HAWASSA UNIVERSITY DAYE CAMPUS

HIGHER DIPLOMA PROGRAM

TRAINING
PORTFOLIO

NAME: HAILU HAMESO

DEPARTMENT: PLANT SCIENCE

ACADEMIC YEAR: 2013 E.C

 1. Outline the characteristic features of higher education.
 It providing the leadership and necessary personnel for all other sectors of education in the
future teachers, researchers, scientists, computer specialists, agronomists, doctors and the like
 Higher education make and grow good quality teaching and learning process takes place in good
way
 Higher education institutions are primarily responsible for knowledge production, access and
dissemination, for the benefit of their nation and the world.
 It Well defined decision-making processes and authority that facilitates planning and renewal
 The assignment of responsibility for improvements and assurance of accountability
 A record of institutional and unit improvement efforts
 It make Periodic assessment of the effectiveness of planning, resource allocation, and institutional
renewal processes
 It generate new educated generation
 Guide faculty, administration, staff and governing bodies in making decisions related to planning,
resource allocation , program and curriculum development, and definition of program outcomes
 Include support of scholarly and creative activity, at levels and of the kinds appropriate to the
institution’s purposes and character
 Higher education put and achieves Mission, goals and objectives that relate to external as well
as internal contexts and constituencies. Goals and objectives that focus on student learning, other
outcomes, and institutional improvement
2. How does the academic profession differ from other professions?
 Academic profession is mother profession for all types of profession
 Which involves long time preparation and required body of knowledge and it has its code of ethics
while other professions may take short time to specialized and provide limited service to the
community.
 It is a profession of creating sparkle not burning or extinguishing.
 In other profession responsibility is to complete a task, but in teaching creating task complier or clone
of self.
 It gives eternal satisfaction of ability to do something for future world.
 This profession higher scopes for the teacher for reformation of social, cultural and economic state.
 Higher education does not only build people; it also builds economies and provides templates,
paradigms and strategies for human development.
2. What are the current challenges of Ethiopian higher education and what you think are their
sources?
 Limited funding, leadership and governance, the brain drain, poor working and
 Unfavorable living environments,
 Political instability,
 Lack of awareness and understanding of educational policy
 Way of policy implementation is a very difficult and unattainable to achieve a specific goal.
 Shortage of educated man power,
  lack of tolerance,
 lack of practical working habits
 Lack of resource

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.
Interaction between institutions of higher learning and Employers in Industries and related business
organizations represent a means of contributing quality education training programmers. The challenge to
business and industry to succeed in an increasingly competitive world market is contingent upon skilled
personnel, who learn, grow and adapt to the changing markets and technologies. Clearly, industrialization
has survival stake in quality education programmers, in this regard the concept of education and business
collaboration is changing and gaining momentum as a means for improving education for employability
programmers.

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

 Contributes to the spread of technology  It kills the values and traditions of the later country.
 More sharing of knowledge/information/news and  Nations tends suffer from identity crises.
more mutual understanding  Globalization would create a new system of politics.
 Which create international competent citizen,  Kind of course affected by and respond to the
Forces of globalization in a variety of ways
 It make conducive environment to faster innovation
 It enforced to lagging behind in knowledge
 It is fundamental changes in the application of
generation
knowledge have important implications
 Which reduce collaboration among knowledge workers
 Which drives competitiveness and productivity
 It providing crucial inputs for policy-making processes
 Which help to develop strategic plans to improve
knowledge generation, access and dissemination
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
 The development of a qualifications framework
 Capacity building initiatives
 Quality assurance systems
 Anti-corruption Ethiopia, by African standards
has generally low levels of corruption.
 Fund raising
 Internal and external communication
 Mobilizing leadership to commit funds to
research and higher education
 Creating better integrated policies that will
highlight the strategic contributions of
knowledge to economic development
 Developing national policies and programs
that will strengthen the four pillars of the
knowledge economy (education, innovation,
ICTs, governance)
 Assisting higher education institutions to
strengthen their research and knowledge
management capacities
 Promoting innovation and research at local and
regional levels
 Creating linkages among knowledge workers
across Ethiopia and beyond
 Introducing education reforms to respond to
the demands of the knowledge
Challenges
 Staffing, resources and finance
 The quality problems the system faces are not solely to do
with resources and government policies.
 Pedagogic and curriculum issues
 Most universities deal with equality and HIV/AIDS issues
as a student problem.
 Political instability
 Lack of reflective teacher
 Poor funding for research that will generate knowledge
 Lack of effective policies to promote knowledge
 Lack of effective capacities at the institutional level for
research and knowledge management
 Lack of environments that are conducive to knowledge
generation
 Lack of collaboration among knowledge workers
 Information gap
 Lack of avenues for disseminating knowledge

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.
 the emergence of learning societies due to the multiplication of sources of information and
communication;
 the transformation of the nature of work with, in particular, the need for more flexibility and
mobility, the importance of communication skills, the necessity for teamwork, the increasing use
of new technologies, etc.,
 The progression of social exclusion - a large part of the world’s population does not participate in
this process.
  The relevance of new trends in the teaching of science, social science and humanities to the
challenges of globalization and the principle of living together.
 Decentralization of curriculum development to local or school level.
 Integrated and interdisciplinary approaches in curriculum reform.
 The adaptation of teacher training to curriculum change.
 The potentials and challenges of information and communication technologies in the adaptation
of curricula.
 Non-school science resources and collaboration between formal and non-formal educational
institutions.
 The need for vocationalizing curricula.
3. How should Ethiopian higher education institutions be steered to best accomplish their missions
in the context of globalization?
 Through enhancing the capacity of Ethiopia’s higher education institutions, frontline ministries
and other stakeholders to facilitate and/or manage transformation in the higher education sub-
sector.
 This includes offering a bold vision of the institution’s mission and goals, with clearly
articulated strategic plans that can translate the vision into concrete targets and programs
 Ethiopian higher education institutions should have offering high quality and practice-oriented
professional trainings tailored to the Ethiopian context and the region as a whole with
international orientation to current and future higher education staff, leaders and managers;
 Should conduct independent practice-oriented research on higher education policy and
implementation to guide policymakers and education leaders in addressing the most pressing
higher education challenges in the country.
 Offering policy advices to higher education institutions, frontline ministries and other
stakeholders.
 They must do their own policy and modify other countries policy in order to achieve their
objective and check the result for a specific period of time. If this policy doesn’t make any change
in Ethiopian higher education rather than in Ethiopia; we must revise our policy.
In order to address the best accomplish their missions in context globalization Ethiopia higher
education institutions will need to:
 Incorporate knowledge production, access and dissemination into their institutional vision and
mission;
 Develop strategic plans to improve knowledge generation, access and dissemination;
 Provide effective and committed leadership, with a transparent and focused administration;
 Promote innovation in their teaching, research and community services;
 provide infrastructural, financial and human capacity support for knowledge generation,
access and utilization;
  Create institutional units and centers to improve the management of research and innovation
 Promote capacity building for knowledge managers within institutions.

Activity 4 - P. 7
Identify internal and external factors that influence the quality of higher education in Ethiopia
Internal External factors
factors
 Lack of collaboration between administrative  Weather condition around the institution
staffs  Peace condition of the country
 Lack of teacher commitment for their work  Lack of NGO founds
 Low academic performance of students  Lack of Governance and policy support
 Lack of budget  Private university competition
 Lack of Knowledge management skills
 Lack of Collaboration among staff
 Lack of Knowledge dissemination
 Lack of strategic plans to improve
 Lack of Provide effective and committed
leadership
 Lack of Creating institutional units
 Lack of Promoting capacity building for
knowledge managers within institutions.
 Heavy teaching loads, low salaries, poor
 Narrowness of postgraduate training

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
 To advance knowledge
 To enhance technology creation and transfer
 To promote effective entrepreneurship,
 To inculcate a responsible and democratic attitude through training to research, and public services;
thereby, contributing to the development of the nation
 To produce efficient and internationally competent graduates and undertake innovative works,
rigorous research and technology transfer activities to foster social and economic development of the
country.
2. Reflection on Vision
 The vision of HU is to exploit ICT to its full potential thereby assisting the University in evaluating
its position to a center of academic excellence
 Educational and economic development to local communities and the region as a whole through the
provision of the accessible international recognized.
3. How effectively are the teachers in your HEI working towards realizing the mission and vision
of the institution?
 The teachers in our institutions are so much interested and initiated to realize the mission and vision
of the institution. For instance most teachers have the intention to do problem solving research and
have interest to do community service.
4. What are the core values of your institution?
 Respect Learning from Life
 Excellence Collaboration
 Service Hospitality
 Integrity Accountability
 Innovation Inclusiveness 
 Internationalization
5. What extent is the above core values practiced?

They are practiced through different methods and all the professionals practiced those core values in very
well manner.
Reflective Activity 2 - P. 8
1. How relevant and important are the various leadership positions for the effective functioning of
HEIs?
 Providing good direction
 Creating a structure to support staff
 Creating supportive and collaborative environment
 Establishing trustworthiness as a leader
 Having personal integrity
 Having credibility to act as a role model
 Facilitating participation in decision-making consultation
 Providing communication about developments
 Representing the department/institution to advance its cause(s) and networking on its behalf
 Respecting existing culture while seeking to instill values through a vision for the
department/institution
 keeping staff autonomy
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?
The top leader understands and supports the efforts of lower academic units in very good manner 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?
The organization of HEIs is satisfied based on needs and efficiency by collaborative work of the
institutional academic states and administrative staffs based on their mission and vision.
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?
 The rights and duties of the academic staff are listed on the senate legislation in proportional
manner.
 Leadership is multifunctional which involves managing through others, and helps higher
education institution cope with change that seems to be increasing exponentially in today’s
globalized environment.
 Clearly defines what is required of its academic staff in the areas of research, teaching and
community service
  Develops policies with respect to salary scales, ranking and promotion which provide
protection against irrational decisions and which compare favorably with salaries offered by the
public service
 Works out rules and procedures governing the academic responsibilities and freedoms of
academicians as well as the grounds for their dismissal and the procedures to be followed

 Puts in place rules and regulations governing opportunities for research or sabbatical leaves to
enable faculty members to complete research projects, to pursue courses of study at other
universities or to engage in activities related to their University duties and areas of
specialization and which will advance their capacities as teachers and scholars.

2. To what extent are higher education teachers (in your university) performing according to
their duties and responsibilities as indicated in the Senate Legislation?
 They are practiced in a moderate manner even though they are some academic staffs that are not
performed their responsibilities.
 An academic staff of the University is required to be a scholar with full devotion to the
advancement of the frontiers of knowledge in accordance with the best traditions developed
by great scholarly circles the world over.
 It shall be his primary duty to carry out his functions in the best interest of the University
and that of the country having due regard to his profession.
 An academic staff shall teach courses in his area of specialization following established
University procedures in such a way that the course material may be delivered in an
appropriate way.
 Every academic staff shall endeavor to stay abreast of the latest thinking in his area of
specialization and shall periodically update his teaching material, within the resources
available.
 An academic staff shall encourage, guide and permit students to freely and rationally
question and examine issues and various lines of thoughts in the course of their study;
 By checking lower academics units’ work and support them if there is a gap
 Facilitating various training
 By supplementing materials used for varies tasks

 By sharing their experience to the lower academic unit

 Show cordiality to others by demonstrating his willingness to work with and respecting ideas
of his fellow staff and students

Activity 5 - Pp. 9 - 10
1. In your opinion what are the strengths, gaps or limitations of the 2009 Higher Education
Proclamation?

Strengths Limitations/gaps

 It has a good description of the duties  It only considers the first generation
and responsibilities of the leaders of the
institutions.
universities.
 It initiates to the academic staffs for their  It does not consider the newly emerged
work.
institutions.
 It initiates to exercise academic freedom
consistent with the University’s mission  Political instability in the countrydisturb
 Entitled to get further education and
teaching and learning environment.
training in accordance with this
Legislation
 Be provided with necessary resources for
his duties
 Have wright to elect and be elected
where election of academic staff is the
norm

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?
 Yes I think. But in our country way of develop a curriculum it influenced by globalization (or
other developed countries) that is most of the time our countries curriculum are copied. And also
the evaluation system is not depends on our countries context.
 So, the academic administrative bodies should Subject to demonstrable competence, any
institution may offer education and training through regular programs, continuing education,
distance or virtual education.
 The Minister of education decides and legislate programs to be offered in continuing education,
distance or virtual education programs.
 Subject to demonstrable competence, any institution may also give short-term trainings for
capacity building, or for imparting knowledge and skills in specific fields, and award appropriate
certificates.

3. Based on your experience as a higher education teacher, discuss the theoretical, structural and
practical options for the success of HEIs in Ethiopia.
 Theoretically: By designing different strategies
 Structurally: By making them responsible for the operations of the institute.
 Practically: By doing research, community service, technology and different experiments.

4. Rate the level of responsiveness of Ethiopian HEIs to the issues indicated in the following table.
 No HEIs responsiveness to High Medium Low Justification for rating

1 Local needs and  HEIs are basically aimed to solve

expectations community problems around the area.
2 Regional needs and  Because they are responsible to satisfied
expectations the communities starting from local in to
region
3 National needs and  Because satisfying regional needs also
expectations implies national needs
4 International standards  Because satisfying national needs also
implies international needs

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?
 Reflection is the change in direction of a wave front at an interface between two media so that
wave front returns into the medium from which it organized.
 Reflective practice is a more systematic process of collecting, recording and analysing a
teacher’s thoughts and observations, as well as those of their students, and then going on to
making changes.
 Reflective teaching reflective thinking is a process of giving meaning in which the individual
can move from one experience to another with a deeper understanding of their relationship with a
previous one.

2. How well do you practice reflective thinking to deepen your own understanding and to improve
your teaching competence?
 Being active in composing the goals and results of my actions, in addition to testing assumptions
and values which me brings to teaching.
 Possessing numerous ideas, beliefs, and theories which contribute in reforming and improving
teaching through asking the seniors.
 Showing interest in and being attentive to, cultural and institutional contexts in which i want to
works.
 I provide emotional supportive environments in the class room encouraging reevaluation of
conclusion.
 I Promote students’ reflection by asking questions that seek reason and evidence.
 I provide some explanations to guide students thought process during exploration.
 I Provide enough wait - time for students to reflect when responding to inquiries
 I Recommendations for promoting reflective thinking in the class room.
3. Based on your teaching experiences, give examples of reflection on, in and for action.
 Reflection for action: During the study, the teachers’ improved as a consequence of using patterns
of variation in designing examples connected to the object of learning. Example preparing notes,
preparing Medias, preparing teaching methods to address the topics before entering in to class.
 Reflection in action: Teachers reflect over their own unwanted practices e.g., ‘shyness’, ‘shivering’,
‘repetition of words’ and ‘under-confidence’ and attempted to overcome these unwanted practices
during the lesson, to maintain class room momentum, discipline and to uphold smooth progression
of lesson plan during lesson
  Reflection on action: as a process of specifying goals and intentions of action that can justify what
has been done
4. How well have you handled the technical, practical and critical levels of reflection? Elaborate.
 Technical: I make conducive learning environment through classroom management, adjusting
classroom setup, instructional Medias plan and physical environment.
 Practical: examine the worth (values) of learning for students live. Connect the lesson to students
live.
 Critical: create condensive environment for students, handling diversity and inclusiveness, gender
levels.
Activity 6 - P. 13
How applicable are the different phases of reflective thinking to teaching and research? Cite
examples.
In the process of reflective thinking the following main stages (phases) are available.
 Adopt confusion and reluctance status in which thinking occurred.
 Research and questioning aimed at finding ways to clarify his doubt to solve this confusion.
 Personal thought: involving, mental imaging, self-awareness of acts and self-exploration of beliefs,
thoughts and actions.
 Deliberate action: mental exploration is meant to be intentional, aimed at clarifying the context of
practice, and relating it to pedagogical contents.
 Critical reasoning: thinking about the consequences (personal, ethical orsocial) that reflect beliefs,
thoughts, and actions
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?
 Identify cognitive problem-solving process, cyclical in nature. Reason I used that, which consists
of Initial beliefs about a given concern or problem, plans of action to improve practice with respect to
such concern, teaching action taken, and review of solutions or looking back on what has been done.
 A deliberate, personal, and recurrent process that generates professional knowledge through study
and inquiry either on teaching practice itself or its determining factors (curricular, institutional, and
ideological aspects).
 Critical incidents ( an expected events)
 Put-follow-more structured
 Records the dairy based on strange and weakness
 Conducting action research
2. Which reflective technique is more preferable and appropriate for teaching/learning and for
lifelong learning? How?
Recording lesson is more preferable and appropriate for teaching/learning and for lifelong learning.

Video or audio recordings of lesson can provide very useful information for reflection. You may do
things in class you are not aware of or there may be things happening in the class that as the teacher you
do not normally see.

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.
Case 1
Balcha is one of the junior teachers in one of the higher education institutions in Ethiopia. He always
plans his lessons which involve different active learning methods and assessment techniques. He tries
his best to facilitate his students’ learning by managing his classroom effectively. When something
goes wrong in his classroom, he takes it seriously, looks for a solution and takes immediate action to
address it. After conducting his classes, he looks back and examines his experiences regarding his
planning, the active teaching methods he used, and the assessment, classroom management and the
communication methods he employed. Finally, he identifies his own strengths and weaknesses as well
as those of his students. He then plans to improve on his weaknesses in his subsequent classes. Balcha
has the habit of questioning his practices and improving his teaching to facilitate quality learning by his
students.

Case 2

Endelibu is an academic in one of the oldest higher education institutions in Ethiopia. He teaches his
lessons with no planning. He enters class and presents what he has prepared as notes. When a lesson is
over he will teach the next in the same manner. Sometimes he misses his classes but regards himself as
the only source of knowledge for his students. He is proud of being an academic at the higher education
institution but does not have the intention to identify his own teaching weaknesses and gaps and take
steps to improve his practice; rather he enjoys taking part in activities that are not related to his
profession. In short, even though he has been teaching for more than twenty years, he has always taught
in the same way during all those years with no professional development.

Case 3
Tsion is a fresh academic who is teaching in one of the newly established universities. She tries to
 prepare herself for her classes but she does not have the knowledge and skill of teaching the subject
matter with respect to preparing a lesson plan, using active learning methods, managing classrooms and
communicating effectively in English. She is usually afraid of asking senior teachers how she could
address or manage the problems she faces. Rather, she prefers to read books, journals and other
materials. However, she fails to put into practices what she gathers from her theoretical readings. As a
result, she feels that she is not doing her job properly and she is tired of managing the problems she has
faced inside and outside the classroom at the beginning of her professional journey.

Reflective Activity 6 - P. 15
1. What have you understood about reflective higher education teachers in higher education from
the above cases?
 In higher education teachers most teachers lack reflective practices, as I observed from the above
cases Endelibu is higher institution teacher even though he has been teaching for more than
twenty years, he was not reflective teacher and he lack processional skills, and Balcha is a
reflective teacher he always prepare himself and he took over the three forms of reflection
practices that are reflection on action, reflection in action and reflection for action.
2. How effective are the above cases in changing your attitude towards applying reflective
thinking in your study and in your teaching? Explain.
 Since the above cases have different point of view towards reflective thinking those cases
changed my attitudes to be reflective teacher.
3. After going through the cases, do you feel you should change your attitude towards the application of
reflection in your practice? Explain.
 Yes, because I have learnt from the above case the way of reflection and I decided to apply the
reflective thinking principles in my live since they are core points for my profession.

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 of teachers
1 Un-Fair Assessments
2 Asking for sex in exchange of marks
Instigating factors Suggestions for tackling the problems
Emotional problem Self-management, understanding diversity
and be willing to address inequality
Lack of code of
professional ethics Developing code of profession of ethics

Lack of commitment Carelessness Dedication to his/her profession

3

- Lack of informing Enforcement of students to attend class to

4 Non-enforcement the mandatory of lectures
attendance to class
 Unethical behaviors of students in higher education institutions

No Unethical behaviors Instigating factors Suggestions for tackling the

1 cheats on an exam
2 Inattention
problems
Difficulty of the course lack of academic potential  Giving enough time for
students to prepare
Problems with Curriculum: Some students may not
feel challenged enough to behave properly.
If the information taught is not appropriate for the
learning abilities of an individual resulting in
behavior

3 Needless talk Maybe not suitable classroom environment.

students chatting during instructional time about  By making conducive
things unrelated to the lesson learning environment
4 Moving about the room Looking for Revenge.

5 Sexual harassment Attitude problem.

making others uncomfortable through touching,
sex-related language  Providing mentor

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
Continuous Professional Development Plan

What I Specific objectives What I will By when Review of

would like do (Date) objectives (How?
to develop By whom?)
Classroom Managing students Use different During the classroom Supervision with my
 management effectively classroom November 11 collogues
management
methods

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.

Skills you need to develop Why and how?

 Guiding and counseling  To monitoring Students’ behavior, to prevent

misbehavior from developing by Holding
students accountable
 Because getting learners to be active in their
 Managing resources learning by using time properly, using different
materials and equipment to aid active learning
and by using well-organized materials and
inviting spaces where students can work alone
and in groups.

Activity 10 - P. 22

Your Continuous Professional Development Plan

What I would like to Specific What I will do By when (Date) Review of objectives
develop objectives (How? By whom?)
 Develop my SAS To analysis the Learn from different 07 march
application skill data of field websites and Importing recorded data
resaerchs collogues to SAS software and
analysis it by creating
synax

Complete the following chart individually on a significant role model of your choice.
Reflective Activity 7 - P. 23
My significant role mode: Tewodros Ayalew from college of Agriculture, Hawassa university
Characteristics Behavior
 Being passionate for teaching  Appreciates students hard work
 encouraging group work  Punctuality
 wide range of skills and talents to teaching  Having positive attitude towards each
 fosters critical thinking students
 consistent and fair  responsiveness
 recognize misconceptions and clear them up
 dedicated
 honest  conflict resolution
 joyful approach to teaching
 Students-friendly  mentoring
 guiding students to become a better person  responsive to students need
 desire for students to achieve high level of achievements
 forgiving  Positive interactions with students outside
 encourages Students the classroom
 appreciates diversity
 a committed to the work  Understands feelings of students
 Comforts when students are depressed

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

Characteristics and behaviors above particularly important in influencing student values

and conduct are: encouraging Students, forgiving, honest, skills and talents to teaching,
Punctuality and positive attitude.

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.

Comments on cases

CASE 1
Positive characteristics Negative characteristics
Has good relationship with students Not patient
Encourage students Not punctual
honest Not treats students equally

 appreciates diversity Not provide feedback

Recommendations

1. Be punctual

2. Use organized teaching materials in addition of experience

3. Return back students’ feedback

CASE 2
Positive characteristics Negative characteristics
Has good communication Impatient
Has excellent knowledge Rigid
Help the student She compares students with others
Recommendations
1. B flexible according to the situation

2. Not compare your students with others

3. Be respond to students question

CASE 3
Positive characteristics Negative characteristics
Patient Lack of confidence
Good knowledge Provide limited times for assignment
Provide feedback and punctual
Recommendations
1. Develop confidence

2. Clearly tell the objectives to the students

3. Try to manage classroom

Activity 12 - P. 25

What are your personal characteristics as a teacher?

Positive characteristics Behaviors

 A committed to the work encourages Students  Punctual
 Appreciates diversity  Responsiveness
 A committed to the work  Conflict resolution
 Comforts when students are depressed
 Inspire students  Mentoring

 Responsive to students need

 Positive interactions with students outside the

classroom

Negative characteristics Behaviors

Provide limited times for assignment Rigidity

Reflective Activity 8 - P. 25

1. What is your best characteristic as a teacher?

 Respects students
 Tries to maintains professionalism in all areas
 Patient
2. Which role model characteristic do you most want to develop?
 Encourages diversity
3. Write three things you can do to develop the characteristic you identified above

i. Work hard
ii. read books
iii. share ideas and information with others

Unit Four: Diversity Management

Reflective Activity 9 - P. 27
1. Is diversity a problem or an opportunity for students learning? Yes/No, Why?
 Diversity an opportunity for students to learn because diversity among students in education impacts
their performance. This promotes creativity, better education, with differing viewpoints are able to
collaborate to create solutions.

2. In your opinion, how fairly do teachers in your university treat students with diverse
background?
 In my opinion teachers in my university have different attitude towards diverse students back ground
so that treat students in different ways. For example some teachers who not understood the diversity
by themselves not treat students equally or fairly with regard to the language, religion, etc. Due to the
above reason the students do not want to ask that teacher even if they have correction on their marks
or they need other teachers to ask for them. However, most of teachers in my university are
intelligent enough to treat students fairly.

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?
For those having linguistic problems, I allow them to speak in their mother tongue to express their
ideas, opinion, etc. For those having socio-economic problems, I support them in different ways. For
example, giving learning materials that they lack money to copy it.
4. How can the issue of diversity and equity be best addressed in your institution? Discuss in
groups.

 ways to addressed equity and diversity are

a) Self-awareness: Addressing equity and diversity in the institution begins with self-awareness.
Educators must recognize how the intersections of race, ethnicity, gender, sexual orientation, religion,
socio-economic status, and being able-bodied impact us individually. We must understand how our
identification within a particular group gives us privilege in certain spaces and we must be open to
actively listen to marginalized groups who experience life differently because of their social
groupings. We must acknowledge our personal biases and seek to understand people with different
experiences
b) Culturally Relevant Teaching. Culturally relevant, or responsive, teaching emphasizes academic
excellence, cultural competence, and social and political analysis and activism. This is for exposing
students to diverse cultures in deep, meaningful ways and prioritizes academic excellence for all
students.
c) Diversity in the institution is addressed by focusing on the development and implementation of
management strategies for creating an inclusive and supportive learning environment that would
ensure peaceful co-existence and collaborative learning partnerships in ethnically, linguistically and
religiously diverse higher education student populations.

Activity 13 - P. 27

1. How do you conceptualize inclusive education?

 In practice, inclusive education entails providing meaningful learning opportunities for all students
within the regular school system. Ideally, it allows students with and without disabilities to attend the
same regular classes at the local school or HEIs with additional, individually tailored support as
needed.
2. Do you think that there are people who cannot learn? Explain.

 There are many reasons people cannot seem to learn simple things
i. They are not intelligent enough to grasp the concept about a certain subject.
ii. The subject being taught does not fit their brain configuration. For example, some people cannot
grasp mathematics, some cannot learn chemistry and some with memories that are good, cannot
understand various concepts
 The reason why some people cannot learn is also their brain insufficiently processes the
information to be learned.

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

NO

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

 Physical inaccessibility- lack of ramps elevators in
multi-level school buildings, heavy doors,  Solving difficulty in securing accessible students
inaccessible washrooms or inaccessible housing
transportation to and from school.
 Technological
 Financial  Solving the complex funding structure for
 Negative Attitudes and Stereotypes disabilities
 Providing any financial support
 Creating awareness about sensitivity to disability
issues

Activity 14 - P. 29

Describe the following first individually and then in pairs. Finally, share your ideas with
the whole class
 Gender awareness is an awareness of the differences in roles and relations between
women and men. It recognizes that the life experiences, expectations, and needs of
women and men are different.
 Gender mainstreaming is a strategy towards realizing gender equality. It involves the
integration of a gender perspective into the preparation, design, implementation,
 monitoring and evaluation of policies, regulatory measures with a view to promoting
equality between women and men, and combating discrimination.
 Gender responsiveness means creating an environment through site selection, staff
selection, program development, content, and material that reflects an understanding of
the realities of women’s lives and addresses the issues of the participants
 Gender Stereotype is a generalized view or preconception about attributes or
characteristics, or the roles that are or ought to be possessed by, or performed by women
and men. A gender stereotype is harmful when it limits women’s and men’s capacity to
develop their personal abilities, pursue their professional careers and make choices about
their lives.
 Gender Responsive Pedagogy: - Refers to teaching and learning processes which pay
attention to the specific learning needs of girls and boys. Gender responsive pedagogy,
calls for teachers to embrace an all-encompassing gender approach in the processes of
lesson planning, teaching, and classroom management and performance evaluation. It is
important that teachers are aware that the language they use in the classroom can
reinforce negative gender attitudes.
Activity 15 - P. 29

How do you address gender issues with respect to teaching-learning and evaluation?
 In learning by Teachers can create the appearance of gender bias through unintentional,
nonverbal actions. The first step to correcting this problem is to organize your classroom
in a way that makes all students feel equal. By establishing a set of rules from the very
beginning that promote equality, classroom seating, planning that supports equal
participation.
 With respect to evaluation teachers should try to avoid making things easier for either
male or female students by giving them easier questions in class, or trying to solve things
for the students. Provide enough wait time to answer questions.
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.
 1. What are the issues?
 The issues is about Affirmative action
2. What strategies might the concerned university develop?
 Develop gender responsive pedagogy
3. What positive outcomes could be achieved?
 Increase numbers of female students graduation ( reduce female students attrition rate )

Case 2

At the end of the academic year, one of your very best graduating students – a young woman –
comes to see you. She is very distressed, as she has discovered that she is to be posted to a remote
rural area, several hundred kilometers from her home. She has decided that she cannot go to the
remote rural area to which she has been assigned to work and will instead try to find some
unskilled job in the local town.

1. What are the issues?

 Gender responsiveness
2. What strategies might the concerned university develop?
 Creating an environment through site selection, staff selection, program development,
3. What positive outcomes could be achieved?
 Which reflects an understanding of the realities of women’s lives and addresses the issues
of the participants
Case 3

A small group of female students come to you to complain about the behavior of one of your colleagues.
They say that he is promising to give them better grades if they meet with him in town at night after class.
They say that they know a female student who dropped out of college last year because of the behavior of
one of the male teacher educators and another good student who failed an examination and had to leave.
They think she failed the examination because she would not agree to a relationship with the male
teacher.
1. What are the issues?
 Harassment
2. What strategies might the concerned university develop?
 Implement policies and procedures in place to prevent harassment from occurring.
Having a policy against harassment will help the university to deal more effectively
with any complaints come from students due to misbehavior of teachers
3. What positive outcomes could be achieved?
 After the university has developed the above strategies, the positive outcomes
achieved could be prevented harassment
 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

 Very actively participated

2. Planning sessions, conducting observations and evaluations

 Very good
3. Contributions to group work
 Very High

4. Carrying out projects

 very good
5. Attendance and punctuality
 I attended all HDP class and come always on time

How would you evaluate your overall performance in Module One? Circle one. /

PASS INCOMPLETE FAIL

Signature of candidate: _____________________ Date: __________________________

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: ____________________

MODULE TWO: MANAGING TEACHING, LEARNING AND ASSESSMENT

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.
 I most frequently use pair work, role play, mind mapping (brainstorming) and learning
by teaching
2. What do you think are the challenges in applying the ALMs?
 Lack of knowledge and skill about utilization of ALMs
 Large class size
 Shortage of resources and facilities
 Nature and amount of course/module content
 Students’ attitude towards ALMs
 Instructors’ attitude towards ALMs and their reluctance to use it
 Instructors’ workload
 Lack of management support
 Lack of planning, preparation and time management

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

 Strategies I think to overcome the challenges of lack of knowledge and skill
about ALMs are:
 Staffing development strategies and induction trainings need to address the
issues of ALMs.
 I need to update myself with the contemporary learning strategies.
 Departments and other concerned stakeholders need to prepare seminars,
conferences, focusing on ALMs.
 Strategies I think to overcome the challenges of Large classes/groups about
ALMs are:
 Preparing detailed session plans with group activities.
 Establishing ground rules.
  Arranging seating in the rooms so that students must sit in groups.
 Asking groups to elect a secretary and time-keeper; change these roles for
different activities.
 Walking around the room in order to impress on students that I am watching
their activities and build a friendly relationship with all students.
 Making Lectures active with beginning teaching by considering the level of
knowledge/skill of the students have on the topic at hand and using pairs and
buzz groups, “think-pair-share” method to compare notes, peer feedback, or let
students assess each other’s written work.
 Strategies I think to overcome the challenges of limited resources and facilities
about ALMs are:
 Starting with whatever instructional materials available
 Improvise; example, using a chair as table top
 If possible, prepare a written outline for distribution to help students follow a
lecture
 Using redundancy so that students do not miss an important point or concept
 Involving my students in making/providing resource
 Strategies I think to overcome the challenges of bulky course/module content
(nature and amount of course/module content) about ALMs are:
 Giving more time and thought to planning and preparation of my sessions and
selecting the most appropriate active learning methods for the topic to be
covered.
 Encouraging students to become independent learners and to take ownership of
their own learning process.
 Empowering students through additional coaching for learning rather than seeing
teaching as telling.
 Allocating part of the module syllabus for students to cover in their own time
with guidance and supervision.
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 Tick if you have used Evaluation of the usefulness of the
methods them methods
Debates (discussion) 
Case studies 
Simulation
Peer-teaching 
Pair work 
Role play 
Jigsaw

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 Yes Because most students are
students? motivated
Is the work of mixed difficulty so every student Yes There is cognitive development
can be challenged and experience success?
Is the task interesting and relevant? Yes Because there is good
performance
Can students resubmit work that is not up to Yes Cognitively developed
standard?
Do students understand what they will gain Yes There is good performance
from what you are asking them to do?
Do students understand the relevance of what Yes Are performed good
they are doing?
Are your sessions varied? Yes To develop cognitively
Do your sessions engage students in activities? Yes Are more inspired (motivated) or
participated
Do you base your teaching on interesting and/or Yes Brainstorming (Motivation
topical questions? increased)
Are you enthusiastic in your sessions? Yes Most students are good
performed
Do you have a good relationship with your Yes Most students are motivated
students?
Can students show creativity in your sessions? Yes Are developed in cognition
Are students able to work with others when Yes There is cognitive development
completing tasks?
Do your students get frequent feedback such as Yes Are satisfied
praise or positive comments, etc. about their
work?
Do you set personal goals for students? Yes To measure their performance
Is it possible to make all students active Yes Encouraging them to participate
learners?
Do you encourage students to take Yes To develop their performance
responsibility for their own learning? and cognition development

Reflective Activity 3 - P. 64
Based on your experience, as a university instructor, write down some advantages of using
instructional media in your classrooms.
 Advantages of using instructional media are:
 Making a learning environment in class very active
 Support learning with living examples and visual elaboration,
 Grasp the attention of the learners,
 Encourage creative thinking,
 Help in student skill development,
 Helps in turning learning an enjoying experience,
 Provide visual access to a process or technique ,
 Save time by avoiding wordy explanations,
  Developing interest/ motivation,
 Promoting acceptance (of an idea),
 Facilitate active learning

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.
 Spending much of my time on important activities that need immediate attention
(Identifying the priority areas of time spending)
 Planning based on the area specified
 Implementing the activity based on the plan
 Addressing issues that are important to me
 Not spending much of my time on activities that have little relevance to my topic.

2. How do you plan to improve your time management and be productive in your
activities?
 Organizing the day to day activities with setting priorities
 Avoiding work loaded
 Strategically planning homework assignments for myself.

Reflective Activity 9 - P. 89

1. Have you ever experienced any difficulties while implementing continuous

assessment?

 Yes, especially with course load it is difficult to do so. And class size problem

2. What remedial actions have you taken?

 By adjusting seating of students in the class

Reflective Activity 10 - P. 93

1. How have your ideas about assessment changed?

 Using a varieties of assessment methods

2. Which types of assessment do you think you could use effectively in the future?
 Based on type of course: Written test, multiple choice, home take exam

3. How will the assessment methods you selected help your students to progress?
 To prepare themselves according to my assessment methods and score good result

Activity 26 - P. 93

1. What do you understand by the term “testing”?

  It is assessing learning progress and identify if there is learning difficulties

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

Testing Assessment Measurement Evaluation

 Is a series of  Any systematic  A systematic  quantitative or
questioning with method of obtaining description of qualitative
different item types evidence from posing learners descriptions of
 It assess learning questions performance in learners
progress and identify performance
if there is learning terms of numbers  It is judgments
difficulties  It quantifying to concerning the
represent an desirability of the
individual's results
performance  It is more
 is limited to comprehensive and
quantitative inclusive
description

3. Describe the rationale behind testing students’ performance.

 To assess learning progress and identify if there is learning difficulties.

Activity 5 - Pp. 48 - 49
1. Which of the above ALMs could be suitable /unsuitable for your course? Explain
with practical examples.
Answer: All of the methods are suitable corresponding to the lesson

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 Case Study

Auditory Crossover Group and Buzz Group

Kinesthetic Microteaching and Decision Line

Activity 10 - P. 56
1. Write down three things you have learnt today about effective group work.
 Behavioral descriptions good facilitator
 Behavioral descriptions problem solver
 Behavioral descriptions doer
3. What will you change the next time when you organize a group activity?
 If he/she is not good facilitator I will change the facilitator and I will change the saboteur
leader

Activity 11- P. 60
1. Do you consider yourself a teacher, coach or mentor? Explain.
 Both a teacher and mentor. As a teacher I deliver well prepared, organized and structured
information as well as a mentor I gives their advice freely
2. Do you think that your students can take responsibility for their own learning? Why or
why not?
 Yes, because I have told the ground rule concerning their learning
 Yes, because for their willingness to do the hard work in order to become an influential
persons in the future
3. Is your role to be an expert and give students answers or to ask questions and challenge
them? Explain.
 As a teacher yes I expert and provide students answers and ask questions by practicing
active teaching and learning methods such as facilitating learning environment,
mentoring them, managing the class, teaching them and others.
4. What type of help do your students need to be independent learners?
 Promote their critical thinking skills
 Help them develop their skills for work and life
 Provide support and guidance in learning how to learn
 Enhance their motivation through different means
5. What possible mechanisms do you suggest to realize independent learning in the courses
you teach?
 Using active learning or student centered learning mechanism through:
 Good guidance and facilitating suitable instructional media (simply ‘teaching’
to ‘facilitating the learning process)
 Giving responsibility to students for their own learning
 Strong and productive teacher-student relationships and meta-cognition
 Support and encouragement to increase their motivation and confidence
Activity 13 - P. 63

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

Answer: Students can use instructional media by one of the ff ways:

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

 Answer: Access of instructional media can affect the teaching activity either positively or negatively.

Thus, if there is available instructional media teaching will be effective if not teaching will not
be successful.

Activity 16- P. 73

Do you see difficulties in preparing a course plan? If so, what are they? How can they be
tackled?

 What strategies of teaching would be used and for what purpose.

 To manage the course
 What topics were included in the course?
 Giving enough information about the expected results of attending the course, etc The
above can be tackled by including all necessary information in course plan
Activity 21 - P. 83
1. Discuss the advantages and disadvantages of each type of assessment.

a) Test: its advantages is to assess learning progress and identify if there is learning
difficulties. Disadvantage-students may use technology to send the answer for other.
b) Performance assessment: It is the method used to obtaining real information about
student’s performance by looking at his/her observable behavior. Its disadvantage is that it
may not measurable
c) Project Work: Advantage: is to make learning real by presenting real tasks for students. It
gives responsibility for students to plan, act, observe/evaluate and present their project work.
d) Assignment: It makes the students to understand about topic as they search for correct
answer. Disadvantage- students may copy from each other
e) Quiz. Its advantage is to assess students as soon as they learned but its disadvantage is that
there may be cheating based on class size

2. Which types of assessment methods do you most frequently apply in the courses you
teach? Why?
 Assignment, quiz, written exam/ test

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 of assessment for Teaching strategies: The Impact on Learning: The students
learning Teacher
Sharing learning objectives and success  Agrees on learning  gain clear understanding of
criteria with students objectives with students. what they are to learn
 Expresses objectives in
 everyday 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 know and recognize the  Shows students  Are clear about what they
standards they are aiming for examples of good should have achieved by the
outcomes from previous end of the lesson
lessons;  Recognize the features of
 States what s/he expects good work
each student to have
achieved by the end of
the lesson;
 Differentiates outcomes
according to individual
students’ ability
Involving students in peer and self  Asks students to peer  Can assess progress they have
assessment assess their work made;
 Asks students to  Can identify ways of
suggest improvements improving their own work
that could be made to
another student’s work;
 Provides plenty of time
for students to reflect
on what they have
learned
Providing feedback which leads to students  Repeatedly asks  See clearly what they need to
recognizing their next steps and how to take students; ‘What next?’ do next
them insisting on accurate  Learn how to improve from
responses; the teacher and their peers
 Provides oral feedback
throughout the lesson;
 Collaborates with other
teachers;
 Continuously discusses
‘next steps’ at different
stages

Promoting confidence in every student  Provides positive and  Gain satisfaction regarding
 constructive feedback; their own progress;
 Matches learning  Have a sense that they can
objectives to needs at continue to improve;
an appropriate but  Remain engaged and on task
challenging level; throughout the lesson;
 Celebrates success and  Take responsibility for their
sets appropriate targets. own learning
Involving both teacher and student in  Maintains continuous  Have many opportunities for
reviewing and reflecting on assessment dialogue with students reflection on their learning
information about progress made;  Focus on the learning
 Frequently reminds objectives and success
students of learning criteria; \\\
objectives and success  Measure their own progress;
criteria;  Take responsibility for their
 Observes the group’s own learning;
activities by reviewing  Perform at a high standard
and reflecting on
individual
achievements;
 Makes effective use of
reflection with groups
and individuals.

Activity 23 - P. 91
1. How do you define peer assessment?
 Peer assessment is the assessment process, with them taking on the role of teacher by
reviewing work of other students against a set criterion. 
 Is a process whereby students or their peers grade assignments or tests based on a
teacher’s benchmarks

2. How do you define self-assessment?

 Think back about the details of teaching before, in and after the class to know what went
good and not.
2. Complete the following

Mention examples of peer Tick if you Tick if you Mention Tick if you have you could use
assessment that you know have used could use any examples of used any of any of these in
.1. What is the quality of any of these of these in self- them in your your teaching
materials used in teaching in your your teaching assessment teaching
3. What kind of intellectual teaching that you know
tasks were set by the
teacher for the students
4. How knowledgeable is in
the subjects taught?

Feed back 

Activity 26 - P. 93

3. What do you understand by the term “testing”?

 It is assessing learning progress and identify if there is learning difficulties
4. Discuss and note down the difference among the following terms: testing, assessment,
measurement, and evaluation.

Testing Assessment Measurement Evaluation

 Is a series of  Any systematic  A systematic  quantitative or
questioning with method of obtaining description of qualitative
different item types evidence from learners descriptions of
 It assess learning posing questions performance in learners
progress and identify if performance
there is learning terms of numbers  It is judgments
difficulties  It quantifying to concerning the
represent an desirability of the
individual's results
performance  It is more
 is limited to comprehensive and
quantitative inclusive
description

3. Describe the rationale behind testing students’ performance.

 To assess learning progress and identify if there is learning difficulties.

 Activity 32 - P.101
Eight session plans (excluding projects and Educational Institution/Organizational Placement)
showing development of active learning and assessment

Daily Lesson plan

Instructor’s Name: Hailu Hameso Date 12/03/2021G C
Department of Plant science Number of students: F __12____ M__35_____ T___47___
Course name: soil fertility and plant nutiration Course code Plsc2022 ECTS __5__
Lesson topic/s: soil fertility and plant nutrition
Specific Lesson learning Objectives: At the end of this session the students will be able to:
1. Identify definition of soil fertility
2. Identify factors affecting soil fertility

Content Time (50 Teacher's role Student's task Learning Assessment

Minutes) material and and
resources evaluation

Introduction Revise the previous Listening

lesson

Presentation Present the days Following the Class work

lesson teacher

StabilizationSummarize the lesson Following their Home work

teacher and ask
question
Asking question quiz
Checking and Answer the
Evaluation questions
Instructor’s Name: Hailu Hameso Date 14/03/2021G C
Department of Plant science Number of students: F =12 M=35 T=47___
Course name: soil fertility and plant nutiration Course code Plsc2022 ECTS __5__
Lesson topic/s Plant nutrients
Specific Lesson learning Objectives: At the end of this session the students will be able to:
1. Classify plant nutrients
2. Know what are plant nutrients

Content Time (50 Teacher's role Student's task Learning Assessment

Minutes) material and and
resources evaluation

Introduction Revise the previous Listening

lesson
Quiz

Presentation Present the days Following the Class work

lesson teacher

StabilizationSummarize the lesson Following their Home work

teacher and ask
question
Asking question
Checking and Answer the
Evaluation questions
Instructor’s Name: Hailu Hameso Date 15/03/2021G C
Department of Plant science Number of students: F =12 M=35 T=47___
Course name: soil fertility and plant nutiration Course code Plsc2022 ECTS __5__
Lesson topic/s Plant macronutrients
Specific Lesson learning Objectives: At the end of this session the students will be able to:
1. Classify plant macronutrients
2. Identify that the criteria to be plant macronutrients

Content Time (50 Teacher's role Student's task Learning Assessment

Minutes) material and and
resources evaluation

Introduction Revise the previous Listening

lesson
Quiz

Presentation Present the days Following the Class work

lesson teacher

StabilizationSummarize the lesson Following their Home work

teacher and ask
question
Asking question
Checking and Answer the
Evaluation questions
Instructor’s Name: Hailu Hameso Date 17/03/2021G C
Department of Plant science Number of students: F =12 M=35 T=47___
Course name: soil fertility and plant nutiration Course code Plsc2022 ECTS 5
Lesson topic/s Plant micronutrients
Specific Lesson learning Objectives: At the end of this session the students will be able to:
1. Classify plant micronutrients
2. Identify that the criteria to be plant micronutrients

Content Time (50 Teacher's role Student's task Learning Assessment

Minutes) material and and
resources evaluation

Introduction Revise the previous Listening

lesson
Quiz

Presentation Present the days Following the Class work

lesson teacher

StabilizationSummarize the lesson Following their Home work

teacher and ask
question
Asking question
Checking and Answer the
Evaluation questions
Instructor’s Name: Hailu Hameso Date 18/03/2021G C
Department of Plant science Number of students: F =12 M=35 T=47___
Course name: soil fertility and plant nutiration Course code Plsc2022 ECTS 5
Lesson topic/s Function of Nitrogen to plant growth
Specific Lesson learning Objectives: At the end of this session the students will be able to:
1. Recognize Function of Nitrogen to plant growth
2. Identify that the method of nitrogen application

Content Time (50 Teacher's role Student's task Learning Assessment

Minutes) material and and
resources evaluation

Introduction Revise the previous Listening

lesson
Quiz

Presentation Present the days Following the Class work

lesson teacher

StabilizationSummarize the lesson Following their Home work

teacher and ask
question
Asking question
Checking and Answer the
Evaluation questions
 
 Activity 37 - P.102
Session 6
 Topic/Title: Function of Phosphors to plant growth
 Main learning outcomes: To know Function of Phosphors to plant growth
 Teaching method: Lecture with project work
 Assessment method: Assignment

Activity 38 - P.102
 Session 7
 Topic/Title: Function of potassium to plant growth
 Main learning outcomes: To identify the Function of potassium to plant growth
Teaching method: Group work
 Assessment method: written test

 Activity 39 - P.102
Session 8
 Topic/Title: : Function of sulfur to plant growth
 Main learning outcomes: To understand Function of sulfur to plant growth
 Teaching method: pair works
 Assessment method: Presentation with oral question

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 : actively participated

2. Planning sessions, conducting observations and evaluations
3. Contributions to group work : high
4. Carrying out projects: very good
5. Attendance and punctuality: I attended all HDP class and come always on time

How would you evaluate your overall performance in Module Two? Circle one.
PASS INCOMPLETE FAIL

Signature of candidate: _____________________ Date: __________________________

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: ____________________