BAHIR DAR UNIVERSITY

COLLAGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF TEACHER EDUCATION AND CURRICULUM STUDIES
COURSE CODE: TEACHER AS A REFLECTIVE PRACTITIONER (PGDT 415)
Total weight 40%
Name Yohannes Mekuriaw ID: BDU1414680
Department: computer science center: Gondar semester: two
1. Please explain the two process of reflection as mentioned by shone. Support your explanation with
practical example in teaching.
Answer
The two process of reflection mentioned by schon in1983 are:
 Reflection-in-action (thinking on your feet)
 It takes place in the midst of action, not after t the task or the experience is accomplished.
 It involves a surprise (an unexpected behavior that challenges one knows in action), a response to
surprise or conducting an action experiment on the spot by which we seek to solve the new problems.
 We test our new way of seeing the situation, and also try to change that situation at instant for the
better.
 Reflection in action is not method that the teacher uses but it shows the art and a talent of the teacher.
Example: Reflection in Action experiences within a course setting include, but are not limited to:
 Service-learning (i.e. students engaging in service work with a community partner and integrating
course concepts in reflecting on what was learned)
 Clinical, practicums and field experiences (e.g. Inter-professional education, Nursing rotations,
student teaching, etc.)
 Internships where students receive academic credit
 Certain courses taken with study abroad programs (i.e. Casa Belize)
Observing other teachers, taking notes on your own teaching practice, reading about how to improve yourself,
and asking for feedback from your students to achieve self-improvement.
 Reflection-on-action (retrospective thinking/thinking back)
 It is the most familiar image of reflection involves a sequence of action then thought.
 It is an action to look back your practice or experience after it is accomplished to see how it went,
what went well, what did not, what could be changed for the next time.
 Reflection-on-action means you reflect after the event on how your knowledge of previous
teaching may have directed you to the experience you had.
 Reflection-on-action should encourage ideas on what you need to change for the future.

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  This type of reflection involves a stepping back from the situation, meaning that it happens at some
time after the situation has occurred.
 Therefore it demands a time commitment – something that is often a challenge. Despite this, it has an
important place in professional development.
Example: Reflective on action include keeping a journal, gathering feedback from students and colleagues, and
recording a class. These methods can help a teacher reflect on how the class went, what did or did not work, and
what improvements could be made to improve student outcomes.
2. Mention and explain the three dimensions of thinking processes by showing appropriate examples.
Answer
The domain of thinking Processes are organized in three dimensions:
 Reasoning, processing and inquiry
 The Reasoning, processing and inquiry dimension encompasses the knowledge, skills and behaviors
required to enable teacher learners to find out the world around them, and to use critical thinking to
analyses and evaluate information they encounter.
 Learners learn to assemble and question information and develop opinions based on informed
judgments.
 They also develop the capacity to transform information into coherent knowledge structures.
Example: The teacher gives a student a starting story and let everyone finish it by their own.
 Creativity
 The capacity to think creatively is a central component of being able to solve problems and be
innovative.
 In the Creativity dimension, teacher learners learn to seek innovative alternatives and use their
imagination to generate possibilities.
 They learn to take risks with their thinking and make new connections.
Example: After HIV/AIDs awareness program, learners look back their sexual experience
they had because of the lack of this awareness. And, they decided to change and
control their unsafe sexual behavior for the future.
 Reflection, evaluation and metacognition
 Learning is enhanced when individuals develop the capacity to reflect on, and improve their existing
ideas and beliefs.
 In the Reflection, evaluation and metacognition dimension, teacher learners learn to reflect on what
they know and develop awareness that there is more to know.
 They learn to question their perspectives and those of others. They evaluate the validity of their own
and others ideas.

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  They also develop their metacognitive skills in planning, monitoring and valuating their own thinking
processes and strategies.
Example: Given a politician speech, learners draw out the weak and the strong side of the speech with justification.
3. What are the four major factors that make teaching complex and difficult? Explain them one-by-
one.
Answer
There are some of the major factors that make teaching more difficult or complex than other professional
practices.
1. Educational Qualification
Educational qualification of a teacher decides their knowledge. By getting a higher degree in the teaching, a
teacher will be able to impart knowledge to the students in depth and of quality. On comparing the teachers who
have M.ED or PhD degrees with others who do not have you will be able to differentiate the different ways of
their thinking and the ways of imparting knowledge to students.

2. Skills
Skills matter a lot. Sometimes a teacher with a lower degree of teaching has better skills of teaching than a
teacher with a higher degree of teaching. It is not sure that teachers with higher degrees have the right instincts
and can teach in a better way than teachers with lower degrees. Teaching skills are decided on how teachers
connect to students, what teaching methods apply on students, how they explain the concepts to students, and
what their attitude towards students.
Their communication skills should be effective and engaging
 Selection of suitable teaching method
 Applying the right teaching aids
 Their approach towards teaching students
 How they guide and monitor students
3. Experience
Graduating in a degree of teaching is not that much tough as getting mastery in experience. Experience holds an
important place when you are teaching students. Some aspirants acquire high qualifications which can make
them qualified for teaching but lacking in experience hamper their progress.
With high qualifications, teachers can get a better understanding of the different topics or complex formulas but
experience helps teachers to deal with the students and prepare them for how to teach students.
4. Subject matter
There comes a time when teachers who do not have knowledge of a particular subject are assigned to teach that
subject. In such a situation, passion and motivation to research about the topic and teach students help them.

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Subject matter does really matter. However, the chances of assigning subjects which are not the forte of a
teacher are very rare.
The syllabus of the subject is formed by educationists and psychologists keeping the mental and physical
capabilities of students in mind. The important subject matter related factors which influence teaching are the
difficulty of the task, length of the task, meaningfulness of the task, similarity of the task, organized material,
and life learning.
4. Please identify and explain how critical reflective teachers are doing their teaching?
Answer
Critical reflective teachers reflect on the moral and ethical implications and consequences of classroom practices
on learners. They extend their considerations to issues beyond the classroom to include democratic ideals.
Acknowledging that classroom and school practices cannot be separated from the larger social and political
realities, critical reflective teachers strive to become fully conscious of the range of consequences of their actions.
Critical reflection is mostly considered as a higher order level of reflection. It adds the following dimensions:
 Questioning of underlying assumptions, biases, and values one brings to bear on their teaching.
 Conscious consideration of the ethical implications and consequences of practices on
learners and their learning.
 Examination of how instructional and other classroom practices contribute to social equity and to the
establishment of a just society.
 Extended awareness beyond immediate instructional circumstances to include caring about democratic
foundations and encouraging socially responsible actions.
Typical questions the teacher asks at the level of critical reflection are:
 Do all learners in my class have daily opportunities to be successful?
 Who is being included and who is being excluded in this classroom practice?
 How might the ways I group learners affect individual student’s opportunity for success?
 Does this classroom practice promote equity?
 Do I have practices that differentially favor particular groups of learners (e.g., males, females)?

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 BAHIR DAR UNIVERSITY
COLLAGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
COURSE CODE: ASSESSMENT AND EVALUATION OF LEARNING (PGDT 423)
Total weight 40%
Name ___Yohannes Mekuriaw ___________ID: BDU1414680
Department: computer science center: Gondar semester: two
1) Differentiate test, measurement and evaluation and support your writing with example.
Answer: Test
A test is a formal, systematic usually paper - and - pencil procedure to gather information about pupil’s behavior
or performance.
It is a measuring tool or instrument typically used to provide information regarding individual’s ability,
knowledge, performance and achievement.
It most commonly refers to a set of items or questions with different type, and designed to be presented for one
or more students under specified conditions.
It is used to get information regarding the extent to which the students have mastered the subject matter taught
and the attainment of instructional objectives.
For example; most of the times, when you finish a lesson or lessons in a week or a month, your teacher may give
you a test. This test is an instrument given to you by the teacher in order to obtain data on which you are judged.
Measurement is the process of obtaining numerical description of the degree to which an individual possesses
particular characteristics. It is a systematic process of obtaining the quantified degree to which a trait or an
attribute is present in an individual or object. In other words, it is a systematic assignment of numerical values or
figures to a trait or an attribute in a person or object.
The numerical value of scholastics ability, aptitude, achievement etc. can be measured and obtained using
instruments such as paper and pencil tests. It means that the values of the attribute are translated into numbers by
measurement. For example, a student receives 13 out of 15 in a spelling test, completes all six steps in the science
experiment, obtained 72 percent for a mathematics examination. Here, measurement permits more objective
description concerning attributes or traits and facilitates comparisons.
Measurement
Measurement is simply a quantitative description of pupils’ behavior. For instance, Abebe scored 70 out of 100
in the course assessment and evaluation of learning. Here, the number 70 is assigned for Abebe’s performance in
the stated course. The quantification of the pupil’s behavior doesn’t imply judgments regarding the value or worth
of the obtained results. Thus, the purpose of educational measurement is to represent how much of ‘something’
is possessed by a person using numbers.

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Measurement is not also the same as testing. While a test is an instrument to collect information about students’
behaviors, measurement is the assignment of quantitative value to the results of a test or other assessment
techniques. Measurement can refer to both the score obtained as well as the process itself.
Evaluation
Evaluation is the process of making judgment about student’s performance, instruction, or classroom climate
based on the data we gathered through various assessment techniques. It occurs after assessment. It depends on
the information that has been collected, synthesized and thoroughly interpreted. It is the point where the teacher
is in a position to make informed judgments or decisions about students’ learning progress and the effectiveness
of teaching.
Evaluation may be defined as a systematic process of determining the extent to which instructional objectives
are achieved by the learners. There are two important aspects of this definition. First, evaluation implies a
systematic process, which omits causal, uncontrolled observation of students. Second, evaluation always assumes
that instructional objectives have been previously identified. Without previously determined objectives, it is
almost impossible to judge the nature and extent of students’ learning progress.
2) What is the importance of assessment principle to the teaching and learning process? List reasons could
hinder in applying the principles and identify solution for each constraint to make your assessment
comprehensive and effective?
Answer for Assessment
The term assessment method has been used to encompass all the strategies and techniques that might be used to
collect information from students about their progress toward attaining the knowledge, skills, attitudes, or
behaviors to be learned. These strategies and techniques include, but are not limited to observations, text and
curriculum-embedded questions, oral questions, paper-and-pencil tests, homework, laboratory work, research
paper, project works, field reports, interviews, peer and self-assessments, writing samples, exhibitions, portfolio
assessment, project and product assessments and the like.
The most important part of assessment is the interpretation and use of the information that is gleaned for its
intended purpose. Teachers have many purposes for assessment of students because they are required to make
abroad range of decisions in their classrooms. Some of these decisions were about the scholastic characteristics
of pupils, while others were about their personal and social characteristics.
a. Instructional Functions
The instructional function serves as a source for teachers to classify and refine meaningful course objectives,
provide feed-back to the teachers, motivate learners, etc. It further assists the teacher to have an objective and
comprehensive picture of each pupil’s/student’s progress.
b. Administrative Functions

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 This involves provision of mechanism of “quality control” for a school or school systems. It provides a useful
means for program evaluation and research, facilitating better selection, classification, placement and certification
decisions.
c. Guidance and Counseling Functions
Assessment also serves as a means to make counseling and guidance decisions. Results obtained during
assessment can also be used in assisting pupils with educational and vocational decisions, guiding them in the
selection of curricular and extracurricular activities.
d. Educational Diagnostic and Remedial Decisions Functions
The teacher should make continual diagnostic assessments of groups or individuals formally or informally. A
diagnostic function of assessment serves to understand exceptional people, individual’s special aptitudes and
abilities, help individual with different problems of sight, hearing and other problems and identify the strength
and weakness of students.
3) How do you explain the role of having the knowledge of educational assessment and evaluation for
teachers?
Answer
Assessment is embedded in the learning process. It is tightly interconnected with curriculum and instruction. As
teachers and students work towards the achievement of curriculum outcomes, assessment plays a constant role in
informing instruction, guiding the student’s next steps, and checking progress and achievement. Teachers use
many different processes and strategies for classroom assessment, and adapt them to suit the assessment purpose
and needs of individual students.
Research and experience show that student learning is best supported when
 Instruction and assessment are based on clear learning goals
 Instruction and assessment are differentiated according to student learning needs
 Students are involved in the learning process (they understand the learning goal and the criteria for quality work,
receive and use descriptive feedback, and take steps to adjust their performance)
 Assessment information is used to make decisions that support further learning
 Parents are well informed about their child’s learning, and work with the school to help plan and provide support
 Students, families, and the general public have confidence in the system
The Department believes that the primary role of assessment is to enhance teaching and improve student
learning.
4) How it is important to know the learning process of students does it have any effect on students learning?
How?

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Answer: It is about recognizing teaching as a medium that can do some things exquisitely but cannot do
everything. Teaching and learning go hand-in-hand. Effective teachers continually improve their skills by
learning about the latest trends in the field of education.
Because of, When students feel ownership and have choice in their learning, they are more likely to invest time
and energy in it. Assessment can be a motivator, not through reward and punishment, but by stimulating students’
intrinsic interest. Assessment can enhance student motivation by:
 emphasizing progress and achievement rather than failure
 providing feedback to move learning forward
 reinforcing the idea that students have control over, and responsibility for, their own learning
 building confidence in students so they can and need to take risks
 being relevant, and appealing to students’ imaginations
 providing the scaffolding that students need to genuinely succeed
When students learn, they make meaning for themselves, and they approach learning tasks in different ways.
5) Discuss the different between formative and summative assessment, criterion referenced and norm
referenced assessment, and formal and informal assessment, justified your answer with evidence.
Formative Vs Summative assessment

If formative assessment measures how a student is learning during a course of study, summative assessment is
designed to measure “how much” a student has learned after a unit or course has reached its completion. One way
in which the two are commonly distinguished is that formative is considered assessment for learning while
summative is considered assessment of learning. Formative assessment can happen as frequently as a teacher
needs, and the information gleaned can impact one’s teaching in real time.

Summative assessment provides teachers with an overview of what students have learned throughout a particular
unit of study—a semester, a full year, or, in the case of the SAT, all the cumulative knowledge and skills that they
have gained over a long span of time. Summative assessment can also help teachers determine if their students
are ready to proceed to the next level. Have they gained the necessary knowledge and skills to graduate to the
next course or grade?

Because summative assessment can carry high stakes, such as program admission or final grades, it is important
to have the assessment be valid and reliable. Multiple-choice items should be written carefully, and written and
oral responses should have clear rubrics and consistent evaluation in order to give accurate, reliable measures of
student achievement.

Lower stakes does not mean less importance, however. “Although formative assessments have lower stakes, they
are really changing the learning trajectory for students,” says David Bain, SVP, Innovation and Analytics at HMH.
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“They are more important because they change the student’s learning path. Teachers make instructional and
programmatic decisions based on these assessments.”

Formative assessment can be used to guide instruction on an ongoing basis. Some common types of formative
assessment include:

 Exit tickets
 In-class discussions, coupled with teacher observation and note-taking
 Quizzes
 Games
 Polls during a lesson
 Class projects

Summative assessments can take different forms, but are generally used to provide information about students’
achievement of academic content standards following a longer period of instruction, such as a full semester or
school year. For example, many students must take certain state-mandated achievement tests to measure
progress towards grade-level performance expectations.
Other forms of summative assessment can include:

 Multiple-choice exams
 End-of-unit tests
 Final class essays that demonstrate cumulative knowledge
Formative Assessment Summative Assessment
 Occurs frequently throughout instruction  Occurs after the instruction is complete (e.g., at the
(e.g., during a unit of study) end of a unit of study)
 Focuses on assessment for learning  Focuses on assessment of learning
 Informs ongoing instruction to improve  Evaluates how well the instruction worked in the
student learning outcomes in real time past
 Usually covers discrete content (e.g., one  Covers larger instructional units of study such as a
skill or concept) full semester or a year
 Often uses qualitative (descriptive) data  Often uses quantitative (numerical) data to apply
to evaluate a current state based on formal measurement and evaluation techniques to
informal measurement determine outcomes

Criterion Referenced and Norm Referenced Assessment

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 The two terms Norm-Referenced and Criterion-Referenced are commonly used to describe tests, exams, and
assessments. They are often some of the first concepts learned when studying assessment and psychometrics.
Norm-referenced means that we are referencing how your score compares to other people. Criterion-referenced
means that we are referencing how your score compares to a criterion such as a cut score or a body of knowledge.
Examples of Norm-Referenced vs. Criterion-Referenced
Suppose you received a score of 90% on a Math exam in school. This could be interpreted in both ways. If the
cut score was 80%, you clearly passed; that is the criterion-referenced interpretation. If the average score was
75%, then you performed at the top of the class; this is the norm-referenced interpretation. Same test, both
interpretations are possible. And in this case, valid interpretations
What if the average score was 95%? Well, that changes your norm-referenced interpretation (you are now below
average) but the criterion-referenced interpretation does not change.
Now consider a certification exam. This is an example of a test that is specifically designed to be criterion-
referenced. It is supposed to measure that you have the knowledge and skills to practice in your profession. It
doesn’t matter whether all candidates pass or only a few candidates pass; the cut score is the cut score.
Formal Vs. Informal Assessment:
Key Differences

FEATURES FORMAL ASSESSMENT INFORMAL ASSESSMENT

Definition Formal assessment refers to a grading Informal assessment refers to a method of

system-based evaluation to monitor students’ student evaluation that does not have any
knowledge. standard grading criteria.

Types Norm-referenced: teacher measures students’ Quizzes, writing samples, project-based

performance based on their average assignments, presentations, etc.
performance in class.
Criterion-referenced: student’s performance
is evaluated individually.

Examples Tests, quizzes, surveys, and questionnaires. Exit surveys, observation, and oral
presentations.

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Uses When teachers want to measure students’ When teachers want to have immediate
performance based on specific standards or feedback on the student’s knowledge so far.
criteria.

Advantages  Minimum chances of examiner bias  Teachers have better look at students’
due to criteria standards. learning abilities.
 Makes students pay more attention in  They can observe performance at
classes. various learning stages.
 Acts as a pass for students to move  Gives a chance for improvements.
further with the next learning stages.  Allows students to approach a subject
from various angles.

Grading Uses a rubric or standard assessment criteria. Teachers use students’ past performances to
system judge their recent performance.

Purpose To know students’ overall performance at the To track students’ learning progress and any
end of the learning process. Teachers doubts or difficulties they face.
sometimes compare students’ performances
with each other.

Scope  Provides a broader view of student  Provides a narrow but detailed view of
knowledge. student knowledge.
 Evaluate the performance at surface  Focuses on individual student
level to assign a grade or score in the improvements.
end.  Teachers can modify their teaching
methods according to students’
performance from time to time.

Flexibility It is controlled by the instructor and they can It has a pre-defined method of evaluation and
modify it based on individual student instructors have no control over it.
requirements.

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Score Students’ performances are used to compare Students’ performances are compared to their
comparison with other students in the same class or age own performances from the past. Hence, it is an
group. individual assessment.

6) What is the difference between objective test and essay test? When the objective test format preferable
over the subjective item format?
Objective test Vs Essay test
Difference between Essay tests and Objective Tests
In essay items the examinee writes the answer in her/his own words whereas the in objective type of tests the
examinee selects the correct answer from among several given alternatives.
Thinking and writing are important in essay tests whereas reading and thinking are important in objective type
tests. In essay tests the examinee answers the questions in several lines. S/he critically thinks over the problems
posed by the questions and arranges the idea in sequence and expresses them in writing. In objective type the
examinee doesn’t have to write in many cases. He is simply asked to put a tick/mark. However, in order to make
a correct choice he is required to read both the stem as well as the alternative answers very carefully and then
critically think and decide.
It is difficult to score objectivity and accurately in essay tests whereas in objective tests can be easily scored
objectively and accurately.
Essay tests are difficult to evaluate objectively and partially because the answers are not fixed like the answers of
objective items because of the variability in the scorer judgment regarding the contents of the answers in the
objective types of tests whether of the selection or supply type scoring can be done accurately because the answers
are fixed in them. The scoring will also be objective because when the answers are fixed there will obviously be
complete interpersonal agreement among the students.
In objective type tests the quality of the item is dependent upon the skill of the test constructor but in essay test
the quality of the item is dependent upon the scorer’s skill. Writing item for an objective type test is a relatively
difficult task. Only a skilled test constructor can write good objective items. The quality of the test items are
bound to suffer. If the test constructor lacks skill in writing items as well as limited knowledge regarding the
subject matter items in essay tests are easy to construct. A test constructor is even with a minimum knowledge of
writing items can prepare relatively good essay items.
Objective test items no matter how well they are constructed permit and encourage guessing by the examinee
whereas essay test items no matter how well they are constructed permit and encourage bluffing by examinees.
In objective type test items the probability of guessing can’t be fully nullified. The effect of the guessing is the
inflation of the actual score obtained on the test. Guessing is the most obvious when the length of the test is short

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and the two alternative objectives form is used or when difficult alternative responses are included in multiple
choice items or matching items and the length of the test is short.
Assignment of numerical scores in essay test items is entirely in the hands of the scorer whereas assignment of
numerical scores in objective type test items is entirely determined by the scoring key of the manual.
Objective tests are considered to be more reliable than subjective tests on the basis of its scoring procedure.
Here, no judgment is required on the part of the scorer and the scoring is considered to be objective. Objective,
which require students to select the correct response from several alternatives or to supply a word or short
phrase to answer a question or complete a statement. Examples: multiple choice, true-false, matching,
completion
7) What are the advantage of objective test as compared to essay tests?
Can reduce the marking workload involved, particularly on courses with large student cohorts, while still
providing a reliable assessment method. Allows teachers to quickly assess a broad range of topics and provide
immediate and direct feedback to both students and staff.
It is obvious that objective tests have some advantages over essay tests. The principal strengths of objective testing
are objective scoring, extensive sampling, and improvement of students' comprehension. On account of these
advantages, objective tests have a lot of uses in the EFL classrooms. This type of test items has the following
merits:
A These test items are suitable for the modern educational practices, as there lies more objectivity in scoring.
B These questions are free from the personal factors of the teacher.
C The mood of the examiner in no way affects scoring.
D This test item enables the learners to become thorough in the subject matter. The reason is that for a little
writing he can devote his time to thought and can there by answer many questions that he has to write his
answers out at length.
E Chance elimination is reduced in this test. Although intellectual guessing carries for the pupil.
F It is easy to scoring.
G Pupils like this type of test item as there is no chance for the teacher to show personal bias or favoritism.
H This test items are educative for the pupils as they are more interested in answering this type of test.
I Objective type test items discourage cramming and encourage thinking, observation and scrutiny.
J These test items are more reliable and valid.
K Objective type test items can be standardized easily by applying beforehand to a large number of students
of the same age group before the actual examination.
8) What is the table specification of and what major purpose does it serves? Why teachers are expected to
prepare it?
Answer

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 1) What is the table specification?
A Table of Specifications is a two-way chart which describes the topics to be covered by a test and the number
of items or points which will be associated with each topic. The purpose of a Table of Specifications is to identify
the achievement domains being measured and to ensure that a fair and representative sample of questions appear
on the test. Teachers cannot measure every topic or objective and cannot ask every question they might wish to
ask.
2) What major purpose does it serves?
A Table of Specifications benefits students in two ways. First, it improves the validity of teacher-made tests.
Second, it can improve student learning as well. It helps to ensure that there is a match between what is taught
and what is tested. Classroom assessment should be driven by classroom teaching which itself is driven by
course goals and objectives.
3) Why teachers are expected to prepare it?
Because a Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights
those different areas based on their importance. A Table of Specifications provides the teacher with evidence that
a test has content validity, that it covers what should be covered.

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 BAHIR DAR UNIVERSITY
COLLAGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF TEACHER EDUCATION AND BEHAVIORAL SCINCE
COURSE TITLE: INSRTACTIONAL DESIGN AND TECHNOLOGY:
COURCE CODE (Tecs. 2045) Total weight 40%
Name ___Yohannes Mekuriaw ___________ID: BDU1414680
Department: Computer Science center: Gondar semester: two
1) What is the advantage of technology? Mention 3 points
Answer: The various benefits that come with using educational technology are as follows:
 It Offers A Wider Choice Of Materials That Can Be Accessed Easily
The vast array of educational technology that is available today offers students a wide range of options from
which they can choose the best ones for their learning needs. This helps them develop the right kind of skills and
knowledge so that they can become good professionals in their chosen field.
 It Helps Improve Learners' Communication Skills and Performance in School and Workplace Settings
Learners who are able to communicate better through technological means will also perform better academically
as well as in work settings because communication skills are very important when you want to get your point
across effectively.
 It Provides a Fun and Engaging Learning Experience for Students
Today's learners are not only required to learn but they also need to have fun while doing so. Educational
technology offers students the opportunity to have fun while learning, which will also help them stay motivated
and excited about their studies.
2) One way communication is among the various type of message in communication. How do you
characterized one way communication?
Answer : One way communication is characterized by the following points.
 The message is directive. It is dominated by telling orders and dictating things to be done.
 The influence is all one way. The sender of the information has all power and control to do everything.
The receiver is passive interpreter assigned to do something he is told to do. He/she plays none
participative role in the communication.
 Since it is one way it requires no feedback. Therefore it is impossible to know whether the message is
transmitted as intended by the sender or not. Even if it is transmitted as intended, it is impossible to know
whether it is interpreted as intended. No question is asked, no follow up is made and no evaluation is done
about the destination.
 It is highly exposed to misunderstanding and confusion between the source and the receiver.
 It is rarely effective. It may become effective when the message is well digested before it is dispatched.

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 3) Identify the problem in communication in the teaching learning process and write the solution.
Answer
When communication is carried out it often encounters problems. The problems are sometimes serious and
sometimes simple. Some of the possible problems in communication are listed below
A) Negative Self Concept:
This is problem arising because of the personal feeling of the communicator. Such communicators will not be
able to make themselves understood.
B) Degree of awareness: Extent of awareness about the person with whom one is communicating also matters.
If one is not aware of say the knowledge level, outlook, personality ... of the receiver, effective framing of the
message and producing appropriate information becomes impossible.
C) How the communicator is perceived: This refers to the problem of psychological feeling that receivers attach
to the communicator. For example, if a teacher who frequently misses classes give an advice to his students not
to miss classes by mentioning all the disadvantages, he is less likely to be heard.
D) Expectations: Expectations about the organizational system in which persons are operating can also happen
to be a problem in communicating with them.
E) Words and their precise meaning: In most cases, communication is carried through words; spoken or written
words. Application of appropriate words in appropriate place with appropriate meaning is essential for effective
communication.
4) Write with practical examples how the utilization of computers in your school supported the
teaching learning.
Answer: Science teachers’ utilized computer-based technology in teaching was observed as Rarely. They
typically used common software and application in Science instruction. There is a significant difference between
Science teacher’s utilization of presentation software, publishing software, and educational software as computer
based technology in science instruction and profile variables. Computer based technology in Science instruction
is a trend in the 21st century learning. The teachers sought its advantages. They utilize it to improve their teaching
that greatly uplifts students learning interests. Due to various sources and applications, learning Science concepts
and principles have been made easy. For example: Teachers teach their learners like:
 Using projector  Computer used to Managed Instruction
 Computer laboratory class (teach their topic
by video visual, etc)
Ways Description
 Instructional Material Generate material like worksheets, hand-outs, manuals, banners, visuals,
diagrams, for viewing on computer, for projecting, for use in print form.
 Lesson Plan Computer is used to develop lesson/unit plans.

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  School E-Circulars Announcements, activities, schedules, Homework are notified via internet.

 Student’s Portfolio Students‟ creative work, achievement and information is disseminated on

school website.
 Communication Internet is used to share information with students, professionals, parents.
 Student’s Performance Computer is used to build question banks, test papers, Students are given
Assessment tests on the computer, offline/online.
 Record Keeping Students‟ attendance, assignment, grade records are generated and
maintained on computers.
 Diagnosis-Remediation Based on test result, diagnose student’s strengths /weaknesses; generate
student profile for the purpose of guidance and counseling.
5) How are you going to apply in communication (five different elements: source, /encoder, message,
channel, decoder, receiver/ destination) in your class room?
Answer: By establishing effective communication. Communication can be described as the process where people
exchange thoughts or ideas with one another. Poor communication is the main reason why students lack
motivation, perform badly, and consequently drop out of school. We have compiled our top techniques to create
a positive dialogue between students and teachers by using five way:
Create a safe environment: Create a safe and supportive environment where students feel comfortable to open
up and express their thoughts and ideas. An atmosphere that allows students to ask if they need help is crucial to
our academic success.
More teamwork: Doing more team activities, and group work is a great way to take the focus off competing
with one another and concentrate more on working together to get the best results. It can encourage
communication, cooperation, and collaboration and help students talk more and effectively express themselves
with their peers.

Positive feedback: Often teachers forget to mention when a student has performed well and instead focus on
the negative aspects such as bad behavior. This can have significant effects and demoralize students. Although
negative feedback can create positive outcomes by helping students to improve, giving positive feedback is a
necessary part of promoting effective communication in the classroom.

Don’t stand at the front of the classroom: Moving around the classroom, and getting involved with the
students will create less of a student-teacher feel. Moving away from the front of the classroom and joining
them either at their desks to discuss ideas and getting involved in small discussions will help them feel more
comfortable and more likely to open up.

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Active listening: Listen to hear our students, not just to respond and give an immediate answer. Sometimes just
lending an ear can be extremely useful in promoting a supportive and caring environment. Other times, students
have a question about homework or need some clarification about a topic that has been discussed where an
answer is needed.

6) Take any content from your subject area then show how you will select, prepare, and utilize
instructional technology (both non projected visual aid and projected visual aid) using sections
model. Show through practical examples how you are going to use to facilitate better student
motivation, interest, and deep learning or mastery of the lesson in your classes.
Answer: to teach coordinate geometry (use projected visual aid)
Use to:
 Allow all students to view the same material at the same time
 Offer the students other perspectives on the material
Some common graphics are Overhead Projector, Slides, Filmstrip, Digital images, drawing including sketches
and diagrams, chart, graph, poster, cartons, etc.
To teach coordinate geometry (use projected visual aid)
By the following teaching materials group under non projected aids are:
 Chalkboard (Blackboard)
Blackboard (Chalk board) is one of the teaching materials group under non projected aids. It is the oldest medium
of visual presentation. Blackboard, by itself without the work of teachers or students on it is, not an item of visual
material.
Adhesive Boards
These are not boards on which to use chalk or marker pens. They are boards that allow
cutouts of:
 Figures  diagrams... to stick on to them
 Symbols
Such adhesive boards give 2 advantages to teachers, namely;
 they allow quick possibility of changing or repositioning of materials presented to students
they allow teachers to build up:
 a theme
 a sequence
 a continuous
 a consecutive body of a lesson

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 BAHIR DAR UNIVERSITY
COLLAGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF SPECIAL NEED AND INCLUSIVE EDUCATION
COURSE TITLE: INTRODUCTION TO INCLUSIVE EDUCATION (PGDT 426)
Total weight 40%
Name ___Yohannes Mekuriaw ___________ID: BDU1414680
Department: Computer Science center: Gondar semester: two
1. A. Define integration and inclusive education. B. write their similarity and
difference. C. Which one is better to achieve quality education? Why?
Answer
A) An integrated classroom is a setting where students with disabilities learn alongside peers without
disabilities. Extra supports may be implemented to help them adapt to the regular curriculum, and sometimes
separate special education programs are in place within the classroom or through pull-out services. In theory,
integration is a positive approach that seeks to help students with disabilities be part of the larger group. In
practicality, the differences in the way all people learn can make this system of education less effective overall.
Inclusion is the actual merging of special education and regular education with the belief that all children
are different, will learn differently, and should have full access to the same curriculum. Students with disabilities
are not expected to adjust to a fixed education structure. Rather the structure is adjusted so that everyone’s learning
styles can be met. Barriers to learning are removed to allow each student to participate fully in the curriculum and
feel equally valued. The end result is that all students with and without disabilities benefit.
B)
 Inclusion refers to the process of educating the children so that they can participate in classroom events.
However, integration is the process in which children with special education needs have to adjust
according to the mainstream education system.

 Inclusion focuses on every student in the classroom; however, integration focuses on only those children
who are suffering from special needs.

 In inclusion, the system of education system changes to assist the education procedure of the students.
However, integration is a matter which varies according to the requirements of special needs students.

 The main objective of inclusion is to improve the overall development of the students in the classroom
activities instead to fit the children according to the education system. Integration, on the other hand, aims
to meet the children with special needs in the education system.

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  Integration is a positive approach that helps motivate students with disabilities to participate in social
activities. However, inclusion states that students with disabilities do not adjust to a fixed education
structure; instead, the structure gets altered, so the learning styles of every student get fulfilled. Integration
improves social skills and exposes the students to adapt typical classroom structure.
 However, inclusion motivates the children with special needs to participate in every school activity by
enhancing their confidence level. The students can establish a grade level through the approach of
inclusion. The students can develop a system of understanding by sharing the materials and behavior
support with the help of the inclusion framework.

C. Inclusive education is better to achieve quality education. Because, the main objective of inclusion is to
improve the overall development of the students in the classroom activities instead to fit the children according
to the education system.

2. A. What are the types of support system in inclusive schools? Which inclusive support
approach is better to school located in urban area and rural settings? Why?
Answer

Inclusion Support Teachers provide direct support, indirect support, and assistance to school personnel to plan
for and implement successful inclusive practices.

Direct Support Services Include:

 Itinerant Emotional Support

 Itinerant Autistic Support
 Itinerant Life Skills Support

Indirect Support Services

Indirect support occurs outside the classroom. It may include:

 curricular modifications
 co-planning with the general education teacher
 collaborative team meetings
 assistance in developing behavior intervention plans
In direct support,

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  Itinerant Autistic Support is the better support system for inclusive school because Inclusiveness and
create a supportive Learning Environment for all. Training for Teachers on how to Create
an Inclusive Environment for autistic children.

3. A. List the characteristics of inclusive classroom and compare these characteristics

with your classrooms that you are working currently? B. what similarities and
difference have you identified? C. write justification for the difference and
similarities that you have identified.
Answer A) there are four classroom characteristics:
a) Full Participation in General Education Classrooms b) High Expectations for ALL students
c) Differentiated Instruction and Assessment d) Team Collaboration
B) the similarities and difference of these characteristics are:
a) Full Participation in General Education c) Differentiated Instruction and Assessment
Classrooms • individualized accommodations and modifications
• services delivered in classrooms • learning through multiple modalities
• student schedules aligned with grade-level peers • fluid and mixed groups; flexible seating
• age-appropriate activities and materials • student choice and individualization
• nurtured peer relationships d) Team Collaboration
b) High Expectations for ALL students • family-school partnerships
• multiple access points to grade-level content • regular meetings among SPED, ESL, and general
• supportive instructional practices education teachers
• lots of visuals
C) Generally, those characteristics are also applied in my classroom
4. A. What are the common barriers to implement inclusive education? B. which
barriers are common in Ethiopia in general and the school you are working currently
in particular? C. what strategies do you recommend to mitigate the barriers you
mentioned?
Answer A
There are six barriers to implement inclusive education
 Parents and staff aren't sure exactly what inclusion is.

 We're not convinced that inclusion really benefits all children.

 Parents are still hesitant about or resistant to inclusion.

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  Staff don’t have high expectations; they believe kids with disabilities are limited in their capacity for
growth and progress.

 There’s just no time to make inclusion work.

 We don’t have the training or resources we need to implement inclusion.

B)
All barriers have been occurred both in Ethiopia and in my school because our school leads by the principle of Ethiopian
educational rule.
C ) there are some tips to solve them

 connect parents and staffs with inclusion related workshops, support groups and reliable information on sites
 use your newsletter to highlight inclusion benefits and fact
 develop inclusion resource in library with book, organized parent information night and invite the panel of
parents to speak about inclusive and answer questions.
 show staff how to use the resource like building blocks for teaching preschooler with special needs to collect
information child embed interventions in to classroom activities and monitor progress.
 being planning well for inclusion in advance of the school year, so teachers feel ready on day one and holds
monthly brainstorming lunches.
5. Assume that you are asked to develop inclusive curriculum in your school first write
the characteristics the inclusive curriculum that you should use and then list the
strategies to design and develop the inclusive curriculum in your school.
Answer
There are four inclusive classroom and curriculum characteristics:
a) Full Participation in General Education c) Differentiated Instruction and Assessment
Classrooms d) Team Collaboration
b) High Expectations for ALL students
Below are four important strategies to consider when designing an inclusive classroom and curriculum.

 Use universal design principles to create accessible  Know your students'

classrooms  Develop a behavior management plan.
 Use a variety of instructional formats

6. A. Compare and contrast inclusive teaching and traditional teaching strategies and
environment. B. which one is better to implement quality of education system? C.
why?

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Answer
Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students
with a variety of backgrounds, learning modalities, and abilities. These strategies contribute to an overall
inclusive learning environment in which all students perceive to be valued and able to succeed. Active learning
strategies are useful but may not account for dynamics like unconscious bias or gender role stereotyping in the
classroom. Inclusive strategies aim to promote self-reflection and action for change.
The benefits of inclusive teaching include:

 Instructors can connect and engage with a variety of students.

 Instructors are prepared for “hot moments” that may arise when controversial material is discussed.

 Students connect with course materials that are relevant to them.

 Students feel comfortable in the classroom environment to voice their ideas/questions.

 Students are more likely to be successful through activities that support their learning modalities,
abilities, and backgrounds.
In the traditional method of teaching, teachers followed the drill and rote method of memorization. In this
method, children learn through repetition and memorization. There is little or no scope for critical thinking. In the
traditional method of teaching, teaching happens within the four walls of the classroom. Here, the teacher is the
sole source of knowledge. It’s a teacher-centric method that promotes the supremacy of the teacher within the
classroom setup.
Some advantages of traditional learning.
 The traditional method of teaching has immense scope for active learning. Students learn through personal
interactions with their fellow students. This creates an active learning environment and helps them develop
their communication skills.
 Traditional learning develops the student’s mind and their social self. They build interpersonal
relationships with their teachers and other students of their age group and, with them, learn the ways of the
world.
 In the traditional learning method, there is space for practical aspects of learning. For instance, chemistry,
or biology experiments best happen within a traditional laboratory. Also, school playgrounds are best
suited to enhance the mobility of children in a safe set-up.

Traditional method of teaching The modern method of teaching

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 Makes use of all available resources including
textbooks, e-resources, online video lectures, webinars,
Sole reliance on textbooks. etc.

Location and schedule are predetermined. Flexible in terms of schedule and location.

Teacher-centered method. Student-centric method.

The physical presence of the teacher and

students in one space is mandatory. Classes happen via both online and offline modes.

Follows several pedagogies, including live classes,

Follows the pedagogy of direct instruction. online sessions, presentations, seminars, etc.

The traditional method of teaching is Technology is at the core of the modern method of
untouched by technological advancements. teaching.

c) Inclusive teaching strategies are better to implement quality education because it is a modern teaching method.
But traditional teaching method is an old fashion teacher centered so it isn’t suitable in the condition like:
traditional learning were most strongly felt during the covid times. Education came to a standstill during the
consecutive lockdowns because face-to-face interaction became an impossibility.
7) Answer for Q 7
A There is a range of inclusive teaching strategies that can assist all students to learn but there are some
specific strategies that are useful in teaching a group that includes students with a hearing
impairment:
Encourage students with a hearing loss to seat themselves toward the front of the lecture
theatre where they will have an unobstructed line of vision. This is particularly important if
the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid
which has a limited range. Be aware that some students may not be comfortable with this
suggestion or have alternate strategies. Respect their choices.
Use assistive listening devices such as induction loops if these are avai lable in the lecture
theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone
for the lecturer. If using such a microphone, it is not necessary to change your speaking or
teaching style.
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 Ensure that any background noise is minimized.
Repeat clearly any questions asked by students in the lecture or class before giving a
response.
Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books
or microphones in front of our face can add to the difficulties of lip-readers. Students who
lip-read cannot function in darkened rooms. We may need to adjust the lighting in our
teaching environment. If a sign interpreter is employed, follow the hints for working with a
sign interpreter.
It is difficult for a student watching an interpreter to also take notes from an overhead or
blackboard. An interpreter is unable to translate concurrently both your words and any
information given on an overhead. It is important therefore that all information should also
be available as handouts.
Provide written materials to supplement all lectures, tutorials and laboratory sessions.
Announcements made regarding class times, activities, field work, and industry visits etc,
should be given in writing as well as verbally.
Allow students to record lectures or, preferably, make available copies of your lecture notes.
Flexible delivery of teaching materials via electronic media is also particularly helpful for
students who have difficulty accessing information in the usual ways. For students with a
hearing loss, new technology - and the internet in particular - can be used to bridge many
gaps.

B Visual Impairments:
Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or
contact lenses. There are two main categories of visual impairment:

Registered partially sighted, which means the level of sight impairment is moderate
Registered blind, which means a severe sight impairment where activities that rely on
eyesight become impossible
Students with visual impairments will experience varying degrees of sight loss; the majority
will have some sight which may be useful for different things for each individual. For many,
the visual impairment will not be obvious to others, even when someone is registe red blind.
Using the same teaching and learning spaces consistently is likely to be beneficial and
prevent unnecessary additional effort in terms of orientation thus preserving energy for
study.

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 Impact on Study
Support required will vary depending on the student's individual circumstances. However, students who are
visually impaired may need support in the following areas:

Orientation support on arrival and ongoing for new locations during term and each new
term
Sighted guide support Materials in alternative formats (such as Braille, electronic, audio,
large print)
General practical study support (such as to source and scan library, course, careers and other
information)
Provision of materials in advance
Access to assistive technology
Permission to record lectures and/or notetaking support
Extended library loans
Examination adjustments
Physical adjustments to the built environment (such as lighting adjustments o r provision of
tactile markers)
C
For children living with a disability, like cerebral palsy, being included is more complicated than for other
children. Teacher tips for inclusive classrooms are so important for making kids feel more welcome.

A child with cerebral palsy not only has every right to inclusion in school like other children, they actively
need inclusion. While it is great for other children to actively include those who seem different, the
responsibility comes down to the adults, particularly the teachers.

Teachers need to ensure all children get a full educational experience and have every opportunity to participate,
learn, and grow.

Although teachers understand this responsibility, they don’t always have the knowledge or experience,
especially working with particular disabilities like cerebral palsy. Every teacher can use advice and tips to
help them build and create more inclusive learning experiences:

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  Get to know the needs of every student. Cerebral palsy causes a wide and varied range of issues, and
each child truly has their own limitations and abilities. When teachers are better aware of the needs of
each student, inclusion is easier and more natural.
 Assign seating. When children are allowed to choose their own seating positions, the classroom can
become segregated.
 Instead of asking for volunteers, call on students randomly.
 Provide group discussion time. Teachers may find that calling on students randomly is difficult at first,
and that those who don’t like to speak up lack confidence.
 Use personal response devices. Another way to get all students involved in answering questions and
participating is to use response devices.
 Expose students to diversity. Many classroom lessons showcase professionals in subject areas, like
scientists, athletes, or musicians
 Vary teaching strategies. This is important for all students, not just those with disabilities who tend to be
excluded more often.
 Provide choice in sports and recreation. Students with physical disabilities, like cerebral palsy, are
routinely left out of physical activities.
 Communicate with parents. Sometimes parents can provide insights that teachers can’t get from
observing students in the classroom or that students are too shy to share.
 Practice collaborative teaching. Collaboration between teachers is so important in providing the best
opportunities for all students, but it is not always encouraged.

Inclusion in the classroom and in school in general is essential for every student at every age. Not being
included can lead to low self-esteem, lack of confidence, lack of social engagement, and academic, emotional,
and physical development deficits.
Exclusion is often not intentional, but to ensure that students who are too often left out get all the opportunities
of other students, teachers have to be active participators in inclusion

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Name: Yohannes Mekuriaw ID: BDU1414680