COMPETENCY-BASED

CURRICULUM
ACTIVITY-BASED LEARNING
Outline of the
Training
1. Competency-based Curriculum
2. Activity-based Learning
3. Assessing students’ Learning
4. Competency-based Lesson Planning
5. Student-center Leadership
 Part 1
Competency-
based curriculum
Core contents of the section
1. The Education system of our country
2. Major changes made in the curriculum
3. Findings of supervision
4. The concept of competency-based curriculum
5. The need for competency-based learning
6. 21st century skills
7. Minimum Learning Competency
 Outcome/competency
• explain the strengths and weaknesses of the former and
the newly developed curriculum in comparison,
• Identify the major changes made in the curriculum,
• define competency and explain the nature of
competency-based curriculum,
• discuss the need for competency-based learning,
• analyze how the 21st century skills are incorporated in
the newly developed CMs and make use of them in
planning lessons and implementing them,
• Analyze how the basic principles of developing
competency-based curriculum and impact they are
impacting students’ learning
Training Objectives
• To plan and implement activity-based methodology,

• To plan and implement assessment for learning that

focuses on competency development,

• To prepare and execute student-centered lesson plan

and

• To encourage school leaders to plan for student-

centered learning leadership and share their experiences
to school teachers to capitalize on their skills.
Understanding the nature of the
new curriculum
Activity: Think- Pair-Share

1. What weaknesses do you think the former curriculum had? Mention

2. What fundamental changes have been made in the new curriculum?

3. What do you think are the expected benefits of this new

curriculum at different levels?

4. What do think is the basic cause for curriculum change?

1.1 The Former Ethiopian General Education
Curriculum
 was unable to address the intended problems properly.

Major limitations of the former curriculum

• Overloaded contents in text books,

• Failure to follow competency-based teaching approach,

• Failure to effectively connect education to life, practice and work,

• Lack of adequate and appropriate provision for using modern technology,

• Assessment focuses mainly on cognitive domain,

• Failure to promote and utilize indigenous knowledge and

• Inadequate attention to differentiation.

1. 2. What fundamental changes have
been made in the new curriculum?
• From content/objective based to competency based,

• Teacher centered to student centered,

• Learning contents are linked to Students’ life and experience,

• Assessment is made before, during and at the end of teaching

(formative and summative assessment),

• Teaching-learning focuses on equipping learners with 21st century

skills,

• Promotes indigenous knowledge,

Generally, the major shift made is from
objective/content-based to competency-
based curriculum
Activity: Brainstorming

How do you define competency?

1.3. What do you think are the expected benefits of
the new curriculum at different levels?

• help the students acquire knowledge, skills and attitudes

that help them to do an activity by combining them as
desired. Thus, as their levels, schools have the following
responsibilities.
 pre-primary schools prepare children to primary school education,

 primary schools prepare learners for middle level education,

 middle level schools prepare learners to high school education,

 high schools prepare learners for work, life, professional skills and
higher education.
1.4. What do think is the basic cause
for curriculum change?
• To address the weakness of the previous curriculum
• To design Technology orient curriculum,
• To help learners to acquire the desired competency,
• To make use of teaching methods that help the students
to acquire the necessary competencies
• To plan and implement competency-based teaching
methods and assessment that focus competency-based
curriculum
• To incorporate 21st century skills, cross-cutting
issues, indigenous knowledge and to make the
curriculum inclusive.
 Activity1.2: Identifying and
utilizing curricular materials
Reflection

1. List down the curricular materials you are using to plan your lesson,
engage learners in different activities; and plan and implement
assessment techniques etc.

2. What are the components/elements of the curricular materials you

listed under number 1 above? For what purpose do you use them in
the process of teaching-learning?

3. To what extent 21st Cen. skills have been incorporated in the newly
developed curricular materials?
Curriculum Architecture

Curriculum
framework

Learning Curriculum support

Curricular materials
areas materials

Subjects • Work book/worksheets

• Content Flow chart • Supplementary
• MLC materials
• Syllabus • Instructional materials
• Textbook/practice • Reference materials
• Teacher guide
Curricular Materials and their
Importance Syllabus
MLC
Contents
Methodology
Activity
Assessment and evaluation techniques and etc.

Teachers’ Guide
Learning outcome
MLC
Methodology
Assessment tools Student book
Learning activities and teaching-learning materials • Activities and exercises
time allocated and etc. • Procedures for experiments
• notes

Work book
Draw and paint
Reference pictures
Calculate on
1.5. Findings of supervision
Through supervisions made by BBO, it
isbunderstood that teachers:
• dominantly rely on textbooks; don’t use the syllabus and teacher

guide during planning and conducting lessons,

• focus on content coverage rather than the learning of students,

• dominantly use lecture method , (their classes are teacher-centered),

• mainly use summative assessment and

• resemble to assess the cognitive domain School leaders fail to give

prominent place for educational work, etc.

1.6. The concept of competency-based
curriculum

Activity 1.3. Group discussion

1. What is competency? How is it described?

2. How is it possible to know if students have

possessed the desired competency?

What is competency?

Competency is a set of knowledge, skills and

attitude that helps to do a certain activity practically to

the required standard. Competency

Knowledge attitude

skill
Activity 1.4 : Group discussion

1. What does competency-based curriculum mean?

2. What is competency-based learning?

1.7. Competency-based
curriculum (CBC)

• A curriculum that emphasizes what the learners are

expected to do rather than merely focusing on what

they are expected to learn about.

Competency-based learning refers to acquiring

and integrating the necessary knowledge, skills

and attitudes to do practically a certain activity

(related to life, job and etc,) and demonstrate it.

Competency-based curriculum and learning are two related but distinct
concepts in education.
A competency-based curriculum is a set of learning outcomes that
describe what students should know and be able to do at the end of a
course or program.

A competency-based learning is a method of teaching and assessment

that focuses on students’ demonstration of mastery of these
competencies, rather than on time spent in class or grades.
Activity: 1.5. Group Discussion

Categorize the following competencies into the three

domains (knowledge, skills and attitude)
Importance of... (con'ted)

Activity 1.6: Think-pair-share

1. What is importance of competency-based learning?

Importance of... (con'ted)

• provides the students with the skills that the 21st century requires,

• promotes students’ engagement and success in learning

• gives opportunity for students to learn by their own pace

• enables the students to have bench mark and goal

• It enables the students to apply what they have learnt to their life

• It enables them to use technologies

1.6. 21 century
st

skills
1.6. 21st century skills

Activity 1.7: Think-pair-share

1. List the 21st century skills.

2. What is the importance of 21st century skills?

The following are identified as
21st cen. skills
• Critical thinking and problem solving skills
• Creativity and innovation
• Learning to learning
• Cooperation and communication
• Cultural identity
Why 21st century skills in the new curriculum?
They equip the students with:

knowledge, skills and

new ways of doing
attitudes that
things, new ways of
students are required
thinking, new ways of
to acquire in a
being in the world, and
comprehensive
so on. are enabled by
manner.
the
....

Various activities are

presented in the
textbook to help
students acquire
these skills.
 Minimum Learning Competency
Activity 2.5
Discuss the text below in groups and answer the questions
that follow.
The man was walking along the road with cabbage, deer
and a goat. As he walked, he reached the river. To cross a
river, he can only carry one thing at a time. The deer eats
the goat; the goat eats the cabbage.
a) How can I move the three forward without consuming
each other?
b) What skills can this text provide students with that the
21st century requires?
Activity 2.6

Group work

1. What are the minimum learning competencies that must be

achieved by the new curriculum?

2. Choose a topic from the subject you are teaching and write three
MLCS.
MLC

It refers to the knowledge, skills and attitudes that

students need to acquire in a given situation and time.
Competency based teaching and learning
Stabilization

Sts beyond the MLC

Those who achieved the

ML
MLC and ready for the next
C
lesson
Supporting

Those who are unable to achieve the MLC

teaching or changing teaching

methods

Those whose are far away from the

MLC
New lesson

35
MLC based curriculum vs
teaching-learning
1. What is MLC based curriculum?
2. What is MLC based teaching and learning?
 MLC based curriculum
• A minimum learning competency-based curriculum is a set of standards
that define the essential knowledge, skills, and attitudes that students need
to acquire by the end of each grade level or course.
• It is based on the principle that learning outcomes are more important than
the time or methods of instruction.
• A minimum learning competency-based curriculum allows students to
progress at their own pace, demonstrate their mastery of competencies
through various forms of assessment, and receive personalized feedback
and support.
MLC based teaching-learning
• Minimum learning competency-based teaching and learning is an
approach that focuses on the mastery of specific skills and knowledge
that students need to succeed in life.
• It is different from traditional education, which often relies on seat time,
grades, and standardized tests.
• In competency-based education, students progress at their own pace,
receive personalized feedback and support, and demonstrate their
learning through various forms of evidence.
• Some of the benefits of competency-based education are that it can
increase student engagement, motivation, and achievement, as well as
promote equity, flexibility, and innovation
Basic Principles of Competency-
Based Curriculum
Activity
Think-Pair-share

What are the basic principles of competency-based

curriculum?
Basic Principles of Competency-
Based Education
1. Utilizing science and technology

2. Utilizing indigenous knowledge and values

3. Acceptability of education

4. Inclusiveness

5. Student-centered
Activity: Group discussion

In what ways are the basic principles listed above

reflected in the subjects you are teaching? Explain with
examples.
objective-based vs Competency-
Based Learning-Teaching.
Activity: Think-pair-share
What are the differences between objective-based and Competency-
based learning? Compare the differences and similarities between the
ideas you listed and those in the table below.
Table 2.1. Differences between objective-
based and Competency-based teaching and
learning
Objective based teaching and learning competency based teaching and learning
Focuses on the provision of Knowledge Focuses Knowledge, skill and attitude
focus on content coverage Competency development
extrinsic motivation intrinsic motivation
Teacher-centered Student-centered
Objective focused Students’ performance
Assessment is made at the end Assessment is done during the lesson ant it is
continuous
 PART 2

Activity-based Learning

competency-Based curriculum
Contents

• the concept of activity

• activity-based learning

• the importance activity-based learning

• strategies of implementing activity-based

learning in large class
Expected competencies

• describe what an activity is ;

• identify an activity;

• State the role activity-based learning plays in making the new education
system successful;

• analyze strategies of activity-based learning in large class ;

• apply active learning strategies during classroom instructions and

• design and implement activity-based leaning lesson by applying the principles

of activity-based learning.
Objectives

• Raising awareness about activity-based learning and active

learning strategies and

• strengthens the ability of teachers to use real-life activities to help

students achieve the required competencies.
 2.1. The concept of Activity

Be in pairs and exchange ideas on the following

questions.

1. What is learning activity in the domain of ABL?

2. Mention activities that you think are learning

activities.

3. Analyze the illustrations in the training manual under

Activity 3.1 and take turns to explain what you
Competency-based curriculum promotes activity based
learning, believing that children should be involved in the
learning process by participating in activities that allow
them to investigate, explore,make and etc.
Be in twos to share your views on the following
questions.

1. Do you tell each other things you do from early in

morning to late in afternoon in your daily life?

2. Read the story under Activity 3.2 and identify the

words that show the action.
Group work

Form a group of 4-5 members and take turns to act out

the words below.
• laughing

• driving

• sad

• shocked

• happy
• despise
• blessed
What is an Activity?
• Activity is something done or that motivates and keeps hands and
mind active in the process of performing it.

• something done individually, group or in union for use or personal

benefit.

Example:
Calculating

Playing

showing
2.2. Concept of ABL
Individual work
1. What does it mean by activity-based learning?
2. Have you ever taught using activities?
3. What role do you think ABL plays in new education
curriculum/system?

share your answers and experiences with the participants

Activity 2.4

To demonstrate an example of learning activity, have the

participants to follow the instructions step by step in the
training manual to make them understand the concept of
active learning.
2.3. The nature and benefits of
activity-based lerning
Activity-based teaching-learning process

It is a teaching-learning approach where by the

teacher organizes his/her teaching in a suitable manner

and the students learn by performing/doing an activity

individually/ in pair or collectively.

2.4. strategies of implementing
activity-based learning in large
class
Learning strategies and retention of knowledge

• Lecture: 5%

• Reading 10%

• sight-and-hearing 20%

• Group discussion 50%

• learning through activities75%

• Teaching peers 90%

Read and analyze the strategies
listed below.
Creating awareness
• Problem solving
• Experiment
• The method of discovery learning
• mind map
• Drama
• Role playing
• Generating ideas
• Puzzle (puzzle)
• story telling
• Field trip
• Debate
• project
• Think-pair-share
• Group discussion
Reflection
Learning by playing (games)
The Hymn
Jigsow
Exploration
Provide
Modelling (modelling).
Pyramiding
Interviewing
Report writing (report writing)
Case study(Case study)
Sequencing
Group discussion

• Are there any strategies that you have never heard of

them before?

• Which of these strategies have you ever used?

• Take one of your preferred strategies as an example

and share your experiences of using it in the class
To develop an understanding of active learning strategies

have participants perform Activity 3.6 and Activity 3.7 as

it is mentioned in the training manual.

Sample Activity from Students’
Book
Activity 2.8: Problem solving
Instruction

Form a team of 5-6 members

• Ask each other how many coffee cups your family has

• Find the mean value, median value, margin value, and range for
these numbers you are telling each other? (individually)

• After doing so, compare and analyze the values ​you calculated.
(Source: Mathematics Book Section 7, p. 209)
Discussion Questions

1. Is it useful for this activity to make reference on what

students know?

2. Do you think this activity consisted the three domains?

If you say yes, what are they?

3. Develop a learning activity using a problem-solving

strategy from the subject you teach.
Feedback

• In Activity 3.7 on making use of jigsaw, give participants

feedback on when and for what kind of topic we use
jigsaw

• Activity 3.8 Tell the possible answers prescribed in the

facilitator's manual
Active Learning Strategies in Large
Class
Activity 2.10: Think-Pair- Share

1. Have you ever taught in a large class size?

2. How have you been managed to teach in a large
class?
Group work

Read and analyze active learning strategies of large class

presented in Table 2.2

Question

1. Are these strategies appropriate to be implemented in a

large class? Explain how.

2. Based on the reality on the ground in your school, which

of the strategies can be implemented in a large class?
Sample activity-based Lesson
Activity 2.11
Taken from Environmental Science grade 5 p6

Organize your answers and report to the class on the following

points by reading different books or asking someone.

1. Describe the uses of metals and metal objects in human

daily life.

2. List the metal and metal objects you use in your household
and write the name of the metal and metal the item is made
of.
Reading Activity 2.11

Group discussion

1. How are active learning strategies used in this

activity?

2. Explain how these strategies could be implemented in

large class.
 Summary: Activity-based
Learning
1. It encourages students to actively participate in the
teaching-learning process, both physically and mentally
2. Develops social skills, working in teams and groups;
3. It helps them to understand the learning materials in relation
to the reality on the ground
4. Encourages students to express themselves in a variety of
ways(work, verbal, written).
5. It helps students to shift from trying to memorize
information over and over again to active thinkers (evaluate,
analyze, apply and innovate).
6. The skills gained through doing are not forgotten and
students use them in different situations and in their lives.
 PART 3

Competency-Based Assessement
 Expected competencies
Participant, during and at the end of this session:

• describe assessment based learning;

• under go continuous assessment during your instruction;

• outline competency-Based assessment;

• apply convenient strategies of learning through activities in large class

• align MLC, learning activities and assessment technicque;

• prepare table of specification while preparing a test,

• Set exam by preparing test specification table and

• provide constructive feedback.

contents
the nature of the assignment,

• types of assessment,

• competency-based assessment,

• assessment in large class,

• table of specification

• consistency among learning outcomes, teaching-

learning methodology and assessment tool and

• feedback provisions
3.1 The concept of assessment

Activity 4.1 Think – pair – share

1. What is assessment in the context of teaching-learning?

2. How do you assess about your students’ learning? What do

you assess about their learning? When do you assess your
students' learning?

3. What are the shortcomings of the assignment type you have

been using?
Definition of assessment

Assessment is the process of collecting, recording,

organizing and interpreting information about students’

learning in a systematic manner using a variety of

assessment tools.
Assessment tools
• classroom work
• assignment
• quiz,
• language questions
• portfolio
• Self – inquiry
• Peer inquiry
• visit (checklist, rating scale, rubric) and so on.
What is assessed?
• Learning competency - knowledge, attitudes and skills

• The process/outcome of activities

• Effectiveness – assessment tool, teaching

methodology, learning/ materials and so on.
When to assess

• Before teaching

• During instructions

• After teaching
3.2. Types of assessment
Activity 4.2 Group discussion

After discussing the following questions in groups, present to

the participants.

1. For what purpose did you use the information you were
collecting on student learning in teaching?

2. What type of assessment do you know?

3. Explain the difference among an inspection assessment, an

in-process assessment, and a final assessment.
Types of assessment

There are different types of learning assessment that serve different purposes:

1. Diagnostic assessment: This type of assessment is used to assess the

students’ prior knowledge, skills, strengths, and weaknesses before the

instruction begins. It helps the teacher to plan and differentiate the instruction

according to the students’ needs and interests. For example, a pre-test, a

survey, or a self-assessment.
2. Formative assessment: This type of assessment is used to monitor the students’

progress and provide feedback during the instruction. It helps the teacher to adjust and

improve the instruction based on the students’ performance and understanding. It also

helps the students to identify their learning goals and strategies. For example, an

observation, a quiz, or a peer review.

3. Summative assessment: This type of assessment is used to evaluate the students’

achievement and mastery of the learning objectives at the end of the instruction. It helps

the teacher to measure the effectiveness and impact of the instruction. It also helps the

students to demonstrate their learning outcomes and reflect on their learning process. For

example, a final exam, a project, or a portfolio.

Before teaching

• Before students learn a lesson, it is conducted to inquire

about their weaknesses, strengths, skills or prior
knowledge.

• It will also be used to thoroughly investigate and

address recurring errors in student learning that cannot
be addressed in the process.
During teaching
• Used to improve student learning.

• Helps to provide feedback – immediate feedback is

applied to correct student errors.

• To ensure that students are following what they are

learning
At the end of teaching

• It is conducted to check students’ overall learning achievement

• To determine the promotion of students from grade to grade

• To evaluate the educational system/curriculum

3.3. competency-Based
Assessment
Activity 4.3 Group discussion

After discussing the questions below in groups, present the results of your
discussion to the participants.

1. How are you implementing competency-based assessment?

2. What are Competency-Based assessment tools?

3. What is the difference between a competency-Based assessment and

objective-based assessment?
Competency-based Assessment
• competency-based assessment is the process of gathering, organizing,

and interpreting information to help make decisions about the

successful performance of a student's knowledge, attitudes, and skills.

• This assessment type focuses on assessing changes in students' thinking

that are relevant to real life.

Sample of competency-based assessment

• Paper and pencile question (true and false questions, matching,

multiple choice, fill in the blanks) and

• competency questionn (questionnaires, portfolios, visits, checklists,

rating scales, rubrics, group work questionnaires , project work

questionnaires, etc.) are included.

Objective-based assessment

• It assesses to determine whether students have satisfactorily acquired the expected

knowledge;

• It asks students about their knowledge of the content.

• assessment is treated separately from teaching-learning.

• The education system guides the assignment.

• Focuses on paper and pen assessment

For example, true/false questions, correlations, multiple choice, fill in the blanks, and so
on.
Competency-based assessment
• It asks whether students can apply what they learn and bring about a
change in attitude.
• It asks students if they are able to apply the knowledge they have
gained in their lives.
• assessment serves as part of teaching and learning process.
• assessment guides the education system and the teaching-learning
process.
• Includes performance assessment and paper and pen assessment
For example, it focuses on questionnaires, portfolios , self –
inquiries ,peer inquiries, visits, checklists, rating scales, rubrics, etc.
Activity 3.4 Group discussion

Following Activity 4.4 in the training manual, discuss some of the samples of
competency-based questions prepared on different subjects as the you teach.
Discuss:

• the relationship between learning achievement, teaching methods and

assessment

• use of various assessment tools

• feedback (to accommodate the diversity of students within the class)

• record the progress of student learning and so on.

Activity 3.5. Group work

Form groups according to the subject you teach look at on the samples
of competency-based assessment for different subjects prepared in

Activity 4.4, prepare a competency based questions for a chapter from

the subject you are teaching and presenting it to the participants.
3.4. Student Learning
assessment in large class
Activity 4.6: Think – reinforce – share

• How were you assessing when teaching many students in a class?

What problems do you have? How have you been overcoming the
problems?

• What assessment strategies do you think would be appropriate for a

large class?
Comprehensive Classroom assessment
Strategies ( read the Facilitator Guide for
more details)
• Self-inquiry

• Think – be strong –share

• Friend inquiry card

• Friend inquiry – Two stars and one wish

• Peer checking of work (Peer checking of work)

• Cards A, B, C, D

• Yes/No cards (Yes/No cards)

• Exit card (Exit card)

• Traffic Lights ( blue, yellow, green)

• Mini whiteboards (Mini whiteboards)

• Agreement circles ( Agreement circles)

• Making circles ( Making circles)

• Teamwork inquiry

• Group project work assessment

• Visit (Checklist, rating scale, rubric)

• Ask them to write down a point they don’t understand very

much
Activity 3.7. Group work

Form a group of 4 - 6 members and discuss strategies for large class

assessments listedvbelow, ask the participants one of the strategies
they think would be appropriate to assess MLC in the subject they are
teaching.
• Friend inquiry card
• Peer checking of work
• Thinking – being strong – sharing
• Yes/no cards
• Exit card
• Traffic lights
• Circles of agreement
• Create circles
Ask them to write down one point they don’t understand
very well
3.5 Consistency of Learning Outcomes,
– learning Activity and Assessment
Activity 4.8 Gallery-walk

Form a group of 4 – 6 members and discuss the following questions.

Write the ideas you agree on a flip chart and post on the wall.

1. What is the alignment/consistency of learning outcomes, teaching-

learning methods and assessment? Why was it necessary?

2. What practices have you been doing to ensure consistency of

learning outcomes, teaching-learning methods and assessment?
Evaluating test questions
Activity 4.9 Group discussion

Form a group of 4 - 6 members to discuss the questions given in the Grade 7

English test and present the points you agree on to the participants.

1. What are the shortcomings of the test?

2. What do you think are the causes of these shortcomings?

3. What process do you follow to maintain the quality of the test when you
prepare a test to ask students to achieve MLC in the subject you teach?
 7
a
ta
i i ku
gl iz
I n
n
f aa
A
Shortcomings of the test (English Grade 7):

• answering the test items does not require language skills;

• It has many grammatical errors;

• Questions are not ordered;

• Its development doesn't follow ToS

• Lack content authenticity.

Therefore, it is necessary to prepare table of specification to

avoid such test limitations.
4.6 Preparing table of specification
(ToS)
One method of maintaining test quality is to prepare
test questions based on ToS.
 ToS includes a two-way chart of the number of test
questions, MLC, the skills requested, the number of test
questions and the time taken to teach the contents.
Preparing ToS helps to:

• Determine the total number of test questions to be

prepared.

• Identify the contents and learning outcomes as the

developed ToS

• Know the amount of time taken to teach these content,

• Determine the skills required to mastered

Form a group of 4 - 6 members and do the following
activities and present them to the participants.

1. Choose a chapter from the subject you are teaching

and prepare ToS

2. prepare 3 - 5 questions based on ToS you have

prepared.

3. Make sure the questions you write are consistent with

the MLC and the learning – teaching methodology.
 Sample ToS
Content MLC TIME % of time on Numb. Of Knowledg Understandin Applicatio Analysi Synthesi Evaluative
SPENT ON topic=% of items per e g n s s
TOPIC topic on test MLC for
10=item test
4.8.Providing Constructive
Feedback
Activity 4.11 Think – pair – share

Constructive feedback – think first individually, then

reinforce and exchange ideas as given in the table below.
Activity 4.12. Role play

Form groups of 4 – 6 members. Each group play a role in

providing constructive feedback to all participants. In
this role play activity, it is important to choose someone
to receive and give constructive feedback, as well as a
topic for feedback.

While one group plays a role, the rest of the participants

watch and finally give constructive feedback.
• start with strengths,

• then, carefully point out the errors,

• acknowledge what they have done and motivate them to learn.

• finally, give recommendations

• characteristics good feedback:

• timely.

• supportive

• Focuses on the work,

• clear and understandable and

• given in the proper place in the execution process.

 PART 4

Competency-based Lesson Planning

 Introduction

In this section, we will look at how to prepare competency-

based lesson plan.

This is to evaluate the lesson plans implemented in the

previous education system and understand their
shortcomings and prepare and use learning plans based on
students' learning actions and achievements.
Objective : At the end of this secton of the training:

• you analyze the lesson plans you have been using in the
past curriculum and identify its weaknesses;

• appreciate the importance of lesson plans in successful

student learning;

• identify the key contents of competency-based lesson plan

• Incorporate the elements and prepare a lesson plan for the

competency based curriculum
Activity 4.1. Group Discussion ( 45 minutes)

Discuss the following questions and present to participants.

1. Is the lesson plan you were using in the previous

curriculum different from the one you are using in the new
curriculum? If so, what is their difference?

2. What are the fundamental changes made in in relaion

lesson planing in the curriculum?

3. Take your schools’ lesson plan as an example and

analyze its strengths and weaknesses.
NB

• A lesson plan is a directional tool and it is necessary to

prepare and use it in line with the curriculum.

• Since the earlier curriculum was mostly objective

based, lesson plans were similarly objective oriented.

• Since the new curriculum is competency-based, it is

crucial that lesson plan preparation requires considering
the changes made in the curriculum.
Therefore, it is necessary to develop competency based learning
plans and understand how they can be implemented uniformly in
all schools.

Activity 5.2 Group Discussion (50 minutes)

1. Analyze each of the samples of lesson plans from the previous

curriculum presented in the manual and discuss their shortcomings.

2. What do you think are the sources of these shortcomings? Why?

ABL Training Manual Final October 2023.doc

Summary of the analysis of limitations lesson plans
in schools:

• lack of focus on performance,

• don’t identify instructional roles (student/teacher

roles),

• failure to indicate learning and teaching methods

with their use,

• failure to indicate the method of assessment and

how to use it for the upcoming class.
• the same everywhere in time and place (copy paste),

• the formats are not uniform,

• not self explanatory (the lesson plan does not

convey the necessary message to other teachers to
use),

• unreadable and sometimes meaningless,

• the certifying body can ignore/accept it at his own

will and so on.
Competency-based lesson
plans
Activity 4.3. Group Discussion (60 minutes)

Discuss the following questions and present to participants.

1. What is a competency based lesson plan?

2. What are components of competency-based lesson plan?

3. What is the core issue in a competency based lesson plan?

Competency-based lesson plans are prepared from the
syllabus and teachers' guide, MLC and learning content.

The competency-based lesson plan has contains the

following components :
1. General information
• Name of the school,

• Type of education; rest and learning,

• Name of teacher/s,

• Content
• total time/time,

• Signature of the teacher and the principal,

• The success and reasons for the success,

• Improvement for the nextlesson.

2. Key Contents

A. Total time

This period continues until students achieve the learning

outcomes of the subject and can be shortened or extended.
b. Key skills targeted

The key skills/ 21st century skills/ are touched upon

under sections 1 and . . . .

NB

•These skills may not be acquired all at a time in a single

lesson.

• They are presented in different ways according to the

contents.
• However, it is preferable to teach one or two skills in a lesson.

• Furthermore, an education system based on students’ learning

success is built on socially responsive knowledge.

For example, the content learning plan ‘Adding and Subtracting

Integers’ includes skills such as communication and
negotiation/ coexistence/ and problem solving (lending and
repaying debts with combined skills in life).
3. Prior knowledge

It is presented to identify the information, knowledge and

skills that students already have on the learning content
through a preliminary assessment.

This serves as a starting point for the teaching and

learning process of a lesson

In competency based learning, competency is built on

one another.
Therefore, it is not appropriate for students to move on to
new learning unless they have achieved MLC of the day.

4. MLC

As presented in other sections of this training manual,

MLC is the basis of teaching and learning.
The content presented, activities performed and assessment
conducted in a lesson are done in order to achieve MLC.

5. Instructional stages

• The steps are the sequences followed from the beginning

to the end of the teaching-learning process to achieve the
desired outcome.

•Although there are different stages of the learning plan, it is

now proposed to be implemented in three stages.
They are: Introduction (Motivation), Presentation /involvement/ and
stablization.

In these stages of learning, various activities should be presented in

conjunction with assessment to achieve the desired learning outcomes.

6. Student and teacher activities

7. Assessment methods

8. Teaching-learning methods

9. Teaching-learning materials
Activity 4.4 Group Work

1. After analyzing the sample of competency based

learning plans, which is in the manual, choose a topic
from the subject you are teaching and prepare a lesson
plan based on the sample presented and present it to
the participants.

ABL Training Manual Final October 2023.docx

 PART 5

Student-Centered Leadership
Contents

1. Introduction

2. The concept of student-centered leadership

3. Educational leaders role/responsiblities

4. Strategies of implementing student-centered

leadership
Introduction
Leadership is the ability of a person to influence and
direct his or her followers.
student-centered leadership refers to reinforcing and
supporting high-quality teaching and learning.
 Student-centered leadership is about having a
positive/appropriate influence on people to ensure that
teaching is done with high improvement.

Therefore, this paper was prepared in the hope that if

school leaders understand the nature and role of SCLSH,
they can make this competency-based education system
successful.
TRAINING OBJEVTIVES

The participant, during and at the end of the training in this section:

• Describe the nature of student-centered leadership;

• Identify and implement student-centered leadership roles in the

school;

• Implement a student-centered leadership ,

Activity 5.1.
Think-share-sharing

• Describe what you know about student-centered

leadership.

• At the school level Who are leaders of students?

• At what level do you think teachers will have a

leadership role?

• What makes SCLSH different from other leaders?

5.1. The concept of student-
centered leadership
• SCLSH is a new concept that emerged in the early 1980s, and the focus of
this leadership is directly on activities related to teaching and learning.
Guide and support.

Generally, SCLSH:

• guides the learning process of students;

• plans organizes, monitors and supports student learning;

• creates and support student learning goals;

• supports effective teaching and learning and

• provides guidance and direction for instructional improvement.

Activity 5.2
Think- pair- share

a) How do you understand student learning?

b) What are the objectives of SCLSH?

c) How does SCLSH affect student achievement?

d) What does a school leader should do to be considered

as competent?

e) Compare and contrast your school’s leadership with

the situation listed under “d”.
• Student learning refers to measurable knowledge, skills, and attitudes
acquired as a result of student participation in learning activities.

• Learning is the process by which a person discovers new things or

improves and develops previous knowledge.

• Learning involves not only memorizing information about a content, being

able to read and write, but also being able to apply what they learn in their
daily lives.

• Learning is a process of change and to achieve the change required of

students, leaders should approach students and provide necessary support
so that they take responsibility for their learning and learn hard with vision
and purpose.
According to the findings of research in different countries, school
leaders those who play an important role in their students
achievement and learning and those who spend many hours on
administrative tasks:

• empower teachers,

• observes teachers’ classrooms teaching,

• holds discussion with students’ families and spends time with

students.

In doing so, they have improved the socio-economic transformation of

their country by making their citizens more educationally effective.
Activity 5.3

Group Work: Form a group of 4-5 members and discuss the following
ideas and report back.

a) Compare the experience of the countries above with that of our

country and identify the differences.

b) What have you been doing to improve student learning as a school

leader regarding teachers’ classroom instructions?

c) What are the constraints that limit your full time and attention not
focus on teaching and learning issues?

d) How can these problems be solved?

• Planning Creating
conducive Evaluating work
teaching- and providing
learning support
environment

Implementi Providing profe

ssional
ng The learning of
support teache
rs
Curriculum students

Helping
s to
g teacher
achin
Utilizin g te exercise
als es
materi y Increasing continu l
el iona
effectiv community profess en
m
participation develop
t
According to the BBO supervision report, the main

shortcomings of school leaders have been mentioned in

the training manual. Do listed shortcomings exist in your

school? If so, how can they be solve? Share your

experiences in your school with the participants.

Responsibilities of Educational
leaders (school principals)
Activity 6.4.

• Form a group of 5-6 participants and list down student-

centered school leaders’ roles you think. Write on a flip
chart and present to participants.
1. Vision setting: The leader works with his or her school community to develop a clear,

measurable, time-bound, actionable vision for student success that focuses on student

learning outcomes in a participatory manner is expected to prepare in a manner that is. It

is the role of the leaders to ensure that the vision is understood by the entire school

community and to provide support and monitoring for its achievement.

Activity 6.5 Individual Work

a) Write down your school vision and read it to the participants.

b) Explain to the participants what has been done to make the school community

understand the vision of your school?

c)Explain to the participants that the vision of your school is clear, measurable, time-bound

and actionable?
Read Event 6.1 and discuss and answer the following
questions.

a)What are the problems with the vision of this school?

b)Write a vision for school and post it on the wall.

c)What are the strengths and weaknesses of this school

leader?

d) Explain to a friend what you would fix if the principal

of the school changed and you took his place?
6.2.2. Curriculum development: SCLSH serves as the
curriculum and systems expert.
6.2.3. Self and teacher empowerment: SCLSH should be
self-efficacious, quick to adapt and implement technology,
creative, researcher and think out of the box.
A school leader like breast from whom teachers milk and
drink his pedagogical, academic knowledge and experience
and excellence.
Discuss 6.2 Reading aloud and explain it to the participants
a. What are the strengths and weaknesses of teacher Chaltu?
b. Are there teachers in your school who have this behavior?
If so, what support should be provided to correct them?
Describe what the leader has been doing to strengthen the
executive power of teachers in your school?
5.2.4. Analyze information
• They should analyze student performance data and conduct research
to identify areas of teaching and learning strengths and weaknesses.
• Make accurate and timely decisions based on analysis of evidence and
research results.
• It should also be a means to sustain improvements.
5.2.5. Considering Diversity
Activity 5.6: Think- pair share
1. What differences do you observe in your school community?
2. How do you accommodate this difference? What is the problem you
have had before? How did you solve it?
3. How appropriate is your school for all groups of people?
4. What is expected of whom to ensure diversity and make your school
is appropriate and inclusive for all groups of people?
Schools are more diverse than any other institution such as
gender, age, culture, religion, language, ethnicity, different
perceptions, socio-economic, abilities, etc. Therefore, the
school leader/s should take these differences into
consideration.
Event 5.3. Read in groups and answer the following
questions
a) What are the differences in this school?
b) What are the different interests reflected in this school?
c) Do you think the school leader is incompetent in handling
these issues? If so, what are they?
d) If you were the leader of this school, how would you solve
these problems?
6.2.6.Communication Skills:
The leader/group should also have communication skills inside and outside
the school (E.g., strengths and weaknesses of the school, providing regular
advice and guidance to students on various issues, conducting classroom
level discussions, using various media for information reporting updates to
the school community, holding discussions with students’ families at least at
the beginning, middle and end of the year, etc.).
6.2.7. Allocating resources for student learning: Resources such as
manpower, materials, finance, time, technology, etc. should be allocated
priority for student learning.
2.6.8. Decentralizes leadership: Teachers, families and all stakeholders have an important

role to play in improving student learning by providing support and monitoring to fulfill their

roles.

2.6.9.Having an understanding of and implement policies and guidelines

Activity 6.7. individual work

1. Write down the policies and guidelines listed in the training manual or others that are

available in your school and explain them to the participants.

2. What are the benefits of these guidelines in conducting teaching and learning?

3. How would you conduct teaching and learning if these guidelines were not in your

school?
6.2.10. conducting performance evaluation and providing tamely feedback
• Leaders should use a variety of strategies to evaluate faculty and staff performance.
Event 6.4 Reading the questions
answer with your own personal thoughts.

a. What do think might be the cause for this difference?

b. As a school leader, how do you identify the shortcomings of this teacher?
c. once you have identified these factors, what do you do to support the teacher who
is being complained about and whose students have low grades?
d. What methods will you use to improve this teacher's shortcomings?
e. Prepare a group data collection tool for conducting classroom visits and present it
to the participants.
f. Does your tool help measure action-oriented learning? Compare this sample tool
with the checklist presented in this training manual and discuss the differences.
 Strategies of Implementing
student-centered leadership
• Practice knowledge-based leadership

• Provide solutions to problems using a variety of problem solving methods.

• Make immediate decisions based on factual evidence on the improvement of student learning.

• Establish a system for giving and receiving feedback.

• Evaluating educational systems and pedagogy.

• Student-centered leaders should have knowledge and understanding of teaching and learning

methods, assessment methods, etc.(In general, a strong leader must be a strong teacher!!)

• Ensure that the learning environment is conducive for teaching and learning.
The end
Thank you!