Ju: Cebs: Higher Diploma Programme For Teacher Educators
Ju: Cebs: Higher Diploma Programme For Teacher Educators
Ju: Cebs: Higher Diploma Programme For Teacher Educators
16 December, 2015
3. Ground Rule
Aims
• The aim of the Higher Diploma
Programme for teacher educators is to
improve the quality of education in
Ethiopia through a licensing
programme that will develop the skills
and professionalism of teacher
educators.
• The Higher Diploma Programme (HDP)
was developed as a result of the study into
the quality and effectiveness of teacher
education in Ethiopia, (Livingstone et al,
2000), which identified the needs of
teacher educators in Ethiopia. The HDP
started in all 21 teacher education
institutions in October 2003 (1996 EC), as
a new compulsory qualification for all
teacher educators.
I The Objectives of the Higher Diploma Programme
•
• There will be a minimum of two
professional interviews with each
candidate during the course.
Action Research
Activity
• What do mean by learning as reflection?
Learning as Reflection
Reflective practitioners:
• Are intellectually curious about their work.
• Actively reflect on their experience.
• Develop experience-based theories of change
• Test these theories in practice.
• Use their understanding and initiative to contribute to
knowledge development.
• Understand their strengths and limitations, and work on
these.
• Use a range of tools, methods, and approaches for
individual and collaborative learning.
Reflection
• How are you going to become more
reflective in your practice?
Learning from Experience
Reflection involves
three elements:
Reflection is an ●
Returning to experience
active process of ●
Attending to feelings
witnessing one's ●
Evaluating experience
own experience in
order to examine it
more closely, give Reflection can be of two
meaning to it, and main types:
learn from it.
●
Reflecting on action
●
Reflecting in action ("thinking on our
feet")
Benefits of Taking Time for Reflection
●
What happened?
What? ●
Description, facts
●
What did the experience mean?
●
Interpretation
So what? ●
The feelings involved
●
What was learned
●
What are the next steps?
●
Seeing the bigger picture
Now what? ●
Applying the lessons learned
●
Planning future action
2.3 Teacher as a Role Model
Objectives
Candidates will be able to:
• demonstrate that they understand the
concept of role modelling
• state ways in which the teacher can
improve the performance of students
through effective role modelling
Activity
• Complete the following chart individually on a significant
role model of your choice, e.g. grade 12 maths teacher
Characteristics Behaviour
Now consider the characteristics and behaviour which
influences his or her students.
Characteristics Behaviour
Case studies
• Read the given case studies in pair and
complete the activities following case
studies.
• A role model is a person whose behavior
is imitated by others. Of course, there are
both good role models and bad role
models. While there is some variation in
every teacher’s definition of what it means
to be a good person.
Role model
• The term “role-model” has been introduced by the
sociologist Robert
• Merton who emphasized that a person has a status set
in the social setting in
• which he/she is “rather than assuming one status
and one role”
• (Calhoun, 2010; Merton, 1968). In the context of higher
education, a role model is often associated with the
influence of a teaching context ,
• pedagogical education and past experiences as a
student on teaching behaviour and attitudes
• A general classification of the characteristics of a
role model involves three main components,
namely
• 1) Competence, intended as the technical
knowledge and skills of the teacher,
• 2) Teaching skills, intended as teacher’s
capabilities to communicate knowledge, and
• 3) Personal qualities, i.e., attributes promoting
ethical honesty, integrity, enthusiasm, etc.
Qualities of positive role models
Self-Respect HAPPINESS
PATIENCE BRAVERY
CONSIDERATION
GENEROSITY KINDNESS
Self-Discipline COMPASSION
Positive role model attributes
Personal characteristics Clinical skill
• Compassion • Practically skilful
• Caring • Demonstrates clinical
• Empathic competence
• Patient-centred approach • Knowledgeable
• Excellent communication skills • Sound clinical reasoning
• Good inter-professional
• Ability to reach the correct
relationships
• Respectful diagnosis
• Good team player • Strives for excellence
• Demonstrates leadership • Presentation skills
• Integrity • Aware of own strengths and
• Honesty weaknesses
• Good sense of humour
• Calm
• Positive attitude
Positive role model attributes
Teaching abilities
• Taking an interest in students or trainees
• Spending time with students or trainees
• Enthusiasm
• Patience
• Provide clear explanations
• Versatile, learner centred teaching style
• Constructive feedback
• Demonstrating clinical reasoning
• Facilitation patient interaction and learning opportunities
• Identifying opportunities for reflection
Negative role model attributes
Personal characteristics Clinical skill
• Making derogatory comments • Lack of knowledge
about person or fellow
professionals
• Inappropriate humour directed
Teaching abilities
• Forgetting names and faces
at person or colleagues
• Lack of empathy • Excessive criticism
• Unfriendliness • Frightening or humiliating
students or trainees
• Complaining
• Promoting unnecessary
• Expressing anger or frustration
competition between students
• Bitterness and sarcasm or trainees
• intolerant
• Lack of confidence
• Un co-operative
How to maximise learning through role modelling
1. Attention: Drawn attention to the behaviour or skill being
modelled by:
I. Physically emphasising it
II. Asking them relevant questions
III. Providing an enthusiastic narrative
IV. Subdividing and explaining specific aspects of a complex
skill.
2. Retention: This may be enhanced by adoption of the
following strategies:
I. Repetition of a skill or relaying of an important fact
II. Symbolic representation to create visual memoryCone.docx
III. Drawing appropriate parallels or realistic exemplification of
possible harmful effects (e.g. giving telling examples)
IV. Relating new to existing knowledge
How to maximise learning through role modelling
Objectives
Candidates will be able to:
– demonstrate a greater awareness of issues
related to gender equality in Ethiopia
– plan a course of action to promote gender
equality in your institutions and the wider
community
overview
• Integrating gender issues across all
levels of education system is one of the
means of addressing educational
equity. Accordingly the global goal for
gender equality under ESDP IV will be
to promote equal access and success
in education and training for women
and girls (ESDP IV, p.73)
Gender Profile (10 minutes)
• Number of female HDP candidates
• Number of male HDP candidates
• Number of female staff in the institution
• Number of male staff in the institution
Gender Profile Cont’d
• Number of female managers in the institution
• Number of male managers in the institution
• Number of female students in the institution
• Number of male students in the institution
• Does your institution have a gender policy?
Decision Line (10 minutes)
• Girls are not as clever as boys
• There’s no point in educating women as they are
needed in the home
• It is too difficult to get girls to go to school in the
rural areas because they need to carry the water
and the wood
• Too many girls drop out of education so it is a
waste to try and get them to school
Decision Line Cont’d
• It is not necessary for girls to have formal
education beyond primary school
• Girls are more intelligent than boys
• Girls work harder at school than boys
• Men make stronger leaders than women
• Men make better primary school teachers
than women
Gender Quiz (20 minutes)
p. 20
• Each of need to complete the quiz and
then form a group of 4 to compare
answers and agree a common answer
Possible answer
• (Answers as at May 2011:
• Q1. 90.7% girls/97.6% boys;
• Q2. 45-71%,
• Q3. Yes,
• Q4. 59% girls/46% boys,
• Q5. More than 75%,
• Q6. Bottom 10 countries,
• Q7. Low rank,
• Q8. If you don’t know find out
• Q9. A sheep,
• Q10. ----------
Topic for discussion (p.20) 10 minutes
• Gender
• Sex
• Gender mainstreaming
• Sex Discrimination
• Gender Equality
• Gender Equity
What is sex? What is gender?
• Although the terms “sex” and “gender” are often
used interchangeably, sociologists differentiate
between the two.
• Sex refers to an individual’s membership in one of
two biologically distinct categories—male or female.
• Gender refers to the physical, behavioral, and
personality traits that a group considers normal for
its male and female members.
gender awareness
Gender mainstreaming
The systematic and effective anchoring of gender in the
“mainstream” of an organisation
Sex discrimination
• Sex as ascribed status/master status
• Women as a minority group
• Sexism- an ideology based on the belief that one sex is
superior to and should dominate the other sex
• Universality of male dominance
gender awareness
YES/ NO Survey Page 21 (10 Minutes)
Task:
• Think of a question about gender that can be
answered with YES or NO (examples do you
think some occupations are not suited to one
sex? Or can a single father be a good parent as
a single mother?)
• Write your question in the box below.
• Then stand up, ask 10 people your question and
tally their answers below
• Complete the open ended statements at the
bottom
Gender Case Studies (20 minutes)
In your groups?
Any other
• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action
2.6 Social Inclusion
Objectives
Candidates will:
– Recognise that an education system should
be inclusive
– Agree definitions for terminology
– Accept that students have different learning
needs
– Identify the barriers to learning that students
encounter
– Devise strategies to support learning
Social Inclusion Overview
• The Ministry has designed a strategy for
Special Needs Education, the final goal of
which is to ensure access and quality
education for marginalized children and
students with special educational needs.
(ESDP IV, p.77)
Social Inclusion cont’d
• All children and students can learn and many of
them need some form of support. Providing
education for all requires identifying barriers that
hinder learning and reducing or removing these
barriers in early education, schools technical
and vocational colleges, higher education,
teacher education and education management.
(Special Needs Education Program Strategy,
MoE 2006, Addis Ababa)
Profile of your Institution (10 minutes)
• Inclusive Education
• Social /environmental disadvantage
• Physical/ psychological disadvantage
• Special needs education
• Is access to education only for the
advantaged?
Definitions of terms
• Inclusive education – adapting the education
system to meet the needs of all students
• Social/Environmental disadvantage –
students who are disadvantaged as a result of
family circumstances or as a result of their
environment causing harm or not support their
well being, e.g. poverty, poor diet, poor housing,
prone to illness, physically beaten, refugees
Definitions of terms cnt’d
• Physical disadvantage – students who
are disadvantaged because of e.g. hearing
impairment, sight impairment, mobility
difficulties, epilepsy*, dyspraxia, illness,
HIV/AIDS
• Psychological disadvantage – students
who are disadvantaged because of
specific learning difficulties, e.g. autism,
Aspergers syndrome, dyscalculia
Definitions of terms cnt’d
• Special Needs Education – an education
system which enables students with
special educational needs to reach their
full potential and be included fully in their
school/college/university community
Group Activity (40 minutes)
Issue Action
In your groups?
Through your general behaviour?
Within the institution?
Any other
we have undergone
• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action
• Social inclusion
• Time management
2.7 Time Management
Objectives:
You will be able to:
• define time management
• identify your own way of managing time
• prioritise demands and commitments
• complete an effective time management
diary
Activity_1 (5 minutes)
• Be in pair and define time management in
a word or a phrase. Then stick post on the
given flipchart.
Activity_2
Have 10 minutes to read the extract from
Stephen Covey pp 27/28 handbook and
reflect on the relationship between the
matrix and your own experience based on
the following questions.
• How the Time Management matrix relates
to your experience as a teacher?
• How much time you spend on planning
and preparation for your teaching?
•
Activity _3 (20 minutes)
• Pair then try to identify the symptoms of
poor time management and the benefits
of good time management and record
these in your notebook
Symptoms of poor time Benefits of good time management
management
Activity _4(10 minutes)
Complete time management questionnaire
on page 29
Group all A’s, C’s, and D’s sit together and
discuss what they can do to move towards
B
All B’s sit together and discuss how they
can support their colleagues in developing
effective time management.
bring brief report back
Activity_5
• Everyone of you have different roles, both
professional and personal (e.g. teacher
educator, head of department, father,
mother).
• Make a Mind Map of your roles and
responsibilities (first individually and share
with your partner).
Activity_6
• You need to fill your name and date on a given
sheets. List your roles and the priorities for the
coming week to enable you to fulfil your
responsibilities in these roles.
Reflective activity:
• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action
• Social inclusion
• Time management
session planning
Learning Objectives:
At the end of the lesson, the students are expected to:
1. Define session planning;
2. Identify the session planning sequence;
3. Enumerate the functions and phases of session
planning;
4. Write SMART objectives
5. Write a session plan including details of learning
activities and assessment
6. Evaluate a session plan
Activity(10 minutes)
1. What is session planning ?
2. What are the importance of session
planning?
3. What are components of session plan?
Session Planning (P 32)
•S. M. A. R. T
• Timing
specific
s
Simple
Realistic
Measurable Attainable
Types (domains) of learning objectives
• Cognitive objectives
– Describe the knowledge that
learners are to acquire
• Affective objectives
– Describe the attitudes, feelings, and
dispositions that learners are expected to
develop
• Psychomotor objectives
– Relate to the manipulative and motor
skills that learners are to master
Levels of Domains of learning
Cognitive Domain Affective Psychomotor
Domain Domain
Knowledge Receiving Imitation
Comprehension Responding Manipulation
Application Valuing Precision
Analysis Organization Articulation
Synthesis Characterization Naturalization
Evaluation
Visual comparison of the two taxonomies
Activity (15 minutes)
• Be in groups of 4 or 5 to complete the
activity p33 to say whether the objectives
are smart or not.
Session Evaluation
Guidance for writing session evaluations
Session evaluation involves two points which are
1. Reflections on the session and
2. Reflection on assessment
1. Reflections on the session:
Think about:
• Whether the objectives were achieved
• What evidence you have for objectives being achieved
• The balance between teacher activity and student activity
• Which activity was most successful and why
• The timing/pace of the session
• Student response to the session
• Whether the needs of all the students were met and whether special
needs were catered for
2.Reflections on assessment:
Session planning
1. Based on the sample session plan format
prepare session plan for your own subject
for 50’. (30’)
2. What makes a session evaluation
successful?
• Be in pair and discuss and answer the
question. (10’)
• Pairs join with another pair to discuss and answer
question. (10’)
• Fours combine into eights and rank the elements of
effective evaluation on the slips of paper or card.
(Ranking or Diamond Ranking) (10’)
• Groups move round and look at the other groups’
ranking.
• Whole group takes 10 minutes to ask individual
questions about reasons for ranking if necessary.
• Whole group agrees top priorities and record on flip
chart.
10’
• Now each of you need to reflect on your
lessons and rewrite your evaluations of
the sessions you planned and taught in
the light of your discussions.
we have undergone
• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action
• Social inclusion
• Time management
• Session planning
• Continuing Professional Development*
• Active learning
• Developing Active learning
• Collaborative work
• Group behaviour
2.10 Continuing Professional Development
Objectives:
Candidates/you will be able to:
• write your Professional Profile (CV)
• identify how a CPD plan can address
individual needs
• reflect on your own progress through the
HDP
• write your own CPD Plan
Activity _1(10’)
• You need to read p39 in the Handbook
which sets out the principles that underlie
continuing professional development in the
CPD Framework for Higher Education
(MoE, 2010)
Activity -2 (15’)
• Form groups of 3 and produce a visual
representation of professionalism/being a
professional.(Write on a flipchart what you
have discussed) Each group needs to
have a look at others work.
Respect & Rapport
Cruess, 2008
Activity_3
• Complete a professional profile(CV) to
hand in next session. (P 40 is the
professional profile format )
Activity _4 (30’)
• 5.1. Be in group of 3, read a CPD plan case studies
Handbook p41-43 and identify strengths and
weaknesses of the individuals in each case and make a
note of the possible CPD needs.
• 5.2. Then look at the partly prepared CPD plan for the
individual(p 44 Handbook). One raw has been
completed, identify another skill which needs to be
developed with appropriate objectives and suggest how
the plan might be assessed in the review box.
•
Activity _5 (20’)
• Go to Handbook p44 and individually work
on your own CPD Plan.
2.11 HDP Candidate’s Self Assessment -
Module 1
Objectives:
Candidates will be able to:
• reflect on and evaluate the module
• use reflection to complete their self assessment
for the module
Activity -1(15’)
1. Individually you need to reflect what went
well and even better in the first module.
Refer back to p12 of the Handbook where
you identified your expectations.
Activity_2(15’)
2. Join in small groups and make a flipchart
sheet summarising their views.(Be four)
Reminder
• Lead general discussion on the value of self
assessment; stress the need for honest
reflection against the criteria. Remind
candidates that there has to be evidence to back
up their self assessment, in most cases this will
be written evidence in their portfolios.
• Reflective practice
• Learning as reflection
• Teacher as a role model
• Gender in action
• Social inclusion
• Time management
• Session planning
• Continuing Professional Development*
Module 2: Managing Learning
Understanding learning
Objectives:
Candidates will be able to:
• Consider their own learning journeys
• Identify the influences of different
teaching styles on their learning
Managing learning
• The teaching and learning process in any
institution shall be whatever the methods
of delivery employed, interactively student
centred that shall promote active learning.
(FDRE Higher Education Proclamation,
17th September 2009, p5005)
Activity_1(30’)
• Individually think about your own learning
journeys from birth to the present. Then on a
piece of blank paper draw your learning journey,
representing the significant things that helped/
encouraged you and the significant things which
may have stopped or hindered your learning at
any point. You can only use pictures, no words
or numbers.
Our Learning Journey – Art I can create my
own artwork in the
I can say how style of Vincent
another artist has Van Gogh.
used techniques and
create your own piece
Year 2 in response?
I can describe what
you see and like in
I can use different the work of another
materials or repeated
patterns in your collage? artist?
•
See P. 50
Stage Behaviorist Constructivist Social
constructivist
Primary
Secondary
College
University
1st degree
University
2nd degree
Facilitating learning (10’)
• Facilitating learning involves creating a positive
learning environment.
To be effective in facilitating effective learning a
teacher need to:
• Be well prepared and organised
• Establish a rapport with the learners
• Be awake, positive and energetic
• Be yourself (use your personality)
• Enthuse and motivate the learners to learn and take
some responsibility for their own learning
(empowerment)
• Make sure that the learners are very clear as to what is
expected of them, check understanding of the task or
Facilitating learning Cont’d
• Remain engaged but not dominating, move around the
room
• Be flexible and adaptable
• Be perceptive /sensitive to the learners’ needs and
feelings
• If you do not know say so, you do not always need to be
the expert
• Respect and trust each group member
• Keep intervention to a minimum
• Be prepared to let go
• A sense of humour may help
• Start from where the learners are at
Learning styles
Activity (4’)
What is a learning style?
• :
• Learning style is described as a group of
characteristics, attitudes and behaviours that
define our way of learning.
Objectives:
Candidates will be able to:
• consider the purpose of active learning
• identify a range of active learning methods
• identify those appropriate to their subject
• implement different active learning
methods in their teaching
Activity _1(20’)
• Be in pair and discuss what active
learning is. (p exercise)
Objectives
Candidates will be able to:
• demonstrate that you can organize and
monitor group work
• begin to develop the ability to manage
groups effectively
Activity_1(30’)
• You need to be in group of three and
complete the preparatory reading
Handbook pp63/64.
• Then you are required to consider the
advantages and disadvantages of the 4
scenarios and put them on a poster, post
them on a wall for a gallery walk.
Managing group work
Objectives:
You will be able to:
• state and explain some of the roles that
people play in groups
• describe their own group behaviour
• recognise the behaviours that they want to
develop
Activity_1(25’)
• Go to Handbook p66– work in pairs, match
the names to descriptions of group
behaviours. (This could be done as a
jigsaw).
Activity_2(15’)
• Be in four use a flash card to put the
names into piles of positive and negative
in their contribution to effective group
work. Use the cross over method to
share the results of each group.
Activity_3(15’)
• what kind of questions can teacher
teachers use to encourage members of
small groups to make effective
contributions to small group discussions(to
be addressed on a flip chart).
Activity _4(10’)
Answer the questions on P66
1. Write down 3 things you have learnt
today about effective group work
2. What will you change the next time you
organise a group activity?
Micro teaching
Session 1
Objectives:
Candidates will be able to:
• plan the use of a new active learning
method
• implement the plan
Activity_1()
• In groups of three design a 10 minute micro
teaching session to be presented next session,
using a new active learning method suitable for
your subject.
• The plan should include subject content,
objectives, teacher activities (who is doing
what), learner activities, timing, furniture and
people organisation, resources/teaching aids.
• Use the session planning fomaat to undertake
this activity.
• In preparation for the next session
negotiate the order of presentations with
the other groups.
Session 2 & 3
Objectives:
Candidates will be able to:
• deliver presentation to whole group
• evaluate the presentation
• Feedback and discussion from the micro
teach session
Activity_1 (40’)
• Micro teaching Presentations from each group
• Each group has given 10’
• While the groups deliver their micro teaches
their colleagues will complete their observation
forms and give them to the group to help in their
self evaluation. Each group should then
complete the evaluation form p68 Handbook
ready for the feedback session.
Activity_2
• whole group discussion using evaluation
sheets
Objectives:
Candidates will be able to:
• Identify strategies to support independent
learning
• Differentiate between teaching, coaching
and mentoring
Activity_1(30’)
• Go to Handbook pp71/72 read and
individually complete the reflective activity
on p73.
Activity_2(30’)
• Go to Handbook and read from p73 – top
of p75, then in pairs complete the activity
p74.
Activity
• link between critical thinking skills and
employability.
Objectives
Candidates will be able to:
• identify what is and what is not assessment
• differentiate between summative and formative
assessment
• state clearly the who, why, when, how of
assessment
• draft an assessment code of practice
Activity_1(10’)
• Go to Handbook p75_76 read and complete the
activity on p76.
• Compare and discuss your responses with a
colleague.
Activity _2(15’)
• Be in pair and discuss what
assessment is. (pyramiding exercise)
Reflective activity:
• Have you ever experienced any such situations?
• How might these influence students’ progress?
• What remedial actions have you taken?
Share
•
Activity 8 (15’)
Objectives:
Candidates will be able to:
• differentiate between knowledge and skills
• identify clearly what they want their students to
achieve in a particular module, unit or session
• translate this into a self assessment tool for
students
• prepare, evaluate and implement an action plan
for using a self assessment method
Activity 1()
• Go to P86 and read the key elements of a
unit of work and apply them to the
modules/units you have brought to the
session. Evaluate how the skills included
in your modules/units develop critical
thinking and independent learning?
Activity_2()
• Go to Handbook P87 read and plan in
your notebooks a session over the next
two weeks to include self assessment. You
will be expected to self assess your self
assessment activity against the diamond
ranking already produced by the group
and the assessment code of practice
Handbook p77