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

Implications for Learning:

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

3. Social Constructivist Perspective

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

experiences.

Implications for Classroom Teaching

* Collaborative Learning : approaches focus on group work, peer tutoring, and cooperative
learning strategies that promote collaboration and discussion among students.

* Teachers facilitate discussions that encourage students to articulate their thoughts and
challenge each other’s ideas, fostering deeper understanding through social interaction.

* Acknowledging and integrating diverse cultural and social backgrounds into the learning
environment enhances relevance and engagement.

Implications for Learning:

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- 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.

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. In following , I discuss the predominant features of each perspective along with
examples that illustrate their implications in the classroom.

(1) Behaviorist Perspective : Predominant Features

* Learning is characterized by observable changes in behavior rather than internal mental

processes.

* Positive and negative reinforcements are used to encourage desired behaviors, while
punishing undesirable ones.

* Knowledge is presented in a structured, step-by-step manner, allowing students to build on

prior knowledge.

Implications in the Classroom

*) Teachers present information in a clear, concise manner, using lectures and

demonstrations or Direct Instruction

*) Frequent exercises and quizzes reinforce skills.

*) Teachers implement clear rules and procedures, rewarding positive behavior .

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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:

*) Learning is viewed as an active process where learners construct their own understanding
and knowledge through experience.

*) Knowledge is organized into mental frameworks or schema , and learning occurs when
these schemas are expanded or altered.

*) Emphasizes critical thinking and understanding concepts rather than rote memorization.

Implications in the Classroom

* ) 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.

*) Incorporating tools such as simulations or interactive software that allow students to

explore concepts at their own pace, thereby promoting exploration and inquiry.

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

3. Social Constructivist Perspective

Predominant Features:

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

collaboration, discussions, and culture.

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- **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.

**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.

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

2) Consult reference on theory of Observational teaching and learning

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Observational Teaching and Learning: An overview of 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. Bandura identifies four key processes involved in observational learning:

1) Attention : Learner must pay attention to the model’s behavior.

2) Retention:The learner must remember the behavior after observing it.

3) Reproduction :The learner must have the ability to replicate the behavior observed.

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

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,

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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) 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.

4) Building Social Skills : 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.

5) 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.

Examples of Observational Learning in Practice

- Peer Teaching, eachers Demonstrating Skill, and Video Demonstrations

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.

References

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

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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.

Reflective Activity (2)

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