Module Two: - Managing Teaching, learning, and assessment

Unit one

Reflective Activity 1

Which perspectives of learning were dominant in your personal experience at

the different stages of your education? Give an example in each case.

Stage Behaviorist Cognitive Social Predominant

Constructivist constructivist Feature/s/and
Examples
Primary Rewards for The teacher used
correct answers, stickers/gold
repetition drills stars for correct
answers (e.g.,
memorizing
multiplication
tables
Secondary Grades as Problem-solving Physics teacher
reinforcement in math/science encouraged
deriving
formulas
independently;
exams rewarded
correct steps.
Undergraduate Case studies, Group projects, Business course
program concept mapping peer feedback required team-
based market
analysis with
collaborative
presentations.
Postgraduate Research Thesis work
 program seminars, peer involved
critique discussions with
advisors and
peers to refine
ideas.
Reflective Activity 2

6. If you have ever applied ALMs (active learning methods) such as pair work, role

play, jigsaw, etc., give examples of those you most frequently used.

Pair Work: Students collaborated on problem-solving in math or peer-reviewed essays.

Role Play: Used in language classes (e.g., mock interviews) and history (e.g., reenacting
historical events).

Jigsaw: In science, groups researched different ecosystem components and taught peers.

Think-Pair-Share: Paused lectures for students to discuss concepts (e.g., ethics debates).

Case Studies: Business students analyzed real-world company challenges.

7. What do you think are the challenges in applying the ALMs?

Time constraints: ALMs often take longer than traditional lectures.

Classroom Management: Noisy or off-task groups disrupt focus.

Student Resistance: Some prefer passive learning or fear peer judgment.

Resource Limitations: Lack of materials (e.g., props for role play).

Assessment Alignment: Difficulty grading collaborative work fairly.

8. What strategies can you think of to overcome the challenges?

Time Constraints Plan ALMs as shorter segments (e.g., 10-

minute pair discussions
Classroom Management Set clear roles (e.g., group leader) and use
timers for transitions.
 Student Resistance Explain ALM benefits; start with low-stakes
activities (e.g., icebreakers
Resource Limitations Use digital tools (e.g., online simulations) or
student-created materials.
Assessment Alignment Combine group and individual assessments
(e.g., peer evaluations + quizzes.
9. In the first column (below) list active learning methods used in the HDP sessions so far. In the
second column, tick if you have used ¬these methods in your teaching. Use the third column to
explain the degree of your success in using the methods.

Active Learning Method Tick if Used Evaluation of the usefulness

of the methods
Think-Pair-Share ✓ High success—boosted
participation, but required
strict time management
Jigsaw ✓ Moderate success—deepened
understanding, but some
students dominated
discussions.
Role Play x Not yet tried; potential for
engagement, but concerns
about shy students.
Case Studies ✓ Highly useful for critical
thinking, though preparation
was time-intensive.
Peer Teaching ✓ Mixed results—stronger
students thrived, but others
needed scaffolding.
Check the application of the following activities related to student motivation, performance and
cognitive development when they are implemented in a classroom teaching.

Activity response Explanation of

 yes no response
Is the task you set at the right level for Yes Tasks are differentiated
your students?
Is the work of mixed difficulty so that yes Scaffolded tasks (e.g., "must-
every student can be challenged and do/should-do/extension"
experience success? activities) ensure inclusivity
Is the task interesting and relevant? Partially Some tasks are linked to real
life, but others lack student
choice.
Can students resubmit work that is not no Limited due to time
up to standard? constraints; feedback is given,
but revisions are not always
allowed.
Do students understand what they will yes Learning objectives are stated
gain from what you are asking them to explicitly
do
Do students understand the relevance of sometime Relevance is clearer in applied
what they are doing? s subjects (e.g., science
experiments) than in abstract
topics.
Are your sessions varied? yes A mix of lectures, group work,
and hands-on activities to
maintain engagement.
Do your sessions engage students in yes Active learning methods (e.g.,
activities? think-pair-share, debates) are
integrated weekly.
Do you base your teaching on yes Open-ended prompts
interesting and/or topical questions?
Are you enthusiastic in your sessions? yes Passion for the subject is
evident, but energy varies with
class dynamics.
 Do you have a good relationship with yes Rapport is strong; students feel
your students? comfortable asking questions.
Can students show creativity in your Partially Creative tasks (e.g., projects)
sessions? are occasional but limited by
curriculum constraints.
Are students able to work with others Yes Collaborative learning (e.g.,
when undertaking tasks? jigsaw, peer review) is a
regular practice.
Do your students get frequent feedback, Yes Verbal and written feedback
such as praise or positive comments? are provided, though
consistency could improve.
Do you set personal goals for students? no Goals are often class-wide;
individualized targets are rare
due to large class sizes
Is it possible to make all students active Partially While ALMs engage most,
learners? some passive learners require
tailored interventions.
Reflective Activity 3

Advantages of Using Instructional Media in the Classroom

1. Enhanced Engagement: Multimedia tools (videos, slides, interactive apps) capture students'
attention and make learning more dynamic.

2. Improved Understanding: Visual aids (diagrams, infographics) simplify complex concepts for
diverse learners.

3. Accessibility: Digital resources (recorded lectures, e-books) allow students to review materials
at their own pace.

4. Collaboration: Online platforms (Google Classroom, discussion forums) facilitate peer

interaction and feedback.

5. Real-World Relevance: Simulations or case studies bridge theory and practical application.
Reflective Activity 4

1. How do you define time management?

Time management is the process of organizing and prioritizing tasks to maximize
productivity and achieve goals efficiently.
2. How effective are you in managing your time?
I plan weekly schedules and use tools (calendars, to-do lists), but occasional procrastination
occurs during heavy workloads
3. Do you manage time, or does time manage you?
I strive to manage time proactively, though urgent tasks sometimes disrupt plans, indicating a
need for better contingency buffers.
4. How effective/ punctual are you in using instructional time and appointments with your
students or other clients?
I adhere to instructional timelines strictly, but could improve flexibility for student
consultations by allocating dedicated slots.
Reflective Activity 5
1. Comment on the items in the matrix provided above.
The matrix effectively categorizes tasks based on their urgency and importance, providing a clear
framework for prioritizing. Quadrant 1 highlights immediate crises, while Quadrant 2
emphasizes crucial long-term growth and prevention, often overlooked. Quadrants 3 and 4 serve
as a valuable reminder to identify and minimize urgent distractions and pure time-wasters.
2. How does the Time Management Matrix relate to your experience as a teacher?
From a teacher's perspective, I imagine Quadrant 1 (crises, deadlines) often feels overwhelming,
managing student issues or last-minute requests. Quadrant 2 (planning, relationship building,
professional development) is essential for effective and sustainable teaching. Yet, it is frequently
squeezed out by the urgent demands of Quadrant 1 and the distractions of Quadrant 3 (e.g.,
unexpected parent calls, administrative interruptions).
3. How much time do you spend on planning and preparation for your teaching?
For a human teacher, ideally, a significant portion of their time would be dedicated to Quadrant 2
activities like planning lessons, preparing materials, and designing assessments. This proactive
work would theoretically reduce the amount of time spent reacting to crises in Quadrant 1 and
improve overall teaching effectiveness.
Reflective Activity 6
1. List three important things you have learnt about managing your time and reflect
on them to your practice
Three Important Lessons About Managing Time:
I've learned that prioritizing based on importance, not just urgency, is crucial. For instance,
planning engaging lessons (important, not always urgent) often gets overshadowed by immediate
tasks like grading, but it's essential for long-term effectiveness. Second, the myth of multitasking
became clear; focused, single-tasking leads to better quality work and fewer errors in my
practice, like when I dedicate uninterrupted time to curriculum development. Finally, realizing
the value of saying "no" and setting boundaries has been vital; over-committing to extra
activities used to drain my energy and take away from core teaching responsibilities.
2. How do you plan to improve your time management and be productive in your activities?
To enhance my productivity, I will consistently schedule dedicated blocks for Quadrant 2
activities such as planning and professional development, treating them as non-negotiable
appointments. I'll also implement techniques like the Pomodoro Technique to ensure focused
work and minimize distractions during complex tasks. Lastly, I aim to be more strategic about
delegating or automating routine tasks where possible, freeing up valuable time for truly
impactful teaching activities.
Unit two

Hawassa University
Institute of Technology, Manufacturing Faculty, Department of Garment Engineering
2017 Academic Year, Semester II
International Business & Documentation (GrEg5103)
Course outline/plan
Instructor: Melak Mehari (Lecturer), IOT-111, Melakm@hu.edu.et 0936360980
ECTS: 3
Course description- The course deals with procedural works performed during the importing or
exporting of goods. It introduced Incoterms used during import and export processes.
Course objective: Students completing this subject should:
 To explain the purpose and function of various international trade documents (e.g., bill of
lading, commercial invoice, packing list).
  To prepare a complete set of required documents for a given international sales scenario.
 To evaluate different international trade payment methods in terms of their advantages and
disadvantages for both buyer and seller.
 To assess the viability of entering a specific international market for garment products.
Schedule
Wee Topics to be covered Major teaching-learning
k activities & Assessment
of learning
I Unit- 1: Basic Concept of International Trade
 International Trade Terminologies 2 hrs lecture
1 hr discussion
 Specific requirements (in terms of
Quiz 5%
Quality, Specifications,
 Quantum, Labelling, packaging, etc, in
international
 garment trade
 Advantages and disadvantages of
international trade
 Political, Legal, and Social Environment
relevant to
 International Garment Trade
 Risks inherent in international trade
(Political, Economic,
 Credit and Transportation Risks)
 General methods of eliminating risks (for
buyer or seller)
II Unit- 2: International Trade Agreements 2 hrs lecture
and  Global apparel trade scenarios
III  WTO objectives and provisions relating 1 hr discussion
to the Garment Trade
 Special treaties, agreements relevant to Reading assignment on
Ethiopia in the Garment sector supply chain drivers (Home
 Trade take)
 Tariff and non-tariff barriers in 10% assignment
international trade
 Assignment 10%
IV-V Unit- 3: Potential Garment Export Nations 2 hrs lecture
and International
 trade structure
 Export marketing of apparel 1 hr discussion
 Agencies involved in the export and
import of fabrics;
 governmental and private bodies for
supporting the export
 efforts; Avenues available for export
promotion efforts
 Role of financial institutions in
promoting International
 trade.
 Lead players in the international garment
trade;
 The role of intermediaries;
 The multinational supermarket chains
and their role in the garment trade;
 Competitive advantages and disadvantag
es for Ethiopia in the international
garment trade.
FIRST EXAMINATION (Test I, 10%)
VI Chapter 4: International market segments for 2 hr lecture
Garment
trade: 1 hr discussion
 Volumes of trade; types of products
(volume, price, etc)
 Market trends and shifts in International
Garment Trade;
 Consumer tastes and trends
 Fashion trends in advanced countries

VII Unit- 5: Documents required for import and 2 hr lecture

export Reading assignment
 Common documents (Home take)
 Import-export documents
 Transport Documents for import &
Export
 Transport document for import (Shipping
 Order & Shipping Guarantee)
 SECOND EXAMINATION (Test II, 10%)
X 7: Documentary Credit
and  Use of documentary credits 3 hrs lecture
XI  Types of documentary credits
 Advantages & Disadvantages Reading assignment
 Uniform Customs & Practice (Home take)
for Documentary Credits
 Credits Insurance
 Commercial ECICS

XII Chapter 8: Bonds & guarantees 2 hrs lecture

and  Standby letter of credit
XIII,  Counter trade 1 hr discussion
IV  International settlement through
banks Reading assignment
 Nostro Accounts (Home take)
 Vostro Accounts

Seminar (presentation) 10%

Assessment/ Evaluation 1. Assignments (10%) and
Seminar(10%): 20 %
2. Tests:
20 %
3. Final Examination:
60 %
Total
100 %

Reference
Belay Seyoum, (2009) Export-Import Theory, Practices, and Procedures, Second Edition
2. Jan Seal, (2013) Textiles & Wearing Apparel: Documentation and Procedures Reference
Book
3. Guide to Importing & Exporting, Breaking down the Barriers, (2013)
4. Beamish, P., Karavis, L., Goerzon, A., and Lane, C. (1999). The relationship between
organizational structure
8. International Transactions in Remittances: Guide for complies& Users, chapter 2, pp 4-17.
export International Review, 39(1): 37-55 performance.
5. A step-by-step guide to importing, 2008 Management
6. Issues in US-EU Trade Relations by Robert E. Baldivin, Carl B.
Hamilton and Andre Sapir, chapter 10, pp 247- 284.
7. International Trade and Business: Law, Policy and