A MODERN TEACHING METHODS MANUAL FOR PRIMARY AND SECONDARY SCHOOLS

» 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

www.peopleinneed.cz
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 PIN’s 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 manual’s 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 People’s 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 Let’s 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 PIN’s 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 country’s development.

page

3


CONTENTS:
Introduction ......................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
■■ Week 1.................... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 9
Day by Day Program Week 1........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Handouts:
Pebbles. ................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Mingle Mingle............. .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Objectives, principles and rules of the training........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Requirements for certification......................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
MARKET of pedagogical ideas........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Venn Diagrams....................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Comparative Table...... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Names – attributes – features........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Professional features........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Brainstorming – rules for the procedure.. ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Brainstorming – analyses of the method. ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Making rules and procedures. ........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Clustering – mind mapping................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Model lesson – work with an educational text............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Is Climate Change “natural”?............................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
I.N.S.E.R.T. (Interactive Noting System for Effective Reading and Thinking). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Table of I.N.S.E.R.T... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Framework for thinking and learning............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Socio-pedagogical constructivism. ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Model lesson on reading – Special Praise by Jaroslav Culek.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Assessment.............................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
ReQuest Procedure..... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Portfolio Development........................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Criteria and principles of portfolio assessment............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Active Learning. ................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Critical Thinking.................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
■■ Week 2.................... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Day by Day Program Week 2........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Handouts:
Three-Step Interview. ......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Trunks and Roots. ...... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
The Hippopotamus............................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Jigsaw............................ ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Jigsaw puzzle – The Hippopotamus................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Providing students with Feedback. ................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Mind Map Examples – Examples of Descriptive Feedback.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Running with a Message..................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Free Writing. ............... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Community circle................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Four Wives. .................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Our Collective Tree..... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Brief Lesson Plans – Examples. ......................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Peer Assessment. ........ .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Appreciation and Question................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

page

4


■■ Week 3.. ............................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 97
Day by Day Program Week 3............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Handouts:
Rotating Review.. ..................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Cinquain..................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Cubing. ............. ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 116
Model lesson – Christopher Columbus................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 118
Cooperative puzzle................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 122
Self-reflection sheet – GROUP WORK.. ................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 123
“Thank You, Ma’am” by Langston Hughes. ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 124
Literature Circles.. ................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 127
An enhanced lecture.............................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 128
Observation..... ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Open and Closed Questions................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 131
Questions................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Self-assessment (self-reflection). ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Rotating Questions – Examples. .......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
■■ Week 4. ..... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 141
Day by Day Program Week 4. ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 142
Handouts:
Pens in the Middle................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Know/Want to Know/Learn.................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 152

Discussion Web. ....................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
5 – 1 – 4....................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 154
Lines of Future.. ....................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Bingo (Game).. ........................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 156
BIO FUELS....... .......................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 157
Final Evaluation of the Training........................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

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5


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 learner’s 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 Manual
The 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 learnercenterd 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 Manual
The 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. Sociopedagogical 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
learning 1 (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.
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6

The ERR framework of thinking and learning devides the learning process in three phases:
1. Evocation
Process during which learners are motivated to retrieve prior knowledge on the given topic
2. Realization of Meaning
Process during which new information presented in an active way and students
learn this new information in relation to what they already know
3. Reflection
Process 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 Training
The 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 Manual
As 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

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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 everyday’s 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 Comments
People 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 Need
P. O. Box 27565/1000
Addis Ababa

www.peopleinneed.cz

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1.
week


1. 1.
week

day

Time allocation

Activities

Remarks

9.00

Good morning, teachers!

25’

Little Pebbles
Instructions and completing the activity
Possible 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

Reflection of the activity “Little Pebbles”
Think 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 ideas
For 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.

40’

Prepare the pebbles beforehand.

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 rehearsal”
What 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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1. 1.
week

Time allocation
25’

Activities

Mingle Mingle
The 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.

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 training
Rules of the training are introduced and clarified by the trainer.
Check whether they are well understood by all trainees.

day

Remarks
■■ 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.

■■ 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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11


1. 1.
week

day

Time allocation
50’

Activities

Market of pedagogical ideas
1. Participants think individually about a method
they like to use with their students – then they
write the description into the handout.
2. Participants meet in groups of three.
3. They share their ideas – don’t let them simply read their

handout, but instead encourage them to speak freely.
4. They take turns sharing: first person A speaks while
persons B and C listen, then they rotate until everyone
has spoken and listened to their partners’ methods.

Remarks
■■ 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.

5. After each method is introduced, participants
should discuss it briefly.
6. Finally, each group selects a representative who shares his/her
method with the whole group (the group should sit in a circle).
Reflection of the activity “Market of pedagogical ideas”
Why 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.

12.00

Lunch break

14.00

Ice breaker

■■ see handout
on active learning
Immediately after answering
the questions, the trainer
distributes the handout with the
definition of “active learning”.

10’
40’

Practice
Venn 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)

15’

page

12

Break

■■ 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.


1. 1.
week

Time allocation
30’

Activities

Practice
Comparative Table
Explanation of the method with an example.

day

Remarks
■■ see handout
You can use the same example
as for Venn diagram.

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.

30’

Reflection of the activities “Venn diagram”
and “Comparative Table”
Think 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

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13


1. 2.
week

day

Time allocation

9.00

Activities

Remarks

Program for today. Suggestions of participants.

5’
30’

Names – attributes – features
a) first name – attribute (same letter)
b) father’s 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 partner’s picture. Then the author explains
the picture. Then the roles reverse and the activity is repeated.

30’

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14

Reflection of the activity “Names – attributes – features”
Write 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)?

■■ see handout
■■ see 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.

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.


1. 2.
week

Time allocation
30’

Activities

Practice
Brainstorming
Explanation of the method
First, 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 brainstorming
Explain the rules of the brainstorming procedure.

day

Remarks
■■ 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 brainstorming
1. select a topic
2. formulate good
brainstorming question
3. assign a time portion
4. * every idea is valuable
* don’t refuse any idea
* don’t 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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15

1. 2.
week

day

Time allocation
60’

Activities

Brainstorming – practice
1. Selection of a topic for brainstorming
The 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 procedure
Let 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.

12.00

Lunch break

14.00

Game

Remarks
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.

15’
20’

Writing a good brainstorming question
Write 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.

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16

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 shouldn’t be used
as a brainstorming question


1. 2.
week

Time allocation
60’

Activities

Reflection on the “brainstorming” activity
The 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.

20’

day

Remarks
Let them write down answers
on a big sheet of paper (at
least A4 or a flipchart sheet)
Advantages of brainstorming
Individual brainstorming
–– initiates individual
thinking of each student
–– makes thinking of students
free ➔ everybody can
participate without fear
and obstacles of thinking
–– provokes deep ideas
in students
–– evokes students own
experiences and therefore
connects the topic with
students’ minds
–– helps the students realize
what they already know
about the topic and
what questions they

have about it helps
students develop cognitive
structures of their own
–– motivates students ➔ they
want to find out which of
their ideas were correct
and what the answers
to their questions are.
Pair brainstorming
–– brings opportunity to
socio-cognitive conflict
= comparing ideas
–– helps shy students
overcome their shyness
–– helps the students develop
better cognitive structures
–– develops communication
skills, respect for
ideas of others
–– gives information to
a teacher about students’
current knowledge ➔ the
teacher can change the
lesson plan immediately.

Break

page

17

1. 2.
week

day

Time allocation
75’

Activities

Ground rules for our group
Start 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. E
 ach 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. W
 rite them on a piece of flipchart paper and
display on a wall in the classroom.
5. W

 hat 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. I s it possible to apply ground rules in your
class? If yes how? If no why?
2. W
 hat would be the importance of ground rules in your class?
3. What are the challenges in application
of ground rules in your class?
4. W
 hat would you do to monitor whether the rules developed
in this way are respected. What if some rules are broken?

Remarks
■■ 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
group’s ground rules
for further use.

10’
17.00

page

18

Feedback


1. 3.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5’
15’

Game

60’

Practice

Mind 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 map
Participants form groups based on their subject areas
(social science, natural science, self-contained). They
select a topic as a the group or individually.

■■ 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.

3. Mind map procedure
The 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 other’s mind
map and select one for the whole class presentation.
Reflection on the mind map
1. 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?

20’

Break

80’

Model lesson: Is climate change natural?
Evocation (E): Brainstorming – individual brainstorming,
pair brainstorming, group brainstorming
Brainstorming 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?

■■ see handout

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.

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.

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

12.00

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

Lunch break

page

19


1. 3.
week

day

Time allocation

14.00

Activities

Remarks

Game or song

20’
30’

Model lesson continues
Reflection (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.

■■ see handout

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.
Reflection on the model lesson
1. W
 rite 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. D
 id 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. I s 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. W
 hat 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’

page

20

Break


1. 3.
week

Time allocation
95’

Activities

day

Remarks

Introduction to the framework of thinking and learning

■■ see handout

Retrieving Prior Experience
The 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?

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.

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 learning
The 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’ learning
–– Learning is both social and individual
–– The framework has three phases: Evocation –
Realization of meaning – Reflection
1. Evocation
–– Prior 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 lesson
–– Purpose for learning is set by each student
➔ to motivate, to activate

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-driven
2/ 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.

2. Realization of Meaning
–– New 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 one
–– Students learn according to their prior knowledge and
abilities, which causes individual differences in learning
–– Students construct meaning individually and in groups
(cooperative learning) – e.g. students learn the new
content with the help of others – teachers, peers, etc.

page

21


1. 3.
week

day

Time allocation

Activities

3. Reflection
Students involved in activities that:
–– Summarize the new content on their
own – using their own words
–– Apply what they have learnt to some
realistic and contextual problems
Reflection on the ERR framework
Categorize 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. I f 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’
17.00

page

22

Feedback

Remarks


1. 4.
week

Time allocation
9.00

Activities

day

Remarks

Program for today. Suggestions of participants.

5’

15’

Game

30’

Reading lesson: Special Praise
1. 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?

■■ see handout

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.

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

30’

Gallery of pictures
The 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?

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

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

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.

12.00

Lunch break

14.00

Game or song

20’

page

23


1. 4.
week

day

Time allocation

30’

Activities

Reflection on the Reading Lesson
Steps of the reading lesson
Participants 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?

Remarks
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)

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.
The Concept Assessment

■■ See handout

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?

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.

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.

30’

page

24

Portfolio development and assessment
The 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


1. 4.

week

Time allocation

Activities

day

Remarks

20’

Break

30’

Adaptation of Re Quest Procedure
Handout 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

20’

Whole group discussion about the text

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

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.

T he 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).

15’

Reflection of the method Request Procedure
1. 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

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

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

17.00

page

25