
Theoretical Bases of the Manual
The overall approach of this manual is based on the socio-pedagogical constructivist theory of learning,
which assumes that all learners are unique and the most effective way to build their knowledge is
through connecting the old with the new in a meaningful way. If this occurs, learners are
more likely to understand the content and also to use acquired knowledge in their everyday life. Sociopedagogical constructivism also argues that information is remembered better if it is gained through
an active learning process that encourages learners to build their own knowledge structures.
One of the practical tools produced by this theory is the ERR framework of thinking and
learning 1 (ERR stands for Evocation, Realization of Meaning and Reflection). This framework
helps teachers convey knowledge in a very effective way and is often referred to in the manual,
where it serves as the foundation for organizing the methods and delivering the content.

1 Steele, J. L., Meredith K. S., Temple, Ch. A framework for critical thinking across the curriculum. 1998.
page

The ERR framework of thinking and learning devides the learning process in three phases:
1. Evocation
Process during which learners are motivated to retrieve prior knowledge on the given topic
2. Realization of Meaning
Process during which new information presented in an active way and students
learn this new information in relation to what they already know
3. Reflection
Process summarizing the new content by the learners
A thorough theoretical presentation of the framework is presented at the beginning of the manual,
and later its practical use during lesson planning is introduced. Authors of this manual believe
based on their experience and feedback from teachers that the ERR framework is a truly efficient
tool and that students in primary and secondary schools will benefit from its implementation.
The MTM Training
The MTM manual was originally developed for trainings of primary and secondary schools teachers
organized by People in Need. The training is designed for 4 weeks, with pauses between the individual
weeks, during which trainees return back to school and implement what they have learnt.
The participants get direct firsthand experience of all the methods as they try them out in the role of actual
students. The training also facilitates personal development of the trainees, for instance, in some activities
the trainees become skilled at cooperativeness, partnership, communication, etc. As part of the training, the
participants are asked to develop a lesson plan in line with the ERR framework and by using active learning
methods. They also try to implement these lesson plans in their schools during the pauses between training weeks;
and during the next training session share their experiences with the whole class and the trainer. Trainees are
visited by trainers in their respective schools throughout the training and are provided with supportive feedback on
their implementation of active learning methods. The trainees are also familiarized with the concept of portfolio
development and assessment and in addition to that, each trainee develops a personal portfolio capturing their
development during the training. The trainer is in constant dialogue with the participants and together they
seek the best ways by to practically apply Modern Teaching Methods in the context of Ethiopian schools.
How to use the MTM Manual
As explained previously the MTM manual was originally designed for a four-weeks of training
with breaks in between the weeks, during which trainees implement in schools.
However the material is flexible and can be used according to the specific needs of the user. For example,
the user can consider the weeks as chapters and organize a longer/shorter training by spreading/condensing
the program of each chapter. Or the users can select only some methods they want to address (eg. portfolio
development, brainstorming or Venn diagrams). Furthermore, even though the manual is prepared primarily
for training sessions, it can also be used by individuals who want to learn some new methods or refresh
their previous knowledge. The manual can teach both groups with trainers and individuals how to use
modern teaching methods, prepare active lesson plans, promote continuous assessment and much more.
On a more technical note, the program for each week includes specific contents for each day. The program for each
day has three vertical columns. The first one is time allocation for each activity. However, the given time is
an estimate and does not mean the trainer must always follow it. Allocated time should reflect the specific needs
of the trainees. The second column briefly describes activities/methods and how they should be conducted.
Detailed information for each activity or method is included in the handouts for each week. The third column
is Remark. It includes possible materials to be used, suggestions on organizing the class and the activities.
It is not necessary to complete the entire program on the given day because the lesson should be adjusted
according to the groups interests or capabilities. In addition, it is not necessary to follow exactly what
is described in the program. The trainer has the possibility of changing some aspects of the program

page

such as topics for reading, organizing the class (group organization) and questions etc. The reading
topics were selected based on their accessibility for most readers. But they can be replaced by other
texts, for example a local story or an article aboutcurrent issues from the newspaper. The user-trainer
can also freely include cross-cutting issues (such as gender equality, HIV/AIDS etc) while practicing
the methods, rather than just following those suggested by the manual. Regarding games and refreshers,
the trainer should choose the appropriate time for a game. Again it is possible to use games from the list
or prepare new games and songs. It all depends on the requirements and creativity of the person using
the manual. However, these changes should not deviate from the main idea of the program.
Feedback is part of everydays program, but it is not compulsory to get feedback from participants each
day. Feedback can be collected from trainees depending on the available time. The trainer should take
feedback seriously, discuss it with the group and make adjustments to the training when relevant.
Final Comments
People in Need (PIN) and the authors of this manual hope that teachers, trainers, students and all other
users will find it helpful. Serious efforts are being made to continuously improve the manual and increase its
adaptability to the local education environment. One of these efforts was the translation of the manual into
Amharic. The Amharic version is currently successfully used during in-service trainings conducted by PIN. The
Modern Teaching Methods Manual presented to you is a general one, applicable to a wide range of subjects, be it
humanities, natural science or aesthetics. PIN is also publishing subject specific manuals, which show in a clear
andpractical way how active learning methods can be applied to specific subjects, for example biology or Amharic.
In case you wish to provide us with feedback or are interested in some of our
publications or trainings, please feel free to contact us at the address below.
People in Need
P.O.Box 27565/1000
Addis Ababa
pin_manual@gmail.com
www.peopleinneed.cz

page

1.
week

1. 1.
week

day

Time allocation

Activities

Remarks

9.00

Good morning, teachers!

25

Little Pebbles
Instructions and completing the activity
Possible changes:
participants can work in two groups (half and half)
participants can put back only one of their pebbles in the center
of the circle and say only one piece of information; during
the second round they give back asecond pebble, if they have
any; during the third round they put back the third pebble
and so on, until the last member puts back their last pebble.

see handout

Reflection of the activity Little Pebbles

Think back about the completed activity.
Did you feel comfortable during the activity?
Why yes, why no?
When yes, when no?
How did you like it overall?
What did you like about it and what did you dislike?
Do you think that your students could feel
similarly if you conducted this activity?
Would they feel relaxed?
Would they feel uncomfortable? Why?
Implementation of ideas
For what purposes would you use this activity in your class?
How can you use this activity in your subject areas? Give examples.

Participants sitting in acircle.

40

Prepare the pebbles beforehand.

Select several questions

from the list, or you can
add your own according to
the needs of the group.
Let them discuss each question
first in pairs and only afterward
should they share their answers
with the rest of the group.
Participants work in groups
and present their ideas
to the whole group.
Use some way of grouping
e.g. stones of four/five colors...

20

Break

20

Name rehearsal
Participants (including the trainer) put on name tags and
sit or stand in acircle. Then someone starts by saying his/
her own name and the person sitting next to them repeats the
name of the first person and adds his/her own. The activity
continues until the last person repeats all the names in the
circle. Then the activity continues in the reverse direction
to balance out the challenge of memorizing the names of all
participants. All this can be done while the name tags are on.
For the third round the participants take off the name tags and
the participants are expected to say the names by memory.

In case aparticipant
forgets the name of another
participant, thefirst letter
of the name is said so that
he/she can guess the name.

15

Reflection of the activity Name rehearsal

What is the importance of this game?
How can you use the activity in your teaching practice?

Stress for the trainees

that the game can:
Help students get to
know each other better,
particularly at the beginning
of the school year
Be used for teaching some
concepts which require
remembering simple facts

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10

1. 1.
week

Time allocation
25

Activities

Mingle Mingle
The participants, working individually, have 5 minutes
to think over and write down their expectations
and fears regarding attending this training.
Then participants walk around the room until the trainer gives
the signal to stop. Turning to someone nearby, they ask each other
about their expectations and fears. It is not necessary to write
down the answers using apaper and apen. The trainer gives
another signal so they can speak with somebody else, and so on.
Afterwards the participants make groups and write down their
expectations and fears (or the trainer collects them) on flipchart paper.

10

Trainer comments on participants personal expectations and fears.

20

a) Objectives for the training.

The participants read the objectives handout
(1st paragraph) and mark the expectations which
corresponds with their objectives.
Group discussion about the objectives:
Do you understand them?
Are they acceptable for you?
Are they important for you? What does
self-reflective professional mean?
b) Principles of the training small group discussion. Ask them to
read the 2nd paragraph silently and then discuss in groups whether
the paragraph is clear. Each member of the group must understand
the principles. They can write anyquestions about the principles.
Whole group discussion: each group comes up with its question.
First, give the participants achance to answer. If necessary,
add your answer. The principles can stay hanging on the
wall until the end of the program to let participants check
whether the training was in line with the principles.
c) Rules of the training
Rules of the training are introduced and clarified by the trainer.
Check whether they are well understood by all trainees.

day

Remarks
see handout
It is important to display the
fears and expectations on the wall
and keep them there until the
end of the training. We will come
back to them at the end of the
training and some issues might be
raised throughout the training.

see handout
Reading and discussion in groups,
possibly asking questions.
Emphasize and explain that
the goal is especially to become
self-reflective professionals.
The principles of the training
are written on flipchart
paper and hung on the wall
during the training:
Participants receive first
hand experience as students.
Pedagogical reflection upon
each activity follows.
Content and pace are
adjusted to participants
needs and possibilities.
Planning for implementation
is an integral part
of the training.
Questions are encouraged.

page

11

1. 1.
week

day

Time allocation
50

Activities

Market of pedagogical ideas

1. Participants think individually about amethod
they like to use with their students then they
write the description into the handout.
2. Participants meet in groups of three.
3. They share their ideas dont let them simply read their
handout, but instead encourage them to speak freely.
4. They take turns sharing: first person Aspeaks while
persons B and C listen, then they rotate until everyone
has spoken and listened to their partners methods.

Remarks
see handout
The method the participants
select may not necessarily
be from this training.
Participants can present
using the format they used
for describing the method.
You can write down the methods
used in atable on flipchart
paper or the blackboard.

5. After each method is introduced, participants

should discuss it briefly.
6. Finally, each group selects arepresentative who shares his/her
method with the whole group (the group should sit in acircle).
Reflection of the activity Market of pedagogical ideas
Why did you say the method you used was an active learning one?
What is your criterion to say so?
What is an active learning method?
The trainer then asks trainees to go through the active
learning handout and to see whether what they defined
is similar with the handout and further ask them
whether the ideas about active learning are clear. They
can also be invited to ask any question they have.
Then the trainer explains the purpose of the activity and tells
participants that there are different active learning methods
they are going to be exposed to throughout this training.

12.00

Lunch break

14.00

Ice breaker

see handout
on active learning
Immediately after answering
the questions, the trainer
distributes the handout with the
definition of active learning.

10
40

Practice
Venn diagram
Explanation of the method with aselected example.
Participants work in pairs. They select two or more items
(or items could be assigned) and compare them. Encourage
participants to ask questions about the items, which are in
their mind (interesting, curious, additional. questions)

15

page

12

Break

see handout
First ask participants (especially
mathematics teachers) if they
know the method. If yes, ask
them to explain the method.
Assigned items to compare can
be e.g. Keninisa Bekele and
Teddy Afro or anything else.

1. 1.
week

Time allocation
30

Activities

Practice
Comparative Table
Explanation of the method with an example.

day

Remarks
see handout
You can use the same example
as for Venn diagram.

Ask participants to do their own comparative tables on

achosen subject. It is good to let the trainees practice both
types of comparative tables: with and without the extension
of aVenn diagram. Also stress that the two are similar while
having aslight difference. They should identify distinctive
features of two items, compare the items and write down
characteristics of both in the prepared table. Afterward
volunteers will present their comparative table.
The trainer can let the trainees practice the activity directly on
the handout by simply writing the topics or titles to be compared
on top of the columns on the handout. Finally remind the trainees
that there are two types of comparative tables: with and without
the extension of the Venn diagram. For this refer to the handout.

30

Reflection of the activities Venn diagram

and Comparative Table
Think about each activity:
What was difficult/easy in this activity for you?
What skills can be developed in students?
How can you use such an activity in your teaching practice?
How can you introduce the activities to
your students for the first time?

The trainer may use his/her

own way of collecting the
reflection work from trainees.

15

Feedback

1. What was important

for you today?
2. What can you use in your
everyday practice?
3. What question(s) do you have?
4. Any comments.

17.00

page

13

1. 2.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
30

Names attributes features

a) first name attribute (same letter)
b) fathersname attribute (same letter)
c) 3 attributes of ateacher (any letter)
Participants make large name cards: under the names they write
the related attribute. Hang the cards on the wall as agallery.
Possible extension of the activity (before
cards are hung on the wall):
After the participants write down the qualities of a teacher
they add asmall picture that will somehow represent their own
personality. After that the trainer asks them to walk around the
room to meet in pairs. The first member guesses the meaning of
the picture on their partnerspicture. Then the author explains
the picture. Then the roles reverse and the activity is repeated.

30

page

14

Reflection of the activity Names attributes features

Write down the steps of the activity.
How did you feel during the activity? (Which parts
of the activity did you like and dislike?)
How you can use this activity with your students (in your subject)?

see handout
see also handout:
list of professional
features
Beforehand they fold the piece
of paper in four parts and
into the each part they write/
draw one of the tasks.
The participants can select
attributes of ateacher from
the handout with list of
professional features.

Participants discuss the questions

in groups, write down answers on
apiece of paper and then share
the answers with the whole group.
The trainer discusses with them
different ideas regarding the
possible use of the activity in
different subject areas. Ways
the steps can be changed also
need to be considered.

1. 2.
week

Time allocation
30

Activities

Practice
Brainstorming
Explanation of the method
First, ask the participants if they know the method
and use it with their students. If somebody does, ask
him/her to explain the method to the rest of the group.
Rules of brainstorming
Explain the rules of the brainstorming procedure.

day

Remarks
see handout
Always apply this procedure
when you are going to explain
anew method or strategy.
It is good to display the
procedures of brainstorming
on the wall for explanation:
Brainstorming
= free flow of ideas about
unknown topic or question
speculations & questions
= core of brainstorming
1. select atopic
2. formulate good
brainstorming question
3. assign atime portion
4. * every idea is valuable
* dont refuse any idea
* dont worry about mistakes
It is also important to follow
the procedures yourself when
demonstrating the activity.
Remember to write questions
(in adifferent color).
Emphasize the importance of
choosing agood question for
brainstorming (unknown topic,
connection with students
personal experience)

20

Break

page

15

1. 2.
week

day

Time allocation
60

Activities

Brainstorming practice
1. Selection of atopic for brainstorming
The trainer should tell the participants to suggest
atopic which they think will be new to them.
Then the trainer will come up with agood brainstorming question
demonstrating the procedures of preparing brainstorming
questions. For example if dinosaurs is suggested as atopic
then the brainstorming can be about the importance of
dinosaurs. E.g. how would dinosaurs affect our life today?
Another option: The trainer prepares 3 (or more) good
brainstorming questions for different topics in advance and
allows the trainees to choose which topic they want to use:
each participant has three votes (= three marks) and can put
them next to the suggested topics (they may use all to support
only one topic or divide the votes among up to three topics).
2. Brainstorming procedure
Let the participants brainstorm
individually (approximately 8 min)
in pairs (approximately 10 min)
in small groups (approximately 10 min)
Afterward let them present and display their ideas on the wall.

12.00

Lunch break

14.00

Game

Remarks
The questions prepared by
the trainer should be from
different subject areas to
demonstrate the applicability
of the method for any subject.
The trainees need to pass
through all the three stages
of brainstorming as it has the
implication in the teaching
and learning process.
Model pair brainstorming in the
center of the room (fishbowl):
Add some ideas or questions from
your partner to your list (but
only ideas with which you agree
or accept) and offer your ideas
or questions to your partner.
The group brainstorming
should preferably be
done using aflipchart.

15
20

Writing agood brainstorming question

Write one question for brainstorming for topics in your
subject area which you can use with your students.
In doing so, the trainee should also indicate what would
be new that they are going to teach about the new topic
which they want their students to brainstorm about.
After this, the trainees read their brainstorming questions to
the whole class. Then there is adiscussion on the presented
brainstorming questions addressing the following:
Are the questions in line with the procedures
of writing brainstorming questions?
Possible ways of improving the questions.

page

16

Emphasize the principles

for writing good
brainstorming questions:
*unknown topic
*connection with students
personal experiences
*revision question is not
abrainstorming question
*the topic itself shouldnt be used
as a brainstorming question

1. 2.
week

Time allocation
60

Activities

Reflection on the brainstorming activity

The participants discuss and answer the assignment in small groups:
1. List the steps of the brainstorming activity.
2. How can you use this method in your subject area? Give examples.
3. What are the advantages of individual, pair and
group brainstorming, respectively for facilitating the
learning process for students and the teacher?
In case the trainees do not offer important implications of the
activity the trainer should ask additional questions:
What is the advantage of knowing students background
knowledge for the teacher and for the students themselves?
Why is it important to accept all ideas both wrong and right?
4. What can be challenges for you and for your students
while using brainstorming in your class?
5. Do you personally believe accepting all ideas of your
students is important? If yes, why? If no, why?
6. Do you believe that what students already know is abase
for what they will learn next? How or how not?
Afterward trainees will share their ideas with whole group.

20

day

Remarks
Let them write down answers
on abig sheet of paper (at
least A4 or aflipchart sheet)
Advantages of brainstorming
Individual brainstorming
initiates individual
thinking of each student
makes thinking of students
free everybody can
participate without fear
and obstacles of thinking
provokes deep ideas
in students
evokes students own
experiences and therefore
connects the topic with
students minds
helps the students realize
what they already know
about the topic and
what questions they
have about ithelps
students develop cognitive
structures of their own
motivates students they
want to find out which of
their ideas were correct
and what the answers
to their questions are.
Pair brainstorming
brings opportunity to
socio-cognitive conflict
= comparing ideas
helps shy students
overcome their shyness
helps the students develop
better cognitive structures
develops communication
skills, respect for
ideas of others
gives information to
ateacher about students
current knowledge the
teacher can change the
lesson plan immediately.

Break

page

17

1. 2.
week

day

Time allocation
75

Activities

Ground rules for our group

Start the activity by asking the participants questions related
to classroom (or school) rules such as importance of rules,
how rules developed in their classes, who is responsible for
preparing rules in their school, how they usually follow the
classroom rules classes with large numbers of students, etc.
Procedure:
1. Make groups.
2. E
 ach group proposes and writes ground rules for the whole class
(would be followed by everybody).
Alternative: to be done in awhole group circle.
3. In the whole group negotiate and prepare afinal list of common
rules (everybody accepts), discuss them with the trainers.
4. W
 rite them on apiece of flipchart paper and
display on awall in the classroom.
5. W
 hat shall we do (as agroup) if some of the rules are
broken by the trainees? What measures shall be taken?
Reflection on the Ground rules:
1. I s it possible to apply ground rules in your
class? If yes how? If no why?
2. W
 hat would be the importance of ground rules in your class?
3. What are the challenges in application
of ground rules in your class?
4. W
 hat would you do to monitor whether the rules developed
in this way are respected. What if some rules are broken?

Remarks
see handout

After everybody, including the

trainer, signs under the ground
rules, it is good to display
them on the wall, in aplace
easily visible to everyone.
The ground rules should remain
displayed on the wall for the
duration of the training.
It is good to keep each
groupsground rules
for further use.

10
17.00

page

18

Feedback

1. 3.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
15

Game

60

Practice
Mind map (Clustering)
1. Explanation of the method with an example. The
trainer explains the procedure for using mind mapping
and then demonstrates with an example topic.
2. Selection of atopic for the mind map
Participants form groups based on their subject areas
(social science, natural science, self-contained). They
select atopic as a the group or individually.

see handout
First, ask the participants
if somebody can explain
the method themself
It is important to see the
application of the method
in different subject areas
The steps of the mind map
procedure should be displayed.

3. Mind map procedure

The participants do the mind map individually using
the topic selected by the group or by themselves.
Encourage them to include some questions on the points which
they are unsure of or which they want to know more about.
Participants discuss in the subject area groups each othersmind
map and select one for the whole class presentation.
Reflection on the mind map
1. How can you introduce mind mapping to your students for the first
time? Describe the steps of using mind mapping in your class.
2. What do you think would be the challenges you
may face in using this method in your class?
3. What is the advantage of the method for students learning?
4. In the teaching learning process, in which part of
the lesson can you employ such amethod? Why?

20

Break

80

Model lesson: Is climate change natural?

Evocation (E): Brainstorming individual brainstorming,
pair brainstorming, group brainstorming
Brainstorming questions
When is climate changing? How do you know that
the climate in your surrounding has changed?
What do you think cause changes in the climate? What reasons do the
local people in your area attribute such changes in the climate to?
What measures can be taken to reverse climate change?

see handout

Realization of Meaning (RM): I.N.S.E.R.T. Get trainees

to read the text on climate change and put atick for
known information, + for new information, ? for any
confusion or doubts and for contradictory information.

The trainer should display

aflipchart with the signs
for trainees to refer to while
reading/processing the text.
The frequency of signs they
put is entirely up to each
individual participant.

After the participants finish inserting marks on the text, the

trainees discuss in pairs the different marks they inserted.

12.00

The group brainstorming results

can simply be displayed or
can be presented to the whole
group and briefly discussed.
see handout

Lunch break

page

19

1. 3.
week

day

Time allocation
14.00

Activities

Remarks

Game or song

20
30

Model lesson continues

Reflection (R): Table of I.N.S.E.R.T. The trainees each make achart
with the markings they used to categorize information. They write
down 3 specific pieces of information that were already known (),
3 specific pieces of new information (+) and at least one question (?).
Before having them make their table of I.N.S.E.R.T., explain
and give examples of what is/is not information.

see handout

Sharing ideas with the whole class, volunteers read the information
they have for each column. Special attention should be given
to the questions raised by the participants in the third column.
The trainer needs to apply different strategies of answering
the questions to act as amodel as aconstructivist teacher.
Reflection on the model lesson
1. W
 rite the steps of the model lesson.
2. What you knew prior to this exercise is a base for what
you will have learned. Do you see this? How?
3. D
 id the method I.N.S.E.R.T. lead you to be active and learn
the topic individually and with the help of others? How?
4. I s I.N.S.E.R.T. applicable in your subject areas? How?
5. Do you think all the signs used in the method I.N.S.E.R.T. can be
applied at all levels regardless of the grade level of students?
6. W
 hat is the importance of the table of
I.N.S.E.R.T. for students learning?

Description of steps that be

written on the flipchart paper
at the end of the summary:
1. Brainstorming (What
do you know or think you
know about Axum?)
individually
in pairs
in groups
2. Whole group discussion about
known information and questions
common list (agree, ???)
3. Reading individually + using
INSERT marks (, +, ?, )
4. In pairs: comparing
marked information)
5. Whole class comparing
information marked by individual
students 3 examples (, +, ?)
6. INSERT chart individually
(7. Comparison of INSERT
charts if you did it)
How did you feel during
particular steps? in groups on
color paper (they get two sheets
of color paper: on one they write
their positive feelings, and on the
other, their negative feelings)
The idea that the trainees have
achance to select what to learn
and what not to learn in the
model lesson which has to be
emphasized by the trainer in
relation to question number 3.

20

page

20

Break

1. 3.
week

Time allocation
95

Activities

day

Remarks

Introduction to the framework of thinking and learning

see handout

Retrieving Prior Experience

The trainer starts the introduction by first retrieving
the teachers experience in planning and designing
lessons by asking the following questions:
Can you describe briefly the processes you and your
students go through in learning agiven concept?
Explain the lesson from beginning to the end.
Howdo you incorporate all this in your lesson plan?
What criteria do you take into account in deciding what to
include in your lesson plan as well as in your actual teaching?

At this point, if they mention

the four phases of planning, the
trainer can let the participants
justify why they employ the
activities in each phase. The
trainer at this point can lead them
to discuss whether the criteria
for using the activities is based
on the content or the teaching
material or on considering
how learning should take
place in the students minds.

The trainer lastly asks teachers what the current trend of planning
looks like in the schools, particularly what is included in the lesson
plans. This can be done individually and afterward some participants
can present their ideas. The trainer records the ideas on aflipchart.
ERR framework of thinking and learning
The trainer starts the introduction first by clarifying for the participants
the general theoretical framework on which the ERR framework
is based. This is followed by the description of each of the phases.
All of the following can be displayed on aflipchart and can remain
displayed until the end of the training as areference for participants.
Based in social constructivism
Learning is an active process
Each student is unique
Background knowledge of students is
abase for students learning
Learning is both social and individual
The framework has three phases: Evocation
Realization of meaning Reflection
1. Evocation
Prior knowledge is retrieved students become aware of
what they know about the topic and teachers now know the
level of their students and how to present the new lesson
Purpose for learning is set by each student
to motivate, to activate

After the explanation of the

framework the trainees try to
match the steps of the model
lesson with the 3 phases of the
framework (with your help).
They are two purposes
for learning:
1/ teacher-driven or text-driven
2/ self-driven, set by student
Considering the current
trends and practices of
our education policy.
For question number 3
alarge table can be prepared
using aflipchart where the
participants categorizations
of the methods in the ERR
framework can be recorded.

2. Realization of Meaning
New information presented in an active way
Students come to learn new information in relation
to what they already know connection of the
new concept with already existing one
Students learn according to their prior knowledge and
abilities, which causes individual differences in learning
Students construct meaning individually and in groups
(cooperative learning) e.g. students learn the new
content with the help of others teachers, peers, etc.

page

21

1. 3.
week

day

Time allocation

Activities

3. Reflection
Students involved in activities that:
Summarize the new content on their
own using their own words
Apply what they have learnt to some
realistic and contextual problems
Reflection on the ERR framework
Categorize all the steps and specific methods that you
have seen throughout the model lesson above into one
of the phases of the ERR framework and explain why
each method belongs to that particular phase?
1. Do you think it is possible to incorporate the ERR
framework for planning your lesson and for actual
teaching? If yes how? If no, indicate the challenges?
2. I f your answer for the above question is no what do you think should
be done to enable implementation of the framework for teaching?
3. Categorize all the methods you have practiced so
far in to the phases of the ERR framework.

15
17.00

page

22

Feedback

Remarks

1. 4.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
15

Game

30

Reading lesson: Special Praise

1. Pre-reading activity: Think about the days when
you were young children and school students.
Do you remember how your journey to school was in those
days? Was your school situated far away? Was the journey
complicated? Why? Did you travel with your schoolmates? Did
you play games or investigate something during the journey?
Do you remember astory that you experienced
on your way to or from school?

see handout

The participants are given asheet of A4 paper on which they draw

apicture representing their childhood school journey experiences.
Another option:
The participants write their memories on the paper.
Reading in pairs. Two or three examples for the whole group.

It is recommended to lead
participants to write as well
as draw their experiences
regarding school trips.

30

Gallery of pictures
The pictures are displayed (on chairs or desks).
Then some of the trainees show their picture and others guess the
story behind them. Then the person explains his/her own picture.

20

Break

80

2. Reading first four paragraphs.

Discussion about the environment described in the
text. Ask participants to concentrate on how they
imagine the place: the weather, their possible feelings
and sensual perception they could experience.
What could you see? Describe the countryside what
does it look like? What colors do you see?
What could you hear? What sounds, voices?
What could you smell?
What could you feel on your hands, cheeks?

The questions can be asked in

written form, step by step.

Ask the questions step by step and

collect answers from participants.

3. Try to predict how the story will continue.

Participants can discuss in groups their predictions,
and share these with the other groups.
4. In groups provide the participants with the last six
paragraphs, but cut up. The task for the participants is to arrange
them in alogical sequence. Let them glue the paragraphs on paper.
Afterwards discuss with the whole group their suggestions of the
sequence of the paragraphs. Let volunteers discuss why they chose
the order while trainees may help justify the explanations as well.

12.00

Lunch break

14.00

Game or song

20

page

23

1. 4.
week

day

Time allocation
30

Activities

Reflection on the Reading Lesson

Steps of the reading lesson
Participants write down the steps of areading lesson. In groups, they
try to categorize the steps of the reading lesson into ERR framework.
Whole group discussion about the correct categorization.
Critical Thinking Development
Ask participants the following questions
What does it mean when we say think critically?
What are the characteristics of critical thinkers?
How can you develop critical thinking skills in your students?

Remarks
1. Pre-reading thinking
about own journey
drawing apicture (E)
2. Gallery sharing pictures (E)
3. Reading part 1 (RM)
4. Prediction (E)
5. Putting paragraphs
in order (RM)
6. Comparing conclusions (RM)
7. The order of paragraphs
according to the text (R)

After reflecting on these questions, the trainer presents the idea of

critical thinking: the why and how. The trainees read the handout.
This can be done by assigning aspecific part of the paragraph to each
group and then having them present. While each group presents
ideas, the trainer summarizes and adds his own ideas about what
is being mentioned. For this purpose the trainer can prepare short
notes about ideas of critical thinking on aflipchart beforehand.
The Concept Assessment

See handout

The trainer starts asking the participants:

What do you mean when you, as ateacher,
say Iam assessing my students?
When do you say you are assessing your students?
What do you assess? Who is assessing their work?
How could you assess your students work? What are the
techniques of gathering information for assessment?

The trainer presents the

major ideas of the handout
through aflipchart or on
the blackboard. The ideas
to be presented include: the
what, how, when and the
types of assessment, etc.

This can be tentatively presented through the use of rotating

review (the method would be changed as soon as alterative
methods are found) in which each group works on one of the
questions, but the first question is meant for the whole group.
Each group presents their work to the whole class.
Subsequently, the handout about assessment can be
presented. The handout at this stage can be simply to give
ageneral overview about concepts related to assessment.

30

page

24

Portfolio development and assessment

The trainer asks participants about previous
experience with portfolios.
What do you know about portfolios?
Do you have the experience of developing and assessing
your own portfolio or leading your students to
produce their own portfolios? In what context?
What do you think are the benefits of aportfolio?
What things would you include in your
portfolio from this training? Why?
Who do you think should decide what to include in
aportfolio? What is the basis or criteria for selecting
the work samples to be included in the portfolio?
The activity can be done first individually and then participants
can discuss in groups and present their results to the whole class.

see handout

1. 4.
week

Time allocation

Activities

day

Remarks

20

Break

30

Adaptation of Re Quest Procedure

Handout about Portfolio is distributed.
ReQuest Procedure is explained.
Participants read it in pairs. They silently read only ashort part
of the text (one paragraph). Then one of them summarizes the
part without looking at the text. The partner then asks aquestion
about the passage read. Both must be sure they understand the
text correctly and completely. Then they change their roles.

see handout

20

Whole group discussion about the text

Participants are asked to raise any questions they have which are left
unanswered during the request procedure activity. Some of them can
be asked to come in front and ask their questions to the participants
and others can provide answers. Lastly participants can be asked:
Do you have any questions about portfolios?

Check whether they have

understood the text or not.

15

Criteria for portfolio assessment

The trainer presents the criteria of portfolio development
and assessment which must be fulfilled by participants
while preparing their own portfolio from MTM training.

The trainees should include the

pre-implemented lesson plan,
feedback received, improved
lesson plan (the implemented
one), and self-reflection.
Emphasize here that when
the trainees lead students to
prepare their own portfolio,
they need to identify the criteria
and let their students know
what is required of them.

T he criteria include the following participants works:

1. At least three lesson plans with feedback from the trainer,
peers and your self-assessment. It should include both
the pre-implemented and the practiced lesson plan.
2. Aself reflection on your involvement in
group activities (process of learning)
3. At least three pieces of evidence that indicate you have
clearly understood the ERR framework of thinking
and learning and justify why you think so.
4. Set criteria for portfolio development and assessment
for your students in your subject area.
Here the trainer can ask participants to ask whether they
accept the criteria and ask them to add other criteria if
they have any. This helps demonstrate the involvement
of students in selecting what to include in the portfolios
(or in setting the criteria of portfolio assessment).

15

Reflection of the method Request Procedure

1. As areflection, the trainees can be asked the following questions:
2. What feelings do you have about the activity?
3. How can you adapt such an activity to your
teaching practice? Give an example.
4. What skills could your students develop by
learning through this method?
5. For which phase (E-RM-R) does the activity fit?
What problems may you face in using the method? How
could you minimize or avoid such challenges?

15

Feedback

The trainer can demonstrate the

activity to the whole class with
one volunteer participant as
indicated in the RWCT handbook.

Guideline for criteria

development: subject area,
grade level, objectives,
criteria, way of assessment
Criteria can be added or modified
based on the trainees suggestions.

17.00

page

25

1. 5.
week

day

Time allocation
8.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

30

Requirements for certification

Give information about the requirements of the training:
1. A
 ttendance is obligatory, maximum absences allowed are
2days (12 hours) during the whole period of the training
2. Follow ground rules.
3. D
 evelop portfolio according to given criteria.
4. P resent/teach one period (on selected topic and
subject area) using active learning methods from
any of the previous the training sessions.

see handout

Participants will read the requirements and then they can ask
whatever question they have. This will be followed by explanation.

80

Planning an active learning method

The trainees will be divided into teams according to subject
areas. Each person will prepare their own plan.
Plan includes:
topic(s) and grade
method(s) that will be included
How are you going to use the method?
instructions that will be given to students, classroom
organization, materials to be used, assessing the activity
Why did you select this method?

Emphasize here that the

participants do not plan awhole
lesson but only one active method
they are going to use during the
upcoming weeks. Furthermore, it
is also important to tell them to
try to include one active method
in their planning and to come
with some experience next time.
Discuss with the trainees
their plans, give them
advice, suggestions

20

Break

80

Presentation of lesson plan proposals

After the presentations of the lesson plans, feedback is
provided by participants as well as by the trainer.

Encourage open flow of ideas

among the participants
after the presentation.

The trainer instructs the trainees to write down the feedback

they consider worthwhile for the improvement of the presented
active learning method. This feedback should be incorporated
before the actual implementation of the lesson plan at school.

Atrainer needs to have aseparate

file for recording the feedback
on the lesson plans presented.

The trainer records the feedback given for the

presented active learning methods.
Trainees should understand that the lesson plan must
be tried out in their school and at the next session they
are expected to share their real experiences.

page

26

Emphasize that the planed

lessons should be implemented
in their schools before the
next training session.

1. 5.
week

Time allocation

Activities

20

Categorization of methods
The participants will categorize all methods from week
1 of the program using the ERR framework. The trainer
prepares atable on aflipchart where each of the phases of
the framework (E, R.M., R) can be indicated on the columns
and the respective methods and strategies can be categorized
underneath. This can be something to be done every Friday.

15

Feedback

day

Remarks
The flipchart can
remain displayed.

13.00

page

27

1.
week

Little Pebbles
The game Little Pebbles can serve to help students become more familiar with each other. It can be used
with anew group of students as well as to extend mutual recognition of each other within an old group.
You need alot of pebbles. Put the pebbles in acup or bag. Each student takes as many pebbles as they want.
Tell your students that each pebble has something hidden about themselves apiece of information. According
to the number of pebbles everybody has to say important information about themself. Aperson who has only
one pebble says only one piece of information, while aperson who has more pebbles says more information.
For example:
Student Alemayehu takes three pebbles. He says:
Ihave three brothers and one sister. Iam the oldest one.
Ilike reading in my free time, and Iespecially like adventure books.
My favorite food is doro wot. It is aspicy chicken sauce cooked with butter, onion, chilli, garlic and other spices.
Application:
This activity can be used in the learning process too. You can assign each student to count as many exercises (or
has to describe as many animals or has to locate as many towns or .....) to as many pebbles they have and so on.
In addition, the activity can be used at the end of the lesson (after the new content has been learnt) to help
students actively revise the new content. Since the activity can take up more time, it is practical to use it at the
end of amajor topic or aunit to devote the whole period for active revision. For example ateacher teaching about
the digestive system in agiven unit can make students draw little pebbles and tell some piece of information they
have learnt during the unit. Even though it might be time consuming, there are still options to use the activity for
arevision of asingle lesson. In this case, instead of giving the pebbles to individuals, the pebbles can be given to
groups and each group can offer as much information as possible according to the number of pebbles they received.

page

28

1.
week

Mingle mingle
This activity can be used as an ice breaking activity that gives participants the opportunity
to become more familiar with each other. It can be also used any time when you need the
participants or students to discuss atopic or aquestion briefly but intensively.
In our training we use Mingle Mingle the first time to explore participants expectations and fears
and also to let them get to know each other better. The participants work alone to think over their
expectations and fears of attending this training for 5 minutes and write them down.
Then they slowly walk around the room silently. They think about their expectations for this training.
When abell rings or the trainer gives another signal, they stop walking and form apair with the nearest
person. They share for 3 minutes their expectations and fears. They are not allowed to write anything
down on the paper or their hands. After the time is over they continue walking. They think about what
they have heard. After another signal, they stop again and they form anew pair with adifferent person.
They share their own expectations and fears and also those which they heard from others. After the bell
rings again they continue walking and the process is repeated. It is up to the teacher how much time they
devote to the brief discussions. We recommend 3 minutes as aminimum, 5 minutes as amaximum.
Afterward, participants sit down in acircle and they inform the rest of the group about
the expectations and fears they heard during the activity from their partners. They should
identify the source and then they should freely repeat the expectations of this person.
The trainer writes down each new expectation or fear. He makes marks on those expectations that appear
repeatedly. In place of expectations, the participants can discuss any topic, idea or question.
Be sure you are watching the time properly. If you see that one person in apair used the entire time of the
group to talk about his/her expectations you should comment on this. Do so in afriendly way (you may
ask if he realizes that the others will not have a chance to learn about his partnersexpectations).

page

29

1.
week

Objectives, principles and rules of the training

Objectives of the training
At the end of the training participants will be able to:
1. Integrate active learning methods into teaching and the learning process.
2. Identify the roles and activities suggested in the ERR framework of thinking and learning.
3. Apply performance-based continuous assessment and evaluation procedures.
4. Apply portfolio development and portfolio assessment to be practiced both in the
training session and in the actual teaching and learning process.
5. Seek new impulses, ideas and inspiration for enhancing their teaching practices.
6. Become self-reflective professionals.
Principles of the training
1. Using effective methods of teaching-learning is the central focus of the training. This means that the
training is based on each participants activities. Participants have firsthand experience with each
method. Through this, participants get greater opportunities to understand and master the methods.
2. Regular and frequent reflection of what was going on is part of the training.
3. Needs and capabilities of participants are respected throughout the training.
The content and pace are adjusted to suit the participants.
4. The real school situation is taken into consideration. The training incorporates different
methods which can be applied in large classes with limited material resources.
5. Enough time is provided for participants to think about the integration of methods into
their current practice. During the training participants plan and implement the plan
in their respective schools. In this way the implementation is supported.
6. The training is based on apartner approach between the trainees and the trainer.
Rules and Regulations of the training
1. Any absence must be justified with a reason and the trainer must be informed in advance or as soon as possible
2. Active participation is mandatory.
3. If rules are kept and requirements fulfilled, the per diems for participants will be covered by the organizers.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Requirements for certification

1. Attendance is obligatory. A maximum total absence of 2 days is
acceptable, i.e. 12 hours, during the whole training.
2. Following the Ground Rules which are negotiated and accepted within the group.
3. A participant will develop his/her own Portfolio according to given criteria.
4. A participant will present/teach one period (on selected topic and subject area)
using active learning methods in the last week of the training.

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MARKET of pedagogical ideas

Think about amethod of active learning that you like to use with your students.
Describe the method here.
Name (in case the method has any)..................................................................................
Description of the method
(For example answer these questions: How do you instruct your students when they are supposed to use the
method? What exactly do you tell them? What do the students do during the method? What are the outcomes
of the work? What can students learn working with this particular method? ETC. according to your needs)

After you have completed the description of the method find two other participants (whom you
dont know very well). Make agroup of three. Select person A, B, C. First, member Awill describe
his/her method. The two other members will listen carefully and will ask questions after the member
finishes his/her speech. Then member B will continue and finally member C will finish.
After you have shared in your small group, choose one of the methods presented.
This method will be presented to the whole group of participants.

Your name....................................................subject area...............................................

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Venn Diagrams
AVenn diagram is constructed using two or more large, partially overlapping circles with space
inthe middle. It can be used for contrasting ideas and showing an overlap between them.
Suppose, for example, that the students are comparing the city of Awassa and the city of
Addis Ababa. AVenn diagram with two overlapping circles would enable the class to contrast
features of the two cities, while also displaying what they have in common.
The teacher might ask pairs of students to construct aVenn diagram by filling in only the two
parts of the circle devoted exclusively to the city of Awassa or the city of Addis, respectively.
Then pairs could join other pairs and the foursomes could compare their diagrams and then
list in the middle section the features they saw that were common to both cities.
Instructions for the teachers
Find two items that should be compared. In our example above we have selected two cities, Addis and Awassa.
In your subject area you might want the students to compare different items, e.g. two vegetables (tomato
and potato; onion and garlic, etc.), two literary characters (Bilcho and Tom Thumb, lion and parrot), two
different water sources (e.g. Bellata river and Awassa lake), two types of human settlements (e.g. village and
town), two people (e.g. mother and father) ..... It depends on the goals, objectives and topic of the lesson!
Divide the group of students into pairs or groups of three. Give each pair or group alarge
sheet of paper (at least A4 format if it is possible to use larger sheets, use them).
Ask the pairs or groups to draw two big overlapping circles. The overlapping section
should be large enough that the students can write down several words into it.
Let the students label one circle with the name of one of the selected items,
and the second circle with the name of the second selected item.
The students should then find features that the two items have in common these should be placed in the
intersection of the circles. At the same time, the students should also identify features that are unique, that
the items dont share. These features should be included in the Venn diagram in the appropriate sections.

Venn diagrams
Addis Abeba

Awassa

References: Temple, Ch., Steele, L. J., Meredith, K. S. Reading and writing and discussion in every discipline. 1998.
Kolov, H., Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Comparative Table
I. Table of distinctive features as an extension of Venn diagram
After the students complete the Venn diagram you can ask them to prepare acomparative table. They will
determine the distinctive features, and they will apply their experience from the Venn diagram.
Present the following table. The number of lines is for you to decide or you can let the students decide themselves.
distinctive features

item No 1

item No 2

Addis Ababa

Awassa

Example
distinctive features
No. of inhabitants
location
importance for region
altitude
river
lake

II. Table of distinctive features without Venn diagrams

You can use comparative tables not only in connection with the Venn diagram. In case your students
know one item/topic well and you want them to study another item, you can use this table.
Example
distinctive features

Addis Ababa

Athens

No. of inhabitants

about 3 mil.

more? less?

location

Africa, Ethiopia

importance for region

capital

altitude

2300 m

more? less?

river

none

lake

none

Sea

none

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Names attributes features

The group forms acircle (sitting or standing). Everybody must be able to see the face of all other
members. Members of the group find adjectives that express their attributes or features.
a) In thefirst run everybody says their name and one adjective that describes themselves.
The adjective should start with the same letter as the participantsname.
Example: name: Abnet attribute: active; name Birrara attribute: bright; name:
Petra attribute: positive; name: Hana attribute: homesick
b) In the second run everybody chooses an adjective from the list provided by workshop
leaders. Again, the adjective should start with the same letter as their names do.
(If it is complicated for the students during the first run to think of attributes,
they could be provided with the list during the time instead.)
c) During the last (third) run the participant chooses an adjective that she/he considers
to best approximate best her/him as ateacher (or educator or instructor ...or pedagogue).
The adjective doesnt need to start with the same letter as the name does.
Each participant will write down his/her name on the half sheet of colored paper.
Then they add the adjectives describing their best teacher qualities. The sheets
will be displayed on the wall so that everybody can read them again.
Possible extension of activity No 1:
After the participants write down their teacher qualities they can add asmall picture that represents
their personalities. Then you can ask them to walk around the room and make pairs. Usually, the first
member guesses what is on his/her partnerspicture and its meaning is. Afterwards the author explains.
Then the roles reverse and the second member of the pair guesses about his/her partnerspicture.
Possible extension of activity No 2:
We have paired names and adjectives according to the first letter of both.
Ask participants: Have you any idea what else you could organize in asimilar way in school instructions?
Trainers ideas and suggestions:
We can ask students to name
1. Several towns with names that start with aselected letter. For example with letter A
(Awassa, Addis, Alaba, A, Athens, Asore....);
2. Several animals that start with the same letter (hen, horse, hyena...);
3. Towns in Africa with names starting with letter C..(Cairo, Cape Town, Cartoom etc. ...)
4. Three elements of the transition period with names starting from p
In order to make the students active we can ask them to do more. We can ask them to compare the items.
We can easily use Venn diagrams for comparison. The method is described on another handout.

References: Kolov, H., Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Professional features
educated

independent

Trustworthy

diligent

friendly

clever

Happy

wise

patient

fair

Fantastic

open-minded

active

dedicated

honest

sensitive

experienced

excellent

attentive

hard-working

responsible

knowledgeable

interesting

apartner

consistent

involved

cordial

curious

enthusiastic

great

aleader

inventive

punctual

motivated

brave

objective

adreamer

attractive

moral

relaxed

motivating

respectable

helping

romantic

Kind

engaged

areader

devoted

beloved

smiling

thoughtful

passionate

optimistic

gifted

effective

literate

spontaneous

self-confident

persistent

bright

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Brainstorming rules for the procedure

Brainstorming enables us to come up with as many ideas about atopic as possible.
Tobenefit from the method it is necessary to follow rules as described here.
1. Select atopic formulate aproblem to be solved identify an idea that should be under consideration.
(With students the topic relates to the content you would like to cover with them during the lesson.)
2. Assign (or negotiate) atime portion that should be devoted to the brainstorming
activity. Usually 5 for individual brainstorming, 10or 15 for group brainstorming.
Your students have to brainstorm during the whole time.
3. Remember: each idea that comes up during the brainstorming activity is valuable. Accept them all
dont control your childrensflow of ideas and dont refuse any idea too soon. Possible loss of ideas is abigger
risk than the possibility that some ideas are invalid or incorrect. The time for selecting ideas will come later.
4. Dont worry about formal mistakes (spelling, mechanics, handwriting,
etc.). These also can be corrected during follow-up work.
Form of brainstorming
You usually want to keep arecord of ideas that come out during the process. So the written form of brainstorming
is quite often the most useful one. With very young children they can use pictures or can dictate their ideas
to you. You should write them visibly so that the children can see that you have accepted every single idea.
! Important notes!
Brainstorming is not asuitable method for revision!!! If you want to revise your
students knowledge from previous lesson(s) choose another way of doing it.
For brainstorming try to find aquestion that may bring a broad scale of answers.
You should ask about the part of the lesson that is new for students.
What doesnt work?
Deciding to use the lesson topic as abrainstorming question will not work. You must be more specific
and you should be able to formulate aquestion about what will be new for the students within the lesson.
For example, if you want to teach about dogs and you know that your fifth graders know about dogs quite
well it makes no sense to ask them What do you know or think you know about dogs? or What are dogs?
In case you want to extend your students vocabulary, you can ask them What in your opinion is
the most interesting thing about dogs? or What would the world look like without dogs?
If you want to teach the students new information about dogs ask them about their existing
knowledge or experience (= focus your question on agoal of the lesson). E.g. if you want to teach
about how dog serves man you can ask them again What would the world look like without
dogs? or Think about adog you know. How does it help the family it lives with?

JUST USE YOUR IMAGINATION AND CREATIVITY!

DONT USE OLD SOLUTIONS! SEEK NEW WAYS OF THINKING AND TEACHING!

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Brainstorming analyses of the method

Advantages of the method
A. Initiates the individual thinking of each student. If the student is asked to brainstorm
individually she/he must switch on her/his own brain. If the next step is pair brainstorming and the
students know this, they will make an effort to work because they want to contribute their ideas.
B. Gives students freedom to think. Everybody knows that it is impossible to make amistake because
each idea is valuable and nothing is assessed yet. So even students who are usually afraid to contribute
will work and think because they feel they are in asafe social and learning environment. This is true
only if the teacher actually provides asafe climate and follows the rules of brainstorming.
C. Brainstorming has the power to evoke and provoke deep ideas in students. Such ideas can occur
if the teacher provides enough time for brainstorming (at least 5 minutes individually, 10 minutes
in pairs) and if the students use all prescribed time for their thinking and brainstorming.
D. Evokes students own experience. In case you assign really unknown (not yet taught) topics the
students should seek information and ideas in their own experiences, non-school readings and non-school
experiences. In this way you can connect the out-of-school life of your students with the school work.
E. Helps the students realize what they already know about the topic and what questions they have.
It is important that it is the student himself/herself who is aware of his/her ideas about the topic.
F. Helps the students make cognitive structures of their own. They set the order of their ideas in their
minds. It is extremely important because students can understand anew knowledge or experience only
if they are able to put it into its place in the cognitive structure = to connect new information with
the information already existing as apart of our cognitive structure is the process of learning.
The structure should always be evoked and rebuilt when the students are supposed to learn something
new. (Because their cognitive structures can change every day due to any new experience they gain.)
G. MOTIVATES students for teaching and thinking! How? During the process the students discover what
they already know and dont know (= which is perfectly okay because nobody knows everything!). During the
parallel process of building the cognitive structure they become curious and eager to find out if their ideas
and predictions were right, and answers for their questions (= that is why the questions are so important).

IN PAIRS
A. Helps shy students to overcome their shyness and timidity. How? They have something to
contribute because everybody is supposed to brainstorm individually at first. The method forbids
criticism of ideas = each idea is valuable. (It does not mean that Icannot doubt or ask question about the
idea but Icannot refuse it completely. The only thing Ican do is to change my doubts into questions.)
It prepares asafe social environment so nobody can laugh at the student nor can any student look
ridiculous. If astudent shares in the pair and his/her partner accepts the shy studentsidea, this shy
student is encouraged to contribute this idea to the bigger group and later even to the whole class.
B. Develops communication skills in each student. How? The students should express their
ideas in an understandable and recognizable manner. They should persuade their partners
about their ideas. They should form more arguments to support their ideas. They do not
repeat memorized sentences but must use the language for expressing themselves.
C. Develops listening skills.
D. Develops respect. How? The students should accept ideas of their partners, they are
not allowed to criticize their classmates ideas, they should think independently about the
ideas of others, they can accept interesting ideas from their partners and so on.

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IN GROUPS
Usually, in groups the students broaden their cognitive structures of aparticular
topic by adding new information that is brought up by their colleagues.
They prepare their common group brainstorming.
The task may be advanced by asking the students to organize the information as well as their
questions according to their opinions by, for example, using the mind map or another method.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Making rules and procedures

Children derive atrue sense of responsibility and ownership from participating in the process of rule making.
To involve the children:
1. Gather children in acircle in the class meeting area.
2. Begin adiscussion about the purpose of rules and procedures. It is important that children understand
that rules and procedures like laws are designed to keep people safe, to protect individual rights
and freedom, and to provide guidelines for appropriate behavior. Children need to know that the
rules tell members of acommunity what they should do rather than what they should not do.
3. Offer some examples of positive and concise rule such as: Put things back
where they belong; Listen attentively; Show respect for all.
4. Elicit ideas from children.
5. Allow the class to decide which rules and procedures they will adapt.
6. Think with the students about the extent to which the rules should be detailed. Dont forget to explain to your
students, that once arule is followed there is no need to keep it on the list anymore. The rules are flexible.
Accepting anew rule or eliminating amastered one must be negotiated and agreed to by all students.
7. Write the rules on abig sheet of paper and post them in the class meeting area for easy reference.
After the rules for the class are created and posted, the teacher will notice when children follow the rules and
make comments to encourage other children to model appropriate behavior. If the teacher can see that aparticular
child listens attentively, the teacher should comment on the behavior: Inotice that you were really looking
at Tensaye when he shared his story. Your eyes were on him and you were showing him respect. Or: Maria,
Inoticed that you had cleaned the paint brushes and put them away. That shows that you respect our materials.

References: Walsh, K. B. Creating Child Centered Classroom, Step by Step. 1997.

Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Clustering mind mapping

Clustering is ateaching strategy which encourages students to think independently and openly
about atopic. It entails only enough structure to stimulate thinking about the connections between
ideas. It is anonlinear form of thinking more closely associated with how our minds work.
Clustering can be used in both the evocation stage and the reflection stage. It can be used
to stimulate thinking before atopic is more thoroughly studied, as away of building new
associations, or as away of graphically representing new understandings (reflection).
It is awriting activity that can serve as apowerful tool for introducing awriting process, especially
to reluctant writers. Mostly it is astrategy for gaining access to onesown knowledge, understanding,
or beliefs about atopic. Because it is awriting activity, it also serves to inform the writer of knowledge
and connections the writer may not have been aware of holding at aconscious level.
To introduce clustering it is important to do several easy steps:
1. Describe the activity to students in advance and present the steps for clustering.
2. Pick atopic of interest for students and model the process as agroup process. The teacher can
stay by ablackboard and write the students suggestions about what to incorporate into acluster.
Never say to the children that their ideas are incorrect accept each suggestion seriously. If as
ateacher you know the suggestion is wrong or mistaken, use questions or prompts that can help
the student come to an acceptable conclusion. Teach all the students to accept each idea of their
classmates with respect! You can do this simply by modelling the respectful approach!
3. If necessary, repeat the procedure but be sure the students are the sources of ideas, not you.
4. Pick together with the children atopic of interest to the group (class) or more topics according
to childrenschoice and allow time for individuals to do acluster on the topic chosen.
5. Allow time for four or five students to share their clusters with the group (class).
6. Repeat the procedure frequently so that students become familiar with it. Be sure that
the topics you suggest for clustering are really interesting for the students.
There are just afew basic rules to follow when using clustering:
1. Write everything that comes to your mind. Make no judgments about the thoughts, just write them down.
2. Do not be concerned about spelling or other writing constraints.
3. Do not stop writing until enough time has elapsed to get all ideas out. If ideas stop
flowing for sametime, then doodle on the paper until new ideas come.
4. Let as many connections build as possible. Do not restrict the amount of ideas or the flow and connections.
5. When introducing cluster, select atopic that the entire group can relate to. For demonstration
purposes it can be atopic such as the town, family, pasturing, or something generic.

References:
Temple, Ch., Steele, J. L., Meredith, K. S. Guidebook Reading and Writing for Critical Thinking Project. 1997.
Tirney, R. J., Readence, J. E., Dishner, E. K. Reading strategies and practices. 1985.
Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Model lesson work with an educational text

evocation of current
knowledge of every
single student

pair brainstorming

In pairs compare your lists,

discuss them and add from your
partnerslist what you find
to be interesting. Make notes
about unclear or uncertain
ideas ask questions.

to listen to each other

to come out with
their own ideas
to explain their ideas
in their own words
to ask for explanation
if necessary
to recognize differences
between ideas
to accept ideas of
their partners
to persuade their partners
to insist on their
own ideas if they are
sure about them

pre-concepts are
compared, new
information
confirms or opposes
the original ones
curiosity is
piqued (first condition
for inner motivation)

In groups of 4 compare your

lists, discuss them and add
from your partners list
what you feel is important.
Make notes about unclear or
uncertain ideas ask questions.

to find common features

and different features

gathering more
information, exposure
to new ideas
and information
from other people
structuring the
current knowledge
answering and
posing new questions
that serve as an
inner motivation

Are you sure about the

information you have gathered?
What categories did
you identify?

to contribute to the
whole group discussion
to follow the whole
group discussion
to follow different
discussion rules

similar to the small

group discussion

individual brainstorming

to evoke and formulate

what they already
have in their mind
to develop their skills
with brainstorming

group brainstorming

assignment for students

learning process
concerning mainly
the content

whole class
discussion

step

skills that are

practised

Write individually what you

know or think you know
about climate change.
When do you say the
climate is changed?
How do you know that
the climate in your
surroundings has changed?
What do you think are
the causes of the changes
of the climate?

Notes for
consideration
IT IS NOT
AMETHOD OF
REPETITION
or REVISION
the teacher
doesnt
ask about
information
that was
taught during
previous lessons

* students follow the rules

for brainstorming

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42

* students follow the rules

for mind-mapping

the shy
students are
encouraged
due to the
pair work

1.
learning process
concerning mainly
the content

Notes for
consideration

to concentrate on the text

to evaluate information
within the text just
during the first encounter
with the text

new information
from an external source
(the teacher decides
about the material)
the student seeks the
information that can
confirm their previous
knowledge or answer
their previous questions
new information is
compared to previous
information

ateacher
can adapt
the material
taught to the
current needs
and capabilities
of his/her
students; the
instructions
can be
individualized

Make pairs. Return to the text

from the beginning. Whenever
you made anote of information,
compare it with your partner:
Did he/she make anote as well?
Did he/she make the same note
or different one? What are
your/your partnersreasons?

to explain their own

understanding
to respect the fact
that others understand
the same information
in adifferent way

repetition of
the information =
students work with
the information so
that the knowledge
can be lasting
new understanding
of some information
addition of
information that could
have been missed before

Can we give to each other

examples for each kind
of notes? (+, , , ?)

to speak to the whole class

to follow the
teachersmodel (accepting
each approach)
to insist on their
own ideas

similar to the pair work

making the table

Individually, prepare
the table for INSERT.

to choose from the

whole text and decide
independently about
information
to formulate it in
students own words
to formulate questions
for further investigation
to bear, tolerate and
later enjoy the fact that
learning finishes with new
questions, not with answers
to formulate new goals
for follow-up learning

re-formulating the
ideas in onesown
words involves
developing and showing
understanding
final connection
of new and known
information
formulation of new
concept, new structure
of the topic in the
mind of each student

sharing the INSERT table

week

Read closely an example

of the first column //
second // third // fourth

to speak to the whole class

to present onesown ideas
to the broader audience
to listen carefully to
the ideas of others
to compare onesown
ideas with ideas of others
to respect the
ideas of others

repetition of
some of the most
important ideas
possible changes in
the newly built concept
fostering of the
new concept
realization of the
additional ways
of learning

sharing in the
whole class

sharing in pairs

reading of the text

and noting system

step

assignment for students

Read the text individually.
Make notes according to
the INSERT instruction.
* students follow the rules
of the INSERT strategy

* students follow the rules

of the INSERT table

skills that are

practised

THIS is not
aTEACHERS
SUMMARY,
this is
asummary
made by every
trainee in his
own words

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Is Climate Change natural? (Text for Model Lesson)

The climate of the Earth is always changing. In the past it has altered as aresult of natural causes.
Nowadays, however, the term climate change is generally used when referring to changes in our
climate which have been identified since the early part of the 1900s. The changes weve seen
over recent years and those which are predicted over the next 80 years are thought to be mainly
as aresult of human behavior rather than due to natural changes in the atmosphere.
The greenhouse effect is very important when we talk about climate change as it relates to the gases
which keep the Earth warm. The extra greenhouse gases which humans have released are thought
to pose the strongest threat. The term Greenhouse Effect is commonly used to describe the increase
in the Earthsaverage temperature that has been recorded over the past 100 years. However, without
the natural greenhouse effect, life on Earth would be very different to what is seen today.
The Earth receives its life sustaining warmth from the Sun. On its way to the Earthssurface most of
the heat energy passes through the Earthsatmosphere, while asmaller proportion is reflected back into
space. The energy warms the Earthssurface, and as the temperature increases, the Earth radiates heat
energy back into the atmosphere. As this energy has adifferent wavelength to that coming from the
sun, some is absorbed by gases in the atmosphere. There are four main naturally occurring gases that are
responsible for the Greenhouse Effect: water vapor, carbon dioxide, methane and nitrous oxide.
As aresult, the Earthsaverage surface temperature is kept at about 15C by the blanket of atmosphere
that surrounds it. Without this, the temperature would be about minus 18C too cold for life.
The gases keep the Earth warm in asimilar way as agreenhouse keeps plants warm.
Although most of the greenhouse gases occur naturally in the atmosphere, some are man-made. Since the
industrial revolution, human activities have also resulted in an increase in natural greenhouse gases,
especially carbon dioxide. An increase in these gases in the atmosphere enhances the atmospheresability
to trap heat, which leads to an increase in the average surface temperature of the Earth.
The Intergovernmental Panel on Climate Change states that climate change is unequivocal and
may bring abrupt and irreversible impacts. Such impacts could include the fast melting of glaciers,
rise of the sea levels and species extinctions. This fact is likely to bring major changes to coastlines and
flood prone areas, with agreat effect in river deltas and low-lying islands. Other potential consequences
include scarcer fresh water supplies in some areas, likely further endangerment of food security in
Africa, reduction of yields from rain-fed agriculture, and wide-spread impact on coral reefs.
The list of things we need to think about which will be affected by climate change is endless. We
will need to change the way we live in order to cope with changes to our climate. The regular use of
renewable energy is becoming increasingly popular; the possibilities for alternative energy sources,
including solar power, wind power, geothermal, water power and even nuclear energy.

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I.N.S.E.R.T.
Interactive Noting System for Effective Reading and Thinking
Instructions for individual work with INSERT:
Read the given article and as you read through the FIRST TIME, make the following marks as appropriate.
The marks are:

Put acheck in the margin of the text if something you read confirms what you knew or thought you knew

Put aminus in the margin of the text if some information you are reading contradicts
or is different from what you already knew or thought you knew
+
Put aplus in the margin of the text if apiece of information you encounter is new information for you.
?
Put aquestion mark in the margin of the text if there is information that is confusing
to you or there is something you would like to know more about.
Thus as you read you will be placing four different marks in the margin based on your own knowledge and
understanding. You will be marking in the margins using a, , + , ? as appropriate to your own knowledge base.
It is not necessary to mark each line or each idea presented but to make your mark reflective of your relation to
the information in general. You may end up with one or two markings per paragraph or slightly more or less.
After students read and mark individually, ask them to share their choices and decisions about the
marks in pairs. They should start at the beginning of the text comparing the information they marked
individually. They should explain to each other their reason for the choice of mark. Please, as ateacher
dont forget to emphasize that every choice is good and that it is natural if the students have marked
the same information in different ways or if they have marked different information entirely.
After sharing in pairs it is usually helpful to share some examples of each mark with the whole
class. Ask students to give examples (lets say 3 examples for each mark). You can also ask if somebody
has chosen adifferent mark for the same information that was given in the example.
You can work with the ideas and especially the questions of the students according to the situation.

Specific information:
Climate change is caused by different factors which can be natural as well as human factors
Non-specific information:
Climate change is caused by many factors
Examples of students work can be read e.g. three students can give examples for each
column. In this way they compare different ideas and different solutions.

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Table of INSERT
Finally, at the reflection stage of the learning process, let the students make an
individual chart of the marking to categorize information. Example follows:

write down at least

3 specific pieces of
information that are
already known

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46

write down at least one

piece of information
that differs

write down at least

3 specific pieces of
new information

write down at least one

question formulated
as aquestion

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F ramework for thinking and learning

according to socio-pedagogical constructivism
Educators have long debated the importance of learning factual knowledge versus
learning practical life-skills such as communication, co-operation, independent thinking
and other skills (or, in other words, practical and conceptual knowledge).
1. Those who suggest that factual knowledge is the most important typically believe acertain set of facts exists,
which, when learned adequately, prepare students to become fully functioning participants in the social order.
2. Those who suggest that conceptual skills and practical experience are most critical propose that
knowledge itself is not enough. Rather, they propose that knowledge is only of value when it is useful and it is only
useful when it is understood in conceptual terms and can be practically, creatively and critically applied.
No one doubts that factual knowledge is important. There is agreat deal people must know to successfully
negotiate daily commerce. However, the idea that aset of knowledge exists that will prepare students for their
future becomes less and less supportable the more rapidly societies change. The difficulty of describing such
acollection of wisdom is seen when one realizes that the knowledge we have today will constitute only asmall
fraction (1015%) of the knowledge available in 25 years. Further, the rapidly expanding knowledge base will be
increasingly available to everyone. With electronic communication extending into almost all cultures around the
world, schools and homes are becoming informational centers with access to information from around the world.
What will be required of students to be successful in the changing world is the ability to sift
through information and make decisions about what is and is not important. They will have
to be able to understand how various pieces of information fit together or can fit together. They will
need to be able to give context to new ideas and knowledge, to assign meaning to new encounters,
and to reject information that is irrelevant or invalid. Students will need to make the part of the
information universe they enounter meaningful in critical, creative, and productive ways.
To manage information well, students will have to be adept at applying aset of
practical thinking skills that enable them to sort information efficiently into
meaningful ideas, which can then be transformed into practical behavior.
Generally the framework has the following general principles about knowledge,
teaching and learning based on the constructivistspoint of view:
Learning is an active process
Each student is unique
Students background knowledge is abase for their learning
Learning is both social and individual
During the last hundred years psychological and pedagogical research has been investigating the nature of
human learning. The purpose of the research has been to discover processes of natural learning so that they
could be applied in situations of directed learning in such situations that occur during school education. If
ateacher becomes aware of these processes she can arrange the learning of her students in amore effective way.
Because the processes of learning are complicated, educators have been trying to specify amodel that could
describe learning in several steps that can be followed by teachers when planning and realizing instruction.
Several models have been invented. One of the easiest and at the same time most
effective is called the framework for thinking and learning.
This model describes learning in three interconnected stages: evocation, realization of
meaning and reflection. While following this model the teacher is able to prepare learning
opportunities during which students will gain knowledge as well as practice life-skills.

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1. Evocation stage of learning process

In this first stage several important cognitive activities are accomplished. First, the learners are actively
engaged in recalling what they know about the topic. This forces the learners to examine their own knowledge
and begin thinking about the topic they will soon be exploring in detail. The importance of this initial
engagement will become clearer as the remaining two stages are described. However, of primary importance
is that through this initial activity the learners establish abaseline of personal knowledge to which new
knowledge can be added. This is critical as all lasting knowledge is understood within its context, whereas
information that learners are unable to connect to known knowledge is information that may soon be lost.
The learning process connects the new with the known. Learners build new understanding from the
foundation of previous knowledge and beliefs. Thus, by assisting students with the reconstruction of
previous knowledge and beliefs, the broadest foundation can be established which enables long-term
understanding of new information. It also serves to illuminate misunderstandings, confusion, and errors in
knowledge that otherwise wouldnt surface without active examination of held knowledge and beliefs.
The second purpose of the evocation phase is to activate the learner. Learning is an active rather
than passive activity. Too often students are seated passively in classrooms listening to their
teachers do all the thinking while they sit mindlessly taking notes or daydreaming.
For meaningful, lasting, critical understanding to occur, students must be actively engaged in the learning process.
Active engagement means that students must become aware of their own thinking using their own language. They
then must express their knowledge and understanding through either active thinking, writing, or speaking. In
this way personal knowledge is at an awareness level and the students schema or previously established construct
for thinking about atopic or idea is elicited. By eliciting this construct or schema the student is better able to
connect the new information with the known because the context for understanding has been made self-evident.
Because lasting understanding is the process of linking new information with the previous schemata, the
third purpose of the evocation stage is critical. Through this stage interest and purpose in exploration
of the topic is established. Interest and purpose are essential to sustain the learners active engagement.
Purposeful learning is more effective than non-purposeful learning. However, there are two types of purposes:
teacher or text-driven purpose versus self-directed purpose. Self-directed purposes are more powerful than
those imposed from external sources and onesinterest often determines onespurpose. Without sustained
interest the motivation to reconstruct the schemata or to accommodate new information is diminished.
Within the class differences among students knowledge and ideas can lead to personal questions which
can be apowerful motivation for studying (reading, listening, observing.) with understanding.

2. Realization of meaning stage of learning process

The first essential task for this second stage is to sustain engagement and to maintain the interest and
momentum established during the evocation phase. The second essential task is to support learners
efforts to monitor their own comprehension. Effective learners and efficient readers monitor their
own understanding as new information is encountered. When reading, good readers will reread if
necessary. Listeners, when listening to apresentation, will ask questions or make anote of confusion
or misunderstandings for later clarification. Passive learners simply pass over these lapses in
understanding, unaware of the confusion, misunderstanding or outright omissions of information.
Additionally, when students are monitoring their own comprehension they are engaged in applying the
information to their established schemata. They are purposively connecting the new with the known.
Students are building bridges between known and new knowledge to establish new understanding.
During this stage new material usually chosen and provided by the teacher is introduced
to the students according to their current needs and possibilities.

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3. Reflection stage of learning process

There are several essential accomplishments targeted for the reflection stage. Foremost, students are
expected to begin expressing in their own words the ideas and information encountered. This is necessary
for new schemata to be constructed. Long term learning and in-depth understanding is personal. Learners
remember best what they understand in their own context, in their own words. Understanding is lasting
when information is placed within ameaningful contextual framework (Pearson & Fielding, 1991). By actively
formulating understanding into familiar, personal vocabulary, apersonal, meaningful context is created.
The second goal of this phase is generating arobust exchange of ideas between students thereby
expanding their expressive vocabulary as well as exposing them to varying schemata to consider as
they build their own. By engaging in discussion during the reflection phase students are exposed to
avariety of constructs for consideration. This is atime of change and re-conceptualization in the
learning process. Exposure to multiple ways of integrating new information at this time leads to
amore flexible construct, which can be more practically and purposefully applied in the future.

References: Steele, J. L., Meredith K. S., Temple, Ch. Aframework for critical thinking across the curriculum. 1998.

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Socio-pedagogical constructivism
Is atheory of how human beings learn how they build their knowledge and especially
how they build their understanding of the world, both external and internal.
What is learning?
Learning is aprocess of connecting old with new in our minds in ameaningful way. Learning is not
the memorization of uncomprehended facts. Rather, it is the building of cognitive structures in which
each fact, each piece of knowledge, each experience has its own place and is interconnected with the
rest of the structure. If this occurs, learners are more likely to understand the content and also to use
the learnt knowledge in their everyday lives. Also, the information is remembered better if it is gained
through an active learning process that enables the learners to build their own knowledge structures
The learning process is described in three phases that should help the teachers plan both their
teaching and the students learning and understanding in the most effective way. Remember
please that it is only amodel and amodel never describes real life in its richness and in all possible
variations. The framework (model) should just serve as atool for better organizing the teaching/
learning process and is the sequence of the steps that are done during the period of learning.
1. Evocation of the pre-concepts (= current concepts of the topic) and anticipation of the content of the topic.
Methods:

2. Realization of meaning (of information) making connection between new

ideas and the previous ideas and concepts. New ideas usually come from an external
source selected by the teacher. It can be alecture, text, experiment, etc.
Methods:

3. Reflection (individual) summary of new concept. The learner should be given the
opportunity to summarize the new concept of the topic that he/she has learnt.
Methods:

Socio-cognitive conflict = natural confrontation of ideas or pre-concepts that

occurs during co-operation of students and leads to learning.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Model lesson on reading Special Praise by Jaroslav Culek

1. Pre-reading activity (evocation): Think about the days when you were young children and school students. Do
you remember how your journey to school was in those days? Was your school situated far away? Was the journey
complicated? Why? Did you travel with your classmates? Did you play games or investigate something during the
journey? Do you remember astory that you experienced on your way to or from school? What is the story about?
The participants write their memories on paper.
Reading in pairs. Two or three examples for the whole group.
Variation: participants can draw apicture about the journey. It is necessary that they have colorful pencils.
After the pictures are finished they may be arranged into agallery. Participants may discuss the pictures.
2. Reading first four paragraphs.
(Realization of meaning)
Discussion about the environment described in the text. Ask participants to concentrate on their images
about the place, about the weather, about their feelings and sensual perception they could experience:
What could you see? Describe the countryside what does it look like? What colors do you see?
What could you hear? What sounds, voices?
What could you smell?
What could you feel on your hands, cheeks?
3. Second pre-reading activity
(Reflection + Evocation)
Ask participants: Try to predict how the story will continue.
Participants can discuss it in groups and tell the whole group their predictions.
4. In groups, provide the participants with the last six paragraphs cut off on separate pieces of paper.
The task for the participants is to arrange the paragraphs in alogical sequence and glue them to the paper.

(Realization of meaning)
5. Finally, encourage discussion about the pieces of the text that the participants put together. Ask such
questions as: How did you put it together? Is there only one possibility of how to put the pieces together?

(Reflection)

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Special Praise (Text for Model Lesson)

Jaroslav Culek
Iwas born in the little village of B., far off the beaten track. As achild Iwent to the primary school in this village
but once Iwas twelve Ihad to transfer to the council school in the pretty but very distant market town of L.
At that time, there was no bus service to my village, so we as little school children, had to use bikes, if
we had any, or, as was more often the case, we went on foot. It was nine kilometers to school early in
the morning and another nine kilometers back home in the late afternoon. But we did not complain.
The journey home in particular was full of adventure. Of course, we did not take the most direct
route, but roamed through the nearby forest picking mushrooms and strawberries, trout-fishing in
the clear torrents flowing down from the highlands, or bathing in the pond by alarge sawmill.
In winter the situation was different. The countryside, including all roads, was generally covered
with adeep layer of snow. What little traffic there was, stopped, and it was rare to see aliving
being outdoors. But we did not care. Each of us had apair of skis and the journey to school was
transformed very often into aski race. It was agreat honor to be the first one at the school gates.
One Sunday in January, snow fell all day and night and cold wind molded it into huge snowdrifts. The next
morning the snow was so deep that it was nearly impossible to open our front door, and it was still snowing.
My schoolmates refused to set out in such foul weather. As for myself, once up and ready, Idecided at six
to set out. Isoon realized, however, that the journey would be quite different from usual. It was necessary
to ascend and descend high heaps of snow, to fight the sharp wind and take care not to lose my way.
At nine oclock, an hour after the regular start of classes, soaked through, half feverish with aburning
face, sweating and steaming, Ieventually opened the door of my classroom. Only the headmaster and
five or six pupils who lived in the immediate neighborhood of the school were there. Theheadmaster
looked at me, shook his head and shouted: Have you gone mad? Do you know what you are?
Astupid idiot or something even worse. Ihave half amind to send you back home, you fool.
Imust say, Idid not expect any reward or praise for my sporting performance, but this greeting
brought tears to my eyes. Seeing my desperate appearance, he added in amore conciliatory way:
Go to the stove and at least get dry. After an hour or two, as the schoolwork was of
little use anyhow, the headmaster cancelled classes and sent all pupils home.
Many years later, when we had areunion with our former teachers, this old headmaster came up to me and said:
Whenever Isee you Ialways remember your horrible winter journey to school.
But dont tell me you were so eager to get to lessons that day.
Youre right, Ireplied. It was abet with my mates who didnt think it was possible
to get through. Nowadays Imust admit, it was abit hazardous.

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Assessment
Assessment is the gathering of information about progress and/or challenges of aprogram, teaching, learning
or other activities. Assessment is about several things at once. It could be about students achievements or
challenges they encounter; it can show how clearly the goals of our curricula are achieved and what mechanism
should be taken to overcome the challenges. It is about measuring student learning; it is about diagnosing
misunderstandings in order to help students to learn more effectively. Assessment is central to the learning
process and is acrucial aspect of teaching. It is the most significant factor that influences student learning.
Why do we assess?
Most fundamentally, the purpose of assessment is to support and improve student learning. We
assess to see progress and any challenges and the assessment can be done before, during, or after
we present alesson to see their prior knowledge, the involvement of learners during the lesson
presentation, and their comprehension of the given lesson after the lesson presentation.
We assess our students for different purposes. Some of the main reasons are for:
Diagnosis to establish entry behavior and to diagnose learning needs and difficulties.
Feedback to give feedback on students progress, to show their strengths and areas
of development, to reinforce learning and motivate students we can also give feedback
to teachers about their success and areas of improvement so they can either continue
with the effective methods or design another way of presenting the lesson.
Standards to maintain standards, to certify achievement, to facilitate
progress, to predict future performance or selections, etc.
To make our judgment fair it is through assessment that we can get detailed and fair information about our
students by observing different students engagement in practical, oral, written and other social interactions.
Types of assessments
There are two types of assessment namely formative and summative assessment.
Formative assessment (continuous formative assessment): is akind of assessment that takes place while the
program or teaching-learning process is taking place and is aimed at improving the process or the teachinglearning process. Such assessment is meant to be integrated with teaching in order to improve learning and to
help shape and direct the teaching-learning process. The assessment is continuous because it occurs at various
times as part of instruction; it may occur following alesson, atopic or atheme. We undertake continuous
assessment to get regular information about learning, teaching and achievement of objectives and competencies.
Summative assessment is assessment made at the end of the program or school year based on the cumulating
of the progress and achievements of the learner throughout the program or the school year. Summative
assessment is helpful to judge about the overall progress or success of the program or learning.
How do we assess?
We may assess formally or informally to see the level of progress or the
presence of the problem through the following ways:
Informal assessment is not necessarily planned and can be done spontaneously whenever
we notice changes in students learning capacity or if we observe learner confusion. It can be
accomplished through avariety of techniques like questioning, observing alearnerswork, reviewing
alearnershomework, talking to alearner and listening to alearner during recitation.
Formal assessment is planned and is closely matched to the basic competencies in the syllabus. Formal
assessment may include avariety of techniques such as short tests, quizzes, oral examinations, performance
assessment tasks, examinations, projects and portfolios. Formal assessment is usually graded and recorded.

References:
Beso II. AConcise Manual for Developing and Implementing CA in Teacher
Education Institutions and Primary Schools of Ethiopia. 2005.
Towards Improving Continuous Assessment in Schools. APolicy and Information Guide. 1999.

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ReQuest Procedure
When students need support in reading text for information, one way to provide that support is to use the ReQuest
Procedure (Manzo, 1969). ReQuest stands for reciprocal questioning and it is designed to encourage students to:
formulate their own questions about the material they are reading
develop questioning behavior
adopt an active attitude to reading
improve their independent reading comprehension skills
In this procedure, two students (A and B) read through a text, stop after each paragraph or part. The students decide
on the passage to be read, it is up to them how long each part is. After reading the first part (silently) the students
close their books. Student A explains (without looking into the text) the main ideas and student B asks a question
that probes beneath the surface. They note the question on a sheet of paper, but neednt answer it. Then they both
read the next paragraph (part) and the roles are reversed. Now student B clarifies the content of the paragraph and
student A asks a question. The question is written down again. When they are finished, they read the next paragraph,
and so on. Finally the pairs share the questions with the whole class and discuss the questions with the teacher.
It helps a great deal if the teacher serves as a partner when the technique is first introduced.
For example if students divide a text into 4 parts, they exchange their roles in this way:
Parts of a text

Student A

Student B

Part 1

explains main ideas

asks a question

Part 2

asks a question

explains main ideas

Part 3

explains main ideas

asks a question

Part 4

asks a question

explains main ideas

References:
Manzo, A. V. The ReQuest procedure. Journal of Reading, 12, 1969.
Temple, Ch., Steele, L. J., Meredith, K. S. Reading and writing and discussion in every
discipline. Prepared for Reading and Writing for Critical Thinking Project. 1998.
Skalick, P. People in Need Training of Modern Teaching Methods. 2005.

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Portfolio
A portfolio is a purposeful collection of student work that exhibits the students efforts, progress, and
achievements in one or more areas of the curriculum throughout a particular period of time.
Types of Portfolios
Portfolios have broad potential and can be useful for the assessments of students performance
for a variety of purposes in core curriculum areas. The contents and the criteria used to assess
the portfolios must be designed to serve selected purposes. There are different types of portfolios.
Showcase portfolios exhibit the best of student performance, while working portfolios may
contain drafts that students and teachers use to reflect on process. Progress portfolios contain
multiple examples of the same type of work done over time and are used to assess progress.
Phases of portfolio development
Portfolio development needs to be systematically conducted following a series of procedures or
phases. Portfolio development considers issues such as: what to collect, how to organize the
collected items, how the organized whole can be presented, how to assess, who decides what
to collect, etc. The following are three important phases as to how to organize a portfolio.
Phase One: Organization and Planning
Identifying a vision that will guide the portfolio
development. This initial phase of portfolio development entails decision-making on the part of
students and teachers. By exploring essential questions at the beginning of the process, students
can fully understand the purpose of the portfolio and its status as a means of monitoring and
evaluating their own progress. Key questions for the teacher and the student must include:
How do I select items, materials, etc. to reflect what I am learning in this class?
How do I organize and present the items, materials, etc. that I have collected?
How will the portfolios be maintained and stored?
The decision of what to include is primarily left to the students developing the portfolio
while the teacher can simply guide and facilitate the development process.
Phase Two: Collection and Selection
This process involves the collection of meaningful artefacts and products reflecting students
educational experiences and goals. Decisions must be made at this phase about the context and
contents of the portfolio based on the intent and purposes identified for it. The selection and
collection of artefacts and products should be based on a variety of factors that can include:
A particular subject matter;
A learning process; or
Special projects, themes, and/or units.
All selections included in the collection should clearly reflect the criteria and standards identified for evaluation.
Phase Three: Reflection
Wherever possible, there should be evidence of students metacognitive reflections upon the learning
process and their monitoring of their evolving comprehension of key knowledge and skills. These
reflections can take the form of learning logs, reflective journals, and other forms of reflections on
their experiences, the thinking processes they have used, and the habits of mind they employed at given
points in time and across time periods. In addition, teacher and/or parent reflections upon the products,
processes, and thinking articulated in the portfolio should also be included wherever appropriate.
Portfolio assessment and development is a continuous process usually carried out over a long period of time.
Some phases identified and described above are therefore done by students simultaneously and repeatedly.
Especially the collection and reflection phases are be repeated with every individual artefact added to portfolio.

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Characteristics of good portfolio

Student active involvement: Students participate in selecting the contents of their portfolios. Clear
criteria for portfolio assessment must be set in advance in order to enable the students to select appropriate
materials for their portfolios. According to the age and experience of the students, the criteria can
be created either by the teacher only, or with smaller or bigger involvement of the students.
Process and result (product) oriented: Portfolios clearly reflect stated learner outcomes which are identified
in the curriculum that students are expected to study. Portfolios focus not only on students acquisition of key
knowledge, skills, and attitudes, but also on the process of learning itself. Portfolios give the student the chance
to document his/her progress step by step. Portfolio assessment is both continuous (formative) and summative.
Long term: Portfolios contain samples of work that stretch over an entire marking period, rather than
single points in time. It enables the teacher to follow the development of an individual student and at
the same time it enables the student to show and reflect on his/her learning and achievement. Progress
can be seen especially when the assessment of a students work is included in the portfolio.
Reflection: Active involvement of the student in selecting artefacts to be included in the portfolio is
crucial as a portfolio is a highly individual collection. An important part of a portfolio is also the evidence
of a students self-reflection. Hence it develops a students skill to reflect upon his/her own work, to
prioritize the successful artefacts and to think critically about his/her own learning progress. Portfolios
also contain items that represent a variety of different assessment tools various kinds of teacher
assessment, peer assessment, group assessment and in some cases even comments from parents.
Many sources: Portfolios contain a variety of work samples and evaluations. Materials collected in a portfolio
might be class work, homework, or any other type of material related to the topic (newspaper article,
drawing, essay, work from other subject area, etc.) and showing the students progress. It is entirely up to
the initiative and creativity of the student to decide which pieces of his/her work he/she includes.

References:
Hart, D. Authentic Assessment: A Handbook for Educators. Menlo Park, CA;
Addison-Wesley Pub. Co. Excerpted from Classroom Teachers Survival Guide. 1994.
Paul S. George. What Is Portfolio Assessment Really and How Can I Use It in My
Classroom? in Gainesville, FL. Teacher Education Resources. 1995.
Venn, J. J. Assessing students with special needs (2nd ed.). 2000.
Steele J. L., K. S. Meredith, & C. Temple. A Framework for Critical Thinking Across the
Curriculum (Prepared for Reading and Writing for Critical Thinking Project) 1998.

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Criteria and principles of portfolio assessment

Main principles of developing portfolio
Every participant is selecting him/herself the materials to collect in his/her portfolio.
Self-reflection of products/works included in the portfolio is important and necessary.
All feedbacks received during the training shall be included in portfolio in order to improve
the work of the trainee. Consequently the trainees need to demonstrate in their portfolio the
evidence of improvement based on feedback (e.g. revised work, critical self-assessment, etc.).
Criteria for portfolio assessment
In the portfolio will be collected different works of the trainee created throughout the training which
can serve as an evidence of acquisition of important knowledge and skills in the training.
The following are the criteria against which the portfolios will be assessed.
Tofulfill the requirements portfolio must include these materials:
1. At least two active methods from the training
Sample of work of the trainee on some active method produced in the training
Feedback from trainer/peers on this sample of work
Self-reflection by the trainee about this work.
2. At least two methods implemented by trainees in their respective schools
Example of implemented method used for teaching particular topic in the subject area of trainee
Feedback from trainers/peers based on presentation of the methods tried out in the schools
Self-reflection by trainee (evaluation of the implementation, how to deal with
strong and weak sides of the method, recommendation for future)
3. At least three lesson plans according to the E. R. R. model
Includes both the pre-practiced and the practiced lesson plans
Reflection gained from the teachers and the class needs to be included and reflection made on them
Include self-reflection about the lesson plans trainees need to show progress and
weaknesses they have witnessed in planning and implementing the lesson plans
4. Example of criteria for portfolio assessment developed for use in his/her classroom
Every trainee will create set of criteria for his/her students portfolio. These
criteria will be specific for particular grade and subject area.
5. Well organized collection of handouts and personal notes from MTM training
as valuable source of information for future practice of trainees.
Portfolio as information resource and reminder.

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Active learning
Active learning is an umbrella term that refers to several models of instruction that
centre the responsibility of learning on learners. This is the broadest and most inclusive
learning principle and it is crucial for all other key learning processes.
Active learning can be defined as an investment of a significant amount of mental energy and a high level of
psychological involvement in the learning process. Active learning is in short any learning activity students
engage in other than just listening passively to an instructors lecture (Faust & Paulson; 1998). It is often
the learner who decides their level of learning activity, through thoughtful consideration or note taking.
From the definition of active learning the following major points can be noted:
Students use their brains by studying ideas, solving problems, and applying what they learn in practice;
Active learners energetically strive to take a greater responsibility for their own learning. They integrate new
information, concepts, or skills into their own mental schema through rephrasing, rehearsing, and practice;
Students engage in the process of building their own mental models from the information they
are acquiring. They should constantly test the validity of the model being constructed;
Through active learning students become their own teachers;
Classroom strategies such as social interaction (students working together) and less
competition should get students more involved in the subject matter;
Teachers teach students how to function actively and how to get the task done within the context of the
subject, the course, the class. The learning responsibility is distributed among the students and the teacher;
Students are put into situations which compel them to read, speak,
listen, think critically, solve problems and write;
Students must engage in such higher-order thinking tasks as analysis, synthesis
and evaluation in contrast to simple absorption of new information.
Teachers become facilitators of learning, and students become active participants,
engaging in a dialog with their colleagues and with the instructor;
Knowledge is directly experienced, constructed, acted upon, tested, or revised by the learner.

Source: http:// schoolweb.missouri.edu/stoutland/elementary/active_learning.htm

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Critical thinking
Critical thinking means thinking in the pursuit of relevant and reliable knowledge about the world. Itis
reasonable, reflective, responsible, and skilful thinking that is focused on deciding what to believe or do.
A person who thinks critically can ask appropriate questions, gather relevant information, efficiently
and creatively sort through this information, reason logically from this information, and come to reliable
and trustworthy conclusions about the world that enable one to live and act successfully in it.
Critical thinking is the ability to think for ones self and reliably and responsibly make those decisions that
affect ones life. Critical thinking is also critical inquiry, so such critical thinkers investigate problems, ask
questions, propose new answers that challenge the status quo, discover new information that can be used
for good or ill, question authorities and traditional beliefs, challenge received dogmas and doctrines.
Raymond S. Nickerson (1987), an authority on critical thinking, characterizes agood
critical thinker in terms of knowledge, abilities, attitudes, and habitual ways of
behaving. Here are some of the characteristics of such a thinker:
Uses evidence skilfully and impartially
Considers a situation or a problem from different perspectives
Organizes thoughts and articulates them concisely and coherently
Distinguishes between logically valid and invalid inferences
Makes a sound judgment about problems and situations confidently and logically
Attempts to anticipate the probable consequences of alternative actions
Sees similarities and analogies that are not superficially apparent
Can learn independently and has an abiding interest in doing so
Applies problem-solving techniques in domains other than those in which learned
Developing Critical Thinking among Students
Children are not born with the power to think critically, nor do they develop this ability naturally
beyond survival-level thinking. Critical thinking is a learned ability that must be taught. There
are different ways that teachers can help their students develop critical thinking.
The most common way for teachers to help their students think critically is to modify their teaching and testing
or assessment methods slightly to enhance critical thinking among students. This requires teachers to think
beforehand about the type and nature of questions, activities, assignments, quizzes and exams they prepare so
that they can be geared towards the development of critical thinking among students. The intellectual skills
of critical thinking analysis, synthesis, reflection, etc. must be learned by actually performing them.
Critical Thinking Teaching Strategies and Classroom Techniques
There are different ways by which critical thinking can be developed among the students.
Theteacher needs to design different activities and incorporate it into their day to day teaching.
1. Questioning. A teacher who wants their students to develop critical thinking skills can make use
of carefully designed questions that can develop critical thinking. In this case questions which simply
ask factual information may not be suitable to develop students critical thinking skills. For example,
a question which simply asks students to name parts of plants may not be suitable for the purpose of
developing students critical thinking ability. However, it does not mean that such questions are not
valuable. Such questions may serve the purposes of checking whether students have grasped what has
been learnt. Questions, whether written or oral, which are primarily meant to develop students critical
thinking should require students to think deeply and see the problem from different perspectives.
A teacher employing lecture as a method, for example, can design questions that should be asked at different
parts of the lecture. You may of course directly teach critical thinking principles to your students during
lecture, but this is neither required nor advisable. Stay with your subject matter, but present this in such
away that students will be encouraged to think critically about it. This is accomplished during a lecture
by questioning the students in ways that require that they not only understand the material, but can
analyze it and apply it to new situations. Enhancement of critical thinking can be accomplished during
alecture by periodically stopping and asking students searching and thoughtful questions about the
material you have just presented, and then waiting an appropriate amount of time for them to respond.

page

59

1.
week

Critical thinking requires that teachers ask questions that require students to think through a cause and
effect or premise and conclusion type of argument. This obliges them to reason from data or information
they now possess through the lecture to reach new conclusions or understanding about the topic.
Thoughtful and searching questions, which are the characteristics of critical questions, often have
uncertain and ambiguous answers; this seems more practical in some areas of study such as literature
than in math and science, but the concept is the same. Rather than condition students to value only what
the instructor says, get them to think deeply about the topic and value what they think and feel. Teach
so that students think their ideas matter. Ask them to make connections and recognize patterns.
After lecturing but before the class ends, ask students to write one-minute papers on the most
significant thing they learned in class today and what single thing they still feel confused about.
2. Homework. Innumerable opportunities exist to promote critical thinking with homework assignments.
Both traditional reading homework and special written problem sets or questions can be used to
enhance critical thinking. Homework presents many opportunities to encourage critical thinking. For
example, in a reading assignment teachers can design the assignment in such a way that students get
some general questions they need to answer before they begin reading, and insist that they organize
their notes around these questions. Require that students transform the information and make it
their own by requiring them to paraphrase, summarize, or outline all reading assignments.
3. Quantitative Exercises. Problem solving is critical thinking; thus, courses such as mathematics, chemistry,
and physics that require the solution of various mathematical problems automatically teach critical thinking to
some extent just by following the traditional curriculum. When students are required to solve math problems,
they are practicing critical thinking, whether they know it or not. Mathematics, chemistry, and physics
problems belong, of course, to only a limited subset of critical thinking, but this subset is an important one.
4. Term Papers. The best way to teach critical thinking is to require students to write. Writing forces students
to organize their thoughts, contemplate their topic, evaluate their data in a logical fashion, and present
their conclusions in a persuasive manner. Good writing is the epitome of good critical thinking. Term papers
promote critical thinking among students by requiring that they acquire, synthesize, and logically analyze
information, and that they then present this information and their conclusions in written form. Term papers
are not traditionally required in math and science courses, although they could be and perhaps should be.
5. Exams. Exam questions can be devised which promote critical thinking rather than rote memorization.
This is true for both essay question exams and multiple-choice exams. Examinations should require students
to write or, at least, think. For written exams, short- and long-answer essay questions are the obvious
solution. For example, in biology, a teacher can typically use a few short-answer essay questions on each
exam that test the ability of students to analyze information and draw conclusions. This commonly-used
technique, by itself, helps to teach critical thinking. Some examples of these questions are as follows:
1. Using diagrams and/or descriptions, describe the process of a digestive system starting
from food taken in by the mouth until it is assimilated and excreted. In your description
include the role of the different organs involved throughout the process.
2. By taking one traditional cultural practice in your area, contrast the relative
advantages and disadvantages of the practice and explain your conclusions.
3. Taking into account the economic status of your parents, is it possible for you to
secure a balanced diet at your home? Justify your answers with reasons.

Reference:
Schafersman, S. D. An Introduction to Critical Thinking. 1991.
Steele J. L., K. S. Meredith, & C. Temple. A Framework for Critical Thinking Across the
Curriculum (Prepared for Reading and Writing for Critical Thinking Project). 1998.

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60

2.
week

2. 1.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
15

Game or song

15

Reminder of the work already done

Ask some questions related to the

work they have already done.
It is also possible to give them
some hints/clues so that they
can remember what they have
already done. One possibility is
to have in atable with headlines
on top of the columns such as
active methods, model lesson,
assessment, etc. where the
trainees come to the blackboard
and write what they remember.

80

Conference (sharing implemented plans) Three-Step-Interview

Explain the method for the participants. Make groups of 3
people: person Ainterviews person B, while person C records
key aspects of the response. Roles rotate after each question,
allowing all members the opportunity to be interviewed.

see handout

The questions to be given for each group will be:

1. B
 riefly describe your lesson and concentrate on the method(s)
you tried to apply as new method(s) of active learning. What
exactly did you tell your students to do while using the method?
2. At which phase of the lesson did you try to use this method?
3. W
 hat were your successes in implementing the active
learning method? Give examples of your success.
4. W
 hat were the challenges you faced in implementing the method?
5. W
 hat are you going to change next time
when using the method(s)?

In case some teachers did not

implement the methods, the
trainer can make groups of three,
making sure to assign at least one
trainee who has tried the methods
in each group. If no one has tried
to implement these methods for
different reasons, the trainer can
lead the participants to practice
the three step interview method
by formulating questions on
any issue. This would at least
help the trainees to understand
and practice the method.

The trainer then orally asks whether the trainees made use
of the feedback given by the participants (last Friday). The
trainer shall check the inclusion of feedback and give his own
final comment on the implemented plans. Finally the trainees
are told to write down their self-reflection (including their
reflections on the above 5 questions) on the methods they used.
The trainer can check this and give final feedback. All this
requires trainers to collect the implemented plans.

20

Break

20

Reflection on Three-Step-Interview
What is your impression of the method?
Do you think you can implement this method in
your teaching? If yes, how could you do that?
What challenges might you face if you use aThree-Step-Interview
in your class? How could you tackle these challenges?
Which phase of learning (E-RM-R) do you think would
be appropriate for this active learning method?

12.00

Lunch break

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62

When grouping it is better to have

different teachers (from different
schools) within one group.

2. 1.
week

Time allocation
14.00

Activities

day

Remarks

Game or song

20
75

Practice
Trunk and roots
Divide participants in groups according to body
height (closed eyes, without speaking).
Select proverbs from the list below according to the
number of groups. Then participants think about their
proverbs (each group receives one proverb):
1. Achild who is carried on the back will not
know how far the journey is.
2. Dont catch aleopard by the tail, but if you do, dont let it go.
3. If you educate awoman, you have educated apopulation.
4. Look before you leap.
5. Every cloud has asilver lining.
6. You cant make an omelette without breaking eggs.
The procedure for Trunk and Roots is explained
and followed by participants.

20

Break

50

Reflection of Trunk and roots activity

1. How can you introduce the method for the first time?
This is in terms of:
a) your preparation to use the method
b) instructions you give your students
c) classroom arrangement for the use of the method
2. What about this activity was demanding?
3. Why is it necessary to ask everybody? Why is it necessary
to answer the same question many times?
4. How can you adapt and implement this
activity in your school reality?
5. What problems might you encounter in using the method
and what possible solutions do you have for such problems?
6. Which phase (E-RM-R) does the activity fit?

15

Feedback

see handout
Generally, the trainer can
make use of different ways
of organizing groups such as
voluntary grouping, random
assignment etc. The number of
groups depends on the number
of proverbs or questions.
The trainer can use either the
proverbs given here or some other
proverbs or questions which
are suitable for the trainees.
Emphasize that everybody
should ask everybody.

The trunks and roots activity can

be done outside of the classroom.

17.00

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63

2. 2.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

60

Model lesson Hippopotami

E: Trunk and roots (home groups)
1. W
 hat do you know or think you know about
the reproduction of hippos?
2. What do you know or think you know about hippos behavior?
3. D
 o you know something about ahipposadaptation to its life?
or
4. W
 hat is typical for ahipposbody?
5. W
 here are the most suitable conditions for ahipposlife?
(Think about the environment, about countries...)
The group work should be presented and discussed.

see handout
Consider the number of groups
and the number of participants in
one group in advance according
to the total number of trainees in
the class. Then divide the trainees
into expert groups. The number of
questions prepared depends on the
number of the groups you want to
form. You may add some questions
if you want to form more groups
but the questions need to be related
to the text they are going to read.
Draw on the blackboard the
scheme of dividing participants
into expert groups from the
example in the handout (adjust
to total number of participants).

20

Break

75

Model lesson continues

RM: Jigsaw puzzle
Expert groups: texts about hippos
Home groups: teaching/learning

see handout

R: Mind map: individually

The trainees prepare mind map on the hippo individually.

Allocate limited time to

each home group.

After working on individual mind maps, the trainer asks the

trainees if they have any questions or unclear points about hippos
which have not been addressed by the text, peers or by the trainer.
It is important that the trainer employ different strategies for
addressing the doubts and questions of the trainees. This can include
forwarding the questions for the whole class, setting assignment for
some of the questions (the assignment can also be for the trainer).

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64

You can write the instruction for

Jigsaw puzzle on flipchart paper:
Experts
1. study the material
2. be sure everybody
understands everything
3. prepare what and how you will
teach your home group partners
4. time for teaching =
5 for each expert
5. it is forbidden to read from
the text when teaching

Keep the mind maps produced by

participants; they are needed for
tomorrowswork. The trainer
should inform trainees to bring the
mind maps for tomorrowswork.
The trainer should try to be
agood model for the trainees and
demonstrate how students can be
primarily responsible for their own
learning (autonomous learning).

2. 2.
week

Time allocation
12.00

Lunch break

14.00

Game or song

Activities

day

Remarks

20
30

Reflection on the model lesson

1. List steps of the model lesson.
2. Phases E-RM-R (categorize steps in the
framework of teaching and learning)
3. Feelings (T-chart) the trainees will get two pieces of
colored papers (different colors) and will write their likes
and dislikes regarding the model lesson separately)
4. Were your questions and doubts which you had during the
activity Trunk and roots answered? If no how and why?
5. Can you adapt and apply the method Jigsaw puzzle
in your classroom? If yes, how? If no, why?
6. What do you think is the importance of the Jigsaw
puzzle method for students learning actively?
7. What challenges might you face in using the
jigsaw puzzle method in your classroom?

50

Picture Alandscape of my dreams

Ask participants to sit down in arelaxed position and
to dream about the landscape of their dreams. Drawing
on their imagination they will try to draw their dreams
on ahard paper using colored markers or crayons.

Description of steps that can

be written on flipchart paper
at the end of the summary:
1. Trunk and roots
in groups (home groups)
2. Expert groups
reading studying
preparation of teaching
3. Home groups:
learning/teaching
4. Mind maps individually

Gallery
After they draw the pictures, the pictures can be
put in acircle on chairs, then the participants move
around the circle visiting each otherswork.
Then some of the trainees show their picture and others will guess
what the picture is about. Then the person will explain their picture.

20

Break

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65

2. 2.
week

day

Time allocation
45

Activities

Appreciation and question as an example of peer assessment

Preparatory activity:
1. D
 o you have the experience of using peer assessment among
students as atechnique to assess their own work? Give examples.
2. What instructions do you give your students when
they are interacting with the work of others?
3. H
 ow can you follow up and give feedback to the peer assessment?
Peer assessment Appreciation and question:
Brief the trainees about peer assessment. This can be
done through letting them read the handout or, if this
takes too much time, the trainer can write the major
points on aflip chart and explain the concept.
Then the trainer explains the method of Appreciation and question
to the trainees and everybody assesses apicture of another trainee.
Instruct the trainees to write on apiece of paper at least two points
of appreciation and at least one question. Stress the importance of
providing specific points of appreciations and aspecific question.
Sharing in whole group, individuals read the points
of appreciation and question given to them.
Reflection on the activity
1. W
 hat is the advantage and disadvantage of using peer assessment?
2. What is the importance of appreciation and
questions as amethod of peer assessment?
3. C an you use such assessment in your class? How?
4. W
 hat challenges may you face in applying
such assessment in your class?

15
17.00

page

66

Feedback

Remarks
see handout on
Peer assessment

2. 3.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
30

Game: Running with message (Hippo)

75

Descriptive feed back

Preparatory activity
1. What is the importance of providing feedback for students work?
2. Do you give feedback for the work of your students?
3. If yes, how do you give feedback for your students
work? When you detect errors and mistakes, how do
you lead students to correct their mistakes?
4. How do you monitor that students are
making use of your feedback?
Following this, the three mind maps incorporating
teacherscomments can be given to the trainees.
The trainer tells participants to:
1. Study the material in groups or individually.
2. Identify what students learnt from the comments
given by the teacher on their work (specifically how
students were made to recognize their mistakes and
how the teacher leads them to improve their work)
3. What was common in all 3 examples of
feedback written by the teacher?
Whole group discussion.
Reflection on the activity
1. How does the teacher provide feedback?
2. How are students made to recognize their mistakes?
3. How did the teacher lead students to be aware of
the mistakes they made in their work?
4. What are the common good things in the feedback
given for the three items by the teacher? Why?

see handout on
Descriptive feedback

see general handout

on feedback
Points to be stressed
in the summary:
*The teacher starts by
appreciating each of the
pieces of work of students
regardless of the difference
in the quality of the pieces
*The teacher leads students to
take the initiative of finding
the answers for the weak points
instead of giving answers himself.
The teacher does it by asking
specific questions which lead
students to find out the answers.
*The feedback is very specific
which helps the students to see
what exactly they should improve.

Finally, the trainer presents the general concept of the feedback

(why, how, when it is given) based on the handout. The
trainer displays main points on the flipchart on the wall.
Practicing providing feedback
At this stage the trainees start applying what they have learnt
about how effective written feedback can be given. Each individual
receives another personsmind map on hippo (kept from previous
day). They write their descriptive feedback. (The trainer should
stress that the trainees are going to give feedback assuming
themselves as teachers commenting on their students work).
Then everybody returns the mind maps to their owners and
adiscussion follows. Specific questions for discussion include:
1. Are you satisfied with the comments you received? Why?
2. What information does the comment tell you about your work?
3. Did the feedback you received specify exactly what to improve?
4. What challenges may you face in using
such feedback in your classroom?

20

Break

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67

2. 3.
week

day

Time allocation
30

Activities

Free writing
Choose afavorite person (historical person, writer, painter, singer,
monarch, sportsman ) and write their name on aslip of paper.
Walking in room. In pairs show each other your name of the
person. Guess why your partner chose the person and listen with
apoker face to what your partner thinks about your choice.
Free writing about chosen person (5 min.).
Volunteers share their writing in whole group.

12.00

Lunch break

35

Reflection on Free writing activity

1. I s it possible to use the activity in every subject?
2. How could you use the activity in your subject area?
3. W
 hat challenges could students face if you are going
to use such an activity with your students?
4. T o which phase of the framework does the activity belong to?

20

Break

60

Portfolio assessment
1. Rotating Review: retrieving experiences of the trainees
Explain the method of rotating review and
start the procedure in 3 groups:
What do you know about portfolio assessment?
Do you have the experience of leading your students to
develop their own portfolio and assess it? If yes, how?
What do you think is the importance of using portfolio
assessment for students, teacher and parents?
Presentation of group work and discussion
2. Handout on assessment and portfolio assessment.
Each group receives specific texts about portfolio assessment.
The trainer divides the text on the basic themes and cuts it into
pieces according to the number of groups. Participants will also
be asked to include the experience they got with portfolio in the
training. Particularly during the week 1 planning session.
Then each group will teach what they have learnt in
the text to the whole class. The trainer can add more
information every time agroup presents their works.
3. Reflection on portfolio assessment
What things have you learnt about portfolio assessment?
How can you adapt portfolio assessment in your teaching?
What problems may you face in using portfolio assessment?

15
17.00
page

68

Feedback

Remarks
see handout
It is good to display the instruction
of free writing on the wall:
Free writing
Put your pen on the paper
and start writing.
Use full sentences.
Write for the entire
prescribed time.
If you dont know how to
continue dont stop writing! You
can use formulations such as
Idont know what to write...,
itsnice weather today....
Try to return to the topic
as soon as possible.
Mistakes are allowed!

The trainees should realize

the possibility of using free
writing in the evocation or
reflection phase of alesson.

see handout

see handout
The trainer should clarify
how portfolios can be assessed
continuously by taking the case
of how the trainees lesson plans
were assessed continuously
from the planning session to
after their implementation. This
includes how the trainees were
also involved in the assessment as
they were made to reflect on their
feelings, successes, drawbacks
and possible lessons drawn for
further use of the methods.

2. 4.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
40

Community circle
You can use the following questions: Do you like
reading? Is reading important to you?
You can use any other current and debatable social, economic
or cultural issue suitable for practicing the method.

15

Reflection on community circle

What is your feeling about the method?
Can you adapt the method in your teaching practice? If yes, how?
If your answer for the above question is no,
what can be the challenges that hinder you from
using the method with your students?
How can the challenges be tackled?
Which phase of the framework does this method fit into?

45

Reading lesson The 4 wives

E: Brainstorming (individually)

The students sit in a circle facing

each other. The teacher assigns
one magic object for example
a small bell or a key. The object
rotates among the students, and
whoever is holding the object
can speak. After this person is
finished speaking, he or she gives
the object to the next person.
It is good to display the rules for
community circle on the wall:
1. Community circle magical
object gives aword to aperson
only the member with
magical object in his hand
is allowed to speak
2. everybody listens to the speaker
3. no evaluation or
criticism is allowed
4. it is not necessary that the person
with the magical object speaks

see handout

1. Do you think there are different types of wives

and husbands? If so how they are different?
2. Do you know other stories of couples from your reading
or from your experience? If yes can you describe one?
3. What criteria or qualities do/did you take into
consideration while selecting your wife or husband
with whom you want to spend the rest of your life?
Following this some participants will be invited
to share their ideas with the whole class
RM: Reading part one
Provide participants with the first part reading and
instruct them to read individually and silently.
Then open whole class discussion on the following summary questions:
R:
1. What is it about?
2. If you are supposed to made aselection among the
4wives which one/ones would you prefer? Why?
3. Do you think the person has areason for hating
the 1st wife? Can you guess what it is?

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69

2. 4.
week

day

Time allocation

Activities

20

Break

70

Reading lesson continues

E: What do you expect to happen next? What could
happen to the four wives and the person? What would
you do to the wives if you were in his place?
RM: Reading part two
The trainer distributes the second part of the reading
and instructs them to read individually.
R:
1. What happened in the paragraph?
2. What was the feeling of the merchant
about the situation he was in?
3. H
 ow would you respond if you were in the place of the wife and
your spouse asked you to do the same as the husband in the story?
4. From what youve read so far can you guess the theme of the story?
E: What will happen in the next reading section?
RM: Reading part three
The trainer gives the third piece of reading to individual
participants to proceed with the reading.
R:
1. What happened in this part?
2. Do you agree with the writersconclusion regarding the four
wives representing different aspects of our life? Why?
3. What is the moral of this story?
4. What did you learn from the story?

12.00

Lunch break

14.00

Game

Remarks

20
20

Analyses of the reading lesson

Participants will write the steps of areading lesson. They
should match the steps to the phases of framework (E-RM-R).
Analysis of the reading lesson in relation
to critical thinking development
The trainer first presents major ideas as to what critical means,
why developing critical thinking is so important and how teachers
can develop critical thinking on aflipchart by shortening the
critical thinking handout picking some major points only. This is
for the sake of revision of what has already been done in week 1
Following this reflect on how the reading lesson can help
develop critical thinking. This can be done in asimilar
manner with what was done in the first week reading lesson
special praise. Hence, the trainer can ask trainees:
to analyze each of the questions in the reading
lesson in terms of developing critical thinking
what the importance of carefully designed questions is
Can you design some questions or activities in your
subject areas in some topics that can promote critical
thinking? Can you justify how such questions can
lead your students to develop critical thinking?

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70

see handout
The trainer can present the
shorten form of the critical
thinking handout on aflipchart.
This can help trainees to
remember what the concept
means and to relate it with
the quality of the questions
in the reading lesson.

2. 4.
week

Time allocation
30

Activities

Our Collective Tree

instruction explanation
The pairs will discuss their common hopes, hobbies,
interests, fears, priorities.... They will write them down
on acut leaf and attach it to our collective tree.
Possible change of questions for discussion:
What do you consider to be important about teaching and learning?
What are your beliefs about learning and teaching?
What are your teaching priorities?
What do you expect from your students?

day

Remarks
see handout
Draw atree on large sheet
of paper (flipchart)
Repeat the procedure two or
three times according to time.
Write the questions down on the
flipchart paper or blackboard
so that everybody can see them
while they are working

20

Break

30

Reflection of the activity Our Collective Tree

Think back about the completed activity.
Did you feel comfortable during the activity?
Why yes, why no?
When yes, when no?
How did you like it generally?
What did you like about it and what did you dislike?
Do you think that your students could feel
similarly if you conducted this activity?
Would they feel relaxed?
Would they feel uncomfortable? Why?

Participants are sitting

in the circle.

20

Reflection continues ideas for implementation

1. For what goals / objectives / purposes would you use this activity?
2. Can you come up with an adaptation? Think
about your subject area can you give us some
examples of integrating this activity into it?

Participants are working in

small groups use anew
way of making groups.
(When possible, ask participants
about their methods of grouping
or pairing students.)

15

Feedback

Select only some questions.

17.00

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71

2. 5.
week

day

Time allocation
8.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

20

Brief lesson plan

The trainer shows the trainees how to prepare abrief
lesson plan according to their own suggestions and
discusses with them the possibility of implementation.

The brief lesson plan can be

introduced during planning.

Planning for implementation

Let the trainees consider

each step one by one.

50

Trainers need to prepare in

advance one model lesson
plan to present in front of the
participants or print one out
to be given to the trainees.
You can use examples of
brief lesson plans from the
manual or you can prepare
your own suggestion.

Proceed step by step:

1. M
 ake groups according to subject area. This is in
case the trainers are not self-contained.
2. Select atopic (content) you are going to teach next week.
3. T hink about what your students already know
and are able to do about the selected topic.
4. W
 hat will be new for your students:
a) in content knowledge?
b) in skills?
5. H
 ow will you recognize (and how will your students recognize)
that the students reached the goals? (evidence of learning?)

20

Break

20

Game

60

Planning continues
1. N
 ow we have atopic, goals and evidence of learning
a) How will your lesson start? (think about pre-concepts of your
students in connection with goals) Methods activities
students products .
b) How will your lesson present new material in an active way?
c) How will your students reflect upon their learning?

20

Break

50

Presentation of lesson plans

Voluntary or selected groups will present and discuss
with the whole group their lesson plans.
Final discussion and feedback on the implemented lesson plans
Allow the trainees to offer their feedback on the presented plans.
The trainer can also include his/her comments on the plans.

15
13.00
page

72

Feedback

Discuss with the trainees their

plans, give them advice,
suggestions

The trainer should make sure

that the feedback given and
accepted by the presenters will
be incorporated before the plans
are implemented in schools.

2.
week

Three-Step Interview
Three-Step Interview (Kagan, 1992) is acooperative structure in which
partners interview one another on aparticular topic.
For example, in ateam of three, Partner Ainterviews Partner B, while Partner C records
key aspects of the response. Roles rotate after each interview, allowing all members the
opportunity to be interviewed. In agroup of four, the steps can progress as follows:
Ainterviews B, while C simultaneously interviews D. Roles reverse and B interviews A, and D interviews
C. The group of four reconvenes with each person sharing his or her partnersresponse.
Three-Step Interview can be incorporated into any type of lesson, as the
content of the interview can be virtually anything.
Group of 3

Interviewer

Responder

C
Recorder
Roles rotate after each interview.
Group of 4
Step One:

Interviewer

Responder

Step Two:

Step Three:

Interviewer

Responder

A
B

D
C

Each person shares partnersresponse.

References: Steele, J. L., Meredith, K. S., Temple, Ch. Cooperative Learning. 1998.

page

73

2.
week

Trunks and Roots

Method of group work (suitable especially for the evocation stage of the learning process;
in some cases it is possible to use it also for summarizing student knowledge and their
experience in the third stage of the learning process stage of reflection).
Procedure
The whole class is divided into home groups. It is necessary that each group has at least 3 members, but
the optimal number is 5 or 6 (this is an activity that can employ more members within one group).
Each group selects one member as atrunk. The remaining members of the group are roots. It is
not necessary that the trunk student is the one who usually plays the role of aleader.
Each group receives one question the questions should be different for each group;
thus there should be the same number of questions as there are groups.
The questions should be connected together they should map the topic
that you as ateacher would like the students to work on.
For example, if you want to work on the hippopotamus, you can ask these questions:
a) Why do you think hippos are important?
b) What you know or think you know about how hippos reproduce?
c) What you know or think you know about hippos behavior?
The groups receive a short amount of time to read the question. Each member of the group should be sure
they understand the question. The question is then kept on the place where the group trunk is sitting.
(In the more difficult variation the students are not allowed to use apaper to write down
the question. They should use their own words to formulate the question.)
After abrief discussion within the home group, the roots leave their places and start to walk around the room.
Their task is to ask everybody in the room one by one the question given to their group. Again, they are not
allowed to make notes on the paper and they must bring each answer to their trunk. The trunk is sitting with asheet
of paper (abig sheet) and makes notes according to the ideas brought by the group members playing the role of roots.
To ask everybody means that aroot asks their question as many times as there are people
in the room. Participants will be asked the same question several times! Nobody is
allowed to refuse to answer! They must answer the same question repeatedly!
Thanks to this rule people go deeper into their thinking about the topic
answering repeatedly forces them to think more about the topic.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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The Hippopotamus
The name hippopotamus comes from the Greek hippos, meaning
horse; these animals were once called river horses.
Hippopotami are found near lakes, swamps, and slow-flowing rivers surrounded by grasslands. Historically,
hippos have been found throughout all of sub-Saharan Africa, but most populations have been reduced
or exterminated. Currently, the only large populations of hippos are in the Nile River valley of East
Africa. Hippos are still found in the rivers of Sudan, northern Democratic Republic of the Congo and
Ethiopia, west to Gambia as well as in Southern Africa (Botswana, Republic of South Africa, Zimbabwe,
Zambia). Aseparate population is in Tanzania and Mozambique. In 1995 it was listed on CITES appendix
II. One subspecies, Hippopotamus amphibius tschadensis, is listed as vulnerable by the IUCN 1996 Redlist.
The Hippo rivals the Rhinoceros for the title of the second largest land mammal on Earth after the elephant. The
hippopotamus is an extremely large creature with around body, short legs, and abig, broad head. The massive
animal measures about 1.5 m in height at the shoulder and has alength of 45 m, of which about 0.5 m is tail.
Theyweigh up to 30004500 kg. Male hippos appear to continue growing throughout their lives, whereas the
females reach amaximum weight at around the age of 25. Females are smaller than their male counterparts and
normally weigh no more than 1500 kg. They are brownish gray on top with alight pink color underneath. There
are patches of pink on the face, especially around the eyes, ears, and cheeks. Hippopotamuses spend most of the
day in the water. They must submerge because their thin, naked skin is vulnerable to overheating and dehydration.
The hide is virtually hairless, and is moistened by mucous glands which secrete an oily reddish liquid. For years,
it was reported that the Hippopotamus would sweat blood. We know now that it is not actually blood, nor sweat.
With its eyes, ears, and nostrils on the top of the head and nose, the hippo can hear, see, and breathe
while most of its body is underwater. Hippos can close their nostrils and remain completely submerged
for more than ten minutes. The hippopotamus has excellent hearing, sight, and smell.
It is often claimed that ahippo cannot swim, but this is untrue, as they are excellent swimmers, propelling
themselves by kicking their back legs. They can swim almost from the moment they are born, since they are born
underwater. They move around by pushing off from the riverbed or simply walking along the bottom in aslowmotion gallop, lightly touching the bottom with their toes like aquatic ballet dancers. Despite their bulk, they can
run extremely fast, but are unable to jump and wont even step over obstacles. While it is accepted that ahippo
can run faster than ahuman on land, there are various estimates of its actual running speed. Some sources claim
30 km/h, while others record 40 km/h or even 48 km/h. The higher values probably refer to short bursts.
They feed on land mostly at night. The hippopotamus is strictly avegetarian (herbivorous). In the evenings, after
the hot sun has set, hippos commonly come out of the water for anight of grazing in fact, this goes on for about
six hours! Paths from water to pastures start as broad highways but branch into inconspicuous secondary and
tertiary tracks. Asingle hippo can eat up to 50 kilograms of grass in asingle night, returning to the water before
sunrise. (The hipposdaily consumption is 11.5 percent of its body weight, compared to an average of 2.5 percent
formost other ungulates.) While hippos like to feed on patches of short grasses (called hippo lawns) close to water,
sometimes they must travel several kilometers to find food, making long trips on land to new lakes or rivers.
Hippos have huge mouths and teeth even though they eat grass. The giant mouth is widely split and can be opened
extremely wide, exposing the canines, which are large and curved. Its canine teeth are 50 cm long. Hippos make
avariety of grunts, growls, screams and other sounds underwater to communicate with each other. Resonant grunts
and wheezes make hippos among the noisiest African animals (but when away from water hippos rarely call).
Amale hippo is known as abull; the female, acow; ababy, acalf; and agroup of hippopotami, apod, herd, school or
abloat. The life span of the animal is up to 50 years, usually 3040. Most mating occurs in the dry season, always
in the water, when populations are concentrated. Most calves are born in rainy months, after a8-month gestation.
Males reach sexual maturity in the wild between 6 and 14 years of age, whereas females are capable of breeding
at 715 years of age. Cows isolate themselves before calving, stay alone with the tiny baby for 10 to 44 days before
rejoining the herd. The cow gives birth to asingle calf, weighing 2750 kg. Hippo calves are born underwater.
The mother hippopotamus takes care of her baby. Baby hippos often rest on their mothersbacks and swim down,
under the water, in order to suckle, but they need to swim to the surface every minute or so in order to breathe.

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In the water or resting ashore, hippos tolerate close contact, regularly using neighbors
as head rests. When emerging at dusk, however, all except mothers and dependent
offspring disperse singly since adults are largely immune to predators.
Hippopotami live in family groups with one male, several females, and their young. Common river hippos live
in herds of about 10 to 30 animals, but they have been observed in groups as large as 100. The dominant male
has the right to mate with all females in his herd, although he will sometimes allow subordinate males in and
around his territory to mate. His territory is also well marked with dung, and this effective scent mark warns
other mature males to stay out. Aggression between males is intense. The hippos use their long canine teeth as
weapons, and death often results from fighting between males. Most adult male hides are covered with scars from
injuries incurred during such fights. Losing males are often relegated to asolitary existence. Both sexes are very
aggressive males defending their territory may kill another hippo nearby when courting females, and females
join together to protect their offspring. Unprotected calves may become meals for lions, hyenas, and crocodiles.
Despite the popular image of the animal being easygoing and peaceful, the hippopotamus is actually one
of the most dangerous animals in Africa, and is said to account for more human deaths than any other
African mammal. This is not because they are more aggressive than other African mammals but rather
because they are highly territorial and their space often conflicts with that of farmers and tourists.
The family Hippopotamidae consists of two species, the common hippopotamus and the pygmy
hippopotamus. The predominant difference between the two is their sizes. The less familiar pygmy
hippopotamus of West Africa is less specialized. It has longer legs and the orbits of its eyes are not
raised above the roof of its skull. The pigmy hippo exists in two populations. One ranges in Guinea,
Sierra Leone, Liberia and Cte dIvoire. The other population, with adifferent shape to the skull, ranged
until recently in the Niger Delta but may now be extinct. Pygmy hippos are less adapted for living in
water than its huge cousin. Pygmy hippos are also much rarer, found only in the interior forests.

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Jigsaw Puzzle
(e.g. Aronson, 1980; Johnson, Johnson & Holubec, 1993; Kagan 1992)

This is acooperative learning activity that allows each student to participate actively.
You will work with text. (With young students you can substitute the text with pictures.)
Decide on atext your students can study and that you have enough copies of. It is necessary to divide
the text into 4 or 5 separated parts. Or you may use 4 or 5 independent texts about the same topic.
How many texts will you need?
You must calculate in advance! If you have 60 students in your class, you can divide them into 12 groups of
5students. These will be so called home groups. These groups of 5 are going to form expert groups. How? Each
group member receives anumber (1 up to 5). Then all number 1s make group number one. This will be expert
group number one. You will have 12 students in this group and that is too many. You can divide the group
into 2 groups of 6 members or even into 4 groups of 3 people. Still, all these groups keep the number one.
Students with number two will gather into expert group of twos. Again, there will be 12 members in
each group, which is too many. You can repeat the same division into two or three smaller groups.
You will need 5 different expert texts. Each unique text has its own number (1 up to 5). Group
number one will use text number one and you will need one copy of the text number one
for each group member. The same will be with groups two, three, four and five.
Initial task for home groups
In the beginning the home groups may perform different tasks that serve as an
evocation activity. They can brainstorm about the topic. They can work in trunk
and roots groups. They can prepare Venn diagrams on the topic, etc.
Task for the expert groups
1. The experts have to study the material they receive in the text they are given to study.
Itmeans, they read and discuss. They are responsible for each member of their group they
must be sure that each member of the group understands the material properly.
2. The groups prepare ways in which they would like to teach their friends back in their home groups.
They must know how much time will be allocated for their teaching (usually 5 minutes).
Back to the home groups
After the students are prepared for the teaching in home groups they return home and member
by member they teach the others. Then you can assign atask for the whole group that gives
the students an opportunity to use material they have studied, or you can assign an individual
task it can be amind map of the topic, a cinquain, diamond, Venn diagram, etc.
It is atime consuming procedure
In the beginning, when neither you (the teacher) nor your students are familiar with the
procedure, the organization will require agreat amount of time. But the time will be given
back to you after you and your students become experienced in this method.

References: Kolov, H., Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Schema of dividing to the groups (example for 20 students and 4 expert groups)

HOME GROUPS
1

EXPERT GROUPS
1

1
1

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2
1

3
2

4
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Jigsaw puzzle The Hippopotamus

Expert group 1
The name hippopotamus comes from the Greek word hippos meaning horse; these animals were once
called river horses. Hippopotami are found near lakes, swamps, and slow-flowing rivers surrounded by
grasslands. Historically, hippos have been found throughout all of sub-Saharan Africa, but most populations
have been reduced or exterminated. Currently, the only large populations of hippos occur in the Nile River
valley of East Africa. Hippos are still found in the rivers of Sudan, northern Democratic Republic of the Congo
and Ethiopia, west to Gambia as well as in Southern Africa (Botswana, Republic of South Africa, Zimbabwe,
Zambia). Aseparate population is in Tanzania and Mozambique. In 1995 it was listed on CITES appendix
II. One subspecies, Hippopotamus amphibius tschadensis, is listed as vulnerable by the IUCN 1996 Red list.
The Hippo rivals the Rhinoceros for the title of the second largest land mammal on Earth after the
elephant. The hippopotamus is an extremely large creature with around body, short legs, and abig,
broad head. The massive animal measures about 1.5 m in height at the shoulder and has alength of
45 m, of which about 0.5 m is tail. They weigh up to 30004500 kg. Male hippos appear to continue
growing throughout their lives, whereas the females reach amaximum weight at around the age of 25.
Females are smaller than their male counterparts and normally weigh no more than 1500 kg.
Expert group 2
They are brownish gray on top with alight pink color underneath. There are patches of pink on the face,
especially around the eyes, ears, and cheeks. Hippopotamuses spend most of the day in the water. They
must submerge because their thin, naked skin is vulnerable to overheating and dehydration. The hide is
virtually hairless, and is moistened by mucous glands which secrete an oily reddish liquid. For years, it was
reported that the Hippopotamus would sweat blood. We know now that it is not actually blood, nor sweat.
With its eyes, ears, and nostrils on the top of the head and nose, the hippo can hear, see, and breathe
while most of its body is underwater. Hippos can close their nostrils and remain completely submerged
for more than ten minutes. The hippopotamus has excellent hearing, sight, and smell.
It is often claimed that ahippo cannot swim, but this is untrue, as they are excellent swimmers, propelling
themselves by kicking their back legs. They can swim almost from the moment they are born, since they are born
underwater. They move around by pushing off from the riverbed or simply walking along the bottom in aslowmotion gallop, lightly touching the bottom with their toes like aquatic ballet dancers. Despite their bulk, they can
run extremely fast, but are unable to jump and wont even step over obstacles. While it is accepted that ahippo
can run faster than ahuman on land, there are various estimates of its actual running speed. Some sources claim
30 km/h, while others record 40 km/h or even 48 km/h. The higher values probably refer to short bursts.
Expert group 3
They feed on land mostly at night. The hippopotamus is strictly avegetarian (herbivorous). In the evenings, after
the hot sun has set, commonlly hippos come out of the water for anight of grazing in fact, this goes on for about
six hours! Paths from water to pastures start as broad highways but branch into inconspicuous secondary and
tertiary tracks. Asingle hippo can eat up to 50 kilograms of grass in asingle night, returning to the water before
sunrise. (The hipposdaily consumption is 11.5 percent of its body weight, compared to an average of 2.5 percent
formost other ungulates.) While hippos like to feed on patches of short grasses (called hippo lawns) close to water,
sometimes they must travel several kilometers to find food, making long trips on land to new lakes or rivers.
Hippos have huge mouths and teeth even though they eat grass. The giant mouth is widely split and can be opened
extremely wide, exposing the canines, which are large and curved. Its canine teeth are 50 cm long. Hippos make
avariety of grunts, growls, screams and other sounds underwater to communicate with each other. Resonant grunts
and wheezes make hippos among the noisiest African animals (but when away from water hippos rarely call).

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Expert group 4
Amale hippo is known as abull; the female, acow; ababy, acalf; and agroup of hippopotami, apod, herd, school or
abloat. The life span of the animal is up to 50 years, usually 3040. Most mating occurs in the dry season, always
in the water, when populations are concentrated. Most calves are born in rainy months, after a 8-month gestation.
Males reach sexual maturity in the wild between 6 and 14 years of age, whereas females are capable of breeding
at 715 years of age. Cows isolate themselves before calving; stay alone with the tiny baby for 10 to 44 days before
rejoining the herd. The cow gives birth to asingle calf, weighing 2750 kg. Hippo calves are born underwater.
The mother hippopotamus takes care of her baby. Baby hippos often rest on their mothersbacks and swim down,
under the water, in order to suckle, but they need to swim to the surface every minute or so in order to breathe.
In the water or resting ashore, hippos tolerate close contact, regularly using neighbors as head rests.
On emerging at dusk, however, all except mothers and dependent offspring disperse singly since
adults are largely immune to predators.
Expert group 5
Hippopotami live in family groups with one male, several females, and their young. Common river hippos live
in herds of about 10 to 30 animals, but they have been observed in groups as large as 100. The dominant male
has the right to mate with all females in his herd, although he will sometimes allow subordinate males in and
around his territory to mate. His territory is also well marked with dung, and this effective scent mark warns
other mature males to stay out. Aggression between males is intense. The hippos use their long canine teeth as
weapons, and death often results from fighting between males. Most adult male hides are covered with scars from
injuries incurred during such fights. Losing males are often relegated to asolitary existence. Both sexes are very
aggressive males defending their territory may kill another hippo nearby when courting females, and females
join together to protect their offspring. Unprotected calves may become meals for lions, hyenas, and crocodiles.
Despite the popular image of the animal being easygoing and peaceful, the hippopotamus is actually one
of the most dangerous animals in Africa, and is said to account for more human deaths than any other
African mammal. This is not because they are more aggressive than other African mammals but rather
because they are highly territorial and their space often conflicts with that of farmers and tourists.

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Providing students with Feedback

What is feedback and why do we provide feedback to our students?
Feedback can be defined as any comment or reflection (written or oral) provided
by others (i.e. teachers, peers) on any kind of student work.
Feedback has many purposes for the students who receive it and for the teacher. Feedback is important to
communicate to students how well their knowledge, understanding and skills are developing in relation to the
objectives of the teaching learning process. Feedback enables students to recognize their strengths and areas
for improvement, and to plan withthe teacher the next steps in their learning.In this way they aregiven
opportunities to improve and further develop their knowledge, understanding and skills. Although teachers
are most often the ones who provide feedback to students, peers can also be excellent sources of feedback.
Feedback can be given in different forms or ways. It can be in the form of oral, written, or facial expression.
Forms of feedback include:
oral discussion with class, groups or individual students
written comments
general comments to the class about aspects of the activity in which
students excelled and aspects that still need improvement
examples of good responses
peer evaluation and self-evaluation.
In the next section written feedback provided by teachers is emphasized.
How to provide feedback to students
Providing students with the right kind of written feedback can make asignificant
difference in their achievement. Some points for providing useful feedback:
Feedback should be specific, clear, to the point and concise
Students should continue working on atask until it is completed and accurate (until the standard
is met). This enhances student achievement (Marzano, Pickering & Pollock, 2001).
Effective feedback must be immediate. Delay in providing students with feedback
diminishes its value for learning (Banger-Drowns, Kulik, Kulik & Morgan, 1991).
Start the feedback with appreciation, regardless of the level of the studentswork. Avoid making
only negative comments. Offer aword of praise or encouragement wherever you can.
Keep the record of feedback you gave to students and refer to it later.
Before you comment on apoint, make sure that you understand what the student is attempting
to say. If you think you might know what he means, rewrite the point in clearer terms,
introducing it with aphrase such as Ithink you mean... or Are you saying that...?
Pose questions which can be an effective form of feedback when the teacher wants the student
to think in new and deeper ways or point students toward anew concept. Questions can also
be used to help students to further see and explain certain concepts that are important.
Feedback should explain, not label student work.

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Mind map that is beyond teachersexpectations

sexual
maturity
614 years

isolate before
calving

8 month
gestation

grows
all life

sexual
maturity
615 years

up
30004000kg

born in rainy
season

grows up
to age 25

born
underwater

male

baby
female
running

big
the 2nd
largest land
mammal

Hippos

body

life
What is the
largest one?

running

food
land

skin

walking on
the bottom

move

herd

What is their
speed?

water

big head

one male
secretes
ared liquid

at night

huge mouth
grass

What is its
function?

50 cm long
canine teeth
herbivorous

several
females
on land
travel
several km

offspring
marks
territory
fights
How many km?

Teacherscomment:
Your mind map is rich in information. At the same time, it is transparent and well arranged. The information
relates logically and is interconnected. Your chains are diversified and are consistently connected with the others
in many cases. Ithink your mind map incorporates in ameaningful way all important information about hippos.
Iappreciate also the questions that you still have and express about the hippos despite the very detailed mind map.
Iam interested in your answer why did you connect huge mouth and grass?
In which way do you think your mind map could be improved in the future?

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Mind map that fulfils teachersexpectations

long canine
teeth

the 2nd
largest land
mammal

45 m

big and
heavy body

huge mouth

live in
water
live in
groups

walking

eat grass
fast
running

adominant
male
fights
between
males

swimming

Hippos

big head
eyes, ears
and nostrils
on the top

mammals

females
take care
of baby

at night

go from
water

What is the largest land mammal?

Teacherscomment:
Iappreciate the part of your mind map in which you express and describe how the hippos live
in groups. Your representation of both male and female roles in the group is adequate.
Ialso appreciate the chain big head huge mouth long canine and big head eyes, ears and nostrils
on the top. Would it be possible that you connected the ellipse ... nostrils on the top with ellipse
live in water? Do you think these two relate? Can you explain your answer to this question?
I also recognize the connection between big and heavy body and the second largest mammal and mammals.
And the question about the largest land mammal is appropriate as well. (Have you already found out the answer?)
Ibelieve that you selected the information that was important for you and that you will be able to use it.
How do you think your mind map could be improved in the future?

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Mind map that doesnt fulfil teachersexpectations

dangerous

up to 50 kg
fights

eat grass
mark territory
brownish
gray

a big
animal

Hippos

live in
water
eyes, ears and
nostris are on
the top of head

sweat
blood
huge
mouth
long canine
teeth

Teacherscomment:
Ireally appreciate the connection you gave in the line: live in water eyes, ears, nostrils are on the top of head.
Ialso like the chain: mark territory fights dangerous but reading your map
Iwould like to know how they mark their territory, if marking is done by both males
and females and if both males and females fight over the territory.
You have connected dangerous and big animal. Do you think that these facts must relate?
Because you wrote the map after the reading and discussion in your home groups Ihave aquestion: Was
it possible for you to use and put down into your mind map much more information from the text? Did
you have access to the information? Was everything clear to you during the work of your expert group
and later home group? Did you ask questions about the content in case you did not understand?
Do you now have some questions about hippos that have not been answered by the information in the text?
In which way do you think your mind map could be improved?
(Please, look back again into the text and try to seek the information about hippos sweat blood.
Can you explain this information again? Are you sure that they really sweat blood?)

References: Kolov, H., Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Running with aMessage

This is arunning game which develops memory. The text of the message can serve to learn atopic.
The teacher can observe the strategy which the players choose.

FINISH

message

Students are divided into 2 teams. Each team has the task of transferring amessage from one place to another
place. The message is atext (there is one text for both teams) which is posted at the starting place (for example
on atree, on awall ). The members of the teams have their positions the first member stands several meters
from the message (text), the rest of the members are located in regular distances to the finishing place. The last
member of the team stands on the finishing place and he/she has a paper and pencil. The first member reads
apart of the message, remembers it, and transfers (tells) it to the second member. It is up to the member if
he/she selects and remembers several words or one sentence, etc. The second member transfers the message to
the third member and the transferring continues all the way to the last member. The last member writes down
the part of the message on the paper. The game continues until the team transfers the whole message to their
paper at the finish. The team which finishes fastest and correctly relays the whole message is the winner.

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Running hippos
suggested text
The family Hippopotamidae consists of
two species, the common hippopotamus
and the pygmy hippopotamus.
The difference between the two is
their sizes. The less familiar pygmy
hippopotamus of West Africa is less
specialized. It has longer legs and
the orbits of its eyes are not raised
above the roof of its skull. Pygmy
hippos are less adapted for living
in water than their huge cousin.
Pygmy hippos are also much rarer,
found only in the interior forests.

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Free Writing
Students write freely on what they know, feel, and wonder about atopic before
engaging in alesson about it. Alternatively, students can write briefly and
intensively on atopic to get out their reflections after studying it.
We invite students to write down in prescribed time (5 minutes), without stopping,
everything that comes to mind when they think about atopic.
Students should use full sentences. If they dont know how to continue, they shouldnt stop writing.
Instead they can use formulations like Idont know what to write , or The weather is nice
today but they should try to return to the topic as soon as possible. Mistakes are allowed!
After the prescribed time is up (and itsagood idea to call time after 5 minutes and give them one more minute to
finish, because good ideas often come out under pressure), we might ask them to read their paper aloud to apartner.
At this point, many options are available. We can invite pairs to share ideas with the whole group,
or we may ask the students to underline the ideas on their papers that they are least sure about,
and pay close attention to the reading to see if it sheds light on their areas of uncertainty.

References: Temple, Ch., Steele, L. J., Meredith, K. S. Reading and writing and discussion in every discipline. 1998.
Temple, Ch., Steele, L. J., Meredith, K. S. Lesson planning & assessment. 1998.

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Community circle
1. Each child takes their chair and makes a class circle. Everybody should be able to face the rest of the group.
2. Atopic for discussion is selected. It must be of common interest to the whole group.
(An issue concerning class life; possible life experience of children; future plans of
the class; reading experience; aproblem raised within the class, etc.)
3. The teacher sends aspeech giving object around the circle from one
child to another in the order in which theyre sitting.
4. Astone, small toy, little bell, or any other object with arelationship
to the class can serve as the speech giving object.
5. The child who holds the speech giving object is allowed to speak about the selected
topic. They can say whatever they want. The only limit is the topic.
6. The speaker should think about other possible speakers so that his/her
particular contribution to the discussion is not too long.
7. No one is allowed to contribute without holding the speech giving object.
Speaking out of the order is understood as interrupting.
8. If achild wants to forfeit contribution, they are absolutely free to do
so. No one should be forced to speak against their will.
9. Each speech, each contribution must be accepted with full respect by the audience both by the
teacher and the rest of the children. Children must learn not to laugh or make painful comments.
10. After the speech giving object goes around the whole circle, everybody is welcome
to take it once more and add to the topic. It is no longer necessary that the object
circulates from one child to another in the order in which theyre sitting.
Possible applications of community circle in my class:

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The Four Wives

Part 1
There was arich merchant who had 4 wives. He loved the 4th wife the most and adorned her with rich
robes and treated her to delicacies. He took great care of her and gave her nothing but the best.
He also loved the 3rd wife very much. He was very proud of her and always wanted to show her off to his
friends. However, the merchant was always in great fear that she might run away with some other man.
He loved his 2nd wife too. She was avery considerate person, always patient and in fact was the
merchantsconfidante. Whenever the merchant faced some problems, he always turned to his
2nd wife and she would always help him out and advise him through difficult times.
Now, the merchants1st wife was avery loyal partner and had made great contributions in
maintaining his wealth and business as well as taking care of the household. However, the merchant
did not love the first wife and although she loved him deeply, he hardly took notice of her.
Part 2
One day, the merchant fell ill. Before long, he knew that he was going to die soon. He thought of
his luxurious life and told himself, Now Ihave 4 wives with me. But when Idie, Ill be alone.
How lonely Ill be! Thus, he asked the 4thwife, Iloved you most, endowed you with the finest
clothing and showered great care over you. Now that Im dying, will you follow me and keep me
company? No way! replied the 4th wife and she walked away without another word.
The answer cut like asharp knife right into the merchantsheart. The sad merchant then asked the 3rd wife,
Ihave loved you so much for all my life. Now that Im dying, will you follow me and keep me company? No!
replied the 3rd wife. Life is so good! Im going to remarry when you die! The merchantsheart sank and turned cold.
He then asked the 2nd wife, Ialways turned to you for help and youve always helped me out.
Now Ineed your help again. When Idie, will you follow me and keep me company? Im sorry,
Icant help you out this time! replied the 2nd wife. At the very most, Ican only send you to
your grave. The answer came like abolt of thunder and the merchant was devastated.
Then avoice called out: Ill leave with you. Ill follow you no matter where you go. The merchant looked
up and there was his first wife. She was so skinny, almost like she suffered from malnutrition. Greatly
grieved, the merchant said, Ishould have taken much better care of you when Icould have!
Part 3
Actually, we all have 4 wives in our lives. The 4th wife is our body. No matter how much time
and effort we lavish in making our body look good, itll leave us when we die.
Our 3rd wife? Our possessions, status and wealth. When we die, they all go to others.
The 2nd wife is our family and friends. No matter how close they have been there for
us when were alive, the furthest they can stand by us is up to the grave.
The 1st wife is in fact our soul, often neglected in our pursuit of material wealth and sensual pleasure.
Guess what? It is actually the only thing that follows us wherever we go. Perhaps itsagood idea to
cultivate and strengthen it now rather than to wait until were on our deathbed to lament.

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Our Collective Tree

The students look for common qualities, attributes, characteristics.
Prepare in advance atree silhouette on aposter (or you can use adry tree).
The students form apair and try to look for common qualities, attributes or characteristics
(interests, needs, worries, hopes, wishes) which they have in common with their partner.
They draw aleaf, aflower or afruit and cut it out of paper. (If possible the paper
should be colorful.) They write their names and their common items on the leaf,
the flower or the fruit. When they are ready, they attach it to the tree.
Afterward they change partners and they repeat this procedure in new pairs. They continue until their
tree has anew coat (perhaps three different rounds-depending on the number of students).
The activity comes in useful in the beginning of aschool year or as away for getting
to know each other. The collective tree can decorate aclassroom.
You can use the collective tree in the learning process too. The students can look for
animals, plants, towns, countries or materials that share similarities.
Discussion about the activity after it is completed allows your students to express ideas that came to their minds
during it. Was it apleasant activity? Was it easy to discover mutual qualities, hobbies, preferences, wishes....?
Do they know each other better now? Did they find out something surprising about aperson they have known
for several years? Etc. according to unique conditions and the situation of the group you work with.
Possible change of the activity:
If you doubt your students ability to use the scissors effectively, you can
prepare the shapes (leaves, fruits, blossoms) in advance.
Or you can make the cutting aspecial relaxation activity, spending
about 20 minutes with the participants cutting paper.

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Brief lesson plans

Examples of brief lesson plans:

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Brief lesson plan Flower 2

nd

grade (app.) 40 minute period

Objectives (= what will be new for the students)

Students will learn English expressions
for four main parts of aflower.
Students will be able to find new words on the
simple vocabulary sheet of paper on the wall.
Students will be able to organize information into
asimple graphic organizer amind map.
Students will be able to compare several mind
maps and choose the most appropriate one.

What students already know and are able to do:

Students are able to identify the four main parts of the flower when they have it on the table and can examine it.
Students are able to name the parts of the flower in Amharic.
Students are able to write and read the Amharic expressions.
They are able to read English words and to write Latin script.
Evidence of learning
Mind map with flower written as the central topic and stalk / roots / leave / bloom.
Description of the lesson
Evocation (students will evoke their current knowledge and cognitive structures)
1. Students will bring aflower to the class flower should have bloom, stalk, roots and leaves.
2. Group work for the students instruction for students:
Look at the flower and examine it carefully.
Answer these questions: How many parts does the flower have? What do you call the parts in Amharic?
Write the expression down in the column. (Note for teachers: You should show them what acolumn is.)
Realization of meaning (students will connect known information with new information)
Instruction for students:
3. Look at the wall vocabulary.
(Note for teachers: If you have an opportunity to copy you may prepare acopy of the vocabulary for each group.)
4. Find suitable words for the parts of aflower.
5. O
 rganize the expressions into the mind map flower will be the central ellipse.
(Note for teachers: It should not be the first time your students are using the mind map
method. If they dont know the method now and you would like to use this lesson plan
you should teach them the mind map first and separately from this lesson.)
Reflection (students summarize independently what they have learnt)
6. Teachers, prepare three mind maps on the blackboard (or you can use abig sheet of paper if you want the maps
to be reusable). One of the maps should be the best one; the others should be somehow less suitable.
7. Instruction for the students:
Study the three mind maps.
Compare them with the one you have produced in your group. Discuss them in your group again.
Choose the one that you think is the best. If it differs from the one you produced, explain the
differences. Should the map you produced be changed, or should the teachersmap?
8. Whole class discussion about the maps.

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Peer Assessment
Peer assessment is defined as an arrangement in which individuals consider the amount,
level, value, worth, quality, or success of the products or outcomes of the learning of peers of
similar status (Topping, 1998, pp. 250). It develops the ability of students to make independent
judgments by involving them in commenting on and judging other students work.
Peer assessment is much more than children marking each otherswork. To improve learning, it must be an
activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer
assessment enables children to give each other valuable feedback so they learn from and support each other. It
adds avaluable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables
children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which
promotes independent learning, helping children to take increasing responsibility for their own progress.
Peer assessment plays avital role in formative assessment, but it can also be used as acomponent in asummative
assessment package. It can include student involvement not only in the final judgments made of student work
but also in the prior setting of criteria and the selection of evidence of achievement (Biggs, 1999, Brown, Rust
and Gibbs, 1994). This entails the involvement of students in setting the criteria of assessment and purposes of
assessment together with the teacher. Students who are to be involved in peer assessment should be made clear
about the objectives of the assessment, what to assess and the criteria for assessing their colleagueswork.
Apeer rating format can encourage agreater sense of involvement and responsibility, establish
aclearer framework and promote excellence, direct attention to skills and learning and provide
increased feedback (Weaver and Cotrell, 1986). At first the criteria for assessment can be provided
by the teacher; once the students have more experience, they can develop them themselves.
For meaningful peer assessment students have to have aclear understanding of:
1. the objectives of the assessment
2. what to assess and
3. what the criteria are for assessing their colleagueswork.
Important points for teachers starting to use peer assessment techniques:
Give students written feedback for marks as further clarification.
Use peer assessment as an additional marking method, i.e. 1) peer assessment mark 2) teachersmark
Devise clear assessment criteria with students so they gain inside knowledge of the process.
To initiate peer assessment with agroup of students spend some time on an introduction. For instance, the teacher provides
asample writing or speaking task. As agroup, students determine what should be assessed if their levels are higher otherwise
the assessment criteria are given by the teacher. Then the instructor gives students asample completed assignment. Students
assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
Teach students how to listen, observe, provide constructive feedback, etc.
Students need to use anonymous feedback (overcomes problems like betraying friendships)
Create asafe environment in which mistakes are instrumental to the learning process. Make students
aware that whatever the quality of their colleagues work might be, they should start by appreciating
and indicate what needs to be improved through questions and specific recommendations.
Emphasize the process of peer assessment, not only the results.
Advantages of peer assessment
Helps students to become more autonomous, responsible and involved.
Encourages students to critically analyze work done by others, rather than simply seeing amark.
Helps clarify assessment criteria.
Gives students awider range of feedback.
Reduces the marking load on the teacher.
Several groups can be run at once as not all groups require the lecturerspresence. Hence, this saves time.
Students also learn how to accept and give productive criticism and praise.

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Disadvantages of peer assessment

Students may lack the ability to evaluate each other.
Difficulties with the validity and reliability of assessment done by students. This will be improved
by the use of clear criteria (aligned with the learning objectives, of course), by double anonymity
of assessors and assesses, and by having multiple assessors for each piece of work.
Students may not take it seriously, allowing friendships, entertainment value, etc. to influence their markings.
Students may not like peer marking because of the possibility of being
discriminated against, being misunderstood, etc.
Without lecturer intervention, students may misinform each other.

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Appreciation and Question as part of peer Assessment

The method Appreciation and Question is the kind of peer assessment where
students learn to recognize specific qualities of assigned work.
Participants can think about appreciation and questions during or after apresentation or they can assess products of
their work. You can organize agallery of students products and participants walk around and observe the products.
The participants write on slips of paper (cca 10 x 10 cm) their appreciations of what they like about the
work. On the reverse side of the slips of paper they write their questions about what is not clear for
them. When all participants finish their appreciations and questions, invite some of them to read their
appreciations. After several appreciations they can write down several questions. Keep the sequence
first appreciation and then question. The question must not replace critique or recommendation.
The appreciation should be specific. Dont accept appreciation like that is nice, it is agood work, Ilike
it... They must express specifically what they like. For example the participants can write the established
information is in alogical structure, Iappreciate that the student has doubts about giving information and
wants to know more about the topic. In the same way, the question has to be formulated as aquestion.
It is very important that the appreciations are made before the question. The students are
aware of their strong points; they learn to appreciate them by themselves and through
others. They learn that you can find something successful in each work.

References: Interkulturn vchova ve kolnm vzdlvacm programu. Edited volume of the Varianty Project. 2005.

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3.
week

3. 1.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
30

Community circle
What about the last week?

The purpose here is simply

to know the wellbeing of the
participants. The activity
can take ashort time.

The trainer can simply use the activity here to lead the
participants to discuss on any special thing that has
happened in the past week/s. The event can be related to the
teaching and learning process or to their personal life

25

Reminder of the work already done

Ask some questions related to the work they have already done.
It is also possible to give them some hints/clues so that they
can remember what they have already done. This can be done
by drawing alarge table on the board or on aflipchart and
the top columns can have some major points participants have
already passed through in weeks 1 & 2. This can include: active
learning methods, model lessons, assessments, games, etc.

30

Rotating Review Implemented lesson plans groups of 4 (5)

1. A
 number of questions (6 to 8) are written on
sheets of paper and posted around the room.
2. Groups of students (3 to 5) are assigned aquestion. They move to
the sheet with the question on it, discuss the question for 5 to 6
minutes, and write their answers on aseparate sheet of paper.
3. A
 t asignal from the teacher, the groups move to anew sheet,
read the question, and write their answers on paper.
4. T he teacher calls for the groups to move on repeating the process,
if possible, until the groups return to their original sheets.

see handout

Questions:
1. I n general how did the implementation go?
2. What was the most successful part?
3. W
 hat failures or difficulties were encountered?
4. H
 ow did your students respond (their feelings)?
5. T o what extent did the students learn
through the method effectively?
6. D
 id you use any assessment to check if students were learning
throughout the lesson? If yes what did you do to check?
7. What things would you change in the lesson if you do it again?

All groups can work on the first

and last questions at the same
time. For the rest of the questions
each group can take only one
question and rotate answering
each question simultaneously.
Keep trainees from reading and
working on the next question
before time for rotation.

20

Break

20

Reflection on Rotating review

1. H
 ow can you use rotating review in your class?
2. What will be the challenges to apply the method
in your class? What will be the solutions?
3. I n which phases of the frame work can you use the method?

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98

The trainer can first lead the

trainees to think of anything
they remember about the clues
and then invite them to come
to the blackboard and fill in the
table. One trainee can fill in only
one thing they remember. The
trainer can use other options
of reminding trainees of what
theyve passed through.

When grouping it is better to have

different teachers (from different
schools) within one group.
The participants may need
to take alook at individual
lesson plans that they tried
during teaching practice.

3. 1.
week

Time allocation
50

Activities

Presentation of implemented plans

Each group selects one lesson plan. The selected teacher will
present the lesson plan for the group and the group members
will give appreciation and question. Following this, the selected
plan will be presented to the whole class. The class will be told
to come up with the points which they appreciate and some
points on which they need clarification by the presenter.

day

Remarks
Remember that all the teachers
need to present the implemented
plans for the whole class
throughout the week. At this
part of the training only five
participants will be selected for
presentation and discussion on
the lesson plans will continue.
It is very important that the
trainer and the trainees make
aplan regarding who is going
to present their implemented
lessons when (throughout the
week). The number of trainees
who will present each day will be
known based on the total number
of participants divided by four
days (Monday to Thursday). The
trainers who are going to present
in the upcoming days should be
told to make preparations, such
as writing the implemented lesson
plan on aflipchart. This should be
facilitated by the trainer each day.

12.00

Lunch break

14.00

Game or song

15
70

Practice

see handout

Cinquain

What trainers need to stress for

participants is the fact that the
cinquain is not meant only for
language teaching but for any
subject area. Cinquain is one
of the active learning methods
that help students make ashort
and brief representation of what
they know about the topic by
representing it through words.
The cinquains importance
is the knowledge behind the
words the students write.

First present the guidelines for writing the cinquain. Ask if there
is anyone who is familiar with it and uses it for the teaching
and learning process. Then offer some sample cinquains using
some examples (banana, tea, reading,). Write cinquain together
with the whole group on the chalkboard or on the flipchart.
Participants as agroup will offer several topics that will be written
on the chalkboard. The topic is selected through the election activity.
Each person will have 5 to 10 minutes to write their cinquain.
Then they will turn to their partner and the two will take from
each cinquain to write asingle cinquain they both agree on. These
paired cinquains can then be shared with the whole group.
Reflection On Cinquain
1. What can be the advantages if students are using cinquain?
2. Is it possible to let your students learn through the method
cinquain in your subject areas? If yes how? And if no why?
3. What can you do to manage the problems that may
arise in implementing cinquain in your class?
4. At which phase of the framework can you use the method?

20

Break

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99

3. 1.
week

day

Time allocation
1:05

Activities

Presentation of implemented plans

Each group selects one lesson plan. The selected teacher will
present the lesson plan for the group and the group members
will give appreciations and questions. Following this the selected
plan will be presented to the whole class. The class will be told
to come up with the points which they appreciate and some
points which they need clarification on by the presenter.

15
17.00

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100

Feedback

Remarks

3. 2.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

40

Presentation of implemented lesson plans

The trainer can ask some questions from the self-reflection
questions, such as what were the successes and problems
encountered, means of assessment used, in the lesson, etc.
This can be done after the full presentation of the lessons.

45

The trainer can simply let

the trainees present and
the others come up with
appreciations and questions
regarding the implemented
plans. It is good for the
trainer to also provide
feedback. The feedback can
include appreciations and
questions based on what
was observed in real classes
and also on whether the
trainee included what was
commented on during the
week 2 planning session.

Practice

see handout

Cubing
Participants will make acube of paper
(quarter) according to the sample.

Show on the blackboard how

they can make acube.

Explain the method on aselected topic (e.g.

book ). Proceed step by step through all six
sides of the cube (Describe It, Compare It, Associate
It, Analyze It, Apply It, Argue For or Against It).

20
50

Break
Cubing continues
Give atopic (e.g. coffee ). Let participants free
write step by step on the given topic. Prescribe
time (15 minutes) for each side of the cube (it
doesnt need to be the same for each side).

Let them work individually

so that everyone can have
firsthand experience with the
method as astudent learning
through the method.

Participants share their responses with apartner. They

can give appreciation and question each other. Afterwards,
volunteers can share their responses with the whole group.

12.00

Lunch break

14.00

Game or song

20

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3. 2.
week

day

Time allocation
40

Activities

Reflection on the Cubing

How did you respond to the strategy?
Do you have to go through all six
sides with your students?
Do you have to do the sides of the cube in order, or
can you just roll the cube? (It is good to do them in this
order which moves from less to more complex thinking.)
What challenges might you face if
you adapt such amethod?
To which stage(s) of the framework does it apply?

30

Model lesson Christopher Columbus Part 1

An enhanced lecture activity
E: Preparatory activity alist of ideas (original
things in the New and in the Old World), sharing
with the whole group, collecting of ideas

Remarks
You can ask participants if they
know Bloomstaxonomy. After
their answers for this particular
question you can have abrief
explanation of Bloomstaxonomy.
Often three sides are enough with
small children but it depends
on the topic and the group.

see handout
The trainer at this stage can use
ahandout on any well-known
person or any issue (it doesnt have
to be Christopher Columbus). But
this requires preparation, designing
the model lesson by formulating
different questions and activities
at various stages of the lesson.
This can be done by referring to
the Columbus lesson description as
amodel. Also if the trainer decides
to use adifferent text, it is good that
he should prepare amodel lesson
description handout (like Columbus)
based on the selected topic that
is to be given to the trainees at
the end of the training session.
The activity at this stage can be
individual and they can share
ideas in pairs. Then they can be
invited to present their ideas
to the whole class. The trainer
needs to record their ideas in
atable drawn either on the
flipchart or on the blackboard.

20

Break

60

Model lesson continues

RM: Partial lecture listening to the text
R: Review of chart
Which of your ideas matched with the text?
What new information did you learn from the text?
What things surprised you?
Do you have some doubts about the
information in the text?
Do you have doubts about some information?

10
17.00
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102

Feedback

see handout
The trainer needs to inform the
participants of the content of the
lecture to be presented at each step.
For example in this case it is all
about the old and new world and
they need to take notes about this.
This can practically demonstrate
how we can lead students to be
active during enhanced lectures

3. 2.
week

day

u Examples of MTM trainees reflection on cubing and sketch of cubing production

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103

3. 3.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

1:10

Presentation of implemented lesson plan

20

Break

45

Model lesson Christopher Columbus Part 2

An enhanced lecture activity

The procedure for implementing

this is similar to the previous days

see handout

E: Preparatory activity imagining Columbusspersonality,

sharing with the whole group (volunteers)
RM: Partial lecture listening to the text
R: Comparing ideas with the text
Does the text correspond with your ideas about Columbus?
Which particular points in the text do
you agree or disagree with?
Did the text annoy you?
Are you surprised?
Discussion in whole group.

20

Model lesson continues

see handout

Reflection

The procedure for doing the

cinquain can be similar to what
has already been practiced.

Participants make cinquain about Christopher Columbus

12.00

Lunch break

14.00

Game- cooperative puzzle

20

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104

3. 3.
week

Time allocation
40

Activities

Reflection on the model lesson

Summary of the steps
Ask the participants to:
Think about and write the possible steps that they
have gone through during the lecturing process
Match these with the steps of the model
lesson according to the framework.
These two questions can be done individually and the
trainer can collect the answers on aflipchart.
2. Disadvantages to lectures
Ask the participants to indicate any disadvantages
they have witnessed in using lecturing as amethod
of learning and teaching in general.
3. Advantages of lectures
Ask the participants to think about advantages of lectures
4. Experience Sharing
Ask the participants how they conduct lecturing
in their classes. Ask specifically:
whether they prepare questions (both open- and
close-ended) and for which part of the lecture.
how they try to make their lecture more
attractive to their students.
What makes the type of lecture they used to use in their classes
differ, if at all, from the one they have observed in this training?

day

Remarks
Description of steps that can
be written on the flipchart
paper (blackboard) at the
end of the summary:
1. Preparatory activity
alist of things from the New
and the Old World individually
sharing in pairs
acommon list whole group
2. Partial lecture
3. Review of chart
4. Preparatory activity
Columbusspersonality
5. Partial lecture
6. Comparing ideas with the text
7. Discussion in whole group
8. Cinquain
For questions, the trainees are
expected to discuss the advantages
and disadvantages of lecturing
in general. The trainer can guide
the discussion to contrast it with
the newly practiced lecture type:
an enhanced lecture. For example
for adisadvantage mentioned
by the trainees about lecturing,
the trainer can explain how this
disadvantage was minimized
or avoided in the lecture they
practiced. To do this the trainer
can refer to the enhanced lecture
handout and try to come up
with major themes presented
in the handout that lead the
discussion with the trainees.

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105

3. 3.
week

day

Time allocation
35

Activities

Remarks

Practice

see handout

Questions

Has agroup categorized

the questions into open
and closed questions?

Participants will make groups of 3. First start the

activity by asking the trainees questions such as:
Why do you ask your students questions?
Do you ask questions randomly or prepare them before hand? Why?
Here the trainer can let participants reflect on what their
experience was with little or no interference from the trainer.
Each group will receive the set of questions, which are cut into
pieces. Their task will be to categorize the questions according
to their criteria. The groups will share their categories with
whole group. Check whether any group has categorized the
questions into open questions and closed questions.

The trainer needs to prepare

beforehand the piece of
the questions considering
the number of groups that
are going to be formed.
If you find any group
categorizing in such away,
it would be good but if you
cannot it doesnt matter.

At this point stress for the participants that our intention is to

categorize the questions into open- and close-ended categories.
Then, adiscussion on open- and closeended questions will commence.

20

Break

35

Discussion
Ask the participants:
What is the difference between open- and close-ended
questions? The trainer, after gathering information
about the conceptual definitions of open- and close-ended
questions from them, can add their own remarks and let the
participants divide the questions into the two categories.
The trainer then accepts the questions on the table to be
drawn either on the blackboard or flipchart. It is good to ask
the trainees their justification as to why they categorized
agiven question as an open- or close-ended question.
Final reflection

40

1. W
 hy do you ask your students the two types of
questions (whether it is oral or written)?
2. What strategies could you employ while you ask your students
questions in order to ensure equal participation of all students?
3. W
 hat challenges may you face in asking your
students open-ended questions?
4. W
 hat are your criteria to decide the type of
questions you ask your students?
5. W
 hich types of questions do you want to use in your class? Why?
6. A
 sk the participants to come up with at least one open- and one
close-ended question on any topic they teach in their subject area.

15

Feedback

17.00

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106

At this point of the lesson the

trainer needs to make short notes
on the questions handout and
to raise some issues following
the reflection of the trainees on
the questions presented here.

3. 3.
week

day

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107

3. 4.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

100

Presentation of an implemented lesson plan

20

Practice
Observation
Experience retrieval

The procedures of
implementing the
activity are similar to
the previous days.

Ask the participants questions.

1. D
 o you often observe students while they work?
If yes, how do you observe them work?
2. How do you collect information about your
students while you observe them work?
3. H
 ow could you give feedback for what you observe?
4. D
 o you make students observe each other while they
work? If so, how do you have them do so?
This can be an individual activity where the trainer can simply
retrieve participantsprevious experience and record what
they say. It is not necessary for the trainer to reflect on the
details of each question at this point of the session. Hence,
having retrieved participants experience, the trainer can tell
participants that he/she would like them to practice one method
of gathering information about students work: observation.

20

Break

30

THE ACTIVITY CONTINUES

Participants are divided into 3 groups. Each group gets
adifferent task. The groups fulfil their tasks gradually.
The tasks for the groups:
1. T o construct something from material such as paper,
sticks, pebbles, glue (They will receive the materials.)
2. To put together ajigsaw puzzle of apoem so that it makes
sense. (Each person holds apiece of the poem in their hand.)
3. T o draw acommon picture. (All members
of the group take turns in drawing.)
First, one group works and the other two groups observe. The
observers will take notes of their observation on paper. Afterwards
they will change their roles and so on. Emphasize to the participants
that they should only observe. They should not assess the work;
they should not say what they like, etc. They will learn to
describe. They need to describe the activity of each individual:
simply what each individual was doing in the group, etc.

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Prepare in advance material

such as scissors, pieces of
wood, pebbles, glue, ropes,
plasticine, sticks...
You can change the tasks
to something such as
role playing about
agiven theme...
The observers need to
have their own papers
and pens or pencils.

3. 4.
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Time allocation
25

Activities

The activity continues

The groups share their descriptions with the whole group.
Tell the observers to describe how the participants were doing
their tasks; they should not judge their performance.
Final reflection
Ask the participants:
1. What do you understand from the activity?
2. What did you do while you observed the other groups?
3. Do you think what you said about the others
work is helpful for the group?
4. Why were you asked simply to describe and
not to assess the others work?
5. Do you observe your students purposely, randomly, or?

12.00

Lunch break

14.00

Game or song

day

Remarks
Emphasize the role of
observation for assessment.
Also, give emphasis to the role
of description for assessment.
The trainer can take alook at
the handout about observation
and can prepare short notes in
relation to the reflection questions
here. This will help the trainer to
concentrate on the questions and
give additional information in
response to what the participants
say about each question.

20
35

Self-assessment (self-reflection)

see handout

The participants try to self-assess their own functioning during

group work (not only during the previous activity, but throughout
the whole training). They will fill out the self-reflection sheet.
Numbers can be assigned to each rating scale on the self-reflection
sheet where each individual participant will calculate his/her
value and can be asked to judge him/herself based on the average
values they got. They can fall into any of the three scales given
on the reflection sheet. Values for each of the three scales can be
assigned by the trainer. Finally, it is good to let some volunteer
trainees reflect on what they need to improve for the future.

Emphasize here the importance

of developing the habit of selfassessment among students.
Raise their awareness on what
aself-reflective teacher means
and its importance. They
can add their self-reflection
sheet to their portfolio.
It is good to refer to the
handout to address what,
why, how and when self
assessment should be used.

Reflection on the activity

1. Do you tend to self-reflect on your day-to-day encounters in
the teaching and learning process? If yes, how do you do it?
2. What are some things that you have discovered while
self-reflecting during the activities in this training?
3. Do you have experience leading students to self-reflect on their
performance on various topics in your subject area? If yes, how
did you make them reflect on their own work? Give examples.
4. What criteria do you set for your students when they self-reflect?
5. What could be the challenges of using self-reflection
as an assessment tool for your students?
How can you cope with those challenges?

Reminder of the kinds of the assessment already practiced.

You can simply ask them to think of the kind of assessment
the participants have encountered in the three weeks
training. This can be recorded by aflipchart and displayed
on the wall for the remaining period of the training.

Portfolio assessment, descriptive

feedback, peer assessment
(appreciation and question),
observation and self-reflection.

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day

Time allocation
20

Activities

Reading lesson Literature circles

Thank You, Maam
Pre-reading activity

Remarks
see handout
Give the text of Thank
You, Maam aday before
the reading lesson.

1. H
 ow do people in Ethiopia treat street children
when they try to steal their property?
2. How do you treat astreet child when she/he tries to
steal your wallet or purse when you are on abus?
3. W
 ho is responsible for shaping and changing
the lives of such children?
The trainer can accept some individual
comments from the participants.
Then the participants should be divided into groups, each
of which are comprised of five or six people. Then tell them
to go through the text Thank You, Maam once. Then,
using either the blackboard or aflipchart, explain the
different roles to be played in the literature circles.
Then, let each group distribute the roles among the
members, each person should have one role.

20

Break

20

Next, everyone will work on their own roles within

the group in the prescribed time. Following this, each
person will present their work to the group.
Finally, some selected roles from each group present
their work to the whole class. The class can be asked
for any appreciation and question they have.

30

Post office reflection on the activity Literature circles

Prepare in advance enough pieces of paper for all of the trainees.
Also prepare in advance something to representpost office
(you can use achair or abox as apost office by just writing
post office on it or labeling it with apiece of paper).
Then, tell them to write one open-ended question about the
activity and the text (Thank You, Maam) that they have already
read. They should write the question on the top of their papers
so that there is enough space for others to give their answers.
Next, they will bring their questions to the post office and put it
there. They then come back and take one paper that is someone
elses. After answering the question they return the paper to the
post office and take another question. Again they should take
adifferent question not their own and not the one theyve
already answered. They can repeat the procedure several times.
Finally, some trainees will read aquestion with the answers.

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see handout
It is beneficial if they select
an interesting question.

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Time allocation
20

Activities

Reflection on Post office activity

Questions:
1. Is there apossibility that you can use the post office
activity in your subject area or classroom? If so, how?
2. Which parts of the activity do you like and which dont you like?
3. Which phase of the framework do you
think the activity is suited for?
4. What can the challenge of using the method in your lesson be?
5. What did you learn from the activity literature circle?

15

day

Remarks
Post office is especially suited
to the reflection phase, though
there is also apossibility
of using it at evocation.
Regarding question number 5,
stress the fact that the activity
was important to make each
student within the group busy
and thereby active. Assigning
such specific tasks for each group
member helps to prevent students
from losing concentration on
group work tasks. But when
assigning tasks for students such
as this within agroup, we need to
consider such variables as their
needs and interests, abilities, etc.

Feedback

17.00

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day

Time allocation
8.00

Activities

Remarks

Program for today. Suggestions of participants.

5
30

Game

60

Planning for implementation

Participants will work in groups of 23 according
to their subject specialization.

Write the steps on flipchart

paper and show the
participants gradually.

Proceed step by step:

Before the lesson

Keeping the order of the steps is

an important part of planning.

Participants first identify the topic they are going to

plan for implementation on the coming weeks
Why is this lesson valuable?
How does it connect to other topics, or build on other skills?
How will it prepare the students for further
studies and understandings?
How does it connect to students personal
experience and interests?
What will it enable them to understand or to do in the future?

Remind them of the sides of the

cube (the levels of thinking).

Objectives
What specific knowledge and understanding will be explored?
What will the students do with that knowledge or understanding?
Prerequisites
What must astudent know or be able to do in order
to learn successfully from this lesson?
Prior knowledge about the content
Assessment
What evidence of the students learning will be sought?
Evidence that the students are learning
the content of the lesson?
Evidence that the students are adequately practicing
the processes of thinking and learning?
Resources + time management

20

Break

20

Game

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Remind them of possible

kinds of assessment.
Suggest that they consider
the assessment of the lesson
in advance of teaching it.

3. 5.
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Time allocation
70

Activities

Planning continues
The lesson proper
Evocation
How will students be led to formulate
questions and purposes for learning?
How will students thinking be focused on the topic?
How will curiosity be stimulated?
How will students prior knowledge about the topic be retrieved?
How will they be led to formulate questions?

day

Remarks
After planning, it would be
good to remind the trainees
that every one of them needs to
try to include active methods
in their planning and to come
up with experiences to share
with their colleagues.

Realization of meaning
How will the content be explored by the students?
Demonstration or Presentation: What content
will be presented or explored? How?
Student inquiry: What will the students do to
realize meaning during the lesson?
Reflection
How will students make use of the meaning of the lesson?
Reflective discussion or writing assignment
Guided practice of the skill or concept introduced

20

Break

60

Presentation of lesson plans

The participants can present their lesson plans or you can display
all lesson plans and then invite the trainees to study work by others.
They can write their comments on apiece of paper for discussion.

15

Feedback

13.00

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Rotating Review
The activity Rotating Review is one of the cooperative learning strategies that require movement around the
class. The participants discuss and answer several questions that are located at different places in the room.
1. Anumber of questions (6 to 8) are each written on separate sheets of paper and posted around the room.
2. Groups of students (3 to 5) are assigned aquestion. They move to the sheet with the question on
it, discuss the question for 4 to 5 minutes, and write their answers on asheet of paper.
3. At asignal from the teacher, the groups move to anew sheet, read the
question, and write their answer on their papers.
4. The teacher calls for the groups to move on repeating the process,
ifpossible, until the groups return to their original sheets.

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Cinquain
What is it? Brief five-line poem on agiven topic
What is it good for?
Learners who write and later read or listen to cinquain learn:
to seek what is really important about the topic for them personally itmeans:
how they see the topic and how they understand it;
they learn how to express their thoughts and ideas about the topic in avery compact and apt way;
they learn that their ideas and thoughts are valuable and worth writing (and reading to others);
they learn that others have different ideas but that the different ideas are not any better or worse
than their personal ideas; they are simply and naturally different because we are all different people;
they usually learn something new about the topic itself and they learn it from themselves so they
learn that if they concentrate they can recognize alot about the world that is surrounding them.
How to write it?
What is on the five lines:

Schema:

Example:
________

BANANA

TOPIC (one word)

Two important features of it

(what the topic is
like adjectives)

Three words for actions /

motions (what the topic does
or what is done with it) 3rd
person of present tense

________ _______

_______ _______ _______

yellow

changes

tasty

feeds

enjoys

____ ______ _____ _____

four for one birr

__________

fruit

Four-word-long sentence
or expression

One-word-long summary
(synonym, metaphor, image)

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Cubing
Cubing (Cowan & Cowan, 1980) is ateaching strategy which facilitates looking at atopic from varying perspectives.
It involves the use of acube with different prompts for thinking and writing on each side of the cube. The cube can
be made by covering asmall box, preferably 15 to 20 centimetres on aside, with paper. Write one of the following
six prompts on each side of the cube: Describe It, Compare It, Associate It, Analyze It, Apply It, and Argue for or Against It.
Teachers lead students through the process of cubing by having students free write for abrief period (2
to 4 minutes) on agiven topic. Give the topic first. Then direct students to think of the topic and Describe
It. That is, they should look at the subject closely and describe what they see, including colors, shapes,
or signs. With the directions in mind students free write for the specified period of time on the topic.
The process continues as above through all six sides of the cube. The directions for the six sides are
Describe It. Look at the subject closely (perhaps only in your mind) and
describe what you see, including colors, shapes, or sizes.
Compare It. What is it similar to? What is it different from?
Associate It. What does it make you think of? What comes into your mind? It can be similar things or
different things, places, or people. Just let your mind go and see what associations you have for this subject.
Analyze It. Explain how it is made. You dont have to know; you can make it up.
Apply It. How can it be used?
Argue For or Against It. Go ahead and take astand. Use any kind of
reason you want logical, silly, or anywhere in between.
The prescribed time can be different for each side of the cube (for example: Describe It 5 min, Compare It 3 min, Associate It 1 min.).
Following the writing period, students share their responses to each side of the cube. Often this sharing is done
first with apartner. Each person selects three sides of the cube to share and read their writing to their partners.
There are no set rules of how this sharing must go but we have found it worked extremely well to share as follows.
After one partner reads, the other responded by giving praise (or praises) and aquestion (or questions). We stressed
responding to specific thoughts and that students not just say for example, that was good but say specifically
what they liked and why they liked it. Questions were modelled such as Iliked the way you described your
vision, Idid not think it looked like that, or Idid not understand , or Iwould like know more about this.
Finally, the whole group went through each of the perspectives. We asked for volunteers to read their writing
to the whole group. Usually one partner volunteered the other partner, saying,read yours, it was good.

References: Steele, L. J., Meredith, K. S., Temple, Ch. Methods for promoting critical thinking. 1998.
Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Schema of cube construction

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Model lesson Christopher Columbus

First part of the lecture
Preparatory activity
Students form pairs and think about this question:
In the years following Columbussfamous voyages, there were many things in the Old World that were
introduced into the New World, and many things in the New World that were introduced into the Old World.
What were some of those things?
Write down the things on the chart (in the middle write down things which you dont know):
New World
things in the New World introduced in the Old >

Old World
< things in the Old World introduced in the New

Do you know in which year Columbus discovered America?

The pairs share their things with whole group collecting things on the chalkboard (flipchart paper).
Possible additional questions:
What about potatoes, corn, tomatoes, hot peppers, cattle, horses, diseases..?
First part of the text
The teacher reads the text. The students listen. They can mark in their chart and add new notes.
Afterwards the students review their chart.
Which of your ideas were confirmed?
What other things did you learn?
What things surprised you?
What things do you disagree with?
Do you have doubts about some information?

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Second part of the lecture

Preparatory activity
The next part of the lecture is about Columbus the explorer. The students (in pairs)
write what they know or think they know about Christopher Columbus.
How do you imagine Christopher Columbus as aperson who accomplished asuccessful journey to the New World?
What personal qualities might he have had?
What exceptional skills might he have had?
What did he know?
What obstacles (difficulties) did he have to overcome?
Volunteers share their ideas with the whole group.
Second part of the text
The teacher reads the text. The students listen.
Afterwards the students compare their ideas with the text.
Does the text correspond with your ideas about Christopher Columbus?
Which particular points in the text do you agree or disagree with?
Did the text annoy you?
Are you surprised?
Discussion in whole group.
Life-poem
The students will write alife-poem about Christopher Columbus. They fill in the lines
(they can cross out one of the lines and they can repeat one of the lines).
Christopher Columbus
whose role is
who loves
who dreams about
who believes in
who is afraid of
who makes an effort
who dislikes
whose favorite color is
who loves
At the end of poem write asynonym about Christopher Columbus.

References: Temple, Ch., Steele, L. J., Meredith, K. S. Reading and writing and discussion in every discipline. 1998.
Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Remembering Columbus
Part 1
Twenty thousand years ago the land bridge over what is now the Bering Strait sank too low
to be passable, and two halves of the world began to grow up separately. Plants and
animals, peoples and cultures, gods and diseases, all went their separate ways until one
sunny morning, 500 Octobers ago, when askiff bearing Christopher Columbus crunched into
the sand on San Salvador Island and brought the two parts of the world together again.
It is amazing to think that one person could have engineered that first contact, however
unknowingly. Having done it, Christopher Columbus was caught in the glare of world
scrutiny forever.
The powers that flowed through that point of contact, once made, changed the whole world
profoundly and rapidly. The plants that the Indians offered to the Europeans plants that
had been bred carefully and improved through many, many generations potatoes, corn,
long-staple cotton soon reversed the Old Worldscycles of famine and led to population
explosions and changed everything from economies to cooking. Who can imagine Italian
food without tomatoes? Or Indian food without hot peppers? Or an Irish meal without
potatoes? All of this came from the New World. Without long-staple cotton, Europe wouldnt have
had atextile industry, and maybe not an Industrial Revolution.
Going the other way, who can imagine the Wild West without cattle, or the Plains Indian
without horses? The Spanish brought both to the New World in 1493, and they quickly
adapted, multiplied, and spread. In the 1580s, the Spanish explorer Cabeza de Vaca was
blown across the Gulf of Mexico and shipwrecked on the Texas coast. He was the first
European to see Texas, but Spanish cattle already had beat him there, and they looked so
wild, so much at home, that he assumed they were native to America. The Lakote Sioux
have legends about how the wonderful animals that improved their lives came there.
The Elk Dogs were said to have been brought up from amagical land at the bottom of adeep lake.
They were horses, of course.
On the down side, the diseases Columbus and his followers brought with them wiped out
whole civilizations within afew decades. The population of the Caribbean island of
Hispaniola, for example, was reduced from half amillion indigenous people to virtually none
within aspace of only 50 years. And even though European explorers didnt arrive on the
seaboard of North America until many years after Columbus voyage, the diseases introduced
by the Spanish are believed to have spread rapidly northward, so that by the time Captain
James Smith reached Jamestown in Virginia in 1607, the local indigenous population was
already in disarray because at least afourth of them had died from aplague of smallpox that
had originated with the Spanish explorers in the south, and had been passed northward from
tribe to tribe.
Acentury earlier in the Caribbean, when the indigenous population began dying off at
an alarming rate, the Spanish imported forced workers from Africa, and the troubled heritage
of slavery, as well as the multiracial character of the New World, began to take shape.
Part 2
Columbus was not the only person of his time who thought the world was round. Many
educated people in Europe accepted that. For one thing, they had noted that ships sailing
away from port disappeared hull first, then spars. They reappeared in reverse order.
The ancient Greeks not only knew the world was round, but one of them had accurately
calculated the circumference of the world to within afew hundred kilometers. But there were
many Greeks and many estimates, and up until much closer to our own time, no one had
any way of knowing which estimate to believe. As it turns out, Columbus chose the wrong
estimate, one that put the circumference of the earth at around 20,000 miles, or 32,000
kilometers. That figure inspired him to make what should have been afatal journey.
Columbus took thislow estimate of the circumference, and plotted on it the latitude that was
known to be taken up by the land mass of Europe. He studied Marco Polosjournal of a voyage
to China, and tried to calculate from that how much more latitude should be taken
up by Asia. He added 1,000 miles or 1,600 kilometers for the Sea of Japan, and when he had
finished adding and subtracting, he had convinced himself that Japan lay just 2,000 miles or

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3,200 kilometers to the west of Spain. China, he reasoned, was just 1,000 miles or 1,600
kilometers further. Indeed, when he left Grand Canary Island, after making repairs, he
wrote in his log that he expected atrip of 21 days and he provisioned for 28 days, for amargin
of safety. In fact, Columbus had 8,000 miles or 13,000 kilometers more ocean to
cover than he thought. Had the New World not been there to intercept him, the parched
bones of Columbus and his men might still be drifting around out there on the Ocean Sea.
Columbus had more than book knowledge to guide him. As awool salesman, he had shipped
aboard voyages to the south, down the coast of Africa as far as Guinea. He had journeyed to
the north as far as England, and perhaps even got to Iceland. In Guinea, it is said, he met
African sailors who told him of aNew World across the sea and even gave him maps to
show him the way. In Iceland, it is said, he heard stories about astrange land to the west,
from men who often fished off the coast of Newfoundland and sometimes camped there.
Buttheresno solid evidence that he did learn of the New World in either of those ways.
Everything he wrote in his log not only suggests that he had no foreknowledge of aland
mass out there to be discovered, but even that he refused to believe there was, even after
he had discovered it!
We may believe that the trips were useful for adifferent reason. They probably taught him
that if you went far enough south from Spain, you reached steady winds blowing toward the
west. And if you went far enough north you found steady winds blowing back to the east. It
was with this certainty that Columbus had all three ships square rigged and committed his
life and the lives of his crew to running before the wind wherever it took him. He was right,
of course, and he discovered the sailing routes that were used to carry boats to the New
World and back throughout the age of sail.
It was mentioned that Columbus had been awool salesman. He was also amap-maker. But
he was never ashipscaptain. Indeed, before his famous voyage, he had never commanded
anything larger than arowboat.
Columbus was apoor commander who had constant difficulty with his crew. He once wrote
in his log that the skippers of two of his three ships were conspiring with the sailors to throw
him into the sea. The crew also seems to have had difficulty with Columbus. On his first
voyage, he lied regularly about the distances the three ships traveled each day. As he
recorded in his diary, Columbus reasoned that if the crew thought they had sailed less
distance, they would be less worried (this thinking seems odd; if you were crossing open
ocean, wouldnt it be more comforting to think you were making more progress, and not
less?). Shortly before making his first landfall, he had to head off amutiny of the crew by
promising ayearswages to the first man who sighted land. Asailor named Rodrigo de
Triano was the first, on that morning of October 12, 1492 but Columbus claimed to have
seen alight from the landfall the previous night, when they would surely have been too far
off shore (40 miles or 70 kilometers) to see firelight. Columbus kept the prize for himself. It
is hardly surprising that members of his fleet ignored his orders at least twice after that:
once when the skipper of the Pinta abandoned the fleet and sailed off on his own, and
another time when Columbus commanded the crew of the Nina to heave to and pull the
stranded Santa Maria off areef (the Nina failed to comply, and the Santa Maria was lost).
Columbus was, however, aconsummate navigator. After making by far the longest voyage
of his time, Columbus found his way back home through terrible winter storms. The
following year he was able to navigate his way back to the island of his destination with
remarkable accuracy. He did this with only acompass and aprimitive astrolabe
that could give arough measure of latitude, but not longitude.

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Cooperative puzzle (poster or map or....)

Cooperative activity that improves the group cooperative capacity. It can be used
for identification of cooperative capacity of each individual in the group.
Prepare aposter, amap or anything else that can be cut into pieces. It must be large enough that the whole group of
students can work with it. Divide it into as many pieces as you need to give one piece to each participant (student).
(First, you can let the students share their associations about what each
piece reminds them of. However, this is not necessary.)
Prepare aframe on the floor that is as big as the original poster or map the frame should have the same
dimensions (measurements). Then instruct your students that their task is to reconstruct the poster or the map.
Everybody is allowed to operate only with their own piece of the puzzle. It means that the participants are not
allowed to transfer their piece to another person. Everybody should hold their piece in their hands. They can
release the piece only when they contribute it to completing the poster. But they can consult together, they can
show their pieces and compare them and do whatever they want except for giving their piece to somebody else.
If aparticipant who has already placed their piece on the frame realizes that it must be
moved/removed, she/he can do so. Also, each member of the team may ask anybody else
to move/remove her or his piece but only the owner of the piece may touch it.
Announce the time limit for the reconstruction of the puzzle and ask the group to manage their time.
The group should be warned several minutes before their time is up. Be strict about the time.
Observe your students/participants carefully. Make notes for further reflection. The activity is arich
source of information about the groupscooperative capacity and about the individuals as well.
Reflection
Questions for the students/participants: How did you like the activity? What did you like and what did you dislike?
What was difficult about it for you personally? What was difficult for the group? Did you notice what was crucial for
the groupssuccess? How did you personally contribute to the success of the group work? How did others contribute
to the success? Did somebody contribute more than others? What did you learn about teamwork during this activity?
Note
You as ateacher have achance by carefully watching your students during the activity
to recognize possible leaders, people who selflessly contribute to common success, people
who dont think about others, people who follow the rules correctly and so on.
You can use this activity repeatedly and observe whether the cooperation skills of your team improve.

References: Kolov, H., acc. to Sumec, Pl. Training of Modern Teaching Methods. 2005.

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Self-reflection sheet GROUP WORK

always

sometimes

never

Ishare my ideas with my colleagues in agroup.

Icontribute actively to solving the group task.
Iconcentrate on the group task for the whole
time prescribed for the group work.
Iencourage group mates to contribute to the group task.
Igive achance to other members of the
group to contribute their ideas.
Ilisten attentively to the ideas of my group mates.
Ithink carefully about each idea of my group mates.
Irespect each idea of my group mates.
Iam prepared to fulfil different roles in the group.
Iaccept my role in the group.
Ido not repeat ideas that already have been discussed.
If Ido not understand the group task, Iask my group mates
first and only if it doesnt help, we ask the teacher.
Ipose questions that could help to solve our task.
During the group work, Iuse avoice that doesnt disturb other groups.
Ihelp our group use our time efficiently
Iuse my own words when explaining something to my group-mates.
If necessary, Ireformulate the task given to our group.
Icompete with other members of our group.
Iinterrupt my group mates speech.
Iformulate the goal for our group work, if necessary.
If necessary, Iorder members of my group to accept
some roles for upcoming group work.
This sheet is not suitable for the real school situation it serves only as possible survey of
ideas that we have about group work. You will use much shorter sheets and they will be
prepared according to the actual needs for improvement of your real students.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Thank You, Maam by Langston Hughes

She was alarge woman with alarge purse that had everything in it but ahammer and nails. It had along
strap, and she carried it slung across her shoulder. It was about eleven oclock at night and dark, and she was
walking alone, when aboy ran up behind her and tried to snatch her purse. The strap broke with the sudden
single tug the boy gave it from behind. But the boysweight and the weight of the purse combined caused him
to lose his balance. Instead of taking off full blast as he had hoped, the boy fell on his back in the sidewalk
and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned
sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.
After that the woman said, Pick up my pocketbook, boy, and give it here.
She still held him tightly. But she bent down enough to permit him stoop and pick
up her purse. Then she said, Now aint you ashamed of yourself?
Firmly gripped by his shirt front, the boy said, Yesm.
The woman said, What did you want to do it for?
The boy said, Ididnt aim to.
She said, You alie!
By that time two or three people passed, stopped, turned to look, or stood watching.
If Iturn you loose, will you run? asked the woman.
Yesm, said the boy.
Then Iwont turn you loose, said the woman. She did not release him.
Lady, Im sorry, whispered the boy.
Umhum! Your face is dirty. Igot agreat mind to wash your face for you.
Aint you got nobody home to tell you to wash your face?
Nom, said the boy.
Then it will get washed this evening, said the large woman, starting
up the street, dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.
The woman said, You ought to be my son. Iwould teach you right from wrong.
Least Ican do right now is to wash your face. Are you hungry?
Nom, said the being-dragged boy. Ijust want you to turn me loose.
Was Ibothering you when Iturned that corner? asked the woman.
Nom.
But you put yourself in contact with me, said the woman. If you think that contact
is not going to last awhile, you got another thought coming. When Iget through with
you, sir, you are going to remember Mrs. Luella Bates Washington Jones.

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Sweat popped out on the boysface and he began to struggle. Mrs. Jones stopped, jerked him
around in front of her, put ahalf nelson about his neck, and continued to drag him up the street.
When she got to her door, she dragged the boy inside, down ahall, and into alarge kitchenettefurnished room at the rear of the house. Some of their doors were open, too, so he knew he and the
woman were not alone. The woman still had him by the neck in the middle of her room.
She said, What is your name?
Roger, answered the boy.
Then, Roger, you go to that sink and wash your face, said the woman, whereupon she turned him loose
at last. Roger looked at the door looked at the woman looked at the door and went to the sink.
Let the water run until it gets warm, she said. Heresaclean towel.
You gonna take me to jail? asked the boy, bending over the sink.
Not with that face, Iwould not take you nowhere, said the woman. Here Iam trying to get home to cook me
abite to eat, and you snatch my pocketbook! Maybe you aint been to your supper either, late as it be. Have you?
Theresnobody home at my house. said the boy.
Then well eat, said the woman. Ibelieve youre hungry or been hungry to try to snatch my pocketbook!
Iwant apair of blue suede shoes, said the boy.
Well, you didnt have snatch my pocketbook to get some suede shoes, said
Mrs. Luella Bates Washington Jones. You could of asked me.
Mam?
The water dripping from his face, the boy looked at her. There was along pause. After he had dried
his face and not knowing what else to do, we dried it again. The boy turned around, wondering what
next. The door was open. He could make adash for it down the hall. He could run, run, run, run!
The woman was sitting on the daybed. After awhile she said, Iwere
young once and Iwanted things Icould not get.
There was another long pause. The boysmouth opened. Then he frowned, not knowing he frowned.
The woman said, Umhum! You thought Iwas going to say but, didnt you? You thought Iwas going to say,
but Ididnt snatch peoplespocketbooks. Well, Iwasnt going to say that. Pause. Silence. Ihave done things, too, which
Iwould not tell you, son neither tell God, if He didnt already know. Everybodysgot something in common. So you
set down while Ifix us something to eat. You might run that comb through your hair so you will look presentable.
In another corner of the room behind ascreen was agas plate and an icebox. Mrs. Jones got up and went
behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch
her purse, which she left behind her on the daybed. But the boy took care to sit on the far side of the
room, away from the purse, where he thought she could easily see him out of the corner of her eye if
she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted.
Do you need somebody to go to the store, asked the boy, maybe to get some milk or something?
Dont believe Ido, said the woman, unless you just want sweet milk yourself.
Iwas going to make cocoa out of this canned milk Igot here.
That will be fine, said the boy.

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She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not
ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as
they ate, she told him about her job in ahotel beauty shop that stayed open late, what the work was like, and how
all kinds of women came in and out, blondes, redheads, and Spanish. Then she cut him ahalf of her ten-cent cake.
Eat some more, son, she said.
When they were finished eating, she got up and said, Now here, take this ten dollars and
buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto
my pocketbook nor nobody elses because shoes got by devilish ways will burn your feet. Igot
to get my rest now. But from here on in, son, Ihope you will behave yourself.
She led him down the hall to the front door and opened it. Good night! Behave yourself,
boy! she said, looking out into the street as he went down the steps.
The boy wanted to say something other than, Thank you, maam, to Mrs. Luella Bates Washington
Jones, but although his lips moved, he couldnt even say that as he turned at the foot of the
barren stoop and looked up at the large woman in the door. Then she shut the door.

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Literature Circles
Literature Circles (Short & Kaufman, 1995) are literary discussions in which
students curiosity about the text is allowed to play adirecting role.
Typically, students in such discussion have read the same text (story). The choice of texts for
Literature Circles is critical, since not all works are equally successful in evoking interested
responses. Those that are successful often have acore mystery or element that invites more than
one interpretation and ademonstrable connection to issues that matter to the students.
Literature Circles are structured discussion groups of four or five students. The structure
comes from the various roles members of the group perform during the discussion. The
roles of the students are numerous and can change with each discussion circle.
Roles for Students
Students exercise many tasks that are carried out by an effective reader and discusser of literature.
After reading the story the students perform their tasks according to their roles.
Discussion Director This studentsjob is to supervise the assigned roles, to lead the discussion
and to think (in advance of the discussion) of some good questions for the group to talk about.
Word Wizard This studentsjob is to look for special words (words that are new, different,
strange, funny, interesting, important, hard) in the story and to try to clarify them.
Passage Master This studentsjob is to pick parts of the story (agood part,
afunny part, an interesting part, some good writing, agood description) that he/
she wants to read aloud to his/her group and can clarify what the text means.
Artist-Illustrator This studentsjob is to draw apicture about the story (characters, settings, actions).
(He/she doesnt tell what his/her drawing is, partners guess and talk about it first then he/she can tell about it.)
Writer This studentsjob is to write aletter to aperson from the story.
Connector This studentsjob is to find connections between the text and real life.
Afterwards students discuss in their groups and finally they can share their ideas with the whole group.

References: Meredith, K. S., Steele, L. J., Temple, Ch. Creating thoughtful readers. 1998.
Daniels H., Bizar, M. Methods that matter: six structures for best practice classroom. 1998.
Skalick, P. Training of Modern Teaching Methods. People in Need. 2005

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An enhanced lecture
For many years lecturing has been almost synonymous with traditional teaching. Lately, research by different
well-known authorities in education has begun advocating the use of more active teaching approaches
to support more effective learning. Lectures have both their strengths and weaknesses and whether
they are appropriate for aparticular course depends on the objectives for the course (Cashin 1985).
Systematically incorporating brief active learning strategies into lectures can minimize many of
the weaknesses of the lecture approach. The pause procedure, is one mechanism for incorporating
active engagement into alecture with little loss of time and significant increase in student learning.
Stopping the lecture allows students to deal with the physiological and psychological responses that
keep them from listening effectively for longer periods, An enhanced lecture is defined as aseries of short,
mini-lectures punctuated by specific active learning events designed to meet class objectives.
There are different strategies that teachers can use to transition their lecture from
the traditional lecture to an enhanced lecture. Nickerson (2002) has come up with the
following strategies that teachers can incorporate in their enhanced lecture.
1. The Pause Procedure
Pause for few minutes after some time of lecturing and ask students to review their notes or
to compare their notes with aneighbor. After aunit on aparticular topic, for example,net
present value, an instructor could ask students to review their notes on it and, after two
minutes, the instructor could ask if students have questions on the concept.
Research has shown that more information is retained when this strategy
is used than in a similar lecture with no pauses.
2. Short Writes
At an appropriate time in the lecture, ateacher stops and asks students to take two or three
minutes to write briefly on something related to the lecture, e.g., Write in your own words what
the purpose of linear regression is. Alternately, teachers might ask students to write the key
points so far in the lecture something that encourages students to reflect on the material.
3. Think Pair Share
Tell students to take amoment to think about aspecific question, concept, issue, problem that has just come up in
lecture. Then students discuss and compare their responses with one other student for some minutes. (You can move
around the class for that time, listening to the pairs of students.) Finally, you open the discussion to the entire class.
The main benefit of this strategy is that at least 80 percent of the class will be focused on the question at hand not
just one or two students. In addition, having spoken with another class member, and perhaps gotten social support
for their ideas, even students who rarely speak in the class are more likely to do so in the full class discussion.
4. Voting and Polling
At the appropriate time in alecture, get everyone to vote on acontroversial issue you
have raised, or something you are about to discuss. Require everyone to vote by ashow
of hands. Sometimes an instructor might have are-vote later in the class.
5. Classroom Assessment Techniques
Classroom Assessment Techniques are short, quickly administered, quickly analyzed devices (ungraded and usually
anonymous) that teachers use to obtain feedback on what and how well their students are learning. You might, for
example, set aone minute task after aunit of the class asking, What was the key point of the lecture on the time

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value of money Ijust gave? or, e.g., after teaching the concept of regression, astatistics teacher might ask, In your
own words, what does one use multiple regression to find out? The students would quickly write their responses.
The teacher would collect the anonymous writing to get asense of how well students understood the issue.
6. Mid-lecture Brainstorming
During alecture, but before the presentation of new material, ask students to quickly tell you
everything they know (or think they know) about anew topic. While the students offer ideas, write
everything on awhite board or an overhead. Then give the lecture, underscoring some of the points
students raised before the lecture, and correcting misconceptions students have about the topic.
Students are more involved in alecture to which they have contributed. Also, you
have feedback about what individuals in the group know already.

References: Cashin, W. Improving Lectures. 1985.

Polhemus, E., Albercht, S., Enhancing the Lecture. 1997

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Observation
Observation is adirect means for learning about students, including what they do or
do not know and can or cannot do. This information makes it possible for the teacher to
plan ways to encourage students strengths and to work on their weaknesses.
Observation is most effective when it follows asystematic plan. This might involve, for instance,
seeing and recording which students use physical materials, which do most of the problems
mentally, which use thinking strategies, and which rely on memorized facts. It may be helpful
at times to focus on observing one student within the context of agroup setting.
Observation tools are instruments and techniques that help teachers to record useful data
about students learning in asystematic way. Some observation tools include:
Anecdotal notes: Short notes written during alesson, as students either
work in groups or individually, or after alesson.
Anecdotal notebook: Anotebook where ateacher records his or her observations.
Anindex on the side, organized by either student name or behavior, is helpful.
Anecdotal note cards: An alternative system to an anecdotal notebook, in which the teacher
records observations using one card per child. One way to facilitate this process is to select
five children per day for observation. The cards can be kept together on aring.
Labels/adhesive notes: Like note cards, the use of these small adhesive notes frees the
teacher from having to carry anotebook around the classroom. After the observation
is complete, the teacher can stick the notes into his or her filing system.
Reflecting on students work
Observers take amoment to reflect on what they noticed in the student
work and may choose to answer the following questions:
What did looking at this body of student work make me think?
What questions did this activity raise for me?
After taking into consideration participants observations of student work and
their noticing from the observation, the student will answer:
What does this feedback make me think?
What might implications for my learning be?, and
What else do Ineed to know?
At this point, participants can respond to the student work and/or share their thoughts/wonderings.
The following conversation prompts are encouraged in the discussion.
Prompts for Conversation:
This makes me think
Now, Iam wondering
Now, Irealize
Iwant to know more about
Iam confused about
If____, then____...
HmmmIwill think more about ____, and make___adjustments.
Could you tell me more about ______finding or _____query?
Iwant to know more about_____. Does anyone have any ideas or suggestions?

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OPEN AND CLOSED QUESTIONS

1. Why do you, as ateacher, ask questions?
2. What questions do you consider to be good questions?
Open questions
The teacher uses open questions to provoke thinking and stimulate learning. Open questions encourage children
to express their ideas and their feelings and to promote childrensexploration and investigation. Such questions
do not have one right answer. They allow any child to respond; they provide insight into childrensthinking
processes. It is very important for teachers to ask open questions throughout the day as children are reading,
writing, computing and studying science, social studies, art or music. Open questions can be used to talk to
children about their social relationships with one another, about the classroom community or about their
lives at home. Open questions allow children to say what is on their minds and to feel secure in their answers.
Open questions help the students articulate their own points of view and understand those of others.
Closed questions
Children are expected to know the right answer and may not even attempt an answer unless they are
sure. Teachers ask this type of question in order to find out what children know or if they have mastered
the material. In the child-centerd classroom teachers sometimes need to ask this kind of question.
With practice, teachers and children can learn to re-phrase their questions and ask more open than closed questions.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Questions
To question well is to teach well. In the skilful use of questions, more than anything else, lies the fine art of teaching. Earnest Sachs
The quality of our lives is determined by the quality of our thinking. The quality of our thinking,
in turn, is determined by the quality of our questions, for questions are the engine and the driving
force behind thinking. Without questions, we have nothing to think about. Without essential
questions, we often fail to focus our thinking on the significant and substantive. To be successful
in life, one needs to ask essential questions: when reading, writing, and speaking etc.
Over the years, agreat deal of attention has been paid to the effective use of questions as akey teaching and
thinking skill. What makes questioning such auseful but complex skill is that it can be used in anumber of
different ways, ranging from asimple and quick check that aparticular student has been paying attention to
an integrated part of developing adialogue and genuine discussion with astudent about the topic in hand.
With regard to the types of questions teachers use, we first need to consider the type of thinking that the
question is designed to promote. For example, in terms of Bloomscategories of cognitive processes, it might
be knowledge, comprehension, application, analysis, synthesis or evaluation. One important distinction in
categorizing questions types is between those which require recall and reporting of facts or information
(lower order questions) and those which require some manipulation of information such as reasoning about,
evaluating or applying information (higher order questions). Whereas lower order questions tend to have
answers that are clearly right or wrong, higher order questions tend to judged in terms of general qualities
related to the thinking involved. Asecond and related distinction is that between closed questions, which
only have one right answer, and open questions where anumber of correct answers are possible.
Studies of teachers use of questions indicate amuch greater use of lower order and closed questions
than of higher order and open questions. Given that the latter are seen to be more intellectually
challenging that the former, it is important for teachers to use agood mix of them.
Questioning is central to learning and growing. Good questioning is an excellent aid to teaching. However,
most of us use questioning solely to assess students knowledge and are less aware of its expanded value
as an important teaching and learning tool. Good questioning requires skills. In looking at the skills
underlying effective questioning, there are four key aspects: quality, targeting, interacting and feedback.
Quality the quality of the question itself, in terms of clarity and appropriateness
for meeting its intended function, is very important.
Targeting refers to the way in which teachers select students to answer. It is important
to distribute questions to as many students as possible, and certainly not to focus on
volunteers. It also involves matching the question to the target students.
Interacting refers to the techniques used by teachers to ask questions and to respond to students.
They involve making use of eye contact, the manner and tone of voice used the use of pauses to give
students thinking time, the use of prompting to help students in difficulties, and the use of follow up
questions to enable and encourage students to elaborate or improve the quality of their initial answer.
Feedback the role of feedback concerns the effect on students of the teachersuse of questions.
The teachers use of questions can have profound influence on the whole tone of alesson and on
the rapport which develops between the teacher and students. Therefore, teachers need to ensure
that questioning takes place in an encouraging and supportive atmosphere to protect astudents
self esteem and develop students self confidence. Teachers also need to be aware of the many
unintended consequences which may follow from their reactions to students answers.
In anutshell, questions are very significant for developing our and our students thinking. In
doing so, we, teachers should be familiar with the types and levels of questions in the domains
of learning (cognitive, affective and psychomotor) that we have to formulate and ask our
students for effective teaching. Moreover, we should develop the right question formulation and
questioning skills to make our teaching and our students learning effective and efficient.

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Self-assessment (self-reflection)
Self-assessment refers to the students or teachers own assessment of their progress in knowledge, skills, or
attitudes. It is thinking again about teaching and learning. Self-assessment is the key to effective lifelong learning.
And if it is done genuinely by the individual, it is the best true assessment that can be made by the individual.
Ahallmark of critical thinking is the ability to accurately assess onesreasoning, to identify problems
in it, and then to find ways of transforming any thinking in need of repair. Therefore, becoming
skilled at self-reflection and self-assessment are keys to the development of the critical mind.
When we use self-assessment, we need to identify the objectives or competences that are
to be achieved together with explicit criteria for assessment for each of the competences, so
that teachers or students have aclear idea upon which to base their self-assessment.
Regarding teachers, besides improving their teaching and learning competences, self-assessment is essential if
the teachers are to continue to improve the quality of the learning experience offered. Self-assessment regarding
onesteaching is crucial for the continuing development of teaching skills in general and for considering
whether agiven lesson has been successful and acting on any implications for future practice in particular.
When teachers assess or reflect on their own teaching, they have to raise the following key questions:
1. Did this lesson go well?
Were the learning activities envisaged successfully implemented?
What did the students learn in the lesson?
How can Ibe sure such learning occurred?
Did the lesson and learning reflect my intended aims?
2. Did any student or group of students fail to benefit (able, or average,
orless able student, etc)? If so, could this have been avoided?
3. What changes can Imake in the future before giving asimilar lesson to another class?
4. What have Ilearnt about this class, or particular students that might influence future lessons with this class?
5. What have Ilearnt about this topic or subject matter that might influence future lessons?
6. Are there any immediate actions Ishould take following this lesson?
7. Am Isatisfied with my general planning of this lesson and its implementation and monitoring? Did the lesson
sustain students attention and interest, and did it appear to be intellectually and pedagogically sound?
8. Did any problems occur in the lesson that Ishould take note of?
9. How can Iconsolidate the learning which occurred and relate it to future demands and applications?
10. How did this lesson fit in with the teaching in the department and school?
Teachers reflections or assessments upon their lessons and their teaching is akey task of effective
teaching, and it forms an important part of their thinking about their lesson organization and teaching
methods. However, teachers not only need to develop their abilities to reflect critically on their own
classroom teaching but also to teach and guide their students to assess their own learning or reflect
upon their learning since students are not yet prepared for assessing and judging their own actions with
aview to identify areas of strength and weakness that can be used to improve their own learning
Self-assessment or reflection helps sort and cement in students minds reasons for both their successes
and their shortcomings. Students learn how to improve their work when they participate in reflective
activities. Reflective thinking has historically been promoted as acentral part of learning. Student selfassessment or reflective activities also promote personalization of the learning, as students analyze their
individual needs and integrate the learning of this assignment with their other experiences. Students
enjoy amore democratic input into their learning context. Student self-assessment practices also help
teachers to incorporate standards into the classroom and to offset their potentially negative aspects.
Therefore, teachers should develop self-assessment or reflection culture and practice for the
effectiveness of our teaching and for our own professional development. We have to also set criteria
and train our students to assess their own learning to be effective and life-long learners.

References: Ethio-Italian Development Cooperation, Self Evaluation Manual. 2005

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Rotating Questions:

In general
how did the
implementation
go?

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Rotating Questions:

What was the

most successful
part?

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Rotating Questions:

What failures or
difficulties were
encountered?

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Rotating Questions:

How did students

respond?

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Rotating Questions:

How much did

students learn?

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Rotating Questions:

How might
you do the
implementation
dierently
next time?
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4.
week

4. 1.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
15

Reminder of the work already done

Ask some questions related to the

work they have already done.
It is also possible to give them
some hints/clues so that they
can remember what they have
already done. The other option
is to have atable with aheadline
at the top of each column.
The activity can be similar to
what was in previous weeks.

60

Pens in the middle Implemented teaching methods

Sharing teaching experience in groups of 4.
Questions:
What new teaching method(s) in relation to the phases in
the ERR framework have you tried since the last training?
How did it go for you and your students?
What kind of assessment did you use as you tried these methods?
What challenges have you experienced so far in relation to
implementing the framework in general? And in relation to
the respective active learning methods from the training?
From your experience of implementing the framework
and the respective active learning methods, what
can you recommend to your colleagues?

see handout

Participants take short notes and then choose one

comment to be shared with the whole group.

20

Break

30

Reflection on pens in the middle activity

What advantages of the method have you seen
when you practice it as amethod?
How can you adapt such amethod in your teaching practices?
What are the possible challenges of using
such amethod in your classes?
At which phase of the framework can the method be categorized?

50

Presentation of implemented teaching methods

Each group selects one comment and presents to
the whole class. Discussion in whole group.

12.00

Lunch break

14.00

Game

20
30

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Presentation of implemented teaching methods continues

Tell the trainees to proceed with

the questions step by step.

4. 1.
week

Time allocation
50

Activities

Problem Tree
The problem tree is avisual problem-analysis tool that can be used
to specify and investigate the causes and effects of aproblem. The
tree trunk at the center of the drawing represents the main problem,
the roots of the tree represent the causes of the main problem and
the tree branches represent the effects of the main problem.
Prepare in advance atree that can be drawn on the
blackboard or using aflipchart. So, using the tree you can
first show cause and effect relationships of agiven problem
and explain to them why it is called aproblem tree.
To start the activity, you first collect from the trainees different
problems existing in their schools. Let them select one of the
problems as acore problem. The participants will draw their own
tree on flipchart paper and write the problem on the trunk.
Afterward they will brainstorm the causes of the problem. The
causes will be written on the roots of the tree. For each cause given,
they can write down its underlying causes on roots lower down.
Following the same procedure they will look at what the effects of
the problem are and write them down on the branches of the tree.
Finally, discuss with them what actions
are needed to solve the problem.
During the whole activity it is important to guide
the trainees by asking good questions, discussing
possible causes and effects and so on.

20

Break

1:00

Reflection of Problem Tree

514 activity
Divide the group into small groups of five people. Provide everyone
with apiece of paper and tell them to write one open-ended question
about the topic under discussion on the top of their paper.
After they have written the question, each person should
pass their question to the person sitting to their right while
receiving another question from the person on their left. The
question will circulate, being answered by four individuals,
until the original question reaches its author again.

day

Remarks
see handout
First, ask students what the
function of each part (trunk roots,
branches) of atree is. Proceed
with additional questions. When
branches become dry, what can be
the reason? If you want to solve
this problem, what can you do?
The trainer can select any
contemporary and sensitive social,
economical or political issue. For
example: pollution, school dropout, divorce, etc.; or any other
topic relevant for the class.
The trainees can select more
than one problem and then they
will need to draw one tree per
problem. They can be divided into
groups and each group can work
on one problem. (The groups can
work either on the same problem
or on different problems.)
To write down the causes and
effects on the problem tree, it
is possible to use sticky notes
and attach them on the roots
or branches of the tree.

see handout
In this case, since the activity
is used as areflection for the
problem tree activity, trainees
should write any question related
to the problem under discussion
in the problem tree activity.

Finally the participants can share some of the answers which

are interesting, doubtful, strange etc. with the whole class.
Reflection on problem tree and 514
What do you think the importance of the problem tree is?
(both for teaching and other purposes? What about 514?
Did the methods keep you busy? If so, how?
Can you adapt the methods in to your teaching
practice? If yes, can you explain how?
At which phase can you use the methods?

15

Feedback

17.00
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4. 2.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

120

Presentation of portfolios
The trainer organizes the class into groups. Then three criteria for
portfolio development, which were set in week one, are displayed
on aflipchart or written on the blackboard. Each participant
presents their own portfolio to the group members clarifying
to what extent the set criteria were met. In the mean time, the
trainer visits each group listening to the presentations and giving
oral feedback. Following this, the group selects one portfolio for
presentation to the whole class. The presentation here includes:
1. W
 hat is included in the portfolio (contents)
2. How the set criteria set were
3. D
 o you think the portfolio was helpful for
you to see your progress? If so how?
Finally, the trainer leads participants to set criteria for portfolio
development for their students in their specific subject areas
they teach. They need to consider both the outcome (objectives)
and the process of learning in setting criteria for portfolio
development. They can further indicate how they involve
their students in portfolio development (how they introduce
the criteria) and how they are going to assess it. This can be
an individual activity. Finally the trainer can invite some
participants to present their work for the whole class.

20

Break

55

Model lesson Bio Fuels

K-W-L activity
The participants list in pairs everything that they
know or think they know about bio fuels.
Afterwards, they share their ideas with the whole group.
The trainer categorizes and writes down their ideas in the
K-W-L chart in the Known column. Any unsure ideas or
questions are written in the Want-to-know column.

12.00

Lunch break

14.00

Game or song

20

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144

It is also possible to include

on the blackboard/flipchart
the 5 criteria for portfolio
assessment presented in week 1.

The trainer here needs to consider

the experience the trainees have
had in portfolio development
in the training when giving
further explanation on what
trainees present. The trainer
needs to emphasize that it is not
merely the teacherstask to set
criteria for portfolio assessment
and development, students can
also somehow be involved.

see handout
Ask the participants to keep the
questions and the unsure ideas
in mind during this activity.

4. 2.
week

Time allocation
1:25

Activities

day

Remarks

Model lesson continues

Learning from one another
The participants work in groups of 4 or 5. They read silently the
article Bio fuels in parts. In all parts of the article all members
of the group take turns to be the teacher. The teachersrole is to
summarize the part read, to clarify difficulties raised by others,
to pose aquestion, and nominate the next teacher for the next
part of the article and to suggest the next passage for reading.
Back to the K-W-L chart
The trainer then leads participants to return to the Want-to-know
column and asks them what they learned. The trainer finally writes
down in the Learn column what they learned about bio fuels.
Following this the trainer again leads participants to the wantto-know column and asks the participants whether they have
got answers to the questions. Each question in the want-toknow column is dealt with one by one and the trainer puts
a mark on those questions which were answered by the text.
The trainer can use different strategies of answering those
questions which were beyond the text. One strategy can be
forwarding the questions to the class and if there is uncertainty,
the trainer can also give assignments for such questions.

20

Break

40

Reflection on the model lesson

1. Can you list the steps you followed in the model lesson and
categorize them according to the three phases in the framework?
2. Discuss how you can implement the KWL activity in your teaching.
3. What skills can your students develop if they
are learning through this method?
4. What advantages and disadvantages have you witnessed
as you followed the different steps of the method?
(the discussion can be related to each step)

15

Feedback

17.00

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4. 3.
week

day

Time allocation
9.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

1:20

Discussion Web

see handout

Pose the question: Should the government make chewing

chat prohibited? Working in pairs the participants
discuss it and note arguments for and against in their
chart. Then pairs join to form groups of 4, they share
their arguments, adding new ones to their charts. The
whole class is then invited to form two groups based on
individuals opinions on the issue one group agreeing
with the statement, the other disagreeing. The groups each
discuss arguments and attempt to find the strongest ones
that support their side. The groups start the debate. They
make statements and defend their position. Everybody
may change sides during the debate. After the debate the
participants write ashort argumentative essay. Finally,
after adiscussion on what has been said by the group,
avolunteer from each side gives asummary statement.

Note that the discussion web can

be used as areflection. The binary
question set can be used as an option.
Trainers can prepare any binary question
which they think is sensitive and
revolves around acontemporary social,
cultural, political and economic issue.

Reflection on discussion web

Write the steps of the method that were followed.
Why was it necessary to group students in the debate
according to their attitude towards the issue?
What do you think is the advantage and/or disadvantage
of limiting the time of each speaker during the debate?
At which phase of the lesson can you use
such amethod in your teaching?
Generally what advantages and disadvantages have
you noticed as you took part in the activity?
Can you use such adebate method in your subject
areas? What preconditions and preparations
are important to use the method (considering
the content, class arrangement, etc)

20

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146

Break

Possible reflection of discussion

web to summarize steps:
1. question  yes
no
2. arguments indiv., in pairs
3. arguments groups of 4
4. decision about attitude
5. selection of strongest arguments
6. debate with against/for group
7. Essay indiv.
8. conclusion (reading of essay)

4. 3.
week

Time allocation
55

Activities

Model lessons presentations

Preparation of model lessons
Participants will start preparing one full model lesson based
on the framework of thinking and learning on any topic in
their subject areas. The model lesson plan should include:
Name of the teacher, the subject area, grade level
Specific objectives
Major activities to be practiced by the teacher
and students throughout the three phases.
Time allotted for each phase and activity
Means of assessment to be employed.
The trainer should prepare abrief summary of the major
activities to be done at each phase of the framework on
aflipchart and display it. This can remind them about what
their students need to accomplish to learn agiven topic.
Teaching model lessons
Participants start teaching the model lessons theyve
prepared to the whole class, with the class being treated
as students. Each participant has achance to teach one
period (40 minutes). After each presentation there will
be adiscussion and constructive feedback is given to the
presenters by other participants and by the trainer.

day

Remarks
It is good to remind the participants
that they need to submit one copy of the
plan for the trainer upon finishing it.
It is also good to inform the participants
that if they need any material support
during model lesson presentations they
can inform the trainers. Trainers can offer
them paper, markers, copy service, etc.
The possible areas or criteria to be used for
assessing the model lessons can be whether:
They have achieved the objectives listed
The extent of active involvement
of the learners
The accomplishment of the activities
in the three phases of the framework.
The teachersmanagement of the
class in general and of the activities
of the students in particular. etc
In addition to this, the trainer
can set further criteria together
with the participants to assess
the model lessons presented.
It is also recommended to inform
the trainees that they can do the
lesson plan preparation for the next
daysprogram either during the tea
break or at home. This can save time.
Because of time restraints there can be
no more than 10 teachers who teach
their model lessons. The trainer should
set some means to select those teachers
who will present the lessons. This can be
done in consultation with the trainees.
The other teachers who cannot present
due to lack of time can still be involved in
preparing amodel lesson and can submit it
to the trainer for suggestions and comments.
These teachers need to be identified on this
day of the training so that they can prepare
their lesson plan and submit it to the trainer
before Friday. This helps the trainer give
comments and return the model lessons
to them before the end of the training.
The trainer can use other better options
to assess the model plans of these teachers
who are not going to present their lessons.

12.00

Lunch break

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4. 3.
week

day

Time allocation
14.00

Game

20
80

Presentation of lessons

20

Break

50

Presentation of lessons

15

Feedback

17.00

page

148

Activities

Remarks

4. 4.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5
20

Game or song

90

Presentation of model lessons prepared

by trainees Peer Teaching

20

Break

45

Presentation of model lessons

12.00

Lunch break

14.00

Game

20
75

Presentation of model lessons

20

Break

40

Presentation of model lessons

15

Feedback

17.00

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4. 5.
week

day

Time allocation
8.00

Activities

Remarks

Program for today. Suggestions of participants.

5
20

Game

1:20

Presentation of model lessons

20

Break

1:55

Presentation of model lessons

20

Break

25

Future cooperation
The expectations of the stake holders regarding the implementation
of the input gained by the trainees are discussed. The
discussion will be based on the following leading questions:
1. W
 hat general challenges are there to implementing the
training input in your teaching? (this may relate to:
resources, administrative issues, curriculum issues, etc)
2. What do you expect from PIN and other stake holders
to further strengthen implementation?
3. P reparation of tentative action plan.

20

Game

15

Final feedback
Evaluate the training as awhole and let the
participants fill in the final evaluation sheet.

13.20

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150

Follow the same procedure

as the previous day.

4.
week

Pens in the Middle

The activity Pens in the Middle is acooperative learning strategy. The teacher assigns aproblem
or question to students. The students share ideas in groups (3 to 8 members). Each student marks
his or her contribution by placing apen (or pencil or pebble ....) on the table in the middle of
the group. That individual may not contribute again until all pens are in the middle.
All members are equal in their ability to contribute, and no one may dominate.
The teacher may also select apen and ask what contribution it represents.

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Know/Want to Know/Learn (Ogle, 1986)

The students list in aK-W-L chart what they already know about atopic and then frame
questions to be answered by inquiry. At the conclusion of the lesson, the students
return to the K-W-L chart and decide what theyve learned in the lesson.
Begin by asking the students to form pairs and take 5 minutes to list everything they know or think they know about
the topic. In the meantime, construct on the blackboard aKnow/Want to Know/Learn (K-W-L) chart such as that:
What do we think we know?

What do we want to know?

What did we learn?

Ask pairs of the students to share their ideas with you. As they do, write the points about which there is general
agreement in the left-hand column under What do we think we know? It helps if you group ideas into categories.
Help students frame questions regarding the points they are unsure about. Questions may
arise from details over which there is disagreement, or from categories of knowledge about
which the students are curious. List those questions in the Want-to-know column.
Now ask the students to keep those questions firmly in mind as they read the article about the topic.
Once the students have had time to read the article, call their attention back to the questions they
raised before reading, questions that are listed in the Want-to-know column. Find out which
answers to the questions have been found in the reading, and note these answers in the What-didwe-learn column. Next, ask students what other information they encountered about which they had
not raised prior questions. Note this information in the What-did-we-learn column as well.
Some of their questions may have remained unanswered, and there also may be new questions. If so, these
questions can be the basis for further inquiry. Discuss where the students might go for answers to those questions.

References: Jeannie, L. S., Kurtis, S. M., Temple, Ch. Further strategies for promoting critical thinking. 1998.

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Discussion Web
The Discussion Web (Alvermann, 1991) is one of aclass of strategies that use aplan to orchestrate
acomplex lesson, the result of which is to guarantee that everyone gets to participate in
the discussion. It is recommended for group sizes in between 1520 students.
The Discussion Web requires that you design one binary question (one that can be answered
positively or negatively) that goes to the heart of the issue raised by the text. You ask pairs of
students to draw agrid with the question in the center. On the left-hand side of the grid, they should
designate space to list the reasons that support apositive answer to the question, and on the righthand side they should set aside space to list the reasons that would support anegative answer.
YES

NO
Should the government make
chewing chat prohibited?

The activity begins with the pairs discussing the question, and then listing four or five arguments that
support apositive answer to it, followed by four or five arguments that tend toward anegative answer.
After the pairs have listed reasons on both sides, each pair of students should join another pair of
students, and share the reasons they listed under Yes and those they listed under No. As the pairs discuss
the reasons they listed on both sides of the argument, the pairs should add reasons to their own lists.
When all of the quartets have finished, invite individuals to take aminute to decide how they really feel about
this issue. Then invite all of those who agree with positive answers to the question to move to the left-hand
side of the class. All of those who agree with negative answers to the question are asked to move to the righthand side of the class. Because individual participants may have joined each group for different reasons, they
should begin by discussing the reasons they feel as they do, and then compile their strongest arguments in
defense of their position. You should allow 7 or 8 minutes for each group to decide what its best arguments are.
Then have the two sides debate each other. Ask avolunteer from each side to state that sidesposition (in under 3
minutes). Once statements from both sides have been shared, members of any group may join in, to rebut what has
been said and to offer further defenses of their position. Set atime limit of one minute per statement. Individuals
should be challenged to listen carefully to what the opponent said before making their statements. If necessary,
you may institute the rule that they must restate what the opponent said before making their own statement.
Take steps to make sure everyone gets achance to participate. Introduce and enforce these two ground rules:
1. You must allow aperson to finish his/her statement before answering.
2. You must be polite.
Anyone who is persuaded away from her/his position may change sides during
the debate, by physically moving to the other side of the room.
After 1015 minutes of debate, ask the students to stop and write ashort argumentative essay.
At the conclusion, one volunteer from each side is asked to give asummary statement.

References: Jeannie L. S., Meredith, K. S., Temple, Ch. Further strategies for promoting critical thinking. 1998.

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514
This is an activity for the evocation or reflection part of the lesson through which
students can share their questions about atopic. It develops questioning skills.
Make groups of 5 (or 4) students. The group sits down around atable in asmall circle this is
important for the method. Everybody has their own piece of paper or an exercise book.
At first, everybody writes down aquestion concerning atopic that is taught or discussed.
Devote enough time so that everybody can identify and formulate his/her own question.
After each member of the group has written down their question, all students send their note book or paper to the
person to their right. Students read the question theyve received from their neighbor and answers in writing.
Once the answers are written, the papers/exercise books are again passed to the right. The recipient
reads the question at the top of the page and also responds. Certainly, they can also read the first
answer that is already written on the paper and they can relate their answer also to the first one.
After the notebooks or the papers with one question and four answers are back to their authors and owners,
the group can discuss them briefly and select one question for public presentation for the rest of the class.
Name of the method 5 1 4 means
5 groups members
each of them asks 1 question
and they each receive 4 answers after the exercise book is returned
If you have only four members in agroup the name of the method will be 4 1 3.

References: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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Lines of Future
Students focus their consideration on possible course of events in their future.
Students prepare atime line of their lives. They can work in pairs or individually.
They record on the time line key events of their life. They can use pictures and notes for recording. First
they remember past key events in their life until they come to the present. The events can be personal, local,
national or global. Afterward they record expected (probable) and preferred (wished) events. Also from
present to future is the line divided into two separate branches. One branch represents expected future and
the second branch represents preferred future. Each student can decide how far is between both branches.
Discuss with your students:
How the key events affected your life?
How much effort do you need to achieve the preferred future?
What can you do yourselves for realization of your wishes?
What you cannot affect?

expected
future
birth

present

preferred
future

References: Skalick, P. Training of Modern Teaching Methods. People in Need. 2005.

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Bingo (GAME)
Find in this room at least one person who can answer yes to any of the questions posed in the windows. Dont
ask the same person more than one question in arow. You can return to the same colleague after you have asked
at least one other person. It is not necessary to gain more than one personsname for each of the questions.
As soon as you fill one row (horizontally) or one column (vertically) you should call loudly: SMALL
BINGO. When you gain one personsname for each of the windows on the whole page, you should
call loudly: BINGO. That will be the end of the activity (and you will be the winner).
Find aperson who has
motivated his/her students to
create their own portfolio.

Find aperson who has written

his or her dual entry diary.

Name:

Name:

Name:

Find aperson who did areading

lesson with his/her students.

Find aperson who played some

games or sang some songs
with his/her students.

Find aperson who used an

alternative way of assessment
in his/her school (descriptive
feedback, appreciations
and questions, etc.)

Find aperson who has used the

brainstorming method more than
twice during the last school year.
In subject:

Which one:
Which one:
Name:

Name:
Name:

Find aperson who has prepared

their own lesson plan according to
socio-pedagogical constructivism
(evocation, realization of
meaning, reflection)

Find aperson who has used

amind map in his/her subject.

Find aperson who has used Venn

diagrams in his/her subject.

In subject: .

In subject: .

Name: ..

Name: ..

Name: ..

Find aperson who likes the

song Bon Cheeky Bon.

Find aperson who has done

some kind of discussion with
his/her students (community
circle, discussion web, etc.)

Find aperson who has shared

new knowledge from training
with his/her colleagues
within his/her school.

Which one:
Name: ..

Name:
Name:

Find aperson who has created

ground rules with his/her students.

Find aperson who has collected

students work during the last year.

Find aperson who has displayed

student work on the wall.

Name:

Name:

Name:

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4.
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BIO FUELS
Bio fuel is defined as solid, liquid or gas fuel derived from recently dead biological material and
is distinguished from fossil fuels, which are derived from long dead biological material.
Humans have used biomass fuels in the form of solid bio fuels for heating and cooking since the discovery
of fire. Following the discovery of electricity, it became possible to use bio fuels to generate electrical power
as well. The discovery and use of fossil fuels: coal, gas and oil, however, dramatically reduced the amount
of biomass fuel used in the developed world for transport, heat and power. Nevertheless, before and during
World War II, due to the high demand of the wartime period, bio fuels were valued as astrategic alternative
to imported oil. After the war, inexpensive oil from the Middle East contributed in part to the lessened
economic and geopolitical interest in bio fuels. Then, in 1973 and 1979, geopolitical conflict in the Middle
East caused OPEC to cut exports, and non-OPEC nations experienced avery significant decrease in their oil
supply. Throughout history, the fluctuations of supply and demand, energy policy, military conflict, and
environmental impacts, have all contributed to ahighly complex and volatile market for energy and fuel.
Since the year 2000, renewed interest in bio fuels has been seen. The drivers for bio fuel research and
development include rising oil prices, concerns over the potential oil peak, greenhouse gas emissions
(causingglobal warming and climate change), rural development interests, and instability in the Middle East.
Bio fuels offer the possibility of producing energy without anet increase of carbon in the atmosphere. This is because
the plants used in the production of the fuel remove CO2 from the atmosphere; unlike fossil fuels, which return carbon
that was stored beneath the surface for millions of years back into the atmosphere. Bio fuels are discussed as having
significant roles in avariety of international issues, including: mitigation of carbon emissions levels and oil prices,
the food vs fuel debate, deforestation and soil erosion, impact on water resources, and energy balance and efficiency.
There are two common strategies for producing bio fuels. One is to grow crops high in sugar (sugar cane, sugar beet,
and sweet sorghum) or starch (corn/maize), and then use yeast fermentation to produce ethyl alcohol (ethanol). The
second is to grow plants that contain high amounts of vegetable oil, such as oil palm, soybean, algae, or jatropha.
Biodegradable output from industry, agriculture, forestry and households can be used for athird method of
bio fuel production, either using anaerobic digestion to produce biogas, or using second generation bio fuels;
examples include straw, timber, manure, rice husks, sewage, and food waste. Biomass can come from waste
plant material. The use of biomass fuels can therefore contribute to waste management as well as fuel security
and help to prevent global warming, though alone they are not acomprehensive solution to these problems.
There are different types of bio fuels. These are: first generation bio fuels, second generation bio fuels,
third generation bio fuels, and fourth generation bio fuels. First-generation bio fuels are bio fuels made
from sugar, starch, vegetable oil, or animal fats using conventional technology. The basic feed stocks for the
production of first generation bio fuels are often seeds or grains such as wheat, which yields starch that is
fermented into bioethanol, or sunflower seeds, which are pressed to yield vegetable oil that can be used in
biodiesel. Second-generation bio fuel production processes can use avariety of non food crops. These include
waste biomass, the stalks of wheat, corn, wood, and special-energy-or-biomass crops (e.g. Miscanthus).
Algae fuel, also called oilgae or third generation biofuel, is abio fuel from algae. Algae are low-input,
high-yield feed stocks to produce bio fuels. It produces 30 times more energy per acre than land crops
such as soybeans. With the higher prices of fossil fuels (petroleum), there is much interest in algaculture
(farming algae). Second and third generation bio fuels are also called advanced bio fuels.
An appealing fourth generation bio fuel is based on the conversion of vegoil and biodiesel into gasoline.
Food vs Fuel
There are various current issues with bio fuel production and use which are presently being discussed in the popular
media and scientific journals.
It has been claimed that bio fuels are even worse than fossil fuel, that bio fuel production is driving millions of
poor people into starvation, that bio fuels are acrime against humanity it is reported that tropical rainforests are
being destroyed to make way for bio fuel crop plantations, while good farmland is being used to raise bio fuel crops
instead of food, creating food shortages and driving up food prices, especially for the worldspoor. Dozens of countries
have seen food riots as prices soared out of reach and angry people took to the streets. Are bio fuels really to blame?

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Yes, partly, but there is more to it than that First of all, not all bio fuels are the same. There are good bio fuels
and bad bio fuels. Real bio fuel that causes no anti-life devastation is being produced worldwide by thousands upon
thousands of small-scale projects focusing on local production for local use. They use renewable, locally available
resources wherever possible, including wastes, and they fit in with the local community and the local environment.
Sustainable farming
Bio fuel crops have to be grown, and there is alot of common ground between
growing sustainable fuel and growing sustainable food.
Asustainable mixed farm can produce its own fuel with much or possibly all of it coming from crop by-products and
waste products without any dedicated land use, and with very low input levels.
That sheds adifferent light on how much land is needed to grow enough bio fuels: less land with sustainable
farming, which also has much lower fossil fuel input than industrial farming. Sustainable farming is the fastestgrowing agricultural sector in many countries; millions of farmers worldwide are turning to sustainable methods.
Adifferent approach
Replacing fossil fuels with bio fuels is not the answer. Replacing fossil fuels is not even an option
current energy use, especially in the industrialized countries, is not sustainable anyway, whatever
the energy source. Avery large portion of the energy we use is just wasted, and that is where to start,
not with trying to replace the 60 billion gallons of petroleum diesel and 120 billion gallons of gasoline
the US consumes each year, not to mention the heating oil and the power supply. In order for bio fuels
to have asignificant effect on our world, this excessive energy consumption must be curbed.

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Final Evaluation of the Training

1. What in the training was most valuable to you?

2. What would have made this training more meaningful for you?

3. What will change in your future teaching as aresult of this training?

4. Which of the skills, knowledge or attitudes you have gained during

the training can you use also in your private life?

5. Have you learnt during the training something also from your colleagues in the team?

6. Suggest topics you would be interested in discussing in future meetings.

7. Please make any comments you would like on the training.

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