Cntinuous Professional Development Plan (CPDP)

My Continuous Professional Development (CPD) in terms of knowledge, skill, and attitude. I

have considered the following as guidelines.
1) Classroom Presentations

2) Effective use of the medium of instruction in your teaching

3) Technology utilization in teaching

4) Student assessment

5) Classroom management

6) Self-management

7) Diversity management

8) Research

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 My Continuous Professional Development Plan (CPDP) by Zeleke K.

What I Specific objectives What I will do By when Review of objectives

would like (Date) (How? By whom?)
to develop

I'll improve the

contents & Quality of
To foster a positive class room presentation Nov 29, By using and learning
2024 _2025 different updating
attitudetowards innovative I promote a growth programs
Classroom
Presentatio teaching methods that incorporate mindset among my
ns students
technology.

Gather feedback from Nov 29, Focus on knowledge

students and peers on 2024 acquisition trains &
Effective To strengthen active learning and _2025_26
improvements noted in
teaching Tutoring by University
use of the teaching practices.
medium in tuturials &international
your expert of tech
teaching

Hands-on skills Nov 29,

2024 _2025
development (practical Engage in practical
To develop practical skills in
training, collaborative workshops to learn
Technolog utilizing technology for effective
y projects) in free web how to use educational
utilization teaching and learning.
in teaching site/Google tools (Google
Classroom, Zoom,
Educreations etc).

Participate in faculty discussions Peer Discussion Nov 29, By providing active &
addressing inclusivity Groups 2024 _2025 individuals , pear based
project wirks & case
Student Student assessment techniques Conduct peer feedback studies during academic
assessment sessions year /per each semister
and feedback provision.

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 Facilitate a session where peers Providing student
Classroom observe and provide feedback Centered learning _
manageme Will guide students teaching mechanism
class discussion in
nt based on legislation &
directive of MoE Nov 29, Responsiveness of feed
teaching practices. 2024 _2025 back per time

By engaging in different
skill & capacity feeding
Participate in a research programs & workshops
methodology seminar led by using free websites &
Self- experienced researchers Self-assessment university based access
managem surveys for knowledge Nov 29,
ent Commitment to lifelong learning before and after CPD 2024 _ Feb
mid_ training 5,2024
through research and self- Regularly engage in
(4 month) reflective practice
reflection.
sessions (bi-weekly)

To live with Harmony & to boost It has Bt teaching studenrs wuth

Coexistence, calander(I'm basic Diversity linez &
Diversity Complete online working on): providing opportunities
manageme Classroom management and courses on diversity in to cope up with it
nt conflict resolution. education

Engage in practical
To be problem solver & to teach I will engage in research Nov 29, workshops to learn
Research practice oriented lectures works and skill updating 2024 _2026
programs
how to use educational
tools (Google
Classroom, Zoom )

Reflective Activity 6: (Teacher as Role Model)

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Complete the following chart individually on a significant role model of your choice, e.g.
grade 3 maths teacher

My significant role model as: __ 5th year_ Hydropower II Engineering Instructor

Positive characteristics Behaviours

1 e.g. Punctuality 1 Being on time for lessons

2 Marking work on time

Negative characteristics Behaviours

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Reflective activity:

1. What is your best characteristic as a teacher educator?

2. Which role model characteristic do you most want to develop?

3. Write 3 things you can do to develop this characteristic

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 End _ of _ Module Self _ Assessment _Module One
Write a reflective comment on your performance and achievements in Module One with respect to
each of the following areas :

1) Reflective Activity :

Engaging in reflective activities has greatly enhanced my over all understanding of my personal
and academic paths . By taking the time to analyze my experiences, I have identified both my
strengths, weakness and areas for continuous improvement . This reflective practice has allowed
me to set tangible and goals and develop strategies to achieve them, fostering a sense of
accountability in learning _teaching . I can see how these reflections have not only clarified my
objectives but have also provided me with insight into my learning style, making me more
adaptable and resourceful in various situations.

2) Contributions to Group Work:

My contributions to group work have been both fulfilling and illustrative of the importance of
collaboration. I have consistently brought a positive attitude and a willingness to support my peer
discussion , which has fostered a cooperative_collaborative atmosphere.

By actively listening to diverse perspectives and offering constructive feedback, I have helped the
group stay focused and motivated. Moreover, These collaborative experiences have not only
enriched my interpersonal skills but have also showcased the power of collective effort in
achieving our goals.

3) Attendance and Punctuality :

My commitment to attendance and punctuality has been a cornerstone of my academic

performance. By consistently showing up on time, I have demonstrated my faith and dedication
to my HDP study and group participation . Recognizing the impact of being present, I have
established a habit of planning ahead to manage my time efficiently, which in turn has minimized
stress and maximized my engagement in discussions and activities. Punctuality has reinforced
my understanding of professionalism and accountability, which are essential for my future
endeavors.

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

PASS INCOMPLETE FAIL

Signature of candidate: _____________________ Date:

__________________________

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 Module 2 : Managing Teaching, Learning, and Assessment

Reflective Activity (1_2)

1.1 Conceptualizing Learning (Perspective of Learning )

Q1) Discuss implications of each perspective of learning theory in class room teaching and
learning : Behaviorist, Cognitive constructive and social Constructive

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The implications of each perspective of learning theory in classroom teaching and learning
are significant, as they influence how educators approach instruction, student engagement,
and the overall learning environment.

1) Behaviorist Perspective

*) Learning is seen as a change in observable behavior as a result of external stimuli.

*) Emphasizes reinforcement and punishment as key mechanisms of learning.

Implications for Classroom Teaching:

a) Teacher create a highly structured learning environment with clear objectives

andexpectations. Lessons are often teacher-centered.

b) Use of rewards (positive reinforcement) to encourage desired behaviors

c) Emphasis on repetition and practice to reinforce learning, often through worksheets and
tests.

d) Regular assessments and formative feedback are vital to measure behavior changes and
learning progress.

Implications for Learning

Students may become extrinsically motivated, focusing on rewards rather than intrinsic
understanding and knowledge

2. Cognitive Constructivist perspective

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* Learning is viewed as an active process of meaning-making and understanding;
individuals build their knowledge based on experiences and beliefs.

* Emphasizes cognitive processes like problem-solving, critical thinking, and reflection.

Implications for Classroom Teaching

* Teachers facilitate learning through activities that promote exploration, discussion, and
discovery, such as group work, projects, and hands-on learning.

*Focus on Understanding : Assessments and tasks are designed to gauge understanding and
application of concepts, rather than rote memorization (e.g., open-ended questions, projects).

- **Encouraging Metacognition:** Teachers encourage students to reflect on their thinking

processes, fostering self-awareness and strategies for learning.

**Implications for Learning:**

- Students are likely to engage more deeply with content, developing critical thinking and
problem-solving skills.

- Motivation can become intrinsic as students find personal relevance in their learning
experiences.

### 3. Social Constructivist Perspective

**Key Tenets:**

- Learning occurs in a social context and is influenced by culture and interaction with others.

- Knowledge is co-constructed through collaborative activities, dialogue, and shared

experiences.

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**Implications for Classroom Teaching:**

- **Collaborative Learning:** Pedagogical approaches focus on group work, peer tutoring,

and cooperative learning strategies that promote collaboration and discussion among
students.

- **Dialogic Teaching:** Teachers facilitate discussions that encourage students to articulate

their thoughts and challenge each other’s ideas, fostering deeper understanding through
social interaction.

- **Contextualized Learning:** Lessons are designed to be meaningful and relevant to

students' lives, incorporating real-world problems and fostering connections between
curriculum and community.

- **Diverse Perspectives:** Acknowledging and integrating diverse cultural and social

backgrounds into the learning environment enhances relevance and engagement.

**Implications for Learning:**

- Learning is more likely to be meaningful as students see the relevance of ideas through
social interaction.

- Students gain social skills and can appreciate multiple perspectives, leading to greater
empathy and awareness.

### Conclusion

Each learning theory offers valuable insights into the processes of teaching and learning.
Behaviorism emphasizes structured environments and motivation through reinforcement,
leading to observable learning changes. Cognitive Constructivism focuses on active

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understanding and personal meaning-making. Social Constructivism highlights the
importance of social interaction and collaborative learning in shaping knowledge. Effective
educators often integrate elements from multiple theories to create a balanced and responsive
learning environment that meets diverse student needs.

B) The implications of Behaviorist, Cognitive constructive and social Constructive

perspective of learning theory & predominant features

in class room

The implications of Behaviorist, Cognitive Constructivist, and Social Constructivist

perspectives on learning theory significantly influence classroom practices and teaching
strategies. Each of these perspectives has unique features and applications in learning
environments. Below, I discuss the predominant features of each perspective along with
examples that illustrate their implications in the classroom.

### 1. Behaviorist Perspective

**Predominant Features:**

- **Focus on Observable Behavior:** Learning is characterized by observable changes in

behavior rather than internal mental processes.

- **Reinforcement and Punishment:** Positive and negative reinforcements are used to

encourage desired behaviors, while punishing undesirable ones.

- **Sequential Learning:** Knowledge is presented in a structured, step-by-step manner,

allowing students to build on prior knowledge.

**Implications in the Classroom:**

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- **Direct Instruction:** Teachers present information in a clear, concise manner, using
lectures and demonstrations. For instance, a math teacher might show how to solve specific
types of problems before letting students practice independently.

- **Drill and Practice:** Frequent exercises and quizzes reinforce skills. For example,
students might practice multiplication tables repeatedly until they achieve mastery, often
rewarding successes with praise or small incentives.

- **Behavioral Management Techniques:** Teachers implement clear rules and procedures,

rewarding positive behavior (e.g., a sticker chart) and imposing consequences for negative
behavior (e.g., loss of privileges).

**Example:**

In a kindergarten class, a teacher might use a token system where students earn tokens for
good behavior, which they can later exchange for rewards. This encourages compliance and
promotes a structured learning environment.

### 2. Cognitive Constructivist Perspective

**Predominant Features:**

- **Active Learning:** Learning is viewed as an active process where learners construct

their own understanding and knowledge through experience.

- **Schema Development:** Knowledge is organized into mental frameworks (schemas),

and learning occurs when these schemas are expanded or altered.

- **Focus on Problem-Solving:** Emphasizes critical thinking and understanding concepts

rather than rote memorization.

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**Implications in the Classroom:**

- **Problem-Based Learning:** Students engage in real-world problems and collaborate to

find solutions. For instance, a science class might involve students designing an experiment
to test a hypothesis related to a topic they are studying.

- **Use of Technology and Multimedia Tools:** Incorporating tools such as simulations or

interactive software that allow students to explore concepts at their own pace, thereby
promoting exploration and inquiry.

- **Graphic Organizers:** Teachers encourage students to use tools like mind maps or
concept maps to organize their thoughts and visually represent relationships between ideas.

**Example:**

In a high school history class, students might work in groups to investigate a historical event,
using primary sources to create a multimedia presentation. They critically analyze different
perspectives and construct their own understanding of the event, presenting their findings to
the class.

### 3. Social Constructivist Perspective

**Predominant Features:**

- **Social Interaction:** Learning is seen as a social process, heavily influenced by

collaboration, discussions, and culture.

- **Cultural Context:** Emphasizes the role of cultural artifacts and social norms in shaping
understanding.

- **Scaffolding:** Teachers provide support that is gradually removed as students gain

independence.

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**Implications in the Classroom:**

- **Collaborative Learning:** Students work in groups to discuss concepts and complete

tasks, facilitating learning through peer interactions. For example, students might engage in
group projects or discussions where they explore different viewpoints.

- **Socratic Method:** Teachers encourage dialogue and critical thinking through open-
ended questions, prompting students to reflect and articulate their understanding.

- **Learning Communities:** Establishing a classroom culture where students feel safe

sharing ideas, taking risks, and learning from one another.

**Example:**

In a literature class, the teacher could implement literature circles, where small groups read
different texts and share their insights. Each student has a specific role (e.g., summarizer,
questioner, connector), fostering collaboration and deeper understanding through discussion
and shared analysis.

### Conclusion

The implications of the Behaviorist, Cognitive Constructivist, and Social Constructivist

perspectives provide educators with various approaches to enhance teaching and learning.
While the Behaviorist approach emphasizes structured instruction and reinforcement, the
Cognitive Constructivist approach focuses on active engagement with content an

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2) Consult reference on theory of Observational teaching and learning

ii) The importance of theory of Observational teaching and learning

### Observational Teaching and Learning: An Overview

**I. Theoretical Background of Observational Teaching and Learning**

Observational teaching and learning is rooted in several key theories, primarily revolving
around the idea that learning can occur through observing others, rather than solely through
direct instruction. This approach aligns closely with **Albert Bandura's Social Learning
Theory**, which posits that individuals can learn new behaviors and acquire new
information simply by observing others.

**Key Components:**

- **Modeling:** According to Bandura, modeling is the process where individuals observe a

model (individual demonstrating a behavior) and subsequently replicate that behavior. This
can be applied in educational settings, where teachers demonstrate specific skills, procedures,
or behaviors.

- **Attention, Retention, Reproduction, and Motivation:** Bandura identifies four key

processes involved in observational learning:

- **Attention:** The learner must pay attention to the model’s behavior.

- **Retention:** The learner must remember the behavior after observing it.

- **Reproduction:** The learner must have the ability to replicate the behavior observed.

- **Motivation:** The learner must have the desire to perform the behavior, which can be
influenced by reinforcement or the perceived value of the behavior.

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**II. Importance of Observational Teaching and Learning**

1. **Skill Acquisition:**

- Observational learning enables students to acquire skills and knowledge by watching

peers or instructors model the desired behavior. This can be particularly effective in subjects
that require demonstration, such as physical education, arts, or sciences.

2. **Enhanced Engagement:**

- By observing peers in action, learners may feel more engaged and motivated to
participate. It fosters a more dynamic classroom environment where learners can see
practical applications of theories and concepts.

3. **Immediate Feedback:**

- When students observe others, they can gain insights into what works and what doesn’t in
real-time. Observational learning allows for instantaneous feedback, which can help learners
correct their mistakes promptly.

4. **Collaborative Learning:**

- Observational practices often encourage collaboration among students. By working in

groups or pairs, students can learn from each other, share different perspectives, and
collectively solve problems, which further reinforces learning.

5. **Building Social Skills:**

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 - Observing interpersonal interactions can help students develop social skills, such as
teamwork, communication, and conflict resolution. By watching and imitating positive social
behaviors, they can learn to navigate social situations more effectively.

6. **Cultural Understanding:**

- Observational learning allows students to experience diverse perspectives and cultural

practices, enriching their understanding of the world. This is especially important in
multicultural classrooms, where students can learn from one another's backgrounds.

7. **Active Learning Environment:**

- The emphasis on observation promotes an active learning environment in which students

take an active role in their learning process. This shifts the focus from passive absorption of
information to dynamic participation.

### Examples of Observational Learning in Practice

- **Peer Teaching:** In peer teaching scenarios, students take turns explaining concepts to
each other, allowing them to demonstrate and observe different explanations and methods.

- **Teachers Demonstrating Skills:** In a science class, a teacher might demonstrate a lab

technique, allowing students to observe before they attempt the task themselves.

- **Video Demonstrations:** Using video resources where experts demonstrate techniques

or theories can enhance understanding by providing a visual representation of content.

### Conclusion

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Observational teaching and learning is a powerful educational strategy that leverages the
natural tendency of learners to observe and imitate others. By incorporating this approach
into teaching practices, educators can foster environments that enhance engagement, promote
skill acquisition, and develop critical social competencies among students. Understanding
and applying the principles of observational learning can significantly enrich teaching
methodologies and ultimately improve student outcome

References for Further Reading

1. Bandura, A. (1977). *Social Learning Theory*. Englewood Cliffs, NJ: Prentice Hall.

2. Bandura, A. (1986). *Social Foundations of Thought and Action: A Social Cognitive

Theory*. Englewood Cliffs, NJ: Prentice Hall.

3. Schunk, D. H. (2012). *Learning Theories: An Educational Perspective*. Pearson Higher

Ed.

4. Albert, A., & Boulton, C. (2017). *Observational Learning and the Role of Our Contexts*.
Educational Research Review.

5. Hattie, J., & Timperley, H. (2007). *The Power of Feedback*. Review of Educational
Research.

Reflective Activity (2)

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