Debre Markos University

Higher Diploma Program

Module Two: Managing Teaching, Learning and Assessment

Answer to Selected Activities

Done By: Girma Kassa Alitasb
College of Engineering and Technology
Department of Electrical and Computer Engineering

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 Unit One: Understanding Learning
Reflective Activity 1 - P. 36
1. Which perspectives of learning were dominant in your personal experience at the
different stages of your education? Give an example in each case.
Answer
Stage Behaviorist Cognitive Social Predominant
Constructivist constructivist Feature/s/and
Examples
Primary √ √ We were learning about
our culture at primary
school level
Secondary √ We received information
only from teachers
Undergraduate √ We received information
only from teachers
Postgraduate √ We did project work,
research and assignment
through internet to enhance
our knowledge
2. Discuss the implications of each learning theory for classroom teaching and learning.
Answer
Each learning theory has its own contribution in the classroom
The behaviorist theory of learning is the dominant learning theory in the classroom
3. Consult a reference on another learning theory, such as the theory of Observational
Learning and describe its importance in teaching and learning.
Answer
Observational learning is a method of learning that consists of observing and modeling
another individual behavior, attitudes or emotional expressions.
Importance of observational learning:
• To observe new cognitive abilities and new psychomotor skills
• To observe the strengthening or weakening previously learnt prohibition
• To see social motivators, new values and beliefs
• To observe how the environment and goods will be used
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 • To see the methods of expressing feelings
Activity 1- Pp. 37 - 40
Use the following questionnaire to explore whether you have a preference in the way you
think and learn.
VAK Learning Style Questionnaire
Read each statement carefully. To the right of each statement, write the number that best
describes how each statement applies to you as follows:1- almost never, 2 – rarely, 3 –
sometimes, 4 - often, and 5 - almost always.
There are no right responses. React to each statement as quickly as you can. Once you have
completed the 36 statements, put your total score in the spaces provided.
Answer
Section 1: Visual
No. Statement Score
1 I take lots of notes. 4
2 When talking to someone else, I find it hard if s/he does not maintain good 2
eye contact with me.
3 When reading a novel, I pay a lot of attention to passages picturing the 2
scenery, setting, etc.
4 I make lists and notes because I remember things better if I write them down. 4
5 I need to write down directions to a new place so that I remember them. 3
6 I need to see the person I am talking to in order to keep my attention focused. 4
7 When meeting a person for the first time, I notice the style of dress and the 3
physical characteristics first.
8 When I am at a wedding, I like to stand back and observe others. 3
9 When I recall information, I can see it in my mind and remember where I 4
saw it.
10 If I had to explain a new procedure or technique, I would prefer to write it 4
out.
11 During my free time, I am most likely to read or watch television. 3
12 If the dean has a message for me, I prefer if s/he sends me a note. 1
Total score for Visual 37 (the minimum is 12 and the maximum is 60)
Section 2: Auditory
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No. Statement Score
1 I do not take a lot of notes but I still remember what was said. 3
2 When talking to someone else, I find it hard with those who do not talk back 2
to me.
3 When I read, I read out loud, or move my lips to hear the words. 3
4 When reading a novel, I pay a lot of attention to passages involving 2
conversations, talking, speaking, dialogues, etc.
5 I like to talk to myself when solving a problem or writing. 3
6 I can understand what a speaker says, even if I am not focused on the speaker. 3
7 I remember things more easily by repeating them again and again. 4
8 When I am at a wedding, I like to talk about a subject that is important to me. 4
9 I would rather prefer receiving information from the radio to the newspaper. 2
10 If I had to explain a new procedure or technique, I would prefer talking about 4
it.
11 During my free time, I am most likely to listen to music. 3
12 If the dean has a message for me, I am most comfortable when s/he 2
telephones.
Total for score for Auditory 35(the minimum is 12 and the maximum is 60)
Section 3: Kinesthetic
No. Statement Score
1 I am not good at reading or listening to instructions; I would rather just start 2
working on the task or project at hand.
2 When talking to someone else, I have the hardest time handling those who do 3
not show any kind of emotional support.
3 When I read, I move my lips. 3
4 When reading a novel, I pay a lot of attention to passages about feelings, 2
action, and drama.
5 I take notes and doodle but I rarely go back and look at them. 3
6 I use my hands a lot when I am trying to remember the right thing to say. 4
7 My desk or work place appears disorganized. 3
8 When I am at a wedding, I love to dance and sing. 2

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 9 I like to move around; I feel trapped when seated at a meeting or a desk. 2
10 If I had to explain a new procedure or technique, I would prefer actually 5
demonstrating it.
11 During my free time, I am most likely to exercise. 5
12 If the dean has a message for me, I am most comfortable when s/he talks to 4
me in person.
Total score for kinesthetic 38(the minimum is 12 and the maximum is 60)
Remember that VAK refers to preferences, not fixed and permanent categories.
Activity 2 - P. 40
Share your responses to each of the following questions with a colleague.
1. What have you found out about your learning style from the above descriptions?
Answer
Almost I am a Kinesthetic learner
2. Do you think your learning style affects your teaching as in course planning, delivery,
etc.? If so, how?
Answer
Yes, because I prepared the course plan, instruction delivery and any other activities based on
my learning style. Even the situation where I observe in my learning style may be adapted
from my instructors. Therefore, that may have a negative or positive effect on my teaching as
in course planning delivery activities. But it can be shaped by taking training in particular,
especially on the negative effect of my teaching style.
Reflective Activity 2 - Pp. 41 - 43
1. If you have ever applied ALMs (active learning methods) such as pair work, role play,
jigsaw, etc., give examples of those which you most frequently used.
Answer
• Pair work: I use pair work as an active learning method for 5-15 minutes by pausing
delivering lectures in the classroom. In this case students will discuss on the given
topic with their colleagues.
• Role play: I use role play when I give project work
• Jigsaw: I divided the class into certain groups and I inform them the next session
(may probability theory) and student will come with material what they referee about
probability theory.

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 • Group work: I divided the class into certain groups and they are actively
participating in their group. In this case I control each group, whether the group
members actively participate or not.
2. What do you think are the challenges in applying the ALMs?
Answer
• Lack of Resource
• Large number of students/Class size
• Students background that is students are not encouraged for active learning method
starting from their home.
• Reluctance of teachers to use active learning method that is they do not believe that
they will be successful in teaching learning process using active learning methods.
• The furniture which is available in the classroom are not suitable for group work,
pair work etc.
• Lack of students’ awareness that they will be more effective in active learning
method than the teacher centered method.
3. What strategies can you think of to overcome the challenges?
Answer
• Class size should be minimized.
• Students should be encouraged for the active learning method start of their family.
• Teachers should know the different types of active learning methods and their
advantage clearly.
• Give awareness for students that they will be more effective in active learning
method than the teacher centered method.
4. 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.
Answer
Tick if you
Active learning methods have used Evaluation of the usefulness of the methods
them
Micro teaching • For strength, intellectual skill
✓ • To enhance student teacher interaction

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 • Build confidence in educators

Jigsaw Groups • To encourage group sharing and

✓ learning of specific content
• It is best to use when there is a large
amount of content to teach.
• Improves listening, communication
and problem-solving skills.

Crossover Group ✓ • Share idea

• Correct mistake
• Identify the problem
Cooperative Learning ✓ • Raise achievement of students
• Build positive relationship among
students
• Provide experiences that develop both
good learning skill and social skill
Pair work ✓ • They increase the amount of students’
practice
• Learners develop confidence
5. Check the application of the following activities related to student motivation,
performance and cognitive development when they are implemented in classroom
teaching.
Answer
Activity Response Explanation of response
Yes No
Is the task you set at the right level for
√ They participate actively
your students?
Is the work of mixed difficulty so every
student can be challenged and experience √ There is sharing of idea
success?
Is the task interesting and relevant? √ Students are sensitive to

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 the issue
Can students resubmit work that is not up
√ They ask question
to standard?
Do students understand what they will
I set the objective of the
gain from what you are asking them to ✓
work
do?
Do students understand the relevance of They are asking about the
√
what they are doing? relevance
They depend the course
Are your sessions varied? √
weight of the course
Do your sessions engage students in Students participate
√
activities? actively
Do you base your teaching on interesting
√ I am asking such question
and/or topical questions?
Most students are passive
Are you enthusiastic in your sessions? ✓ participant in the class
room.
Do you have a good relationship with
√ They ask me freely
your students?
Can students show creativity in your They ask me what happen
√
sessions? if this will happen
Are students able to work with others
They share idea to each
when √
other
completing tasks?
Do your students get frequent feedback I give pens as reward for
such as praise or positive comments, etc. √ those outstanding
about their work? students
Do you set personal goals for students? ✓ I inform their goal orally
Understand that what type
Is it possible to make all students active of active learning methods
√
learners? is appropriate for each
student

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 I am telling them what is
Do you encourage students to take
√ expected from them as
responsibility for their own learning?
student
Activity 4 - Pp. 47 - 48
Read the descriptions carefully and match with the appropriate methods listed below.
Buzz Group; Microteaching; Jigsaw Groups; Hot Seating; Decision Line; Cooperative
Learning; Case Study; Balloon Game; Crossover Group
Answer
Label of
Description of active learning method
method
HDCs have been asked to prepare a lesson on teaching an aspect of a
course. HDL asks them to prepare a 15-minute lesson, with objectives,
activities and resources using materials easily found in the surrounding Micro
environment. They present this lesson to their peers. HDLs and their peers teaching
evaluate the effectiveness of the lesson and provide feedback on the
quality of the teaching
You have divided the class into 10 groups. The topic for the next four
sessions is child psychology. Each group is given a different aspect of the
Jigsaw
topic to research over the next three sessions. In the fourth session, each
Groups
group brings the materials that they have collected and you help to bring
all the pieces of the topic together.
During your session on curriculum course, you stop every few minutes
and ask students in a group of four sitting closely together to brainstorm
their ideas on a particular aspect of the topic; e.g. their understanding of
the word curriculum, which subjects are essential in the school Buzz
curriculum, the relative value of different subjects, and the abilities Group
developed through different subjects. They are allowed a short time for
each period of discussion (about two minutes). There is a ‘hum’ of activity
in the room during these periods.
In History, students are given the names of five important professionals (a
Balloon
teacher, an accountant, an engineer, a medical doctor, and a journalist)
Game
who are sitting in the basket of a hot air balloon in the sky above the

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Indian Ocean. The balloon is going down, and the only way to keep it
from falling into the sea is to ‘throw out’ one of the professionals. Which
professional would you throw out first? Second? Third? This method can
be used, for example with famous scientists, modern inventions,
characteristics of good teachers, etc
Students are divided into groups to discuss a given topic in any subject.
After five minutes, two members of each group move to the next group to
share ideas from the first group and to join a new discussion. After Crossover
another five minutes they move again, so that during the course of the Group
lesson all students have been able to share information. This avoids the
need for a lot of feedback.

One member of the class is assigned to be a character from literature,

history, science, etc. This member is placed in the center of the room to
role play the character. Other members of the group direct questions to the Hot Seating
person in the center who has to respond in role. After 10 minutes, you
change the person in the center and the character.

You organize students into groups for a particular topic, give clear
instructions and explain how you want them to work together. You may
Cooperativ
assign different group behaviors to each member of the group e.g.
e Learning
facilitator, note-taker, time keeper, leader, observer, reporter. Students are
expected to interact, share ideas and ask their peers first if they need help.
They are all responsible for the outcomes, which are evaluated against
agreed criteria. Over a series of sessions, each group member can be asked
to take on different responsibilities so all students are encouraged to
develop different skills.

You are planning a lesson on the characteristics of good teaching. Instead

of giving students a list of these characteristics, you provide a description
of six different teachers and what they do in their classrooms. The
students have to identify the positive and negative characteristics of each Case Study
teacher. The whole class then comes to an agreement of the characteristics

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 of good teaching.

You want to encourage students to think about a topic and form an

opinion that they can defend. Example: Genetic engineering can help in
food security. Students are asked to physically move and stand in a line
Decision
that represents a continuum from strong agreement with the statement to
Line
strong disagreement with the statement. Students then have to find a
partner and explain why they chose to stand at a particular point on the
line.

Activity 5 - Pp. 48 – 49
1. Which of the above ALMs could be suitable/unsuitable for your course? Explain with
practical examples.
Answer
Micro teaching, Jigsaw Groups, Buzz Group, Balloon Game, Crossover Group, Case Study,
Hot Seating, decision line and Cooperative Learning are suitable for Electrical and Computer
Engineering courses if the class size is minimized.
2. Using the VAK model identify useful active learning methods for supporting different
types of learners and discuss their implications for classroom instruction.
Answer
Learning
Helpful Method
Style
• Demonstration from the blackboard, diagrams, graphs and charts are all
Visual
valuable tools for the visual learner
• Buzz group and Jigsaw group
• Oral instruction
• Prefer spoken directions over written direction
Auditory
• Focus on verbal praise
• Record lectures for repeating listening
• Recordings, conversations, and phone call
• Case study, crossover group and decision line
Kinesthetic • Use flashcards
• Focus on hands-on approach

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 • Focus on physical movement
Activity 8 - Pp. 52 - 53
Identify the issues involved in each of the following cases for both the teacher and the
learners and suggest possible solutions.
Case 1
A class of 60 has been divided randomly into six groups. You have prepared one sheet of
instructions for each group. It takes a long time for students to start working. By the end of
the session, no group has completed the task.
Answer
• Large group member
• The task may be difficult
• The teacher does not guide properly
Case 2
Students have been allocated to groups; it takes a long time to move the furniture. There is a
great deal of noise. After the furniture has been moved, most groups are sitting and talking
about the research they have done, but there is very little new activity taking place.
Answer
• Class room management
• The nature of disk
• Setting arrangement
Case 3
Groups have been formed and instructions given. Most groups seem to be working well, but
only one or two group members seem to be contributing effectively to discussion. One group
calls you over and says that they do not understand what they are expected to do.
Answer
• The teacher does not facilitate them
• Few groups are active
Case 4
Groups are working on a 30-minute task. One group seems to have finished after only 15
minutes, while another group has hardly started. The group that has nearly finished is looking
bored.
Answer

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 • Mixing problem
• The group formation is on based on the academic performance of students
• The teacher is not properly guide them
Case 5
When groups are asked to report back, nearly every group has only one group member
contributing. The contributions from most groups are identical. This is time consuming and
students are looking bored. One group gives ideas that you think are incorrect and contrast
with what others are saying.
Answer
• They may dominate by higher learners
• The discussion issue may be simple
Activity 9 - Pp. 54 - 55
Match the following eight labels with their corresponding behavioral descriptions.
Problem Solver Diverger Facilitator Saboteur
leader Doer Dominator Silent Leisner
Answer
Description Label
Takes responsibility when assigned, quickly identifies the characteristics of
other group members, has a clear view of how best to achieve the task
objectives, wants the group to succeed, is able to sum up main points, is able
to bring discussion back to the point, may have predetermined personal
agenda. May say: Leader
“The main point for consideration/agreement is …”
“One way to do this is…”
“What do people think?”
“Let us hear everyone’s opinion.”
Accepts personal responsibility for enabling the group to succeed,
understands the group members and the task, listens carefully and can
clarify/expand the statements of others, recognizes areas of agreement and
Facilitator
where agreement can be reached, understands where differences and
misunderstandings lie and can expose these in a non-personal way, is able to
bring a discussion back to the point. May say:

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“I think you are both saying…”
“Do you mean…?”
Assumes responsibility, thinks s/he knows best, has a low opinion of other’s
knowledge and experience, does not listen to or take account of other
people’s points of view, interrupts other speakers (usually with a
Dominator
contradiction).May say:
“Well I think…”
“Oh no, that’s not going to work.”
Feels responsible for wider issues than the immediate one, can see
connections with many other issues, brings other issues into the discussion,
can be persuasive and entertaining when speaking, is reluctant to Diverger
let go of an idea/issue. May say:
“We can’t ignore…”
“What about…?”
Takes no responsibility for the success of the group, has no interest in the
task, may have an interest in causing the task not to succeed, does not listen,
makes ‘asides’, does not complete allocated tasks, can make other members
Saboteur
of the group disaffected, may offer to do something and then not do it. May
say:
“Who chose him/her as leader?”
“She doesn’t know as much as you.”
Says nothing at meetings, probably due to shyness, low self-confidence, or
poor understanding of the language. When speaking outside of meetings has Silent
interesting ideas and suggestions as to how to move projects forward. Leisner

Is able to understand the nature of a problem quickly, is not put off by

complex problems, can think creatively and radically when coming up with
solutions, is able to find more than one solution to a problem. Problem
“How about trying…” Solver
“Couldn’t we …”

Will take responsibility for the tasks no one else wants to do, will do other
things that need doing without being asked, is able to think ahead and attend Doer
to details that others might forget.

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 “Why don’t I…?”
“I thought someone should…so I did it.”
Activity 11- P. 60
1. Do you consider yourself a teacher, coach or mentor? Explain.
Answer
Coach is to instruct or train while to be mentor is to provide counsel or guidance. As
university teacher, I give teaching, coaching and mentoring.
2. Do you think that your students can take responsibility for their own learning? Why
or why not?
Answer
They do not take responsibility for their own learning since they do most activities for the
sake of, they are told to do so that is they are not initiative to do such activities.
3. Is your role to be an expert and give students answers or to ask questions and
challenge them? Explain.
Answer
My role is to facilitate students to be independent learner and helping them how they can be
independent learner
4. What type of help do your students need to be independent learners?
Answer
• Focus on the process as well as the goal
• Make learning goals clear
• Personalize learning goals
• Provide opportunities to reflect on learning
• Offer feedback on learning
• Encourage peer feedback
• Transfer learning decision to students
5. What possible mechanisms do you suggest to realize independent learning in the courses
you teach?
Answer
• Encourage students to take responsibility for their own learning
• Encourage students to be self –directed and self-reliant
• Relate the lesson with their real life

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Reflective Activity 4 - P. 64
1. How do you define time management?
Answer
Time management is the process of planning and exercising conscious control of time spent
on specific activities specially to increase effectiveness efficiency and productivity
2. How effective are you in managing your time?
Answer
• Set the goal the right way
• Find a good time management
• Audit our time for seven days straight
• Spend our morning on MITS
• Follow the 80-20 rules
• Instill keystone habits into your life
3. Do you manage time or does time manage you?
Answer
I have to manage time properly to achieve the goal of the task effectively.
4. How effective/ punctual are you in using instructional time and appointment with your
students or other clients?
Answer
• Re think the meaning of on time
• Understand the importance of being on time
• Get enough sleep
• Give our self a realistic amount of time to dress and groom.
• Communicate any problems
• Listen to traffic new
Reflective Activity 5 - P. 66
1. Comment on the items in the matrix provided above.
Answer
Time management matrix is a great tool to increase productivity by giving prioritize the
tasks. Since, time management for teachers will: provide you with stress relief and greater job
satisfaction. increase your efficiency and effectiveness in the classroom. give you more time
and improve the quality of your lessons
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2. How does the Time Management Matrix relate to your experience as a teacher?
Answer
Most of the time I am guilty of occasionally wasting valuable time. One of the reasons is that
I am so busy that I can only focus on the most urgent things. The result is that often i forget
the things that may be less urgent, but are nevertheless important.
Distinguishing between important and urgent is not easy. When I am overwhelmed with a full
schedule and many pending tasks, the difference can become even more blurry. Even though
both labels seem interchangeable, they are very different. However, a time management
matrix can help us in this situation.
3. How much time do you spend on planning and preparation for your teaching?
Answer
I am spending 2 to 3 hours per day for planning and preparation for teaching.
Reflective Activity 6 – P. 72
1. List three important things you have learnt about managing your time and reflect on them in
relation to your personal practice.
Answer
Time management for teachers will: provide you with stress relief and greater job
satisfaction. increase your efficiency and effectiveness in the classroom. give you more time
and improve the quality of your lessons.
2. How do you plan to improve your time management and be productive in your activities?
Answer
By using the following points, I can improve my time management and be productive in my
works. Those points are:
• Set Goals • Minimize Distractions
• Prioritize • Overcome Procrastination
• Keep a Task List • Take Breaks
• Schedule Tasks • Say “No”
• Focus on One Task at a Time • Delegate Tasks

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 Unit Two: Instructional Planning
Activity 17- P. 74
Develop a course plan constituting the elements of a plan.
Answer
Program/Department Team: Introduction to Robotics/Control Engineering
Rules: Department of Electrical and Computer Engineering should be respectful work
place program
Course police:
➢ every student should be attended at least 85% the attendance unless he/she can’t set
in the final exam;
➢ Students should be actively participated in the class;
➢ Students should be respecting the rule and regulation of the University.
Goal:
➢ to graduate competitive robot programmer;
➢ to build capacity of public service employees respectful working environment;
➢ To generate job, create individuals.
Objective:
➢ to introduce students to robotics and robotics programming;
➢ to introduce kinematics arrangement of robots
Indicators (how efforts are measured): assessments (test, quiz, assignment, class activity)
and final exam.
Activities to achieve Target Lead Support team Involvement of
objective Date Accountability members department
partners
1. Introduction to March, Girma Kassa Mr. Ayitenew Control
Robotics
week1 Engineer
2. Sensors and Actuators March, Girma Kassa Mr. Ayitenew Control
week2&3 Engineer
3. Modeling and Control of March, Girma Kassa Mr. Ayitenew Control
Manipulators march4 Engineer
4. Robot Applications and April, Girma Kassa Mr. Ayitenew Control
Programming
week1&2 Engineer

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 5. Review of Industrial April, Girma Kassa Mr. Ayitenew Control
Control Devices and
week3 Engineer
Electronics
6. Basic Ladder Logic and April, Girma Kassa Mr. Ayitenew Control
Control
week4 Engineer
Activity 18 - Pp. 77 – 78
1. Indicate whether or not the following objectives are SMART (Specific, Measurable,
Achievable, Relevant, and Time limited.
Answer:
Objectives: By the end of the Specific Measur Achieva Relevan Time
session, students will: able ble t limited
Know about flowers. X √ √ √ X
Be able to solve quadratic equations. √ √ √ √ X
Understand climate. X X X √ X
Write a descriptive paragraph to √ √ √ √ X
begin a story.
Know about the Battle of Adwa. √ √ √ √ X
Have completed a lesson plan. √ √ √ √ √
Explain the rules of volleyball. √ √ √ √ X
Be able to identify rock samples. √ √ √ X X
Classify materials and justify their X √ √ √ X
classification.
Appreciate individual differences √ X √ √ X
between students.
Know different geometrical √ √ √ √ X
shapes.
Understand electrical charges. X √ √ √ X
2. Using the following format, write some examples of SMART objectives for one of your
courses and discuss them with your colleagues.
Answer:
Instructor’s name: Girma Kassa Date: April 30, 2024
Department: Electrical and Computer Engineering, Year /Semester: V/I
Course/module title: Industrial Automation and Introduction to Robotics

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Course/module code: ECEg5332 Cr.hr/ECTS: 6
Topic: Introduction to Robotics
Number of students: Male: 5 Female:35 Total: 40
General learning outcome: Exploring the main concepts behind the science of Robotics and
its development.
Specific learning outcomes:
• Define Robot and understand the concepts of Robotics
• Understand the development of Robot programming
• Revise rigid body motion transformation of coordinates

Teacher activity Time Student activity Assessment Resources

methods
• Revise the previous 10’ • Listen the • Oral question Textbook
topic teacher • Observation or
• Introduce the topic 60’ • Take short note Reference
• Give discussion points 15’ • Participate Handout
and facilitate it • Discussion Google

• Asking
• Summary 15’ questions
Activity 19 - P. 78
Session Evaluation
1. Two successful things about the session and what you did to realize them.
Answer:
The two successful things about the session are thinking about the activities and resources
you will use to guide a group toward a learning objective. To realize the two successful
things about the session; I have tried to make the following points
➢ Know your group (as far as ➢ Accommodate different learning
possible) styles
➢ Know the prior knowledge and ➢ The learning outcomes should be
experience of the learners made clear to the students.
➢ Activities which encourage the ➢ Use of appropriate language and of
students to find out for themselves independent learning.

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 ➢ Assessment methods should be ➢ I Keep adult learning principles in
clearly identified. mind
➢ Resources should be appropriate ➢ I Establish learning objectives
for delivering the session ➢ I make Structure
successfully ➢ Training materials
➢ Assessment methods should be ➢ A clear, digestible presentation
clearly identified ➢ Incorporate activities
➢ Before the session, I perform a ➢ Time management
needs assessment ➢ Pick a conductive event venue
➢ Evolution
2. Review the plan. Were the activities clear? Were the teaching methods appropriate?
Answer:
Yes of course, the activities were clear
The teaching methods and approaches are very important in impacting knowledge into the
learners, methodologies that are only teacher centered will achieve less result, it should be
pupil oriented and done to fit into the learning styles of all. Teaching methods are quite
important for ideal outcomes in the learning process.
3. Did the students stay on task? Was the expected outcome achieved?
Answer:
Yes of course, I did the task to stay.
Yes of course, I was achieved expected outcome.
4. One method of improvement to be used in subsequent sessions
Answer:
To improve sessions plans we will make the following points. Those are:
➢ Don't Repeat Mistakes of the Past ➢ Determine what Format Works Best
➢ Set Participation Goals for Your Group
➢ Avoid Schedule Conflicts ➢ Have a Designated Facilitator
➢ Establish Expected Outcomes ➢ Don't Forget your Post-event Follow Up
➢ Make Sure Participants are Prepared
Unit Three: Assessment
Activity 20 - Pp. 81 - 82
1. Answer the following questions individually, and then discuss your answers in group.
a. Why do we assess?
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 Answer:
▪ To prepare learners for the next step in the learning journey
▪ To identify gaps in performance and learning needs (pre-assessment)
▪ To encourage and support learning (continuous assessment)
▪ To measure learning and improve achievement (continuous assessment)
b. What do we assess?
Answer:
Assessment as a process to support learning; The purposes and nature of assessment and
clinical assessment; Monitoring progress, managing feedback and making assessment
decisions; Responsibility and accountability surrounding clinical assessment; Learning
through clinical practice: unearthing meaning from experience.
c. When do we assess?
Answer:
We have to assess students before learning, during learning and after learning.
d. How do we assess?
Answer:
Based on the objective of the course, we may assess students using the following methods:
observation, oral interview, class presentation, quiz, test, assignment and exam.
e. What do we do with the results?
Answer:
✓ To check the learning progress for students
✓ To help lower achievers and to reward high achievers
✓ To evaluate whether the educational goals and standards of the lessons are being met.
✓ To make revision for future plan to fill the gap/limitations
2. Look at the table below and decide whether or not the statements describe assessment.
Answer Yes or No in the right-hand column. Add an explanation.
Answer:
Statements Yes No Explanation
Because, assignment is one
1. You set and mark an assignment based on
√ method to see student
three sessions you taught.
performance.
Because to see how much
2. At intervals throughout your teaching, you
√ student understand what I
raise questions to your students.
teach
3. You direct the students to copy your notes √

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 from the board, completing some
sentences and filling in gaps. You do not
intend to check their work.
4. You set a brief assignment. Students hand
Because I expected that
in their work to you. You mark it and
√ Students learn from their
suggest/write a way in which they can –
mistake
improve their work for next time.
5. You set an assignment to be done in the
class. You give the students a marking
Because I expected that
scheme and after the allocated time you
√ Students may share their
instruct each student to swap their work
learning experience
with a partner and then mark their
partner’s work using the marking scheme.
6. You grade students’ work, giving the
√ To motivate learners
highest achiever A and the lowest
7. After presenting an explanation to the
students, you ask “Is it clear?” But you do √
not give them time to answer.
8. To start a new session, you create a mind
map with the whole group of what they To call what they thought
√
have previously learned to find out what previously
they already know about the new topic
Activity 21 - P. 83
1. Discuss the advantages and disadvantages of each type of assessment.
Answer:
Advantages of formative assessments:
• The main intention of formative evaluation is that it helps in the development of
knowledge and skills of the learners.
• This assessment is beneficial as it plans for the future where any methods related to
teaching or other career tasks can be altered.
• Formative evaluation assists individuals in enhancing their performance and
producing successful outcomes.
• Continuous improvement it is an ongoing process and it provides quick feedback
• The next key beneficial factor about formative evaluation is that documentation is
offered with this type of evaluation as to the working status of resolution and conflict
management.
Disadvantage of formative assessments:
✓ It is time-consuming and requires resources
✓ Planning and exercising can be a tiring process and few recommendations cannot be
implemented at all times.
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 ✓ Trained and qualified professionals
✓ This assessment, developmental challenges
✓ It is not appropriate for conflict resolution
✓ In this assessment evaluators must preserve objectivity
Advantages of Summative assessments:
• Summative assessment confirms achievement
• It allows for improvements and changes to be made for students
• The summative evaluation follows certain strategies for evaluation by means of
assignments, tests, projects and more.
• They determine achievement: thus, summative evaluation is considered to be
evaluative in nature rather than being mentioned as diagnostic.
• The results of summative evaluations are ones that are recorded as scores or grades
into the students’ academic records.
• Provides opportunity and boost’s individual.
Disadvantages of Summative assessments:
• Demotivates individuals
• Rectification is late
• Disruptive
• Nothing is done to identify hindrances.
• Not accurate reflection of learning
• Negative effect for students
• Issues in teaching and curriculum
2. Which types of assessment methods do you most frequently apply in the courses you
teach? Why?
Answer
I have used both formative and summative assessment methods because two of them are
important to monitor and evaluate ongoing assessment and cumulative effect of students'
performance.
Reflective Activity 8 - Pp. 88 - 89
Answer the following questions by ticking ‘Yes’ or ‘No’.
Answer
Questions Yes No
1. Are you satisfied with the present assessment methods you are
√
using?

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2 Do you have any choice in how you assess your students? √
3 Do you think the assessment methods you are using are fair to your
√
students?
2. Do your students think the present system of assessment you are √
using is fair to them?
5. Do you think the assessment methods you are using gives you time
to reflect and use the results for the benefit of yourself and your √
students?
6. Is all the time taken by your assessment methods justified by the
√
benefits to you and your students?
7. Do you and your colleagues have the opportunity to change the
√
assessment system?
8. Do you fully understand the assessment system you are using? √
9. Is there any ‘moderation’ procedure to ensure that the assessment or
grade you give your students would be the same as the grades √
given by other teachers?
10. Does your assessment really make any difference to whether your
√
students pass or fail your course?
11. Are your assessment methods related to the aims and objectives of
√
your course?
12. Do your students use your assessments to improve their progress? √
13. Do your assessment methods support less able as well as more able
√
students?
14. Do your methods recognize and reward qualities that are difficult
√
to assess objectively?
15. Do you ever use self-assessment in your teaching? √
Activity 23 - P. 91
1. How do you define peer assessment?
Answer
Peer assessment involves students taking responsibility for assessing the work of their peer
against set assessment criteria.
2. How do you define self-assessment?
Answer
Self-assessment involves students in evaluating their own work and learning progress.
3. Complete the following table.
Answer
Mention Tick if Tick if
Tick if
examples of Tick if you you you
you could
peer have used Mention examples have could
use any of
assessment any of these of self-assessment used any use any
these in
that you know in your that you know of them of these
your
teaching in your in your
teaching
teaching teaching

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 Students assess ✓ Students attempt a
other’s reflection on them
assignments own work
using a teacher ✓
designed rubric
✓ Students complete a ✓
Reflection pre- reflective piece
and post-task incorporating
theories, learning
outcomes, and
solutions to real
world
Students ✓ Academic provides ✓
construct their examples of
own making reflective practice
rubric and and details a
evaluate peer’s framework of how
work using this to undertake
rubric reflection
Activity 24 - P. 92
Plan a new form of peer assessment for your sessions in detail.
Lesson Observation (Peer)
Answer
Observer’s name: Haymanot Takele Candidate’s name: Girma Kassa
Course title: Introduction to Robotics Date: 13/10/2016 E.C
Lesson topic: Kinematics of manipulators
Focus of observation: Content knowledge, time management, punctuality, assessment,
techniques, classroom management and methods of teaching he used.
Planning: He stated clear and appropriate objective of the lesson,
He allotted his time properly for each sub topic,
He stated students and teacher activity clearly,
He stated assessment technique that he uses.
Teacher activity:
✓ Introduce the topic, Kinematics of manipulators
✓ Giving class work and see the participation of each student
✓ Asking questions orally
✓ Giving an appropriate answer for each question
✓ Giving summary

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 Student activity:
✓ Listening and taking short note
✓ Asking questions
✓ Doing the given class work
Assessment: class work, oral question and home work
Successful from the point view of objectives: He tries to achieve the objective of the
lesson since students are able to answer the questions which are related to the objective of
the lesson
The lesson is improved relative to the previous one that I observed: He initiates the
student to participate in each activity actively, give group work and see the work of each
group.
Reflection by the candidate: I accept all comments which are given by the observer and I
have been taking all the comments as an input for improvement of being reflective
teacher.
Reflective Activity 10 - P. 93
1. How have your ideas about assessment changed?
Answer
➢ To use assessments to improve instruction and student learning, teachers need to change
their approach to assessments in important ways.
✓ Make assessments useful.
✓ Follow assessments with corrective instruction.
✓ Give second chances to demonstrate success.
✓ The benefits of assessment.
2. Which types of assessment do you think you could use effectively in the future?
Answer
➢ I will use all types of assessment methods to be effective because one is important for the
other to gather relevant information about student performance or progress, or to
determine student interests to make judgments about their learning process.
3. How will the assessment methods you selected help your students to progress?
Answer
• The assessment process itself helps students develop critical thinking and analysis skills.

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• Those skills will enhance their ability to learn, adapt, and grow in future classrooms as
well as in career and life settings
Activity 26 - P. 93
1. What do you understand by the term “testing”?
Answer
Testing is the act or practice of giving tests to measure someone's knowledge or ability:
2. Discuss and note down the difference among the following terms: testing, assessment,
measurement, and evaluation.
Answer
• Test is used to examine someone's knowledge of something to determine what he or she
knows or has learned.
• Assessment is the process of documenting knowledge, skills, attitudes and beliefs or the
process of describing, collecting, recording, scoring, and interpreting information about
learning.
• Measurement is an act or process that involves the assignment of numerical values to
whatever is being tested.
• Evaluation is the process of making judgments based on criteria and evidence.
3. Describe the rationale behind testing students’ performance.
Answer
The following are the rationale behind testing students’ performance:
✓ To evaluate and grade students
✓ To motivate students to study.
✓ To add variety to student learning.
✓ To identify weaknesses and correct them.
✓ To obtain feedback on teaching.
✓ To accredit qualified students.
Activity 27 - P. 95
Individually construct at least five True/False test items related to one of your courses and
discuss them with your colleagues.
Answer
True/ false questions:
1. Transformer is a rotating Electrical machine.
2. The slip of induction motor can be zero.

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 3. Synchronous motor has always constant speed irrespective of the amount of load.
4. DC machine can be used in industries.
5. Step up transformer can be used in distribution station.
Activity 28 - P. 96
Individually construct a set of matching items consisting of at least five premises related to
your course and compare with your colleagues.
Answer
Part A Part B
1. Transformer A. The rotor and stator magnetic field have equal speed
2. Induction motor/ B. The rotor speed always less than stator magnetic field speed
Asynchronous motor C. Static machine
3. Synchronous Motor D. Uses brushes
4. DC motor E. Uses Commutator
5. Wound rotor motor F. Generator
Activity 29 - P. 97
Construct individually three short answer type items related to one of your courses/modules/
and discuss the items with your colleagues.
Answer
1. __ is an electrical machine which produce electricity
2. __ is the inventor of induction machine.
3. ___ is the flow of charges in a given time.
Activity 30 – P. 98
Construct individually three essay type items related to one of your courses and ask your
colleagues to give your comments.
Answer
1. Discus the construction of transformer.
2. Discus the common arrangements of robotic manipulators.
3. What are the basic electrical machines?
Unit Four: Managing Teaching Sessions (Teaching Project)
Activity 31 - Pp. 100 - 101
Submission date: 13/10/2016 E.C
Name of candidate: Girma Kassa
Course/module: Introduction to Robotics
Group/section: Section-A
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Overall learning outcome: Very good
Session Date Time Location (classroom, ward,
field, lab, workshop, etc.)
1. Introduction to Robotics 28/08/2016 3:40-6:20 Classroom
2. Newton’s Equations 05/09/2016 3:40-6:20 Classroom
3. Euler Lagrange Method 06/09/2016 3:40-6:20 Classroom
4. Motion Control 12/09/2016 3:40-6:20 Classroom
5. Manipulator Control 13/09/2016 3:40-6:20 Classroom
6. Trajectory Generation 19/09/2016 3:40-6:20 Classroom
7. Computer Control 20/09/2016 3:40-6:20 Classroom
8. Robot Applications and 26/09/2016 3:40-6:20 Classroom
Programming
Assessment Test, assignment and exam

Activity 32 - P.101
Lesson Plan-1
Instructor’s name Girma Kassa Date 28/08/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Introduction to Robotics
Number of students Male 35 Female 5 Total 40
▪ understand the concepts of Robotics
General learning outcomes ▪ understand the parts of a robot
✓ Define Robotics
Specific learning outcomes ✓ Learn the laws of robotics
✓ Know the basic kinematic arrangement of robot
At the end of the session, the students will be able to:
I Understand history of Robotics
II Define Robotics and understand the concepts of robot
III Know about vector, coordinate transformation
IV Understand the arrangement of robot manipulator
Teacher activity Time Student activity Assessment Resources
methods
✓ Revise the previous 10’ ✓ Listen the ✓ Oral Textbook
topic 60’ teacher question or
✓ Introduce the topic 15’ ✓ Take short note ✓ Observatio Reference

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 ✓ Give discussion points ✓ Participate n Handout
and facilitate it ✓ Discussion Google
15’ ✓ Asking
✓ Summary questions
Activity 33 - P.101
Lesson Plan-2
Instructor’s name Girma Kassa Date 05/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Newton’s Equations
Number of students Male 35 Female 5 Total 40
General learning outcomes ✓ Understand Newton’s law of motion
✓ Define Newton’s law of motion
Specific learning outcomes ✓ Apply Newtons law of motion to describe the dynamics of a
robot.
By the end of the session, the students will be able to:
I Know newtons law
II Understand the relation between force and acceleration in robotics
III Drive the dynamics of a particular robot
Teacher activity Time Student activity Assessment Resources
methods
✓ Revise the previous topic 10’ ✓ Listen the ✓ Oral question Textbook or
✓ Introduce the topic 60’ teacher ✓ Observation Reference
✓ Give discussion points and 15’ ✓ Take short note ✓ Quiz Handout
facilitate it ✓ Participate Google
✓ Summary 5’ ✓ Discussion
✓ Asking
questions
Activity 34 - P.101
Lesson Plan-3
Instructor’s name Girma Kassa Date 06/09/2016
Department
Course/module title

Topic
Number of students Electrical & Computer Eng. Year/semester V/II
Introduction to Robotics Course ECEg Cr.hr 3
General learning outcomes code 5332
Euler Lagrange Method
Male 35 Female 5 Total 40

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 ▪
Understand the potential energy of an object
Specific learning outcomes ▪
Understand the kinetic energy of an object
• Define Euler Lagrange equation
• Know how to use Euler Lagrange equation to describe the
dynamics of a robot
• Drive dynamic model of a robot using Euler Lagrange
method
By the end of the session, the students will be able to:
I Grasp the concepts of Euler Lagrange equation
II Model a robotic manipulator
III Describe the relation between force and displacement
Teacher activity Time Student activity Assessment methods Resources

✓ Revise the previous topic 10’ ✓ Listen the ✓ Oral question Textbook or
✓ Introduce the topic 60’ teacher ✓ Observation Reference
✓ Give discussion points 15’ ✓ Take short note Handout
and facilitate it ✓ Participate Google
✓ Discussion
✓ Summary 15’ ✓ Asking questions
Activity 35 - Pp.101- 102
Lesson Plan-4
Instructor’s name Girma Kassa Date 12/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Motion Control
Number of students Male 35 Female 5 Total 40
▪ Understand the concept of motion control
General learning outcomes ▪ Identify different types of robot motion controller
▪ Define control
Specific learning outcomes ▪ Know about motion controllers
▪ Know about PI, PID, AI control
By the end of the session, the students will be able to:
I Design motion controllers
II Familiarize themselves to Neural network, fuzzy logic and ANFIS controllers
Teacher activity Time Student activity Assessment methods Resources

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 ✓ Revise the previous topic 10’ ✓ Listen the ✓ Oral question Textbook or
✓ Introduce the topic 60’ teacher ✓ Observation Reference
✓ Give discussion points 15’ ✓ Take short note Handout
and facilitate it ✓ Participate Google
✓ Summary 15’ ✓ Discussion
✓ Asking questions
Activity 36 - P.102
Lesson Plan-5
Instructor’s name Girma Kassa Date 13/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Manipulator Control
Number of students Male 35 Female 5 Total 40
✓ Understand the concept of Manipulator Control
General learning outcomes ✓ Identify the type of Manipulator Control techniques

✓ Define term Manipulator Control

Specific learning outcomes ✓ Know the methods of manipulator control
✓ Know how design manipulator controller
By the end of the session, the students will be able to:
I Understand the concept of Manipulator Control
II Understand the importance of manipulator control in robotics
III Analyze the controller performance
Teacher activity Time Student activity Assessment Resources
methods
✓ Revise the previous topic 10’ ✓ Listen the ✓ Oral question Textbook or
✓ Introduce the topic 60’ teacher ▪ Observation Reference
✓ Give discussion points 15’ ✓ Take short note Handout
and facilitate it ✓ Participate Google
✓ Discussion
✓ Summary 15’ ✓ Asking questions
Activity 37 - P.102
Lesson Plan-6
Instructor’s name Girma Kassa Date 19/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332

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Topic Trajectory Generation
Number of students Male 35 Female 5 Total 40
✓ Understand concepts of Trajectory Generation
General learning outcomes ✓ Know how to generate trajectory
✓ Use polynomials to describe robot trajectories
Specific learning outcomes ✓ Model the path followed by the end effector
✓ Differentiate joint space and cartesian space
At the end of the session, the students will be able to:
I Grasp the concepts of Trajectory Generation and its analysis
II Identify which space is suitable for a specific application
Teacher activity Time Student activity Assessment Resources
methods
✓ Revise the previous topic 10’ ✓ Listen the teacher ✓ Oral question Textbook or
✓ Introduce the topic 60’ ✓ Take short note ✓ Observation Reference
✓ Give discussion points and 15’ ✓ Participate Handout
facilitate it ✓ Discussion Google
✓ Summary 15’ ✓ Asking questions
Activity 38 - P.102
Lesson Plan-7
Instructor’s name Girma Kassa Date 20/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Computer Control
Number of students Male 35 Female 5 Total 40
▪ Understand the concept of Computer Control
General learning outcomes ▪ Identify different programming languages
✓ Define Computer Control
Specific learning outcomes ✓ Distinguish different robot programming languages
✓ Program practical robot
At the end of the session, the students will be able to:
I Understand the concept of Computer Control
II Write a code to control a robot
Teacher activity Time Student activity Assessment Resources
methods

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 ✓ Revise the previous topic 10’ ✓ Listen the teacher ✓ Oral question Textbook or
✓ Introduce the topic 60’ ✓ Take short note ✓ Observation Reference
✓ Give discussion points and 15’ ✓ Participate Handout
facilitate it. ✓ Discussion Google
✓ Summary 15’ ✓ Asking questions
Activity 39 - P.102
Lesson Plan-8
Instructor’s name Girma Kassa Date 26/09/2016
Department Electrical & Computer Eng. Year/semester V/II
Course/module title Introduction to Robotics Course ECEg Cr.hr 3
code 5332
Topic Robot Applications and Programming
Number of students Male 35 Female 5 Total 40
➢ Know the Robot Applications
General learning outcomes ➢ Understand concept of programming
➢ Understand industrial robot applications
Specific learning outcomes ➢ Understand service robot applications
➢ Program a robot for different applications
At the end of the session, the students will be able to:
I Grasp the concept behind Robot Applications
II Identify industrial and service robot applications
Teacher activity Time Student activity Assessment Resources
methods
✓ Revise the previous topic 10’ ✓ Listen the teacher ✓ Oral question Textbook or
✓ Introduce the topic 60’ ✓ Take short note ✓ Observation Reference
✓ Give discussion points 15’ ✓ Participate Handout
and facilitate it ✓ Discussion Google
✓ Summary 15’ ✓ Asking questions

End-of-Module Self-Assessment – Module Two

Write a reflective comment on your overall performance and achievements in Module II
with respect to each of the following areas.
1. Reflective activity
Answer
My overall performance and achievements were good in Reflective activity
2. Planning sessions, conducting observations and evaluations
Answer
My overall performance and achievements were good in Planning sessions, conducting
observations and evaluations.

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3. Contributions to group work
Answer
My overall performance and achievements were very-good in contributions to group work
4. Carrying out projects
Answer
My overall performance and achievements were very-good in contributions to group work
5. Attendance and punctuality
Answer
I have attended all the classes no absent and also, I was punctual during my stay of module
one.

How would you evaluate your overall performance in Module Two? Circle one.

PASS INCOMPLETE FAIL

Signature of candidate: _____________________ Date: 13/10/2016 E.C

Higher Diploma Leader/Tutor Assessment - Module Two

Observations and comments from Higher Diploma Leader on the Module Performance
1. General comments on achievement in this Module

2. Please comment specifically on the areas where you disagree with the self-assessment.

Please comment on what the candidate should do in the next Module to improve.

Overall performance of the candidate in this Module

PASS INCOMPLETE FAIL

Signature of HDL: ____________________ Date: ____________________

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