CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

COURSE THREE

RURAL DEVELOPMENT, CIVICS AND

METHODOLOGY

A COURSE TO BE TAKEN BY A GROUP OF TEACHERS STUDYING TOGETHER

IN THEIR OWN SCHOOL

Ministry of Education
September 2005

CPD Course 3 1 September 2005

 CONTENTS Pages

CPD Course 3 2 September 2005

INTRODUCTION 1
COURSE AIMS 2
COURSE DESIGN AND STRUCTURE 2
COURSE OUTLINE 3
FORMATION OF GROUPS 5
THE ROLE AND CHOICE OF THE GROUP FACILITATOR 5
THE COURSE BOOK 6
RECORD OF ACHIEVEMENT 6
COURSE ASSESSMENT 6
CHECKLIST TO GET STARTED 8
THE COURSE: Rural Development, Civics and Methodology 9
STARTING THE COURSE 9
 SESSION ONE: Course Introduction; Why do we need school? 1o
 RESOURCE PAGES FOR SESSION ONE 16
 SESSION TWO: How do we learn? 21
 RESOURCE PAGES FOR SESSION TWO 26
 SESSION THREE: Inclusion – Can any one learn? 29
 RESOURCE PAGES FOR SESSION THREE 33
 SESSION FOUR: How do we identify what a learner needs? 37
 RESOURCE PAGES FOR SESSION FOUR 41
 SESSION FIVE: Learning and the individual; Reflection and plenary 43
on part one of the course
 RESOURCE PAGES FOR SESSION FIVE 48
 SESSION SIX: Developing the flexible curriculum 52
 RESOURCE PAGES FOR SESSION SIX 56
 SESSION SEVEN: Action planning to create a flexible curriculum 60
 RESOURCE PAGES FOR SESSION SEVEN 63
 SESSION EIGHT: How do we identify aims and objectives for each 66
learner and subject
 RESOURCE PAGES FOR SESSION EIGHT 70
 SESSION NINE: How do we teach? 73
 RESOURCE PAGES FOR SESSION NINE 76
 SESSION TEN: Teaching methods for flexible curriculum; Reflection 78
and plenary on part two of the course
 RESOURCE PAGES FOR SESSION TEN 82
 SESSION ELEVEN: Classroom organization and management 1 86
 RESOURCE PAGES FOR SESSION ELEVEN 91
 SESSION TWELVE: Classroom organization and management 2 92
 RESOURCE PAGES FOR SESSION TWELVE 96
 SESSION THIRTEEN: Assessment, monitoring and evaluation 98
 RESOURCE PAGES FOR SESSION THIRTEEN 101
 SESSION FOURTEEN: Life long learning 104
 RESOURCE PAGES FOR SESSION FOURTEEN 108
 SESSION FIFTEEN: Course evaluation/Preparation of presentation 111
 RESOURCE PAGES FOR SESSION FIFTEEN 114
 COURSE ASSESSMENT 115

CPD Course 3 3 September 2005

INTRODUCTION
During the last two years the Ministry of Education (MOE) has been reviewing all
aspects of its Teacher Education provision and conducting a ‘Teacher Education
System Overhaul’ (TESO). Now these plans are in the implementation stage. Priority
has been given to the need and right of all teachers to have high quality and relevant
continuous professional development (CPD) opportunities throughout their careers.
Teachers are encouraged to embrace the concept of lifelong learning for their own
benefit and for the benefit of the pupils they teach, the communities in which they live
and the country at large.

Pre-service courses lay the foundations for student teachers, enabling them to take up
their first teaching posts with a basic level of competence. Now the TESO strategy for
CPD will provide a two year Induction Course for all newly deployed teachers helping
them to build on that foundation and develop their teaching skills. It is recognised that
experienced teachers also need continuing opportunities to update themselves with
expanding knowledge, new technologies and fresh ideas for teaching and learning
approaches. It is also important for them to have a professional forum in which to share
experiences, ideas and knowledge with colleagues from their own and other schools.

Up to now there has not been structured provision for CPD for teachers in Ethiopian
schools. The TESO/CPD strategy aims to put that structure in place. All teachers are
expected to develop and improve their practice by participating in CPD activities each
semester. Some activities will be individually initiated and approved by School Directors.
There will also be a series of centrally developed generic courses dealing with new
methodologies and priority issues relevant to the whole country. These courses will not
be subject specific, but deal with matters of concern to every teacher. It is envisaged
that all teachers will take these generic courses as they become available and that each
school will develop as a learning community.

Rural Development, Civics and Methodology is the third of these courses.

These topics have been identified through recent research as priority concerns.
Therefore they are central to this third course. The Education and Training Policy (ETP)
promotes the use of active learning and student centred approaches to teaching.
Therefore the course has been designed using a participatory method.

CPD Course 3 4 September 2005

COURSE AIMS
The overall aims of this course are to:
 Deepen the understanding of participants of Rural Development, Civics and
Methodology, as they are relevant to the contexts of their own schools.
 Give participants experience of active learning methods.
 Create opportunities for participants to use active learning methods in their
schools, particularly in individual subject areas with large class sizes.

COURSE DESIGN AND STRUCTURE

Geographical factors, problems with communication, financial constraints and the
isolation of many rural schools make it difficult for teachers to travel to attend in-service
courses regularly. Therefore this course has been designed to be taken by a group
of teachers working together in their school. The formation of appropriate groups is
discussed below. As with a distance learning mode, all the materials and resources
necessary are provided in this coursebook. The group of teachers will bring their
own store of knowledge, skills and experience to the materials. They will also use their
understanding of their various localities to make the materials relevant to their own
schools and communities. Their active participation in the group and their critical
engagement with the materials provided will determine the success of the course.

The course is built around 15 two-hour group sessions in which participants

discuss and work together on activities detailed in the coursebook. A member of the
group will act as facilitator for the sessions. The role of the facilitator is discussed below.
In between each group session individual members of the group will be expected
to follow up the group work, undertake certain activities and prepare for the next
group session as indicated in the course materials.

The course could be completed within one semester, with a group session each week
and the individual work carried out during the intervening six days. Alternatively, the
course could be spread out over two semesters, with a group session each fortnight.
This would give more time between each session for the individual work to be carried
out.

There are three parts to the course, each one lasting for 5 group sessions. It is
suggested that when the school group has completed each part of the course (that
is after session 5, after session 10 and after session 15) they meet a group of
participants from another school, which is at the same stage of the course. The two
groups can then discuss their progress, exchange experiences and provide peer
support to each other. If distances between schools make it possible, then three or
more schools could meet for a day or half a day for the same purpose. Where schools
are already sharing training activities in school clusters this will be easier to arrange.

CPD Course 3 5 September 2005

COURSE OUTLINE
SESSIONS BETWEEN SESSIONS

Session 1: Course introduction;

ground rules for the group; why do we
need school?
Observations of student(s)

Session 2: How do we learn?

Observation of an underachiever

Session 3: Inclusion – can anyone

learn?
Identification of a learner with a special
need
Session 4: How do we identify what a
learner needs?
Identification of needs of a learner

Session 5: Learning and the individual

Reflection and plenary on part one of
the course.

Individual reports written on what has been

learned from the project;
Facilitator’s report;
Experience shared with another
school.
Session 6: Developing the flexible
Curriculum
Identification and outline of learning goals

Session 7: Action planning to create a

flexible curriculum
Implementation of an action plan

Session 8: How do we identify aims

and objectives for each learner and
subject?

Implementation of assessments at more

CPD Course 3 6 September 2005

 than one level

Session 9: How do we teach?

Consideration of the enforcement school

rules
Session 10: Teaching methods for a
flexible curriculum; Reflection and
plenary on part two of the course.
Individual report on part 2;
Facilitator’s report;
Experience shared with another school.
Session 11: Classroom organisation
and management 1
Identification of activities in locality

Session 12: Classroom Organisation

and Management 2
Evaluation of classroom organisation

Session 13: Assessment, monitoring

and evaluation
Monitoring and evaluating own
performance
Session 14: Lifelong Learning

Identification of personal training needs;

Individual written review of the course and
participants own learning.
Session 15: Course evaluation.
Preparation of presentation to share
with another school.
Experience shared with another school.

CPD Course 3 7 September 2005

FORMATION OF GROUPS
In each school, the School Director with senior staff must decide which teachers will
take this course as part of their CPD requirement and how the group will be formed.

In small schools the whole staff may work together as one group. In very small schools
the group may be only three teachers. In larger schools, several groups may be formed
to take the course, possibly at different times. Groups should have a maximum of eight
members of the teaching staff.

There are a number of options for grouping:

 Teachers in one subject department
 Teachers from different departments, but with a similar level of experience
 Teachers working at the same grade level
 A mix of less experienced and more senior teachers etc

The School Director, with senior staff, should choose the option or options which best
suit s his/her school. Every group will need a facilitator, also to be selected by the
School Director. The choice of a suitable facilitator is very important.

THE ROLE AND CHOICE OF THE GROUP FACILITATOR

This course relies on the active participation of the teachers in the group for its success.
As this will be a new way of working for many teachers, the person who acts as
facilitator for the group has a most important role.

The facilitator must assume responsibility for enabling the group to succeed. The
facilitator needs to understand the group members and the tasks to be achieved in each
session. He/she should be in a position to clarify and expand the statements of others
and encourage the expression of different points of view, without discussion turning to
argument. The facilitator should be able to bring a discussion back to the point if there is
too much digression and help the group to achieve the session tasks and objectives in
the time available.

School Directors have the responsibility for finding facilitators for the group/s working on
this CPD course in their school. It is vital that the person selected to be a facilitator is
willing to take the role and has enough time to carry out the role effectively. There may
be some people available with appropriate experience:
 Senior members of staff or department heads may have experience in facilitating
groups.
 Teachers, who have been involved with the English Language Improvement
Programme (ELIP) as KELTAs, KELTs or ELTs, will be used to a participatory
way of working and may make good facilitators.
 TEI staff, who have completed the new Higher Diploma Programme (HDP) in
their colleges, will also be familiar with this way of working. If schools are within
reach of a TEI, then instructors, who are HDP graduates, could help to train
school staff to be group facilitators.

CPD Course 3 8 September 2005

  Schools, already in clusters, may have access to experienced trainers, who can
help to facilitate the groups or provide training for facilitators.
If no one suitable is immediately available, requests should be made to the REB for
training for group facilitators.
This course book contains facilitators’ guidance notes for each session.

THE COURSE BOOK

Ideally each teacher, who is a member of the group taking the course, will have their
own copy of this course book. It contains facilitators’ notes, together with details of
every session and the activities to be completed. It also contains the necessary
background information and additional resource materials for completion of the
activities. If the course book has to be shared it will be necessary to make copies of
certain pages for use by individual teachers, who are members of the group taking the
course.

RECORD OF ACHIEVEMENT
Every teacher will be expected to keep a file, containing all the individual work, which
they do on the course. This file will become a record of achievement and will be used as
evidence of the development of the teacher when assessment is made at the end of the
course.

COURSE ASSESSMENT
Successful completion of the course will be assessed in three ways
 Attendance: participants must attend at least 80% of group sessions. (Group
facilitators will be expected to keep an attendance record).
 Participation: Participants must complete the work expected by the course, both
written material and participation in group activities.
 Achievement: All the materials produced by participants individually should be
kept together in a course file. This file (record of achievement) will be assessed
for its quality and evidence of progression by the School Director and other
appropriate professionals.
 Follow-up observation: in the regular observations, the school director will look
for evidence of improvement in areas covered by the course.

LINKS TO OTHER RESOURCES

These resources have been developed for specific use with teachers in a single school
working together with a facilitator to explore the issues. The resources should be
appropriate to every teacher regardless of their previous training and experience, their
personal level of education, the level of school that they teach in and the subjects that
they teach.

There may be other resources developed locally and nationally covering the same
topics and teachers are encouraged to extend their knowledge and skills by taking
advantage of the additional resources.

CPD Course 3 9 September 2005

Acknowledgements
The following staff were involved in the assessment of the draft materials:
Elina Lehtomaki (Special Needs Education Consultant from Finland working in Ministry
of Education)
Demessew Alemu Ministry of Agriculture and Rural Development
Fekadu Jaleta: Oromiya Agriculture and Rural Development Bureau
Getatchew Kerse: Yekatit 12 Secondary School, Addis Ababa
Minhret G. Mariam: Yekatit 12 Secondary School, Addis Ababa
Awol Said: Menelik II Primary School, Addis Ababa
Girma Eshete: Menelik II Primary School, Addis Ababa

CPD Course 3 10 September 2005

CHECKLIST TO GET STARTED

School Director (after orientation from the REB) receives copies of course materials
and:
 Decides on the appropriate duration and timing for the course;
 Decides on the formation of the group/s and which teachers will be participants
(in consultation with department heads and school staff);
 Includes the group sessions in the school timetable;
 Selects an appropriate facilitator for the group (from senior school staff with
relevant previous experience or with help from outside the school), and gives
him/her orientation about the course;
 Contacts a nearby school to act as ‘partner’ school (to share experience after
sessions 5, 10 and 15);
 Gives orientation on the course to the participants who are then able to begin the
course.

CPD Course 3 11 September 2005

RURAL DEVELOPMENT, CIVICS AND METHODOLOGY
STARTING THE COURSE

Welcome to the course! This is a new course specially written for schoolteachers in
Ethiopia. You will work through the course as a school group and in every session there
will be opportunities for you to make the work relevant to your own school. You will be
invited to bring your own experience and ideas to the discussions. The more everyone
in the group participates, the more useful and enjoyable the course will be. Make this
course your own!

The remainder of this course book contains the materials for the course itself. There are
detailed notes for each session, the process to be followed and the activities in which
the group will participate. Necessary resource materials, activity sheets and reference
materials are included at the end of each session description. If course participants do
not each have a copy of the course book, then some of these pages will need to be
copied in advance of each session.

The presentation of each session follows a similar format, so that the group will soon
become familiar with the layout and process of working.

The group facilitator should prepare for each session in advance, arrange for copies of
the resource pages to be made where necessary, and take responsibility for running the
session, enabling the group to do the activities and meet the objectives in the time
available. If there are several experienced people in the group, the responsibility for
facilitation could be shared from session to session.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.

 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of course work.

CPD Course 3 12 September 2005

 SESSION ONE

“We have learned most of what we know outside school. Pupils do most of their
learning without, and often despite, their teachers.
Ref Illich I. 1970 Deschooling Society Marion Boyars London (1978) p28

“All genuine education comes about through experience.” (Dewey 1933)

WHY DO WE NEED SCHOOL?

This session will focus on why we learn and what makes learning effective.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

CPD Course 3 13 September 2005

SESSION ONE
COURSE INTRODUCTION; WHY DO WE NEED SCHOOL?

OBJECTIVES: by the end of the session the participants will:

 Have agreed a set of ground rules for the group;
 Have a general understanding of the course as a whole;
 Have considered what is effective teaching and learning.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Introductions and creating ground Sample set of ground rules 1.1
rules for the group
2. Discussion on course outline Course outline 1.2
3. Reflection on students’ experiences
4. Discussion on what students learn Quote 1.3
5. Group discussion on why we learn
6. Preparation for session two 1.4

ACTIVITY 1
Introductions: Although this is the third CPD course, we are starting right from the
beginning again! As this course is being taken by a group of teachers from the same
school, introductions may be unnecessary. However, if the school is a large one, and
the group has been made up of teachers from different departments, there may be
some in the group who do not know each other. If this is the case, the facilitator should
give a few minutes for group members to introduce themselves.

Becoming a group: If this course is going to work, then everyone involved has to play
their part. This course is designed for a group to work on together. It is really important
for the members to agree at the outset some ground rules that they will all follow, so
that the group will function successfully.

Choose one person to record the ideas of the group. Then let members suggest the key
principles that they think the group should follow.

For example:
Participation by everyone will be necessary, and so ‘participation’ might be one
of the key words suggested.
Similarly, if all the activities are to be completed in each session, members will
need to arrive punctually, so ‘punctuality’ might be another key principle.
It is important that the group makes the course relevant to their own context and
daily work, and so ‘make it relevant’ might be another one of the ground rules
agreed.

CPD Course 3 14 September 2005

The recorder should make a list of all the suggestions. The members can then discuss
the list and reach a consensus on the key words or ideas that will form the ground rules
for their group.

The group can record their agreed ground rules at this point in the course book, for
future reference.
GROUND RULES FOR THE GROUP

It might be useful to make a copy of your group agreement on a large piece of paper, if
available, for display at each session as a reminder. It is possible that your ground rules
will be similar to class rules that you already use with your students. You will need to
take account of the fact that some of the activities in these sessions may require
additional ground rules such as being able to raise issues anonymously.

The group could compare their list with the sample set of group ground rules given in
resource page 1.1. But, don’t look at the sample before you have made your own
list!

Once you have agreed the ground rules you will have the basis on which you can start
to work together.

This course will only be successful if the group itself functions well, that is if members
follow the ground rules and adopt positive and supportive group roles. Every group is a
unique mix of different personalities, which either do or do not work well together. Some
groups are deliberately created to contain people with a range of skills, attitudes and
personalities necessary to fulfil the task of the group. If there are too many similar
personalities in a group this can cause problems.

For example:
If a majority of people in the group are used to taking a leadership role, competition
and conflict is the likely result.
If there is a majority of quiet, passive people, it may be a long time before anything
gets done.

CPD Course 3 15 September 2005

It is up to every member of the group to have an awareness of ‘group dynamics’ and
play their part in making the group work.
ACTIVITY 2
Course Outline: Now you are a functioning group that is going to work on a course
together. It is time to look at the course outline to get a sense of what you will be doing
over the fifteen sessions.
The Course Outline is presented on resource pages 1.2
(It is also given in the introductory section of this course book).

The course is designed to have three parts:

 Part One (Sessions 1 – 5) explores learning and how we, as teachers, can
provide opportunities for effective and inclusive learning.
 Part Two (Sessions 6 – 10) focuses on what we teach and how we teach.
 Part Three (Sessions 11 – 15) addresses the practical issues of enabling
effective learning to take place

Each session is a two-hour group session. At the end of each group session, members
will be given some individual follow-up work to do in preparation for the next session.
The group sessions and the individual work are both essential parts of the course. At
the end of each part (after session 5, session 10 and session 15) your school group
should share experience with a group at a similar stage in another nearby school. This
is to extend the discussion, provide some moderation and enable peer support.

In pairs, or groups of three, take a few minutes to look at the course outline and
discuss the following questions:
 How will you manage the individual work between sessions?
 Will you have one facilitator for the course, or share the responsibility between
group members?
 Can you see how your own experience will be used within the course?
 Who will be your partner school?
Reconvene as a whole group and share your ideas.

ACTIVITY 3
“We have learned most of what we know outside school. Pupils do most of their
learning without, and often despite, their teachers.
Ref Illich I. 1970 Deschooling Society Marion Boyars London (1978) p28

“All genuine education comes about through experience.” (Dewey 1933)

Reflect on the above statements in the light of your own experiences as students and as
teachers. Work in groups of three to share your experiences. Now feed back one
interesting experience from each group to the whole group.

Consider the following questions:

What is effective teaching?
What role should teachers play?
What do children learn?

CPD Course 3 16 September 2005

What do teachers do that appears to help children learn
ACTIVITY 4
Individually write down a list of things that you hope that your students learn in your
class or school. Divide them into two lists:
 The learning opportunities outside the curriculum e.g. learning to mix with others;
attitudes (the hidden curriculum)
 The topics/subjects within the written curriculum e.g. civics (curriculum)

Now compare your list with another person. Are there common features? Are there
things you do not agree on? Discuss and, if necessary, amend your list. You will need
it for a later activity.

Now consider the quote on Resource Page 1.3

What does this quote tell us about how we are taught and how we learn?
Discuss in a group of four (or five). Can anyone in the group think of something that
they enjoyed learning and list the factors that enabled this to happen? Are there
situations when learning is not linked to enjoyment? What have you learnt that was the
result of a less enjoyable experience? Do you think you would have learnt quicker if it
were more enjoyable or meaningful?

Look at the activities listed below and discuss whether learning them was successful,
enjoyable, meaningful, uncomfortable or even painful, and why.
 Speaking English
 Driving a car (for those who can drive)
 Making injera and wat
 Remembering mathematical multiplication tables
 Understanding scientific formulae
 Playing a musical instrument
 Competing in a sport
 Participating and discussing in a debate

Who influenced your learning most? Was it a teacher, a friend, a family member or
someone else? What prevented you from learning a skill or information? Do you take
this into account when you teach?

ACTIVITY 5
Is it more important to learn facts to pass a test or exam or to be able to recall
information, utilise skills and apply the learning at a later time?
In the same groups of four (or five) consider the benefits of one or the other.

ACTIVITY 6
Plenary and preparation for session two
Before your time runs out, you need to prepare for session two.
The facilitator should try to ensure that there are at least ten minutes left at the end of
the session for drawing the ideas of the group together and ending the discussion and
then introducing the individual work to be done before session two.

CPD Course 3 17 September 2005

The exercise that you will carry out before the next session should indicate what it is like
to be a student in your school. Work in small groups or pairs to complete the task
before the next session.
The task is set out on Resource Page 1.4

END OF SESSION ONE

How is your group going? Did you keep to your ground rules? Did you meet the session
objectives? Did anyone dominate the group? If so, what can you do about this in the
next session? Did you enjoy the session?

On behalf of the group, the facilitator should keep :

 An attendance record for the session,
 The agreed ground rules for the group.

At the end of the session the group should confirm the date and time of the next
session.

RESOURCE PAGES FOR SESSION ONE CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 18 September 2005

 SESSION 1: RESOURCE PAGE 1.1

SAMPLE SET OF GROUND RULES FOR A GROUP

BE PUNCTUAL

PARTICIPATE

LISTEN TO OTHERS

HAVE RESPECT FOR THE VIEWS OF OTHERS

CO-OPERATE WITH EACH OTHER

MAINTAIN CONFIDENTIALITY

HAVE A COMMITMENT TO THE GROUP

MAKE IT RELEVANT

CPD Course 3 19 September 2005

 SESSION 1: RESOURCE PAGE 1.2

COURSE OUTLINE
SESSIONS BETWEEN SESSIONS

Session 1: Course introduction;

ground rules for the group; why do we
need school?
Observations of student(s)

Session 2: How do we learn?

Observation of an underachiever

Session 3: Inclusion – can anyone

learn?
Identification of a learner with a special
need
Session 4: How do we identify what a
learner needs?
Identification of needs of a learner

Session 5: Learning and the individual

Reflection and plenary on part one of
the course.

Individual reports written on what has been

learned from the project;
Facilitator’s report;
Experience shared with another
school.
Session 6: Developing the flexible
Curriculum
Identification and outline of learning goals

Session 7: Action planning to create a

flexible curriculum
Implementation of an action plan

Session 8: How do we identify aims

and objectives for each learner and
subject?

Implementation of assessments at more

than one level

CPD Course 3 20 September 2005

Session 9: How do we teach?

Consideration of the enforcement school

rules
Session 10: Teaching methods for a
flexible curriculum; Reflection and
plenary on part two of the course.
Individual report on part 2;
Facilitator’s report;
Experience shared with another school.
Session 11: Classroom organisation
and management 1
Identification of activities in locality

Session 12: Classroom Organisation

and Management 2
Evaluation of classroom organisation

Session 13: Assessment, monitoring

and evaluation
Monitoring and evaluating own
performance
Session 14: Lifelong Learning

Identification of personal training needs;

Individual written review of the course and
participants own learning.
Session 15: Course evaluation.
Preparation of presentation to share
with another school.
Experience shared with another school.

CPD Course 3 21 September 2005

 SESSION 1: RESOURCE PAGE 1.3

“The first group was given a formal lecture course with regular tests, the second
and third groups took part in tutorials and discussions. At the end of the course the
lecture group out-performed the tutorial discussion groups on the final examination,
and the course was also more favourably rated by the students. So far, this
represents a victory for lecturing and testing on two commonly used criteria: test
performance and student appraisal.

the students in the discussion groups scored significantly higher than the lecture
groups on a measure of interest in psychology, the subject being studied. Three
years later not one of the lecture group had opted to study the subject further, but
fourteen members of the two discussion and tutorial groups had chosen to major in
psychology.”
Ref Dunne R & Wragg T 1994 Effective Teaching Routledge London (1997) p4

CPD Course 3 22 September 2005

 SESSION 1: RESOURCE PAGE 1.4

Step 1
Earlier you compiled a list the range of opportunities and experiences that you would
hope are made available to each student during a ‘typical’ day in school. Add to this
list what resources you hope would be available for a student.

 The learning opportunities outside the formal curriculum (the hidden

curriculum)

 The range of topics/subjects within the curriculum

 Access to/use of resources to support the above

Step 2
Join with a colleague or small group and compare lists. Try to agree on three
opportunities/experiences that should be made available to students each day.

We believe that students should have access to the following opportunities/

experiences each day:
1.
2.
3.

Step 3 Student tracking

Identify a student (or student group) whose experience you would like to observe and
arrange to follow that student/group throughout a day or during periods of different days.
Working with others will enable you to share this responsibility.

Step 4 Debriefing the tracking exercise

Following the tracking meet with your colleagues and discuss the following:
 What picture of the student’s day emerged?
 How widely are the experiences/opportunities that we see as being important
being made available to students in a routine day at school?
 What have you learnt that surprises you?
 What might be done to improve the range and quality of the student’s schooling
experience?

CPD Course 3 23 September 2005

 SESSION TWO

“Substantial amounts of teacher-centred activity may not advance the cause of greater
student learning. The straight lecture is one of the most inefficient methods of teaching.
It calls for very advanced learning skills on the part of the listener (concentration over a
long time, adaptation of the mental images and the use of trial and error learning at the
same time as listening to yet further material etc.) and the rate of forgetting the subject
matter is high (‘What I hear, I forget; what I see, I remember; what I do, I learn’).”
Ref Rogers A. 1986 Teaching Adults Open University Press (1991)p137

HOW DO WE LEARN?

This session will focus on how we learn, the effectiveness of different learning methods
and which learning style learners may favour.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For Session 2 you will need to bring from Session 1:

 The group ground rules.

CPD Course 3 24 September 2005

SESSION TWO
HOW DO WE LEARN?

OBJECTIVES: by the end of the session the participants will:

 Have considered which learning methods are effective.
 Have identified their own learning styles.
 Have considered activities that meet the needs of different learners.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From
activity Completed activity from session 1
session 1 (1.4)
2. Paired discussion on effectiveness of Table 2.1
learning methods

3. Learning Styles analysis VAK Learning Style 2.2

Questionnaire
4. Group discussion on activities using
different learning styles

5. Preparation for session 3

ACTIVITY 1
Remember your ground rules: The session facilitator should display the group’s
ground rules as agreed in session one as a reminder to the group. Try always to keep
them in mind to help the session go well.

Warm up activitiy
Following last week’s tracking activity, as a whole group share your findings and
then consider:
 How useful this kind of information is in planning for school improvement;
 How could the learning experience of the students be improved?

Allow about 5 minutes for this activity then share some of the answers with
the whole group.

CPD Course 3 25 September 2005

ACTIVITY 2
Did you notice the sessions when the learner(s) were engaged in the learning process?
What type of activity were they participating in?

Effectiveness of learning methods

Type of activity Effectiveness Type of learning

Teacher activity e.g. lecture Teacher centred

Fact directive e.g. use of textbook, Subject centred

programmed learning

Teacher and subject e.g. use of text Teacher/subject

centred

Student and subject matter e.g. research, Student/subject

discovery learning centred

Student engages with teacher e.g. questions Student/teacher

centred

Student activity e.g. experiments, group work, Student centred

projects

(taken from diagram on p138 Rogers)

Look at the table above and individually decide which forms of learning methods are
effective and which are less effective. Use the terms ‘low’, ‘medium’, ‘fairly high’
and ‘high’ to fill the spaces. Then compare your results with the table on Resources
Page 2.1. Were your results the same? Are your teaching sessions more teacher
centred than student centred? Discuss with another person.

ACTIVITY 3
Do you know your learning style? Look at the questionnaire on Resources Page 2.2
and complete it individually.

When you have completed the questionnaire share your findings with another person.

The area in which you have the highest score represents your preferred learning style.
Note that you can learn in all three styles, but you normally learn best using one style.

Now that you know your VAK Learning Style you will be able to identify what methods
help you to learn best.

CPD Course 3 26 September 2005

Visual learners are helped by charts, demonstrations and other visual aids and like to
learn through reading and writing tasks. They are helped by the provision of visual
material, having questions posed during an auditory input, emphasising key points and
providing diagrams.

Auditory learners are helped by a brief explanation of what is coming and finishing
with a summary of what has been covered. Brainstorming, questioning and debriefing
allows them to make connections between what they have learnt.

Kinaesthetic learners do best while touching and moving. They tend to lose
concentration if there is little or not external stimulation or movement. Varying activity
and keeping them actively involved can help them.

ACTIVITY 4
In groups of 2 or 3, identify at least three activities that could be used with a group (at
an appropriate grade) with various learning styles for one of the following subjects:
 Basic bookkeeping
 Water conservation
 Nutrition
 Democratic decision making




Try to integrate different subject areas e.g. water conservation may combine knowledge
of geography, history, science, mathematics and language and could be delivered at a
basic level to primary children or in more depth to secondary school students.

ACTIVITY 5
Preparation for session three
Try to make sure that there is at least fifteen minutes left at the end of the session to
close the discussion and prepare for the individual work, which is to be done before
session 3.

Before the next session observe and question at least one student in your classes to try
to identify her or his learning style. Choose a student who does not perform as well as
you think she/he could – an underachiever.

You do not need to give them the VAK Learning Style Questionnaire but try to identify if
they respond best to visual aids, aural information or active stimulation.

Do they read a lot? Are they more likely to discuss issues with others? Do they find it
difficult to sit still for long? These are possible clues to their dominant learning style.

CPD Course 3 27 September 2005

END OF SESSION TWO

This session should have produced some good discussion about gender issues for
schools and for teachers.

On behalf of the group the facilitator should keep:

 An attendance record for the session.

Individual group members should keep:

 A copy of their VAK Learning Style Questionnaire
 The step by step observations of a student or group

At the end of the session the group should confirm the date and time of the next
session.

RESOURCE PAGES FOR SESSION TWO CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 28 September 2005

 SESSION 2: RESOURCE PAGE 2.1

Effectiveness of learning methods

Type of activity Effectiveness Type of learning

Teacher activity e.g. lecture Low Teacher centred

Fact directive e.g. use of textbook, Medium Subject centred

programmed learning

Teacher and subject e.g. use of text Fairly high Teacher/subject

centred

Student and subject matter e.g. research, Fairly high Student/subject

discovery learning centred

Student engages with teacher e.g. questions High Student/teacher

centred

Student activity e.g. experiments, group work, High Student centred

projects

CPD Course 3 29 September 2005

 SESSION 2: RESOURCE PAGES 2.2
This is a Visual/Auditory/Kinaesthetic (VAK) Learning Style Questionnaire.
Read each statement carefully. In the column at the end of each statement write the
number that best describes how each statement applies to you as follows:
almost never 1; rarely 2; sometimes 3; often 4; almost always 5.
There are no right answers; respond as quickly as you can to each statement
Once you have completed all 36 statements, total your score in the spaces provided.

Section One – Visual

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

Total for Visual____ (note: the minimum is 12 and maximum is 60)

Section Two – Auditory

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

Total for Auditory____ (note: the minimum is 12 and maximum is 60)

CPD Course 3 30 September 2005

Section Three – Kinaesthetic
No Statement Score
1 I am not good at reading or listening to instructions; I would rather just start working
on the task or project
2 When talking to someone else I have the hardest time handling those who do not
show any kind of emotional support
3 I take notes and doodle but I rarely go back to look at them
4 When reading a novel I pay a lot of attention to passages about feelings, action,
drama
5 When I am reading, I move my lips
6 I use my hands a lot when I am trying to remember the right thing to say
7 My desk or work place appears disorganised
8 When I am at a wedding, I love to dance and sing
9 I like to move around. I feel trapped when seated at a meeting or desk
10 If I had to explain a new procedure or technique, I would prefer to demonstrate it
11 With free time I am most likely to exercise
12 If the principal has a message for me, I am most comfortable when he talks to me in
person

Total for Kinaesthetic____ (note: the minimum is 12 and maximum is 60)

Scoring Procedures
Total each section and place the sum in the boxes below:
Visual Auditory Kinaesthetic

The area in which you have the highest score represents your preferred learning style.
Note that you can learn in all three styles, but you normally learn best using one style.

Now that you know your VAK Learning Style you will be able to identify what methods
help you to learn best.

CPD Course 3 31 September 2005

 SESSION THREE

“In order to plan to increase inclusion, staff in learning centres have to identify barriers
to learning and participation within any aspect of their work and construct policies to
minimise them. Policies for inclusion are plans for action, not documents to
demonstrate compliance with government regulations . Inclusive education involves
staff as well as learners.”
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p24

INCLUSION – CAN ANYONE LEARN?

In Session Three the group will consider how schools can be inclusive to enable all
children to gain access to education that is appropriate to their needs.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For Session 3 you will need:

 The group ground rules.

CPD Course 3 32 September 2005

SESSION THREE
INCLUSION – CAN ANYONE LEARN?

OBJECTIVES: by the end of the session the participants will:

 Have identified some of the barriers that schools face in providing equal
opportunities for potential learners.
 Have considered some solutions to issues of differences between learners in the
classroom.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm Ground rules From
up activity. session 1
2. Group work identifying the barriers Quotes 3.1
facing schools in providing equal
opportunities for all learners
3. Group work considering the Table of Issues and Solutions 3.2
solutions to differences between
students
4. Role play activity to identify Role Play situations 3.3
solutions to problems of inclusion

5. Preparation for session 4

ACTIVITY 1
Ground rules: Don’t forget to work as a group. This means participating and listening
to others. Are these statements in your group of ground rules? Does the group adhere
to these rules?

Warm up activity
After last week’s session you observed a student to identify his or her dominant
learning style. Share your experience with two others in the group. Did you identify
any clues that would encourage you to try different learning approaches?

Allow only five minutes for this activity.

CPD Course 3 33 September 2005

ACTIVITY 2
In groups of 3 or 4, consider the statements on Resources Page 3.1 and discuss
whether your school currently meets the needs of all children and young people in your
locality.
According to the Ethiopian Draft Special Needs Education Program Strategy, common
special needs in schools include:
 Learning difficulties;
 Giftedness;
 Socio-emotional or behavioural problems;
 Speech problems;
 Mild mental retardation;
 Physical impairment;
 Sensory impairment;
 Intellectual impairment.

What are the barriers that your school faces in providing equal opportunities for all
potential learners including those with special needs?

How can some of these barriers be reduced or eliminated to provide all children with
education that suits their learning needs?

ACTIVITY 3
“Tolerance and respect go together: tolerance can only prosper in an environment
where human rights and civil rights are respected.” Eklindh, K.
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p57

Consider the above quote. In your school consider the situations where there may be a
lack of tolerance among pupils and also among staff e.g. between children of different
abilities, or between those from different ethnic groups. Write down as many situations
as you can think of then share your list with another person. Were your lists similar?
Join up with another pair and consider the lists of each other.

Now combine all the groups’ lists on one large chart, grouping the situations, where
possible, under social differences, educational differences, resource differences, and
any other group headings that are appropriate. See the chart on Resources Page 3.2.

Discuss this chart as a full group and consider ways to eliminate or reduce the problems
emerging from these differences e.g. where parents cannot afford school uniform why
not allow children to attend in their own clothes or have spare uniforms available for
these children?

ACTIVITY 4.

CPD Course 3 34 September 2005

“There is no one solution to facilitate active participation for all. Inclusion starts from
joint planning of activities in school and society. If we are interested in working
together, we will find ways to do it.” Lehtomaki, E, et al.
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p64

Role-play situations. Split into groups of five and choose a situation to role-play from
the three examples on Resources Page 3.3. Any additional group members can act as
observers and timekeepers.

After half an hour return to the main group and share the issues and the possible
solutions.

ACTIVITY 5
Preparation for session 4
Before the next session, consider your own class (or classes) and try to identify any
learner or learners who may have a special need that you have not previously been
aware of. Maybe you have a pupil who has a hearing impairment or one who is gifted
but not challenged sufficiently.

Bring your findings to the next session.

END OF SESSION THREE

By the end of this session you should be ready to consider ideas to involve girls in
learning activities to ensure they have an equal opportunity to fulfil their learning needs
and aspirations alongside the male students.

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 The chart on Resources Page 3.2 of the possible solutions to deal with the
issues relating to differences in the classroom

At the end of the session the group should confirm the date and time of the next
session.

RESOURCE PAGES FOR SESSION THREE CAN BE FOUND ON THE FOLLOWING

PAGES

CPD Course 3 35 September 2005

 SESSION 3: RESOURCE PAGE 3.1

“Many children and students encounter problems in learning at some time in their
lives. Problems may be temporary, pass or be solved but others, require attention
and long term help, ...”
Ref. Ministry of Education, Addis Ababa, Draft Special Needs Education Program Strategy February
2005 p7

“Inclusion in education is about making educational and social sense to those

children and young people who drop out of schools and/or repeat classes, develop
slower than their age-peers, have disabilities, live on the streets, are excluded by
their work, have HIV/AIDS or are juvenile offenders, or whose parents are
imprisoned or who come from disadvantaged homes or remote areas, are pregnant,
are refugees or members of ethnic/linguistic minority groups, etc.”
Vayrynen S.
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p130

“This definition of inclusion is based on some common beliefs and values:

 We can all learn,
 We are all different,
 Societies are involved in creating both similarity and difference,
 Diversity can and should be valued in education and society,
 We all have a human right to education,
 We cannot logically demand our own human rights, whilst declining to engage
ourselves in supporting those of others,
 We all belong to and have important roles to play in society.”
UNESCO Draft Position Paper 2000
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p131

CPD Course 3 36 September 2005

 SESSION 3: RESOURCE PAGE 3.2
Issues Solutions

Social differences:
Different ethnic groups in each class

Educational differences:
Wide ability range in each class

Resource differences:
Some parents cannot afford school School has spare uniforms for those
uniform and keep their children away children whose parents cannot afford them
from school

Other differences:

CPD Course 3 37 September 2005

 SESSION 3: RESOURCE PAGE 3.3

Role Play 1

The parents of a deaf child meet the specialist teacher in the school, the principal of
that school and an officer from the Woreda. The parents want their child to continue
beyond grade 4 but there are no specialist teachers in the higher grades. The child
appears to be particularly bright.
 The parents want their child to have an opportunity to be educated so that s/he will
be employable in the future. They have two other children.
 The specialist teacher recognises the potential of their deaf child and is concerned
that so many of the deaf children in the school drop out or leave without gaining any
qualifications.
 The principal is also concerned but the policy is to provide specialist support only up
to Grade 4 and s/he cannot afford to have more specialist teachers with so many
children enrolling in the school.
 The Woreda officer is concerned to meet the needs of all children, whatever their
needs, but has no additional resources to help the school.
Taking one role each, consider the issues facing each person in the group and
discuss the problem then identify any possible solutions.

Role Play 2

Kebede is a Grade 7 pupil but is often late or missing because he works on line taxis
(minibuses) as a wayalla. He has no family and lives with his minibus driver who
took him in when he was orphaned and living on the streets. Two other boys in his
class have started to fight him and make his life in school very difficult. His teacher
has called a meeting with the two boys, Kebede and the school counsellor to discuss
the situation.
 Although Kebede is Grade 7 he is older than the other two boys but smaller. He is
good with numbers but poor at language.
 One of the boys, Solomon, is very clever and comes from a family that have a good
business.
 The other boy, Belette, is less academic but is physically very fit. Both boys share a
bench with Kebede when he is present in class.
 The teacher recognises the problems that Kebede faces but has been unable to help
him.
 The school counsellor is aware of the situation but does not know the boys
concerned.
Taking one role each, consider the issues facing each person in the group and
discuss the problem then identify any possible solutions.

CPD Course 3 38 September 2005

Role Play 3

Muna is an eight-year-old girl with mental retardation but has some learning ability.
She lives with her parents in a rural area where there is no school with special
facilities. Her parents are concerned about their only daughter and want her to have
some education so they have arranged a meeting with the local village elementary
school and have requested that a Woreda education officer is present. The Grade 1
teacher and the principal are also present.
 The parents want their child to have an opportunity to be educated so that she will
have some skills for the future. They have no other children.
 The Grade 1 teacher is concerned that she will not be able to manage another child
in her large class and does not think she has the skills or knowledge to teach this
child.
 The principal is also concerned but recognises that there should be an opportunity
for all children in this area to learn.
 The Woreda officer is concerned to meet the needs of all children, whatever their
needs, but has no additional resources to help the school.
Taking one role each, consider the issues facing each person in the group and
discuss the problem then identify any possible solutions.

CPD Course 3 39 September 2005

 SESSION FOUR

“ recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the
world.”
(United Nations Universal Declaration of Human Rights 1948)

HOW DO WE IDENTIFY WHAT A LEARNER NEEDS?

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For Session 4 you will need to bring:

 The group ground rules.
 The chart on Resources Page 3.2 of the possible solutions to deal with the
issues relating to differences in the classroom
 Your findings in session three (Activity 5)

CPD Course 3 40 September 2005

SESSION FOUR
HOW DO WE IDENTIFY WHAT A LEARNER NEEDS?

OBJECTIVES: by the end of the session the participants will:

 Have considered their own learning needs.
 Have considered the learning needs of their pupils.
 Have identified other ways of supporting learners in their own schools.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From
activity. session 1

2. Identifying individual learning needs Table 4.1

and how change can happen
3. Case studies on learning needs of Case studies 4.2
students
4. Discussion on ways of identifying
support for learners
5. Preparing for the next session

ACTIVITY 1
Ground rules: Your ground rules should be very familiar to the group by this time, but it
is always helpful to look at them again as you begin each session.

Warm up activity
Discuss with a partner your findings from the previous session. Did you identify any
student with a ‘special need’? Will your awareness of that problem help that child
to progress? In what ways can you help that student?
Allow only five minutes for this activity.

ACTIVITY 2
Consider your own learning needs and complete the table on Resources Page 4.1.
One example has been provided below.

1. Identify a specific development that will affect you (and other staff) in your school,
your group or department. Once this development has taken place, what
change(s) do you expect to see in your work? e.g. the introduction of training in
special needs education which will enable staff to recognise and support a
variety of learners who have special needs and who may currently be excluded
from school.
2. In order to make the change happen what do staff need to do differently? e.g.
identify students with special needs, plan their learning to meet their needs and
respond to any other requirements such as provision of additional resources.

CPD Course 3 41 September 2005

 3. To assist staff in achieving this change, what kinds of support and development
opportunities do they need? e.g. training by experts, information on special
needs; opportunities to share with others their experiences; workshops to
develop skills; support from a colleague/mentor; opportunities to see inclusion
working successfully; resources etc.
4. Now decide what kinds of support the staff will need based on individual or group
support. (Produce a list of your own then share with others).
5. What arrangements are in place in your school to support staff facing new
developments and change?

ACTIVITY 3
You can now consider the learning needs of your pupils. Although the curriculum may
be imposed and there may be restrictions in the amount of time that you teach, and the
resources available to support this activity, as a whole school you should be considering
the learning needs of every individual as well as the whole class and school.

In pairs consider one of the four case studies on Resources Page 4.2 and decide what
the specific learning needs of each individual may be. How could their needs be met in
your school or teaching situation? What may need to be introduced to ensure that
these pupils have their learning needs met?

ACTIVITY 4
In rural areas, where many children leave school before they have completed their
primary education, the need for young people to identify support and guidance is
particularly important to help them make decisions on their future when they leave
school.

In groups of 4, discuss the way that your school could, or does, provide support to
students. This support may be in the form of guidance on future options or it may be
based on specific educational needs of students such as the needs of females in rural
areas. What other agencies, such as Non-Government Organisations, can provide
support to your school? Has your school identified why students drop out or repeat a
year of their education?

Provide the facilitator with your ideas and findings.

ACTIVITY 5
Preparation for session 5
Before the next session, observe your own class (or classes) and identify a pupil who is
not performing as well as they could. Try to identify what that pupil’s learning needs
are. If possible, identify what action could be taken to support that pupil.

END OF SESSION FOUR

CPD Course 3 42 September 2005

Before the group disperses remember the following:

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 Copies of the findings from each group from Activity 4.

Group members should keep:

 Their findings on the learning style of a student,
 A copy of the completed table on Resources Page 4.1,
 Observation in activity 5.

At the end of the session the group should confirm the date and time of the next
session.

RESOURCE PAGES FOR SESSION FOUR CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 43 September 2005

 SESSION 4: RESOURCE PAGE 4.1

Identify a specific development that will

affect you (and other staff) in your
school, your group or department.
Once this development has taken
place, what change(s) do you expect to
see in your work?

In order to make the change happen

what do staff need to do differently?

To assist staff in achieving this change,

what kinds of support and development
opportunities do they need?

Now decide what kinds of support the

staff will need based on individual or
group support.

What arrangements are in place in your

school to support staff facing new
developments and change?

What arrangements need to be made?

CPD Course 3 44 September 2005

 SESSION 4: RESOURCE PAGE 4.2

Case Study 1
Abdella is a clever child in Grade 11 but he gets frustrated during lessons,
particularly in the science subjects. It is recognised that he has potential but he
continually disrupts the lesson, shouting out answers before others have a chance to
participate and talking to his friends. In his tests he always used to perform well but
recently he has started to get lower marks.

Case Study 2
Mulu is in Grade 9 but is struggling to keep up with the rest of her class due to her
weak English skills. She is very withdrawn and unhappy and does not contribute in
any class activity.

Case Study 3
Yohannis is in Grade 6. Although he repeated Year 5, due to absence caused by
illness, he is still not able to cope with the work that the rest of the class are doing in
mathematics, particularly with basic number concepts. He never asks questions and
submits written work which is difficult to read and usually incorrect.

Case Study 4
Asmare is in Grade 1. She is very active and clumsy in the classroom, often
disturbing the other children. She does not appear to understand the basic concepts
of written language or number although she can speak well – usually very loudly.
She enjoys art and physical education activities.

CPD Course 3 45 September 2005

 SESSION FIVE

“The design of the curriculum for educating children in schools must take into account
the realities of schools. In recognising this, we need to consider not only the many
ways in which children are different from each other but how they are similar; and how
we can emphasise and respond to these things, relevant to learning, that are rather
similar.”
Ref Dunne R & Wragg T 1994 Effective Teaching Routledge London (1997) p34

LEARNING AND THE INDIVIDUAL

Session five focuses on how teachers can consider the individual in the classroom,
particularly those who may have a special educational need.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session 5 you will need:

 The group ground rules.
 Course assessment (part one) form. (Resource page 5.1)

CPD Course 3 46 September 2005

SESSION FIVE
LEARNING AND THE INDIVIDUAL

OBJECTIVES: by the end of the session the participants will:

 Be able to identify ways to help individuals in the classroom.
 Have systems to plan and record activities to support the continuous assessment
of individual learners.
 Be able to identify other sources of support.
 Have completed a course assessment (part 1)
 Have prepared to share their experience with another school.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From session
activity 1

2. Sharing ideas for supporting

individuals in the classroom
3. Identifying strategies to support a Chart to identify specific 5.1 & 5.2
child with specific learning needs support
4. Group discussion sharing ideas on
locating support
5. Course Assessment (part 1) Course assessment form 5.3

6. Preparation for sharing experience Existing documentation From

with partner school. sessions 1-5

ACTIVITY 1
Ground rules: As usual, check your group ground rules to focus yourselves on the
session.

Warm up activity
What did you discover following the last session. Discuss with two colleagues the
learning needs that you identified for one pupil in your class. Did you identify what
action could be taken to support that pupil? Share your ideas.

This activity should take no more than 5 minutes.

Share the results with the rest of the group.

CPD Course 3 47 September 2005

ACTIVITY 2
Supporting individuals in the classroom

Look at the matrix below and individually add in the empty boxes any strategies that you
use in addition to those listed. Now highlight the three most powerful strategies.

Setting individual tasks Talking to individuals

Giving students choice Praising student’s effort

Getting to know parents Using varied materials Small group work

Listening to individuals Recording progress

Join with three other people and compare your results. Discuss similarities and
differences. Now consider what aspects of your teaching could be developed and how
you might go about a process of development.

ACTIVITY 3
When working with pupils who have specific learning needs, like the examples in the
case studies from the previous session, a number of the strategies outlined in the table
above may be used to help them to progress, and possibly reach a stage where they
can work with the rest of their class.

It may help to keep a record of activities and strategies that are used with an individual
pupil to record their progress. The chart on Resources Page 5.2 could be used and an
example is given from the case studies in the previous session on Resources Page
5.1.

ACTIVITY 4
Problems are faced by teachers in analysing these situations and meeting these
activities. They face the difficulties of large class sizes and limited resources. What are
the challenges that face you, as teachers? Who can you go to for help? What are the
possible solutions to these problems? What do teachers and schools need?

Discuss the above problems and solutions in groups of 2 or 3 and share your
findings with the group facilitator.

CPD Course 3 48 September 2005

ACTIVITY 5
Course Assessment (part 1): Session 5 marks the end of part one of the course. This
five-course section has focused on learning and how teachers can provide opportunities
for more effective learning. I should have given you the knowledge and skills to enable
you to learn better, as well as helping your students to learn more effectively. Now it is
time for some reflection on what you have learned from this part of the course.

As individuals, take a few minutes to look at the course assessment form on

resource page 5.3. Then discuss and agree on a group response to put on the
form.

The completed form should be kept by the facilitator as part of the course
documentation. It can also be one of the materials, which is taken to share with your
partner school. Sharing your experience of the course so far with another school should
take place after session five. Preparation for this is the final activity for this session.

ACTIVITY 6
Preparation for sharing experience with a partner school: At the end of each part of
this course, that is after session 5, session 10 and session 15, the group should make
arrangements to meet a group from another school, at the same stage in the course.
The purpose of this is to widen the debate about the course content and give schools
the opportunity to exchange ideas and achievements.
You should gather together the group documentation from the first five sessions, which
has been kept by the facilitator. The action research conclusions and action plans will
be particularly interesting for others to see.
Decide how you can present the work of your group in an interesting way to your
partner school.

CPD Course 3 49 September 2005

END OF SESSION FIVE
On behalf of the group the facilitator should keep:
 An attendance record for the session.
 Copies of the groups’ findings from activity 5.
 A copy of the group course assessment (part 1)

Individual group members should keep:

 A copy of the chart on Resources Page 5.2.
 Individual course report (end of part 1)

At the end of the session there are two dates to be agreed. First, when the
meeting with the partner school can take place (this will obviously have to be
confirmed or changed after discussion with the partner school), and second, the date
and time for session six.

IN BETWEEN SESSION 5 AND SESSION 6, AS WELL AS THE MEETING WITH THE

PARTNER SCHOOL, THERE IS SOME INDIVIDUAL WORK TO BE COMPLETED.
SEE THE NOTES ABOUT THIS ON THE PAGE FOLLOWING THE RESOURCE
PAGES FOR SESSION 5.

RESOURCE PAGES FOR SESSION FIVE CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 50 September 2005

 SESSION 5: RESOURCE PAGE 5.1

Name of student Yohannis Grade 6

Analysis of the Activities planned When Comments
situation
Problems with One-to-one session to Session 1 Understanding of the
concepts of number revise basic concepts of concept of hundreds,
in mathematics. number (+ - / x) 15 mins tens and units clearer.
(either outside class time or Still not able to perform
when rest of class doing adding. Need to use
other tasks) other resources e.g.
Never asks Encourage Yohannis to ask money, to explain.
questions. questions. Performed well on first
two tasks – number
Submits written work Set individual tasks to recognition and adding
which is difficult to check understanding of up to 10.
read and usually basic concepts (can be self
incorrect. assessed)

As above – written Another 1:1 session to Session 2 Quickly understood

work is legible now revise number recognition adding using 10s and
and he is beginning and develop concept of 100s using money.
to ask question 1:1 larger units using money. Submitted written
Tasks set for practice exercise with most
activity answers correct. Asked
why he got things
wrong.
As above Another 1:1 session to Session 3 Not only able to do basic
develop addition and calculations on paper,
subtraction – played but also able to work
shopkeeper. Set tasks to some out in his head.
practice activity Next step x and /
numbers

The above shows how a simple table can show a basic analysis of the problem, steps to
overcome that problem (with timescales) and an evaluation of the activities. We all
learn through small steps and it is important to master the basics before moving to the
next step.

CPD Course 3 51 September 2005

 SESSION 5: RESOURCE PAGE 5.2

For a child in your own class that you have already identified, or for one of the other
examples from the previous session, produce a chart indicating what appropriate
support can be given following an analysis of the child’s needs. Complete the table
below for 2 or 3 sessions.

Name of student Grade

Analysis of the Activities planned When Comments
situation

CPD Course 3 52 September 2005

 SESSION 5: RESOURCE PAGE 5.3
COURSE ASSESSMENT (part one)

Complete this form as a group, after some time for individual reflection.

Poor Fair Good Excellent COMMENT

1. Describe how your group
has developed in the way
it works together.

2. Did you find the course

materials clear and easy
to work through?

3. How interesting was the

course content?

4. Were you able to make

the course relevant to
your own school context?

5. Has there been a

development of
knowledge and
understanding of inclusion
in education?

6. Have there been learning

opportunities for your
group within the course?

CPD Course 3 53 September 2005

BETWEEN SESSION FIVE AND SESSION SIX

There are three tasks for the group to complete before progressing to session 6.

1. Individual report: Each group member must write a short (maximum 500 words)
report on part one of the course. This should be a reflective activity in which individuals
consider what they have personally gained or learned from the course. There should be
a consideration of the role they have played in the group and how the group work has
influenced them as an individual. Members should also reflect on their own contribution
to the group’s work and the action research project.

This report should be kept in individual course files as part of the course documentation.

2. Facilitator’s report: The facilitator must write a short (maximum 500 words) report
on part one of the course from their perspective as facilitator. They should reflect on
how the group worked together and how the materials stimulated educational debate
and worked within the context of their school. Facilitators may comment on session
contents and length and how easy or difficult it was to complete the activities within the
session times.

These reports will supplement the part one course assessment completed by the group
together.

3. Meeting with partner school: This experience-sharing meeting, as described in

session five, must take place before the group starts part two of the course in session 6.

CPD Course 3 54 September 2005

 SESSION SIX

“ despite misconceptions and its elusive nature, curriculum still remains the most
decisive element of the school system. That is also why any change in the social,
economic and political arena demands a corresponding change in the school
curriculum.”
Dereje Terefe Curriculum conceptions and the need for reforms Ref Amare et al (1998) Quality
Education in Ethiopia: Visions for the 21 st Century Institute of Educational Research Addis Ababa
University p185

DEVELOPING THE FLEXIBLE CURRICULUM

The next five sessions will focus on what we teach and how we teach to enable
ourselves and our students to be more effective learners. It draws on issues relating to
the integrated curriculum, flexible learning as well as considering the needs of the
individual learners.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session six you will need:

 The group ground rules.

CPD Course 3 55 September 2005

SESSION SIX
DEVELOPING THE FLEXIBLE CURRICULUM

OBJECTIVES: by the end of the session the participants will:

 Have an understanding of part two of the course.
 Identify how the curriculum in their school is developed.
 Be able to integrate civics into different subjects and activities.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm Ground rules From session
up activity. 1

2. Paired activity identifying how the Quotes and Chart 6.1, 6.2
curriculum is developed

3. Integrating civics into the 3 step plan 6.3

curriculum and activities in school

4. Preparation for session 7 Blank 3 step format 6.4

ACTIVITY 1
Ground rules: They will be really familiar now. Are they helpful in making the group
effective? Are any of the rules hard to keep? Should any be added in the light of your
experience of working together during part one of the course? Briefly review your
ground rules and keep or revise them for part two of the course as you feel appropriate.

Warm up activity
You should have attended a session with another school prior to this session.
Discuss with another colleague what you gained from this experience. If, for any
reason, you were unable to meet with another school, what do you think would have
been gained?

This activity should take no more than 5 minutes

Share your ideas with another pair.

CPD Course 3 56 September 2005

ACTIVITY 2
In pairs, consider the three quotes on Resources Page 6.1. Which one most closely
resembles the procedure that has led to the curriculum that you deliver in your school?

In an ideal situation, which type of curriculum would you want to deliver?

 The flexible learner centred curriculum?
 The complex externally developed curriculum that takes account of the learning
locality in resources?
 Or the externally devised commodity that is delivered by teachers as a finished
product to consumer-pupils?

Do you have any control over the content, resources, delivery or assessment of the
curriculum in your school? Consider the advantages and disadvantages of the different
approaches to curriculum development.

When you have discussed this in pairs, share your ideas with the full group and
complete the chart on Resources Page 6.2. Some examples are already provided

ACTIVITY 3
“To meet the challenge of developing wider public leadership and creating a renewed
practice of citizenship, civic education must show the connections between political
society on the one hand, and citizens’ daily lives and community interests on the other.
Civic education must also demonstrate to young people the deep rewards of life-long
involvement in the public arena.”
Civitas – A Framework for Civic Education 1991 Centre for Civic Education, Calabasas p74

Civics is a compulsory subject in the school curriculum from Grade 1. However, it can
also be delivered to all learners by all members of staff through other subjects and
school activities.

Consider how can we integrate civics into different subjects and school activities to
benefit learners. Look at the three-step approach on Resources Page 6.3 and add
your own ideas for integrating Civics into the school curriculum (the formal curriculum,
the hidden curriculum and the non-formal curriculum e.g. clubs and other school
activities).

CPD Course 3 57 September 2005

ACTIVITY 4
Preparation for session 7
Before the next session, either individually or in pairs, identify a learning activity that you
consider important to introduce into the school or your class. It may be linked to Civics
or could be based on a Rural Development issue such as environmental awareness,
Gender Issues or any other topic that you believe is important.

Using the three-steps approach on Resource Page 6.3, identify what goal you would
like to see, then outline the steps needed to reach that goal and finally identify the best
way of managing this process to the goal identified. There is a blank format that can be
used to complete this activity on Resource Page 6.4.

Bring your results to the next session.

END OF SESSION SIX

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 A copy of the chart on Resources Page 6.2

Individual group members should keep:

 Their 3 step approach to reaching a goal based on Resources Page 6.4

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION SIX CAN BE FOUND ON THE FOLLOWING

PAGES

CPD Course 3 58 September 2005

 SESSION 6: RESOURCES PAGE 6.1

Flexible locally devised learner-centred curriculum

“Curricula should be relevant to the needs of the context and the community and
foster the development of the “whole learner”. Curricula should be flexible enough
to accommodate the diversity of learning styles and pace, as well as to provide
possibilities for social and emotional development.”
Ref. Savolainen, [Link] al 2000 Meeting Special and Diverse Educational Needs Helsinki p133

Externally devised curriculum with local flexibility

“The process of curriculum development is a curiously complicated one.

Decisions take place at various stages and are made by various people, from
politician to parent and teacher, in respect of aims and objectives at various levels;
the production of curriculum plans (syllabuses for schools and colleges, schemes of
work, timetables); the selection and emphasis on learning materials (including not
only written and audio-visual materials but also learning resources derived from the
school environment); the selection of an appropriate methodology for learning and
teaching and the evaluation of both the process and the product.
Complex though this process may be, its efficiency may be measured at one point
and one point only – its ultimate effect on the learner and what he learns.
Ref. Hawes H 1979 Curriculum and Reality in African Primary Schools Longman (1982) p5

Externally devised curriculum with no local flexibility

“School sells curriculum – a bundle of goods made according to the same process
and having the same structure as other merchandise. The distributor-teacher
delivers the finished product to the consumer-pupil, whose reactions are carefully
studied and charted to provide research data for the preparation of the next model,
which may be “ungraded,” “student-designed,” “team-taught ” “visually-
aided,” or “issue-centred.”
Ref Illich I. 1970 Deschooling Society Marion Boyars London (1978) p41

CPD Course 3 59 September 2005

SESSION 6: RESOURCE PAGE 6.2

Flexible locally devised Externally devised Externally devised curriculum

learner-centred curriculum curriculum with local with no local flexibility
flexibility
Curriculum can meet each Curriculum may have Curriculum is standardised
individual learner’s national standards and but does not meet individual
needs and enable them to will also be flexible needs and could lead to pupil
progress. enough to meet the dissatisfaction & weak
needs of some individual learning achievements.
learners.
Teachers are fully Teachers may have Teachers have no
involved in curriculum some involvement in involvement in curriculum
development & planning curriculum planning planning

CPD Course 3 60 September 2005

 SESSION 6: RESOURCE PAGE 6.3
These steps will enable you to work towards developing plans that will help move the
school towards its development goals.

Step 1: Setting the goals

What is the goal the group is trying to achieve? Imagine you are at a time in the
future when this has been achieved. Describe what you will see is happening.

 Integration of civics into different subjects and school activities. The

geography, history and aesthetics subject areas include links with civics.
 The school adopts democratic processes for setting class rules and dealing
with those who break the rules.
 Civic participation is encouraged and recorded for both students and staff.

Step 2: Devising the process to reach these goals

Now look back. How did you get to this position? What steps occurred that
allowed the school to achieve its goals? Consider alternative routes.

 Integration of civics into different subjects and school activities.

 Discussion with department heads to identify where links can be made and
how they will be planned, delivered, assessed and evaluated.
 Staff agreed to setting class ‘ground rules’ through negotiation with
students who also influence the penalties for breaking rules.
 Means of recording any community involvement (inside or outside school) is
discussed and developed.

Step 3: Managing the process

In the light of these discussions agree the best way of managing this process to
achieve the goals identified. What do you intend to do?

 Staff meetings with heads of Departments for civics, history, geography and
aesthetics. Agreement on planning, delivery, assessment and evaluation of
the integrated elements of the programme. Implementation of integrated
activities and monitoring outcomes for students and staff .
 Meeting of staff to identify how to negotiate ground rules with class, agree on
the monitoring of these ground rules and set parameters for any penalties to
be implemented for those who break rules. Implement these activities in the
classes and monitor and record outcomes. Evaluate with other staff .
 Staff meeting to discuss which types of activity constitute community
involvement, how they can be recorded, who takes responsibility for
recording
Use these steps to enable you to work towards developing a plan that will help move
the school towards its development goals.

CPD Course 3 61 September 2005

Step 1: Setting the goals
What is the goal that you are trying to achieve? Imagine you are at a time in the
future when this has been achieved. Describe what you will see is happening.




Step 2: Devising the process to reach these goals

Now look back. How did you get to this position? What steps occurred that allowed
the school to achieve its goals? Consider alternative routes.




Step 3: Managing the process

In the light of these discussions agree the best way of managing this process to
achieve the goals identified. What do you intend to do?




CPD Course 3 62 September 2005

 SESSION SEVEN

“If education cannot help students to see beyond themselves and better understand
issues of national and international significance, then each new generation will remain
ignorant, and its capacity to live intelligently and responsibly will be diminished.”
Civitas – A Framework for Civic Education 1991 Center for Civic Education, Calabasas pxvi Boyer, E.

ACTION PLANNING TO CREATE A FLEXIBLE CURRICULUM

In the last session you considered how a curriculum may be imposed or developed and
identified ways of making the curriculum in your school more flexible. In this session
you will learn how to action plan the development ideas.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session seven you will need:

 The group ground rules.

CPD Course 3 63 September 2005

SESSION SEVEN

ACTION PLANNING TO CREATE A FLEXIBLE CURRICULUM

OBJECTIVES: by the end of the session the participants will:

 Be able to develop an action plan to implement a development idea.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Ground rules From session
Warm up activity. 1

2. Developing an action plan 4 step plan and blank 7.1, 7.2

individually (or in pairs if teachers Action Plan
did the activity at the end of the last
session in pairs)
3. Sharing ideas with another person
(or pair) and then with another
group (pyramid activity)
4. Preparation for session 8

ACTIVITY 1
Ground rules: Displaying and reminding yourselves of the ground rules for your ground
should be standard practice now.

Warm up activity
Working in groups of three, share the ideas that you considered following the last
session. Did each person identify a goal that they wanted to achieve? Did they
produce a three-step plan to achieve that goal?

ACTIVITY 2
Consider the completed 4 step plan on Resources Page 7.1. Discuss the final Action
Plan with another person.

Using the three-step plan that you produced after the last session (either individually or
in pairs), complete the four-step plan by filling in the Action Plan on Resources Page
7.2

CPD Course 3 64 September 2005

ACTIVITY 3
Share the Action Plan and discuss your ideas with another person (or pair if you worked
in pairs) and then with another group (pyramid activity). If there is time, each group can
share one Action Plan with the whole group.

ACTIVITY 4
Preparation for session 8: At least ten minutes should be allowed before the end of
the session to introduce and consider this task.

Before the next session, consider how you can implement the Action Plan that you have
developed. If it is possible to implement some of the actions before the next session,
keep a record of the outcomes.

END OF SESSION SEVEN

On behalf of the group the facilitator should keep:

 An attendance record for the session.

Individual group members should keep:

 Their 3 step plan and their Action Plan

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION SEVEN CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 65 September 2005

 SESSION 7: RESOURCE PAGE 7.1

Step 1

Identify the particular development you plan to implement. List the main objectives:

Agreed need for ground rules;

Negotiated ground rules in democratic way;
Discussed and agreed on monitoring of these ground rules
Identified and set agreed parameters for any penalties to be implemented for those
who break rules.

Step 2
How will you recognise whether the development has been successful and the
objectives met? List any criteria or measures you can use to show success:

Students accept the ground rules;

Instances of rules being broken are reduced.
Students are motivated and prepared to study in class without distractions.

Step 3

Think about the people who will be involved in carrying through, or will be affected by
the development work. What will they need to know, and what will they need to do to
make the outcome successful?

1. They will need to develop knowledge/understanding of need for some written

rules in class
2. They will need to develop positive attitudes towards/about what the
parameters for rules and penalties ought to be.
3. They will need to develop the skills necessary to be able to develop rules that
work, monitor implementation and introduce penalty systems

CPD Course 3 66 September 2005

Step 4
The next step is almost identical to the process for Action Planning for Action Research.
You will consider the knowledge, attitudes and skills identified and then consider how to
achieve each objective. What action is required? By whom? What resources are
needed? When will the activity be finished?

ACTION PLANNING FRAMEWORK

Objective Action Personnel Resources Success Complete by
needed Criteria

Agreed Class Students Flip chart Class agree End of first

need for session to and Class or board to to setting week of
ground discuss teachers in record ground semester
rules; why we year group/ ideas rules and
need department produce
ground or whole ideas
rules (link school
with civics)

Negotiated Class Students Flip chart Class agree End of second

ground session and Class or board to list of week of
rules in identifies, teachers in record ground semester
democratic discusses year group/ ideas rules
way; and department
agrees on or whole
a set of school
ground
rules.

CPD Course 3 67 September 2005

 SESSION 7: RESOURCE PAGE 7.2

ACTION PLANNING FRAMEWORK

Objective Action Personnel Resources Success Complete by

needed Criteria

CPD Course 3 68 September 2005

 SESSION EIGHT

“for civic education to come to life, theories of government must be tested in the
classroom..
education for citizenship means helping students make connections between what
they learn and how they live.”
Ref : Civitas – A Framework for Civic Education 1991 Center for Civic Education, Calabasas
(Boyer E. xvi)

HOW DO WE IDENTIFY THE AIMS AND OBJECTIVES FOR EACH LEARNER AND
SUBJECT?

Session 8 will focus on aims and objectives and how they can be identified and
implemented for individual learners and subjects.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session eight you will need:

 The group ground rules.

CPD Course 3 69 September 2005

SESSION EIGHT
HOW DO WE IDENTIFY THE AIMS AND OBJECTIVES FOR EACH LEARNER AND
SUBJECT?

OBJECTIVES: by the end of the session the participants will:

 Have identified the goals or aims for civics education.
 Be able to identify different assessment criteria for each goal or aim.

TIME: 2 hours (approx)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm Ground rules From session
up 1
activity.
2. Paired activity listing the aims of Quotes 8.1
civics education then sharing lists
with the whole group
3. Group activity identifying individual Table of goals and the 8.2
goals for learners in civics education related assessment
criteria
4. Individual activity identifying Blank table 8.3
individual goals for learners

5. Preparation for Session 9

ACTIVITY 1
Ground rules: Remember your ground rules. They may be particularly important when
dealing with some of the issues that we cover in today’s session.

Warm up Activity
“ education for citizenship means helping students make connections between
what they learn and how they live.”

Consider this quote in groups of 3. Civics education is important for teachers as well
as students. Discuss your experiences of connections between what you learn and
how you live.

This activity may take up to 10 minutes

CPD Course 3 70 September 2005

ACTIVITY 2
From the quotes on Resources Page 8.1, in pairs, list as many goals or aims for civics
education as you can. Are any of these the same as the goals or aims for other
subjects or skills that are taught or learnt in your school?

Look at the example below:

“Learning to listen to and respect the opinions of others is part of the caring for others
that is central to the values of many schools.”

Share the list with the whole group and then divide them into those that are knowledge
based; those that are skill based; and those that are value based.

ACTIVITY 3
Are the goals for each learner in each subject that you teach going to be the same? In
a group of 3 or 4, consider how some of the civics goals or aims that you have listed
could be assessed at different levels.

The tables on Resources Page 8.2 indicate how the goals, and criteria for assessing
achievement of those goals, vary for different levels of ability. Although the stated goal
or learning outcome may be almost the same, the pupils’ achievements could vary
considerably. Different assessment criteria would be necessary.

Within one class there may be pupils who achieve at different levels. Although you
would be unlikely to find pupils ranging from the most basic level to an advanced level in
one class, if the school operates an inclusive policy, there may be pupils at two or more
levels.

ACTIVITY 4
For one subject that you teach, consider one of the goals or learning objectives that
would be set for pupils in your class and the criteria that you would use to assess
whether the pupils have met that goal. Complete the table on Resources Page 8.3.

ACTIVITY 5
Preparation for session 9: Using the previous activity as an example, consider how
you might implement the assessments at more than one level. Bring you ideas and any
evidence of implementing this activity to the next session.

CPD Course 3 71 September 2005

END OF SESSION EIGHT

On behalf of the group the facilitator should keep:

 An attendance record for the session.

Individual group members should keep:

 Their lists of goals (learning objectives) and assessment criteria for a set of
pupils in one of their classes.

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION EIGHT CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 72 September 2005

 SESSION 8: RESOURCE PAGE 8.1

“Education is not concerned only with equipping students with the knowledge and
skills they need to earn a living. It must help our young people to: use leisure time
creatively; have respect for other people, other cultures and other beliefs; become
good citizens; think things out for themselves; pursue a healthy life-style; and, not
least, value themselves and their achievements.” Dearing (p92)
Ref: Kennedy K. Citizenship Education and the Modern State 1997 Falmer Press London

Civic Virtue – goal – to foster among citizens civic dispositions and commitments to
fundamental values and principles required for competent and responsible
citizenship.
Civic Participation – goal – to develop among citizens the participatory skills
required to monitor and influence the formulation, implementation, adjudication, and
enforcement of public policy, as well as to participate in voluntary efforts to solve
neighbourhood and community problems.
Civic Knowledge and Intellectual Skills – goal – to provide citizens the knowledge
and intellectual skills required to monitor and influence the formulation,
implementation, adjudication, and enforcement of public policy, as well as to
participate in voluntary efforts to solve neighbourhood and community problems.
Civitas – A Framework for Civic Education 1991 Center for Civic Education Calabasasp1

“The ultimate goal of civic education is the widespread participation in the

governance of the groups to which they belong by citizens who are knowledgeable,
competent, and committed to the realisation of the fundamental values and
principles of our constitutional democracy.
.The focus of civic education from the earliest grade levels should be to prepare
students to take part in the governance of such groups beginning with their classes,
schools, and social groups and then, at appropriate levels, dealing with formal
political institutions and processes. By the end of secondary school this education
should have culminated specifically in the development among students of the
knowledge, skills, dispositions, and moral commitments required for competent and
responsible participation in monitoring and influencing the formulation,
implementation, adjudication, and enforcement of public policy.” Civitas – A
Framework for Civic Education 1991 Centre for Civic Education Calabasasp39

CPD Course 3 73 September 2005

 SESSION 8: RESOURCE PAGE 8.2
These tables focus on goals relating to ‘understanding democracy’.
At a basic level the goal may be to: This could be assessed by the learner:
Understand the importance of Taking part in democratic decision making,
democratic decision-making. e.g. in reaching group decisions. Identifying
what is fair and unfair in decision- making
processes. Identifying why democratic
decision-making is a fair process.

At a higher level the goal may be to: This could be assessed by the learner:
Understand issues relating to local Listing three activities relating to local
democracy democracy.
Listing the local services funded from
taxation.
Discussing a local or wider community
Issue in a group.
Showing consideration for the viewpoints of
others.
and to take part in debates and vote Making a decision in relation to the debate.
on issues. Voting on an issue and justifying her/his
choice.

At an even higher level the goal may This could be assessed by the learner:
be to:
Understand how democratic systems Stating the key characteristics in a
work democratic process.
Describing two of these characteristics.
and to understand how groups can Describing how public opinion can influence
contribute, influence and impact on and have an impact on a democratic
democratic systems. system.
Describing how the media can influence
and have an impact on a democratic
system.
Describing how a pressure group/lobby
group can influence and have an impact on
a democratic system.

At an advanced level the goal may be This could be assessed by the learner:
to: Evaluating the key elements of a democratic
Understand how democratic systems process.
work Describing an alternative democratic system.
Explaining how the present democratic
and to analyse the present democratic system works.
system. Describing how this system might be improved.

CPD Course 3 74 September 2005

 SESSION 8: RESOURCE PAGE 8.3

At one level the goal may be to: This could be assessed by the learner:

At a higher level the goal may be to: This could be assessed by the learner:

At an even higher level the goal may This could be assessed by the learner:
be to:

CPD Course 3 75 September 2005

 SESSION NINE

“It takes a whole village to educate a child.” (Russian proverb)

HOW DO WE TEACH?

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep and attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session nine you will need:

 The group ground rules

CPD Course 3 76 September 2005

SESSION NINE
HOW DO WE TEACH?

OBJECTIVES: by the end of the session the participants will:

 Have identified some methods for teaching.
 Have considered how ‘right and wrong’ can be taught.

TIME: 2 hours (approx)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From session
activity. 1

2. Brainstorm activity

3. Group discussion Quotes 9.1

4. Group activity - case studies Case studies 9.2

5. Preparation for session10.

ACTIVITY 1
Ground rules: Keep on displaying and checking your group ground rules!

Warm up activity
In groups of 3 discuss how you implemented (or planned to implement) the
assessment activity from the previous session. What barriers did you face?

ACTIVITY 2
How do we teach children what is right and what is wrong?
As a full group brainstorm the methods that are currently used in your school.

Are some methods in the form of punishments? Identify all the methods listed that
could be regarded as punitive or negative. Do we learn from punishment?

CPD Course 3 77 September 2005

ACTIVITY 3
In smaller groups look at the quotes on Resources Page 9.1 and consider the impact of
such laws on today’s society in Ethiopia. Discuss the beliefs within your own school.
How could these affect what is taught?

ACTIVITY 4
Work in the same groups as the previous activity. Look at the case studies on
Resources Page 9.2. How can right and wrong be taught when people have different
faiths and beliefs? When laws are made they should apply to every citizen, but are
there circumstances that should be taken into account when a law is broken?

ACTIVITY 5
Before the next session, individually consider the school rules (written or unwritten) and
consider the situations when these rules must be enforced and how they should be
enforced. Are there any situations when they could be overlooked? Are there any new
rules that are needed?

END OF SESSION NINE

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 A copy of the brainstorm activity results.

These will be needed for the next session

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION NINE CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 78 September 2005

 SESSION 9: RESOURCE PAGE 9.1

“.. Moses received the Ten Commandments and the laws governing justice among
individuals as the divine revelation on Mt. Sinai in the thirteenth century BC. They
included laws governing the just treatment of servants, family, property, and
personal behaviour, and just punishments for injuries inflicted by one person upon
another: “But if there is serious injury, you are to take life for life, eye for eye, tooth
for tooth, hand for hand, foot for foot, burn for burn, wound for wound, bruise for
bruise.” (Exodus, 21:23)

Traditional Islamic law, known as the Shari’ah, sets forth the offences that were
punishable by specified forms of retaliation; e.g. death for highway robbery and
apostasy; amputation of the hand for theft; death by stoning for extra-marital sexual
relations; and a specified number of lashes for other sexual offences and for drinking
alcoholic beverages.” (p19)
Ref : Civitas – A Framework for Civic Education 1991 Centre for Civic Education, Calabasas

“While he recognised the principle of retribution or rectification in his conception of

justice in his Ethics, Aristotle added the idea of proportionality, a sense of
moderation or fairness in which there is a balance among extremes. Punishments
should not be too harsh or too soft. Just governments are based upon law in order
to ensure the fair treatment of different citizens for the sake of each other and for the
sake of the common good and happiness of the political society.”
Ref : Civitas – A Framework for Civic Education 1991 Centre for Civic Education, Calabasas

CPD Course 3 79 September 2005

SESSION 9: RESOURCE PAGE 9.2

Case Study 1

Emebet is thirty and has been married for fifteen years. Her husband is twenty
years older than her and he regularly beats her. In the hotel where she works as a
cleaner she meets a regular visitor who is concerned about her situation. On one
occasion he persuades her to have an extra-marital sexual relationship.
Under the law of some countries death by stoning is the punishment for extra-marital
sexual relations.

Case Study 2

Kebede is seventeen year old orphaned boy who, under the influence of ch’at and
alcohol, gets into a fight with a bar guard who threatens to beat him. He hits the
man with a broken bottle and it fatally wounds him. The boy runs away but is found
by the police.
Under the law of a number of countries, murder is punishable by death.

Case Study 3

Etsegent is a young mother living on the streets with her two young children.
Desperate for food she resorts to stealing from a shop and is caught by the
manager.
Under the law of many countries she could be imprisoned for stealing if she cannot
pay a fine.

CPD Course 3 80 September 2005

 SESSION TEN

“Teachers, it seems, adopt a much more pragmatic approach than that prescribed for
curriculum design. Rather than start with a conception of what is to be achieved and
deduce which classroom activities would therefore be ideal, teachers start with a
conception of their working context and from that decide what is possible.”
Ref. Pollard. A. (editor) 1996 Readings for Reflective Teaching in the Primary School Cassell
London Reading 8.6 Calderhead J. 1984 p179 –180

TEACHING METHODS FOR A FLEXIBLE CURRICULUM

Although you may be teaching one subject to a range of abilities and age groups or
many subjects to different abilities mainly in one age group, the opportunities to develop
a flexible curriculum that is inclusive should exist. Teaching does not stop when you
leave the classroom. You will be a role model for pupils both inside and outside the
school.

Session ten marks the end of the second part of the course. It will provide the
opportunity for reflection and further discussion on the areas covered in sessions six to
nine with a particular focus on the support that others can provide. There will be an
opportunity to prepare for the second meeting with the partner school to share
experiences.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any material produced by the group, to provide an ongoing record
of the course work.

For session 10 you will need:

 The group ground rules.

CPD Course 3 81 September 2005

SESSION TEN
TEACHING METHODS FOR A FLEXIBLE CURRICULUM

OBJECTIVES: by the end of the session the participants will:

 Identify how to develop a flexible curriculum.
 Identify the skills and styles that are used to teach different subjects.
 Be able to select from a variety of active learning methods.
 Have completed a group course assessment (part 2)
 Have prepared to share experience with another school.

TIME: 2 hours (approx)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm Ground rules From
up activity. session 1
2. Group work on directing flexible Table 10.1
learning activities
3. Group activity identifying teaching Active Learning Methods list 10.2
skills and styles
4. Course Assessment (part 2) Course assessment form. 10.3

5. Preparation for sharing experience Existing documentation From

with partner school. sessions 6 -
10

ACTIVITY 1
Ground rules: You must all know these by heart now, but are you keeping to them?

Warm up activity
Share the findings from the last session related to the school rules with the rest of
the group. Were there any rules that you would find difficult to keep if you were in a
different situation e.g. if you had to do extra work to help the family and often arrived
late, your parents could not afford to provide uniform and books, you had a hearing
impairment and could not always hear what was said so you relied on the others to
repeat it.

Consider the activity in Session 7 where the development of ‘ground rules’ was a subject
for curriculum development. Are you satisfied that the school rules, or your class rules, are
fair and achievable? Consider the ground rules that you have established for these sessions.
How do school rules differ or compare with these ground rules?

CPD Course 3 82 September 2005

ACTIVITY 2
Working in groups of three, identify a public policy issue that affects your school or
locality. It could be litter, recycling, alcohol or chat abuse, lack of special needs facilities
or anything.

Discuss how you would teach a class or group (possibly in a school club) to affect public
policy on this particular issue.

As teachers you should not be expected to have all the answers but should be able to
direct learners to where they can find solutions to their problems. The skills of a teacher
are outlined in the table on Resources Page 10.1. Complete this table with your own
ideas. An example is provided.

ACTIVITY 3
Teachers in different school situations have to develop teaching skills to suit the
curriculum they are delivering. In Grades 1 to 4, the self-contained classroom allows a
large amount of flexibility for teachers. In session 6 you considered the advantages and
disadvantages of the different approaches to curriculum development. Now, working in
small groups, identify the teaching skills and styles that you use to deliver the subject or
subjects that you are teaching.

In the CPD Modules 1 and 2, active learning methods were introduced and developed.
In this Module, active learning methods have also been used. Using the list on
Resources Page 10.2, tick all those methods that you use in the classroom and
underline those you use regularly (once a day). If any are missing, add them to the list.
This list is taken from the Higher Diploma Programme for Teacher Educators. You may
not recognise all the terms but should be able to identify the methods that you use.

ACTIVITY 4
Course assessment (part 2): Session 10 is the end of part two of the course. You
have spent the last five sessions exploring what we teach and how we teach to enable
our students to be more effective learners. We have also explored issues relating to the
integrated curriculum and flexible learning as well as considering the needs of the
individual learners.

Now it is time for some reflection as a group on what you have learned from this part of
the course. As individuals, take a few minutes to look at the course assessment
form on resource page 10.3. Then discuss each section as a whole group and
agree on a group response to complete the form.

The completed form should be kept by the facilitator as part of the course
documentation.

It can also be one of the materials, which is taken to share with your partner school.
Sharing your experience of the course with another school should take place for the
second time after session ten. Preparation for this sharing is the final activity for this
session.

CPD Course 3 83 September 2005

ACTIVITY 5
Preparation for sharing experience with partner school: After this session your
group must make arrangements to meet your partner school in the same way as you
met after session five. Think back to that first sharing meeting. Were you happy with
the documentation and ideas that you had to share? Was it useful to hear about the
discussion and activities of the other school? How could you improve the way you
present your experience of part two of the course?

Gather together the group documentation from sessions 6 to 10 (which should

have been kept safely by the course facilitator) and decide how you will present
your experience to your partner school.

END OF SESSION TEN

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 The group’s course assessment (part 2)
 Facilitator’s report (end of part 2)

Individual group members should keep:

 Table of solutions to problems on Resources Page 10.1
 Copies of all the activities from the last 5 sessions

At the end of the session there are two dates to be agreed. First, when the
meeting with the partner school can take place. (It would be helpful if the facilitator
had made some arrangements for this date in advance). Second, the date and time
for session eleven.

IN BETWEEN SESSION 10 AND SESSION 11 PREPARE FOR THE MEETING WITH

THE PARTNER SCHOOL. THERE ARE ALSO SOME INDIVIDUAL WORKS TO BE
COMPLETED. SEE THE NOTES ABOUT THIS ON THE PAGE FOLLOWING THE
RESOURCE PAGES FOR SESSION 10.

RESOURCE PAGES FOR SESSION TEN CAN BE FOUND ON THE FOLLOWING

PAGES.

CPD Course 3 84 September 2005

 SESSION 10: RESOURCE PAGE 10.1

Directing students/pupils to find solutions to problems or issues

Example of Steps to tackle the Your example of problems and steps

problems problems to tackle them
Problems Steps to tackle
them
To reduce litter Deciding on the goal
around the school
Awareness raising Deciding what is
of the problem; needed to achieve
identifying the goal;
solutions;
putting ideas into
action
information Selecting the tasks
gathering that pupils have to
identify who is perform;
responsible
identify sources of
support
scheduling tasks
selecting forms of
participation
estimating
outcomes
deciding to act etc.
Produce an agreed Breaking down the
action plan with content into
pupils with manageable steps;
allocated tasks and
deadlines
Sources of Selecting and making
information, access available appropriate
to people and other resources.
resources plus
tools to complete
the task

CPD Course 3 85 September 2005

 SESSION 10: RESOURCE PAGE 10.2

Active Learning Methods

Action research matching exercises

Active listening microteaching
Brainstorming mind map (concept map)
Buzz group newspaper or radio reporting
Case studies pair discussion
Competitions peer assessment
Comprehension activities picture analysis
Cooperative learning presentation
Creative writing problem solving
Crossover groups pyramiding
Debate questioning
Drama quiz
Drawing pictures, maps, graphs ranking tasks
Evaluation of lesson/programme reflection
Experiment research
Fieldwork role play
Flash cards self assessment
Games small group discussion
Gapped lecture spider diagram
Ice breaker/ warm up activity stimulus material
Independent work story telling
Interviews target setting
Investigation visits
ICT use mastery learning – practice
Making models & resources makes perfect

CPD Course 3 86 September 2005

 SESSION 10: RESOURCE PAGE 10.3

COURSE ASSESSMENT (part two)

Complete this form as a group, after some time for individual reflection.

Poor Fair Goo Excelle COMMENT

d nt
1. Describe how your
group has developed in
the way it works
together.

2. How interesting was the

course content of part
two?

3. Were you able to make

this part of the course
relevant to your own
school context?

4. Have there been

learning opportunities for
your group within the
course?

5. Overall has the group

more understanding of
curriculum development
and implementation?

CPD Course 3 87 September 2005

BETWEEN SESSION TEN AND SESSION ELEVEN

There are three tasks for group members to complete before progressing to
session 11.

1. Individual report: Each group member must write a short (maximum 500 words)
report on part two of the course. This should be a reflective activity in which individuals
consider what they have personally gained or learned from the course. There should be
a consideration of the role they have played in the group and how the group work has
influenced them as an individual. Members should also reflect on how they think that
their own understanding of curriculum development and teaching a flexible curriculum.
This report should be kept in individual course files as part of the course documentation.

2. Facilitator’s report: The facilitator must write a short (maximum 500 words) report
on part two of the course from their perspective as facilitator. They should reflect on
how the group worked together and how the materials stimulated educational debate
and worked within the context of their school. Facilitators may comment on session
contents and length and how easy or difficult it was to complete the activities within the
session times.

These reports will supplement the part two course assessment completed by the
group together.

3. Meeting with partner school: This experience-sharing meeting, as described in

session ten, must take place before the group starts part three of the course in session
eleven

CPD Course 3 88 September 2005

 SESSION ELEVEN

“The way classrooms are organised and managed is fundamental to achieving

success. We are not simply discussing how we can make a classroom attractive, but
how to create an environment which is specifically designed as a place where a
teacher’s ideas about teaching and learning will bear fruit.”
Reference: Pollard. A. (editor) 1996 Readings for Reflective Teaching in the Primary School Cassell
London Reading 9.5 Clegg D. & Billington S. 1994 p198 – 201

CLASSROOM ORGANISATION AND MANAGEMENT 1

The last five sessions address the practical issues of enabling effective learning to take
place. These include the management of the classroom, monitoring and evaluation of
learning and teaching activities and consideration of how we can continue to learn for
our own benefit and for the benefit or our students and society.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any work produced by the group, to provide an ongoing record of
the course work.

For session 11 you will need:

 The group ground rules.

CPD Course 3 89 September 2005

SESSION ELEVEN
CLASSROOM ORGANISATION AND MANAGEMENT 1

OBJECTIVES: by the end of the session the participants will:

 Have identified ways of attracting and holding the interest of students.
 Have considered how schools can participate in local tourism.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From
activity. session one
2. Small group brainstorming – gaining
and keeping students’ interests
3. Identifying roles for schools in local List of factors attracting or 11.1
tourism deterring potential visitors

4. Whole group debate

5. Preparation for session 12

ACTIVITY 1
Ground rules: By now you should have become familiar with the ground rules and may
not need to refer to the list that your group devised back in session 1.

Warm up activity
You should have attended a session with another school prior to this session.
Discuss with another colleague what you gained from this experience. If, for any
reason, you were unable to meet with another school, what do you think would have
been gained?

This activity should take no more than 5 minutes

Share your ideas with another pair.

CPD Course 3 90 September 2005

ACTIVITY 2
How can we attract and hold a student’s interest?
In small groups brainstorm the different ways that you can gain and keep the attention
of students in your classes.
Compare as a group your ideas with those below.

Are there classroom displays

What are the purposes of them?
Is there an instructional purpose?
Does it celebrate the students’ achievements?
Does it sustain interest?
How is classroom furniture arranged?
Why is furniture arranged in such a way?
Does it enable and encourage group work?
Does it enable the teacher to deal with individual students?
Does it enable students to maintain interest in classroom activities?
Are there school or class rules?
Are they negotiated with the students (ground rules)?
Are they monitored and reported? By who?
How do they ‘arouse and maintain students’ interest in their work?
What teaching styles are used?
Do you use a variety of teaching styles? Why?
Is a variety of styles used by other teachers in the school
Are some teachers more effective at using one style rather than another?
How is work monitored and assessed?
Does this activity arouse and maintain students’ interest in learning?
How do you know that the assessment leads to better learning?

ACTIVITY 3
In this session the content will focus on tourism in your locality. In most areas of
Ethiopia the potential for developing tourism is strong. Ethiopia has wonderful scenery,
good weather, interesting history, a fascinating culture and rich wildlife.

Yet it is one of the few African countries that does not attract huge numbers of tourists.
Why?

In pairs list all the attractions in your local area not only for foreign visitors but also for
the residents of Ethiopia. Then list all the factors that may deter visitors.

Do you agree with the factors listed on Resources Page 11.1? Have you identified
additional factors?

Share the ideas with the whole group and produce a comprehensive list.

CPD Course 3 91 September 2005

ACTIVITY 4
Now consider, in a whole group debate, how the school can play a part in developing
tourism in your local area. What can the school do to raise awareness of the range of
attractions? Do all the children in your school recognise these attractions? Are there
illustrations in the school of local historical monuments, the wildlife (particularly local
endemic species), the scenery, and cultural ceremonies such as Timket? Can these be
purchased from tourist offices or even drawn by children, local people or staff?

What about the deterrents? Some are beyond the capacity of any school to change e.g.
communication, which is a regional or federal government issue. However, through
children in school others can be tackled. In some developed tourist areas, such as the
Siemien Mountains, are there links between schools and the tourist agencies that
explain the need to avoid hassle and begging in order to maintain visitors? Is there an
opportunity to arrange a visit to your school by someone from a tourist agency?

Lack of local knowledge, particularly about wildlife and buildings or monuments, can be
addressed by teaching children to recognise and appreciate local birds, mammals and
plants, and to understand the significance of a local monument or historical building.
The production of small guides may even result from such activities that can be
integrated into natural science, aesthetics and social science subjects.

ACTIVITY 5
Preparation for session 12: At least ten minutes should be allowed before the end of
the session to introduce and consider this task.

Before the next session either individually, or in small groups, identify one activity that
can be done with one of your classes (or in a self-contained class) to raise awareness
of the attractions in your locality or one of the factors that could prevent tourists or
visitors.

Prepare a visual aid to illustrate how you intend to raise awareness with the class and
bring it to the next session to share with colleagues. A visual aid does not have to be a
poster.

CPD Course 3 92 September 2005

END OF SESSION ELEVEN

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 List of factors attracting and deterring visitors to the local area.

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION ELEVEN CAN BE FOUND ON THE

FOLLOWING PAGES.

CPD Course 3 93 September 2005

 SESSION 11: RESOURCE PAGE 11.1

TOURISM IN ETHIOPIA

Attractions Deterrents
Historical monuments Begging and hassle by some locals

Good climate (most of the year) Different languages

Large variety of wildlife Lack of acceptable sanitation

Scenery e.g. mountains and lakes Poor communications e.g. travel

Cultural ceremonies No clear charging policy

CPD Course 3 94 September 2005

 SESSION TWELVE

“The business of display is much more than brightening up dull corners, covering
cracks, and double mounting: it is another important factor in ensuring classrooms are
places in which effective learning can take place.
Display has three distinct uses: it can celebrate, stimulate and inform.”
Reference: Pollard. A. (editor) 1996 Readings for Reflective Teaching in the Primary School Cassell
London Reading 9.5 Clegg D. & Billington S. 1994 p198 – 201

CLASSROOM ORGANISATION AND MANAGEMENT 2

Session twelve focuses on classroom layouts and displays. It also provides an example
of teaching civics using a role play activity.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any work produced by the group, to provide an ongoing record of
the course work.

For session 12 you will need:

 The group ground rules.

CPD Course 3 95 September 2005

SESSION TWELVE
CLASSROOM ORGANISATION AND MANAGEMENT 2

OBJECTIVES: by the end of the session the participants will:

 Have considered the different uses and values of visual displays.
 Have identified how different room layouts can support teaching.
 Be able to use role play activities to stimulate learning activities.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From
activity. session 1
2. Small group activity identifying value
of classroom displays

3. Discussion on room layout Quotes on Room Layouts 12.1

4. Role play civic education activity Group Roles 12.2

5. Preparation for session 13

ACTIVITY 1
Ground rules: As always, remind yourselves of the ground rules as you start your
session.

Warm up activity
Share the visual aids that you developed after the last session either with the whole
group or, if that is too large, with a smaller group of 6 to 8 staff.
What types of activities were presented? How were they displayed?
In the quote above it states that display can be used to celebrate, stimulate and
inform.

Celebration – should include process as well as outcome – efforts at drafting

should be displayed alongside finished works. Gives message that there is a great
deal of hard work worth acknowledging. Also promotes children’s self-image and
gives them sense of worth. Note the converse is also true!
Stimulation- can form part of the learning process and stimulate learning.
Informing – can act as resource for the learner – e.g. current word lists, key
phrases, guidance on using resource materials etc.
Did these visual aids celebrate, inform or stimulate?

CPD Course 3 96 September 2005

ACTIVITY 2
In small groups, identify the types of display that could be developed and used in your
classroom(s) taking account of those that celebrate, stimulate and inform. If you move
to different classrooms to teach, how can you ensure that there is still an opportunity to
display?

ACTIVITY 3
Read the quote on Resources Page 12.1 and discuss in the same groups:

In your classroom(s) is it possible to arrange furniture to allow you to access each

student and for students to either work individually or in groups and be able to access
resources as necessary?

For secondary school teachers, the ability for all to see the Plasma screen is important
but does that prevent group activities? Look at the layout of the room where you are
now studying as a group. Does it lend itself to the range of individual, small group and
whole group activities that you are involved in?

ACTIVITY 4
For this role-play activity you will need to sort yourselves into two equal sized groups
(hopefully each with a mix of male and female staff). You will prepare a case either for
or against a particular development and will take turns to present your group’s views
(which may not necessarily be your own) and answer questions posed by the opposition
group.

Consider how the room needs to be laid out to make this task effective.

Role-play descriptions are on Resources Page 12.2.

Each group needs to spend at least 10 minutes preparing its case and deciding how it
will present that case and the possible objections it will face that need to be addressed.
The groups will then spend a further 10 minutes or more in discussion facilitated by an
independent chair.

ACTIVITY 5
Preparation for session 13:
Can you think of examples in your own teaching where large role-play activities would
stimulate learning, particularly in a subject like Civics? Before the next session, plan
how you can attract and hold the interest of your students in one lesson using displays
and/or rearranging the classroom. Deliver the lesson and evaluate the impact of the
displays and/or classroom layout.

CPD Course 3 97 September 2005

END OF SESSION TWELVE

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 Any notes on activities taken during the session.

Individual group members should keep:

 A copy of the planned visual display or classroom layout

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION TWELVE CAN BE FOUND ON THE

FOLLOWING PAGES.

CPD Course 3 98 September 2005

 SESSION 12: RESOURCE PAGE 12.1

“Room layout is another important factor in classroom management. How are your
classrooms laid out? Is there any flexibility that would allow you to change the
layout or is the furniture too large and the space too small?
The lack of space is often most apparent when people are moving around the
classroom. The sad fact is that there are still some classrooms that are too small for
the number if pupils, but it is also a fact that some careful thought can begin to
alleviate some problems. Organising routes round the classroom is important.
Children need to be able to get from one part of the room to another. Resources
that are in regular or constant demand could be placed strategically round the room
rather than in one place. It is rarely the case that a teacher needs to be able to walk
around four sides of a desk, or group of tables. Space can be saved by grouping
furniture together and by careful positioning around the room.
Many teachers are increasingly involving pupils in planning the layout and design
of their room. This can be very effective and beneficial and will often provide some
startling insights into how pupils actually see things.”

Ref. Pollard. A. (editor) 1996 Readings for Reflective Teaching in the Primary School Cassell
London Reading 9.5 Clegg D. & Billington S. 1994

CPD Course 3 99 September 2005

 SESSION 12: RESOURCE PAGE 12.2

Group 1
You are proposing and supporting the damming of a large valley that is prone to
droughts in the dry season. The justification for the reservoir is that the water will be
used to irrigate lower lands and enable more crops to be grown as well as providing
clean drinking water for the settlements around this area. It will attract economy to
the area, with construction and maintenance activities.

Group 2
You represent many of the households currently living in the large valley that will be
affected by the dam and also those conservationists who are concerned that there
has not been enough research undertaken into the impact of the dam on the wildlife
and economy of the lower valley, which will have a reduction in river water in the wet
season.

CPD Course 3 100 September 2005

 SESSION THIRTEEN

“We face a world in which jobs may be scarce, in which the work of schools may
continue to be under public scrutiny and in which all societies contain groups between
which hostilities can develop. The existence of the fairest possible system of assessing
achievement must be a fundamental demand placed on education. Reliability, validity
and the thoroughgoing fairness of blind external assessment and high-quality indicators
are not optional extras but a foundation of fairness on which social justice and
communal peace can be built.”
(Taylor Fitz-Gibbon, C. (1996) Monitoring Education - Indicators, Quality and Effectiveness Continuum
London p116)

ASSESSMENT, MONITORING AND EVALUATION

In the second CPD programme there was a section on Continuous Assessment. This
session will review how and why learners can be assessed both formatively and
summatively. Monitoring and evaluation are essential to good classroom practice. You
will learn what works and what doesn’t work and identify where, when and how to
make changes to increase the effectiveness of the learning.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.
 Keep a copy of any work produced by the group, to provide an ongoing record
of the course work.

For session 13 you will need:

 The group ground rules
 Participants should bring their evaluations of a class activity which involved the
use of displays and/or rearranging the classroom.

CPD Course 3 101 September 2005

SESSION THIRTEEN
ASSESSMENT, MONITORING AND EVALUATION

OBJECTIVES: by the end of the session the participants will:

 Have identified ways of using continuous assessment to formatively and
summatively assess learners.
 Have considered the evaluation criteria relating to the quality of teachers.
 Have strategies for monitoring and evaluating their performance in the
classroom.

TIME: 2 hours (approx)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm Ground Rules and From session
up evaluations from previous 1
activity. session
2. How and why we assess. Discussion List of reasons for 13.1
in groups and whole group continuous assessment
3. Paired activity monitoring the impact
of CPD in schools. (Pyramid)
4. Monitoring and evaluating Steps chart 13.2
performance in schools.
5. Preparation for session 14.

ACTIVITY 1

Warm up activity
How did the activity following the last session go? Share your evaluations within
a group of four.

You should not take more than 10 minutes on this activity.

ACTIVITY 2
Remain in the group of four and discuss the ways that you assess learners, both
formatively and summatively, and list the reasons for the assessments. When your
group has created a list of reasons, compare it with the list on Resources Page 13.1.

Now share the ideas with the whole group to create a comprehensive list of reasons.

ACTIVITY 3
How would it be possible to monitor and evaluate the impact of CPD activities in your
classes and school? Individually, list the changes that you would expect to see e.g.
more regular school attendance and less drop-outs. Now share your ideas with a
partner. When you have finished, join with another pair to explore the ideas identified.

CPD Course 3 102 September 2005

ACTIVITY 4
This next exercise can be used to identify how far the agreed policies of the school are
actually carried out in classroom practice and will give staff an opportunity to evaluate
the effectiveness of current methods for monitoring classroom practice and enhance the
knowledge of the school’s performance.

You will find the instructions and the steps on Resource Page 13.2

ACTIVITY 5
Preparation for session 14:
Before the next session, identify further ideas for assessing the quality of your teaching
in school. Consider what additional evidence would be appropriate to evaluate your
performance.

END OF SESSION THIRTEEN

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 List of reasons for Continuous Assessment on Resources Page 13.1

Individual group members should keep:

 Their notes on monitoring and evaluation on Resource Page 13.2

At the end of the session the group should agree the date and time for the next
session.

RESOURCE PAGES FOR SESSION THIRTEEN CAN BE FOUND ON THE

FOLLOWING PAGES

CPD Course 3 103 September 2005

 SESSION 13: RESOURCE PAGE 13.1

Continuous assessment is both formative and summative assessment. Why use

continuous assessment? It supports the process of:

 guiding learners’ improvement, through initial assessment (finding out what

they can do when they start a new class or course) and diagnosis

 encouraging some to get down to serious learning; and others to realise their
potential

 adding variety to a student’s learning experience; being able to use a diverse

range of assessment methods such as presentations

 motivation - developing self-confidence; showing them they can succeed

 providing feedback to help students know what to learn; how else will they
know what to do to improve

 developing self-appraisal skills and learning strategies among students; so that

they learn to apply their knowledge, transfer their skills and develop their
abilities

 helping students to judge the effectiveness of their learning; encouraging

learners to be aware of their own learning through self-reflection and for
teachers

 setting standards, having clear learning objectives or goals and using criteria
for assessment as opposed to norm referencing

 evaluating whether the learning has been effective

 identifying potential and scope for improvement. .

CPD Course 3 104 September 2005

 SESSION 13: RESOURCE PAGE 13.2
Step 1
Consider the list of criteria and decide how far you agree with them. What would you
want to add to be satisfied that you have an acceptable set of criteria relating to the
quality of teaching?

Evaluation criteria
Teaching quality is to be judged by the extent to which:
 Teachers have clear objectives for their lessons;
 Students are aware of these objectives
 Teachers have a clear command of their subject;
 Lessons have a suitable content;
 Activities are well chosen to promote learning of that content;
 Activities are presented in ways that will engage, motivate and challenge all
students, enabling them to make progress at a suitable pace.

What additional criteria do you have?

Step 2
Discuss your responses with a colleague. Now compile a list of possible sources of
evidence of the school’s performance in these areas.

Sources of evidence
 Planning of work: forecast, lesson plans and individual notes;
 Lesson observation;
 Discussion with teachers and students;
 Samples of students work including homework;
 Marking, comments and follow-up;
 Teachers’ records of work done by students;
 Other staff input e.g. specialist staff;
 Individual education plans for students with special needs.

What additional source of evidence do you have?

Step 3
As a whole group, list those procedures that you currently use in the school to monitor
the quality of teaching.
Procedures that currently on use to monitor the quality of teaching
 What are the criteria used?
 What sources of ‘evidence’ are regularly used?
 Who gathers/interprets the ‘evidence’?
Individually, list three ways that you could improve your own use of evidence to
 What use is made of the findings?
assess the quality of your own teaching:
Step 4
1.

2.
CPD Course 3 105 September 2005
3.
Step 5

As a whole group, share your ideas for improving the evidence available to assess
the quality of teaching in the school. List any ideas you feel should be followed up by
yourself (or others) between now and the next session.

CPD Course 3 106 September 2005

 SESSION FOURTEEN

”rural development is defined as improving living standards of the mass of the low-
income population residing in rural areas and making the process of their development
self-sustaining.”
Ref Lele U. The Design of Rural Development Lessons from Africa 1975 World Bank p20

LIFELONG LEARNING

This session is concerned with sustaining learning activities so that both the students
and the teachers can become lifelong learners.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.

For session 14 you will need:

 The group ground rules.

CPD Course 3 107 September 2005

SESSION FOURTEEN
LIFELONG LEARNING

OBJECTIVES: by the end of the session the participants will:

 Have discussed ideas for sustaining development in local communities.
 Have identified ways of encouraging learners to be lifelong learners.
 Have considered their own continuous professional development.

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules; Warm up Ground rules From session
activity. 1

2. Paired work discussing sustainable

development in the locality
3. Brainstorm ways of encouraging
lifelong learning

4. Pyramid activity considering CPD Statements on Professional 14.1

priorities Learning

4. Preparation for session 15 14.2

ACTIVITY 1
Ground rules: Do you use the ground rules when you meet for other activities?

Warm up activity
Find a partner to work with for the first part of this brief warm-up activity. In turn each
one of the pair tells the other about at least one good thing that they think about the
course. Have just one minute each to talk.
Then share your thoughts with the rest of the group and make a composite list:
Good things about this course for us have been:




The group facilitator should keep a copy of this list to use in the group evaluation in
session 15.

CPD Course 3 108 September 2005

ACTIVITY 2
”rural development is defined as improving living standards of the mass of the low-
income population residing in rural areas and making the process of their development
self-sustaining.”
Ref Lele U. The Design of Rural Development Lessons from Africa 1975 World Bank

Think about the above statement. Although it was written 30 years ago, is it still
relevant today? What role does the school play in ‘making the process of their
development self-sustaining’?

In pairs list the factors that you consider to be relevant to this process.

ACTIVITY 3
Everyone should be encouraged to continue learning throughout their lives, particularly
in a world that is changing with communications and new technologies.

As a full group, brainstorm ways that schools can encourage all children to be lifelong
learners?

ACTIVITY 4
On Resources Page 14.1 there are nine statements about Professional Learning

Read and reflect on the nine statements and place them in order of importance from
those you regard as the highest priority to those you consider are the lowest priority
statements.

Now share your results with a partner. Explain your reasons for putting the statements
in that order.

Now find another pair and share results but this time you can substitute a statement of
your own when you have completed the discussion. Then share the results with the
rest of the group and ask these questions:

Is it possible to produce an overall set of statements about professional learning in

school? What do the higher priority statements reveal about the ways the staff
approach and understand professional learning?

From these statements, is it possible to develop a staff development policy?

As a whole group brainstorm the training and support needs of all teachers in your
school.

Now identify how these needs could be met and by who (internally within the school,
with other schools, by the Woreda or an external body such as the local Teacher
Training Institution).

CPD Course 3 109 September 2005

ACTIVITY 5
Reflection on course documentation and preparation for Session 15: The facilitator
and participants should bring all coursework and course documentation to session 15.
Checklists of the documentation that should be available are on resource pages 14.2
and 14.3.

This activity is one for individual reflection and group discussion. It is up to the group to
decide how much time is given to individual reflection and how much to group
discussion. The group should go through all the documentation and consider what has
been learned during the course, both collectively and as individuals.

Before session 15, which is the final session of the course, the facilitator and
participants should each write an individual review of the course of about 1,000 words in
length. This review should focus on what the individual felt were the stronger and
weaker parts of the course, how each one feels that he/she has developed during the
course and what he/she has learned. Individuals should consider what roles they played
in the group and how much they thought they contributed to the success of the group.
This review should be brought to session 15 to be included as the final piece of
coursework.

Before the next session each teacher should also consider their own personal training
needs and, if possible, identify the sources of support.

END OF SESSION FOURTEEN

On behalf of the group the facilitator should keep:

 An attendance record for the session.
 The list of positive comments about the course.
 The statements about professional development
 The complete set of course documentation
 Facilitator’s course review.

Individual group members should keep:

 The complete set of coursework.
 Individual course review.

Before session 15 the facilitator and group members should all write their
individual course reviews.

At the end of the session the group should agree the date and time for the last
session.

RESOURCE PAGES FOR SESSION FOURTEEN CAN BE FOUND ON THE

FOLLOWING PAGES

CPD Course 3 110 September 2005

 SESSION 14: RESOURCE PAGE 14.1

Below are nine statements about Professional learning to be ranked in order of

importance. Add new statements to the list and delete any that are not relevant.

 The most important learning opportunities available to teachers are in the

school.

 In Service CPD courses play a major role in school improvement.

 You really need an expert to tell you what to do.

 Teachers should always continue to learn about teaching and classroom

procedures.

 Professional learning should be determined by individual teachers working on

their own.

 The staff’s professional development needs to be carefully managed and

coordinated.

 Staff development days/events are valuable opportunities for professional

learning.

 Teacher appraisal offers many opportunities for professional learning.

 Professional learning is a collaborative activity.

Adapted from Ainscow M, Beresford J, Harris A, Hopkins D, Southworth G & West M 1994 Creating
the Conditions for School Improvement London (2000)

CPD Course 3 111 September 2005

 SESSION 14: RESOURCE PAGE 14.2
FACILITATOR’S CHECKLIST FOR GROUP DOCUMENTATION
On behalf of the group, the facilitator should have kept the following:
From session 1:
 Group ground rules.
From session 3:
 The chart on Resources Page 3.2 of the possible solutions to deal with the
issues relating to differences in the classroom
From session 4:
 Copies of the findings from each group from Activity 4.
From session 5:
 Copies of the groups’ findings from activity 5.
 A copy of the group course assessment (part 1)
 Facilitator’s report (end of part 1)
From session 6:
 A copy of the chart on Resources Page 6.2
From session 9:
 A copy of the brainstorm activity results.
From session 10:
 The group’s course assessment (part 2)
 Facilitator’s report (end of part 2)
From session 11:
 List of factors attracting and deterring visitors to the local area.
From session 12:
 Any notes on activities taken during the session.
From session 13:
 List of reasons for Continuous Assessment on Resources Page 13.1
From session 14:
 The list of positive comments about the course.
 The statements about professional development
 The complete set of course documentation
 Facilitator’s course review.
From session 15:
 Group course evaluation.
The facilitator should also have a complete set of attendance records.

CPD Course 3 112 September 2005

SESSION 14: RESOURCE PAGE 14.3

CHECKLIST FOR INDIVIDUAL DOCUMENTATION

Individual group members should have the following documentation in individual files:

From session 2:
 A copy of their VAK Learning Style Questionnaire
 The step by step observations of a student or group
From session 4:
 Their findings on the learning style of a student
 A copy of the completed table on Resources Page 4.1.
From session 5:
 A copy of the chart on Resources Page 5.2.
 Individual course report (end of part 1)
From session 6:
 Their 3 step approach to reaching a goal based on Resources Page 6.4
From session 7:
 Their 3 step plan and their Action Plan
From session 8:
 Their lists of goals (learning objectives) and assessment criteria for a set of
pupils in one of their classes.
From session 10:
 Table of solutions to problems on Resources Page 10.1
 Copies of all the activities from the last 5 sessions
 Individual course report (end of part 2)
From session 12:
 A copy of the planned visual display or classroom layout
From session 13:
 Their notes on monitoring and evaluation on Resource Page 13.2
From session 14:
 Individual course review.
 The complete set of coursework.

CPD Course 3 113 September 2005

 SESSION FIFTEEN

“We are all participants in choosing, developing and evaluating the school curriculum
for the process is far too important to be left to experts.”
Ref. Hawes H 1979 Curriculum and Reality in African Primary Schools Longman (1982) p6

COURSE EVALUATION / PREPARATION OF PRESENTATION

This is the final session of the course. After this session your group will make a final
presentation to your partner school. Therefore, after the usual warm-up activity, the
session will be taken up by completing a group course evaluation, planning ahead for
future CPD and preparing the group presentation.

CHECKLIST FOR THE SESSION FACILITATOR

 Look through the session notes and activities in advance.
 Estimate the time needed for each activity.
 Plan how you will facilitate each activity.
 Arrange for extra copies of resource pages to be available if necessary.
 Keep an attendance record of participants.

For session 15 you will need:

 The group ground rules.
 All previous course documentation.

CPD Course 3 114 September 2005

SESSION FIFTEEN
COURSE EVALUATION / PREPARATION OF PRESENTATION

OBJECTVIES: by the end of the session the participants will:

 Have completed a course evaluation
 Have reflected on their future CPD needs.
 Have prepared a presentation for the partner school

TIME: 2 hours (approx.)

OVERVIEW OF SESSION ACTIVITIES

ACTIVITIES RESOURCES KEY
1. Reminder of ground rules. Ground rules From
session 1
2. Course evaluation Course evaluation sheet 15.1

3. Moving on with CPD. Course documentation. Brought in

by group.
4. Preparation for presentation. Course documentation. Brought in
by group.

ACTIVITY 1
Ground rules: How much have these ground rules been internalised by group
members? Have they become part of your everyday working with colleagues by now?
Try to keep to their spirit of cooperation and participation after the end of the course!
Discuss the value of ground rules in other aspects of your work with your colleagues.

ACTIVITY 2
Course evaluation: You will find a course evaluation sheet on resource page 15.1.
Take a few minutes to think about this individually and then work together as a
group to fill it in.
Remember you made a list of positive comments about the course in session 14. Also
between sessions 14 and 15 you wrote your individual review of what the course has
meant to you. Use these activities as the basis for your group discussion to help you
complete the group course evaluation.

The group facilitator should keep the completed form as the final part of the course
documentation, together with the final record of attendance.

CPD Course 3 115 September 2005

ACTIVITY 3
Moving on with Continuous Professional Development (CPD): This is an individual
reflective activity. All group members have taken this course as a professional
development opportunity, and hopefully you have developed and reflected on your
knowledge, attitudes and skills during the course. Learning is a lifelong activity and at
the end of this course it is time to start thinking about your future learning needs.

This activity is for you to take a little time to think about your future CPD needs, so that
you are prepared to discuss future training opportunities with your school director when
this coursework is assessed and you are planning the next step in your CPD.

ACTIVITY 4
Preparation for presentation: The final activity in this session should be fun. Now you
have completed the course, your group should organise the third and last sharing
meeting with your partner school. You need to prepare a short presentation for this
meeting. How will you share your experience in an enjoyable way? Your presentation
can take any form that the group chooses. You should try to encapsulate your
experience of the course and your work together as a group. The most important thing
is to celebrate your success in completing the course and to share your achievement
with others. You can be as active as you like!

CONGRATULATIONS ON COMPLETING THE COURSE!

END OF SESSION FIFTEEN

On behalf of the group the facilitator should keep for the course assessment:
 The complete set off course documentation (as in checklist in resource page
14.2) together with the full set of attendance records.

Course members should keep for their individual assessments:

 Their completed coursework (as in checklist in resource page 14.3)

At the end of the session the group should make arrangements for the
celebratory, sharing meeting with their partner school.
ENJOY IT!

RESOURCE PAGE FOR SESSION FIFTEEN CAN BE FOUND ON THE FOLLOWING

PAGE

CPD Course 3 116 September 2005

 SESSION 15: RESOURCE PAGE 15.1

COURSE ASSESSMENT (part three, final)

Complete this form as a group, after some time for individual reflection.
Poor Fair Good Excellent COMMENT

1. How would you

describe the quality of
your group’s working
relationship during the
course overall?

2. How interesting was

the course content of
part three?

3. Were you able to

make this part of the
course relevant to
your own school
context?

4. Has there been a

development of
knowledge and
understanding of
classroom organisation
and management?

5. How would you

describe the quality of
the group’s learning
during the course
overall?

6. What is the group’s

overall rating of the
course?

CPD Course 3 117 September 2005

COURSE ASSESSMENT

After completion of the course the facilitator should give the complete set of group
documentation, including their course reviews, to the School Director for the first stage
of assessment.

Individual course members should keep their set of course documentation in a CPD file
for assessment at the time of their annual evaluation, or other time convenient to the
School Director and others involved.

Assessment will consider:

 Attendance
 Participation
 Achievement
 Follow-up observation

CPD Course 3 118 September 2005