Aksum University

HDP Training

Assignment two
Teachers Reflective Activity 4
1. What do reflection, reflective practice and reflective teaching mean to you?

Reflection
Reflection is about taking a step back and thoughtfully considering one’s experiences,
actions, and emotions. It’s a way to make sense of what happened, why it happened, and
how it made us feel. It can be introspective (looking inward) or retrospective (looking
back at past events). Reflection helps in gaining insights and understanding about oneself
and the world.
Reflective Practice
Reflective practice is a methodical approach to reflection. It involves regularly examining
one’s actions, experiences, and decisions with the aim of continuous learning and
improvement. It’s about being self-aware and critically analyzing one's own behavior and
thought processes. This practice is widely used in various fields, such as healthcare,
education, and management, to enhance professional development and improve
outcomes.
Reflective Teaching
Reflective teaching is an application of reflective practice in the context of education. It
involves teachers systematically analyzing their teaching methods and classroom
interactions to enhance their effectiveness and improve student learning. Reflective
teachers assess what worked well, what didn’t, and why. They use this insight to adapt
their strategies and refine their teaching practices. The goal is to foster a more engaging
and effective learning environment for students.
In essence, all three concepts are interconnected and focus on thoughtful consideration
and continuous improvement. Reflection is the foundation, reflective practice is the
structured approach to that foundation, and reflective teaching is applying that approach
within the realm of education.
 1. How well do you practice reflective thinking to deepen your own understanding and to
improve your teaching competence?

Reflective Thinking

1. Daily Reflections: At the end of each day, I take a few moments to think about my
experiences. I consider what went well, what didn’t, and why. This helps me gain insights
into my actions and decisions.
2. Seeking Feedback: I actively seek feedback from peers, colleagues, and students to
understand different perspectives. This feedback helps me identify areas for improvement
and reinforces what I'm doing well.

Improving Teaching Competence

1. Lesson Reviews: After each lesson, I evaluate its effectiveness. I assess what strategies
worked, what didn’t, and how students responded. This helps me refine my teaching
methods.
2. Professional Development: I participate in workshops, courses, and seminars to stay
updated on the latest teaching techniques and educational trends. Continuous learning
enhances my competence and keeps me motivated.
3. Student-Centered Approach: I focus on understanding my students' needs, interests,
and challenges. By reflecting on my interactions with them, I can tailor my teaching
methods to better support their learning..

By integrating these practices into my routine, I'm able to deepen my understanding, continually
improve my teaching competence, and create a more effective and engaging learning
environment for my students.

3. Based on your teaching experiences, give examples of reflection on, in and for
action.

Reflection on Action

Example: After a lecture on the OSI (Open Systems Interconnection) model, I noticed that
several students struggled to understand the functions of different layers. I reflected on the
session by reviewing my teaching approach and the materials I used. I realized that my
explanation might have been too abstract without enough practical examples. To address this, I
decided to incorporate the mnemonic "All People Seem To Need Data Processing" to help
students remember the seven layers (Application, Presentation, Session, Transport, Network,
Data Link, Physical). Additionally, I planned to include more real-world analogies and
interactive activities in future lessons to make the concepts more relatable.

Reflection in Action

Example: During a lab session where students were configuring network devices using various
protocols, I noticed that a few students were having trouble with the configuration commands for
TCP/IP protocols. Seeing their frustration, I quickly adapted my approach by providing a step-
by-step walkthrough and encouraging peer collaboration. This immediate reflection allowed me
to address their challenges in real-time and help them improve their practical skills.

Reflection for Action

Example: Before starting a new module on advanced routing protocols, I reflected on previous
modules and identified common difficulties students faced, such as understanding routing
algorithms and their applications. To proactively address these issues, I planned to use visual
aids, provide hands-on lab exercises, and invite guest speakers with industry experience.
Additionally, I continued to use mnemonics like "All People Seem To Need Data Processing" to
help students retain key concepts. This forward-thinking reflection helped me create a more
engaging and effective module plan.

By practicing reflection on action, in action, and for action, I'm able to deepen my understanding,
continually improve my teaching competence, and create a more supportive and dynamic
learning environment for my students in the Network Protocols Hierarchy course.

4. How well have you handled the technical, practical and critical levels of reelection?
Elaborate.

Reflecting on my teaching experiences, I've navigated the technical, practical, and critical levels
of reflection in the following ways:
Technical Reflection

At the technical level, I focus on the effectiveness of my teaching methods and strategies. I
evaluate whether my instructional techniques are achieving the desired learning outcomes.

Example: When teaching the OSI model in my Network Protocols Hierarchy course, I use the
mnemonic "All People Seem To Need Data Processing" to help students remember the seven
layers. I assess the effectiveness of this mnemonic by observing students’ retention and recall
during assessments. Additionally, I review the instructional materials and technology tools I use
to ensure they are up-to-date and aligned with the course objectives.

Practical Reflection

At the practical level, I consider the broader context of my teaching practice, including the needs
and experiences of my students. I reflect on how my teaching methods impact student
engagement and learning.

Example: During a hands-on lab session, I notice that some students are struggling with
configuring network devices using TCP/IP protocols. I reflect on their challenges and adapt my
approach by providing step-by-step guidance and encouraging peer collaboration. This practical
reflection helps me create a more supportive and interactive learning environment that addresses
students' diverse needs.

Critical Reflection

At the critical level, I examine the underlying assumptions and values that inform my teaching
practice. I reflect on the broader implications of my teaching and how it aligns with my
educational philosophy and goals.

Example: Before starting a new module on advanced routing protocols, I critically reflect on the
importance of preparing students for real-world challenges. I consider how my teaching practices
can promote critical thinking, problem-solving, and ethical decision-making in the context of
network security. This reflection prompts me to incorporate case studies, ethical discussions, and
industry insights into my lessons, ensuring that students not only gain technical skills but also
develop a well-rounded understanding of their field.

By engaging in technical, practical, and critical reflection, I continuously enhance my teaching

competence and create a more effective and meaningful learning experience for my students.

Reflective Activity 5 -
1. What are the different techniques of reflection that you have been using in your
reflective learning endeavors? Why did you use them and how?
 1. Journaling: I keep a reflective journal to track my thoughts, feelings, and learning
progress over time. Writing about what I’ve learned, the challenges I faced, and how I
overcame them helps me identify patterns and areas for improvement.
2. Mind Mapping: Creating visual diagrams to represent ideas, concepts, or information
helps me organize thoughts, make connections, and generate new ideas. I use mind maps
to reflect on what I’ve learned and how different concepts are related.
3. Feedback Analysis: Seeking and analyzing feedback from peers, mentors, or instructors
provides valuable insights into my learning process. Reflecting on this feedback helps me
understand my strengths and weaknesses and identify areas for improvement.
4. Self-Assessment: Regularly assessing my own performance and progress helps me stay
aware of my learning journey. I use tools like checklists, rubrics, or performance criteria
to evaluate myself and set goals for further development.
5. Critical Incident Technique: Reflecting on specific events or experiences that had a
significant impact on my learning helps me gain insights into what worked well, what
didn't, and how I can apply these lessons in the future.
6. Peer Reflection: Engaging in reflective discussions with peers provides new perspectives
and insights. I share my experiences, discuss challenges, and brainstorm solutions
together.
7. SWOT Analysis: Identifying my Strengths, Weaknesses, Opportunities, and Threats
helps me understand my current position and plan strategies for growth and
improvement.
8. Reflective Questions: Asking myself open-ended questions prompts deeper reflection.
Questions like "What did I learn today?", "What was challenging?", and "How can I
apply this knowledge?" encourage critical thinking and self-awareness.

I use these techniques because they promote active engagement with my learning process, help
me identify areas for improvement, and enable me to set actionable goals. They also encourage a
deeper understanding of my experiences and help me develop critical thinking and problem-
solving skills.

2. Which reflective technique is more preferable and appropriate for teaching/learning and
for lifelong learning? How?

Choosing a reflective technique depends on the context and my individual learning style, but
here's what I find works well for both teaching/learning and lifelong learning:

Journaling:

 Appropriateness: It's versatile and can be adapted to various educational contexts, from
elementary to higher education and beyond.
 For Teaching/Learning: I can track my learning progress, document my thoughts, and
reflect on my experiences. Teachers can use my journal entries to understand my
perspectives and provide personalized feedback.
  For Lifelong Learning: Journaling helps me continue reflecting on my personal and
professional growth, maintaining a record of my development over time.

Mind Mapping:

 Appropriateness: Excellent for visual learners and those who need to organize their
thoughts.
 For Teaching/Learning: Helps me visually connect different concepts, making complex
ideas easier to understand.
 For Lifelong Learning: Useful for brainstorming, planning, and organizing information
in various aspects of my life, such as career planning or personal projects.

Feedback Analysis:

 Appropriateness: Provides an external perspective on my performance.

 For Teaching/Learning: Encourages me to seek and reflect on feedback from teachers
and peers, enhancing my learning process.
 For Lifelong Learning: Continuous feedback from colleagues, mentors, or peers can
help me improve my skills and performance throughout my career.

Self-Assessment:

 Appropriateness: Encourages self-awareness and self-regulation.

 For Teaching/Learning: I learn to evaluate my own work, set goals, and take
responsibility for my learning.
 For Lifelong Learning: Helps me regularly assess my progress and set new goals,
fostering a habit of continuous improvement.

Peer Reflection:

 Appropriateness: Provides diverse perspectives and collaborative learning.

 For Teaching/Learning: I engage in discussions with peers, share experiences, and learn
from each other.
 For Lifelong Learning: Engaging in reflective discussions with peers or professional
groups provides new insights and fosters a supportive learning community.

Reflective Questions:

 Appropriateness: Promotes critical thinking and deeper reflection.

 For Teaching/Learning: Teachers can use reflective questions to prompt me to think
critically about my learning experiences.
 For Lifelong Learning: I can use these questions to regularly reflect on my experiences
and learn from them.
Journaling and self-assessment seem to be particularly effective for both structured educational
environments and ongoing personal development. They encourage continuous reflection, self-
awareness, and goal-setting, which are crucial for lifelong learning.

Reflective Activity 6: referring on pages 15-16 cases (Balcha, Endelbu and Tsiyon) in the
module

What have you understood about reflective higher education teachers from the above cases

Reflective higher education teachers, as illustrated by Balcha in Case 1, are those who actively
engage in self-evaluation and continuous improvement. Here’s what I understood about them:

1. Lesson Planning and Active Learning: Reflective teachers meticulously plan their
lessons, incorporating various active learning methods and assessment techniques. They
aim to facilitate effective student learning.
2. Problem-Solving Attitude: When challenges arise in the classroom, reflective teachers
take them seriously, seek solutions, and take immediate action to address the issues. They
don’t ignore problems but rather confront them head-on.
3. Post-Class Reflection: After conducting classes, reflective teachers review their
experiences, assessing their planning, teaching methods, assessment strategies, classroom
management, and communication methods. This thorough reflection helps them
understand what worked and what didn’t.
4. Identifying Strengths and Weaknesses: They identify their own strengths and
weaknesses as well as those of their students. This awareness allows them to plan for
improvement in subsequent classes, enhancing their teaching effectiveness.
5. Continuous Improvement: Reflective teachers have a habit of questioning their
practices and striving for improvement. They are committed to facilitating quality
learning for their students and constantly seek ways to enhance their teaching skills.

In contrast, Endelibu and Tsion demonstrate different aspects:

 Endelibu (Case 2) lacks reflection in his teaching practice, which results in stagnation
and a lack of professional growth. Despite his experience, he has not evolved or
improved his teaching methods.
 Tsion (Case 3) is new to the profession and lacks confidence and skills. She tries to
prepare but struggles with practical application. Her reluctance to seek help from more
experienced colleagues hampers her growth.

From these cases, it’s clear that reflective higher education teachers are proactive, self-aware,
and dedicated to continuous improvement. They engage in regular reflection to enhance their
teaching practices and support their students' learning.
 1. How effective are the above cases in changing your attitude towards applying reflective

thinking in your study and in your teaching? Explain.

The cases of Balcha, Endelibu, and Tsion serve as powerful examples that underscore the
importance of reflective thinking in both teaching and learning. Here's how they've influenced
my perspective:

Case 1: Balcha

 Impact: Balcha's proactive approach to reflection and continuous improvement is

inspiring. His dedication to planning, assessing, and addressing issues promptly
demonstrates how effective reflection can lead to better teaching practices and improved
student outcomes.
 Attitude Change: This case reinforces the value of consistently evaluating and adjusting
my methods. Seeing how Balcha identifies his strengths and weaknesses and takes
immediate action motivates me to adopt a similar approach in my own studies and
teaching.

Case 2: Endelibu

 Impact: Endelibu's lack of reflection and stagnation in his teaching practices highlight
the potential negative consequences of not engaging in reflective thinking. His failure to
evolve and improve over time serves as a cautionary tale.
 Attitude Change: This case emphasizes the risks of complacency and the importance of
being open to feedback and change. It encourages me to remain vigilant about my own
growth and to actively seek ways to enhance my skills and knowledge.

Case 3: Tsion

 Impact: Tsion's struggles as a new academic illustrate the challenges that can arise when
one lacks the knowledge and confidence to effectively teach. Her reluctance to seek help
from colleagues highlights the importance of collaboration and support in the learning
process.
 Attitude Change: This case underscores the significance of seeking support and being
open to learning from others. It encourages me to actively seek feedback, collaborate
with peers, and apply theoretical knowledge in practical situations.
Overall, these cases have strengthened my belief in the importance of reflective thinking. They
highlight how reflection can lead to continuous improvement, better problem-solving, and
enhanced teaching and learning experiences. They also serve as reminders to remain open to
feedback, seek support when needed, and never become complacent in my personal and
professional development.

2. After going through the cases, do you feel you should change your attitude towards the
application of reflection in your practice? Explain

After reflecting on the cases of Balcha, Endelibu, and Tsion, I realize the importance of
incorporating reflective thinking into my practice. Here’s how the cases have influenced my
perspective:

Balcha’s Case:

 Impact: Balcha's proactive and systematic approach to reflection demonstrates the

positive impact it can have on teaching and learning. His ability to identify strengths and
weaknesses, address issues promptly, and continuously improve his practices is inspiring.
 Attitude Change: Balcha's example reinforces the value of consistent reflection. It
encourages me to adopt a similar proactive attitude, regularly evaluating my methods and
seeking ways to enhance my effectiveness.

Endelibu’s Case:

 Impact: Endelibu's lack of reflection and stagnant teaching practices highlight the risks
of complacency and the negative consequences of not engaging in self-evaluation and
improvement.
 Attitude Change: This case serves as a cautionary tale, reminding me of the importance
of staying vigilant about my growth and avoiding complacency. It motivates me to
actively seek feedback and remain open to change.

Tsion’s Case:

 Impact: Tsion’s struggles and reluctance to seek help underscore the challenges faced by
new professionals. Her case highlights the importance of building confidence, seeking
support, and applying theoretical knowledge in practice.
 Attitude Change: Tsion's situation encourages me to be more proactive in seeking
support and collaborating with colleagues. It reminds me that reflection is not only about
self-assessment but also about learning from others and applying practical knowledge.

Unit Three: Professionalism in Higher Education

Reflective Activity 8 - P. 25

1. What is your best characteristic as a teacher?

One of my best characteristics as a teacher is my ability to adapt to the needs of my students. I

strive to create a supportive and engaging learning environment where students feel comfortable
expressing their ideas and asking questions. I prioritize active learning and use a variety of
teaching methods to cater to different learning styles. My focus is on making the material
accessible and relevant, helping students develop critical thinking skills and a deep
understanding of the subject matter. By continuously reflecting on and improving my teaching
practices, I aim to facilitate quality learning experiences for my students.

Do you have a role model whose characteristics you admire and wish to develop?

One role model characteristic I would most like to develop is the ability to inspire and motivate
others. Inspiring students to pursue their passions, remain curious, and strive for excellence can
have a lasting impact on their personal and professional growth. By becoming a more
inspirational figure, I aim to create a positive and encouraging learning environment where
students feel empowered to take risks, embrace challenges, and reach their full potential. This
characteristic can help foster a love for learning and a sense of confidence in their abilities.

2. Write three things you can do to develop the characteristic you identified above.

1. Cultivate Passion and Enthusiasm: By demonstrating genuine passion and enthusiasm

for the subject matter, I can inspire students to develop a similar interest. Sharing my
excitement and love for the topic can create a positive and engaging learning
environment that motivates students to explore and learn more.
2. Build Strong Relationships: Establishing strong, supportive relationships with my
students is crucial. By taking the time to understand their individual goals, challenges,
and interests, I can tailor my teaching approach to meet their needs. Being approachable
and empathetic helps build trust and encourages students to seek guidance and support.
3. Set High Expectations and Provide Encouragement: Setting high expectations for
students while providing the necessary support and encouragement can inspire them to
strive for excellence. Recognizing their achievements, offering constructive feedback,
and celebrating their progress can boost their confidence and motivate them to reach their
full potential.

By focusing on these areas, I can work towards becoming a more inspirational and motivating
teacher.
Reflective Activity 9 - P. 27
1. Is diversity a problem or an opportunity for students learning? Yes/No, Why?

Diversity is an opportunity for students' learning. Here's why:

1. Exposure to Different Perspectives: Diversity brings together individuals from various

backgrounds, cultures, and experiences. This exposure helps students develop a broader
and more inclusive worldview. They learn to appreciate different perspectives, which
enhances their critical thinking and problem-solving skills.
2. Enhanced Creativity and Innovation: When students collaborate with peers who have
diverse viewpoints, it stimulates creativity and innovation. Diverse teams often come up
with unique solutions and ideas that may not have been possible in a homogenous group.
3. Cultural Competence and Empathy: Interacting with people from different cultures
fosters cultural competence and empathy. Students become more aware of cultural
nuances and develop the ability to communicate and collaborate effectively in diverse
environments, which is crucial in today's globalized world.
4. Improved Academic Performance: Studies have shown that diversity in the classroom
can lead to improved academic performance. Exposure to diverse perspectives challenges
students to think more deeply and engage more actively in their learning.

2. In your opinion, how fairly do teachers in your university treat students with diverse
background?

As a lecturer who has observed my colleagues, I can provide some insights on how fairly
teachers at my university treat students with diverse backgrounds:

In general, I have noticed that most of my colleagues make a genuine effort to be

inclusive and fair in their interactions with students. They are aware of the importance of
diversity and strive to create an environment where all students feel welcome and valued.

3. You most probably had the experience of teaching students with different attributes
(linguistic, socio-economic, etc). How well did you manage the task? If you faced
problems in this regard, how did you resolve them?

Yes, I have indeed had the experience of teaching students with diverse attributes, including
linguistic and socio-economic differences. Managing this task effectively requires a thoughtful
and inclusive approach. Here’s how I managed and resolved any challenges:

1. Understanding Student Backgrounds: I made an effort to learn about my students'

backgrounds, including their linguistic abilities and socio-economic circumstances. This
helped me tailor my teaching methods to meet their needs.
2. Differentiated Instruction: I used differentiated instruction to cater to diverse learning
styles and abilities. This involved varying my teaching methods, using visual aids, hands-
on activities, and providing additional support where needed.
 3. Inclusive Language: I ensured that my language was inclusive and accessible to all
students.

4. How can the issue of diversity and equity be best addressed in your institution? Discuss
in groups.

Addressing diversity and equity in our institution requires a collective effort and a
comprehensive approach. Here are some key strategies we can discuss in groups to promote
diversity and equity:

1. Awareness and Training:

 Diversity Training: Implement regular diversity, equity, and inclusion (DEI) training for
all staff and faculty. This training can help raise awareness about unconscious biases,
cultural sensitivity, and inclusive practices.
 Workshops and Seminars: Organize workshops and seminars on topics related to
diversity and equity, encouraging open discussions and shared learning experiences.

2. Inclusive Curriculum:

 Representation: Ensure that the curriculum reflects diverse perspectives, voices, and
cultures. Incorporate materials and resources that represent a wide range of backgrounds
and experiences.

Identify at least three major problems that hinder the education of persons with disability
or other marginalized groups and suggest possible solutions.

Observed Problems or Issues Suggested Solutions and Actions

Accessibility Barriers Universal Design for Learning (UDL)

Socio-Economic Challenges Financial Support Programs
Discrimination and Bias Anti-Discrimination Policies
Inclusive Education Training
1. Reflective Activity: Throughout Module One, I engaged in various reflective activities that
allowed me to examine my teaching practices, identify strengths, and areas for improvement. I
particularly appreciated the case studies of Balcha, Endelibu, and Tsion, as they provided
concrete examples of reflective and non-reflective practices in higher education. Reflecting on
these cases has deepened my understanding of the importance of continuous self-evaluation and
adaptation in my teaching.

2. Planning Sessions, Conducting Observations, and Evaluations: I meticulously planned my

sessions, incorporating diverse active learning methods and assessment techniques. Conducting
observations of my peers and receiving feedback on my own teaching sessions were invaluable
experiences. These activities helped me refine my instructional strategies and improve my
classroom management skills. The evaluations provided constructive insights that guided me in
enhancing my teaching effectiveness.

3. Contributions to Group Work: I actively participated in group discussions and collaborative

projects, sharing my experiences and learning from my peers. Engaging in these group activities
fostered a sense of community and allowed us to collectively explore various teaching
methodologies and reflective practices. My contributions to group work were well-received, and
I gained new perspectives that enriched my own teaching approach.

4. Carrying Out Projects: Completing the assigned projects, such as lesson planning and peer
reflections, allowed me to apply theoretical knowledge to practical situations. These projects
reinforced the importance of thorough preparation and adaptability in teaching. I particularly
enjoyed the collaborative aspects of the projects, as they encouraged teamwork and the exchange
of ideas.

5. Attendance and Punctuality: I consistently attended all sessions and was punctual in
submitting my assignments and participating in discussions. Maintaining regular attendance and
meeting deadlines demonstrated my commitment to the program and allowed me to fully benefit
from the learning opportunities provided.

Overall Evaluation: Reflecting on my performance in Module One, I am pleased with my

progress and achievements. I have developed a deeper understanding of reflective practices and
their significance in higher education. My engagement in various activities and projects has
enhanced my teaching skills and prepared me for continuous professional development. Moving
forward, I aim to further refine my reflective practices and continue to explore innovative
teaching methods to foster quality learning experiences for my students.

Self-Assessment: PASS