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.

2. How does the academic profession differ from other professions?

3. What are the current challenges of Ethiopian higher education and what you think are
their sources?

4. Higher education institutions across the globe are increasingly pressed to find 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.

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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

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

2
 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.

3. How should Ethiopian higher education institutions be steered to best accomplish their
missions in the context of globalization?

Activity 4 - P. 7

Identify internal and external factors that influence the quality of higher education in Ethiopia.

Internal factors External factors

3
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

2. Reflection on Vision

3. How effectively are the teachers in your HEI working towards realizing the mission and vision
of the institution?

4. What are the core values of your institution?

5. To what extent are the above core values practiced?

4
Reflective Activity 2 - P. 8
1. How relevant and important are the various leadership positions for the effective functioning
of HEIs?

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?

3. From the point of view of need and efficiency, how satisfactory is the organization of HEIs?

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?

2. To what extent are higher education teachers (in your university) performing according to
their duties and responsibilities as indicated in the Senate Legislation?

5
 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

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?

3. Based on your experience as a higher education teacher, discuss the theoretical, structural
and practical options for the success of HEIs in Ethiopia.

4. Rate the level of responsiveness of Ethiopian HEIs to the issues indicated in the following
table.

6
No HEIs responsiveness to High Medium Low Justification for rating
1 Local needs and
expectations
2 Regional needs and
expectations
3 National needs and
expectations
4 International standards

Unit Two: The Role of Reflection among Higher Education Teachers

Reflective Activity 4 - P. 12
1. What do reflection, reflective practice and reflective teaching mean to you?

2. How well do you practice reflective thinking to deepen your own understanding and to
improve your teaching competence?

3. Based on your teaching experiences, give examples of reflection on, in and for action.

4. How well have you handled the technical, practical and critical levels of reelection?
Elaborate.

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Activity 6 - P. 13
How applicable are the different phases of reflective thinking to teaching and research? Cite
examples.

Reflective Activity 5 - P. 14
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?

2. Which reflective technique is more preferable and appropriate for teaching/learning and
for lifelong learning? How?

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 from each case
first individually and then in pairs. Finally present the outcome to the whole class.

8
Case 1

Balcha is one of the junior teachers in one of the higher education institutions in Ethiopia. He
Case 2
always plans his lessons which involve different active learning methods and assessment
techniques.
Endelibu is He tries his best
an academic to facilitate
in one his students’
of the oldest learning by
higher education managinginhis
institutions classroom
Ethiopia. He
Case 3
effectively.
teaches his lessons with no planning. He enters class and presents what he has prepared asa
When something goes wrong in his classroom, he takes it seriously, looks for
solution
Tsion is and
notes. When takes immediate
a lesson
a fresh is over who
academic action
he will to address
is teach init. one
the next
teaching Afterofconducting
in the same his
manner.
the newly classes,
Sometimes
established heuniversities.
looks back
he misses
and
She examines
his classes
tries tobut his
prepare experiences
regardsherself for regarding
himself as
herthe onlyhis
classes butplanning,
sourcesheofdoes the
notactive
knowledgehavefor teaching
the his methods
students.
knowledge He he
and used,
isskill
proudof
and the
teaching assessment,
of being an theacademic classroom
at the with
subject matter management
higherrespect
education and the communication
institutiona but
to preparing doesplan,
lesson methods
not using
have thehe employed.
intention
active learningto
Finally, he
identify his
methods, identifies
own teaching
managing his own strengths
weaknesses
classrooms and weaknesses
and gaps andeffectively
and communicating as well as those
take stepsin toEnglish.
improveof his students.
She is practice;
usually
He then
rather he
afraid plans to improve
enjoys taking
of asking senior part on his weaknesses
in activities
teachers how shethat in his
are address
could subsequent
not related classes. Balcha
to his profession.
or manage the problems has the
In short, habit
even
she faces.
of questioning
though he
Rather, shehas his practices
beentoteaching
prefers and improving
for more
read books, thanand
journals his
twenty teaching
otheryears, to facilitate
he has
materials. quality
always she
However, learning
taught
failsintothe by his
putsame
into
students.
way during
practices whatall those years with
she gathers fromno herprofessional development.
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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Reflective Activity 6 - P. 15
1. What have you understood about reflective higher education teachers in higher education
from the above cases?

2. How effective are the above cases in changing your attitude towards applying reflective
thinking in your study and in your teaching? Explain.

3. After going through the cases, do you feel you should change your attitude towards the
application of reflection in your practice? Explain.

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

10
Unethical behaviors of students in higher education institutions

No Unethical behaviors Instigating factors Suggestions for tackling the problems

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

11
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 round 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 questions, 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 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.

12
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.

13
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 cross- over 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 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.

14
 Skills you need to develop Why and how?

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

15
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

16
Complete the following chart individually on a significant role model of your choice.
Reflective Activity 7 - P. 23

My significant role model:

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

subject area; years of service/

Which of the characteristics and behaviors you listed above do you think are particularly
important in influencing student values and conduct?

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

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.

17
Case 2

Fantu prides herself on account of her Master’s degree in Educational Psychology from
Case
Addis3 Ababa University. She has excellent knowledge of child development and delivers
well-
Aster structured lectures,teacher.
is a new Biology using many
She technical
is trying terms
hard toinestablish
good English.
herselfShe
as isa impatient
member ofwhenthe
Comments
her students on cases
ask her very basic questions, and does not waste her time going back over
teaching staff. Most students like her as she shows interest in them as individuals and tries to
things
CASE 1she thinks
learn their namesthey
andshould already
is very knowwhen
patient and understand.
students ask Sheher
compares them Her
questions. unfavorably
subject
with the students
knowledge isPositive she studied
good. But, with, and is often highly critical
there is a group of male students who
characteristics of the comments
continually
Negative ask difficultmake
characteristicsthey (and
when she occasionally asks a question or provides an opportunity for discussion.
often irrelevant) questions and disrupt the flow of the lessons. She is always neatly dressed She is very
strict
and well with her marking.
organized. She gets
She always disappointed
tries to get to class when
before students
students todogreet
not them
live and
up to
set her
up
expectations. She runs an English speaking club once a week where
her work and materials. That way the lesson can proceed smoothly. When she sets anshe enjoys conversing
with studentsshe
assignment, andexpects
helpingitthem
to betodone
improve their
within English.
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.

18
Recommendations
1
2
3
CASE 2
Positive characteristics Negative characteristics

Recommendations
1.
2.
3.
CASE 3
Positive characteristics Negative characteristics

Recommendations
1.
2.
3.

19
Activity 12 - P. 25
What are your personal characteristics as a teacher?

Positive characteristics Behaviors

Negative characteristics Behaviors

Reflective Activity 8 - P. 25

1. What is your best characteristic as a teacher?

2. Which role model characteristic do you most want to develop?

3. Write three things you can do to develop the characteristic you identified above.

20
Unit Four: Diversity Management
Reflective Activity 9 - P. 27

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

2. In your opinion, how fairly do teachers in your university treat students with diverse
background?

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?

4. How can the issue of diversity and equity be best addressed in your institution? Discuss in
groups.

Activity 13 - P. 27

1. How do you conceptualize inclusive education?

2. Do you think that there are people who cannot learn? Explain.

2
 3. Have you ever taught students with any kind of disability? If yes, how did you handle
them?

Reflective Activity 10 - P. 29
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

Activity 14 - P. 29
Describe the following first individually and then in pairs. Finally, share your ideas with the whole
class.

 Gender awareness

 Gender mainstreaming

 Gender responsiveness

2
  Gender Stereotype

 Gender Responsive Pedagogy

Activity 15 - P. 29

How do you address gender issues with respect to teaching-learning and evaluation?

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.

2
1. What are the issues?

2. What strategies might the concerned university develop?

3. What positive outcomes could be achieved?

Case 2

At the end of the academic year, one of your very best graduating students – a young woman –
1. What are the issues?
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.

2. What strategies might the concerned university develop?

3. What positive outcomes could be achieved?

2
Case 3

A small group of female students come to you to complain about the behavior of one of your
1. What are the issues?
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
2. What strategies might the concerned university develop?
would not agree to a relationship with the male teacher.

3. What positive outcomes could be achieved?

2
 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

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 One? Circle one.

PASS INCOMPLETE FAIL

Signature of candidate: Date:

2
 
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:

2
 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

Secondary

Undergraduate

Postgraduate

2
2. Discuss the implications of each learning theory for classroom teaching and learning.

3. Consult a reference on another learning theory such as the theory of Observational Learning
and describe its importance in teaching and learning.

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.

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

Total score for Visual (the minimum is 12 and the maximum is 60)

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

Total for score for Auditory (the minimum is 12 and the maximum is 60)

3
Section 3: Kinesthetic
No. Statement Score
1 I am not good at reading or listening to instructions; I would rather just start
working on the task or project at hand.
2 When talking to someone else, I have the hardest time handling those who do not
show any kind of emotional support.

3 When I read, I move my lips.

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

Total score for kinesthetic (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?

2. Do you think your learning style affects your teaching as in course planning, delivery,
etc.? If so, how?

3
 Reflective Activity 2 - Pp. 41 - 43
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.

2. What do you think are the challenges in applying the ALMs?

3. What strategies can you think of to overcome the challenges?

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

3
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?
Is the work of mixed difficulty so every student can
be challenged and experience success?
Is the task interesting and relevant?
Can students resubmit work that is not up to
standard?
Do students understand what they will gain from
what you are asking them to do?
Do students understand the relevance of what they
are doing?
Are your sessions varied?
Do your sessions engage students in activities?
Do you base your teaching on interesting and/or
topical questions?
Are you enthusiastic in your sessions?
Do you have a good relationship with your students?
Can students show creativity in your sessions?
Are students able to work with others when
completing tasks?
Do your students get frequent feedback such as praise
or positive comments, etc. about their work?
Do you set personal goals for students?
Is it possible to make all students active learners?
Do you encourage students to take responsibility for
their own learning?

3
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 what they need to know and no one has
complained. So what’s the problem?

3
Activity 4 - Pp. 47 - 48
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
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
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
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
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
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 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.

3
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
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
expected to interact, share ideas and ask their peers first if they need help.
They are all responsible for the outcomes, which are evaluated against
agreed criteria. Over a series of sessions, each group member can be asked
to take on different responsibilities so all students are encouraged to
develop different skills.
You are planning a lesson on the characteristics of good teaching. Instead
of giving students a list of these characteristics, you provide a description
of six different teachers and what they do in their classrooms. The
students have to identify the positive and negative characteristics of each
teacher. The whole class then comes to an agreement of the characteristics
of good teaching.
You want to encourage students to think about a topic and form an
opinion that they can defend. Example: Genetic engineering can help in
food security. Students are asked to physically move and stand in a line
that represents a continuum from strong agreement with the statement to
strong disagreement with the statement. Students then have to find a
partner and explain why they chose to stand at a particular point on the
line.

Activity 5 - Pp. 48 - 49

1. Which of the above ALMs could be suitable/unsuitable for your course? Explain
with practical examples.

3
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

Auditory

Kinesthetic

Activity 6 - P. 50
In your opinion, how practical and useful can cooperative learning be in college classes?
Explain.

3
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.

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

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.

4. The instructor visits each group giving additional instructions and contributing his or her
own opinions.

3
Activity 8 - Pp. 52 - 53
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.

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.

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.

4
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.

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.

4
Activity 9 - Pp. 54 - 55
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
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
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
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

4
discussion, can be persuasive and entertaining when speaking, is reluctant to
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
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
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.
“How about
trying…” “Couldn’t
we …”

Will take responsibility for the tasks no one else wants to do, will do other
things that need doing without being asked, is able to think ahead and attend
to details that others might forget.
“Why don’t I…?”
“I thought someone should…so I did it.”

4
Activity 10 - P. 56
1. Write down three things you have learnt today about effective group work.

3. What will you change the next time when you organize a group activity?

Activity 11- P. 60
1. Do you consider yourself a teacher, coach or mentor? Explain.

2. Do you think that your students can take responsibility for their own learning? Why
or why not?

3. Is your role to be an expert and give students answers or to ask questions and
challenge them? Explain.

4. What type of help do your students need to be independent learners?

5. What possible mechanisms do you suggest to realize independent learning in the

courses you teach?

4
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?

2. How does access to different media affect your teaching?

4
Reflective Activity 3 - P. 64
Based on your experience as a university instructor, write down some advantages of using
instructional media in your classrooms.

Reflective Activity 4 - P. 64
1. How do you define time management?

2. How effective are you in managing your time?

3. Do you manage time or does time manage you?

4. How effective/ punctual are you in using instructional time and appointment with your
students or other clients?

4
 Reflective Activity 5 - P. 66
1. Comment on the items in the matrix provided above.

2. How does the Time Management Matrix relate to your experience as a teacher?

3. How much time do you spend on planning and preparation for your teaching?

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= Strongly disagree
2=Disagree
3= Slightly disagree
4 = Slightly agree
5= Agree
6= Strongly agree

4
 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 = Question 5 =
Question 2 = Question 7 =
Total A Total B
C D
Question 4 = Question 3 =
Question 8 = Question 6 =
Total C Total D

Dominant type

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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?

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.

2. How do you plan to improve your time management and be productive in your activities?

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?

Page 49 of
 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 their instruction? Why
/Why not?

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?

Page 50 of
Activity 16- P. 73
Do you see difficulties in preparing a course plan? If so, what are they? How can they be
tackled?

Activity 17- P. 74
Develop a course plan constituting the elements of a plan.

Page 51 of
Activity 18 - Pp. 77 - 78
1. Indicate whether or not the following objectives are SMART (Specific, Measurable,
Achievable, Relevant, and Time limited) .
Objectives MeasurableAchievableRelevantTime
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 their
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: Date:

Department: Year/Semester
Course/module title: Course/module code:
Cr.hr/ECTS
Topic:
Number of students: Male Female Total:

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General learning outcome: _
Specific learning outcomes:

, etc

Assessment Resources
Teacher activity Time Student activity
methods

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?

 One method of improvement to be used in subsequent sessions

Page 53 of
Unit Three: Assessment

Activity 20 - Pp. 81 - 82

1. Answer the following questions individually, and then discuss your answers in group.

a. Why do we assess?

b. What do we assess?

c. When do we assess?

d. How do we assess?

e. What do we do with the results?

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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
assignment based on three
sessions you taught.
2. At intervals throughout
your teaching you raise
questions to your students.
3. You direct the students
to copy your notes from
the board, completing
some sentences and filling
in gaps. You do not intend
to check their work.
4. You set a brief
assignment. Students hand
in their work 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 done in the class. You
give the students a marking
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 giving the highest
achiever A and the lowest

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7. After presenting an
explanation to the students,
you ask “Is it clear?” but
you do not give them time
to answer.
8. To start a new session
you create a mind map
with the whole group of
what they have previously
learnt to find out what they
already know about the
new topic.

Activity 21 - P. 83
1. Discuss the advantages and disadvantages of each type of assessment.

2. Which types of assessment methods do you most frequently apply in the courses
you teach? Why?

Page 56 of
 Activity 22 - Pp. 85 - 86
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

Reflective Activity 7 - P. 87

1. List the methods of assessment used in the HDP sessions so far.

2. Comment on the list given in number 1 above. Did it involve continuous

assessment? If so, how?

Page 58 of
 3. Can you give an example of the methods of assessment you used in your classes?

Reflective Activity 8 - Pp. 88 - 89

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 fairto 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 59 of
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?

What can you do about any limitation that you may have discovered?

Reflective Activity 9 - P. 89
1. Have you ever experienced any difficulties while implementing continuous
assessment?

2. What remedial actions have you taken?

Activity 23 - P. 91

1. How do you define peer assessment?

2. How do you define self-assessment?

Page 60 of
 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

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 assessment method you will use in the coming two weeks
Be sure to answer each of the following questions in what you write.

Page 61 of
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?

Activity 25 - Pp. 92 - 93
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?

Page 62 of
What will be done with the results?

Reflective Activity 10 - P. 93
1. How have your ideas about assessment changed?

2. Which types of assessment do you think you could use effectively in the future?

3. How will the assessment methods you selected help your students to progress?

Activity 26 - P. 93
1. What do you understand by the term “testing”?

2. Discuss and note down the difference among the following terms: testing, assessment,
measurement, and evaluation.

3. Describe the rationale behind testing students’ performance.

Page 63 of
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.

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.

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.

Activity 30 – P. 98
Construct individually three essay type items related to one of your courses and ask your
colleagues to give you comments.

Page 64 of
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

Activity 32 - P.101

Session 1

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Page 65 of
Activity 33 - P.101

Session 2

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Activity 34 - P.101

Session 3

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Activity 35 - Pp.101- 102

Session 4

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Activity 36 - P.102
Session 5
Topic/Title:
Main learning outcomes:
Teaching method:
Assessment method:

Page 66 of
Activity 37 - P.102

Session 6

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Activity 38 - P.102

Session 7

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Activity 39 - P.102

Session 8

Topic/Title:

Main learning outcomes:

Teaching method:

Assessment method:

Page 67 of
 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.

PASS INCOMPLETE FAIL

Signature of candidate: Date:

Page 68 of
 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.

Overall performance of the candidate in this Module

PASS INCOMPLETE FAIL

Signature of HDL: Date:

Page 69 of
 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?

Page 70 of
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.
PASS INCOMPLETE FAIL

Signature of candidate: Date:

Higher Diploma Leader/Tutor Assessment - Module Three

Observations and comments by the 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

PASS INCOMPLETE FAIL

Signature by the HDL: _ Date

MODULE FOUR: PLACEMENT IN EDUCATIONAL INSTITUTIONS

Page 71 of
 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 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

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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 campus landscape by the interested students and teacher
educators. The Garden Committee is expanded to include teacher educators and gradually the
campus landscape improves.

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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 been satisfied with their work and with the effectiveness
of the resources to promote learning among children.

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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 would be possible for them to perform for
the wider local community. The club committee is currently looking into this.

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Activity 4 - P. 114

What support could you provide to raise the profile of the club to raise funds?

Activity 5 - P. 114

General reflection

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?

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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

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2.1.2. After placement
Activity 7 - P. 115
Write your reflection on the outcomes of each priority.
Priority 1

Reflection on the outcome

Priority 2
Reflection on the outcome

Priority 3

Reflection on the outcome

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 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.

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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?

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 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.

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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.

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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?

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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

Priority 2 (before placement)

Comment after placement

Priority 3 (before placement)

Comment after placement

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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

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 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.

PASS INCOMPLETE FAIL

Signature of candidate:_ Date: _

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 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.

Overall performance of the candidate in this

Module PASS

INCOMPLETE FAIL

Signature of HDL: Date

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 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.

PASS INCOMPLETE FAIL

Signature of Candidate: Date: _

Page 93 of
 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

Signature of HDL: Date:

Page 94 of
 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
9. Applying a variety of methods to address the visual, auditory and
kinesthetic learners
10. Selecting appropriate methods of assessing learning

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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

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