GOVERNMENT OF SINDH

SCHOOL EDUCATION & LITERACY DEPARTMENT

Induction Training Manual

for
Primary School Teachers (PSTs)

Developed by
Provincial Institute of Teacher Education (PITE) Sindh,
Nawabshah

Reviewed & Certified by

Sindh Teacher Education Development Authority
(STEDA)

July 13, 2022

“The Quality of an Education System Can’t Exceed the Quality of its Teachers”
1
 Sindh Teacher Education Development Authority (STEDA)

CERTIFICATE
This is to certify that

Induction Training Manual for Primary School Teachers (PSTs) in Sindh

has met the minimum standards of quality assurance based on the external review by the expert
team of Sindh Teacher Education Development Authority (STEDA). Accordingly, No Objection
Certificate (NOC) has been issued to the Provincial Institute of Teacher Education (PITE),
Nawabshah to use the manual in the above training.

July 13, 2022 Haroon Laghari

Executive Director
Sindh Teacher Education Development Authority
(STEDA)

2
 Declaration

The Induction Training Manual for Primary School Teachers (PSTs) developed by the following
professionals under the supervision of Mr. Zaheer Abbas Chang, Director General, Provincial
Institute of Teacher Education (PITE) Sindh Nawabshah:

Dr. Mir Hassan Dahri

Senior Instructor, PITE

Mr. Nisar Ahmed Dahri

Senior Instructor, PITE

Mr. Ihsan Ali Laghari

Senior Instructor, PITE

Mr. Mohammad Iqbal

Senior Instructor, PITE

Mr. Allah Nawaz Aamir Channa

Senior Instructor, PITE

3
 Declaration
The Induction Training Manual for Primary School Teachers (PSTs) reviewed by the following
experts under the supervision of Mr. Haroon Laghari, Executive Director, Sindh Teacher Education
Development Authority (STEDA):

Dr. Muhammad Memon Education Consultant STEDA

Mr. Noor Ahmed Soomro Director STEDA
Dr. Shila Devi Deputy Director STEDA
Ms. Rehana Parveen Meerani Deputy Director STEDA
Mr. Sudheer Ahmed Assistant Director STEDA
Mr. Rasheed Ahmed Channa Deputy Director STEDA
Mr. Dilawar Khan Professor TTIs
Mr. Zulifqar Ali Behan Deputy Director TTIs
Dr. Imtiaz Ahmed Incharge DTE University of Karachi
Ms. Yasmeen Mehboob Senior Instructor AKU-IED
Ms. Minat al Fatima Assistant Professor AKU-IED
Mr. Razia Fakir Muhammad Associate Professor Iqra University
Ms. Noor-e-Sahar Senior Lecturer Ziauddin University

4
 Table of Contents
Preface
Background ..................................................................................................... Error! Bookmark not defined.
Rationale ........................................................................................................................................................... 8
Description of Induction Training .................................................................................................................... 8
Induction Training Objectives .......................................................................................................................... 9
Themes of Induction Training Programme ..................................................................................................... 10
Training Approaches....................................................................................................................................... 10
Award of Training Completion Certificate ..................................................................................................... 11
Training Rules................................................................................................................................................. 11
Dress Code ...................................................................................................................................................... 11
Structure and Content ..................................................................................................................................... 11
DAY -01 Teachers’ Role as Facilitators ......................................................................................................... 12
DAY -02 Reflective Practice and Teaching Portfolio .................................................................................... 15
DAY -03 Job Description of Primary School Teachers (PSTs) ...................................................................... 19
Job Description of Primary School Teacher (PSTs) ....................................................................................... 20
Day -04 Students’ Role as Active Learners ................................................................................................... 22
Day -05 21st Century Skills ............................................................................................................................ 24
DAY -06 Professional Ethics &National Professional Standards for Teachers in Pakistan ........................... 27
DAY -07 Understand Curriculum, Scheme of Studies, and Syllabus............................................................. 35
DAY -08 Alignment of Textbooks with Curriculum ...................................................................................... 39
DAY -09 Bloom’s Taxonomy and its Application ......................................................................................... 42
DAY -10 Child Development ......................................................................................................................... 46
DAY -11 Classroom Assessment.................................................................................................................... 51
DAY -12 Construction of Test ........................................................................................................................ 53
DAY -13 Student-Centered Pedagogies ......................................................................................................... 56
DAY -14 Student Learning Styles .................................................................................................................. 68
DAY 15 Classroom Management ................................................................................................................... 71
DAY -16 Lesson Planning .............................................................................................................................. 74
DAY -17 Integration of Technology with Teaching and Learning................................................................. 76
DAY -18 Multigrade Teaching ....................................................................................................................... 80
DAY -19 Cross-Cutting Themes .................................................................................................................... 87
DAY -20 Micro Teaching and Practicum ....................................................................................................... 89
DAY -21 Micro Teaching and Practicum ....................................................................................................... 92
DAY -22 Micro Teaching and Practicum ....................................................................................................... 93
DAY -23 Micro Teaching and Practicum (Continuous) ................................................................................. 94
DAY -24 Presentation of Learning Experiences and Portfolios ..................................................................... 95
5
 ABBREVIATIONS
CPD Continuous Professional Development
CPs Course Participants
CRQ Constructive Response Questions
DSE Directorate of School Education
DCAR Directorate of Curriculum, Assessment &Research
ERQs Extended Response Questions
ICT Information &Communication Technology
JDs Job Description
JESTs Junior Elementary School Teachers
MTs Master Trainers
NPSTP National Professional Standard for Teachers in Pakistan
PITE Provincial Institute of Teacher Education
SESLOAF Sindh Education Student Learning Outcomes Assessment Framework
STEDA Sindh Teacher Education Development Authority
SLOs Students Learning Outcomes
SMART Specific, Achievable, Measurable, Realistic, Time bound
MCQs Multiple Choice Questions
RSU Reforms Support Unit
STBB Sindh Textbook Board
SDGs Sustainable Development Goals 4 (Quality Education)
SE&LD School Education & Literacy Department
TEIs Teachers Education Institutions
TTIs Teacher Training Institutions

6
 Preface
For the last several years, the focus of School Education & Literacy Department (SE&LD),
Government of Sindh has been to enhance the achievement level of students at all levels. This is
directly related to the professional capacity building of teachers. In this regard, an induction training
of the newly recruited Primary School Teachers (PSTs) is essential for their smooth entry to teaching
profession, getting them familiarized with the professional ethics, national professional standards for
teachers, rapidly changing landscape of education, and acquiring professional knowledge, skills and
attitude to become effective teachers.

The Sindh Teacher Education Development Authority (STEDA) provided guidelines to develop the
induction training manual. The STEDA experts reviewed the manual and provided necessary
feedback for PITE to finalize it. The PITE faculty revised the manual in light of STEDA feedback.
The induction training manual will help PSTs to enhance understanding of their role as effective
teachers to improve student learning outcomes in the primary schools.

The induction training manual contains objectives, themes, strategies, and daily activities for four
(04) weeks (working 24 days). Out of 24 days, 19 days are allocated to face to face training sessions,
04 days to teaching practicum in the schools, and 01 day for presentation of the participants’ portfolio
and experiential learning.

The induction training manual is a result of series of deliberations with the stakeholders to make the
material, resources, and training strategies contextually relevant for the targeted audience. The
team’s efforts for developing the induction training manual are highly acknowledged and
appreciated.

Note: This training manual is the intellectual property of School Education & Literacy Department
(SE&LD), and Provincial Institute of Teacher Education (PITE), Government of Sindh.

7
 Welcome to Induction Training Programme for PSTs!

Background
The School Education & Literacy Department (SE&LD), Government of Sindh initiated recruitment
of Primary School Teachers (PSTs) and Junior Elementary School Teachers (JESTs) in Sindh as per
the Government of Sindh’s amended Recruitment Policy 2022.The Sukkur Institute of Business
Administration (SIBA) conducted test of PST and JEST candidates. The PST and JEST candidates
who qualified the test were given offer/appointment letters in the province. As per directive of the
Honourable Minister for Education and worthy Secretary, SE&LD, the induction training
programme has been designed to equip the newly recruited PSTs and JESTs with the required
professional knowledge, skills and attitudes in order to perform their duties effectively.

Rationale
The SE&LD, Government of Sindh has been emphasizing quality of education at all levels. It is a
fact that the enhancement of student learning outcomes highly depends on the quality of teachers.
However, the quality of teaching and learning requires professional capacity building of teachers.
The need for professional capacity building of teachers has been recognized at the policy level. The
Goal 3: Programme 4 of the Sindh Education Sector Plan & Roadmap (SESPR) 2019-24 has also
emphasized the need for both continuous professional development and induction training of
teachers for improving quality of education in the province.
Accordingly, the induction training of the newly recruited PSTs and JESTs in 29 districts of Sindh
has been designed in three (03) phases (phase one for the inexperienced teachers, phase two for the
experienced teachers, and phase three for professionally qualified teachers). The phase one of
induction training will commence July 18, 2022 at the Teacher Education Institutions (TEIs) in
Sindh. The Provincial Institute of Teacher Education (PITE), Nawabshah is responsible for
developing and conducting the induction training programme for teachers in collaboration with TEIs
in the province. The Sindh Teacher Education Development Authority (STEDA) will be responsible
for assuring the quality of the induction programmes and training manuals/material.

Description of Induction Training

The induction training programme is designed for four (04) weeks (24 working days-120contact
hours). Each phase of induction training programme will have 19 days for face-to-face interaction,
04 days for practicum/microteaching, and 01 day for sharing and presenting learning
experiences/portfolios. The newly recruited PSTs and JESTs will be trained in phases through
cascade training approach.

8
The PITE has developed training manuals for PSTs and JESTs for effective conduct of training. The
STEDA has reviewed the induction training programme and training manuals for the newly recruited
PSTs and JESTs for quality assurance purpose. The training will be conducted in all districts in
collaboration with TEIs and Directorate of School Education (DSE). The PITE has trained the Master
Trainers (MTs) who will conduct induction training of the newly recruited PSTs and JESTs in all
districts. The PITE will conduct pre and post-test of the course participants (CPs) to determine
effectiveness of the induction training programme. The details of programmatic activities are given
below:
Sr# Activity Strategy Duration Time
01 Classroom interaction Activity-based face-to-face 19 days 9:00am to 2:00pm
and preparation of training at each centre
portfolio
02 Practicum / micro Lesson plan delivery in the actual 04 days 9:00am to 2:00pm
teaching and classroom (School-based
classroom support by Four lesson plans by each Tasks)
MTs and maintaining participant
portfolio (Science, Mathematics, Social
Studies, Languages: English,
Sindhi/Urdu)
03 Sharing professional Presentation on portfolios and 01 days 9: 00am to 2:00pm
learning experiences discussion
Total 24 120 contact hours

Induction Training Objectives

The newly recruited PSTs are expected to achieve the following objectives at the end of each phase
of the induction training programme:
1. To orient them about the role expectations and job description of teachers as facilitators and
reflective practitioners.
2. To differentiate among curriculum, scheme of studies, syllabus, and textbooks for developing
their better understanding.
3. To develop their professional knowledge, skills and dispositions for enhancing their professional
capacity through hands-on- activities to teach students effectively.
4. To familiarize them with the professional ethics and national professional standards for teachers
in Pakistan-2009 to become effective teachers.
5. To develop their understanding and application of 21st century skills.
6. To orient them about students-centred pedagogies and learning styles, multigrade teaching etc.
7. To develop their ICT skills and integration with teaching and learning process.
8. To develop understanding of teachers about formative and summative assessment /tests.
9. To develop their awareness of cross-cutting themes- pandemic situation, disaster risk reduction,
9
 earthquake, flood, WASH, life skills-based education, national accountability, school
management committee, community mobilization, corporal punishment etc.

Themes of Induction Training Programme

The following themes will be covered during the induction training:
Theme 1: Understand Teachers and Students’ Roles in Changing Times
1.1 Teachers ‘role as facilitators
1.2 Reflective practice and teaching portfolio
1.3 Job description of primary school teachers (PSTs)
1.4 Students’ role as active learners
1.5 21st century skills
1.6 Professional ethics and National Professional Standards for Teachers in Pakistan-2009

Theme 2: Understand Curriculum and Textbooks

2.1 Understand curriculum, scheme of studies, syllabus, and Textbook
2.2 Alignment of curriculum with textbooks
2.3 Bloom’s Taxonomy
2.4 Child development
2.5 Classroom assessment
2.6 Test Development

Theme 3: Innovative Pedagogies and Classroom Management

3.1 Students-centred pedagogies including active learning
3.2 Student learning styles
3.3 Classroom management
3.4 Lesson plan
3.5 Integration of technology with teaching learning
3.6 Multigrade teaching

Theme 4: Cross-Cutting Themes, Micro Teaching and Teaching Practicum

4.1 Cross-cutting themes (pandemic situation, disaster risk reduction, earthquake, flood,
wash, life skills-based education, national accountability, school management committee,
community mobilization, corporal punishment etc.)
4.2 Micro teaching / teaching practicum

Training Strategies
The entire training content and activities are developed and will be taught through participatory
approaches. The activities will engage participants to critically reflect on their teaching practices for
10
bringing about improvement in the student learning outcomes. The training approaches include
brainstorming, presentation, lecture, active learning, discussion, debate, collaborative learning,
jigsaw, group work, role play, reflections etc.

Training Completion Certificate

The CPs will be awarded induction training certificate (120 contact hours) as part of CPD framework
based on the performance criteria which include: active classroom participation, completion of
assignments, maintaining portfolio and reflections, presentations, attendance etc.

Training Rules
All CPs are expected to strictly observe the following rules during the training:
i. Be regular and punctual.
ii. No bullying during sessions.
iii. Usage of Mobile phones are not allowed during the training sessions.
iv. Guttka, paan and smoking are not allowed.
v. Adherence to the professional code of conduct.
vi. Cleanliness must be maintained throughout the sessions.
vii. No leave is allowed except illness and death of close relative. In this case, only 02 days leave
will be granted. Anyone who avails leave more than 02 days, he / she will be dropped from
training.
viii. During training the outsiders and guests are not allowed.
ix. Strictly comply with the Government of Sindh’s SOPs regarding pandemic etc.

Dress Code
The newly recruited teachers are expected to observe the following dress code during the training:

i. Male: A plain pant shirt with tie or plain Shalwar Kameez with waist coat. Only shoes
are allowed (sandals, chapels and joggers are not allowed).
ii. Female: Any formal dress.
iii. Note: High heels and joggers are not allowed.
iv. Jeans and T-shirts are not allowed for male and female.

Structure and Content

The induction training comprises 24 days (19 days for face-to-face interactive, 04 days for micro
teaching / teaching practicum, and 01 day for presentation of experiential learning/portfolio). The
details of day-wise plans are given below:

11
 DAY -01
Teachers’ Role as Facilitators

Objectives
The CPs will be able to:
 Get familiarized with the induction training objectives and themes
 Discuss personal views about teaching profession
 Discuss personal philosophy of teachers
 Understand teachers’ role as facilitators

Activities Duration
 Registration
 Recitation of Holy Quran
 Conduct pre-test
09:00am to 11:00am
 Introduction of MTs and CPs
 Share training objectives, themes, and strategies
 Discuss training expectations
Break 11:00am to 11:30am
 Brainstorm on personal views about teaching profession
 Brainstorm on personal philosophy of teachers 11:30am to 1:30pm
 Discuss teachers’ role as facilitators
Recap of the Day 1:30pm to 2.00pm
Activity 1.1
Teaching as Profession
 The MTs will have a spool of thread to introduce himself / herself and through the spool
to one of the CPs. The CPs will introduce herself / himself and tighten the thread and
through the spool to others for introduction. The activity will continue till the last CP.
6.
 The MT will form groups 3 to 4 CPs and ask to discuss the following questions. The
CPs will mention points on the charts and display on the walls. The MTs will ask the
CPs to do gallery walk and write the major points.
Note: The MTs can add more questions.
 All CPs are expected to brainstorm on teaching as profession followed by MTs’ input.
 All CPs are expected to discuss Handout 1.1 and respond to questions below in their
groups and further share with a large group followed by MTs’ input.
1. Why have you joined teaching profession?
2. How is teaching profession different from other professions?
3. What teaching should be considered as profession?
4. What are key challenges of teaching profession in the country?

12
 5. How should we overcome the challenges faced by teaching
profession?

Handout 1.1
Teaching as Profession and Criteria
Teaching is considered as a noble profession which prepares students for their future life. Teachers
do not only impart knowledge and prepare students for annual examination including Boards
examination but inspire them to prepare them for their practical life. There are many teachers with
passion who have dedicated their life to empower their students and make them a successful human
being in their practical life. These teachers are the role models for other teachers. Teaching
profession demands teachers to continue acquiring professional knowledge, skills, and attitude to
teach students effectively. Teachers also use various pedagogies to develop positive self-concept in
students. The following six criteria are normally used to consider teaching as profession:

1. Organized body of professional knowledge

Teaching is an organized body of professional knowledge that separates teachers from others.
Teachers are equipped with a body of knowledge and a set of pedagogies to teach students
effectively.
2. Social purpose of teaching
It serves the social purpose of life and teachers’ role is to help students to attain the social purpose.
3. High professional status
The teaching profession has secured its well-deserved position in the society.
4. Prepared through initial teacher preparation programmes
Teachers are required to complete a teacher preparation programme followed by a period of
induction or internship. Teachers are devoted to continuous development of their professional ability
to deliver their service effectively.
5. Capacity to make professional decisions
Teachers normally make a number of decisions about teaching and learning process. Teachers also
make professional decisions to diagnose learning needs, implement instructional plans, and evaluate
progress of the students.
6. Contribute to society
All teachers are expected to complete their professional preparation, enter the profession, and
continue learning through CPD in order to progress in their careers. Teachers should provide
personal and caring service to the students by diagnosing their learning needs and use the relevant
pedagogies to promote their learning. Teachers’ pedagogies should contribute to the holistic
development of students through active engagement and critical inquiry enabling them to become
responsible citizens for contributing to democratic society.

13
 Activity 1.2
Understand Teachers’ Role as Facilitators
All CPs are expected to discuss Handout 1.2 on teachers’ role as facilitators based on the following
guided questions in their respective groups and share their understanding with a large group
followed by MTs’ input.
i) Why teachers should be facilitators and for what?
ii) What makes teachers to become facilitators?
iii) How can teachers as facilitators help improve student learning outcomes?
iv) How can teachers as facilitators to develop critical thinking and creativity among the
students?
v) Why teachers need to become digitally literate?

Handout 1.2
Teachers’ Role as Facilitators
The education system of the 21stcentury has substantially changed across the globe due to knowledge
and technological advancements. The students ‘interest and needs have also changed. The
21stcentury emphasizes the development of students’ thinking skills, interpersonal skills, information
media, technological skills, life, and career skills which should be integral part of teaching and
learning process.

The role of the teachers as facilitator is essential to improve sustainable quality education and integrate
technology with teaching learning. A teacher of the 21stcentury is considered as a facilitator,
knowledge transformer and digital teacher. Teachers ‘role is not to only facilitate students’ learning
but to prepare them for their future life by acquiring critical thinking skills, and creativity. Since
teachers’ roles have enormously changed, they need to acquire relevant professional knowledge, skills
and dispositions to educate their students. Hence, it is a responsibility of teachers to prepare
themselves to teach their students meaningfully. Teachers have to enhance their technological skills
to educate their students more effectively. It is the responsibility of teachers to improve students’
knowledge base with conceptual development, application and analytical skills which require teachers
to become professional life-long learners and action researchers.
It is also the duty of teachers to use multidisciplinary approach to teaching and learning in order to
develop students’ holistically. The 21st century demands teachers to be proficient in digital literacy
and students as all-rounders. Effective teachers are the builders of nation and lifelong learners;
therefore, they should keep updating knowledge of their subjects. Effective teachers should develop
learning material and use it in a practical way so that the students are able to improve their learning.
Teachers also require creating an enabling environment for the students to learn collaboratively.
Today, teachers’ great challenge is how to improve their digital literacy and make students as digital
literate.

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

14
 DAY -02
Reflective Practice and Teaching Portfolio

Objectives
The course participants will be able to:
 Understand the notion of reflective practice
 Ways to reflect on classroom activities
 Use reflective practice as a tool for self- improvement
 Develop teaching portfolio

Activities Duration
 Recitation of Holy Quran
 Reflections on the previous day’s professional learning 09:00am to 11:00am
 Share objectives of the day with CPs
 Brainstorm on the notion of reflective practice
 Discuss reflective practice and its importance for teachers
Break 11:00am to 11:30am
 Use reflective practice as a tool for self-improvement 11:00 to 1:30pm
 Develop teaching portfolio
Recap of the Day 1:30pm to 2:00pm

Activity 2.1
Understand Notion of Reflective Practice
 All CPs are expected to take a few minutes to think and share their own definition of
reflective practice with each other and discuss a shared definition with a large group for
discussion followed by MTs’ input.
 Also discuss Handout 2.1 within the group and share with CPs your shared understanding
followed by MTs’ input.

15
 Handout 2.1
Reflective Practice
What is Reflective Practice?
Reflective practice is a personal matter which varies from person to person. However, there is no
single way of defining reflective practice for personal and professional development. It is a method
that helps teachers to reflect on their experiences and actions in order to engage in a process of
continuous professional learning. It enables to recognize successes, gaps, and challenges that shape
thinking and action. It is a personal inquiry which nurtures greater self-awareness, imagination and
creativity.

Why to Reflect?
Reflective practice has many personal and professional benefits which are as follows:
 Get involved for achieving academic success.
 Allows looking at the broader picture.
 Examine own academic and professional progress.
 Develop future plans.
 Help reflect on the assignments or coursework.
 Make work more creative.
 It helps raise questions about his/her teaching practice.
 It can spark new ideas and ways of thinking.

How to Use Reflective Practice?

There is neither a single way of doing reflection nor there is a magic formula to follow any particular
notion of reflective practice. Teachers need to be well-organized for writing their reflections on daily
work to make it as part of professional practice. Teachers normally take time to reflect before their
lesson plans during the lesson plans and after the lesson plans which helps them to further improve
their lesson plans and teaching and learning process.

Reflective Journals as Tool for Reflective Practice

The teachers use reflective journals and diaries to reflect on their personal and professional
experiences for enhancing their personal and professional capacity. Reflective practice can become
a powerful tool for self-learning. Reflective journal is also called a learning journal. Reflective
journal can help teachers in the following ways:
 Focus on thoughts and develop ideas.
 Raise voice and gain confidence.
 Experiment with new ideas and ask questions.
 Explore issues by asking questions.
 Develop conceptual and analytical skills.
 Reflect upon and make sense of experiences.
16
  Respond to feelings and emotions.
 Become aware of actions and strategies.
 Develop writing style and skills.
 Develop a conversation with self and others.

Tips for Maintaining Reflective Journal

 Write for yourself and write every day.

 Be informal.
 Write in one’s own language.
 Be relaxed and comfortable.
 Use different places for writing reflections.
 Use reflection as a process rather than event.
 Ask questions and challenge one’s own assumptions.
 Be self-critical while writing reflections.

Activity 2.2
How to Reflect on Classroom Activities
All CPs are expected to reflect on cases below of teaching learning process and share their
reflections with each other for discussion with MTs.
Case # 1: Ms. Samina plans her lesson carefully based on the principles of lesson planning and
uses low-cost and no-cost material in her teaching, but she hardly allows students to ask her any
questions. She teaches textbooks and hardly refers to curriculum. She seems to have a mastery
over her subject, but her pedagogy seems to be teacher centered . She believes that it seems to be
her best teaching practice.
Examine the above case and share your reflections with the fellow CPs and MTs.
Case # 2: Mr. Ahmed is a highly professionally competent and normally creates enabling
environment in the classroom. He engages students in their learning and asks questions to ensure
that the students have learned properly. He also encourages students to ask him questions, but the
majority of the students remain quiet in the classroom. Students are always punctual and regular
in his class; however, his style seems to be bit authoritarian.
Examine the above case and share your reflections with the fellow CPs and MTs.
Case # 3: Ms. Sakina is a recent graduate of teacher education programme and aspires for joining
teaching profession formally. In the meantime, she has joined a privately managed school and
teaches there. According to her, she never conducts classes without planning and making sure that
the students have learned properly. She believes that the reflective practice has made her life-long
learner but at the same time she complains that it was a cumbersome procedure in the beginning.
Once the reflection becomes part of professional practice it looks as a part of personal and
professional life.
Examine the above case and share your reflections with the fellow CPs and MTs.

17
 Activity 2.3
Teaching Portfolio
All CPs are expected to discuss Handout 2.3 in their respective groups and present their
understanding with a large group followed by MTs’ input.
Handout 2.3
Developing Teaching Portfolio
A teaching portfolio is a structured collection of documents that helps evaluate, reflect, and further
improve teaching. The teaching portfolio is driven by the specific criteria for assessing it.
Definition of Teaching Portfolio
A teaching portfolio is a record of the teacher’s professional development. It illustrates teachers’
philosophy of teaching and the overall approach to teaching and professional development. It is a
collection of materials that document teaching performance.
Format of Portfolio
It is useful to develop portfolio containing lesson plans, delivery of lesson plans, reflections on
teaching learning activities, assessment, and feedback to students. The portfolio includes the
following:
 Title page and table of contents.
 Teaching and assessment activities.
 Reflection on teaching and learning.
 Review of reading/reference material.
 References, wherever is appropriate.
 Attach appendices, wherever is appropriate.
 Provide evidence to support every statement on your approach to teaching learning process.

References
https://www.mic.ul.ie/sites/default/files/uploads/21/preparing_your_teaching_portfolio.pdf
https://cdn.csu.edu.au/__data/assets/pdf_file/0009/2969865/What-is-a-teaching-portfolio.pdf

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

18
 DAY -03
Job Description of Primary School Teachers (PSTs)

Objectives
The CPs will be able to:
 Discuss personal philosophy of teachers
 Discuss job description of PSTs

Activities Duration
 Recitation of Holy Quran
 Reflect on previous day’s professional learning
 Share objectives of the day with CPs
09:00am to11:00am
 Brainstorm on personal philosophy of teachers
 Examine three case studies regarding personal philosophy
of teachers
Break 11:00am to 11:30am
 Brainstorm on job description of PSTs 11:30am to 1:30pm
 Discuss job description of PSTs
Recap of the Day 1:30pm to 2.00pm

Activity 3.1
My Personal Teaching Philosophy
Three (3) examples are given below about personal teaching philosophy. All CPs are expected to
discuss reasons for agreeing or disagreeing in the groups and share with a large group followed by
MTs’ input.
1. My teaching philosophy is to be practical and inculcate moral and ethical values in the
students. I also believe that all children are unique and must have a stimulating learning
environment where they can grow physically, mentally, emotionally, and socially. It is my
wish to create an enabling learning environment where students can realize their full
potential.
2. My teaching philosophy is that every classroom has its own unique characteristics. My
role as the teacher will be to assist each child in developing their own potential and learning
styles. I will present a curriculum that will incorporate each different learning style, make
content relevant to the students' lives. I will use hands-on learning to activate students
learning.
19
 3. My teaching philosophy is that I am morally bound to enter the classroom with high
expectations for everyone and full preparation. I will create learner-centred environment
in my class enabling me to maximize the positive benefits with passion, dedication,
perseverance, and hard work.

Activity 3.2
Job Description of Primary School Teacher (PSTs)
All CPs are expected to review and discuss Handout 1.2 in their respective groups and share their
understanding with a large group followed by MTs’ input.

Handout 3.2
Job Description of Primary School Teachers (PSTs)
Job Duty Performance Evaluation Indicators Sources/Means of
Verification
Professional  Regularity & punctuality  Muster Roll
Bindings  Mandatory participation in
professional development
programmes/activities
 Abide by rules & regulations  Service Book
 Avail leaves with prior permission
 Admissible leave
 Short leave to be recorded in the
Movement Register with prior  Movement Register
permission
 Follow dress code
 Show positive behaviour to students
 Cooperate with fellow teachers and  Reports of officers
others
Teaching of  Cover all curriculum areas and align  Timetable and Teacher
Allocated Subjects with textbooks Diary
 Monitor progress of students in the  Self-monitoring based
classroom on given indicators
followed by Head
Teacher and Taluka
Education Officer

Development of Subject and / or class plans covering whole  Yearly Planner

Teaching Plan academic year activities by dividing them
into daily, weekly and monthly activities for
example,  Scheme of Studies

20
  Topics to be covered with their
timeline, timetable
 Activities/events/celebrations to be  Timetable
undertaken
 Mode of practical work, field visits,
tasks, assignments  Assessment Calendar /
 Types and frequency of assessment Planner
to be used
Development of  Lesson Plan is aligned with Student  Teacher Daily Diary
Lesson Plan Learning Outcomes (SLOs) of
curriculum
 Techniques/ tools for learning
process
 Resources to be developed/used
 Activities to be performed
Delivery of Lesson  Actual teaching learning process  Lesson plan
Plans  Demonstration in classrooms
 Assessment of SLOs
 Make and mark assignments/tests  Notebooks of Students
etc.
 Provide feedback to students for
improving of their learning
Maintenance of  Students’ attendance  Students Attendance
Records Register
 Students’ Progress
 Students’ progress (cognitive, social, Record
health and other issues and solutions  Students Evaluation
Reports
 Reports on students’
 Reports to the parents, students and absenteeism
officers
Assistance in  Daily records  Reports of events,
School Affairs  Supports in admission process meetings and co-
 Conduct meetings, exhibitions, curricular activities
debates, speeches, et
 Conduct co-curricular activities
Liaison with  Meetings / coordination with parents  Minutes of meetings
Colleagues, for progress and attendance of the
Parents and Other students  Letter/ reports about
stakeholders  Meetings with colleagues attendance/ progress of
 Awareness campaign about school’ the students
initiatives and its record

Note: All CPs must reflect on their professional learning for sharing with a large group next day.
21
 Day 04
Students’ Role as Active Learners

Objectives
The CPs will be able to:
 Critically analyze their views about learners’ roles
 Understand students’ role as active learners
 Understand how to develop students for their various roles in education

Activities Duration
 Recitation of Holy Quran
 Reflections on the previous day’s professional learning 09:00am to
 Share objectives of the day with CPs 11:00am
 Role play on students’ role as passive learners vs active learners

Break 11:00am to
11:30am
 Examine students’ various roles such as active learners, critical 11:00am to
thinkers, and problem solvers etc. 1:30pm
Recap of the Day 1:30pm to 2:00pm

Activity 4.1
Students’ Role as Active Learners
All CPs are expected to perform role play on students’ role as passive vs active learners for
discussing the advantages and disadvantages followed by MTs’ input.

Activity 4.2
Students’ Role as Active Learners
The MTs will ask CPs to sit in a circle (round robin) and discuss Handout 4.2 on students’ role as
active learners, critical thinkers and problem-solvers in changing times and discuss it in their
respective groups and share their understanding with a large group followed by MTs’ input.
Note: MT and CPs may add collaboratively more points other than the handout.

22
 Handout 4.2
Students’ Role as Active Learners, Critical Thinkers and Problem-Solvers
Over a period of time, students’ role has changed from passive learners to active learners etc. In the
changing times, students’ role has drastically changed as active learners, critical thinkers, problem-
solvers, self-directed learners etc. Students are required to master content while producing,
synthesizing, and evaluating information from a wide variety of subjects. They have to learn essential
skills such as learning skills, literacy skills, and life skills required for their daily life and job market.

The students are expected to learn in schools and become successful learners in their practical life.
While developing academic skill sets are crucial, students need to develop critical thinking and
problem-solving skills in order to become a well-rounded, adjusted and socialized human being who
will ultimately contribute to the society.

Today, creativity and innovation are critical skills for students to possess. Creative skills and
innovation are highly desired. The students need to be able to think creatively and also implement
innovation in their everyday lives. This means that students need to be capable of developing creative
solutions to the many problems and challenges that they may face. In a constantly changing world,
students need to think critically and solve any problems which may occur in their lives. Students
need to be prepared to adapt to any change and continue to perform at their potential, both in their
education and future employment. To be able to adapt change effectively, students need to have the
ability to gather information and process it for drawing conclusions. Students also need an ability to
solve problems which will allow students to adapt to any changes in future employment etc. The
21st century is constantly evolving, as a result students need to have the ability to become lifelong
learners and active leaners in order to be partner with teachers in their teaching and learning process.

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

23
 Day 05
21st Century Skills

Objectives
The course participants will be able to:
 Brainstorm on 21st century skills
 Discuss 21st century skills and their importance
 Teachers’ role in developing 21st century skills among students

Activities Duration
 Recitation of Holy Quran
 Share reflections on professional learning of the previous day
 Share day objectives 09:00am to 11:00am
 st
Brainstorm on 21 century skills
 Discuss 21st century skills and their importance
Break 11:00am to 11:30am
 Teachers’ role in developing 21st century skills among students 11:30am to 1:30pm

Recap of the Day 1:30pm to 2.00pm

Activity 5.1
st
21 Century Skills
 The CPs will be divided into four small groups to explore 21st century skills.
 The CPs will work in groups on the following questions and create one poster for presentation.
o How to teach 21st century skills?
o How to assess 21st century skills?
o How to build capacity of teachers to teach 21st century skills?
o How to transform 21st century school system?
 The CPs will give a poster presentation and discussion followed by MTs’ input.

24
 Activity 5.2
The 21stCentury Skills
 The CPs will work in 4 groups and individually read handout 5.2 and share their
understanding with a large group.
 The CPs will fill the activity sheet based on the learning of 21st century skills and share
with the group. Finally, MTs will conclude the whole discussion with their feedback and
share their understanding on 21st century.

Handout 5.2
The 21st Century Skills
Today’s students need new sets of skills to prepare them to be successful member of the society.
The concept of 21st century skills is not a new that have been taught in classrooms for decades.

The 21st Century Skills (4Cs- Critical thinking, Collaboration, Communication and Creativity)

1. Critical Thinking and Problem Solving

"Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing,
applying, analysing, synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief and action"
(Scriven, 1996).

“Critical thinking is thinking that assesses itself” (Centre for Critical Thinking, 1996b).
"Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its
strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" (Centre for
Critical Thinking, 1996c).

2. Communication
One of the clearest definitions of communication and collaboration as core skills is provided by the
Partnership for 21st Century Learning.

Definition of communicating clearly states that it requires effective listening and an ability to
communicate in different models (oral, written, on-verbal) for a variety of purposes, working
confidently in diverse environments including multilingual contexts and using technologies
effectively.

25
 3. Collaboration
Definition of collaborating with others involves the ability to work responsibly and willingly in
diverse teams to achieve common goals, demonstrating respect for the contributions of each group
member, as well as the ability to be flexible and make compromises when necessary.
Communication and collaboration are at the heart of such education, alongside other core skills.

4. Creativity and Imagination

Creativity and imagination are essential human capacities. They enable us to express thoughts,
feelings, and aspirations, and help us to fashion our ever-changing culture. Creativity and
imagination enable us each to lead fulfilled and satisfying lives. And so, nurturing the creativity and
imagination of future generations is not a choice, but a necessity.

The term creativity is often strongly associated with the arts, and creative capacities are often
nurtured through arts learning. Mastery in the arts can free students to explore and experiment. In a
context where there are no right or wrong answers, imagination and experimentation are encouraged.
The arts support our ability to introspect and fid personal meaning. When we are being creative, we
are inquisitive; we wonder and question, explore and investigate; we challenge assumptions; we are
persistent, sticking with difficulty, daring to be different and tolerating uncertainty. We are
imaginative, collaborative, and disciplined, and work through challenges to create outcomes. It is
hard to imagine any aspect of life where we do not draw on this repertoire of capacities or habits of
behaviour. Therefore, the imperative to nurture creativity in schools is compelling

Handout 5.2
Activity (Please tick the appropriate box)
Critical Communic Collaborati
Statement Creativity
thinking ation on
Students worked in groups to explore
ideas
Students expressed their ideas in their
groups
Students displayed their project
work/portfolio in their classroom
Teacher encouraged the students to come
up with alternate plans for picnic
Students played games in teams under
guided rules

Note: All CPs must reflect on their professional learning for sharing with a large group next day.
26
 DAY -06
Professional Ethics &National Professional Standards for Teachers in
Pakistan (NPSTP)

Objectives
The course participants will be able to:
 Understand the importance of professional ethics and code of conduct
 Familiarized themselves with the National Professional Standards for Teachers in Pakistan.

Activities Duration
 Recitation of Holy Quran
 Share day objectives
09:00am to 11:00am
 Share reflections on professional learning of the previous day
 Brainstorm on professional ethics and code of conduct
Break 11:00am to 11:30am
 Discuss national professional standards for teachers in 11:30am to 1:30pm
Pakistan
Recap of the Day 1:30pm to 2.00pm

Activity 6.1
Professional Ethics and Code of Conduct
All CPs are expected to discuss Handout 6.1 on professional ethics and code of conduct and
examine the teachers’ professional ethics and code of conduct mentioned in the handout in the
groups and you may wish to add more and discuss these with a large group followed by MTs’
input.

Handout 6.1
Professional Ethics and Codes of Conduct
Professional ethics are principles that govern the behaviour of professionals. The professional ethics
are often codified as a set of rules to follow. Ethical principles underpin all professional codes of
conduct. Ethical principles may differ depending on the profession. However, there are some
universal ethical principles that apply across all professions. These include honesty, trustworthiness,
loyalty, respect for others, adherence to the law, doing good, avoiding harm to others, accountability.

27
The above professional ethics are equally applicable to teaching profession which have to be
acquired during the professional practice. Teachers have to be role model for their students and
others. Hence, teachers can’t compromise on their integrity, dutiful, professional competence,
empathy towards students, social justice, authentic assessment, sense of professionalism, community
and professional service etc.

Professional codes of conduct draw on these professional ethical principles as the basis for
prescribing required standards of behaviour for professionals. They also seek to set out the
expectations that the profession and society have of its members. The intention of codes of conduct
is to provide guidelines for the minimum standard of appropriate behaviour in a professional context.
Codes of conduct based on the general law and the personal and professional values of members of
any profession.

Activity 6.2
National Professional Standards for Teachers in Pakistan (NPSTP)
The MTs will define terms Knowledge, Skills, and Disposition
The CPs will be divided into five groups and work on 2 standards in each group using Handout
6.2 make a presentation and discuss in the groups followed by MTs’ input.

Handout 6.2
National Professional Standards for Teachers in Pakistan (NPSTP)
The Government of Pakistan is committed to improving the quality of education which depends upon
the quality of teacher education. All teachers are required to get familiarized with these national
standards of teachers. To enhance the quality of teachers, National Professional Standards for
Teachers (NPSTs) were developed by the then Policy and Planning Wing, Ministry of Education,
Government of Pakistan in February 2009 which are as follows:

Subject Matter Knowledge:

Standard 1 Teachers understand the central concepts, tool of inquiry, structures of the
discipline, especially as they relate to the Curriculum, content standards, and design
developmentally appropriate learning experience making the subject matter
accessible and meaningful to all students.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers demonstrate
understand: committed to: their knowledge and
 The national  Facilitate through understanding through:
curriculum framework. multiple ways in  Effectively explaining
 The domain basic constructions and the content in multiple
concepts, theories, prospective and

28
 history, structure and acquiring knowledge relating all required
process of acquiring to learners. structural component
 Make knowledge of the discipline.
applicable to real  Use of appropriate
world situation. tools of inquiry
according to the nature
of the subject and
content, considering
students’ prior
knowledge
 Human Growth and Development:
Standard 2  Teachers understand how children and adolescents develop and learn in a
variety of school. Finally and community contexts and provide
opportunities that support their intellectual, social emotional and physical
development.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers demonstrate
understand: committed to: their knowledge and
 How students  The educability of all understanding through:
construct knowledge  Promoting critical and
children and
acquire skills and creative thinking,
adolescents.
develop habits of problem-solving and
 The belief that all
mind. decision making skills
children and
 How students adolescents bring
by engaging students in
learning is influenced formulating and testing
talent and strength to
by individual by hypothesis
learning.
experiences, talent according to the
and prior learning as methods of inquiry and
well as language, standards of evidence
culture, family, and within the discipline.
community values.  Applying learnt
theories to
accommodate
differences in student
intelligence,
perception, and
achievement levels.
Knowledge of Islamic ethical values/social life skills:
Standard 3

29
 Teachers understand the Islamic ethical values and practices in the light of Quran/
Sunna and other religious contexts, and the implications of these values for bringing
national and global peace, unity and social adjustment.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers demonstrate
understand: committed to: their knowledge and
 The Islamic code of  Being awareness understanding through:
conduct (beliefs, among people that  Creating a learning
prayers and ethics) in ‘Quran' and ‘Sunah’ is community in which
the light of Quran and only the valid source individuals and their
Sunah (i.e.Maroof for knowing about opinions are respected.
(God) and Munkir Islamic values in true  Create a safe and
(Evil), equality, sense. secure learning style.
justice, brotherhood,  Respect for individual
balance, tolerance and and cultural religious
peace. differences, and
 The values which are appreciation of the
globally accepted and basic worth of each
are being promoted. individual and cultural/
religious group.
Instructional Planning and Strategies:
Standard 4 Teachers understand instructional planning, and short-term plans based upon
knowledge of subject matter, students, community, curriculum goals, and employ a
variety of developmentally appropriate strategies in order to promote critical
thinking, problem solving and performance skills of all learners.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 The aims, goals and  Attain goals and  Identify and design
objectives of objectives of the instruction appropriate
education as well as of curriculum they are to students’ stage of
curriculum for specific going to teach. development, learning
subject matter,  The development of style, strengths and
students, community, students’ critical needs.
curriculum goals, and thinking,  Plan instruction based
employ of variety of  Problem solving and on knowledge of
developmentally performance classroom, school and
appropriate strategies capabilities. community culture.
in order to promote
critical thinking.
30
 problem solving and
performance skills of
all learners.
Assessment:
Standard 5 Teachers assess students’ learning using multiple assessment strategies and
interpret results to evaluate and promote students. Achievement and a modify
instructions in order to foster the continuous developments of students.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 The results of  The belief that  Develop and use
assessment to students’ learning teacher made test for
evaluate and outcomes are the basis continuous internal
improve teaching for growth and the evaluation of student
and learning. deficiencies are performance and
 Measurement theory opportunities for skills at different
and assessment learning. stages of the academic
related issues such as  Fair, objective program.
validity, reliability, assessment and  Analyze student
bias and scoring reporting to students performance using
concerns. ‘and families. multiple sources of
data, and to modify
future plans and
instructional
techniques that
promote desired
student learning
outcomes.
Learning Environment:
Standard 6 Teachers create a supportive, safe and respectful learning environment that
encourages positive social interaction, active engagement in learning and self-
motivation.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 How learning takes  The role of student in  Develop and share
place in classroom. promoting each other’s classroom
learning and

31
  How classroom recognizes the management and
participation supports importance of peer discipline plan,
student commitment relationship in creating  Create a cooperative
to learning. ethical climate classroom climate
learning. which is socially,
 Use democratic values emotionally and
in the classroom. physically safe.
Standard 7 Effective communication and proficient use of information communication
technologies:
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 The importance of  Appreciating the
verbal, nonverbal and cultural dimension of  Communicate dearly
written communication in local language
communication in the responding Urdu/English using
teaching and learning appropriately and appropriate oral and
process. seeking to foster written expressions.
 Operating and culturally sensitive  Reading reflectively in
integrating communication by and local language
technologies in among all students in Urdu/English.
classroom laboratory the class.
activities.  Being a thoughtful and
responsive listener.
Standard #8 Collaboration and partnership: Teachers build relationship with parents, guardians,
families and professional organizations in the community to support student
learning.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 The importance of  Recognizing the role of  Identify and utilize
effective school/home parents, guardians and family and community
instructions that other family members resources to foster
contribute to high as a child’s teacher. student learning and
quality teaching and  Being concerned about provide opportunities
learning. all aspects of the for parents to share
 The role of school students’ wellbeing skills and talent that
within the community and working with
32
 and how to utilize parents/families to enrich learning
partnerships to provide opportunities experiences.
contribute to student for student success.  Establish respectful
learning and and provide
development. relationships and to
develop cooperative
partnerships with
diverse families
educators and others in
the community in
support of student
learning and
wellbeing.
Standard #9 Continuous professional development and code of conduct:
Teachers participate as active, responsible members of the professional community,
engage in reflective practices, pursuing opportunities to grow professionally and
establish collegial relationships to enhance the teaching and learning process. They
subscribe to a professional code of conduct.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 The demands of  Refining practices that  Learn through
professional and address the needs of all professional education
professional code of students and the organizations.
conduct. school/community.  Upload ethical
 How to be inventive  Collaborative with behaviours in teaching,
and innovative about colleagues. learning and
teaching practice. assessment.

Standard Teaching of English as second/foreign language(ESL/EFL):

#10 Teachers understand pedagogy of English as a second/foreign language and
effectively communicate in English language.
Knowledge and Disposition Performance and Skills
Understanding
Teachers know and Teachers value and Teachers engage in
understand: committed to: activities to:
 Status of English  Lesson bias and  Identify, analyse and
Language as a subject anxiety for learning address Specific
in Pakistan. ESL/EFL

33
  Aims of teaching  Address all specific Learning Difficulties in
English as a subject at needs related to English language.
the national level. ESL/EFL.  Apply ESL/EFL
learning theories, rules
and pedagogy.

Reference:
https://www.nacte.org.pk/assets/download/NationalProfessionalStandardsforTeachersinPakistan.pd
f

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

34
 DAY -07
Understand Curriculum, Scheme of Studies, and Syllabus

Objectives
The course participants will be able to:
 Differentiate among curriculum, scheme of studies and syllabus
 Discuss curriculum development and implementation process

Activities Duration
 Recitation of Holy Quran
 Share day objectives
09:00am to 1:00am
 Share reflections on professional learning from the previous day
 Differentiate among curriculum, syllabus, and scheme of studies
Break 11:00am to 11:30am
Curriculum development and implementation process 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 7.1
Difference among Curriculum, Syllabus and Scheme of Studies
All CPs are expected to discuss differentiation between curriculum, syllabus, and scheme of
studies in the groups and share views in a large group followed by MTs’ input.

Handout 7.1
Differentiate among Curriculum, Syllabus and Scheme of Studies
What is Curriculum? What is Syllabus? What is Scheme of Studies?
Curriculum refers to what is The syllabus consists of topics Scheme of Studies/work refers
offered to students in education covered in a subject. It is to the structure and content of
institutions. However, it has a determined by the an academic course. A scheme
wider scope which covers Examination Boards. A of work/studies is based on
knowledge, attitude, behaviour, syllabus is a guide to teachers curriculum, and it focuses on
manners, performance, and and students which helps the how the curriculum will be
skills that are imparted to students to know about the converted into learning
students. It contains learning subject in detail and what are activities. Scheme of
objectives, content, teaching work/studies includes

35
 methods, and the expectations from sequencing of content, amount
assessment/evaluation. students. of time spent in each topic and
lesson, and how the specific
learning objectives are
achieved. It also helps teachers
to plan out their work and to
schedule the learning activities
for the students.

Difference between Curriculum and Syllabus

Basis for Syllabus Curriculum

Comparison
Concept Syllabus contains concepts covered in a Curriculum is the overall content,
subject. taught in a course.
Scope A subject A course
Nature Descriptive Prescriptive
Focus Narrow Wide
Prepared by Exam Boards Government Department of Education/
Education Institutions
Term Fixed for a year or so. During the course
Uniformity Varies from teacher to teacher. Same for all teachers.

Curriculum, syllabus and scheme of studies are interlined to each other. Curriculum covers broad
areas of disciplines; syllabus is drawn from curriculum and deals with specifics and scheme of
studies deals with details of topics etc. However, lesson plan is developed keeping in view
curriculum, syllabus, and scheme of studies.

Activity 7.2
Curriculum Development and Implementation Process
All CPs are expected to discuss Handout 7.2 on Curriculum Development and Implementation
Process in the groups and share their reflections on the process of curriculum development process
and discuss it in a large group followed by MTs’ input.

After reading and discussing Handout 7.2, the MTs will ask CPs to identify the Handout 7.2 terms
from the textbooks (all subjects).

36
 Handout 7.2
Curriculum Development and Implementation Process
Prior to the 18th constitutional amendment, the development of curriculum was responsibility of the
then Ministry of Education, Government of Pakistan. Since education has been devolved to the
provinces it has now become responsibility of the Provincial Governments. The Government of
Sindh restructured the institutions responsible for curriculum development. As a result, the
Provincial Curriculum Wing has been established headed by the chief Curriculum Advisor in the
School Education & Literacy Department. The Bureau of Curriculum and Extension Wing has been
retitled as Directorate of Curriculum, Assessment & Research situated in Jamshoro. This Directorate
has been working closely with the Sindh Textbooks Board and Directorate of School Education in
Sindh for curriculum development and its effective implementation. Curriculum development
process is quite complex, however, for developing better understanding it is simplified as follows:

The National Curriculum

2006 consists of
following;
1. Competency
2. Standards
3. Benchmarks
4. Student Learning
Outcome (SLO)

37
 Curriculum It is a standards-based sequence of planned experiences where students practice
and achieve proficiency in content and applied learning skills.
Competency A key learning area which describes what students are supposed to know and be
able to do.
Example: competency1: “Reading and thinking skills”
Standard The standard defines the competency by specifying broadly, the knowledge, skills
and attitudes that students will acquire, should know and be able to do in a
particular key learning area.
Example Competency 1 Standard 1: “All students will search for, discover and
understand a variety of text types through tasks which require multiple reading and
thinking strategies for comprehension, fluency and enjoyment.”
Benchmark An indication of what the students will be able to accomplish at the end of each
developmental level in order to meet the standard.
Example Competency 1, Standard 1, Benchmark 1: “Identify digraphs, silent
letters, and Inflections in words, comprehend words, sentences and paragraphs as
meaningful units of expression.”
Student A statement that describes what students will be able to do as a result of instruction
Learning at a particular grade.
Outcomes Example competency 1, standard 1, benchmark 1, SLO Grade 5: “Articulate and
syllabify words containing digraphs, trigraphs and silent letter.”

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

38
 DAY -08
Alignment of Textbooks with Curriculum
(Languages, Science, Mathematics Social Studies and Islamiat)

Objectives
The CPs will be able to:
 Understand the process of alignment of textbooks (Languages, General Science,
Mathematics and Social Studies and Islamiat) with curriculum (standards and student
learning outcomes).
 Carry out analysis of alignment of the textbooks (Languages, General Science, Mathematics
and Social Studies and Islamiat) with curriculum.

Activities Duration
 Recitation of Holy Quran
 Share day objectives
09:00am to 11:00am
 Share reflections on the professional learning from the previous day
 Alignment of textbooks with curriculum (SLOs)
Break 11:00am to 11:30am
 Alignment of textbooks with curriculum (SLOs) continues 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 8.1
Alignment of Textbooks with Curriculum Standards & SLOs
(Languages, Science, Mathematics, Social Studies and Islamiat)

All CPs will be divided into small groups (e.g., science group, language groups, Mathematics
group, general subject groups) and align textbooks with the curriculum using Activity 8.2
Each group will make a presentation on chart and discuss with whole class followed by MTs
feedback.
Note: Please download curriculum document and textbooks from DCAR and STBB official website
respectively.
Link1- http://dcar.gos.pk/
Link2- http://ebooks.stbb.edu.pk/

39
Example of SLO alignment:
Subject-English Subject-Science
SLO: Identify the use of verb 'be' as a helping verb. SLO: Identify major parts of the human body.
Exercise: Write a “be verb” in the blank to complete Exercise: Work in pairs and label the parts of body
each sentence. by writing in each box. After completing the
exercise, ask your partner to check your answers.
1. Jamila and Azra____good friends.

2. The teachers____looking at the paintings.

3. I tired, so I going to sleep.

4. My cat drinking milk.

5. I fasting today.

6. She a cute baby .

7. The bird flying in the sky.

Subject-Social Studies Subject-Mathematics

SLOs: 1-Differentiate between solar and lunar SLOs: Divide numbers up to 6 digits, by a 2 digit
calendars. 2. Use solar and lunar calendars to and 3 digit numbers
differentiate intervals of time. 3. Differentiate Exercise: Divide the following with 2 and 3 digits.
between decades, centuries and millennia.
Exercise: For every question, three answers are
given; tick the correct one. (MCQs)
i. How many days does a leap year have? 1- 269760 by 480 2-444771 by 321
a) 360 b) 365 c) 366 3- 295845 by 33 4-135095 by 205
ii. How many days does February have in a leap 5-639133 by 97 6-569551 by 89
year? a) 27 b) 28 c) 29 7-576480 by 60 8-466896 by 822
iii. How many years are there in a decade?
a) 10 b) 100 c) 1000
iv. How many years are there in a century?
a) 10 b) 100 c) 1000
v. What does a millennium mean?
a) 10 years b) 100 years c) 1000 years

40
 Activity 8.2
Alignment of Textbooks with Curriculum
The CPs are expected to write at least one subject based standard and related SLOs of the
lesson/Unit in below grid for display in the classroom.
Subject Competency SLOs Lesson/Unit
English

Sindh

Urdu

Mathematics
Science
Social Studies
Islamiat / Ethics

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

41
 DAY -09
Bloom’s Taxonomy and its Application

Objectives
The course participants will be able to:
 Understand Bloom’s Taxonomy
 Discuss Bloom’s Taxonomy, levels, and domains

Activities Duration
 Recitation of Holy Quran
 Share reflections by CPs on the previous day professional
learning 09:00am to 11:00am
 Share objectives of day plan
 Discuss Bloom’s Taxonomy
Break 11:00am to 11:30am
 Apply Bloom’s Taxonomy 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 9.1
Bloom’s Taxonomy and its Application
The CPs will be introduced to Bloom’s Taxonomy with the help of following questions:
o What do you know about term taxonomy?
o Have you ever heard about Bloom’s Taxonomy (anyone raise your hand)?
 The CPs will be asked to share their knowledge about Bloom’s Taxonomy and record the
comments on white board.
 The CPs will be divided into subject-wise groups and asked to read Handout 9.1 about
Bloom’s Taxonomy and its types and share their understanding with whole class followed by
MTs’ input.

Handout 9.1
Bloom’s Taxonomy and its Domains
Bloom's Taxonomy is a classification system used to define and distinguish different levels of human
cognition (i.e., thinking, learning, and understanding).

42
Bloom's Taxonomy is a hierarchy of learning objectives. Its original purpose was to give educators
a common language to talk about curriculum design and assessment. Today, it's used by teachers all
around the world. Bloom's Taxonomy consists of three domains that reflect the types of learning.

1. The cognitive Domain

In the original version of the taxonomy, the cognitive domain is further divided into 6 levels. Revised
edition of Bloom’s Taxonomy in 2001, the levels are slightly different from original Taxonomy:
Remember, Understand, Apply, Analyse, Evaluate, and Create (rather than Synthesize). The name is
changed from noun to verb form.

2. The Affective Domain

Skills in the affective domain describe the way people react emotionally and their ability to feel other
living things’ pain or joy. Affective objectives typically target the awareness and growth in attitudes,
emotions, and feelings.

3. The Psychomotor Domain

The psychomotor objective is specific to physical function, reflex actions, and body movements to
interpret information and learn. It implies that physical activity supports or is a vehicle for cognitive
growth and furthering knowledge or skills. The learner uses physical action to achieve a cognitive or
affective objective.

Activity 9.2
Cognitive Domain
The CPs will be explained the cognitive levels in relation to lower order of cognitive skills and
higher order of cognitive skills with the help of given examples.
 Remember: Name different colours.
 Understand: Explain combination of different colours.
 Apply: Classify drawing or pictures according to different colours.
 Analyse: Provide comparison between 2 or more than 2 pictures.
 Evaluate: Decide the colours of pictures which are correctly as per colour pattern
 Create: Using the characteristics of colours, create a new colour.
 The CPs will be asked to classify the lower and higher order of cognitive skills followed
by the MTs input.
 The CPs will be asked to read Handout 9.2 to understand different levels of cognitive
domain and identify different cognitive levels of SLOs using Handout 9.3 with the help
of MTs.

43
 Handout 9.2
Cognitive Domain

Level 1, Remembering Recall or recognition of specific information

Key words (Actions) Recognizing, Listing, Describing, Identifying, Naming, Locating, Finding
Products Quiz, Definition, Fact, Worksheet, Test, Label, List, Workbook
Level 2, Understanding Explaining ideas or concepts
Key words (Actions) Interpreting, Exemplifying, Summarizing, Inferring, Classifying,
Comparing, Explaining, Paraphrasing
Products Recitation, Summary, Collection, Explanation, Show, Tell, Example, Quiz,
List, Label, Outline
Level 3, Applying Using information in another familiar situation
Key words (Actions) Implementing, Solving, Collecting, Using, Showing, Producing
Products Illustration, Simulation, Sculpture, Demonstration, Presentation, Interview,
Performance, Diary, Journal
Level 4, Analysing Breaking information into parts to explore understandings and relationships
Key words (Actions) Comparing, Organizing, Deconstructing, Attributing, Outlining, Structuring,
Integrating, Separate
Products Survey, Database, Abstract, Report, Graph, Checklist, Chart, Outline
Level 5, Evaluating Justifying a decision or course of action
Key words (Actions) Checking, Hypothesizing, Critiquing, Experimenting, Judging, Testing,
Detecting, Monitoring
Products Debate, Panel, Report, Evaluation, Speech, Investigation, Verdict,
Conclusion, Persuasive
Level 6, Creating Generate new ideas, products, or ways of viewing things
Key words (Actions) Designing, Constructing, Planning, Producing, Inventing, Devising, Making
Products Story, Project, Plan, Painting, Song, Media Product, Advertisement

44
 Handout 9.3
Identify Different Cognitive Levels of SLOs
The CPs will select at least ten SLOs from subject textbooks and identify appropriate cognitive levels
(e.g., SLO- Identify different parts of plant as per cognitive levels).

SLO Knowledge Understand Apply

References
Anderson, L. W & Krathwohl, D. R., eds. 2001. A taxonomy for learning, teaching, and assessing: A revision
of Bloom’s taxonomy of educational objectives. Allyn and Bacon.

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

45
 DAY -10
Child Development

Objectives
The course participants will be able to:
 Understand child development and its stages
 Explain its importance in teaching and learning
 Discuss students learning disabilities

Activities Duration
 Recitation of Holy Quran
 Share reflections on professional learning of the previous day
 Share day objectives 09:00am to 11:00am
 Brainstorm notion of child development followed by MTs’
input
Break 11:00am to 11:30am
 Discuss stages of child development 11:30am to 1:30pm
 Discuss students’ learning disabilities
Recap of the Day 1:30pm to 2.00pm

Activity 10.1
Stages of Child Development
The CPs will be given 10 minutes to read the Handout 10.1. MTs will conduct Fishbowl.

Divide the class in half. One half will form the centre circle, facing inward. The other half
of the class will form the outer circle, facing inward as well.

The CPs in the inner circle will discuss the Handout 10.1. The outside circle will be listening
to the discussion, making notes or getting information. They are not allowed to say a word
at this point. The inner and outer circles can then switch positions and repeat the steps above.

46
 Handout 10.1
Stages of Child Development
What is Child Development?
Child development refers to the process through which human beings typically grow and mature
from infancy through adulthood. The different aspects of growth and development that are
measured include physical growth, cognitive growth, and social growth. Child development
focuses on the changes that take place in human beings.
Stages of Child Development
Infancy (Birth-2 years)
The period of infancy begins at birth and ends at two years of age. It is the most rapid period of
growth throughout the lifespan. Specific physical milestones during this period include rolling
over, sitting up, crawling, and walking. Fine motor development takes longer to develop, which is
why babies generally cannot write or create refined drawings. Cognitive milestones include early
problem solving and increased sensory awareness and perception. Social milestones that usually
occur during this period include the development of a sense of self-awareness, or that prior to the
age of 12 months.
Early Childhood (2-6 years)
This period of early childhood development lasts from two years of age through six years of age.
Physically, our centre of gravity shifts from the breastbone, where it was when we were infants,
to the belly button. Our physical growth occurs much more slowly during this period as compared
to the rapid growth that took place during infancy.
We also increase dramatically in our fine and gross motor skills and are now able to run, jump,
climb, and balance. We can also write letters and create very detailed drawings due to fine motor
development. Cognitive processing speed increases, which allows us to advance in thinking,
reasoning, and problem-solving, as well as master our native language. Social development
advances as we learn to understand our own emotions and those of others; our earliest playmates
tend to be chosen based on availability.
Middle childhood (6-12 years)
Typically takes place from ages 6 through 12. Physical growth continues and spurts of rapid
growth in height and weight may occur. Fine and gross motor skills continue to develop, and we
become stronger and faster than ever before. This time is known as the school years, as children
are usually focused on traditional education at this point in development. Cognitive development
allows for advanced and refined communication between both hemispheres of the brain, which
enables us to use advanced logic and problem-solving skills more efficiently. As a result, children
in middle childhood begin learning advanced math techniques. Increased participation in
competitive team sports is common during middle childhood.
Reference:https://study.com/academy/lesson/what-is-child-development-definition-theories-
stages.html

47
Note: For further study on child development, you may refer to Jean Piaget's theory of cognitive
development, Erikson’s psychosocial theory Kohlberg’s stages of moral development.

The Sensor Motor Stage (Birth to 2 Years)

Major characteristics and developmental changes:

 The infant knows the world through their movements and sensations
 Children learn about the world through basic actions such as sucking, grasping, looking, and
listening

 Infants learn that things continue to exist even though they cannot be seen (object

The Preoperational Stage (2 to 7 Years)

Major characteristics and developmental changes:

 Children begin to think symbolically and learn to use words and pictures to represent objects.
 Children at this stage tend to be egocentric and struggle to see things from the perspective of
others.
 While they are getting better with language and thinking, they still tend to think about things
in very concrete terms.
permanence)
 They are separate beings from the people and objects around them
 They realize that their actions can cause things to happen in the world around them.

The Concrete Operational Stage (7 to 11 Years)

Major characteristics and developmental changes

• During this stage, children begin to thinking logically about concrete events
• They begin to understand the concept of conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information to a general
principle

48
While children are still very concrete and literal in their thinking at this point in development, they
become much more adept at using logic. The egocentrism of previous stage begins to disappear as
kids become better at thinking about how other people might view a situation.

The Formal Operational Stage (12 and Up)

While thinking becomes much more logical during the concrete operational state, it can also be very
rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts.
Major characteristics and developmental changes:

 At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical, social, and political issues that
require theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a general principle to specific information
Reference: https://www.researchgate.net/publication/265916960

Activity 10.2
Learning Disabilities
The CPs will be asked to brainstorm and share their past school experiences learning disabilities.
Furthermore, the MTs will share some glimpse of learning disabilities mentioned in TARE
ZAMEEN PAR movie.
The MTs will ask the CPs to discuss the case study and Handout 10.2 on learning disabilities in
groups and find answers to given questions followed by discussion in a large group and MTs’
input.

Handout 10. 2
Learning Disabilities

Some students face the following disabilities:

Disabilities Description
Dyslexia Students can’t read properly and have issue with related
language-based processing skills.
Dyscalculia Students’ lack of ability to understand numbers and learn math
facts.
Dysgraphia Students’ hand writing ability and fine motor skills

49
 Non-Verbal Learning Disabilities Student s are unable to understand or interpret facial expression
or body language.
Oral/Written Language Disorder Social shyness or stage freight of any student.
and Specific Reading
Comprehension Deficit
Case Study
Waleed is 10 years old. He does not learn like the other children. He cannot write well. He can
only write few letters and can solve very simple Maths problems. During the class, Waleed gets
up and wanders around the room. He will only sit down for a few minutes at a time. During writing
activities, he doesn’t seem to be calm at his chair. The other students often tease Waleed and call
him ‘stupid’.
Questions:
1. What are Waleed’s learning disabilities?
2. How can Waleed learn better at school?
3. How can Waleed's teachers help him in his learning?
4. How can other students help Waleed in his learning?

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

50
 DAY -11
Classroom Assessment
(Formative and Summative Assessment)

Objectives
The course participants will be able to:
 Define assessment and its functions
 Apply appropriate assessment techniques in real classroom

Activities Duration
 Recitation of Holy Quran
 Share reflections on professional learning of the
previous day
09:00am to 11:00am
 Share day plan
 Brainstorm on classroom assessment
 Discuss Types of assessment and its use in education
Break 11:00am to 11:30am
 Discuss assessment cycle 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 11.1
Assessment and its Types
 The MTs will form four groups by applying jigsaw strategy.
 The MTs will make pairs and ask CPs to find types of assessment from the textbook and design
at least two types of assessments their own. The CPs can take help from Bloom’s Taxonomy
learned previously.

Handout 11.1
Assessment and its Types
What is an Assessment?
Assessment is an integral component of teaching that provides bases for further improvement.
Assessment focuses on what students know, what they are able to do and what values they have
when they receive their education.
It is a systematic collection, review and use of information about instructional approaches to improve
students’ learning.
Types of Assessment:
Summative Assessment Formative Assessment

51
 Summative assessment evaluates student It refers to a wide variety of methods that
learning, skill acquisition, and academic teachers use to conduct in process evaluations
achievement at the conclusion of of student’s comprehension, learning needs and
a defined instructional period. It is used to academic progress during a lesson The goal of
assess the benchmark performance of students formative assessment is to monitor students
learning to provide on-going feedback to
improve their learning
Diagnostic Assessment Performance Assessment
Diagnostic assessments (also known as pre- Performance assessment is one which requires
assessments) provide teachers with information students to demonstrate that they have mastered
about student's prior knowledge and specific skills and competencies by performing
misconceptions before beginning a learning or producing something.
activity. It may be conducted at the beginning
of a term, a unit of student or whenever
information about prior learning is helpful.
Teachers may use diagnostic assessment to find
out what students know and can do, identify
student strengths and plan instruction which
builds on and extends those strengths
Reference: Black, P., Harrison, C., Lee, C., Marshall, B., &Wiliam, D. (2003). Assessment for
Learning: Putting it into practice. Berkshire, England: Open University Press.
http://weac.org/articles/performance-assessment/
Activity 11.2
Assessment Cycle
All CPs are expected to reflect on Handout 11.2 on Assessment Cycle and examine its relevance
to their context and share with a large group.
Handout 11.2
Assessment Cycle
Assessment is a cyclic process and doesn’t complete if all steps are not accomplished.
Reference: Drake, J. (2001) Lanning Children
Play and learning in the foundation state,
London. David Fulton Publisher

52
 DAY -12
Construction of Test

Objectives
The course participants will be able to:
 Understand process of test construction
 Construct test

Activities Duration
 Recitation of Holy Quran
 Sharing reflections on the professional learning of previous
09:00am to
day
11:00am
 Share day objectives
 Share their experiences as students and teachers of test
Break 11:00am to11:30am
 Introduction to SESLOAF 11:30am to 1:30pm
 How to construct test items
Recap of the Day 1:30pm to 2.00pm

Activity 12.1
SESLOAF
 The MTs will make a presentation on SESLOAF. S/he may refer to further reading at
https://www.academia.edu/41172568/Sindh_Education_Students_Learning_Outcomes_Asse
ssment_Framework_SESLOAF_English_Grade_1_5. All CPs are expected to ask questions
about SESLOAF.

Handout 12.1
What is SESLOAF (Sindh Education Student Learning Outcome Assessment Framework)?
1. SESLOAF Framework is a standardized approach to assessments outlines a comprehensive
framework for assessments using multiples forms of assessments, in order to provide varied
opportunities to students to demonstrate learning and assessor to assess learning outcomes.
2. The assessment framework includes all those students’ learning outcomes that could be
reliably and validly assessed through summative, benchmark and authentic assessments.
3. The assessment items are designed to ascertain the important cognitive learning targets in
English, according to the competencies of reading and thinking skills, writing skills, oral
53
 communication skills, formal and lexical aspects of language and lastly appropriate ethical
and social development.
4. The overall framework also takes into consideration the Skills, Attitude and Values Standards
through performance and authentic assessments.
5. Also, the international standards of assessments are considered in the design of the
assessment framework, specification, items, tasks and tools.
6. In the design a reference is made to the contemporary literature on learning and assessment
of language learning and learning in general.
7. The test is also aligned with agreed code of practice on fair testing and also aligned with the
current assessment and grading policy.
8. The current policy on assessment in Pakistan that recommends the assessment of 30 %
Knowledge, Understanding and Application in summative assessments is also taken into
consideration.

Activity 12.2
Construction of Test
 All CPs are expected to share their experiences as students and teachers of standardized test in
their respective groups and then share with a large group followed by MT’s input.

Handout 12.2
Construction of Test
Test is an integral part of teaching and learning process. Teachers normally administer various tests
which face an issue of reliability and validity. Since teachers have to provide feedback to their
students on their performance in the tests it should be accurate and explicit otherwise students will
be misled. Teachers are encouraged to conduct formative test to find out the immediate learning
difficulties and to suggest remedies for improving student learning outcomes. However, teachers
may note that summative test covers the instructional objectives and content areas at the end of
course.

What is Test?
Test is prepared in a way that questions are consistent and administered and scored in a
predetermined standard manner.
Reliability and Validity of Test
Reliability refers to the consistency of a measure (whether the results can be reproduced under the
conditions). Validity refers to the accuracy of measure (whether the results represent what they are
supposed to measure).

54
How to Construct Test?
In order to construct test, teachers need to take the following four main steps:
 Planning Test ii). Preparing test iii) Try out test, and 4. Evaluating test.

Step 1. Planning Test

Teachers must keep three things in mind-i) what is to be measured, ii) what content areas should be
included, and iii) what types of test items are to be included.
Step 2. Preparing Test Specification
Test specification is the most important aspect of test to ensure that test measures a representative
sample of the instructional objectives and content areas teachers. The preparation stage includes
three functions: i) preparing test items, ii) preparing instruction for the test, and iii) preparing the
scoring key. The test specification includes; i) instructional objectives, ii) content areas and types of
items and their weightage must be determined.
The following principles help in preparing relevant test items.
i. Test items must be appropriate for the learning outcome to be measured.
ii. Test items should measure all types of instructional objectives and the whole content area:
iii. The items in the test should be so prepared that it will cover all the instructional objectives.
iv. The test items should be free from ambiguity:
v. The test items should be of appropriate difficulty level:
vi. The test item must be free from technical errors and irrelevant clues:
vii. Test items should be free from racial, and ethnic biases
Step 3. Try Out of Test
Try out involves two important functions- (a) administration of the test and (b) scoring the test.
Teachers may follow the following principles during the test administration:
i. Teachers should talk as less as possible.
ii. Teachers should not interrupt the students at the time of testing.
iii. Teachers should not give any hints to any student who has asked about any item.
iv. Teachers should provide proper invigilation in order to prevent the students from cheating.
Step 4. Evaluating Test
Evaluating the test is most important step in the test construction process. Evaluation is necessary to
determine the quality of the test and the quality of the responses. Quality of the test implies that how
good and dependable the test is? (Validity and reliability). Quality of the responses means which
items are misfit in the test. It also enables us to evaluate the usability of the test in general class-
room situation. Evaluating the test involves following functions- i) item analysis, (b) determining
validity of the test, iii) determining reliability of the test, and determining usability of the test.

MT will assign CPs to make test items subject wise at home.

Note: All CPs must reflect on their professional learning for sharing with a large group next day.
55
 DAY -13
Student-Centered Pedagogies

Objectives:
The course participants will be able to:
 Differentiate between teacher-centred and student centred pedagogies
 Discuss advantages and disadvantages of teacher-centred and student-centred pedagogies

Activities Duration
 Recitation of Holy Quran
 Share reflections on the previous professional learning
 Share day objectives 09:00am to
 Reflect on their past teachers’ pedagogies 11:00am
 Differentiate between teacher-centred vsstudent centred
pedagogies
Break 11:00am to 11:30am
 What are advantages and disadvantages of teacher-centred and 11:30am to 1:30pm
student-centred pedagogies
 Teaching strategies (Active Learning)
Recap of the Day 1:30pm to 2.00pm

Activity 13.1
Reflections on Pedagogies of the Past Teachers
The MT will ask the CPs to make onion ring to reflect on pedagogies of their past teachers and
share with the groups what did they like the most and what did they dislike the most about their
teachers’ approaches followed by MTs’ input.

Liked the most about pedagogy Disliked the most about pedagogy

56
 Activity 13.2
Teacher-Centred VS Student-Centred Pedagogies

All CPs are expected to review two diagrams below and discuss difference between two and share
their views on both diagrams with a large group followed by MT’s input.

57
 Activity 13.3
Teacher-Centred Pedagogies vs Student-Centered Pedagogies
All CPs are expected to discuss Handout 13.3 on teacher-centred pedagogies and student-centered
pedagogies in the groups and present outcomes in a large group followed by MT’s input.

Handout 13.3
Teacher-Centered Pedagogies vs Student-Centered Pedagogies
The main difference between teacher centered and learner centered pedagogies is that within the
teacher-centred pedagogies students depend on teachers whereas student-centred pedagogies focus
on students along with teachers. Through teacher-centered pedagogies, teachers talk excessively, and
students continue to listen but student-centred pedagogies allowteachers and students to interact in
the classroom and collaborate with each other.

Teacher-centered pedagogies- Traditional approach (Sage on the Stage)-Teacher functions as a

lecturer, presenter of information to the students, who are expected to passively receive it. The
teacher-centred approaches include; lecture, demonstration, home assignments, memorizing,
reviewing, questioning, discussion.
Student-centered pedagogies-Non-traditional approach (Sage on the Side)- Teacher functions as a
coach or facilitator as students paly more active and collaborative role in their own learning. The
student-centred pedagogies include; presentations, brainstorming, jigsaw, case study, role play,
simulation, project-based learning, problem-based learning etc.
Advantages Disadvantages
Teacher-Centered Pedagogies

 Teachers exercise full control of the  Students may get bored from
classroom. lectures.
 Teachers minimizes their concern that  Students work alone.
students might miss key concept.  Collaboration etc. is discouraged.
 Students benefit from a focused  Students have less opportunity to
approach. develop their crucial-thinking skills.
 Teachers feel comfortable and
confident.
Students focus on teachers’ instruction

58
 Advantages Disadvantages
Students-Centered Pedagogies  Education becomes a more shared  With students free to interact, the
experience. classroom space can feel noisy or
 Students build both collaboration and chaotic.
 Classroom management can become
communication skills.
more of an issue for the teacher.
 Students tend to be more interested in
 Some students may miss important
interaction. information.
 Students learn to work independently  Students may not prefer
and to interact with others. collaboration since they intend to
work alone.

Activity 13.4
Teaching strategies (Active Learning)
 The MTs will start with ice breaking activity by asking that they will have to discuss by
focusing on the following questions.
o What are teaching methods and what kind of methods you use in classroom
o Why teaching methods are used in classroom
o Why we focus student centered learning in 21st century
o How and why paradigm shifted from teachers centered pedagogy to student centred
pedagogy.
 The MTs will collect responses randomly and share their understanding on above questions.
 The MTs will discuss general teaching methods.

Lecture method
Lecture demonstration method
Discussion method
Assignment method
Project method
Role play and activity-based method
Audio visual method

59
 Activity 13.5
Active Learning
 The MT will apply Jjgsaw reading strategy for Handout 13.5
 The MT will ask to apply the active learning strategies in their lessons.

Active learning is an approach to instruction

that involves actively engaging students with
the course material through discussions,
problem solving, case studies, role plays and
other methods. Active learning approaches
place a greater degree of responsibility on the
learner than passive approaches such as
lectures, but instructor guidance is still crucial
in the active learning classroom. Active
learning activities may range in length from a
couple of minutes to whole class sessions or
may take place over multiple class sessions.

Discussion Row – Students take turns sitting in a front row that can earn extra credit as individuals
when they volunteer to answer questions posed in class; this provides a group that will always be
prepared and interact with teacher questions.

Total Physical Response (TPR) – Students either stand or sit to indicate their binary answers, such
as True/False, to the instructor’s questions.

Student Polling – Select some students to travel the room, polling the others on a topic relevant to
the course, then report back the results for everyone.

The MTs require to deliver an inspiring a quote relevant to the topic but leave out a crucial word
and ask CPs to guess the topic.

Punctuated Lectures – Ask student to perform five steps: listen, stop, reflect, write, and give
feedback. Students become self-monitoring listeners.
60
Recall, Summarize, Question, Connect, and Comment – This method of starting each session (or
each week) has five steps to reinforce the previous session’s material: recall it, summarize it,
phrase a remaining question, and connect it to the class and comment on that class session.

Provocative Picture – Begin the lecture with a picture meant to provoke discussion or emotion
(another option: a cartoon).

Pass the Chalk – Provide chalk, a dry erase marker or a soft toy; whoever has it must answer your
next question, and they pass it on to the student of their choice. Interactive Techniques 3

The Half Class Lecture – Divide the class in half and provide reading material to one half. Lecture
on that same material to the other half of the class. Then, switch the groups and repeat, ending with
a recap by pairing up members of opposite groups.

Tournament – Divide the class into at least two groups and announce a competition for most points
on a practice test. Let them study a topic together and then give that quiz, tallying points. After
each round, let them study the next topic before quizzing again. The points should be carried over
from round to round. The student impulse for competition will focus their engagement onto the
material itself.

Three Part Interview – Pose the following question to the entire class: “What do you think are the
three biggest issues related to.” Choose the student with the birthday closest to today’s date and
have them stand and share their 3 responses to the question for one minute. Move clockwise
around the room until all have shared.

One-Minute Papers – Students write for one minute on a specific question (which might be
generalized to “what was the most important thing you learned today / yesterday”). Best used at the
end of the class session.

Turn Taking Reading – Instead of the instructor reading a paragraph on screen (or leaving silence
for students to do it), instruct them we will sit in silence until someone is moved to read ONE
sentence, then someone else anyone – will start the next sentence. Adds “good” tension and raises
energy.

61
Photo Class work – Students are assigned to use a smartphone to snap a picture of something in
class that captures a topic relevant from the class, as assigned by the teacher.

Gallery Walk – Provide coloured dot stickers to students and ask them to “vote” on statements they
agree with the most, by using up their limited dot supply on the pre- written topics displayed
around the room on poster boards. Or display their work to draw more ideas.

Circle the Questions – Pre-make a handout that has a few dozen likely student questions (make
them specific) on your topic for that day and ask students to circle the ones they don’t know the
answers to, then turn in the paper.

Concept Mapping – Students write keywords onto sticky notes and then organize them into a
flowchart. It could be less structured: students simply draw the connections they make between
concepts.

One-Sentence Summary – Summarize the topic into one sentence that incorporates all
who/what/when/where/why/how creatively.

Student Storytelling – Convert simple topics into story and tell before the class

Think-Pair-Share – Students share and compare possible answers to a question with a partner
before addressing the larger class.

Pair-Share-Repeat – After a pair-share experience, ask students to find a new partner and debrief
the wisdom of the old partnership to this new partner.

Wisdom of Another – After any individual brainstorm or creative activity, partner students up to
share their results. Then, call for volunteers of students who found their partner’s work to be
interesting or exemplary. Students are sometimes more willing to share in plenary the work of
fellow students than their own work.

Forced Debate – Students debate in pairs, but must defend the opposite side of their own opinion.
Variation: half the class take one position, half the other. They line up and face each other. Each
student may only speak once, so that all students on both sides can engage the issue.

62
Peer Review Writing Task – To assist students with a writing assignments, encourage them to
exchange drafts with a partner. The partner reads the essay and writes a three- paragraph response:
the first paragraph outlines the strengths of the essay, the second paragraph discusses the essay’s
problems, and the third paragraph is a description of what the partner would focus on in revision, if
it were her essay.

Get One, Give One – Students fold a piece of paper in half and write “Give One” on one side and
“Get One” on the other side. On the “Give One” side, as them to write four insights from today’s
material. Have them stand up and find a partner. Each student shares one idea from their “Give
One” side of the paper and writes down one idea on the “Get One” side of the paper. Find a new
partner until your “Get One” side of paper is full of new ideas!
Jigsaw (Group Experts) – Give each group a different topic. Re-mix groups with one planted
“expert” on each topic, who now should teach his new group. Also, useful to have them teach each
other sections of the syllabus on the first day.

Brain Drain – Divide students into groups of 5 or 6. Hand out an empty grid of six rows and three
columns to every student. Provide a prompt or task at the top to brainstorm. Each person
brainstorms possible answers in row one. After three minutes, rotate papers clockwise and work on
row 2 (but do not repeat any answers from row 1). Continue until sheet is filled in, then debrief to
find the best answers.

Balloon Pop – Give each group an inflated balloon with the task/problem trapped inside on a piece
of paper. At the signal, all groups pop their balloons. Injects fun, noise, and energy to a group
assignment.

Things You Know – Give an envelope to each pair. Inside are cut-up strips of paper with the
sentences. The pair that arranges the sentences in a sequence will be the winner. Same can be used
to make a story

Make it a Story – Make a circle of the students and tell them a sentence. Number 1 student will add
his sentence with after your sentence. This process goes on till the last student tell all the sentences
told by early partners.

Group Instructional Feedback Technique – Someone other than the teacher polls groups on what
works, what doesn’t, and how to fix it, then reports them to the teacher.

63
Quick Division – Divide your class into two roughly equal segments for simultaneous, parallel
tasks by invoking their date of birth: “if your birthday falls on an odd-numbered day, do task X…if
your birthday is even, do task Y.” Other variations include months of birth, odd or even inches in
their height (5’10” vs 5’11”).

Trio Rotation – Group students into threes, and arrange the groups into a large circle. Each team of
three works on a problem. Then, each team assigns a 1, 2, and 3 number to each person. The 1’s
stay put, but the 2’s rotate clockwise and the 3’s rotate counter clockwise. Newly formed teams
then work on a new problem.

Touch and go – Make pairs and whisper one partner topic or key word. S/He will write on the back
of her/his partner. The activity is not ended until topic or key word os guessed.

Four Corners – Put up a different topic in each corner of the room and ask students to pick one,
write their ideas about it, then head to “their” corner and discuss opinions with others who also
chose this topic.

Introduce Your Partner’s Non-Obvious Trait – Students partner up and are tasked with learning
one thing about the other person that is not obvious by looking at them. Then, they introduce their
partner to the larger class.

MTs can use this time to record a crude seating chart of the students and begin to learn their names.

Name Game – Teacher forms a circle and asks students to add one good and one bad habit with
their names.

Role-Playing – Assign roles for a concept, students research their parts at home, and they act it out
in class.

Jury Trial – Divide the class into various roles (including witnesses, jury, and judge, lawyers,
defendant, and prosecution, audience) to deliberate on a controversial subject.

Press Conference – Ask students to role-play as investigative reporters asking questions of you, the
expert on the topic. They should seek a point of contradiction or inadequate evidence, hounding
you in the process with follow-up questions to all your replies. Variation: can be done as group
activity, with students first brainstorming questions to ask.
64
Fishbowl: All the members of the class sit in a big circle. In the middle of the circle there are five
chairs. Three are occupied by students whose views (preferably controversial) on the topic or
question are known beforehand. These three start the discussion. They may be joined by one or two
students presenting yet another view. Students from the outer circle may also replace speakers in
the inner circle by tapping them on the shoulder if they feel confident that they can present the case
better. Divide the class in half. One half will form the centre circle, facing inward. The other half
of the class will form the outer circle, facing inward as well. The students in the inner circle will
discuss a predetermined topic.
The outside circle will be listening to the discussion, making note of interesting, new, or
contradictory information. They are not allowed to say a word at this point. The inner and outer
circles can then switch positions and repeat the steps above.

Network: The class is divided into groups which should not have more than 10 students each. Each
group receives a ball of string. Whoever is speaking on the topic chosen holds the ball of string.
When the speaker has finished he gives the ball of string to the next speaker, but holds on to the
string. In this way a web of string develops, showing who talked the most and who the least.

Onion Ring: The class is divided into two equal groups. As many chairs as there are students are
arranged in a double circle, with the chairs in the outer circle facing inwards and those of the inner
circle facing outwards. Thus, each member of the inner circle sits facing a student in the outer
circle. After a few minutes of discussion all the students in the outer circle move on one chair and
now have a new partner to continue with.

Star: Four to six small groups try and find a common view or solution. Each group elects a speaker
who remains in the group but enters into discussion with the speakers of the other groups. Market
All the students walk about the room; each talks to several others.

Anonymous Peer Feedback – For student presentations or group projects, encourage frank
feedback from the observing students by asking them to rip up a page into quarters and dedicating
comments to each presenter. Multiple variations are possible in “forcing” different types of
comments (i.e., require two compliments and two instances of constructive feedback). Then, ask
students to create a pile of comments for Student X, another pile for Student Y, and so on.
Buzz groups is a cooperative learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task (idea generation, problem solving and so

65
on) or facilitating that a group of people reach a consensus on their ideas about a topic in a specific
period of time.

Round Robin – Have groups silently list top 3 answers to a problem/question. Allow all groups to
present one idea in a round robin format until all groups have exhausted their lists. Scribe all
answers and then discuss how to reduce/re-categorize answers. Have groups vote on top three,
provide results, discuss, and vote again.

Brainstorming in a Circle – Group students to discuss an issue together, and then spend a few
minutes jotting down individual notes. One person starts a brainstorming list and passes it to the
student to the right, who then adds to the list and passes it along again.

Whiteboard Talk / Chalk Talk – Ask students to go to multiple whiteboards or chalkboards around
the room to brainstorm answers to a prompt/assignment, but disallow all talking. Can also be done
in groups.

E-Mail Feedback – Instructor poses questions about his teaching via e-mail; students reply
anonymously.

Roundtable: Present a category (such as words that begin with "b"). Have students take turns
writing one word at a time.

Write around: For creative writing or summarization, give a sentence starter (for example: If you
give an elephant a cookie, he's going to ask for...). Ask all students in each team to finish that
sentence. Then, they pass their paper to the right, read the one they received, and add a sentence to
that one. After a few rounds, four great stories or summaries emerge. Give children time to add a
conclusion and/or edit their favourite one to share with the class.

Numbered Heads Together: Ask students to number off in their teams from one to six. Announce a
question and a time limit. Students put their heads together to come up with an answer. Call a
number and ask all students with that number to stand and answer the question. Recognize correct
responses and elaborate through rich discussions.
Tea Party- Students form two lines facing each other. You ask a question (on any content) and
students discuss the answer with the student facing them. After one minute, one line moves to the
right so that students have new partners. Then pose a second question for them to discuss. Continue

66
with five or more questions. For a little variation, participants can write questions on cards to
review for a test through this "Tea Party" method.

After each Cooperative Learning activity, debrief with the participants by asking questions such as:

 What did you learn from this activity?

 How did you feel working with your teammates?
 If we do this again, how will you improve working together

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

67
 DAY -14
Student Learning Styles

Objectives
The course participants will be able to:
 Discuss student individual differences
 Discuss student learning styles

Activities Duration
 Registration
 Recitation of Holy Quran
 Share reflections on profession learning of the previous day 09:00am to 1:00am
 Share ay objectives
 Discuss student individual differences
Break 11:00am to 11:30am
 Discuss student learning styles 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 14.1
Individual Differences
All CPs are expected to discuss Handout 14.1 on individual differences in their groups and share
their agreement and disagreement in a large group followed by MTs’ input.

Handout 14.1
Individual Differences
Differences in Differences in physical characteristics is the most clear and visible difference
Physique among students. Teachers may consider individual differences in seating
arrangement, such as short heighted students should sit in front desks.
Differences in Intelligence refers to our ability to learn and to utilize what has been learned.
Intelligence Intelligence also includes our ability to adjust to new Situation and solve new
problems. Teacher may make heterogeneous groups, in this way below average
and average students would have an opportunity to learn with above average and
gifted students and they can achieve good grades.

68
 Differences in Ability is defined as what a person can do now and what he can learn to do in the
Ability future. It is total of all that an individual has acquired and all that he is capable
of acquiring. Teachers may consider varied abilities of students.
Differences in An aptitude is the ability of an individual to benefit from a certain type of
Aptitudes training. It is the potential of an individual to acquire with training some specified
knowledge, skills or set responses such as to learn music etc. Teacher may design
different indoor and outdoor activities for students of having different aptitudes
such as hobby clubs, drawing and music classes etc.
Differences in While aptitude refers to what a person can do achievement refers to what a person
Achievements has done. Teacher may grade students according to his/her level of achievements.
Teacher may use motivational techniques to improve the achievement rate of
students.
Differences in An individual’s personality refers to a person’s characteristic way of thinking,
Personality feeling and behaving. For instance, some people are generally quiet and shy
while others are talkative and outgoing. Teacher may design individual and group
activities for students who are having different personality trait, e.g, a child who
is having a leadership quality can be a group leader and a child who has strong
communication skill can be a presenter.
Reference:
https://www.researchgate.net/publication/23295758_Individual_Differences_Intelligence_and_Beh
avior_Analys

Activity 14.2
Student Learning Styles
MTs will form 7 groups and assign each group a learning style. All CPs will discuss and deliver
presentation on the assigned topics. CPs can use other sources if required.

Handout 14.2
Student Learning Styles
Learning styles are overall patterns that provide direction to learning and teaching. Learning style
can also be described as a set of factors, behaviours, and attitudes that facilitate individual s’ learning.
Learning styles indicate that every student learns differently. Learning style refers to the preferential
way in which the student absorbs, processes, comprehends and retains information. Literature on
learning styles indicates a number of learning styles but the seven learning styles seem to be relevant
which include; visual, kinesthetic, aural, social, solitary, verbal, and logical. There is some criticism
about boxing the students as per predetermined framework. This session provides variety of
information for the teachers to know about various learning styles and their underpinning theories.
Hence, teachers’ role is to use pedagogies keeping in view the above the learning styles. These styles

69
also correspond with Garner’s Multiple Intelligence Theory (visual-spatial, linguistic-verbal,
logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalistic
intelligence). The details of learning styles are given below:

1. Visual: Visual or spatial learners supposedly retain information best by viewing pictures or
images and respond well to colours and mind maps.
2. Kinesthetic: kinesthetic learners are all about doing things physically. Role playing, using
things like flashcards or carrying out the action physically can help them learn things better.
3. Aural: Aural or auditory-musical learners should retain the most information after hearing it.
4. Social: Social, or interpersonal learners are meant to work best when they participate in study
activities with other people such as quizzing each other or having a study group.
5. Solitary: Solitary, or intrapersonal learners supposedly work best alone. Making notes and
reciting them back are useful activities when studying by yourself.
6. Verbal: Verbal, or linguistic learners are supposed to respond well to written or spoken
words, using tools like rhymes and acronyms.
7. Logical: Logical, or mathematical learners use logic and structures in order to learn
effectively.

These are further categorized into the following main learning styles:
i. Personal Learning Styles (Interpersonal Learners, Intrapersonal Learners
ii. Sensory Learning Styles (Spatial Learners, Auditory-Musical Learners, Kinesthetic Learners
iii. Informational Learning Styles (1 Linguistic Learners, Mathematical Learners

Reference: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Note: All CPs must reflect on their professional learning for sharing with a large group next day.

70
 DAY 15
Classroom Management

Objectives
The course participants will be able to:
 Discuss notion of classroom management
 Importance of classroom management for teaching and learning

Activities Duration
 Registration
 Recitation of Holy Quran
09:00am to 11:00am
 Share reflections on professional learning of the previous day
 Discuss notion of classroom management
Break 11:00am to 11:30am
 Discuss importance and elements of classroom management 11:30am to 1:30pm

Recap of the Day 1:30pm to 2.00pm

Activity 15.1
Classroom Management
All CPs are expected to reflect individually as students on their classroom management scenario and
share in the groups followed by MTs’ input. While reflecting on classroom management you may
keep the following guiding questions in mind:

i) How was classroom seating arrangement?

ii) Was classroom clean and airy?
iii) Were there desks? If so, how ere these organized and clean?
iv) How were students made sit in the classroom?
v) Was blackboard or green board was well maintained?
vi) Was writing of teachers clear?
vii) Was there any reading corner in the classrooms?
viii) What was overall learning environment?
ix) How did you find teachers there?

Based on your past experiences you may write definition of classroom management and discuss with
in the groups followed by CPs’ input.
71
 Activity 15.2
Classroom Management
MT will apply jigsaw reading strategy.

Handout 15.2
Classroom Management
Classroom management is essential for smooth running of teaching learning process. The
managed and disciplined class leads to the maximum learning output. The need of the
classroom management arises on the basis of following reasons.
i. Productive environment inside of classroom is very necessary for the students learning. This
atmosphere of class can only be attained when the classroom is well managed. If the
atmosphere of the classroom is positive the students will be sitting in the class without any
fear and will be able to concentrate on the learning.
ii. The management of classroom enables the students to remain cooperative, respectful, and
on task with each other and with teacher. Students are more receptive as learners when
guidance is more focused, and they behave better by virtue of respect for teachers instead of
because of fear of consequences.
iii. Organization of the classroom is the fundamental element for positive learning environment
of the class. It minimizes the wastage of time as well as of other resources because every
activity of the class goes according to the preset organized way. The more organized a
teacher is, the more effective he/she can be. Students, especially at higher levels of
education, are likely to respond positively to structured and organized environments.
iv. Planning and management both play an important role in effective teaching learning
process. When the classroom is well managed, the planning made by the teacher for all
activities of the classroom will be implemented successfully.
v. In an organized and manage class, the teacher attention remain focused and works with a
sense of purpose in the classroom.
vi. It becomes very easy for the teacher to engaging all the students in purposeful activities
during school hours, therefore the management of classroom play very essential part in
engaging the students in creative activities.
vii. Encouragement boosts up the energies of students for effective learning, and it is only
possible when the teacher gives attention to the students according to their level. A
managed and control classroom makes this job very easy for the teacher.
viii. The basic role of classroom management is to provide an opportunity to the teacher to
motivate her/his students to meet the challenges and exceed expectations.
ix. Collaboration stimulates the students for teamwork in all learning activities whether that
72
 held inside or outside of the classroom. Students help each other to learn while participating
in constructivist learning activities.
x. Classroom management has important role in fixing the rules and procedures of the
classroom. Without rules and procedures, the learning environment cannot be fruitful.
xi. Classroom management has a great contribution in the achievement of learning goals of a
lesson deliver by the teacher. Because the students can learn far better in the discipline
classroom environment.
xii. It is very essential for the teacher to arrange the classroom seating according to the nature
and requirements of the subject. Each subject demands different arrangement of seating in
the classroom. So the skills of management of the teacher make it easy to arrange the seats
of students according to the activities of the subjects.
xiii. The teachers and administrator need to have real estimate of resources need for a school
and classroom activities, the management enables both teacher and administration to make
the actual estimate of required resources for all activities.
xiv. The classroom management enables the teacher to remain consistent in his or her behaviour
with students during classroom lesson. Through effective and consistent feedback to the
students, teachers establish a positive relationship with individual students to realize them
that they are valued. https://www.aiou.edu.pk/SoftBooks/6403.pdf

73
 DAY -16
Lesson Planning

Objectives
The course participants will be able to:
 Discuss importance of lesson plan
 Importance of lesson plan in teaching and learning

Activities Duration
 Recitation form Holy Quran
 Share reflections on professional leaning from the previous day
09:00am to 11:00am
 Share day plan
 Discuss importance of lesson plan
Break 11:00am to 11:30am
 Discuss format of lesson plan for preparation 11:30am to 1:30pm
Recap of the Day 1:30pm to 2.00pm

Activity 16.1
Importance of Lesson Plan

All CPs are expected to discuss importance of lesson plan based on the following guiding
questions in the groups and share in a large group for further discussion followed by MTs’
input.
1. Why teachers need lesson plan?
2. Did your teachers ever use lesson plan during their teaching? If son, how often they
referred to it?
3. If you need to prepare a lesson plan what should be included in the lesson plan?

Activity 16.2
Format of Lesson Plan

All CPs are expected to discuss the following format in the group for preparing a lesson for
presentation in the classroom followed by MTs’ input.
All CPs may refer to the following tips:

74
 Presentation:
 Will you present the language in context / abstractly?
 Will you use terminology (e.g. the names of tenses)?
 Which language will you use?
Practice:
 Will the exercises be oral or written?
 Will the exercises be productive or receptive?
 Will the exercises be done individually, in pairs or in groups?
 How will the exercises be corrected? / How will feedback be provided?
Production:
 How will you ensure that the activity will elicit the newly-taught form?
 Will the activity be oral or written?
 What has learner gained after practice and using it in class or in daily life?
 How is learning effective?
https://achilleaskostoulas.files.wordpress.com/2012/01/ppp.pdf

Handout 14.2
Format of Lesson Plan
Class: Subject:
Topic: Duration:
Student Learning Outcomes-SLOs (Knowledge, Understanding, Application or other levels
as per need):
1.
2.
3.
Subject matter:
Pedagogies:
Instructional material, learning aids etc.
Assessment:
MTs will assign subject wise topics to CPs for construction of test items.
Recap:
Note: Refer to subject curriculum (SLOs) and other material for preparation of lesson plan.
Also, ensure your lesson plan is aligned with subject curriculum.

Note:All CPs must reflect on their professional learning for sharing with a large group next
day.

75
 DAY -17
Integration of Technology with Teaching and Learning

Objectives
The course participants will be able to:
 Discuss importance of integration of technology in teaching and learning
 Discuss strategies for introducing integration of technology in teaching and learning
and its benefits

Activities Duration
 Recitation of Holy Quran
 Share reflections on the professional learning of the previous day
09:00am to
 Share day objectives
11:00am
 Discuss importance of integration of technology in teaching and
learning
Break 11:00am to
11:30am
 Discuss strategies for introducing integration of technology in teaching 11:30am to
and learning and its benefits 1:30pm
Recap of the Day 1:30pm to
2.00pm

Activities 17.1
Importance of Integration of Technology in Teaching and Learning process

MTs will brainstorm and discuss the importance of integration of technology to teaching and
learning process and ask them to share their experiences as students / users in groups.

Activity 17.2
How to Integrate Technology in Teaching and Learning and its Benefits?

MTs will apply jigsaw reading strategy for Handout 17.2.

76
 Handout 17.2
Integration of Technology with Teaching and Learning and its Benefits

Our school system has already introduced integration of technology in teaching and learning
which increased during the COVID period. However, many schools struggled to use
technology in teaching and learning due to lack of qualified human resources and other
resources. The education public sector in Sindh is relatively large and requires ample human,
material, financial and technological resources. The School Education & Literacy Department,
Government of Sindh many introduce a policy on integration of technology in teaching and
learning in schools. The use of technology in teaching and learning has multiple benefits for
teachers and students to improve quality of education.

Literature suggests that technology helps teachers to improve student performance; hence,
school management should help teachers develop their competencies needed to enhance
student learning outcomes. Technology also provides students with easy access to information,
and accelerated learning. It enables students to explore new subjects and deepen their
understanding of difficult concepts. Through the use of technology inside and outside the
classroom, students can develop 21st-century skills necessary for future jobs.

The school systems have the hard decision about making compatible digital curriculum and
content, assessment requirements. Intel can help school systems enhance the experience of each
student and teachers with a holistic solutions approach that focuses on technology to enable
personalized learning. However, teachers must be properly trained and supported through
ongoing professional learning resources and communities. It makes a transformative and
sustainable impact on the success of all students. The use of technology has therefore become
important for today's students because it offers them an opportunity to learn at a much faster
pace. The various benefits that come with using technology are as follows:

i. It offers a wider choice of materials that can be accessed easily.

ii. It helps improve students’ communication skills and performance in school.
iii. It provides an engaging students’ experience for students.
iv. It allows students to access the internet from anywhere at any time.
v. It helps students learn new skills and acquire new knowledge.
vi. It Allows students to improve themselves both academically and intellectually.
vii. It helps students to update him/herself with new technological advancements.

Some ways are given below to use technology in the classroom to enhance learning:
 Gamified learning
 Digital field trips
 Integrate social media

77
 Gather student feedback
 Creating digital content
 Using a shared, online classroom calendar
 Review and critique webpages
 Incorporate video and multimedia into lessons and presentations
 Online activities for students who finish work early
 Teachers and students may have access to the following technologies for supplementing
teaching and learning process in schools:
 Computers and Tablets
 Teachers can take advantage of computers, laptops, and tablets, allowing students to
play educational games, watch videos, and interact with new media. These devices also
give students access to the internet to conduct research, access databases, and visit
educational websites.
 Smart boards
 Teachers can keep the learning environment interesting and maximize efficiency by
using smart boards in the classroom. With an interactive whiteboard, teachers can bring
up supplementary imagery readily, play videos, allow students to collaborate in real
time on the display, and share notes on a class wiki or website. A smart board can make
lessons more engaging and can make it easier for students to return to the notes when
class is over.
 Virtual Reality
 Virtual reality (VR) is becoming increasingly common and teachers can use this
technology to come up with creative ways to teach students.
 Social Media
 Teachers can leverage social media to create groups for their students to interact with
material and each other.
 Hybrid learning implements synchronous lessons taught simultaneously in-person and
online. It is a type of blended learning that focuses more on bridging the physical
classroom and virtual learning spaces closer together into a more complete education.
Hybrid learning is a form of synchronous learning that happens both physically and
remotely.
 Flipped classroom is a pedagogical approach in which direct instruction moves from
the group learning space to the individual learning space, and the resulting group space
is transformed into a dynamic, interactive learning environment where the educator
guides students as they apply concepts and engage creatively in the subject matter.

78
Possible Benefits

The possible benefits of the use technology in teaching and learning include; increased
collaboration and communication, personalized learning opportunities, increased concentration
level of students, teachers and students and teachers have become partners of teaching and
learning, and improved teacher productivity and efficiency. This necessitates that the teachers
must make the transition and acquire the relevant skills to integrate technology in education to
advance student leaning competencies.

Technology has transformed education. Technology empowers students by giving them

ownership of how they learn, making education relevant to their digital lives and preparing
them for their futures. With technology and access to resources beyond classroom walls,
students are inspired to become problem-solvers, critical thinkers, collaborators, and creators.
Where technology has been successfully integrated into classrooms, students develop a sense
of lifelong learning.

A greater benefit of technology is to promote personalize learning for students. Technology

can help teachers create blended learning environments and leverage digital tools for formative
and summative assessments, bringing new models for learning and teaching in the classrooms.
Technology in education and the right devices can help students to prepare them with the
career. Relevant learning experiences can also create creativity, help students to learn on their
own, and prepare them for future career opportunities. The students can gain these skills and
develop their problem-solving and critical thinking skills for the 21st century. Learning by
doing with maker mind-sets and environments can be very engaging when designed and
integrated with the right technology.

The future of the education system highly depends on the technology. Although there is some
criticism on use of technology in schooling system. Mainly because technology is a source of
distraction for students. However, proper technology integration guides students towards
greater understanding of all concepts covered in class.

The teaching strategies based on educational technology can be described as ethical practices
that facilitate the students’ learning and improve their performance. Technology integration in
education inspires positive changes in teaching methods.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

79
 DAY -18
Multigrade Teaching

Objectives
The course participants will be able to:
 Discuss notion of multigrade teaching.
 Discuss strategies for multigrade teaching.

Activities Duration
 Recitation of Holy Quran
 Share reflections on professional learning of the previous day
09:00am to 11:00am
 Share day objectives
 Discuss notion of multigrade teaching
Break 11:00am to 11:30am
 Discuss strategies of multigrade teaching 11:30am to 1:30pm
 Apply multigrade teaching
Recap of the Day 1:30pm to 2.00pm

Activity 18.1
Share Experiences as Student of Multigrade Class
The MTs will conduct discussion class and ask the CPs to share their experiences as students
of multi-grade classroom if any or discuss challenges faced by teachers in multi-grade
teaching in the groups followed by MTs’ input.

Activity 18.2
Multigrade Teaching
The MTs will form 4 groups and assign each group a, b, c, and d section to read and discuss
the respective area. CPs will deliver presentation in the end for their better understanding.

80
 Handout 18.2
Multigrade Teaching
Section A
What is multi-grade teaching?
Multi’ means plenty, many, or more than one. The word ‘grade’ means level.
Multigrade, therefore, means many grades.
Multigrade teaching is a situation in which one teacher has to teach many grades, all
at the same time.
It happens in all schools where there are more grades than teachers.
School-situation based multi-grade teaching
a) Mono-grade: In the traditional single-grade teaching, or mono-grade as it is
sometimes called, the teacher teaches only one grade. The learners in each
grade are usually of the same age but may differ in abilities
b) Multi-grade: Multigrade teaching is a situation in which one teacher has to
teach many grades, all at the same time.
c) Multi- Age Group: Multigrade classes also called A Multi- Age Group. Multi-
age is a term commonly used today to describe mixed-age groups

Section-B
Characteristics Multi-grade Mono-grade
A variety of methods are used to A whole-class approach is used to
meet the needs of individual meet the needs of individual
Teaching learners who have different learners with different abilities in
Methods abilities and are in different the same grade.
grades.
More time is needed for Relatively less time is required for
Classroom organizing and planning organizing and planning
Organization instruction. instruction.
Frequent peer tutoring is Group activities are adopted.
Tutoring employed.
Teachers are not provided Teachers are of
Teacher training Teachers are not provided training Teachers are not provided training
opportunities for multi-grade opportunities for mono-grade
teaching. teaching.

81
Number / Age Students of different age and Mostly same age and grade
and Grade grade groups are placed in multi- students are placed in mono-grade
grade classes, but there are class. Normal class size is 40 to
different ages in different grades, 60 students who are of the same
and students have different age and same grade, but have
abilities. different abilities.

Curriculum The curriculum is going to The curriculum is going to

designed for multi-grade classes. designed for multi-grade classes.

Skills Teacher requires additional No additional classroom

classroom management skills in management skills are required to
order to handle different grades handle one grade.

Human and physical resources are Human and physical resources are
Resources very limited. comparatively better.
The community is often poor and The government often provides
cannot provide additional educational materials.
educational materials.

MGT: Concept

Multigrade teaching involves the

Such contexts requires the employment of
teaching of children from two or more
particular teaching methodologies and
grade levels simultaneously in one
classroom administration.
classroom or different classrooms

MGT
They have to be flexible and use various
Teachers in multigrade classrooms must
teaching methods (grouping,
receive a lot of training, support and must
individualized instruction, independent
meet regularly with teachers from other
study, team-teaching, group project work,
multigrade schools.
peer tutoring etc.)

82
 Section -C

Basic Principles of Multi-grade Teaching

 Children are unique.
 Children can learn best from experience.
 Children can and do learn well from one another.
 The role of teacher in a classroom involves setting – up and managing a learning
environment that will be conducive to learning and teaching.
 The implementation of the school curriculum must take into consideration the varied
abilities, levels and interests within particular group.
Why Multi-grade classes exist?
Multigrade classes were organized as a matter of necessity for remote areas where the
number of children enrolled could not meet the required number to organize a single grade
class and assign the necessary teacher for each class.
Distance of the neighbourhood and small number of students for each class.
Shortage of funds teachers and school buildings.
Factors Contributing to the establishment of Multi-grade Teaching
1. Cultural factors
2. Socio-economic factors
3. Benefits of multi-grade teaching
4. Richer learning environment
5. Greater community involvement.
6. Development of health competition
7. Greater understanding between learners and educators.

Section-D
Multi-grade Teaching: Advantages and Challenges
Advantages
 Can make the most of inter-age, multi-level situation to facilitate learning processes.
 Can get to know students more and carefully asses their needs and adopt appropriate
teaching strategies.
 Can innovate and experiment with different age groups and deal with curriculum
content across subject areas.
 Shares responsibility for facilitating learning with pupils, parents, other community
members.
 More opportunities for activity – centered , experience – based approaches rather than
whole group, lecture/drill/rote methods of teaching.
Challenges
 Requires more preparation of curriculum learning materials.
 Requires more careful study of learner’s developmental characteristics across the
age levels involved in the class, approaches and strategies that are effective and
viable within a multigrade class. More investment in organization of the
classroom as learning environment.

83
  More meticulous and systematic record keeping to keep track of student progress,
curriculum development and implementation is required.

Roles of Teacher in Multi-Grade Class

• As a teacher
• As a facilitator
• As a planner
• As an evaluator
• As a material designer
• As an action researcher
• As contact with the community

Single teacher primary school (5 classes): Period segments for the subject
Inputs for functional MGT

The MTs will ask the CPs to readout the handout 18.3 in pairs. After reading handout 18.3,
MTs will form 4 CPs in each group to deliver subject wise lesson plan.

84
 Handout 18.3
Strategies of Multigrade Teaching

Strategy 1: Teach all groups together

You can decide which lessons or units are suitable to be taught to all students together. In this
kind of instruction, you provide the same content, use the same teaching and learning
methodology in transmitting the content, and expect the same learning outcomes from all
students, irrespective of their formally assigned grade – but because of your multi-grade
classroom, you can have older students work with younger ones both for better learning and
to build a sense of classroom solidarity.

Strategy 2: Teach one grade while others work independently

It may be useful to decide on a time during the day to devote to each separate grade group.
After a short period of teacher-led instruction, one group can be left with their peer tutor or
students can practice independently in their workbooks while you move on to work with
another grade group. Your teacher-led activities can be rotated across your grades and groups
as needed.

Strategy 3: Teach one subject to all grades and at varying levels of difficulty

This strategy allows you to group children of different grades, ages, and abilities together
and teach them the same curriculum theme at the same time. You can first focus on common
elements and then follow this with differentiated tasks and activities. A few minutes of
explanation and practice around the theme at the start of the lesson can get students of all levels
thinking about and using the concepts and skills they will need. You can then direct more
demanding questions at older or more able students and ask younger or less able students more
supportive questions. In this way all students can participate at their own level and make some
contribution to the lesson.

Strategy 4: Develop activities for non-taught groups

Higher grades or older students can sometimes be left on their own to investigate and gather
information by themselves. This leaves you with more time to work with students who need
more support. You may have different expectations of the learning outcomes for non-taught
groups.

Strategy 5: Develop peer, cross-age and cross-grade teaching strategies

Cross-age tutoring is based on the pairing of students and is used extensively in most
multigrade classrooms so that older children can help younger students with their lessons. The
peer tutor begins by asking general questions to assess the younger student’s understanding of
the topic; then gradually moves on to more difficult questions. Peer tutoring has been found to
be an effective strategy in multi-grade situations as it trains students to use a sequenced series
of questions and helps scaffold their learning to higher levels.

85
Strategy 6: Relate learning with daily experience

Relating a topic, you are teaching to your students’ daily lives, traditions, and culture helps
them understand a concept more clearly than any other mode of teaching. You may therefore
want to enhance the curriculum by supplementing it with additional activities and learning
tools which relate directly to the local environment.

Strategy 7: Creating Active Learning Strategies

Improvement of student learning is your central challenge as a multigrade teacher. Active,
child-centered learning is the best way to achieve desired student learning outcomes –
academic as well as social and psychological. You can promote active learning by making a
few specific changes in your teaching methods such as:

 Placing children at the centre of your attention and helping them progress through their
own milestones and stages of learning at their own pace and speed.
 Providing learning opportunities through multi-age and multi-grade activities in the same
room to ensure that each student participates in the learning process.
 Encouraging each student in a group to explore, ask questions, show inquisitiveness to
learn something new, and learn by doing and through play.
 Building a culture of collective learning in the class by choosing activities that suit the
composition and maturity of each group.
 Using flexible methods such as cooperative learning, peer tutoring, teacher-led
instruction, and self-reading and study.
 Building a classroom environment filled with group activities, information sharing, and
opportunities for individual learning through the classroom library and reading corners.
 Working out a detailed weekly, monthly, and yearly plan for scheduling activities,
subjects, and teaching methods.
 Keeping a checklist to follow how students are spending their time during school hours
and the activities that waste the most time.
 Linking all learning with competency-based assessment.

http://www.viavitaacademy.ca/multigrade-teaching.html

MTs will make five groups. Each group consist of minimum four CPs to develop and deliver
the lesson plan.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

86
 DAY -19
Cross-Cutting Themes

Objectives
The course participants will be able to:
 Get familiarized with cross-cutting themes in education
 Discuss importance of cross-cutting themes in education.
 Discuss strategies for integrating cross-cutting themes in teaching and learning

Activities Duration
 Registration
 Share reflections on professional learning of the previous day
 Share day objectives 09:00am to 11:00am
 Get familiarized with cross-cutting themes in education
 Discuss importance of cross-cutting themes in education.
Break 11:00am to 11:30am
 Discuss strategies for integrating cross-cutting themes in 11:30am to 1:30pm
teaching and learning
Recap of the Day 1:30pm to 2.00pm

Activity 19.1
Cross-Cutting Themes
(Pandemic situation, disaster risk reduction, earthquake, flood, WASH, life skills-based
education, national accountability, school management committee, community
mobilization, corporal punishment etc.)

 MTs will distribute the following cross-cutting themes among CPs who will work in
pairs to discuss the given topic and prepare a presentation for the class.
Note: CPs may use various sources to share the relevant material if required.

Handouts-19.1

Definition of Cross-cutting themes

 A pandemic is basically a global epidemic - an epidemic that spreads to more than one
continent.
 Disaster risk reduction (DRR) aims to reduce the damage caused by natural hazards like
earthquakes, floods, droughts, and cyclones, through an ethic of prevention.

87
  An earthquake is what happens when two blocks of the earth suddenly slip past one
another. The surface where they slip is called the fault or fault plane.
 Flooding is an overflowing of water onto land that is normally dry. Floods can happen
during heavy rains, when ocean waves come on shore, when snow melts quickly, or
when dams or levees break.
 Water, Sanitation and Hygiene (WASH) Safe water, toilets and good hygiene keep
children alive and healthy.
 Life skills are defined as “a group of psychosocial competencies and interpersonal skills
that help people make informed decisions, solve problems, think critically and
creatively, communicate effectively, build healthy relationships, empathize with others,
and cope with and manage their lives in a healthy and productive manner
 The National Accountability Bureau is to work to eliminate corruption through a
comprehensive approach encompassing prevention, awareness, monitoring and
combating.
 School management means running the school along the desired educational policies.
It takes into account all aspects of the school (policies, material and human resources,
programmes, activities, equipment etc.)
 Community mobilization is the process of bringing together as many stakeholders as
possible to raise people's awareness of and demand for a particular programme, to assist
in the delivery of resources and services, and to strengthen community participation for
sustainability and self-reliance.
 Corporal" or "Physical" punishment means any punishment in which physical force is
used and intended to cause some degree of pain or discomfort, however light it may be,
which may involve hitting (smacking, slapping, spanking) a child, with the hand or with
an implement (a whip, stick, belt, shoe, wooden spoon, etc.) including kicking, shaking
or throwing a child, scratching, pinching, biting, pulling hair or boxing ears, forcing a
child to stay in uncomfortable positions, burning, scolding or forced ingestion. ACT-
2014

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

88
 DAY -20
Micro Teaching and Practicum

Objectives
The course participants will be able to:
 Prepare lesson plan on all subject in pairs for class 3-5.
 Conduct microteaching in the class and seek CPs’ feedback.
 Revise the lesson plan in light of CPs’ feedback.
 Deliver lesson in a pair and get feedback from CPs.
 Submit lesson plan with reflections.

Activities Duration
 Recitation of Holy Quran
 Share reflections on the previous day professional learning
 Share day objectives 09:00am to 11:00am
 Prepare lesson plan on Languages (Sindhi & Urdu ) in pairs
 Conduct microteaching in the class and seek CPs’ feedback.
Break 11:00am to 11:30am
 Revise the lesson plan in light of CPs’ feedback 11:30am to 1:30pm
 Deliver lesson in a pair and get feedback from CPs
 Submit lesson plan with reflections
Recap of the Day 1:30pm to 2.00pm

The MTs will apply jigsaw reading strategy.

After jigsaw activity, MTs will form pairs and ask each of them to deliver microteaching lesson.

Handout 20.1
Microteaching
What is Microteaching?
The teaching of a small unit of content to the small group of students (6-10 number) in a small
amount of time (5-7 min.) means Micro Teaching.
Characteristics of Microteaching
1) The duration of teaching as well as number of students are less
2) The content is divided into smaller units which makes the teaching easier
3) Only one teaching skill is considered at a time
4) There is a provision of immediate feedback
5) In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation

89
 6) It puts the teacher under the microscope
7) All the areas of improvement of the teacher are observed
8) The problem of discipline can also be controlled
Skills of Micro teaching Techniques
1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure
Microteaching Cycle (Steps/Procedure)

Step 1. Preparation
Each participant of the session prepares a teaching segment. The presenter gives a brief
statement of the general objectives of his/her presentation to be addressed. The group may be
asked to focus their attention to particular elements of the lesson or of the teaching style. This
may include pace, clarity of explanation, use of media, voice and body language, level of group
interaction.

Step 2. Presentation and Observation

Each participant presents his/her 10-minute teaching segment. He/she is allowed to use the
media available. During the presentation, other participants serve as members of a supervisory
team and take notes for the group feedback. Special assessment forms (Tables 1 and 2) may be
helpful in standardizing the observation and feedback process. Each lesson is videotaped.
Although the lesson is short, objective and procedures should be clear to generate useful
discussions.

Step 3. Videotape Viewing

The presenter watches the tape of his/her presentation and decides whether or not the objectives
were accomplished. He/she also makes a list of strengths and suggestions for personal
improvement. Then he/she again joins the supervisory team. In the meantime the supervisory
team discussed and made conclusions about the teacher’s lecturing.
Step 4. Discussion and Analysis
While the presenter goes to another room to view the videotape, the supervisory team discusses
and analyses the presentation. Patterns of teaching with evidence to support them are presented.
The discussion should focus on the identification of recurrent behaviours of the presenter in
the act of teaching. A few patterns are chosen for further discussions with the presenter. Only
those patterns are selected which seem possible to alter and those which through emphasis or
omission would greatly improve the teacher’s presentation. Objectives of the lesson plan are
also examined to determine if they were met. It is understood that flexible teaching sometimes
includes the modification and omission of objectives. Suggestions for improvement and
alternative methods for presenting the lesson are formulated. Finally, a member of the
supervisory team volunteers to be the speaker in giving the collected group feedback.

90
Step 5. Giving and receiving feedback
Under the guidance of the professional supervisor, the presenter is first asked to present a self-
feedback of his mini lesson. With this new information taken into account, the supervisory
team member who volunteered to be the speaker summarizes the comments generated during
the analysis session. This part of the session is intended to provide positive reinforcement and
constructive criticism. The presenter is encouraged to interact freely with the team so that all
comments are clarified to his/her satisfaction.
The way in which feedback is given and received contributes to the learning process. Feedback
should be honest and direct, constructive, focusing on the ways the presenter can improve, and
containing personal observations.
Equipment for Microteaching session:
 TV/Computer set
 video recorder/camcorder
 camera
 tapes for camera
 black- or whiteboard, flipchart, pin board, markers with different colours
How to micro-teach?
As many as six teachers from the same or similar courses can participate in a single
microteaching session. While one person takes his or her turn as teacher, everyone else plays
the roles of students. It is the job of these pretend pupils to ask and answer questions
realistically. It is the job of the pretend teacher to involve his or her "class" actively in this way.
Such a scenario typically runs for five to ten minutes. When finished, the person conducting
the class has a moment or two to react to his or her own teaching. Then everyone else joins in
to discuss what they saw that they especially liked. Finally, the group may mention just a few
things that the practice teacher might try doing differently in the future.
The tapes, videos of these sessions are for the benefit of those taped and will not be seen by
anyone else without the explicit permission of the practice teacher. Session tapes can even be
erased immediately if the practice teacher wishes. Nearly everyone, however, finds it extremely
helpful to make an appointment to view and discuss their tape together.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

91
 DAY -21
Micro Teaching and Practicum (Continued)

Objectives
The course participants will be able to:
 Prepare lesson plan on all subject in pairs for class 3-5.
 Conduct microteaching in the class and seek CPs’ feedback.
 Revise the lesson plan in light of CPs’ feedback.
 Deliver lesson in a pair and get feedback from CPs.
 Submit lesson plan with reflections.

Activities Duration
 Recitation of Holy Quran
 Share reflections on the previous day professional learning
09:00am to
 Share day objectives
11:00am
 Prepare lesson plan on English and Social Studies in pairs
 Conduct microteaching in the class and seek CPs’ feedback.
Break 11:00am to 11:30am
 Revise the lesson plan in light of CPs’ feedback 11:30am to 1:30pm
 Deliver lesson in a pair and get feedback from CPs
 Submit lesson plan with reflections
Recap of the Day 1:30pm to 2.00pm

The MTs will form pairs and ask each of them to deliver microteaching lesson.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

92
 DAY -22
Micro Teaching and Practicum (Continued)

Objectives
The course participants will be able to:
 Prepare lesson plan on subject wise for class 3-5.
 Conduct microteaching in the class and seek CPs’ feedback.
 Revise the lesson plan in light of CPs’ feedback
 Deliver lesson in a pair and get feedback from CPs
 Submit lesson plan with reflections

Activities Duration
 Recitation of Holy Quran
 Share reflections on the previous day professional learning
09:00am to
 Share day objectives
11:00am
 Prepare lesson plan on Science and Islamiat/Ethics in pairs
 Conduct microteaching in the class and seek CPs’ feedback.
Break 11:00am to
11:30am
 Revise the lesson plan in light of CPs’ feedback 11:30am to
 Deliver lesson in a pair and get feedback from CPs 1:30pm
 Submit lesson plan with reflections
Recap of the Day 1:30pm to
2.00pm

MTs will form pairs and ask each of them to deliver microteaching lesson.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

93
 DAY -23
Topic: Micro Teaching and Practicum (Continued)

Objectives
The course participants will be able to:
 Prepare lesson plan on subject wise for class 3-5.
 Conduct microteaching in the class and seek CPs’ feedback.
 Revise the lesson plan in light of CPs’ feedback
 Deliver lesson in a pair and get feedback from CPs
 Submit lesson plan with reflections

Activities Duration
 Recitation of Holy Quran
 Share reflections on the previous day professional learning
09:00am to
 Share day objectives
11:00am
 Prepare lesson plan on Mathematics in pairs
 Conduct microteaching in the class and seek CPs’ feedback.
Break 11:00am to
11:30am
 Revise the lesson plan in light of CPs’ feedback 11:30am to
 Deliver lesson in a pair and get feedback from CPs 1:30pm
 Submit lesson plan with reflections
Recap of the Day 1:30pm to
2.00pm

MTs will form pairs and ask each of them to deliver microteaching lesson.

Note: All CPs must reflect on their professional learning for sharing with a large group next
day.

94
 DAY -24
Presentation of Learning Experiences and Portfolios

Objectives
The CPs will be able to:
1. Share their learning experiences of the induction training programme.
2. Present their teaching portfolios with their reflections.
3. Get feedback from their peers for further improvement.

Activities Duration
 Recitation from Holy Quran
 Display professional learning experiences in groups 09:00am to
 Seek feedback from the peers 11:00am
 Present teaching portfolios in groups and submit for assessment
Break 11:00am to
11:30am
 Conduct post-test 11:30am to
 Training evaluation 1:30pm
 Wind up the induction training programme

Food for Thought

Teachers are considered as nation builders. With change in teachers’ role from instructor to
facilitator, the students’ role has also changed as active learner and critical thinker around
the globe which indicates that the teachers must acquire the desired professional knowledge,
a set of professional competencies, and dispositions to prepare students as productive,
constructive, and responsible citizens for 21st century. Good teachers have always changed
students’ lives through life-long learning, passion, commitment, and dedication and served
humanity and shaped the future of young generation and the same is expected from you.
Today’s teachers’ great challenge is how to become digitally literate and promote their
students’ digital literacy.

95