CTPD 601- Pedagogy

Feleke Yeshitila
GSR/2991/05

June, 2013

Individual Project on Daily Lesson Plan and Portfolio

Submitted to:
DEMIS ZERGAW (PhD)

Feleke Yeshitila

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CTPD 601- Pedagogy

1. Daily lesson plan

1.1

Basic Information ................................................................................ - 1 -

1.2

Objectives ............................................................................................ - 1 -

1.3

Content ................................................................................................ - 2 -

1.4

Methods .............................................................................................. - 2 -

1.5

Resources............................................................................................. - 4 -

1.6

Remarks after class discussion ............................................................ - 4 -

2.

Prtifolio

2.1

Teaching Philosophy and Goals ........................................................... - 5 -

2.2

Reflection about the pedagogy class .................................................. - 6 -

2.3

Reflection on What should be done to make learning meaningful,

useful, interesting and lasting experience .......................................... - 8 -

Feleke Yeshitila

ii | P a g e

CTPD 601- Pedagogy

Feleke Yeshitila

iii | P a g e

CTPD 601- Pedagogy

Addis Ababa University

Education and Behavioural Studies
Department of Educational Planning and management
Daily Lesson plan

Organizational System and capacity Development

EdPM 628
M.A Degree in HROD
3
June 20,2013
Block 6 room No 31
50 minutes
4
Organizational Development
Definition, Objectives and Basic Assumption of Organizational
Development
Feleke Yeshitila

By the end of the lesson the learner should be able to;

Define and understand organizational development

Describe the objectives of organizational development program

Explain the basic assumption of organizational development

Feleke Yeshitila

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CTPD 601- Pedagogy

4. Organizational Development
4.1 Introduction
4.2 Definition of organizational development
4.3 Objectives of organizational development
4.4 Basic assumption of organizational Development
A. Assumption of dealing with individuals
B. Assumption of dealing with groups
C. Assumption for designing organization

INTRODUCTION
( 5 minutes)

Recapitulate the previous

lesson by asking questions
Introducing the current lesson
by asking questions

Possible answers from the

learners
Possible answers from the
learners

DEVELOPMENT
Define in different way the
Step one ( 20 minutes)

term Organizational
development

Listening to the explanation

and discussion
Learners take down note

Describe the objectives of

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CTPD 601- Pedagogy

Organizational Development

Explain based on the question

which are raised by learner

Step two (15 minutes)

Discuss the three basic

assumption of Organizational
Development
Explain based on the question
which are raised by learner

Asking further explanation

which are not clear

Listening to the explanation

and discussion
Learners take down note
Asking further explanation
which are not clear

CONCLUSION
Review the current lesson by
(5 minutes)
ASSESSMENT
(5 minutes)

Feleke Yeshitila

asking questions
Teacher asks the learners
questions to consolidate the
lesson
1. Define Organizational
Development
2. What are the objectives of
Organizational development
3. What are the basic
assumption of Organizational
development

Possible answers from the

learners
Expected answer from learners
by explaining and discussing
what organizational
development is, its objectives
and basic assumptions of
organizational development

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CTPD 601- Pedagogy

Lap top computer

Module

LCD projectors

Note book

Module

Pen and pencil

Short note Power point presentation

Reference Books

White board and marker

Divider switch
Pen and pencil
Attendance list

During discussion, the class participation

was moderate

For some students the topic was

difficult to understand

The class was properly arranged and it

was conducive teaching atmosphere

Some students gave attention to take

note rather than listening

The discussion was interactive

Student motivation to
ask and
answer questions was poor

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CTPD 601- Pedagogy

Teaching Portfolio
Feleke Yeshitila
College of Education and behavioural studies
Department of educational Planning and Management

My belief in teaching is that facilitating individuals learning and creating conducive teaching
atmosphere where student can develop their ability to think critically, solve problem, synthesise
information, conduct research and express their ideas both in written and verbal forms. My
stress is on helping the student to learn rather than providing my knowledge to them.
To create conducive teaching atmosphere, I give confidence students to ask questions and
express their idea and opinions on the topic we are covering. This helps students to respect others
opinions and ideas in the classroom. I construct different assignments that challenge students in
order to improve their problem-solving and critical thinking skills. I use small-group discussions
in classroom by which students actively involved to bring changes in the attitude of them. I
provide students independent work where students carry out the activities by their own pace and
time. By doing this, students can learn self responsibility, self planning and self action. At the
end of the class, I ask for feedback from my students about my task as well as my teaching style,
and I then implement student suggestions to improve my teaching style and their learning
outcomes.
My goals in teaching are not just to promote learning of the subject matter but also try to help
the students learn to think logically, learn problem-solving methods and techniques, learn how to
conduct research, improve report writing skills and providing valid reasons for logical
arguments. By using new and appropriate methods of teaching, I will try to change students
factual knowledge and competency in the subject matter of the course. As a teacher,
strengthening various cognitive capacity of students (like study skill, reasoning, writing and
speaking skill) promoting intellectual appreciation of the subject matter will be my objective in
teaching and learning process.
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CTPD 601- Pedagogy

In the future, I will try to find better and new pedagogical approach for determining if the
students really understand the current topic in the class. I will also try to do different methods of
disseminating class materials, such as interactive web-based materials using HTML, E-book or
PDF files. Finally, I will make an effort to find ways to improve student assessment tools (like
exam, test) in the learning process. I will make them more of a learning tool rather than just a
method of an assessment. To become myself as a competent teacher, I will attend an effective
teaching workshop and I will participate in a teaching and learning Seminar. Knowledge doesnt
grow forever. As the fact of this, I will bring up to date my knowledge by reading current books,
academic journals and newsletters that cover all aspects of my field course and the teaching
process.

General speaking, we have learnt the basic theory about the teaching and learning process in
higher education. We develop basic skill on how to plan, organize and direct the teaching
learning process by using appropriate teaching methods and techniques.
Specifically, in pedagogy class, we acquire basic theoretical and current practical knowledge
on: Different concepts of teaching and learning in higher education
The core mission and goals of higher education and objectives of higher education in
Ethiopia
Higher education curriculum development and learning situations
The major quality and responsibility of higher education teachers
Different strategies and styles of learning
Principles, methods and techniques of teaching in higher education
Preparing and proper utilization of instructional materials
Class organization and management of instructional activity in higher education
Different assessment techniques and the current practice educational assessment
At the beginning of the pedagogy class, the course description, learning objectives, the course
content, teaching methods, the instructor and learner roles, the course calendar and assessment
strategies have been introduced to encourages students. All the necessary teaching materials/
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CTPD 601- Pedagogy

teaching aid (like LCD projector, marker, and course outline) have been prepared and properly
utilized in class room. The instructor tried to create a positive class room environment by
introducing students his teaching experience. He has begun the class by learning student's names;
it helps to create a comfortable classroom environment that will encourage student interaction.
Students introduced their names, year in school, major field and experience. The ultimate goals
and expectation that students hopefully to achieve from the pedagogy course have been
presented in the class. It motivates students to attend attentively. Finally Norms (about late
student, absenteeism, switch off mobile in classroom, sitting properly) have been developed with
the full consensus of instructor and students in order to go forward effectively the teaching
learning process.
The teaching and learning process of the pedagogy class has been carried out by using mixed
teaching methodology such as, modified lecture, peer learning and buzz-group discussion
method.
The class room organization and management was satisfactory. But sometimes the teaching and
learning process was interrupted due to unavailability of classroom. The pattern of the class was
not in good manner. The teaching and learning environment was not conducive. These are the
factors that discourage students to become effective in their performance.
In order to link the theoretical knowledge of pedagogy with the actual experience of the teaching
and learning process, individual and group assignments were given to students. It helps students
to see things differently. Student participation to ask question which were not understandable
and answering to the question needs to be praised.
Two points which were not learned in relation to the learning outcomes of this course. One is
how to design instructional plans for teaching counselling. The other point we didnt cover in
this course is that examining current practices in method of teaching, material preparation,
classroom management and assessment techniques.

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CTPD 601- Pedagogy

3.

Reflection on What should be done to make learning

meaningful, useful, interesting and lasting experience

In order to make learning more meaningful, useful, interesting and long lasting experience for
students, different activities should be done. They are: As we know changes in a society immediately tend to change the curriculum of the
higher education. In the process of curriculum development, integration of subject
should be done so that learning becomes meaningful and useful. In this case, several
subjects are fused together to become effective and interesting.
As instructors it is required to identify the appropriate teaching methodology.
Identifying teaching methodology based on objective and learner ability and using
the appropriate one makes learning to be meaningful and encourages better
understanding.
It is known that Students come to the higher education with sufficient information
and knowledge. When students are learning, the instructors should connect the new
information, knowledge and concepts with learner prior knowledge. This makes
learning more interesting and meaningful.
Connecting the theoretical and conceptual framework with the practical situation also
one of the factors used to make learning more interesting, useful and meaningful.
When teaching focuses on students and challenges their perception, learning becomes
more meaningful and useful to the learner. Challenge students, but simultaneously
make it easy for them is help to master the ideas and facts.
Respect students idea with possible tolerance. Learning from students is one of the
factors that make learning more meaningful.
For preparing students to become instructors of educational planning and management in higher
education, the following should be done:
Qualifying teachers and promoting their professional development in their subject
matter
Providing the pedagogy course and connect the theoretical and conceptual with the
real situation such as developing curriculum, preparing lesson plan, assessment
techniques, class room management
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CTPD 601- Pedagogy

Providing the necessary skill to enhance their profile as a teacher. Like making clear
presentation, effective communication, Skills in reporting for publication,
community service,
Providing training on teachers characteristics and professional ethics

Feleke Yeshitila

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