MTM MANUAL Priloha Dotace Vyucovacimetody

A MODERN TEACHING METHODS MANUAL FOR PRIMARY AND SECONDARY SCHOOLS

PrePared by:People in Need, 2010

Officially SuPPOrted by: the Ministry of Education in Ethiopia

A MODERN TEACHING METHODS MANUAL

FOR PRIMARY AND SECONDARY SCHOOLS

People in Need (PiN) is an international NGO based in Czech Republic that provides relief aid and development assistance around the world.

People in Need Safarikova 635/24 120 00 Prague 2 Czech Republic Tel: +420 226 200 400 Fax.: +420 226 200 401 [email protected]

Published thanks to the support of the Ministry of foreign affairs of the czech republic and its development cooperation and Humanitarian aid Program. www.mzv.cz

This manual is officially supported by the Ministry of Education of Ethiopia to be used for promoting active learning in all educational facilities.

authors: Solomon Wondimu, Petra Skalicka, Hana Kostalova

co-authors: Damtew Wolde, Tiglu Nano, Tsegab Meles, Agazit Gebru, Petros Tibbo, Zemenu Tadesse, Margareth MacDonald

edited by: Solomon Wondimu, Zuzana Pernicova, Tereza Porybna

Proofreading by: Katrina Byrne Cuffey, Jennifer Thompson

design by: Mowshe

Published by: People in Need Addis Ababa, 2010

People in Need 2010

ACKNOWLEDGMENT

People in Need (PiN) would like to express its thanks and gratitude to all those involved in the process of the manual preparation. First and foremost the recognition belongs to the team of Ethiopian and Czech education experts Solomon Wondimu, Zemenu tadesse, tsegab Meles, damtew Wolde, tiglu Nano, agazit Gebru, Petros tibbo, Margareth Macdonald, Petra Skalicka and Hana Kostalova who have been for several years steadily contributing to the quality of PINs educational programs and the value of this training manual. Equally important were the comments of numerous other professors, teachers, students and education officials whose invaluable remarks have helped revise the manuals content and maximize its relevance for the Ethiopian context.

ABOUT PEOPLE IN NEED

Founded in 1992, People in Need (PiN) is a Czech non-governmental organization that provides relief aid and development assistance around the world. Apart from extensive work abroad, People in Need administers social integration, informative and educational programs in the Czech Republic. PIN is one of the largest organizations of its kind in post-communist Europe, and has administered projects in thirty-seven countries over the past fourteen years.

In 2003 People in Need started working in ethiopia. Since the beginning of its action, PIN has been focusing on projects in the areas of education, drinking water resources, agriculture, environmental protection and social programmes helping women and children. PIN implements projects in the Addis Ababa City Administration, Southern Nations, Nationalities and Peoples Region, and Somali region. Through local partners, PIN is also present in the Amhara and Oromiya region.

In the education sector, PIN focuses on improving both access to and quality of education. The Czech public participates in the fundraising campaign Lets build a school in Africa, which has so far enabled construction of 12 primary schools. Additionally, PIN supports cluster schools, develops teaching aids and conducts various teacher training programs promoting modern teaching methods. Over 3000 teachers, students, principals, education officials and lecturers have participated in these trainings.

Education has been PINs priority since the very beginning of its mission to Ethiopia, and will continue to be so, as the organization believes that an educated population is one of the most crucial assets to any countrys development.

CONTENTS:

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

WeeK 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9day by day Program Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Handouts:Pebbles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Mingle Mingle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Objectives, principles and rules of the training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Requirements for certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31MARKET of pedagogical ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Venn Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Comparative Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Names attributes features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Professional features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Brainstorming rules for the procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Brainstorming analyses of the method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Making rules and procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Clustering mind mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Model lesson work with an educational text.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Is Climate Change natural? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44I.N.S.E.R.T. (Interactive Noting System for Effective Reading and Thinking) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Table of I.N.S.E.R.T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Framework for thinking and learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Socio-pedagogical constructivism .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50Model lesson on reading Special Praise by Jaroslav Culek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53ReQuest Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Portfolio Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Criteria and principles of portfolio assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Active Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

WeeK 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61day by day Program Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Handouts:Three-Step Interview .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Trunks and Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74The Hippopotamus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Jigsaw .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77Jigsaw puzzle The Hippopotamus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Providing students with Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Mind Map Examples Examples of Descriptive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Running with a Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Free Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Community circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88The Four Wives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Our Collective Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Brief Lesson Plans Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Peer Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Appreciation and Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

WeeK 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97day by day Program Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Handouts:Rotating Review .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Cinquain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Cubing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Model lesson Christopher Columbus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Cooperative puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Self-reflection sheet GROUP WORK .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Thank You, Maam by Langston Hughes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Literature Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127An enhanced lecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Open and Closed Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Self-assessment (self-reflection) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Rotating Questions Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

WeeK 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141day by day Program Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Handouts:Pens in the Middle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Know/Want to Know/Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152Discussion Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1535 1 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Lines of Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155Bingo (Game) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156BIO FUELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Final Evaluation of the Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

INTRODUCTION

Access to and quality of education have been a long-term priority of the Ethiopian government and great improvement has been achieved in this regard. As for quality of education, the current education and training policy gives due attention to pre-service and in-service teacher trainings offered at all levels of the education system. The focus on quality of education is further proved by the introduction of General Education Quality Improvement Program (GEQIP) by the Ethiopian government. Emphasis is given on active learning strategies in the teaching and learning process and various attempts have been made by the government, NGOs and other stakeholders to familiarize teachers with theories and practice of learner centerd methods and integrated approaches, which have in various socio-cultural contexts proven to enhance the learners ability to learn.

In line with these efforts, People in Need prepared this publication, which is based on years of preparing and conducting in-service trainings. It offers a complex overview of active learning and other related strategies and demonstrates in an understandable way how teachers can use these methods in class.

Objectives of the ManualThe general objective of this manual is thus to bring a change in the quality of teaching in primary and secondary schools and improve students learning. Specifically, the manual aims to familiarize teachers with theoretical and practical understanding of the learner centerd methods and encourage their implementation. The different methods presented are thus carefully selected according to their practicality and applicability in the context of Ethiopian schools.

Modern teaching Methods Manual Authors of this manual define modern teaching methods (MTM) as a variety of learner-centerd approaches that promote literacy and development of life skills such as communication skills, lifelong learning skills and critical thinking skills. The content of the manual also considers the culture and indigenous knowledge of the Ethiopian society.

The specific methods included in the manual are: Active learning methods (such as brainstorming, clustering, rotating review, etc.) Techniques of assessment and evaluation (such as peer assessment, self-assessment, etc.) Portfolio development Lesson planning Various games and refreshers

The manual contains numerous hand-outs which further explain the theoretical basis of the methodology and explain each method and activity in detail.

theoretical bases of the ManualThe overall approach of this manual is based on the socio-pedagogical constructivist theory of learning, which assumes that all learners are unique and the most effective way to build their knowledge is through connecting the old with the new in a meaningful way. If this occurs, learners are more likely to understand the content and also to use acquired knowledge in their everyday life. Socio-pedagogical constructivism also argues that information is remembered better if it is gained through an active learning process that encourages learners to build their own knowledge structures. One of the practical tools produced by this theory is the err framework of thinking and learning1 (ERR stands for Evocation, Realization of Meaning and Reflection). This framework helps teachers convey knowledge in a very effective way and is often referred to in the manual, where it serves as the foundation for organizing the methods and delivering the content.

1 Steele, J. L., Meredith K. S., Temple, Ch. A framework for critical thinking across the curriculum. 1998.

The ERR framework of thinking and learning devides the learning process in three phases:

1. evocationProcess during which learners are motivated to retrieve prior knowledge on the given topic

2. realization of MeaningProcess during which new information presented in an active way and students learn this new information in relation to what they already know

3. reflectionProcess summarizing the new content by the learners

A thorough theoretical presentation of the framework is presented at the beginning of the manual, and later its practical use during lesson planning is introduced. Authors of this manual believe based on their experience and feedback from teachers that the ERR framework is a truly efficient tool and that students in primary and secondary schools will benefit from its implementation.

the MtM trainingThe MTM manual was originally developed for trainings of primary and secondary schools teachers organized by People in Need. The training is designed for 4 weeks, with pauses between the individual weeks, during which trainees return back to school and implement what they have learnt.

The participants get direct firsthand experience of all the methods as they try them out in the role of actual students. The training also facilitates personal development of the trainees, for instance, in some activities the trainees become skilled at cooperativeness, partnership, communication, etc. As part of the training, the participants are asked to develop a lesson plan in line with the err framework and by using active learning methods. They also try to implement these lesson plans in their schools during the pauses between training weeks; and during the next training session share their experiences with the whole class and the trainer. Trainees are visited by trainers in their respective schools throughout the training and are provided with supportive feedback on their implementation of active learning methods. The trainees are also familiarized with the concept of portfolio development and assessment and in addition to that, each trainee develops a personal portfolio capturing their development during the training. The trainer is in constant dialogue with the participants and together they seek the best ways by to practically apply Modern Teaching Methods in the context of Ethiopian schools.

How to use the MtM ManualAs explained previously the MTM manual was originally designed for a four-weeks of training with breaks in between the weeks, during which trainees implement in schools.

However the material is flexible and can be used according to the specific needs of the user. For example, the user can consider the weeks as chapters and organize a longer/shorter training by spreading/condensing the program of each chapter. Or the users can select only some methods they want to address (eg. portfolio development, brainstorming or Venn diagrams). Furthermore, even though the manual is prepared primarily for training sessions, it can also be used by individuals who want to learn some new methods or refresh their previous knowledge. The manual can teach both groups with trainers and individuals how to use modern teaching methods, prepare active lesson plans, promote continuous assessment and much more.

On a more technical note, the program for each week includes specific contents for each day. The program for each day has three vertical columns. The first one is time allocation for each activity. However, the given time is an estimate and does not mean the trainer must always follow it. Allocated time should reflect the specific needs of the trainees. The second column briefly describes activities/methods and how they should be conducted. Detailed information for each activity or method is included in the handouts for each week. The third column is Remark. It includes possible materials to be used, suggestions on organizing the class and the activities.

It is not necessary to complete the entire program on the given day because the lesson should be adjusted according to the groups interests or capabilities. In addition, it is not necessary to follow exactly what is described in the program. The trainer has the possibility of changing some aspects of the program

1.such as topics for reading, organizing the class (group organization) and questions etc. The reading topics were selected based on their accessibility for most readers. But they can be replaced by other texts, for example a local story or an article about current issues from the newspaper. The user-trainer can also freely include cross-cutting issues (such as gender equality, HIV/AIDS etc) while practicing the methods, rather than just following those suggested by the manual. Regarding games and refreshers, the trainer should choose the appropriate time for a game. Again it is possible to use games from the list or prepare new games and songs. It all depends on the requirements and creativity of the person using the manual. However, these changes should not deviate from the main idea of the program.

Feedback is part of everydays program, but it is not compulsory to get feedback from participants each day. Feedback can be collected from trainees depending on the available time. The trainer should take feedback seriously, discuss it with the group and make adjustments to the training when relevant.

final commentsPeople in Need (PIN) and the authors of this manual hope that teachers, trainers, students and all other users will find it helpful. Serious efforts are being made to continuously improve the manual and increase its adaptability to the local education environment. One of these efforts was the translation of the manual into Amharic. The Amharic version is currently successfully used during in-service trainings conducted by PIN. The Modern Teaching Methods Manual presented to you is a general one, applicable to a wide range of subjects, be it humanities, natural science or aesthetics. PIN is also publishing subject specific manuals, which show in a clear and practical way how active learning methods can be applied to specific subjects, for example biology or Amharic.

In case you wish to provide us with feedback or are interested in some of our publications or trainings, please feel free to contact us at the address below.

People in NeedP. O. Box 27565/1000Addis Ababa

[email protected]

week

1.

week

1. 1.day

TIME ALLOCATION ACTIVITIES REMARKS

9.00 Good morning, teachers!

25 little PebblesInstructions and completing the activityPossible changes:

participants can work in two groups (half and half) participants can put back only one of their pebbles in the center of the circle and say only one piece of information; during the second round they give back a second pebble, if they have any; during the third round they put back the third pebble and so on, until the last member puts back their last pebble.

See HaNdOut

Prepare the pebbles beforehand.

40 reflection of the activity little PebblesThink back about the completed activity. did you feel comfortable during the activity? Why yes, why no? When yes, when no? How did you like it overall? What did you like about it and what did you dislike? Do you think that your students could feel similarly if you conducted this activity? Would they feel relaxed? Would they feel uncomfortable? Why?implementation of ideasFor what purposes would you use this activity in your class? How can you use this activity in your subject areas? Give examples.

Participants sitting in a circle.

Select several questions from the list, or you can add your own according to the needs of the group.

Let them discuss each question first in pairs and only afterward should they share their answers with the rest of the group.

Participants work in groups and present their ideas to the whole group.Use some way of grouping e.g. stones of four/five colors...

20 break

20 Name rehearsal Participants (including the trainer) put on name tags and sit or stand in a circle. Then someone starts by saying his/her own name and the person sitting next to them repeats the name of the first person and adds his/her own. The activity continues until the last person repeats all the names in the circle. Then the activity continues in the reverse direction to balance out the challenge of memorizing the names of all participants. All this can be done while the name tags are on. For the third round the participants take off the name tags and the participants are expected to say the names by memory.

In case a participant forgets the name of another participant, the first letter of the name is said so that he/she can guess the name.

15 reflection of the activity Name rehearsalWhat is the importance of this game?How can you use the activity in your teaching practice?

Stress for the trainees that the game can:

Help students get to know each other better, particularly at the beginning of the school year Be used for teaching some concepts which require remembering simple facts

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25 Mingle MingleThe participants, working individually, have 5 minutes to think over and write down their expectations and fears regarding attending this training.

Then participants walk around the room until the trainer gives the signal to stop. Turning to someone nearby, they ask each other about their expectations and fears. It is not necessary to write down the answers using a paper and a pen. The trainer gives another signal so they can speak with somebody else, and so on. Afterwards the participants make groups and write down their expectations and fears (or the trainer collects them) on flipchart paper.

See HaNdOut

It is important to display the fears and expectations on the wall and keep them there until the end of the training. We will come back to them at the end of the training and some issues might be raised throughout the training.

10 Trainer comments on participants personal expectations and fears.

20 a) Objectives for the training. The participants read the objectives handout (1st paragraph) and mark the expectations which corresponds with their objectives.Group discussion about the objectives: Do you understand them? Are they acceptable for you? Are they important for you? What does self-reflective professional mean?

b) Principles of the training small group discussion. Ask them to read the 2nd paragraph silently and then discuss in groups whether the paragraph is clear. Each member of the group must understand the principles. They can write any questions about the principles.

Whole group discussion: each group comes up with its question. First, give the participants a chance to answer. If necessary, add your answer. The principles can stay hanging on the wall until the end of the program to let participants check whether the training was in line with the principles.

c) rules of the trainingRules of the training are introduced and clarified by the trainer. Check whether they are well understood by all trainees.

See HaNdOut

Reading and discussion in groups, possibly asking questions.

Emphasize and explain that the goal is especially to become self-reflective professionals.

The principles of the training are written on flipchart paper and hung on the wall during the training:

Participants receive first hand experience as students.Pedagogical reflection upon each activity follows.Content and pace are adjusted to participants needs and possibilities.Planning for implementation is an integral part of the training.Questions are encouraged.

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50 Market of pedagogical ideasParticipants think individually about a method 1. they like to use with their students then they write the description into the handout.

Participants meet in groups of three.2.

They share their ideas dont let them simply read their 3. handout, but instead encourage them to speak freely.

They take turns sharing: first person A speaks while 4. persons B and C listen, then they rotate until everyone has spoken and listened to their partners methods.

After each method is introduced, participants 5. should discuss it briefly.

Finally, each group selects a representative who shares his/her 6. method with the whole group (the group should sit in a circle).

reflection of the activity Market of pedagogical ideasWhy did you say the method you used was an active learning one?

What is your criterion to say so?What is an active learning method?The trainer then asks trainees to go through the active learning handout and to see whether what they defined is similar with the handout and further ask them whether the ideas about active learning are clear. They can also be invited to ask any question they have.Then the trainer explains the purpose of the activity and tells participants that there are different active learning methods they are going to be exposed to throughout this training.

See HaNdOut

The method the participants select may not necessarily be from this training.Participants can present using the format they used for describing the method.

You can write down the methods used in a table on flipchart paper or the blackboard.

See HaNdOut ON active learNiNG

Immediately after answering the questions, the trainer distributes the handout with the definition of active learning.

12.00 lunch break

14.00 Ice breaker

10

40 Practicevenn diagram Explanation of the method with a selected example.

Participants work in pairs. They select two or more items (or items could be assigned) and compare them. Encourage participants to ask questions about the items, which are in their mind (interesting, curious, additional. questions)

See HaNdOut

First ask participants (especially mathematics teachers) if they know the method. If yes, ask them to explain the method.

Assigned items to compare can be e.g. Keninisa Bekele and Teddy Afro or anything else.

15 break

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30 Practicecomparative tableExplanation of the method with an example.

Ask participants to do their own comparative tables on a chosen subject. It is good to let the trainees practice both types of comparative tables: with and without the extension of a Venn diagram. Also stress that the two are similar while having a slight difference. They should identify distinctive features of two items, compare the items and write down characteristics of both in the prepared table. Afterward volunteers will present their comparative table.

The trainer can let the trainees practice the activity directly on the handout by simply writing the topics or titles to be compared on top of the columns on the handout. Finally remind the trainees that there are two types of comparative tables: with and without the extension of the Venn diagram. For this refer to the handout.

See HaNdOut

You can use the same example as for Venn diagram.

30 reflection of the activities venn diagram and comparative tableThink about each activity:What was difficult/easy in this activity for you?What skills can be developed in students?How can you use such an activity in your teaching practice?How can you introduce the activities to your students for the first time?

The trainer may use his/her own way of collecting the reflection work from trainees.

15 feedback 1. What was important for you today?

2. What can you use in your everyday practice?

3. What question(s) do you have?4. Any comments.17.00

week

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9.00 Program for today. Suggestions of participants.

5

30 Names attributes features a) first name attribute (same letter)b) fathers name attribute (same letter)c) 3 attributes of a teacher (any letter)Participants make large name cards: under the names they write the related attribute. Hang the cards on the wall as a gallery.

Possible extension of the activity (before cards are hung on the wall):After the participants write down the qualities of a teacher they add a small picture that will somehow represent their own personality. After that the trainer asks them to walk around the room to meet in pairs. The first member guesses the meaning of the picture on their partners picture. Then the author explains the picture. Then the roles reverse and the activity is repeated.

See HaNdOutSee alSO HaNdOut:

liSt Of PrOfeSSiONal featureS

Beforehand they fold the piece of paper in four parts and into the each part they write/draw one of the tasks.

The participants can select attributes of a teacher from the handout with list of professional features.

30 reflection of the activity Names attributes featuresWrite down the steps of the activity.How did you feel during the activity? (Which parts of the activity did you like and dislike?)How you can use this activity with your students (in your subject)?

Participants discuss the questions in groups, write down answers on a piece of paper and then share the answers with the whole group.The trainer discusses with them different ideas regarding the possible use of the activity in different subject areas. Ways the steps can be changed also need to be considered.

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30 Practicebrainstorming explanation of the methodFirst, ask the participants if they know the method and use it with their students. If somebody does, ask him/her to explain the method to the rest of the group.

rules of brainstormingExplain the rules of the brainstorming procedure.

See HaNdOut

Always apply this procedure when you are going to explain a new method or strategy.

It is good to display the procedures of brainstorming on the wall for explanation:Brainstorming= free flow of ideas about unknown topic or question speculations & questions = core of brainstorming1. select a topic2. formulate good brainstorming question 3. assign a time portion 4. * every idea is valuable * dont refuse any idea * dont worry about mistakes

It is also important to follow the procedures yourself when demonstrating the activity. Remember to write questions (in a different color).

Emphasize the importance of choosing a good question for brainstorming (unknown topic, connection with students personal experience)

20 break

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60 brainstorming practice1. Selection of a topic for brainstormingThe trainer should tell the participants to suggest a topic which they think will be new to them. Then the trainer will come up with a good brainstorming question demonstrating the procedures of preparing brainstorming questions. For example if dinosaurs is suggested as a topic then the brainstorming can be about the importance of dinosaurs. E.g. how would dinosaurs affect our life today? Another option: The trainer prepares 3 (or more) good brainstorming questions for different topics in advance and allows the trainees to choose which topic they want to use: each participant has three votes (= three marks) and can put them next to the suggested topics (they may use all to support only one topic or divide the votes among up to three topics).

2. brainstorming procedureLet the participants brainstorm

individually (approximately 8 min) in pairs (approximately 10 min) in small groups (approximately 10 min)

Afterward let them present and display their ideas on the wall.

The questions prepared by the trainer should be from different subject areas to demonstrate the applicability of the method for any subject.

The trainees need to pass through all the three stages of brainstorming as it has the implication in the teaching and learning process.

Model pair brainstorming in the center of the room (fishbowl): Add some ideas or questions from your partner to your list (but only ideas with which you agree or accept) and offer your ideas or questions to your partner.

The group brainstorming should preferably be done using a flipchart.

12.00 lunch break

14.00 Game

15

20 Writing a good brainstorming questionWrite one question for brainstorming for topics in your subject area which you can use with your students. In doing so, the trainee should also indicate what would be new that they are going to teach about the new topic which they want their students to brainstorm about.

After this, the trainees read their brainstorming questions to the whole class. Then there is a discussion on the presented brainstorming questions addressing the following:

Are the questions in line with the procedures of writing brainstorming questions?Possible ways of improving the questions.

Emphasize the principles for writing good brainstorming questions:*unknown topic* connection with students

personal experiences* revision question is not

a brainstorming question* the topic itself shouldnt be used

as a brainstorming question

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1. 2.day


60 reflection on the brainstorming activityThe participants discuss and answer the assignment in small groups:

1. List the steps of the brainstorming activity.2. How can you use this method in your subject area? Give examples.3. What are the advantages of individual, pair and

group brainstorming, respectively for facilitating the learning process for students and the teacher?

In case the trainees do not offer important implications of the activity the trainer should ask additional questions: What is the advantage of knowing students background knowledge for the teacher and for the students themselves? Why is it important to accept all ideas both wrong and right?4. What can be challenges for you and for your students

while using brainstorming in your class? 5. Do you personally believe accepting all ideas of your

students is important? If yes, why? If no, why?6. Do you believe that what students already know is a base

for what they will learn next? How or how not?

Afterward trainees will share their ideas with whole group.

Let them write down answers on a big sheet of paper (at least A4 or a flipchart sheet)

Advantages of brainstormingIndividual brainstorming

initiates individual thinking of each studentmakes thinking of students free everybody can participate without fear and obstacles of thinkingprovokes deep ideas in studentsevokes students own experiences and therefore connects the topic with students mindshelps the students realize what they already know about the topic and what questions they have about it helps students develop cognitive structures of their ownmotivates students they want to find out which of their ideas were correct and what the answers to their questions are.

Pair brainstormingbrings opportunity to socio-cognitive conflict = comparing ideashelps shy students overcome their shynesshelps the students develop better cognitive structuresdevelops communication skills, respect for ideas of othersgives information to a teacher about students current knowledge the teacher can change the lesson plan immediately.

20 break

week

1. 2.day


75 Ground rules for our groupStart the activity by asking the participants questions related to classroom (or school) rules such as importance of rules, how rules developed in their classes, who is responsible for preparing rules in their school, how they usually follow the classroom rules classes with large numbers of students, etc. Procedure:1. Make groups.2. Each group proposes and writes ground rules for the whole class

(would be followed by everybody). Alternative: to be done in a whole group circle.

3. In the whole group negotiate and prepare a final list of common rules (everybody accepts), discuss them with the trainers.

4. Write them on a piece of flipchart paper and display on a wall in the classroom.

5. What shall we do (as a group) if some of the rules are broken by the trainees? What measures shall be taken?

reflection on the Ground rules: 1. Is it possible to apply ground rules in your

class? If yes how? If no why? 2. What would be the importance of ground rules in your class?3. What are the challenges in application

of ground rules in your class?4. What would you do to monitor whether the rules developed

in this way are respected. What if some rules are broken?

See HaNdOut

After everybody, including the trainer, signs under the ground rules, it is good to display them on the wall, in a place easily visible to everyone.

The ground rules should remain displayed on the wall for the duration of the training.

It is good to keep each groups ground rules for further use.

10 feedback

17.00

week

1. 3.day



5

15 Game

60 PracticeMind map (clustering)

1. explanation of the method with an example. The trainer explains the procedure for using mind mapping and then demonstrates with an example topic.

2. Selection of a topic for the mind mapParticipants form groups based on their subject areas (social science, natural science, self-contained). They select a topic as a the group or individually.

3. Mind map procedureThe participants do the mind map individually using the topic selected by the group or by themselves. Encourage them to include some questions on the points which they are unsure of or which they want to know more about.

Participants discuss in the subject area groups each others mind map and select one for the whole class presentation.

reflection on the mind map1. How can you introduce mind mapping to your students for the first

time? Describe the steps of using mind mapping in your class.2. What do you think would be the challenges you

may face in using this method in your class?3. What is the advantage of the method for students learning?4. In the teaching learning process, in which part of

the lesson can you employ such a method? Why?

See HaNdOut

First, ask the participants if somebody can explain the method themself

It is important to see the application of the method in different subject areas

The steps of the mind map procedure should be displayed.

20 break

80 Model lesson: is climate change natural?Evocation (E): brainstorming individual brainstorming, pair brainstorming, group brainstormingbrainstorming questions When is climate changing? How do you know that the climate in your surrounding has changed? What do you think cause changes in the climate? What reasons do the local people in your area attribute such changes in the climate to? What measures can be taken to reverse climate change?

Realization of Meaning (RM): i.N.S.e.r.t. Get trainees to read the text on climate change and put a tick for known information, + for new information, ? for any confusion or doubts and for contradictory information.

After the participants finish inserting marks on the text, the trainees discuss in pairs the different marks they inserted.

See HaNdOut

The group brainstorming results can simply be displayed or can be presented to the whole group and briefly discussed.

See HaNdOut

The trainer should display a flipchart with the signs for trainees to refer to while reading/processing the text. The frequency of signs they put is entirely up to each individual participant.

12.00 lunch break

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1. 3.day


14.00 Game or song

20

30 Model lesson continuesReflection (R): table of i.N.S.e.r.t. The trainees each make a chart with the markings they used to categorize information. They write down 3 specific pieces of information that were already known (), 3 specific pieces of new information (+) and at least one question (?).Before having them make their table of I.N.S.E.R.T., explain and give examples of what is/is not information.

Sharing ideas with the whole class, volunteers read the information they have for each column. Special attention should be given to the questions raised by the participants in the third column. The trainer needs to apply different strategies of answering the questions to act as a model as a constructivist teacher.

See HaNdOut

reflection on the model lesson 1. Write the steps of the model lesson.2. What you knew prior to this exercise is a base for what

you will have learned. Do you see this? How?3. Did the method I.N.S.E.R.T. lead you to be active and learn

the topic individually and with the help of others? How?4. Is I.N.S.E.R.T. applicable in your subject areas? How?5. Do you think all the signs used in the method I.N.S.E.R.T. can be

applied at all levels regardless of the grade level of students?6. What is the importance of the table of

I.N.S.E.R.T. for students learning?

Description of steps that be written on the flipchart paper at the end of the summary: 1. Brainstorming (What do you know or think you know about Axum?)

individually in pairs in groups

2. Whole group discussion about known information and questions common list (agree, ???)3. Reading individually + using INSERT marks (, +, ?, )4. In pairs: comparing marked information)5. Whole class comparing information marked by individual students 3 examples (, +, ?)6. INSERT chart individually(7. Comparison of INSERT charts if you did it)

How did you feel during particular steps? in groups on color paper (they get two sheets of color paper: on one they write their positive feelings, and on the other, their negative feelings)

The idea that the trainees have a chance to select what to learn and what not to learn in the model lesson which has to be emphasized by the trainer in relation to question number 3.

20 break

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95 introduction to the framework of thinking and learning

retrieving Prior experienceThe trainer starts the introduction by first retrieving the teachers experience in planning and designing lessons by asking the following questions:

Can you describe briefly the processes you and your students go through in learning a given concept? Explain the lesson from beginning to the end. How do you incorporate all this in your lesson plan? What criteria do you take into account in deciding what to include in your lesson plan as well as in your actual teaching?

The trainer lastly asks teachers what the current trend of planning looks like in the schools, particularly what is included in the lesson plans. This can be done individually and afterward some participants can present their ideas. The trainer records the ideas on a flipchart. err framework of thinking and learningThe trainer starts the introduction first by clarifying for the participants the general theoretical framework on which the ERR framework is based. This is followed by the description of each of the phases. All of the following can be displayed on a flipchart and can remain displayed until the end of the training as a reference for participants.

Based in social constructivism Learning is an active process Each student is unique Background knowledge of students is a base for students learningLearning is both social and individual The framework has three phases: Evocation Realization of meaning Reflection

1. evocationPrior knowledge is retrieved students become aware of what they know about the topic and teachers now know the level of their students and how to present the new lessonPurpose for learning is set by each student to motivate, to activate

2. realization of MeaningNew information presented in an active way Students come to learn new information in relation to what they already know connection of the new concept with already existing oneStudents learn according to their prior knowledge and abilities, which causes individual differences in learningStudents construct meaning individually and in groups (cooperative learning) e.g. students learn the new content with the help of others teachers, peers, etc.

See HaNdOut

At this point, if they mention the four phases of planning, the trainer can let the participants justify why they employ the activities in each phase. The trainer at this point can lead them to discuss whether the criteria for using the activities is based on the content or the teaching material or on considering how learning should take place in the students minds.

After the explanation of the framework the trainees try to match the steps of the model lesson with the 3 phases of the framework (with your help).

They are two purposes for learning: 1/ teacher-driven or text-driven2/ self-driven, set by student

Considering the current trends and practices of our education policy.

For question number 3 a large table can be prepared using a flipchart where the participants categorizations of the methods in the ERR framework can be recorded.

week

1. 3.day

TIME ALLOCATION ACTIVITIES REMARKS3. reflectionStudents involved in activities that:

Summarize the new content on their own using their own wordsApply what they have learnt to some realistic and contextual problems

reflection on the err frameworkCategorize all the steps and specific methods that you have seen throughout the model lesson above into one of the phases of the ERR framework and explain why each method belongs to that particular phase?

1. Do you think it is possible to incorporate the ERR framework for planning your lesson and for actual teaching? If yes how? If no, indicate the challenges?

2. If your answer for the above question is no what do you think should be done to enable implementation of the framework for teaching?

3. Categorize all the methods you have practiced so far in to the phases of the ERR framework.

15 feedback

17.00

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5

15 Game

30 reading lesson: Special Praise1. Pre-reading activity: Think about the days when you were young children and school students. Do you remember how your journey to school was in those days? Was your school situated far away? Was the journey complicated? Why? Did you travel with your schoolmates? Did you play games or investigate something during the journey? Do you remember a story that you experienced on your way to or from school?

The participants are given a sheet of A4 paper on which they draw a picture representing their childhood school journey experiences.Another option: The participants write their memories on the paper.Reading in pairs. Two or three examples for the whole group.

See HaNdOut

The questions can be asked in written form, step by step.

It is recommended to lead participants to write as well as draw their experiences regarding school trips.

30 Gallery of picturesThe pictures are displayed (on chairs or desks).Then some of the trainees show their picture and others guess the story behind them. Then the person explains his/her own picture.

20 break

80 2. reading first four paragraphs.Discussion about the environment described in the text. Ask participants to concentrate on how they imagine the place: the weather, their possible feelings and sensual perception they could experience.

What could you see? Describe the countryside what does it look like? What colors do you see? What could you hear? What sounds, voices? What could you smell? What could you feel on your hands, cheeks?

3. try to predict how the story will continue.Participants can discuss in groups their predictions, and share these with the other groups.

4. in groups provide the participants with the last six paragraphs, but cut up. The task for the participants is to arrange them in a logical sequence. Let them glue the paragraphs on paper. Afterwards discuss with the whole group their suggestions of the sequence of the paragraphs. Let volunteers discuss why they chose the order while trainees may help justify the explanations as well.

Ask the questions step by step and collect answers from participants.

12.00 lunch break

14.00 Game or song

20

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1. 4.day


30 reflection on the reading lesson

Steps of the reading lessonParticipants write down the steps of a reading lesson. In groups, they try to categorize the steps of the reading lesson into ERR framework. Whole group discussion about the correct categorization.

critical thinking development Ask participants the following questions

What does it mean when we say think critically? What are the characteristics of critical thinkers? How can you develop critical thinking skills in your students?

After reflecting on these questions, the trainer presents the idea of critical thinking: the why and how. The trainees read the handout. This can be done by assigning a specific part of the paragraph to each group and then having them present. While each group presents ideas, the trainer summarizes and adds his own ideas about what is being mentioned. For this purpose the trainer can prepare short notes about ideas of critical thinking on a flipchart beforehand.

1. Pre-reading thinking about own journey drawing a picture (E)

2. Gallery sharing pictures (E)3. Reading part 1 (RM)4. Prediction (E)5. Putting paragraphs

in order (RM)6. Comparing conclusions (RM)7. The order of paragraphs

according to the text (R)

the concept assessment

The trainer starts asking the participants:What do you mean when you, as a teacher, say I am assessing my students?When do you say you are assessing your students?What do you assess? Who is assessing their work?How could you assess your students work? What are the techniques of gathering information for assessment?

This can be tentatively presented through the use of rotating review (the method would be changed as soon as alterative methods are found) in which each group works on one of the questions, but the first question is meant for the whole group.

Each group presents their work to the whole class.

Subsequently, the handout about assessment can be presented. The handout at this stage can be simply to give a general overview about concepts related to assessment.

See HaNdOut

The trainer presents the major ideas of the handout through a flipchart or on the blackboard. The ideas to be presented include: the what, how, when and the types of assessment, etc.

30 Portfolio development and assessmentThe trainer asks participants about previous experience with portfolios.

What do you know about portfolios? Do you have the experience of developing and assessing your own portfolio or leading your students to produce their own portfolios? In what context?What do you think are the benefits of a portfolio? What things would you include in your portfolio from this training? Why?Who do you think should decide what to include in a portfolio? What is the basis or criteria for selecting the work samples to be included in the portfolio?

The activity can be done first individually and then participants can discuss in groups and present their results to the whole class.

See HaNdOut

week

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20 break

30 adaptation of re Quest ProcedureHandout about Portfolio is distributed. ReQuest Procedure is explained. Participants read it in pairs. They silently read only a short part of the text (one paragraph). Then one of them summarizes the part without looking at the text. The partner then asks a question about the passage read. Both must be sure they understand the text correctly and completely. Then they change their roles.

See HaNdOut

The trainer can demonstrate the activity to the whole class with one volunteer participant as indicated in the RWCT handbook.

20 Whole group discussion about the textParticipants are asked to raise any questions they have which are left unanswered during the request procedure activity. Some of them can be asked to come in front and ask their questions to the participants and others can provide answers. Lastly participants can be asked:Do you have any questions about portfolios?

Check whether they have understood the text or not.

15 criteria for portfolio assessmentThe trainer presents the criteria of portfolio development and assessment which must be fulfilled by participants while preparing their own portfolio from MTM training.

The criteria include the following participants works:1. At least three lesson plans with feedback from the trainer,

peers and your self-assessment. It should include both the pre-implemented and the practiced lesson plan.

2. A self reflection on your involvement in group activities (process of learning)

3. At least three pieces of evidence that indicate you have clearly understood the ERR framework of thinking and learning and justify why you think so.

4. Set criteria for portfolio development and assessment for your students in your subject area.

Here the trainer can ask participants to ask whether they accept the criteria and ask them to add other criteria if they have any. This helps demonstrate the involvement of students in selecting what to include in the portfolios (or in setting the criteria of portfolio assessment).

The trainees should include the pre-implemented lesson plan, feedback received, improved lesson plan (the implemented one), and self-reflection.Emphasize here that when the trainees lead students to prepare their own portfolio, they need to identify the criteria and let their students know what is required of them.

Guideline for criteria development: subject area, grade level, objectives, criteria, way of assessment Criteria can be added or modified based on the trainees suggestions.

15 reflection of the method request Procedure1. As a reflection, the trainees can be asked the following questions:2. What feelings do you have about the activity?3. How can you adapt such an activity to your

teaching practice? Give an example.4. What skills could your students develop by

learning through this method?5. For which phase (E-RM-R) does the activity fit?What problems may you face in using the method? How could you minimize or avoid such challenges?

15 feedback

17.00

week

1. 5.day



5

20 Game or song

30 requirements for certification Give information about the requirements of the training:1. Attendance is obligatory, maximum absences allowed are

2 days (12 hours) during the whole period of the training2. Follow ground rules.3. Develop portfolio according to given criteria.4. Present/teach one period (on selected topic and

subject area) using active learning methods from any of the previous the training sessions.

Participants will read the requirements and then they can ask whatever question they have. This will be followed by explanation.

See HaNdOut

80 Planning an active learning method The trainees will be divided into teams according to subject areas. Each person will prepare their own plan.

Plan includes:topic(s) and grade method(s) that will be included How are you going to use the method?

instructions that will be given to students, classroom organization, materials to be used, assessing the activity

Why did you select this method?

Emphasize here that the participants do not plan a whole lesson but only one active method they are going to use during the upcoming weeks. Furthermore, it is also important to tell them to try to include one active method in their planning and to come with some experience next time.

Discuss with the trainees their plans, give them advice, suggestions

20 break

80 Presentation of lesson plan proposals After the presentations of the lesson plans, feedback is provided by participants as well as by the trainer.

The trainer instructs the trainees to write down the feedback they consider worthwhile for the improvement of the presented active learning method. This feedback should be incorporated before the actual implementation of the lesson plan at school.

The trainer records the feedback given for the presented active learning methods.

Trainees should understand that the lesson plan must be tried out in their school and at the next session they are expected to share their real experiences.

Encourage open flow of ideas among the participants after the presentation.

A trainer needs to have a separate file for recording the feedback on the lesson plans presented.

Emphasize that the planed lessons should be implemented in their schools before the next training session.

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20 categorization of methods The participants will categorize all methods from week 1 of the program using the ERR framework. The trainer prepares a table on a flipchart where each of the phases of the framework (E, R.M., R) can be indicated on the columns and the respective methods and strategies can be categorized underneath. This can be something to be done every Friday.

The flipchart can remain displayed.

15 feedback

13.00

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LITTLE PEBBLES

the game little Pebbles can serve to help students become more familiar with each other. it can be used with a new group of students as well as to extend mutual recognition of each other within an old group.

You need a lot of pebbles. Put the pebbles in a cup or bag. Each student takes as many pebbles as they want.

Tell your students that each pebble has something hidden about themselves a piece of information. According to the number of pebbles everybody has to say important information about themself. A person who has only one pebble says only one piece of information, while a person who has more pebbles says more information.

For example:Student Alemayehu takes three pebbles. He says:I have three brothers and one sister. I am the oldest one.I like reading in my free time, and I especially like adventure books.My favorite food is doro wot. It is a spicy chicken sauce cooked with butter, onion, chilli, garlic and other spices.

application:This activity can be used in the learning process too. You can assign each student to count as many exercises (or has to describe as many animals or has to locate as many towns or .....) to as many pebbles they have and so on. In addition, the activity can be used at the end of the lesson (after the new content has been learnt) to help students actively revise the new content. Since the activity can take up more time, it is practical to use it at the end of a major topic or a unit to devote the whole period for active revision. For example a teacher teaching about the digestive system in a given unit can make students draw little pebbles and tell some piece of information they have learnt during the unit. Even though it might be time consuming, there are still options to use the activity for a revision of a single lesson. In this case, instead of giving the pebbles to individuals, the pebbles can be given to groups and each group can offer as much information as possible according to the number of pebbles they received.

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MINGLE MINGLE

this activity can be used as an ice breaking activity that gives participants the opportunity to become more familiar with each other. it can be also used any time when you need the participants or students to discuss a topic or a question briefly but intensively.

In our training we use Mingle Mingle the first time to explore participants expectations and fears and also to let them get to know each other better. The participants work alone to think over their expectations and fears of attending this training for 5 minutes and write them down.

Then they slowly walk around the room silently. They think about their expectations for this training. When a bell rings or the trainer gives another signal, they stop walking and form a pair with the nearest person. They share for 3 minutes their expectations and fears. They are not allowed to write anything down on the paper or their hands. After the time is over they continue walking. They think about what they have heard. After another signal, they stop again and they form a new pair with a different person. They share their own expectations and fears and also those which they heard from others. After the bell rings again they continue walking and the process is repeated. It is up to the teacher how much time they devote to the brief discussions. We recommend 3 minutes as a minimum, 5 minutes as a maximum.

Afterward, participants sit down in a circle and they inform the rest of the group about the expectations and fears they heard during the activity from their partners. They should identify the source and then they should freely repeat the expectations of this person.

The trainer writes down each new expectation or fear. He makes marks on those expectations that appear repeatedly. in place of expectations, the participants can discuss any topic, idea or question.

Be sure you are watching the time properly. If you see that one person in a pair used the entire time of the group to talk about his/her expectations you should comment on this. Do so in a friendly way (you may ask if he realizes that the others will not have a chance to learn about his partners expectations).

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OBJECTIVES, PRINCIPLES AND RULES OF THE TRAINING

Objectives of the training

At the end of the training participants will be able to: 1. Integrate active learning methods into teaching and the learning process.

2. Identify the roles and activities suggested in the ERR framework of thinking and learning.

3. Apply performance-based continuous assessment and evaluation procedures.

4. Apply portfolio development and portfolio assessment to be practiced both in the training session and in the actual teaching and learning process.

5. Seek new impulses, ideas and inspiration for enhancing their teaching practices.

6. Become self-reflective professionals.

Principles of the training

1. Using effective methods of teaching-learning is the central focus of the training. This means that the training is based on each participants activities. Participants have firsthand experience with each method. Through this, participants get greater opportunities to understand and master the methods.

2. Regular and frequent reflection of what was going on is part of the training.

3. Needs and capabilities of participants are respected throughout the training. The content and pace are adjusted to suit the participants.

4. The real school situation is taken into consideration. The training incorporates different methods which can be applied in large classes with limited material resources.

5. Enough time is provided for participants to think about the integration of methods into their current practice. During the training participants plan and implement the plan in their respective schools. In this way the implementation is supported.

6. The training is based on a partner approach between the trainees and the trainer.

rules and regulations of the training

1. Any absence must be justified with a reason and the trainer must be informed in advance or as soon as possible

2. Active participation is mandatory.

3. If rules are kept and requirements fulfilled, the per diems for participants will be covered by the organizers.

references: Kolov, H. Training of Modern Teaching Methods. People in Need. 2005.

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REQUIREMENTS FOR CERTIFICATION

1. attendance is obligatory. A maximum total absence of 2 days is acceptable, i.e. 12 hours, during the whole training.

2. Following the Ground rules which are negotiated and accepted within the group.

3. A participant will develop his/her own Portfolio according to given criteria.

4. A participant will present/teach one period (on selected topic and subject area) using active learning methods in the last week of the training.

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MARKET OF PEDAGOGICAL IDEAS

Think about a method of active learning that you like to use with your students. Describe the method here.

Name (in case the method has any)..................................................................................

description of the method (For example answer these questions: How do you instruct your students when they are supposed to use the method? What exactly do you tell them? What do the students do during the method? What are the outcomes of the work? What can students learn working with this particular method? ETC. according to your needs)

After you have completed the description of the method find two other participants (whom you dont know very well). Make a group of three. Select person A, B, C. First, member A will describe his/her method. The two other members will listen carefully and will ask questions after the member finishes his/her speech. Then member B will continue and finally member C will finish.

After you have shared in your small group, choose one of the methods presented. This method will be presented to the whole group of participants.

Your name....................................................subject area...............................................

Documents

MTM MANUAL Priloha Dotace Vyucovacimetody