Enhancing Active Learning through blank-and-Peer Reflections : The Case of Selected Schools in Ethiopia

Abstract

Learning can be enhanced, among other conditions, through teachers’ effective design of their classes by taking into consideration peer assessment and selfreflection. In order to introduce this notion and practice, a study that passes through five phases was conducted in three regions of Ethiopia: Addis Ababa, Amhara and Oromia involving eight primary schools. Phase one dealt with introducing the concept of peer and self-reflections in relation to enhancing active learning in primary schools. Thirty two professionals drawn from the three regions’ education bureaus, UNESCO, UNICEF and selected NGOs participated in the one day kickoff workshop organized to introduce peer assessment and selfreflections as a method for enhancing active learning in primary schools. The second phase covers developing a training manual on peer assessment and selfrefl ection for primary school teachers. The manual was prepared in English and translated into two local languages-Amharic and Afan Oromo. In the third phase a one day training of trainers was organized for four key teacher trainers from two teacher education institutes who organize and conduct the classroom observations in Adama, Bahir Dar and Gondar. The fourth phase of the project was organizing a training workshop for school teachers.The fi fth phase dealt with peer assessment and refl ections by observing the classes of teachers who participated in the training workshop while they are teaching. The result showed that peer assessment and self–refl ections were positively perceived by the teachers and school principals. The results further showed that peer assessment and self-reflections are useful strategies in enhancing active learning among students.