HDP Work Book Final Haile

Higher Diploma Program
Workbook
Accompanying
Handbook for Professional Training of

Academic Staff in Higher Education
Institutions
Ministry
of
Education
Addis
Ababa
Ethiopia
July 2018
MODULE ONE: UNDERSTANDING HIGHER EDUCATION
Unit One: Features of
Higher Education Activity
1 - P. 5
1. Outline the characteristic features of higher education.

Within the territory, it has a well-organized management structure that able to
develop skilled full man power.
It is an area where a wide range of occupations are developed.
It contributes to people's potential well-being.
It emphasizes on academics, research, and community service.
It is used as source of knowledge
2. How does the academic profession differ from other professions?
It develops manpower that is knowledgeable, skilled, and wise.
It is the source of variety of professions and disciplines.
It enjoys complete freedom and serves as the custodian of science.
It is the foundation for all other careers.
It serves as a hub for many ideas and technologies.
3. What are the current challenges of Ethiopian higher education and
what you think are their sources?
The lack of quality education is one of Ethiopia's major
challenges in higher education.
Political interference, people's commitment and thinking about
education, students' interest and background, the education
curriculum itself, government economic capacity, student
awareness, instructor capacity, parents' economic capacity, social
media and bloggers
globalization are the main sources of this problem.
4. Higher education institutions across the globe are increasingly pressed to find
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ways of proving their worth not only in the academic preparation of students, but
also in how their preparations are linked to business and industry. Discuss the
actions that need to be taken by your university in addressing this issue.
 Increasing the university-industry collaboration.
 Increasing the length of internships Sometimes the internship term is insufficient to
acquire the necessary abilities.
 Inside the campus, increasing and enhancing practical work, laboratory exercises
, and experiment activities
 Arrange for company or industry trips, as well as workshop visits, that are releva
nt to the topic of study.
Activity 2 - P. 6
List the advantages and disadvantages of the process of globalization in the
development of higher education in Ethiopia.
Advantages of Globalization Disadvantages of Globalization

 Develop our abilities to learn independently.  Unnecessary usage of social media is leading
 Allow to get different resources to an increase in addiction.
 It helps to improve international communicat  It has an impact on the community's culture
ion. and students' lifestyles.
 Facilitate the transfer of technology as well a
 Waste time and have an impact on social life.
s the sharing of laboratory equipment and ac
 Individuals and countries with less economic
cessories.
resources have limited access.
 Increase the transfer of knowledge
 Globalization has resulted in an increase in
contemporary slavery in disadvantaged
countries.
2
Activity 3 - P. 6
1. What do you think are the advancements and challenges of higher

education institutions in Sub-Saharan Africa in general and in Ethiopia in
particular?
Advancements Challenges
Number of educational institutions and Inadequate and malfunctioning
students has increased. laboratory. Materials and facilities for the
Improve technology transfer between workshop
universities and between universities and Problem with the medium of education.
the community. Commitment and readiness to learn and
Create a link between the academia and teach are essential.
the business world. a lack of inventiveness in the workplace.
Boost volunteerism and research in the a scarcity of high-quality education.
community.
3
2. State how globalization [in higher education] has affected the development of
Ethiopian higher education with regard to organization (structure), curriculum
development, system of evaluation, certification, and other similar aspects.
Most things are borrowed from other/foreign colleges, and our
universities become reliant on them. This is because industrialized
countries have highly skilled labor and advanced technologies to exert
influence over underdeveloped countries.
For example, technological text books are mostly produced in
developed nations, and the authors create the books based on their own
lifestyles, thus the examples and concepts presented are occasionally
new to our community.
As a result of the imbalanced knowledge, background, and technology,
the level of education, creativity, and invention has dropped, or we
might say diminished. The majority of people waste time admiring what
white people do or other things.
3. How should Ethiopian higher education institutions be steered to best
accomplish their missions in the context of globalization?
 Mainly, these institutions should be free from political meddling.
 Prepare research and project conferences and provide students and teachers with
the necessary technology to conduct research and projects.
 Improve the medium of education starting in the lower grades.
 Ensure that laboratory, workshop, and other facilities are appropriately managed
and updated on a regular basis.
 Invite company, industry, and inventive people and workers to provide feedback
on the curriculum as it is being developed.
 Invite professionals to speak at a seminar or train their instructors and students.
Activity 4 - P. 7
Identify internal and external factors that influence the quality of higher education in
Ethiopia.
Internal factors External factors
 Students with varying levels of ability  Situations in politics
and capacity.
 Some lecturers' poor performance and  a student's family's financial status
experience.
4
 A dorm with an unbalanced proportion of  Curriculum that has been copied
students
 A class with an unbalanced proportion of  HEI's top executives interfering
students.
  Technological advancements
 Relationships between students and
lecturers
 Collaboration amongst pupils that hasn't  The country's socioeconomic situation
been fully formed.
 a scarcity of laboratory supplies
 Finding a job after graduation is a
difficult task.
 Students and lecturers have a strong sense  Globalization
of honor.
 Time management for students and
lecturers
5
Reflective Activity 1 – P. 8
Discuss the mission of your university from the point of view of content, relevance,
clarity, precision, etc.
1. Reflection on the Mission
One of the institute's missions, nation development, has been included, and it is
significant and relevant.
They are accurate and unambiguous.
The materials mentioned as the institute's mission are relevant.
It is commendable since it involves high-quality education and community service.
2. Reflection on Vision
The university's objective is to become one of Africa's top ten research universities by
2025. The text is relevant, clear, and necessary in this regard. Only three years remain
until the university's mission is realized in 2022.
To realize this idea, you'll need a fully functional laboratory, experiment, workshop,
research locations and materials, as well as facilities, as well as skilled and
knowledgeable researchers, instructors, and students.
As a result, I'm not sure if the idea will come to fruition in the next three years.
3. How effectively are the teachers in your HEI working towards realizing the
mission and vision of the institution?
According to our department, most instructors work hard and effectively
to achieve their goals in support of the institute's mission and vision, but a
few instructors are careless and appear to be unconcerned about the
institute's mission and vision, preferring to mind their own business.
However, due to bureaucracy, people who desire to achieve the
institution's objective and vision encounter several problems and
difficulties both internally and externally.
4. What are the core values of your institution?
The core values of our institution are
 Quality  Innovation
 Discourse  Integrity and honesty
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 Democratic culture and  Social responsibility
5. To what extent are the above core values practiced?
These essential values must be fully implemented in order to realize the institute's
mission and vision, else unbalanced communities, knowledge, and
misunderstandings between the community and society may result.
7
Reflective Activity 2 - P. 8
1. How relevant and important are the various leadership positions for the
effective functioning of HEIs?
They are important for checking the accountability and transparency in the institution.
They are very important and relevant to facilitate the teaching learning process and
technology transfer as well as community service.
It reduces the load that one person accomplishes and create clear responsibility and
duties.
On the contrary, it takes time to accomplish small thing as you need a signature of
different authorized personnel’s and creates unnecessary student or instructor or other
people drudgery and tiredness due to unclear function and duties of some positions.
2. To what extent does the top leadership understand and support the efforts of
lower academic units to achieve the ultimate goals of the institution?
Changes will not be achieved by ignoring the efforts of the lower academic units, so that
the higher leaders should understand and support the lower academic units as much as
possible in order to accomplish the institution’s mission and vision.
3. From the point of view of need and efficiency, how satisfactory is the organization of
HEIs?
They are not fully satisfactory due to some problems like lack of trainings, guidelines,
appreciations, materials and facilities. Sometimes, the need of industry and curriculum of
HEIs are not matched so from the point view of need they are not fully satisfactory.
Reflective Activity 3 - Pp. 8 - 9

1. How reasonable are the rights and duties of the academic staff as indicated in
the Senate Legislation of your University?
In my opinion Bahir Dar University senate legislation 2019 regulations

relating to university staff article 80 rights of academic staff (16 points) and
81duties and responsibility of academic staff (20points) are reasonable and
critical and well viewed.
2. To what extent are higher education teachers (in your university) performing
8
according to their duties and responsibilities as indicated in the Senate
Legislation?
As far as the right of the teacher is respected, he/she performs his/her duties
and responsibilities to serve the university and the community as well.
Activity 5 - Pp. 9 - 10
1. In your opinion what are the strengths, gaps or limitations of the 2009 Higher
Education Proclamation?
Strengths Limitations/gaps
It gives guidance for the institutions. Some points seems non-realistic to
It helps to improve the learning implement practically.
teaching approach. Focused on specific area without
It helps to achieve quality education considering to accommodate the
in the higher education institutions. diversity and those persons with
It guides the instructor to know his disabilities
duties, rights and responsibilities.
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2. Do you think that the current academic and administrative bodies of higher
education institutions in Ethiopia are competent enough to meet the expectations
of the society?
It is hard to say yes or no.
Yes No
They transfer technology to the society. They do not properly provide qualified
They conduct research on the problem. student for the society
of the society. Most researches are left on paper or
They provide community service. journal they do not goes to the society
They solve the problem of the society. to solve society problems
to some extent.
3. Based on your experience as a higher education teacher, discuss the

theoretical, structural and practical options for the success of HEIs in
Ethiopia.
The structural and theoretical choices are relatively promising, but the
practical option will need to be tweaked to reach the desired results.
4. Rate the level of responsiveness of Ethiopian HEIs to the issues indicated in the
following table.
10
No HEIs responsiveness to High Medium Low Justification for rating
1 Local needs and Even if they offer community services,
 they do not meet expectations.
expectations
2 Regional needs and They are not particularly responsive at
 the regional level.
expectations
3 National needs and It is highly sensitive to the situation

expectations
4 International standards The worker has little and poorer
 capacity than the westerns due to the
competence of others.
Unit Two: The Role of Reflection among Higher Education Teachers
1. What do reflection, reflective practice and reflective teaching mean to you?
Reflection entails analyzing my actions in order to better and understand how they
understand my goal.
Reflective practice entails exercising and assessing my job or life practice on a daily
basis.
Reflective teaching is analyzing my practice on a daily basis in order to enhance my
teaching methods, performance, attitude, and competence, as well as to determine
how well my purpose was met and how my students' futures were affected.
2. How well do you practice reflective thinking to deepen your own
understanding and to improve your teaching competence?
Not well, but I have a habit of going through my day's work and telling
myself, "Great job, go ahead," and "That's not required," so I should avo
id this type of duty."
3. Based on your teaching experiences, give examples of reflection on, in and for
action.
Reflection in action: if students' focus is being disrupted by loud noises o
utside the classroom, go outside and advise them to turn down the volu
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me, go around the learning class, or get in their class and read anything.
Reviewing if asking the learner lower their voice is a good or poor idea. If I become
silent and continue teaching without making them lower their voices, my pupils will
not hear me and will instead focus on the students' conversations, which is negative;
however, if I make them silent, they will focus on me and will hear what I am sayin
g and teaching, which is excellent. As a result, I made amends.
Reflection for action: if I get the same thing or have the same sound problem, I
should try to minimize it before commencing class to get my students' attention.
4. How well have you handled the technical, practical and critical levels of
reflection? Elaborate.
We use technical reflection to manage the class, make quick
decisions inside the class, manage conversations, and equally
involve male and female students in the class in order to achieve our
goal and facilitate the teaching-learning process within the class.
We use practical reflection to evaluate students in their day-to-day
activities, experiences, and interactions, and provide feedback to
help them develop their behavior, attitude, and skills so that they
can receive what they need in their future lives.
Critical reflection was used to look at and scrutinize students on an
equal footing, regardless of their gender, language, socio-cultural
background, or socio-economic status.
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Activity 6 - P. 13
How applicable are the different phases of reflective thinking to teaching and
research? Cite examples.
They can be used in teaching and research by carefully carrying out

teaching and research with a deep understanding of the science at the
academic level, by providing tasks that link academic learning and
community service, and by collaborating with colleagues, other
industries, and people in a friendly manner by allowing different groups
to participate.
1. What are the different techniques of reflection that you have been using in
your reflective learning endeavors? Why did you use them and how?
The portfolio and the critical incident Because they are common, easy to
apply, and can be used on a daily basis. In current society, diaries are
uncommonly utilized, and action research takes longer to design an
acceptable solution for a problem than it does to test the answer.
Close investigation of the problem and deep thinking about the problem in
a short amount of time are two strategies that can be used to address the
problem quickly.
2. Which reflective technique is more preferable and appropriate for
teaching/learning and for lifelong learning? How?
Action research is a term used to describe a type of This form of reflective
technique involves devising and testing solutions to a problem. If it
works, the solution will be saved for future difficulties.
Using this strategy, numerous solutions for different problems will be
tested, with the best solution being used for future action.
2.2 Cases in Reflective Thinking
Read the following cases and compare with your actual practice.
Reflect on the strengths, weaknesses of the cases and the lessons you can draw
13
from each case first individually and then in pairs. Finally present the outcome to
the whole class.
14
Case 1
Balcha is one of the junior teachers in one of the higher education institutions in Ethiopia. He
always plans his lessons which involve different active learning methods and assessment
techniques. He tries his best to facilitate his students’ learning by managing his classroom
effectively. When something goes wrong in his classroom, he takes it seriously, looks for a
solution and takes immediate action to address it. After conducting his classes, he looks back
and examines his experiences regarding his planning, the active teaching methods he used,
and the assessment, classroom management and the communication methods he employed.
Finally, he identifies his own strengths and weaknesses as well as those of his students. He
then plans to improve on his weaknesses in his subsequent classes. Balcha has the habit of
questioning his practices and improving his teaching to facilitate quality learning by his
students.
Case 2
Endelibu is an academic in one of the oldest higher education institutions in Ethiopia. He
teaches his lessons with no planning. He enters class and presents what he has prepared as
notes. When a lesson is over, he will teach the next in the same manner. Sometimes he misses
his classes but regards himself as the only source of knowledge for his students. He is proud of
being an academic at the higher education institution but does not have the intention to
identify his own teaching weaknesses and gaps and take steps to improve his practice; rather
he enjoys taking part in activities that are not related to his profession. In short, even though he
has been teaching for more than twenty years, he has always taught in the same way during all
those years with no professional development.
Case 3
Tsion is a fresh academic who is teaching in one of the newly established universities. She
tries to prepare herself for her classes but she does not have the knowledge and skill of
teaching the subject matter with respect to preparing a lesson plan, using active learning
methods, managing classrooms and communicating effectively in English. She is usually
afraid of asking senior teachers how she could address or manage the problems she faces.
Rather, she prefers to read books, journals and other materials. However, she fails to put into
practices what she gathers from her theoretical readings. As a result, she feels that she is not
doing her job properly and she is tired of managing the problems she has faced inside and
outside the classroom at the beginning of her professional journey.
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1. What have you understood about reflective higher education teachers in
higher education from the above cases?
A reflective higher education teacher is one who has planned and well
organized his class, is punctual, well dressed, consistent in personal
behavior, has subject area knowledge and skill, looks and assesses his
students equally, and gives timely feedback to his students.
Have the habit of constantly enhancing your teaching skills, class

management tactics, and conflict resolution and problem-solving
skills in the classroom without impacting one side or one group.
2. How effective are the above cases in changing your attitude towards
applying reflective thinking in your study and in your teaching? Explain.
All three of the examples above are effective in changing my attitude
to a positive one. I gained a lot of experiences and learned a lot of
lessons in the first and third cases, thus it is a really essential case
study.
3. After going through the cases, do you feel you should change your
attitude towards the application of reflection in your practice? Explain.
Yes. As a new assistant lecturer, I need to adjust my attitude toward
the application of reflection in order to put the experience I've gained
to good use and experience the lessons I've learned in a positive way.
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Unit Three: Professionalism in
Higher Education Activity 7 – Pp.
16 -17
List unethical behaviors of higher education teachers and students, indicate the
reasons for the observed unethical conducts and suggest solutions.
No Unethical behaviors Instigating factors Suggestions for tackling the problems
1 Unpunctuality Carelessness, Proper assessing and following and

accident, external collect data from student on the
factor behavior of the teachers
2
Partiality Race, gender, Giving advice
ethnicity, religion Conduct training and seminars
3
Missing class Addiction, bad Punishment based on the
attitude, overload regulation and legislation of the
4
Sexual harassment Personal background, university
immorality
5
Misbehavior Personal problem,
background
6
Not respecting students Carelessness, feeling
and unnecessary bossy
estimation of student’s
ability and capacity
17
Unethical behaviors of students in higher education institutions
No Unethical behaviors Instigating factors Suggestions for tackling the problems
1 Disrespect learning Background, lack of  Giving advice

process or other interest for learning  Prepare life experience sharing
students and teachers conference and seminar
2
Missing class Lack of interest and  Appropriate punishment based on
external factors the legislation of the university
3
Disturbing class Personal behavior,  Provide appropriate teaching
teacher centered methodology and un bored
teaching methodology curriculum
4 Cheating and Lack of preparation  Commenting them to share their
plagiarism for exam, students life experience and to have role
and teacher’s model
carelessness
5 Wearing styles and Feeling like I am
hair cut or hair style modern or unique,
carelessness
Activity 8 - P. 18
Plan CPD of your own in terms of knowledge, skill, and attitude. You may
consider any one of the following.
1) Classroom Presentations
2) Effective use of the medium of instruction in your teaching
3) Technology utilization in teaching
4) Student assessment
5) Classroom management
6) Self-management
7) Diversity management
8) Research
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Cases in CPD and College Classes
Case 1
Lesson Observation: Pedagogy
The class: 45 second year students; 30 males and 15 females
Dr. Ayana is an assistant professor of Psychology. He has a heavy workload
and spends much of his time in planning. When you go into his class to
observe a session, he welcomes you and directs you to a seat at the back of the
class. He continues to talk to the students about the task he wants them to do.
He reminds them of a previous lesson about Bloom’s taxonomy and asks them
to write learning objectives for “knowledge and understanding in the cognitive
domain” He tells the students to form groups. The students manage to arrange
themselves into groups of about six by alternate rows turning around to work
with people behind. This happens with a minimum of noise and the students
begin discussion. There is an animated buzz in the room which subsides after
about five minutes and then gradually rises.
The students in all the groups are able to take turns in speaking and they
seldom interrupt each other. Females take an equal and active part in the
groups’ discussions. The discussions are animated, thoughtful and students
seem well motivated. While the students are engaged in discussions, the
teacher moves around the room. He listens to what the groups are saying,
encourages, answers question, clarifies points, and joins in the discussions.
There was a good working atmosphere in the room, the teacher and students
had a relaxed and friendly relationship. The students showed respect to the
teacher and promptly did what they were told to do.
After about half an hour of discussion, the noise level rose and the group
discussion stopped. The students were talking in smaller groups and were no
longer on task, having finished what they were asked to do. The teacher
continued to move among the groups and brought individual groups back on
task, checking what they had done, reminding them of things they had
19
forgotten, and asking questions. The class was called to attention and groups
were asked to report back. The students quickly faced the front and were
attentive. As the first group began to make a presentation, the lesson ended
and the class was dismissed.
20
Case 2
Lesson Observation: Chemistry
The class: 53 second year students, 4 of whom are females
Dr. Ayele is a large, imposing man with considerable presence. He has been
teaching in the university for eight years. He has a PhD in Chemistry for
which he studied in Europe. His subject knowledge is excellent.
When you get into his class to observe his lesson, he acknowledges your
presence and indicates where you can sit, with no break in his lecture. The
students all have some typed sheets, stapled together and many of them are
making notes on these sheets as he speaks. He talks as he writes formulas on
the black board. His voice is loud enough for the students to hear him and he
writes high enough on the board for all students to be able to see. He pauses
occasionally to look at his own typed copy of the sheets the students have and
sometimes tells them to follow as he reads out a sentence to them. At no time
does he have an eye contact with individual students. As he talks, he looks
over their heads. He asks two questions, but does not wait for an answer. A
few students murmur a response. At the end of the lesson he asks whether any
one has any question. The students look at their sheets and avoid eye contact
with him. No one asks a question. The students all appear to be listening
throughout and many of them write a lot of notes as he speaks, or copy
formulas from the board. This is an organic chemistry lesson and he cites
examples where the chemicals he is describing are used.
21
Case 3
Lesson Observation: Biology
The class: 30 third year students; 24 males and 6 females
The teacher is an enthusiastic young woman with a Master’s Degree in

Genetics. Her students are arranged into groups at random in the classroom,
where there is adequate space and light, and an overhead projector. She has
excellent biological knowledge and has planned a very well-structured lesson
on the crossing over of chromosomes. She starts by reminding the students of
the work they covered in the previous lesson. Students are attentive and ready
to work. Most students write notes as she speaks, using the key points that she
writes on the black board as a guide. She has a series of hand drawn and
colored overhead transparency sheets which she shows at appropriate points in
her lecture. These are projected above the black board. So, they are quite
difficult to see. From the back of the room it is difficult to make out the
number of chromosomes and the number of crossover points. Students try to
copy the diagrams in to their notebooks. Her explanations are generally clear,
and she pauses occasionally to ask questions. Her explanations are generally
clear, and she pauses occasionally to ask questions. The questions are usually
answered by the same young man in the front row. She asks for student
opinion about the significance of crossing over; several students are able to
contribute. She finishes by asking the students to think, before the next class,
as to why Gregor Mendel did not come across linkage.
Activity 9 - P. 21
Teaching is defined differently by people depending on the schools of thought to

which they subscribe. For our purpose we may take it as facilitating student
learning involving the skills of planning, presentation, managing students and
22
resources, guiding and counseling students and assessing student learning
outcomes. Given the above three cases identify and describe those teaching skills
you feel you should develop.
23
Skills you need to develop Why and how?
Making good working To avoid discrimination, to look every student equally without
atmosphere in the class considering their language, sex, background etc. to have
constant personal behavior and to fulfill the required objective
Develop excellent To make the student attend the class attentively and with good
knowledge on the course mood and to avoid student’s tiredness
Being fair, neutral, To make them confident in asking questions, answering
optimistic and guardian of questions, working in groups and decision making, transferring
the science ideas freely and to avoid the traditional thinking female is not
Planning well-structured equal with male
lessons To transfer clear idea, thought and to meet the specific objective
Well organize groups of the lesson (by identifying the objective of the lesson)
Create friendly relationship To avoid confusing students and to make them have good
with students knowledge on the course (by reading, referring and asking)
Participating female To avoid discrimination and to create equal participation
students equal with male It creates confidence to the student to ask questions, to consult
students (give equal their problems in academic as well as in their social life
chance) To participate group members other than group leader and to
Participating each boost their confidence, critical thinking, communication skill
individual in a group and help to develop skill to face challenges without leader
during group work
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Continuous Professional
Development Plan Example
What I would Specific What I will do By when

like to develop objectives (Date) Review of
objectives (How?
By whom?)
Develop my IT Making graphs Find a book or find a 13 July Utilization in report

skills and tables colleague who can writing and record
teach me keeping
25
Activity 10 - P. 22
Your Continuous Professional Development Plan
What I would Specific objectives What I will do By when Review of objectives

like to (Date) (How? By whom?)
develop
Using audio Find audio and Assessing
and visual visual aid students’
aids materials performance
Relate the Search Giving the student
lesson with technologies activities and
local available related with the projects and
technology lesson During the assessing their
Technology Use software Find YouTube whole lesson performance again
utilization in to support the tutorials,
teaching theory software
Motivating instructions,
students to use supports and
software in technical guides
day to day Participating
activities student in
software training
activities
26
Complete the following chart individually on a significant role model of your choice.
My significant role model: Dr.Bimrew Tamirat (Associate prof.)
Characteristics/e.g. competence and interest in Behavior /e.g. punctuality; responsiveness/

subject area; years of service/
Have interest in the subject area and have He encourages students to express their
long year of service and experience opinions and ideas
Have deep knowledge in the course He has ownership feeling
Well communicate with students and have He engaged in community service
interest to help and assist students in the especially in farm mechanization
course activities
Have good class managing skill He is punctual
Have good and well-planned lesson to He is responsive for what he has done
finish the course on time and ready to accept what comes
Which of the characteristics and behaviors you listed above do you think are
particularly important in influencing student values and conduct? Competence and
interest in the subject area and responsiveness.
Cases in
Role
Model
Activity
11 - Pp.
23 - 25
The following are case studies of teachers. Identify the positive and negative
characteristics of each teacher, and the behaviors related to the characteristics.
Case 1
27
Ferdisa is liked by his students; he is always friendly and cheerful, and often arrives late for
his classes and cracks a joke about his lateness. He is an entertaining teacher of English and
makes his students laugh. He is helpful and encourages them with their work, and often uses
his own experiences as teaching material for the lessons. He promises to help them improve
their English, and they often hand him drafts of the work they are doing. He reads their work
and makes helpful comments, but they rarely get feedback in time to make improvements
before the final deadline. He is a good sportsman, and he organizes football games for the male
students and boys in the local village.
28
Case 2
Fantu prides herself on account of her Master’s degree in Educational Psychology from Addis
Ababa University. She has excellent knowledge of child development and delivers well-
structured lectures, using many technical terms in good English. She is impatient when her
students ask her very basic questions, and does not waste her time going back over things she
thinks they should already know and understand. She compares them unfavorably with the
students she studied with, and is often highly critical of the comments they make when she
occasionally asks a question or provides an opportunity for discussion. She is very strict with
her marking. She gets disappointed when students do not live up to her expectations. She runs
an English-speaking club once a week where she enjoys conversing with students and helping
them to improve their English.
Case 3
Aster is a new Biology teacher. She is trying hard to establish herself as a member of the
teaching staff. Most students like her as she shows interest in them as individuals and tries to
learn their names and is very patient when students ask her questions. Her subject knowledge
is good. But there is a group of male students who continually ask difficult (and often
irrelevant) questions and disrupt the flow of the lessons. She is always neatly dressed and well
organized. She always tries to get to class before students to greet them and set up her work
and materials. That way the lesson can proceed smoothly. When she sets an assignment, she
expects it to be done within a week and promises to return it the following week. Some of the
boys in the class have handed in the work this semester. Those who have submitted it are
pleased with the comments they have been given. They have found out that such feedback
helps them improve their work. She has set up a support group for female students that meet
once a week, but at the moment the group has no clear focus.
Comments on cases
CASE 1
Positive characteristics Negative characteristics
He organizes football for male student He arrives late for class
He is helpful and encourage student He only uses his experience (not updated)
He is entertaining teacher He lacks giving feedback on time
He is friendly and cheerful He does no encourage female students
29
Recommendations
1. He should be encouraged female students too to participate them equally with male student
2.
3. He should be punctual and update his knowledge and experience with the recent things
4. He should be giving the feedback before the deadline
CASE 2
She run English club to help student She gets disappointed if her expectation fails
She is very strict with her marking She compares student unfavorable
She has excellent knowledge She is impatient
Recommendations
1. She should not compare students unfavorably or compare with the same level and criteria
2. She should be patient while the student ask question and answer politely
3. She should be adjusted here expectation well and try to expect what should be expected
CASE 3
She has good subject knowledge and liked by her student She expects assignments done in a week
She is punctual, give feedback to the student She fails to manage the class
She is patient, neatly dressed and well organized She has no clear focus in the support group
Recommendations
1. She should expect the assignment return and doing time based on the strength of the
assignment question
2. She should be trying to manage and handle the class
3. If she wants to support female students, she should have clear focus on it
30
Activity 12 - P. 25
What are your personal characteristics as a teacher?
Positive characteristics Behaviors

Punctuality Collaborative
Work hard Openminded
Give feed back Responsiveness
Helpful and encouraging
Feel ownership
Well organized Understanding
Negative characteristics Behaviors
Compare students unfavorably Impatient

Load students more Become boss some times
1. What is your best characteristic as a teacher?
My best characteristics as a teacher is work hard and punctuality in my subject area
2. Which role model characteristic do you most want to develop?
Deep knowledge in the subject area and good class managing skill
3. Write three things you can do to develop the characteristic you identified above.
Studying and journal or article review
Plane properly and have well planned schedule
Develop good relationship with students
31
Unit Four: Diversity
Management Reflective
Activity 9 - P. 27
1. Is diversity a problem or an opportunity for students learning? Yes/No, Why?
It's both a problem and an opportunity. For example, managing the class is difficult
because the students come from a variety of cultural backgrounds, languages,
religions, and genders.
However, it is an opportunity to share diverse experiences, to transfer technologies

from one location to another, and to improve language skills for both lecturers and
students. When the issue and the opportunity of diversity are compared, the
opportunity is greater.
2. In your opinion, how fairly do teachers in your university treat students

with diverse background?
It is dependent on the instructor's or teacher's own behavior. Some

professors are negligent with diversity and discriminate against
students who speak their language, practice their religion, and adhere
to their culture.
Others, on the other hand, are devoid of such discrimination and treat
all pupils equally, fairly, and neutrally. They merely reflect what
science is and serve as its guardians.
3. You most probably had the experience of teaching students with different
attributes (linguistic, socio-economic, etc). How well did you manage the
task? If you faced problems in this regard, how did you resolve them?
By chance I am not faced such type of things.
4. How can the issue of diversity and equity be best addressed in your
institution? Discuss in groups.
Responding to student voice, having a good teacher attitude,
establishing effective teaching skills, mutual respect, and active
21
participation of learners are all ideas and practices that can be used to
address the issue of diversity.
Activity 13 - P. 27
1. How do you conceptualize inclusive education?

Inclusive education is a type of education that encourages all people to improve
their skills, knowledge, and attitudes on an equal basis.
People with disabilities or handy caps are encouraged to engage in education
confidently and are supported with materials and tutorials that facilitate
understanding teaching methods, allowing them to compete on an equal footing
with non-disabled people.
2. Do you think that there are people who cannot learn? Explain.
No. Everyone can learn and have ability and right to learn and get new
knowledge and skill whether he/she is handicap or not.
22
3. Have you ever taught students with any kind of disability? If yes, how did
you handle them?
No. However, I learned with a lower-class visually handicapped

person. I assist him in reading my work, novels, and brief notes till he
copies them to his Burrill.
I realized how difficult it is to become handicapped in learning, and

this inspired me to volunteer in the classroom to assist disabled pupils.
Identify at least three major problems that hinder the education of persons with disability or
other marginalized groups and suggest possible solutions.
Observed Problems or Issues Suggested Solutions and Actions
1. Low level of confidence of the Show ways that they are equal with non-disable
disable person to learn equally with persons have equal power and skill to do tasks that
non-disable person non disable persons do and boost their confidence
2. Discriminative teacher or instructor Train teachers and instructors how to handle
behavior disable person & arrange experience sharing time
3. Non suitability of the course for Arrange the disable person in a course which
the type of disability mostly suitable and go with the type of disability
4. Lack of materials and facilities to Make and arrange facilities and handicap support
help and support disable person materials inside and outside the class
Activity 14 - P. 29
Describe the following first individually and then in pairs. Finally, share your ideas with
the whole class.
Gender awareness is the recognition of the differences in roles and relationships
between men and women, as well as the recognition of life experiences, expectations,
and needs, and the treatment of both equally and fairly.
Gender mainstreaming is the notion of analyzing the various ramifications of any
23
proposed policy action, including legislation and programs at all levels and levels, for
persons of different genders. Mainstreaming is fundamentally a pluralistic strategy
that values the differences between men and women. Gender-specific activities and
positive actions are included. Gender responsiveness: creating an environment that
reflects an understanding of the realities of women’s lives and addresses the issues of
the participants.
24
Gender Stereotype: Assigning specific features, characteristics, or roles to an
individual woman or man only because of her or his participation in a social group of
women or men.
Gender Responsive Pedagogy: educating teachers with the knowledge, skills, and attitudes
they need to respond appropriately to the learning needs of both girls and boys in the
classroom through gender-aware procedures and practices.
Activity 15 - P. 29
How do you address gender issues with respect to teaching-learning and evaluation?
Gender issues should be addressed based on discrimination and without affecting and
favoring one type of sex(male/female). In our country context and situation people think
than female is not equal with male and have no equal power, skill and knowledge. But it
is completely wrong and this practice is avoided when gender issues addressed equally in
higher institutions. Female should get equal chances in the class to participate in the
group work and presentation, to ask questions and to answer questions. Female should
also have evaluated equally with males in assessment means we should avoid she can’t
do this so she gets this mark or I give her this mark and she became my sex friend type
thinking.
Activity 16 - P. 29
Answer the questions below in relation to the gender case studies that follow.
1. What are the issues?
2. What strategies might the concerned university develop?
3. What positive outcomes could be achieved?
Case 1
Ethiopia exercises positive action in favor of female students entering tertiary education. At one
point, the Grade Point Average required for university admission for males was 3.2 and above, but
for females it was 3.0. Once they were admitted to the university, all students followed exactly the
same course and were assessed in the same way by written examination. It was later discovered
that the number of female dismissals was larger than that of males. The following year, the
university adopted a policy of admitting equal proportion (50:50) of male and female students.
25
Exercises positive action in favor of female students entering tertiary education
The concerned body develop strategies of lowering or decreasing the female students
entrance mark than the male in order to increase the number of female students entering to
tertiary education.
3. What positive outcomes could be achieved? The number of female students entering
tertiary education increased.
Case 2
At the end of the academic year, one of your very best graduating students – a young woman –
comes to see you. She is very distressed, as she has discovered that she is to be posted to a remote
rural area, several hundred kilometers from her home. She has decided that she cannot go to the
remote rural area to which she has been assigned to work and will instead try to find some
unskilled job in the local town.
1. What are the issues? Posted to a remote area for work

2. What strategies might the concerned university develop? This idea is not related with the
university.
3. What positive outcomes could be achieved? Nothing
26
Case 3
A small group of female students come to you to complain about the behavior of one of your
colleagues. They say that he is promising to give them better grades if they meet with him in town
at night after class. They say that they know a female student who dropped out of college last year
because of the behavior of one of the male teacher educators and another good student who failed
an examination and had to leave. They think she failed the examination because she would not
agree to a relationship with the male teacher.

Sexual misbehavior of a male teacher or trading marks or grades by sex.
This issue is not only gender issue it is also crime case. The university should punish
instructors with such type of behavior and they should be responsive for what they made
before judges. The university should also share bad and good experiences how to handle
gender issues especially related with assessment. The bad experience will teach a lesson
for others who want to relate grade with sex and god experience become a model.
3. What positive outcomes could be achieved?
Female students are encouraged to participate and learn equally with male students.
They develop equal confidence in their work area.
27
End-of-Module Self-Assessment - Module One
Write a reflective comment on your overall performance and achievements in Module One with
respect to each of the following areas.
1. Reflective activity: I participate in the reflective activities confidently and try to speak what
I am thinking about the title we have discussed, reflect it and elaborate and give examples
about the activity we do.
2. Planning sessions, conducting observations and evaluations: I think this area is not covered
in this module.
3. Contributions to group work: in this module my participation in the group is very good and
participate actively. I reflect my ideas to the group, listen what other group members idea,
write conclusion and jot main points and finally present to the whole higher diploma leader
and trainee or some times if other member of the group presents it, I give additional points
if they miss.
4. Carrying out projects: in this module there is no projects that we carried out so I can not
say anything about my overall performance and achievement in this module according to
carrying out projects.
5. Attendance and punctuality: most of the time I am punctual and be there on time but I miss
one training day.
How would you evaluate your overall performance in Module One? Circle one.
PASS INCOMPLETE FAIL
Signature of candidate: Hailemariam Mulugeta Date: 17/07/2014
28

Higher Diploma Leader/Tutor Assessment - Module One
Observations and comments from Higher Diploma Leader on the Module Performance
1. General comments on achievement in this Module
2. Please comment specifically on areas where you disagree with the self-assessment.
Please comment on what the candidate should do in the next Module to improve.
Overall performance of the candidate in this Module
PASSINCOMPLETEFAIL
Signature of HDL: Date:
29
MODULE TWO: MANAGING TEACHING, LEARNING AND ASSESSMENT
Unit One:
Understanding
Learning Reflective
Activity 1 - P. 36
1. Which perspectives of learning were dominant in your personal experience at

the different stages of your education? Give an example in each case.
You may consult the following sources to understand the perspectives more fully.
Weegar, M. A. & Pacis, D. (2012) A Comparison of Two Theories

of Learning - Behaviorism and Constructivism as applied to Face-to-
Face and Online Learning. E- Leader Manila Retrievable from:
https://www.g- casa.com/conferences/manila/papers/Weegar.pdf.
University of California, Berkeley (2018). Behaviorism.

Retrievable from
http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-
research/behaviorism/.
Stage Behaviorist Cognitive Social Predominant

Constructivist constructivist Feature/s/and Examples
Primary  Students are required
to only respond for
 required action and
the teacher arrange
situations and
activities
Secondary  Repetition and
teacher’s assistant
  with students hard
working
Undergraduate  It is based on course
type and instructors’
30
   behaviors and it is
more of
constructivism
Postgraduate  Give small and
receive more

31
2. Discuss the implications of each learning theory for classroom teaching and learning.
 Behaviorism in some case develop students’ level of confidence and their interaction or
respond in the future while the teacher feed back is positive while they become shy and
independent if the teacher interaction or feed back is negative. So, the teacher has full
power and authority to make the student good or bad in the future.
 Constructivism appreciate students to debate with teachers. So, students develop full
level of confidence and their level of thinking and knowledge as well as critical thinking
abilities developed. In addition, it helps students to use their internal gifts and connect
them with real environments.
 Social cognitive enable students to connect with their cultures and appreciate and support
slow learners with collaborative learning and helps to improve active learning methods.
3. Consult a reference on another learning theory such as the theory of
Observational Learning and describe its importance in teaching and learning.
 Used to inspire positive behaviors though it is linked with negative or
undesirable behaviors
 It helps individuals to acquire new responses
 It plays an important role in socialization process
Activity 1- Pp. 37 - 40
Use the following questionnaire to explore whether you have a preference in the
way you think and learn.
VAK Learning Style Questionnaire

Read each statement carefully. To the right of each statement, write the number
that best describes how each statement applies to you as follows:1- almost never,
2 – rarely, 3 – sometimes, 4 - often, and 5 - almost always.
There are no right responses. React to each statement as quickly as you can. Once
you have completed the 36 statements, put your total score in the spaces
provided.
32
Section 1: Visual
No. Statement Score
1 I take lots of notes. 4
2 When talking to someone else, I find it hard if s/he does not maintain good eye 2
contact with me.
3 When reading a novel, I pay a lot of attention to passages picturing the scenery, 4
setting, etc.
4 I make lists and notes because I remember things better if I write them down. 3
5 I need to write down directions to a new place so that I remember them. 1
6 I need to see the person I am talking to in order to keep my attention focused. 4
7 When meeting a person for the first time, I notice the style of dress and the 4
physical characteristics first.
8 When I am at a wedding, I like to stand back and observe others. 3
9 When I recall information, I can see it in my mind and remember where I saw it. 4
10 If I had to explain a new procedure or technique, I would prefer to write it out. 3
11 During my free time, I am most likely to read or watch television. 5
12 If the dean has a message for me, I prefer if s/he sends me a note. 4
Total score for Visual 41 (the minimum is 12 and the maximum is 60)
33
Section 2: Auditory
No. Statement Score
1 I do not take a lot of notes but I still remember what was said. 3
2 When talking to someone else, I find it hard with those who do not talk back to 4
me.
3 When I read, I read out loud, or move my lips to hear the words. 4
4 When reading a novel, I pay a lot of attention to passages involving conversations, 4
talking, speaking, dialogues, etc.
5 I like to talk to myself when solving a problem or writing. 3
6 I can understand what a speaker says, even if I am not focused on the speaker. 4
7 I remember things more easily by repeating them again and again. 4
8 When I am at a wedding, I like to talk about a subject that is important to me. 3
9 I would rather prefer receiving information from the radio to the newspaper. 3
10 If I had to explain a new procedure or technique, I would prefer talking about it. 3
11 During my free time, I am most likely to listen to music. 3
12 If the dean has a message for me, I am most comfortable when s/he telephones. 3
Total for score for Auditory 41 (the minimum is 12 and the maximum is 60)
34
Section 3: Kinesthetic
No. Statement Score
1 I am not good at reading or listening to instructions; I would rather just start 2
working on the task or project at hand.
2 When talking to someone else, I have the hardest time handling those who do not 3
show any kind of emotional support.
3 When I read, I move my lips. 4

4 When reading a novel, I pay a lot of attention to passages about feelings, action, 4
and drama.
5 I take notes and doodle but I rarely go back and look at them. 3
6 I use my hands a lot when I am trying to remember the right thing to say. 3
7 My desk or work place appears disorganized. 2
8 When I am at a wedding, I love to dance and sing. 3
9 I like to move around; I feel trapped when seated at a meeting or a desk. 4
10 If I had to explain a new procedure or technique, I would prefer actually 4
demonstrating it.
11 During my free time, I am most likely to exercise. 3
12 If the dean has a message for me, I am most comfortable when s/he talks to me in 3
person.
Total score for kinesthetic 38 (the minimum is 12 and the

maximum is 60) Remember that VAK refers to preferences, not
fixed and permanent categories.
Activity 2 - P. 40
Share your responses to each of the following questions with a colleague.
1. What have you found out about your learning style from the above descriptions?
 In the above learning style description, I found that I preferred visual and auditory
learning style equally and I used them appropriately as required but I have no clear
time that I say today I used visual or I use auditory. I use also kinesthetic learning
style when required.
2. Do you think your learning style affects your teaching as in course
planning, delivery, etc.? If so, how? Yes, because I think that they will
understand me in the same way I understand others. So, this discriminate
35
other students that have another learning style. Therefore, practicing all
the learning styles as required in the class is very important and helps all
students to understand and remember what they learned.
36
1. If you have ever applied ALMs (active learning methods) such as pair
work, role play, jigsaw, etc., give examples of those which you most
frequently used.
 As a teacher I have not applied it, but during in my student time pair work and role
pay, group works are used to actively participate and engage students in the
learning teaching process. E.g. Examples are first discussed by students according
to the theory and guidelines the instructor gives and finally the instructor
summarizes and conclude it.
2. What do you think are the challenges in applying the ALMs?
 Class size (number of students in the class)
 Course contents (many chapters covered in the course)
 Instructors interest to active learning method
 Students interest and emotion to active learning methods
 Time arrangement or the time planned for the course or the content
3. What strategies can you think of to overcome the challenges?
 To overcome the challenges, make the number of students in the class standard or
the number of students to instructor ratio 1:40 or less, minimize the course
contents and give more time to each course and contents if possible and create
awareness for instructors and students about active learning methods.
4. In the first column (below) list active learning methods used in the HDP
sessions so far. In the second column tick if you have used these methods
in your teaching. Use the third column to explain the degree of your
success in using the methods.
Active learning methods Tick if you Evaluation of the usefulness of the methods
have used
them
Group work Almost all All are very useful to engage students in the
Role play are used as teaching learning process actively and to examine
Case studies required but and evaluate the capacity of each students and their
37
Sometimes debate debate used performances passions and unique qualities.
in the class
room rarely.
38
5. Check the application of the following activities related to student motivation,
performance and cognitive development when they are implemented in classroom
teaching.
Activity Response Explanation of response

Yes No
Is the task you set at the right level for your students?  Help full for student
Is the work of mixed difficulty so every student can  Help them to ask each other
and dig more
be challenged and experience success?
Is the task interesting and relevant?  Measure student’s ability
Can students resubmit work that is not up to  Mostly they accept works as
usual
standard?
Do students understand what they will gain from  Mostly they understand
what they gain form question
what you are asking them to do?
Do students understand the relevance of what they  They know rarely and the
are doing it because of mark
are doing?
Are your sessions varied?  The same sessions
Do your sessions engage students in activities?  Mostly it engaged them
Do you base your teaching on interesting and/or  Topical and remembering
questions are used
topical questions?
Are you enthusiastic in your sessions?  Because it is interesting
Do you have a good relationship with your students?  It is very critical
Can students show creativity in your sessions?  They used their full capacity
Are students able to work with others when  They work together and
encouraged sometimes
completing tasks?
Do your students get frequent feedback such as praise  It gives confident for
students and help them to
or positive comments, etc. about their work?
continue in another day
Do you set personal goals for students?  I do not think it is important
Is it possible to make all students active learners?  If class size is small yes
Do you encourage students to take responsibility for  It is important for them
commenting the
their own learning?
responsibilities of their
39
learning
40
Activity 3 - P. 44
Read the following scenarios based on real life examples in HEIs. Consider them
in order to identify effective strategies.
1. Instructors have tried to implement interactive learning methods but students
are reluctant to participate. The students feel the instructor’s role is to tell them
what they need to know for the examination.
2. An HDP candidate says the introduction to interactive learning during HDP is
very general. The candidate further remarks that it is very difficult to apply
interactive learning when teaching mechanical engineering and the candidate
demands for more help.
3. An HDP graduate says: During the HDP my teaching was observed by the
Higher Diploma Leader and some of my peers. Now there is no systematic
observation in my institution. It seems no one really cares about using active
learning methods so I don’t bother any more.
4. The physics course/module I am teaching has very rich curricular contents. I
have to get through the contents with my students. This situation forces me to
become teacher-centered. Interactive learning takes too long and I will not be
able to finish the course/module.
5. Using interactive learning requires preparation and planning before my
sessions. I am very busy with my 12 credit hours per week and don’t have time
for preparation. In any case, I have my notes and these are sufficient for
teaching.
6. I would like to use more interactive learning but it sometimes requires more
resources. Usually I only have two pieces of chalk and a board to write on.
This means I have to use a teacher-centered approach.
7. My usual class size is 60/70 and may be more and for some of my colleagues
who teach common courses the number of students may exceed a hundred.
This makes using interactive learning impossible but I would like to try.
8. I was forced to complete the Higher Diploma Program but really, I know all
about teaching after 20 years of experience of teaching and I found nothing
new in the course. I make sure my students know what is needed. I tell them
41
what they need to know and no one has complained. So, what’s the problem?
The above 8 points show that there is challenges to implement active learning
or interactive learning methods lack of knowledge how to implement, large
class size, resource scarcity, work load, nature of the course contents and
management problem, lack of planning and preparation and students attitude
and instructor attitude all leads to avoid the implementation of interactive
learning methods .
42
Read the descriptions carefully and match with the appropriate methods listed below.
Buzz Group; Microteaching; Jigsaw Groups; Hot Seating; Decision
Line Cooperative Learning; Case Study; Balloon Game; Crossover
Group
Description of active learning method Label of method
HDCs have been asked to prepare a lesson on teaching an aspect of a
course. HDL asks them to prepare a 15-minute lesson, with objectives,
activities and resources using materials easily found in the surrounding Microteaching
environment. They present this lesson to their peers. HDLs and their peers
evaluate the effectiveness of the lesson and provide feedback on the
quality of the teaching
You have divided the class into 10 groups. The topic for the next four
sessions is child psychology. Each group is given a different aspect of the
topic to research over the next three sessions. In the fourth session, each Jigsaw groups
group brings the materials that they have collected and you help to bring
all the pieces of the topic together.
During your session on curriculum course, you stop every few minutes
and ask students in a group of four sitting closely together to brainstorm
their ideas on a particular aspect of the topic; e.g. their understanding of
the word curriculum, which subjects are essential in the school
Buzz group
curriculum, the relative value of different subjects, and the abilities
developed through different subjects. They are allowed a short time for
each period of discussion (about two minutes). There is a ‘hum’ of activity
in the room during these periods.
In History, students are given the names of five important professionals (a
teacher, an accountant, an engineer, a medical doctor, and a journalist)
who are sitting in the basket of a hot air balloon in the sky above the
Balloon game
Indian Ocean. The balloon is going down, and the only way to keep it
from falling into the sea is to ‘throw out’ one of the professionals. Which
professional would you throw out first? Second? Third? This method can
be used, for example with famous scientists, modern inventions,
characteristics of good teachers, etc
43
Students are divided into groups to discuss a given topic in any subject.
After five minutes, two members of each group move to the next group to
share ideas from the first group and to join a new discussion. After another
Crossover group
five minutes they move again, so that during the course of the lesson all
students have been able to share information. This avoids the need for a
lot of feedback.
44
One member of the class is assigned to be a character from literature,
history, science, etc. This member is placed in the center of the room to
role play the character. Other members of the group direct questions to the Hot seating
person in the center who has to respond in role. After 10 minutes, you
change the person in the center and the character.
You organize students into groups for a particular topic, give clear
instructions and explain how you want them to work together. You may
assign different group behaviors to each member of the group e.g.
facilitator, note-taker, time keeper, leader, observer, reporter. Students are
Cooperative learning
expected to interact, share ideas and ask their peers first if they need help.
They are all responsible for the outcomes, which are evaluated against
agreed criteria. Over a series of sessions, each group member can be asked
to take on different responsibilities so all students are encouraged to
develop different skills.
You are planning a lesson on the characteristics of good teaching. Instead
of giving students a list of these characteristics, you provide a description
of six different teachers and what they do in their classrooms. The
Case study
students have to identify the positive and negative characteristics of each
teacher. The whole class then comes to an agreement of the characteristics
of good teaching.
You want to encourage students to think about a topic and form an
opinion that they can defend. Example: Genetic engineering can help in
food security. Students are asked to physically move and stand in a line
Decision line
that represents a continuum from strong agreement with the statement to
strong disagreement with the statement. Students then have to find a
partner and explain why they chose to stand at a particular point on the
line.
1. Which of the above ALMs could be suitable/unsuitable for your

course? Explain with practical examples.
Case study, hot seating, cooperative learning and cross over groups are suitable. But mostly
case study is used and suitable for engineering especially for mechanical engineering students.
You give them machine component design case study or machine component drawing case study
and they outline important things and identify necessary steps and methods to understand the
lesson and to gain the required knowledge on the topic.
45
2. Using the VAK model identify useful active learning methods for supporting
different types of learners and discuss their implications for classroom
instruction.
Learning Style Helpful Method

Visual  Balloon game
 Pyramiding
 Drama
 Drawing picture
 Picture analysis
 Active listening
 Brainstorming
Auditory
 Buzz group
 Presentation
 Reflection
 Radio reporting
 Storytelling
 Creative writing
 Experiment
Kinesthetic
 Fieldwork
 Games
 ICT use
 Making models
Activity 6 - P. 50
In your opinion, how practical and useful can cooperative learning be in
college classes? Explain.
They practiced rarely but they are very important and necessary to develop each student’s
performance, understanding level and skill, self-confidence and role play. Some students afraid
to ask instructors but it is easy to ask their friends during cooperative learning and they avoid
confusions while they ask their friends. In addition, they adapt responsibility taking and they take
duties while they are in other work and also piggyback is eliminated and avoided. This helps also
students to do their own according their understanding and knowledge during exams and quizzes
and helps to avoid misbehaving and cheating in exams.
46
Activity 7 - P. 52
What should the instructor do during group work? Discuss the following
scenarios, considering the advantages and disadvantages.
1. The instructor leaves the groups alone to get on with the work.
Advantages: it saves time and energy for the instructor and give full confident for students
Disadvantages: students become confused with the question, they miss important
information’s and ideas
even do not listen each other and talk other things out of the topic.
2. The instructor spends time with each group in turn.

Advantage: The students in each group can engaged in the activities
Confused instructions and information become clear
Students can ask anything and the instructor hear what they discussed and
guide them
Disadvantage: Needs more time and may be the instructor can not cover the course
Need more energy to hear and guide each group in turn and create
tiredness
3. The instructor moves around the room listening to what each group is
saying. S/he only assists when asked, or if the group is unsure what to do.
Advantage: Save time and energy for the instructor
Confusion and misleading instructions can be easily corrected
Out of topic talking’s and false discussing and information’s are easily
avoided
Each group or groups who confused in the discussion can ask the instructor
while
The problem occurred.
Disadvantage: May be one or two students only participate in the discussion and others
make them self
Seems like they already engaged in the discussion.
4. The instructor visits each group giving additional instructions and
47
contributing his or her own opinions.
This is very best method to manage group discussions. While visiting the group the instructor
identifies each student in the group whether they are participating /playing their role or they
simply sit and piggyback on others work. And also helps whether the student get the instructions
and core points of the discussions.
48
Identify the issues involved in each of the following cases for both the teacher
and the learners and suggest possible solutions.
Case 1
A class of 60 has been divided randomly into six groups. You have prepared one
sheet of instructions for each group. It takes a long time for students to start
working. By the end of the session, no group has completed the task.
For teacher: Large class size
Randomly group classification
For students: Unclear and confused instructions
Difficulties to start quickly
Can not complete the task on time
Solution: Arrange the group according to the student performance and level of understanding
Give clear and unconfused instructions to the student
Students should quickly start the discussion and avoid afraid each other
Case 2
Students have been allocated to groups; it takes a long time to move the furniture.
There is a great deal of noise. After the furniture has been moved, most groups
are sitting and talking about the research they have done, but there is very little
new activity taking place.
Issues: Time kill while moving the furniture
Disturbing noise
Talking out of topics
Solution: Make the furniture’s suitable for simple group formation
Comment the student lower the noise while they move or working on the furniture
Make the students quickly engaged to the topic of discussion
Case 3
Groups have been formed and instructions given. Most groups seem to be
working well, but only one or two group members seem to be contributing
effectively to discussion. One group calls you over and says that they do not
understand what they are expected to do.
Issues: Only one or two students in the group participating actively while others not
participating
Cannot understand the instructions and do not know what is expected to do in the
49
discussion
Solution: Control every student in the group to participate actively and to engage the
discussion
Tell the instruction clearly and what is expected to done by the students
50
Case 4
Groups are working on a 30-minute task. One group seems to have finished after
only 15 minutes, while another group has hardly started. The group that has
nearly finished is looking bored.
Issues: Giving task that does not consider each group capacity and level of understanding
Feeling bored and time management
Solution: Give clear instruction and plan time that equivalent with the task you given to the
student
Give tasks that consider each groups performance and level of understanding
Give additional activities or tasks for the group which finished the task first
Case 5
When groups are asked to report back, nearly every group has only one group
member contributing. The contributions from most groups are identical. This is
time consuming and students are looking bored. One group gives ideas that you
think are incorrect and contrast with what others are saying.
Issues: presentations are held by the same students and it become time consuming and creates
tiredness and students become bored. Incorrect and contrasting ideas.
Solution: try to participate each student in the group during discussion presentation and
manage the time for each group presentation and avoid unnecessary debates and generalizing the
presentation and give guidelines and general information’s and comments.
51
Match the following eight labels with their corresponding behavioral descriptions.
Problem Solver Diverger Facilitator Saboteur
Leader Doer Dominator Silent Listener
Description Label
Takes responsibility when assigned, quickly identifies the characteristics of
other group members, has a clear view of how best to achieve the task
objectives, wants the group to succeed, is able to sum up main points, is able
to bring discussion back to the point, may have predetermined personal
Leader
agenda. May say:
“The main point for consideration/agreement is
…” “One way to do this is…”
“What do people think?”
“Let us hear everyone’s opinion.”
Accepts personal responsibility for enabling the group to succeed,
understands the group members and the task, listens carefully and can
clarify/expand the statements of others, recognizes areas of agreement and
Facilitator
where agreement can be reached, understands where differences and
misunderstandings lie and can expose these in a non-personal way, is able to
bring a discussion back to the point. May say:
“I think you are both saying…”
“Do you mean…?”
Assumes responsibility, thinks s/he knows best, has a low opinion of other’s
knowledge and experience, does not listen to or take account of other
people’s points of view, interrupts other speakers (usually with a Dominator
contradiction). May say:
“Well I think…”
“Oh no, that’s not going to work.”
Feels responsible for wider issues than the immediate one, can see
connections with many other issues, brings other issues into the
52
discussion, can be persuasive and entertaining when speaking, is reluctant to
Diverger
let go of an idea/issue. May say:
“We can’t ignore…”
“What about…?”
Takes no responsibility for the success of the group, has no interest in the
task, may have an interest in causing the task not to succeed, does not listen,
makes ‘asides’, does not complete allocated tasks, can make other members
Saboteur
of the group disaffected, may offer to do something and then not do it. May
say:
“Who chose him/her as leader?”
“She doesn’t know as much as you.”
Says nothing at meetings, probably due to shyness, low self-confidence, or
Silent listener
poor understanding of the language. When speaking outside of meetings has
interesting ideas and suggestions as to how to move projects forward.
Is able to understand the nature of a problem quickly, is not put off by
complex problems, can think creatively and radically when coming up with
solutions, is able to find more than one solution to a problem. Problem solver
“How about
trying…” “Couldn’t
we …”
Will take responsibility for the tasks no one else wants to do, will do other
things that need doing without being asked, is able to think ahead and attend Doer
to details that others might forget.
“Why don’t I…?”
“I thought someone should…so I did it.”
53
Activity 10 - P. 56
1. Write down three things you have learnt today about effective group work.
 Considering varieties of behaviors and its effect while group formation
 Time management and clear instructions are base for effective group work
 Cooperative working and task classifications are very necessary and time effective in
group work
3. What will you change the next time when you organize a group activity?
 Made the group mix based on the student’s performance and level of understanding
 Make the instruction clear and the time is appropriate for the task given to the student
Activity 11- P. 60
1. Do you consider yourself a teacher, coach or mentor? Explain.
 I cannot say I am teacher, coach or mentor. Because it depends on the situation I face.
Mostly it seems like I am a teacher but I found my self in coach characteristics or
mentor characteristics.
2. Do you think that your students can take responsibility for their own
learning? Why or why not? Yes. Because taking responsibilities is
one part of their life. So, they should take responsibilities for their
learning to successfully fulfill what is required by them and to
improve their performance.
3. Is your role to be an expert and give students answers or to ask
questions and challenge them? Explain. Being expert in the course
is very important to help students, to answer their question and to
challenge them because it makes them challenge the challenge.
But the main role of instructor is to have subject matter knowledge
and pedagogy skills in order to create comfort, raise awareness
and empower students in the subject as well as behaviors.
4. What type of help do your students need to be independent learners?
 Motivation
 Support and guidance while exercising it
 Techniques and experiences sharing
 Materials and access support
54
5. What possible mechanisms do you suggest to realize independent
learning in the courses you teach? Motivate them to practice
independent learning, appreciating independent learners, support
them in materials and things that help them to develop independent
learning if possible.
55
Activity 12 - P. 61
Read the following statements and determine whether or not the teacher is
teaching for thinking.
Statements Yes No Not sure

I try to ask students questions which might

bring a variety of responses.
If a student does not answer my question

immediately, I move on to another student.
When a student answers a question and

doesn’t get it right, I tell his/her the
answer.
When a student is not sure how to answer I

encourage his/her to try.
I try to involve the group in discussing

possible answers.
I always verbally reward students’

answers.
Activity 13 - P. 63
1. How do your students use the media to enhance their learning?

 They used it to improve their understanding, skills and independent learning ability. If the
topic is bulky and full of drawings, they prefer LCD media. They used internets to refer
topics to get new ideas and to get and share others experience in positive way.
 In the other hand they use internets to kill (waste) time and LCD to avoid having short
notes during class
2. How does access to different media affect your teaching? Accessing different instructional
media affect teaching. To know new ideas and to give related examples internet and local
medias are important and to show working principle of machines and machine
56
components, to show complex drawings LCD should be used and available. To teach other
innovative technology-based things computers and internets should be available. So,
accessing instructional media affect teaching positively and negatively.
57
Based on your experience as a university instructor, write down some advantages
of using instructional media in your classrooms.
 Improve instructor’s knowledge and makes him/her resourceful
 Makes the teaching process easy since it avoids making complex drawings and pictures
 Helps the student easily understand the lesson by showing them related animations,
videos and practical application and implication of the lesson and create interaction,
motivation and collaboration
 Can easily show graphs and charts and develop independent learning environment
 Can easily revise it if he/she forget
 Avoid health problems related with chalk particles
1. How do you define time management?
 Time management means the appropriate use and utilization of the given time for
the given lesson or course in order to deliver the required knowledge and transfer
technology or ideas properly and appropriately. In order to manage time and use
time properly proper planning and implementation techniques are necessary. Time
management is critical in teaching learning process.
2. How effective are you in managing your time?
 Mostly I use my time properly and effectively. But sometimes unnecessary things
diverge my idea and time pass without performing my task as planned.
 If I plan to do some activities, I can not start another activity before finishing the
first activities
3. Do you manage time or does time manage you?
 Mostly I managed time but sometimes time itself manage me
4. How effective/ punctual are you in using instructional time and

appointment with your students or other clients? Unless accidental or
unexpected things happened, I am very serious in time management
during appointment with students or other instructors or person. I can say
58
that I am very punctual.
59
1. Comment on the items in the matrix provided above.
 As discussed in the HDP training activities that are important urgent and
important not urgent are accepted and necessary or the activities listed in that
matrix are really appreciable.
 Activities in the not important urgent and not important not urgent are little
confused and create debate between the HDP trainee.
 Mostly activities like some meeting, some mail and some phone calls are listed
in the categories of not important urgent and not urgent. So, may be these
activities are very important and urgent or important and not urgent in some
cases and some times like meeting deadlines and problem preventions.
2. How does the Time Management Matrix relate to your experience as a teacher?
 Since I am fresh assistant lecturer I have not much experience as a teacher in
this time management matrix. But activities listed in the time management
matrix are happened in each individual in life time. Time wasters like using
social media (Facebook, telegram, YouTube) should be managed properly
to become productive.
3. How much time do you spend on planning and preparation for your teaching?
 It depends on the course and the topic. If the topic is broad and become
complex for the student to understand it takes more time to prepare it in
simple and easily understandable way and to refer more books, references
and online resources. But if the topic is simple it takes less time to plan and
prepare for the class.
Activity 14 – Pp. 67 - 69
Time Management Questionnaire
Read each statement in the following chart and circle the number of your choice
for each. Do this as quickly as you can.
1=
Stron
gly
60
disag
ree
2=Di
sagre
e
3=
Slig
htly
disa
gree
4=
Slig
htly
agre
e 5=
Agr
ee
6= Strongly agree
61
Statements SDA DA StDA StA A SA
1. I spend much of my time on important activities that
demand my immediate attention, such as crises, pressing 1 2 3 4 5 6
problems, and meeting deadlines
2. I feel I am always “trouble-shooting” and working in
crisis mode. I am always being called to help with 1 2 3 4 5 6
important problems.
3. I feel as if I am wasting a lot of time. 1 2 3 4 5 6
4. I spend much of my time on activities that have little
relevance to my top priorities but demand my immediate
attention (e.g. interruptions, unimportant meetings, non- 1 2 3 4 5 6
critical phone calls)
5. I spend much of my time on activities that are
important but not urgent, such as planning, preparation, 1 2 3 4 5 6
prevention and relationship building
6. I spend much of my time on ‘busy’ but non-productive
work, watching TV, games, browsing the Internet, etc. 1 2 3 4 5 6
7. I feel I am on top of things because of careful
preparation, planning and prevention. 1 2 3 4 5 6
8. I feel I am constantly addressing issues that are

important to others but not to me. 1 2 3 4 5 6
Scoring:
A B
Question 1 = 5 Question 5 = 6
Total A 8 Total B 11
C D
Total C 10 Total D 9
Dominant type B
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If you are an A, C, or, D type, how can you move to be type B? If you are type B,
how can you support your colleagues in becoming type B? By chance I get my
self in type B. Mostly every person plan for his/her future. We plan for tomorrow
no one think he/she die today all people say I live long time so planning is
important it may be written or unwritten plan. You should plan to prevent
something in the future or tomorrow or you should waste times to build health
and life time lasting relationships. Therefore, I encouraged them to plan for the
future, to become ready to prevent something which happen in the future and to
build long lasting relationship for my colleagues.
Reflective Activity 6 – P. 72
1. List three important things you have learnt about managing your time and
reflect on them in relation to your personal practice.
 Identifying activities to do and classified them as important urgent,
important not urgent and not important urgent and not important not urgent
 Planning for each activity that are important urgent and important not urgent
 Take action based on the planning. During phone call identify whether it is
very important or not for example in any means I do not want to miss my
mom phone call
2. How do you plan to improve your time management and be productive in your activities?
 I plan to waste much of my time on important urgent and important not urgent activities.
I plan to do something productive like improve my computer skill or to know some kind
of engineering software then I practiced based on the plan. That is may/may not be urgent
but important for me for next time academically.
Unit Two:
Instructional
Planning Activity
15 – Pp. 72 - 73
1. Have you ever prepared a course plan for the courses you taught? If YES,
did it help you to achieve the objectives of the course? If NO, why not?
No. because I am fresh assistant lecturer and all the lecturers are underload I have not
thought in this semester.
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2. Read the case study below and discuss the following questions.
Case Study – The Working Practice of Two Instructors: “K” and “Y”
Instructors “K” and “Y” graduated from the same university majoring in the
subjects that qualify them to instruct in the faculties they are employed as
graduate assistants. They were outstanding students of their batch scoring the
same CGPA. After five years of teaching experience and having M.Sc.
qualification, their students’ evaluation indicates a significant difference in the
way they treat the same course they are offering to different groups of final year
students. Similar experiences were also observed when peer evaluation was
conducted. The evaluation results and interviews conducted with students are
described as follows.
Instructor “K” has good knowledge of the subject matter and used this to provide
appropriate references. But the way he used to manage the course was not
orderly; he did not even communicate units that are included in the course to
students or what strategies of teaching would be used and for what purpose.
On the other hand, instructor “Y” was evaluated differently both by her students
and peer observer. She was quite orderly, communicated to her students
appropriately as to what topics were included in the course, gave enough
information about the expected results of attending the course and provided well
developed specifications about the whole features and components of the course.
a. Do you think that two instructors who have similar qualifications, work
experience and academic achievement will demonstrate the same performance in
instruction? Why
/Why not? No. because it depends on their personal behavior and quality sometimes.
There is no identical performance in this practical world.
b. What were the major strengths and weaknesses of instructors’ “K” and “Y” in
the case report presented below? What do you suggest as a remedy to correct
the weaknesses?
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Instructor “K” strength is he has good knowledge and use appropriate reference and his
weakness is he manage the course unorderly manner and not introducing units and expected
outcomes. Instructor “Y” strength is she manage class orderly and gave enough information
about expected outcome and no weakness listed in the case. The solution is instructor “K” should
be share experience with instructor “Y” and he should manage the class orderly and gave enough
information about units and expected outcomes and improve his weakness.
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Activity 16- P. 73
Do you see difficulties in preparing a course plan? If so, what are they? How
can they be tackled?
 Since I have not developed a course plan yet I do not know the difficulties that face or
challenge during course plan preparation.
Activity 17- P. 74
Develop a course plan constituting the elements of a plan.
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1. Indicate whether or not the following objectives are SMART (Specific,
Measurable, Achievable, Relevant, and Time limited).
Objectives MeasurableAchievable RelevantTime
Specific limited
By the end of the session students will:
know about flowers.     
be able to solve quadratic equations.     
understand climate.     
write a descriptive paragraph to begin a     

story.
know about the Battle of Adwa.     
have completed a lesson plan.     
explain the rules of volley-ball.     
be able to identify rock samples.     
classify materials and justify them     

classification.
appreciate individual differences between     
students.
know different geometrical shapes.     
understand electrical charges.     
2. Using the following format, write some examples of SMART objectives for
one of your courses and discuss them with your colleagues.
Instructor’s name: Mr. Yabebal Date: 15/05/2012

Department: Mechanical Eng. Year/Semester 5/I
Course/module title: agro-machinery I Course/module code: 5051
Cr.hr/ECTS 6
Topic: Types of sowing machine and equipment’s
Number of students: Male 26 Female 0 Total: 26
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General learning outcome: _ know about types of sowing machines and
equipments Specific learni
Know components of different sowing machines

Understand the working principle of the different types of sowing machines
, etc
Assessment Resources
Teacher activity Time Student activity
methods
 Revise previous 10’  Write short note  Quiz out of  Chalk
lesson or jot down 5 marks  LCD
 Introduce todays class 10’ points  Individual  Laptop
objective  Consider assignment
objectives out of 2
 Introduce sowing
20’  Identify types of marks
machine types sowing
 Clearly explain the 20 machines
components of each  Identify
type components of
 Clearly explain the 20’ each sowing
working principle of component
each type  Attentively
 Show videos how 15’ watch the video
they work  Participate
 Allow students to 15’ actively in the
group discussion
discuss in group
 Reflect their idea
 Review objective and 10’ and
conclude the lesson understanding
Activity 19 - P. 78
2.6 Session Evaluation
 Two successful things about the session and what you did to realize them.
 Review the plan. Were the activities clear? Were the teaching methods appropriate?
 Did the students stay on task? Was the expected outcome achieved?
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 One method of improvement to be used in subsequent sessions
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Unit
Three:
Assessme
nt
Activity
20 - Pp.
81 - 82
1. Answer the following questions individually, and then discuss your answers in group.
a. Why do we assess?
 Because to evaluate the performance of each students and to know how much they
understand the course or topic and they convert it to their real-life activities.
 In addition to give feedback on their strength and weakness of the student in order to
achieve their goals and the institution objective and outcomes.
 And also, to evaluate our strength and weakness in order to achieve our goal and the
institute goal
b. What do we assess?
 Students performance
 Students level of understanding
 Students critical thinking skill
 Students general ability and capacity and communication in group works role play and
team works
 Our (instructors) strength and weakness, capacity and performance
c. When do we assess?
 Based on the institution time plan
 When we think it is necessary to evaluate and
 When the student become ready to assessed and they become interested to take the
assessment
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d. How do we assess?
 By giving quizzes, group works, assignment
 By providing exams (mis exam, final exam, test, lab test)
 By giving projects, by asking them to prepare lab reports and field reports
 By Allowing them to practice in workshops and computer software’s
e. What do we do with the results? Results are used to give feedback, to identify students
as well as instructor’s strength and weakness and to correct them for the future. To
develop common sense about the course and to guide students to the right way and used
to advise them to improve their performance, level of understanding, critical thinking
skills and teamworking and role play skills.
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2. Look at the table below and decide whether or not the statements describe assessment.
Answer Yes or No in the right-hand column. Add an explanation.
Statements Yes No Explanation

1. You set and mark an   It helps me to examine whether they
assignment based on three have known how about the sessions
sessions you taught.
2. At intervals throughout your   It helps me to know whether the
teaching you raise student follow/attendee me and
questions to your students. understand what I thought
3. You direct the students to  Since the courses in our department
copy your notes from the is more machine related and
board, completing some  technology based mostly it does not
sentences and filling in support such things and I am not
gaps. You do not intend going to check it
to check their work.
4. You set a brief assignment.  It is important for them to get
Students hand in their work feedback on time

to you. You mark it and
suggest/write a way in
which they can - improve
their work for
next time.
5. You set an assignment to be  Because it is important to develop peer
done in the class. You give assessments and develop students to
the students a marking communicate each other
scheme and after the
allocated time you instruct 
each student to swap their
work with a partner and
then mark their partner’s
work using the marking
scheme.
6. You grade students’ work   Because it is the institutes working
giving the highest achiever guidelines
A and the lowest F
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7. After presenting an   Giving time to know whether they
explanation to the students, are understood it and it became
you ask “Is it clear?” but
clear for them
you do not give them time
to answer.
8. To start a new session  It used to brainstorm students to
you create a mind map revise what previously learned in

with the whole group of
order to show the relation of the
what they have previously
learnt to find out what they previous lesson and the newly
already know about the todays topic
new topic.
Activity 21 - P. 83
1. Discuss the advantages and disadvantages of each type of assessment.
 Summative assessment: its advantage includes evaluate effectiveness of educational
program, measure progress toward improvement goal, make course placement decisions
among other possible applications while its disadvantage is not always the most accurate
reflection of learning and having one big test makes everyone anxious and is disruptive to
school life.
 Formative assessment: its advantage is to develop knowledge, to plan for the future,
achieve successful outcomes and provide continuous improvement and quick feedback.
While its disadvantage is it is time consuming and require resources, develop challenges
and not appropriate for conflict resolution.
 Diagnostic assessments: its advantage is used to identify student’s strength, weakness,
knowledge and skills and also help students to read and search about the next topic before
they enter to the class.
 Norm referenced assessment: its advantage is it shows how our students doing related to
students across the country. And its disadvantage is it is standardized and do not show
small increment of gain.
 Criterion referenced assessment: its advantage is used to evaluate specific goal,
objectives and standards but its disadvantage is cannot be used to measure the
performance of large groups.
2. Which types of assessment methods do you most frequently apply
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in the courses you teach? Why?
 Summative and formative assessments are used most frequently. Summative
assessment is held based on the institutions schedule and formative assessment is
held on instructor’s personal schedule and plan to feedback and to make
modification for summative assessment.
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In the second column of the chart below, indicate (by circling the relevant
bullet) the activities which you are used to applying and those which you
still need to work on.
Key characteristics Teaching strategies: The Teacher Impact on Learning: The

of assessment for students
learning
Sharing learning  Agrees on learning objectives with  gain clear understanding
objectives and students. of what they are to learn
success criteria with  Expresses objectives in everyday
students language and grounded in students’
prior experience.
 Uses a range of modes of
communication
 Reviews learning against the
objectives at the end of the lesson.
Helping students to  Shows students examples of good  Are clear about what
know and recognize outcomes from previous lessons; they should have
the standards they  States what s/he expects each student achieved by the end of
are aiming for to have achieved by the end of the the lesson
lesson;  Recognize the features
 Differentiates outcomes according to of good work
individual students’ ability
Involving students in  Asks students to peer assess their work  Can assess progress they
peer and self-  Asks students to suggest have made;
assessment improvements that could be made to  Can identify ways of
another student’s work; improving their own
 Provides plenty of time for students to work
reflect on what they have learned;
Providing feedback  Repeatedly asks students; ‘What  See clearly what they
which leads to next?’ insisting on accurate responses; need to do next
students recognizing  Provides oral feedback throughout the  Learn how to improve
their next steps and lesson; from the teacher and
how to take them  Collaborates with other teachers; their peers
 Continuously discusses ‘next steps’ at
different stages
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Promoting  Provides positive and constructive  Gain satisfaction
confidence in every feedback; regarding their own
student  Matches learning objectives to needs progress;
at an appropriate but challenging level;  Have a sense that they
 Celebrates success and sets appropriate can continue to improve;
targets.  Remain engaged and on
task throughout the
lesson;
 Take responsibility for
their own learning
Involving both  Maintains continuous dialogue with  Have many opportunities
teacher and student students about progress made; for reflection on their
in reviewing and  Frequently reminds students of learning;
reflecting on learning objectives and success  Focus on the learning
assessment criteria; objectives and success
information  Observes the group’s activities by criteria;
reviewing and reflecting on individual  Measure their own
achievements; progress;
 Makes effective use of reflection with  Take responsibility for
groups and individuals. their own learning;
 Perform at a high
standard
1. List the methods of assessment used in the HDP sessions so far.

 Criterion referenced method of assessment is used at the end of each module
 Self-assessment at the end of each module
 Peer and self-assessment at the end of each session
2. Comment on the list given in number 1 above. Did it involve

continuous assessment? If so, how?
Yes. Because there are always reflective activities in each session.
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3. Can you give an example of the methods of assessment you used in your classes?
 Summative assessment: mid exam and final exam
 Formative assessment: quizzes, oral questions individual assignments and group
assignments, lab reports

Answer the following questions by ticking ‘Yes’ or ‘No’.
Questions Yes No
1. Are you satisfied with the present assessment methods you are using? 
2 Do you have any choice in how you assess your students? 
3 Do you think the assessment methods you are using are fair to your students? 
4. Do your students think the present system of assessment you are using is fair to 
them?
5. Do you think the assessment methods you are using give you time to 
reflect and use the results for the benefit of yourself and your students?
6. Is all the time taken by your assessment methods justified by the benefits to 
you and your students?
7. Do you and your colleagues have the opportunity to change the assessment 
system?
8. Do you fully understand the assessment system you are using? 
9. Is there any ‘moderation’ procedure to ensure that the assessment or grade 
you give your students would be the same as the grades given by other
teachers?
10. Does your assessment really make any difference to whether your students pass 
or fail your course?
11. Are your assessment methods related to the aims and objectives of your 
course?
12. Do your students use your assessments to improve their progress? 
13. Do your assessment methods support less able as well as more able students? 
14. Do your methods recognize and reward qualities that are difficult to 
assess objectively?
15. Do you ever use self-assessment in your teaching? 
Page 63 of 97
Answer the following questions by circling or writing your answer.
How effective are your present assessment methods in improving your students’ performance?
Circle one.
very effective not sure not very effective has little effect
How effective is your present assessment system in improving your own performance? Circle
one.
very effective effective not sure not very effective has little effect
What do your answers tell you about the system of assessment you have been using? It tells that
the assessment system needs to improved and need to avoid limitations by observing it and by
collecting data from both the students and teachers especially group works and assignments.
What can you do about any limitation that you may have discovered? I try my best to avoid those
limitations in any means.
1. Have you ever experienced any difficulties while implementing
continuous assessment?
NO
2. What remedial actions have you taken?
 Since I have not faced any difficulties while implementing continuous assessment there is
no remedial action taken.
Activity 23 - P. 91
1. How do you define peer assessment?

 Peer assessment means one person assess his/her performance, capacity and skill by
his/her peer colleagues or friends. The peer should be in his/her level in academic,
thinking as well as performance in order to get fair feedback.
2. How do you define self-assessment?
Self-assessment means assessing one performance, capacity and skills by his/her own self.
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3. Complete the following.
Mention examples of Tick if Tick if Mention examples of Tick if Tick if

peer assessment that you you could self-assessment that you you could
you know have use any of you know have use any
used any these in used any of these
of these your of them in your
in your teaching in your teaching
teaching teaching
 Work sheet  Lesson evaluation
 Work exchange  Question after
 Presentation each lesson 

  
 Reflection
 Peer
 Case study
observation
Activity 24 - P. 92
Plan a new form of peer assessment for your sessions in detail.
Course Year/semester Class size
Date and time of lesson _ Room No
Topic of lesson or assignment Details of the new peer
the coming two weeks
Be sure to answer each of the following questions in what you write.
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Who will assess?
Why will the assessment take place?
What will be assessed?
How will the assessment take place?
What will be done with the results?
Plan a new form of self-assessment for your
sessions in detail. Name
Course Year/semester Class size
Date and time of session Room No.
Topic of session or assignment
Details of new self-assessment method you will use in the coming four weeks. Be
sure to answer each of the following questions in what you write.
Why will the assessment take place?
What will be assessed?
How will the assessment take place?
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What will be done with the results?
1. How have your ideas about assessment changed?
 Mostly peer assessment and self-assessments are not used and practiced in our
institutions and I know that it is important so I want to apply and practice it while giving
quizzes and presentations.
2. Which types of assessment do you think you could use effectively in the future?
 Both peer and self-assessment
3. How will the assessment methods you selected help your students to progress?
 Both self-assessment and peer assessment helps students to motivate them, to improve
their communication skills, to improve their debate capacity, to improve problem solving
skills and critical thinking capacity.
Activity 26 - P. 93
1. What do you understand by the term “testing”?
 It is one form of assessment
 It is a means to finding out how well students doing in that field of study or topic or to
measure learning outcomes and objectives and knowledge and skills of students.
2. Discuss and note down the difference among the following terms: testing,
assessment, measurement, and evaluation.
 Test: is a method to determine students’ ability to complete certain task
 Assessment: process of gathering information to monitor progress and make
educational decision.
 Measurement: is set of procedures and principles for how to use the
procedures in educational test and assessments.
 Evaluation: procedures used to determine whether the student meets a preset
criterion
3. Describe the rationale behind testing students’ performance.
 It used to assess what students have learned
 It used to identify student’s strength and weakness
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 It used to measure effectiveness
 It judges students for internship or working environments
Page 68 of 97
Activity 27 - P. 95
Individually construct at least five True/False test items related to one of your
courses and discuss them with your colleagues.
 Cold working increases the fatigue strength of a material
 Residual stress in a material is independent of external loads
 Resistance to fatigue of a material is measured by endurance limit
 The crest diameter of a screw thread is same as major diameter
 Maximum principal stress theory is applicable for brittle materials
Activity 28 - P. 96
Individually construct a set of matching items consisting of at least five premises
related to your course and compare with your colleagues.
A B
1. Maximum principal stress theory A. Rivets
2. Shear stress theory B. Brittle material
3. Permanent fastening C. Upper deviation zero
4. Temporary fastening D. Bolts
5. Basic shaft E. Ductile material
Activity 29 - P. 97
Construct individually three short answer type items related to one of your
courses/modules/ and discuss the items with your colleagues.
1. Define strength
2. What is the ratio of endurance limit in shear to endurance limit in flexure?
3. List the three types of bolts
Activity 30 – P. 98
Construct individually three essay type items related to one of your courses and ask your
colleagues to give you comments.
1. Design a bolt which support 1000N load by using carbon steel with 500MPa and 350Mpa tensile
and shear stress respectively
2. List at list four types of keys and briefly discuses them with net sketch
Page 69 of 97
3. Explain the types of fastening, merit and demerit of each and real life application of each
fastening
Page 70 of 97
Unit Four: Managing Teaching Sessions (Teaching
Project) Activity 31 - Pp. 100 - 101
Submission date: Name of candidate:
Course/module:
Group/section:
Topics :
Overall learning outcome:
Session Date Time Location (classroom, ward,

field, lab, workshop, etc.)
1
2
3
4
5
6
7
8
Assessment
Act
ivit
y 32
P.1
01
Ses
sion
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1
Topic/Title:
Main learning outcomes:
Teaching method:
Assessment method:
Page 72 of 97
Act
ivit
y 33
P.1
01
Ses
sion
Topic/Title:
Teaching method:
Assessment method:
Act
ivit
y 34
P.1
01
Ses
sion
Topic/Title:
Page 73 of 97
Teaching method:
Assessment method:
Activity 35 - Pp.101- 102
Session 4
Topic/Title:
Teaching method:
Assessment method:
Act
ivit
y 36
-
P.1
02
Ses
sion
5
Topic/Title: Main learning
outcomes: Teaching method:
Assessment method:
Page 74 of 97
Act
ivit
y 37
P.1
02
Ses
sion
Topic/Title:
Teaching method:
Assessment method:
Act
ivit
y 38
P.1
02
Ses
sion
Topic/Title:
Page 75 of 97
Teaching method:
Assessment method:
Act
ivit
y 39
P.1
02
Ses
sion
Topic/Title:
Teaching method:
Assessment method:
Page 76 of 97
Comments by HDL/T:
HDL/T signature…………………………………. Date ……………………….
End-of-Module Self-Assessment – Module Two
Write a reflective comment on your overall performance and achievements in Module II with
respect to each of the following areas.
1. Reflective activity
2. Planning sessions, conducting observations and evaluations
3. Contributions to group work
4. Carrying out projects
5. Attendance and punctuality
How would you evaluate your overall performance in Module Two? Circle one.
Signature of candidate: Yabebal Chekole Date: 26/06/2012E.C
Page 77 of 97
Higher Diploma Leader/Tutor Assessment - Module Two
Observations and comments from Higher Diploma Leader on the Module Performance
1.
General comments on achievement in this Module
2.
Please comment specifically on areas where you disagree with the self-assessment.
Please comment on what the candidate should do in the next Module to improve.

Page 78 of 97
MODULE THREE: ACTION RESEARCH
Unit One: The Concept and Characteristics of Action Research

MODULE THREE: ACTION RESEARCH
Unit One: The Concept and Characteristics of
Action Research Activity1 - P. 106

1. How do you define action research?
2. How do you characterize action research?
3. How is action research different from other forms of research?
4. What is the importance of action research?
Activity 2 - P. 107
How useful do you think action research is for your teaching effectiveness?
Activity 3 - P. 108
What do you think are the qualities of a good action research report?
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Unit Two: Action Research Project
End-of-Module Self-Assessment - Module Three
Write a reflective comment on your overall performance and achievements in Module Three.
How would you evaluate your overall performance in Module Three? Circle one.
Signature of candidate: Date:
Higher Diploma Leader/Tutor Assessment - Module Three
Observations and comments by the Higher Diploma Leader on the Module Performance
General comments on achievement in this Module
Please comment specifically on areas where you disagree with the self-assessment. Please comment on what the can
PASSINCOMPLETEFAIL
Signature by the HDL: _ Date
MODULE FOUR: PLACEMENT IN EDUCATIONAL INSTITUTIONS AND
Page 80 of 97
MODULE FOUR: PLACEMENT IN EDUCATIONAL
INSTITUTIONS AND
ORGANIZATIONS
1.1 Collaboration with Educational Institutions
Case 1
In one densely populated town, there are many children who play and work in the
streets. Unfortunately, one day a child is knocked down by a car and badly injured.
The child’s family is not very well off. Money is needed to cover the medical
expenses. The students in the school attended by the victim collected money from
the community and handed it over to the community leaders. The students visit the
child and meet the child’s family and friends. As these relationships develop, the
students feel they want to do more to help the community.
In town, the community is concerned about the increasing likelihood of another

accident as the volume of traffic increases. The community leaders discuss this
problem and the students are aware of these concerns. One of the students
suggests that they start a club to help keep children off the street by acquiring a
playing ground for them. They take this idea to the community leaders. It is
agreed that a football club should be formed, managed and organized by the
students with the support of the community. A space which can be used as a
football ground is identified. Funds are raised to buy five footballs. The students
are worried about what will happen to the club during the rainy season. The
community leaders agree to find an indoor space that the club will be able to use.
The club meets every day and is well attended by the local children. The boys
feel that girls should not play football but the female students who are helping to
manage the club insist that the club is for everyone. They get the chance to play
football. After a while volleyball is also introduced.
When the rains begin, the club has to move indoors, but the space is not big
enough for sports. The students introduce indoor games. When the weather
Page 81 of 97
improves, attendance increases. The children enjoy watching games of football,
volleyball and board game tournaments as well as taking part in them. The
community is grateful for the club and there is an on-going fund-raising towards
building a bigger hall which could be used for sports. The students enjoy running
the club and feel the experience will make them better teachers when they start
work. The children sometimes bring their homework to the club for help and
those who do not attend school have
Page 82 of 97
started asking for help in learning to read. There are tentative plans to develop
these activities and to offer basic reading and mathematics for adults who never
had the opportunity to go to school.
Activity 1 - P. 112
What can your institution offer in support of the club?
Case 2
A college of teacher education has an extensive campus. Unfortunately, the
college does not have enough money to employ the required staff to take care of
the ground. The grass, trees, shrubs and flowers grow as an untidy wilderness;
there is rubbish around and the paths are not clear. Everyone complains about this
but it is accepted as ‘the way things are’. A group of students studying natural
sciences become interested in ecology and decide to set up a garden with a pond.
Their tutor supports the idea and they are allocated some land on the campus.
They have already fenced off their garden, dug and filled a pond and planted
waterside and other plants. They are excited about the number of different species
of animals they find attracted to this space. Their excitement is communicated to
other students and gradually many more students become involved in the project.
Teacher educators and visitors comment on the improvement of that part of the
campus.
The students form the Garden Committee ask the management whether it will be
possible for them to extend the garden. The authorities of the
institution discuss with the students the possibility of planning for a better
Page 83 of 97
campus landscape by the interested students and teacher educators.
The Garden Committee is expanded to include teacher educators and gradually
the campus landscape improves.
Page 84 of 97
Activity 2 - P. 112
How could you help to develop a greener campus?
Case 3
A university had to find new schools for practicum. To find such schools, teacher
educators visit schools and talk to the directors. They discover that all the
schools are poorly resourced and one director suggested that the student teachers
could make resources that they would leave for the school when they finish the
practicum. Traditionally, resources made by the student were placed in the
institution’s Pedagogical Centre as a resource and as samples for other students.
The Academic Committee of the university expressed concern that the standard
of the student- made resources might not be adequate and that the reputation of
the institution might be damaged. So, it was agreed to form a sub-committee to
oversee the production of resources.
Part of the time spent in teaching methodology in the college was devoted to
designing and planning the use of resources, and the students made the resources
during their spare time. The Pedagogical Resource Centre Coordinator agreed to
help and supervise students working in the Pedagogical Centre and teacher
educators agreed to include evaluation of the resources made as part of their
teaching sessions.
Finally, two sections of students produced materials for the practicum and left
them in the schools. The schools were very appreciative and are looking forward
to having more students and more resources. The students have benefited from
the process of planning, designing and evaluating the materials. They have also
Page 85 of 97
been satisfied with their work and with the effectiveness of the resources to
promote learning among children.
Page 86 of 97
Activity 3 - P. 113
How could you help in sustaining the project?
Case 4
Your institution has a strong HIV/AIDS club that was started five years ago by a
small group of teacher educators with the encouragement and support of the
director. One of the founding teacher educators is a drama enthusiast who has
gradually developed a tradition of improvised drama within the club. Short plays
are presented to the student body during the year. Each year the club committee
organizes a presentation to all new students. The presentation always includes
one of the short plays.
The club committee, which consists of teacher educators and students, agreed that
the performances are good enough to be shown to a wider audience. The
committee negotiated with the local secondary school and arranged to perform
three plays to students in grades 11 and 12. This was so successful that the school
asked if the plays could be repeated for grades 9 and 10. The school said that the
students who had seen the plays became more interested in the issues surrounding
HIV/AIDS and their own club became revitalized.
Secondary schools in the region have been in touch with your institution asking
whether the HIV/AIDS club could visit them and perform. Currently there are
problems with transportation and your institution and schools have made a joint
request to the Regional Education Bureau for financial assistance with the
project.
The increasingly high profile of the institution HIV/AIDS club has led to
increased membership and enthusiasm and the students have asked whether it
Page 87 of 97
would be possible for them to perform for the wider local community. The club
committee is currently looking into this.
Page 88 of 97
Activity 4 - P. 114
What support could you provide to raise the profile of the club to raise funds?
Activity
5 - P.
114
General
reflectio
1. What could you and your institution do to help raise standards in the school?
2. What do you think your institution could do differently to help prepare teachers
to successfully meet the challenges they face in the school?
Page 89 of 97
Unit Two: School Placement -
Guidelines and Report Personal
priorities for your school placement
Activity 6 - Pp. 114 - 115

Write down three personal priorities for your school placement. What do you
hope to gain from the experience?
2.1.1. Before Placement

List your priorities below. Write the expected gain in relation to each priority.
Priority 1
Expected gain
Priority 2
Expected gain
Priority 3
Expected gain
Page 90 of 97
2.1.2. A
fter
placem
ent
Activit
y 7 - P.
115
Write your reflection on the outcomes of each priority.
Priority 1
Reflection on the outcome
Priority 2
Priority 3
Page 91 of 97
School Information: Report for School placement
Name of school:
Level of school: Location: Duration of
placement _ from to Total number of hours
.
Grade level Section/s Number of students Males Females
Number of students with special needs Males
Females Student-teacher ratio in the school
Average class-student
ratio: Proportion of girls to boys:
Books and Equipment: Describe briefly the availability and utilization of

books, equipment and other teaching-learning materials in the school.
Comment on the quality and adequacy of the materials.
Student Background: Describe briefly the social and economic background
of the students commenting on parental support, interest and expectations for
their children’s education. Mention details of drop-out rates, including any
gender differences you find.
Page 92 of 97
Activity 8 - P. 117
Lesson Observation format for
School Placement Peer observer:
Candidate:
Subject: Date: _
Title of the lesson: Number of students:
Comment on teacher plan and activity and student activity:
Teacher plan and activity (Focus on the following areas: objectives, teaching
methodology, use of assessment, subject knowledge and classroom
management.)
Student activity (Focus on the following areas: participation, learning style,

understanding and behavior)
Were all the students fully engaged? If not, how could the teacher improve the
engagement of students?
Was there a range of activities? Were they appropriate?
Other comments on the lesson

How successful was the lesson? What is the evidence?
Could the lessons have been improved? If so, how?

Page 80 of 97
Activity 9 - P. 118
Individual interviews with two school teachers (a female and a male)
In your report consider the following
 The specific roles and responsibilities of the teachers
 Teachers’ perceptions of their roles and responsibilities
 The challenges the teachers face
 The roles teachers can play to enhance the quality of education in the school
 Measures your university should take to better prepare student teachers for their
profession.
2.2 Teaching Practice in the School (Project)

As part of your school placement, you are required to teach two lessons in your
subject area preferably in different grades. Complete two lesson plans and
evaluations for these lessons using the following format.
Page 81 of 97
Activity 10 - P. 119
Report format
University Name of HDP candidate
Name of School Head /Director
Date Summary of activities Hours spent in school
I confirm that the above record is an accurate statement of the time I spent in school doing
the school placement for the HDP.
Signature of candidate _ Date
I confirm that the above is a true statement of the school placement.

Signature of the Head of the Institution Date
This statement must be included in the Portfolio as evidence that the requirement for a school
placement has been completed for the HDP.
Page 82 of 97
2.3 Final Reflection on School Placement
Activity 11 - P.120
To be completed by candidates at the end of the School Placement.
 What did you learn from your school placement ?
 What did you learn about yourself?
 How will your experience on your placement change the way you teach in
your institution?
 How useful was your school placement for you?
Page 83 of 97
Unit Three: Organizational Placement Guidelines and Report (12 hrs)
3.1 Personal Priorities for Placement - P. 121
What are your personal priorities in carrying out this
organizational placement? What do you hope to gain from the
experience?
Priority 1 (before placement)
Comment after placement
Page 84 of 97
3.1.1 Task A: Interview with the Management - Pp. 121 - 122
Conduct an interview with a member of the management team of the organization

such as the general manager and the training officer.
Date: Time:
Name of organization: Type of business: _
Name of interviewee: Position:
Number of employees: Males:
Females:
Name of HDP Candidate (Interviewer):
Questions for the interviewee (Sample only):
1. What are the main objectives/goals of the organization?

2. Do you carry out a training needs analysis within the organization? If yes,
how is this done?
3. What do you consider are the main training and development needs of the
employees in this organization?
4. What relationship does the organization have with your local university?
5. How could the local university help you in the training and development
of your employees?
3.1.2 Task B: Interview with Employees - P. 122
You are required to conduct an interview with two employees (a female and a
male) with different jobs and in different positions within the organization.
Use the following as a guide only.
Date: Time:
Name of organization: Type of business:
Name of interviewee: Position:
Name of HDP Candidate (Interviewer):
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Questions for the interviewee (sample only):
1. What do you think are the main training and development needs of
employees in the organization?
2. Does your organization provide training to employees? If so, what

types?
3.1. 3 Task C: Planning, Delivering, and Evaluating Training - Pp.

122 - 123
As a result of your interviews you should be able to identify some training and
development needs within the organization. In the discussion with the relevant
manager, your task is to design and deliver a suitable training and development
workshop. This will provide an opportunity to practice all you have learned from
the HDP, including session planning, preparation, time management, using
appropriate active learning methods, giving feedback and evaluation.
Please use the following checklist as a guide only.
 Title of the training

 Date and time
 Venue
 Number and description of participants
 Objectives of the training
 Schedule
 Active learning methods to be used
 Resources required – e.g. flip charts, handouts, laptop and LCD projector
 Evaluation sheet for participants.
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3.1.4 Task D: Evaluation of training - P. 123
The evaluation should address the following questions among others.
1. Were the training objectives achieved?
2. Were your planning and preparation sufficient?
3. Were the training methods appropriate ?
4. What were the strengths and limitations of the training as evaluated by the
participants?
5. How would you modify the initial training scheme based on the
evaluation of participants and your own observation(s)?
3.2 Report Format - Pp. 123 - 124
This form must be completed and submitted to the HDL
by all candidates. Date: Time:
Name of organization:
Type of business:
Name of the Head of Organization: Position:
Number of employees: Males:
Females: _ Name of HDP Candidate:
University:
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Date Summary of activities Hours spent
I confirm that the report above is an accurate statement of the time I spent in
the organization. . Signature of Candidate: Date:
I confirm that the above is a true statement of the candidate.
Signature: Position in organization:
Organization’s stamp
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3.3 Final Reflection on the Organization Placement - P. 124
The reflection should include among others the following items.
 What did you learn from your Organization Placement as a whole?
 What did you learn about yourself as a facilitator of the training?
 In what ways will this experience influence your work?
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3.4 Portfolio of Evidence - P. 125
The portfolio is required for moderation. It should include the following.
Evidence My HDL
Check Check
A Three reflective activities showing development of reflective thinking

and its effect on practice
B 10 activities aimed at enhancing understanding of the relevant subject.
C Eight session plans (excluding projects and Educational

Institution/Organizational Placement) showing development of active
learning and assessment
D Records of four formal session observations by the HDL or HDT
E Managing Learning Project
F Educational Institution/Organization Placement Report
G Action Research Project
H Continuing Professional Development Plan
I End-of-module self-assessments and the Final Self-assessment
Page 90 of 97
End-of-Module Self-Assessment - Module Four
Write a reflective comment on your overall performance and achievements in

Module Four
How would you evaluate your overall performance in Module Four? Circle one.
Signature of candidate:_ Date: _
Page 91 of 97
Higher Diploma Leader/Tutor Assessment - Module Four
Observations and comments by the HDL on the Module Performance

1.
General comments on achievement in this module
2.
Please comment specifically on areas where you disagree with the self-
assessment.
Signature of HDL: Date

Page 92 of 97
FINAL ASSESSMENT IN HIGHER DIPLOMA PROGRAM
Self-Assessment
Write a reflective comment on your overall performance and achievements in the

HDP.
How would you evaluate your overall performance in the HDP? Circle one.
Signature of Candidate: Date: _
Page 93 of 97
Higher Diploma Leader Assessment
1. General comments on achievement in the HDP
2. Please comment specifically on areas where you disagree with the

self- assessment.
Overall performance of the candidate in the
HDP PASS
INCOMPLETE FAIL
Page 94 of 97
Appendix – Pp. 129-130
Self-rating Scale for Candidates (To be completed by each candidate at the
beginning and end of the program)
The Scale is intended to assist candidates identify changes in the level (state) of
their knowledge, skill, and attitude prior to the program and at the end. The Scale
comprises items which describe teaching-learning processes in the classroom and
related elements.
Instruction
For each of the entries in the following table, indicate your status by making
an X mark under one of the numbers.
1=Very Low 2 = Low 3 = Medium 4= High 5=Very High
Pre/Post Evaluation Tool
Status
Type of Competency Before HDP After HDP
1 2 3 4 5 1 2 3 4 5
1. Realizing the relevance of the vision, mission, and core values of
the university to classroom practice
2. Being a reflective/critical and analytic teacher
3. Utilizing various types of audio visual aids to promote teaching-

learning
4. Designing one’s own professional development plan
5. Communicating expectations to students
6. Implementing problem solving strategies

7. Identifying and catering to students’ individual needs
8. Setting learning objectives and determining prerequisites and
contents of a course
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9. Applying a variety of methods to address the visual, auditory and
kinesthetic learners
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10. Selecting appropriate methods of assessing learning
11. Co-operating with colleagues in the areas of teaching, research
and community services
12. Identifying action research topics, conducting the research and
making interventions
13. Creating a conducive climate for learning
14. Organizing cooperative and collaborative learning
15. Organizing sessions in line with the course plan

16. Encouraging independent learning
17. Managing time efficiently
18. Collecting feedback from students and acting on it

19. Implementing continuous assessment
20. Constructing a variety of test items for summative evaluation
Page 97 of 97

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Higher Diploma Program

Handbook for Professional Training of

Unit One: Features of

Higher Education Activity

1. Outline the characteristic features of higher education.

Advantages of Globalization Disadvantages of Globalization

1. What do you think are the advancements and challenges of higher

Reflective Activity 3 - Pp. 8 - 9

In my opinion Bahir Dar University senate legislation 2019 regulations

3. Based on your experience as a higher education teacher, discuss the

Unit Two: The Role of Reflection among Higher Education Teachers

They can be used in teaching and research by carefully carrying out

Have the habit of constantly enhancing your teaching skills, class

Higher Education Activity 7 – Pp.

No Unethical behaviors Instigating factors Suggestions for tackling the problems

1 Unpunctuality Carelessness, Proper assessing and following and

No Unethical behaviors Instigating factors Suggestions for tackling the problems

1 Disrespect learning Background, lack of  Giving advice

Lesson Observation: Biology

The class: 30 third year students; 24 males and 6 females

The teacher is an enthusiastic young woman with a Master’s Degree in

Teaching is defined differently by people depending on the schools of thought to

Development Plan Example

What I would Specific What I will do By when

Develop my IT Making graphs Find a book or find a 13 July Utilization in report

Your Continuous Professional Development Plan

What I would Specific objectives What I will do By when Review of objectives

My significant role model: Dr.Bimrew Tamirat (Associate prof.)

Characteristics/e.g. competence and interest in Behavior /e.g. punctuality; responsiveness/

Positive characteristics Behaviors

Negative characteristics Behaviors

Compare students unfavorably Impatient

1. Is diversity a problem or an opportunity for students learning? Yes/No, Why?

However, it is an opportunity to share diverse experiences, to transfer technologies

2. In your opinion, how fairly do teachers in your university treat students

It is dependent on the instructor's or teacher's own behavior. Some

1. How do you conceptualize inclusive education?

No. However, I learned with a lower-class visually handicapped

I realized how difficult it is to become handicapped in learning, and

Observed Problems or Issues Suggested Solutions and Actions

1. What are the issues? Posted to a remote area for work

1. What are the issues?

PASS INCOMPLETE FAIL

Signature of candidate: Hailemariam Mulugeta Date: 17/07/2014

Overall performance of the candidate in this Module

Signature of HDL: Date:

1. Which perspectives of learning were dominant in your personal experience at

Weegar, M. A. & Pacis, D. (2012) A Comparison of Two Theories

University of California, Berkeley (2018). Behaviorism.

Stage Behaviorist Cognitive Social Predominant

VAK Learning Style Questionnaire

3 When I read, I move my lips. 4

Total score for kinesthetic 38 (the minimum is 12 and the

Activity Response Explanation of response

1. Which of the above ALMs could be suitable/unsuitable for your

Learning Style Helpful Method

2. The instructor spends time with each group in turn.

4. The instructor visits each group giving additional instructions and

Statements Yes No Not sure

1. How do your students use the media to enhance their learning?

 Mostly I managed time but sometimes time itself manage me

4. How effective/ punctual are you in using instructional time and