TPTG620

Assignment 03,Spring
2025
By M.Kashif(03064963933

Due Date :May 23|2025

Submitted by :
Instructor Name :
Group Link for B.Ed (Joint)
https://chat.whatsapp.com/HnieEToJMJLIHQ2trvERHZ

Group link for B.Ed Semester 01

https://chat.whatsapp.com/LihXsDZPdIDEVJ1iQAw9En
 Assignment (Week 2)

Week 2: Observation of Teaching and Other Classroom Activities

Objective: The purpose of these school-based activities is to get yourself familiar with the
school community by getting to know your classroom, your students, and different teaching
styles and activities performed by your cooperating teacher.

Note: Check Lists (for Cooperating Teacher) for below activities are attached with this
assignment.

1. Find following observation forms and fill them accordingly;

o Observation of Classroom Layout/Set-up

o Observation of Classroom Teaching
o Observation of Classroom Activity/Group work
o Cooperating Teacher checklist for Student-teacher

2. Fill and upload all observation forms on LMS in soft form.

3. A separate sheet for cooperating teacher is also available containing list of all activities
you will perform at school in second week, take print and get it signed by your
cooperating teacher at the end of week and upload scanned copy with this document.

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 VIRTUAL UNIVERSITY OF PAKISTAN
M.A. Jinnah Campus, Defence Road Off Raiwind Road, Lahore
Website: www.vu.edu.pk

Week 2: Observation of Cooperating Teacher

Observation of Cooperating Teacher and Classroom activities provide you an opportunity to
learn how your Cooperating Teacher engages with the students and carries out the teaching
process. These observations also help you to familiarize with the classroom layout, delivery of a
lesson, giving instructions, planning homework, and how to evaluate students.
Activity 1: Observation of Classroom Layout/Set-up
The purpose of this activity is to gather information on how a teacher uses the space in the
classroom and ensures that all the students are engaged.
Task: Sketch the sitting arrangement of the classroom (blackboard, students’ desk and chairs,
teacher’s desk, door etc.)

Reflection: Based on your observation of classroom layout, answer the following questions.
1. How this seating plan was helpful in involving all students in lesson?

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 By arranging desks in neat rows with clear aisles, every student had an unobstructed view
of the board and teacher. The open pathways let the teacher move easily to each desk,
checking understanding and inviting responses, which kept all students actively involved.

2. Did the seating plan facilitate group work during any activity? (where applicable)

The clear aisles and uniform desk spacing made it easy to slide desks together into small clusters for
pair or group activities, so students could quickly form teams for discussions or projects without
major disruption.

3. What changes would you like to make in this classroom seating plan?

• Break rows into small collaborative pods (4–6 desks) for easier group work.
• Reconfigure into a U-shape to boost discussion and eye contact.
• Add one flexible-seating area (beanbags or stools) for independent/pair tasks.
• Set up a back-wall station zone for tech or resource rotations.
• Widen an aisle for smoother movement and accessibility.

Activity 2: Observation of Classroom Teaching

The purpose of this activity is to observe how a teacher has planned lesson and his/her teaching
styles while conducting the lesson plan (discuss with your cooperating teacher about this activity
and request him/her to provide lesson plan before the start of the class). This activity has two
parts. In 1st part you will observe the teacher in classroom and reflect on it. In 2nd part you will
prepare your own lesson plan based on your observation.
Part 1: Review of Lesson Plan (If available)
Review the Lesson plan according to the format given below.
Cooperating Teacher: _____M.Ali_____________ class: ___9th______subject:
______Chemistry_____
Topic: ___Electrolytes__________________ subtopics (if any):____________________

Note: Give your comments on the lesson plan.

Comments on the Lesson Plan (Hypothetical Filled Table)

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 Elements Yes/No Comment (if any)
The lesson plan has all the elements Yes The lesson plan is well-structured
according to the model format and comprehensive.
General Objectives/Specific Objectives are Yes Objectives are clearly defined and
clearly stated achievable.
Objectives are in behavioral form (using Yes Objectives align well with Bloom’s
Blooms’ or SOLO taxonomy) taxonomy.
Methodology is clear and relevant to the Yes Methods used: Lecture, Group
topic Discussion, and Quiz.
AV aids/Materials/Resources to teach this Yes PowerPoint slides, videos, and
lesson/topic are mentioned printed worksheets.
Activity/Group work is planned (where Yes Group discussion and collaborative
applicable) exercises.
Worksheet is available/ready (if required Yes A worksheet is prepared to
any) reinforce learning.
Learning sequence/Procedure is present Yes Follows a clear structure:
(checking prior knowledge, etc.) Introduction, Activity, and
Conclusion.
Feedback of students Yes Regular questioning during the
(questioning/answering) lesson for engagement.
Homework is mentioned/given Yes Homework is assigned at the end
of the lesson.

If lesson plan is not available discuss with cooperating teacher how he/she has planned the
lesson before its starts and briefly explain the content in your own words.

1. Pre-lesson discussion with your cooperating teacher

• Clarify objectives: Ask what the specific learning goals are for today’s lesson (e.g.,
“What should students know or be able to do by the end?”).
• Review the structure: Have them outline the lesson segments—introduction, main
activity, practice, and closure.
• Discuss materials & methods: Find out which resources (worksheets, manipulatives,
multimedia) and teaching strategies (lecture, discussion, hands-on) they’ll use.
• Understand assessment: Learn how they’ll check for understanding—questions, exit
tickets, quizzes, group work, etc.
• Note timing: Confirm how long each part should take so you can help keep the lesson
on schedule.

2. Briefly explain the lesson content in your own words

“Today’s lesson introduces [Topic]. We’ll start with a quick hook—an example or question to
engage students—then I’ll explain the core concept using [method/material]. Students will
work in pairs on [activity/practice] to apply what they’ve learned. Finally, we’ll reconvene to

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 review key ideas and I’ll use [assessment tool] to confirm everyone understands before
moving on.”

Reflection: Reflect how successfully teacher has delivered the lesson.

1. Did the teacher check the prior knowledge of the students about topic? (give example)
Yes. At the very start the teacher did a quick “show of hands” and asked, “Who can tell me one
thing you already know about [topic]?” Students then called out ideas while she jotted them on
the board. For example, before a lesson on water filtration she asked, “What have you seen us
filter before—coffee, sand in a sieve, saltwater?” Their answers let her gauge everyone’s
baseline and tailor the examples she’d use.

2. Did the teacher respond to students’ questions during the lesson? Were the questions
relevant to the topic?

Yes. The teacher paused after each major point to invite and answer questions—always
bringing them back to the lesson’s focus. For example, when a student asked, “Why can’t we
just use a very fine mesh for all filters?” she explained how pore size, flow rate, and clogging
trade-offs affect real-world filtration, reinforcing the core concept rather than going off-topic.

3. What strategies teacher mentioned in lesson plan to motivate students?

• Engaging Hook: Started with a real‐world example (e.g., filtering tea or pond water) to
spark curiosity.
• Inquiry‐Based Questions: Posed open‐ended “what if” scenarios (“What happens if
we use cloth instead of sand?”) to drive exploration.
• Hands-On Activity: Included a filtration lab where students could choose materials,
giving them ownership.
• Multimedia Support: Planned a short video demonstration to cater to visual learners
and break up the lecture.
• Positive Reinforcement: Scheduled immediate feedback—verbal praise and “filter
expert” badges—for correct observations.
• Student Choice: Allowed groups to pick their own filter media, fostering autonomy
and investment.

4. Which aspects of this lesson plan needs to be reviewed again and why?

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 • Timing and Pacing: Reinforce the time allotted for the filtration lab—ensure students
finish hands-on tasks without rushing or dead time.
• Differentiation Strategies: Review how to support both struggling and advanced
learners (e.g., scaffolded instructions or extension challenges).
• Assessment Clarity: Refine the exit-ticket questions or rubric so expectations are
crystal-clear and directly tied to the objectives.
• Resource Preparation: Double-check that all filter media, beakers, and safety gear are
ready beforehand to avoid interruptions.
• Safety Protocols: Revisit lab safety steps (gloves, goggles) to guarantee student
compliance and minimize risks.
• Technology Integration: Test any videos or digital simulations in advance to prevent
technical delays.

5. How the teacher prepared black board e.g. writing date, topic name, and classwork? Is
the blackboard work clear/neat/understandable?
• Preparation: The teacher wrote the date in the top-right corner, centered the topic title
(“Filtration Methods”) across the top in larger letters, and listed the objectives and
classwork questions underneath, each with its own heading.
• Organization & Clarity: Different colored chalk (white for text, yellow for headings,
green for key terms) and underlining helped group sections.
• Neatness & Readability: Lettering was uniform and spaced, diagrams were sketched
cleanly beside the text, and there was ample white space between items—making
everything easy to read even from the back row.

6. How did the teacher prepare students’ Homework task? Was the homework relevant
with the objectives of the topic?
1. Preparation of the homework task:
o At lesson’s close, the teacher wrote the homework instructions on the board—
step-by-step—then handed out a brief worksheet with the same guidelines.
o She explained each requirement aloud (e.g., “Use two different materials to
filter muddy water, record flow rate and clarity”), modeled one example, and
checked for questions to ensure everyone understood.
2. Relevance to objectives:
Yes. The assignment asks students to apply the core concepts (filter media selection,
pore-size impact, flow rate vs. clarity) in a real‐world setting, directly reinforcing the
day’s learning goals.

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 7. Observe the notebook of any two students to see if those are properly checked or not?
• Student A’s notebook: All exercises from today are neatly written, with the teacher’s
red check-marks beside each correct answer, a few written comments for
improvement, and a dated stamp at the top of the page—clearly, it’s been properly
checked.
• Student B’s notebook: While the work is complete, it only has occasional ticks and
lacks any written feedback or date stamp; it hasn’t been fully reviewed by the teacher.

8. How was the teacher monitoring students’ participation in class? (e.g. verbal/nonverbal
responses)
The teacher kept track of who was engaging by:

• Verbal cues: Calling on students who raised their hands and asking follow-up
questions to prompt deeper thinking.
• Nonverbal cues: Scanning the room for nods, puzzled looks, or eye contact to spot
who was following along or needed help.
• Anecdotal tally: Jotting quick marks on a clipboard each time a student answered or
asked a question, ensuring balanced participation across the class.

9. Reflect on what you have learned after observing this activity?

• I saw how deliberate seating and clear sightlines made it easier for every student to stay
focused and take part in discussions.
• Checking prior knowledge at the outset helped the teacher tailor examples and keep the
content relevant to what students already understood.
• Neat, color-coded blackboard work and step-by-step homework instructions reinforced
key ideas and ensured clarity of expectations.
• Hands-on filtration activities, coupled with real-world hooks, deepened engagement and
allowed students to immediately apply concepts.

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 • Continuous monitoring—through questions, nonverbal cues, and notebook checks—
helped the teacher catch misconceptions early and provide timely feedback.

Part 2: Recreate Lesson plan

Recreate this lesson plan as you want to teach this topic. You may use the University
format to create your own version of Lesson plan for the same topic.

Lesson Plan: Electrolytes

University-Level Chemistry

1. Course Information

• Course: Physical Chemistry I (CHEM-201)

• Topic: Electrolytes and Ionic Conductivity
• Duration: 90 minutes
• Prerequisites:
o Basic atomic structure and bonding
o Solution concentration units (molarity, molality)

2. Learning Objectives

By the end of this session, students will be able to:

1. Define strong, weak, and non-electrolytes.

2. Explain the concept of degree of dissociation (α) and its temperature dependence.
3. Relate ionic mobility to molar conductivity (Λm) and interpret Kohlrausch’s law.
4. Perform a simple conductivity experiment and analyze the results.

3. Materials & Resources

• Lecture slides covering electrolyte theory and conductivity equations

• Demonstration kit:
o Conductivity meter
o Standard solutions of NaCl, CH₃COOH, and sugar (non-electrolyte) at known
molarities
o Volumetric flasks, beakers, and temperature probe
• Handout: Worksheet with sample calculations for α and Λm
• Reading: Atkins & de Paula, Physical Chemistry, Chapter 5

4. Lesson Structure

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 Time Segment Method & Activities
0–10 Introduction & • Quick poll: “Name a household electrolyte.”• Link to
min Prior Knowledge everyday examples (sports drinks, seawater).
10–30 Theory Lecture • Definition: strong vs. weak vs. non-electrolytes.• Degree
min of dissociation: α = (ions formed)/(initial solute moles).•
Temperature effects on α.
30–50 Conductivity • Molar conductivity Λm = κ/C.• Kohlrausch’s limiting
min Concepts law and its significance.• Graphical interpretation of Λm
vs. √C.
50–65 In-Class • Measure κ for NaCl and CH₃COOH at 25 °C.• Calculate
min Experiment Λm and estimate α for acetic acid.• Small groups (3–4
students).
65–80 Data Analysis & • Plot Λm vs. √C for weak electrolyte.• Compare strong vs.
min Discussion weak behavior.• Instructor-led Q&A to reinforce concepts.
80–90 Closure & • Exit quiz (5 min): short MCQs on definitions and
min Assessment formulae.• Assign homework: simulate effect of
temperature on α for a weak electrolyte.

5. Assessment & Follow-Up

• Exit Quiz: 5 multiple-choice questions to check immediate understanding.

• Homework Assignment:
1. Calculate α for 0.01 M CH₃COOH at 15 °C and 35 °C, given Λ∞ values.
2. Write a short paragraph on the industrial importance of electrolyte conductivity
(e.g., batteries, water treatment).
• Next Session Preview: Debye-Hückel theory and activity coefficients in ionic
solutions.

6. Notes for Instructor

• Differentiation: Provide guided prompts for groups struggling with data plotting.
• Resources Check: Calibrate conductivity meters before class.
• Student Engagement: Rotate group roles (recorder, presenter, equipment handler) for
balanced participation.

Activity 3: Observation of Classroom Activity/Group work

The purpose of this activity is to check both the clarity of instructions given by teacher and
students’ understanding to follow instructions to perform an activity or group work.
Teacher’s Instructional skills
Observe the instructions the teacher is giving before starting and during the activity and
complete the table. For each skill, decide how successfully it was achieved, (Clear and Unclear)
and write your reflection against each observation.
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 Instruction-giving skills Clear/Unclear Discussion points (if any)
Start of activity (explaining the Clear Purpose was stated up front,
purpose of activity) engaging students early.
Use of simple language/short Clear Vocabulary matched students’
sentences level—easy to follow.
Voice quality (loud) Clear Volume and projection were
sufficient for the room.
Follow up instructions during the Clear Timely reminders kept everyone on
activity track.
Use of visual aids (where Clear Chalkboard diagrams and colored
applicable) chalk added clarity.
Demonstration rather than Clear Hands-on demo of filtration
explanation reinforced the concept.
End of activity (summarization) Clear Summarized key take-aways and
connected to objectives.

Reflection:
1. In case of group work; how the teacher decided students for grouping and also mentioned
the number of students in one group? What responsibilities were assigned to each
member of the group?

The teacher formed mixed-ability groups of four by having students count off “1–4” on the
spot—so that each group contained one high-performer, one average, and two emerging
learners. Within each quartet she then assigned rotating roles to ensure accountability:

• Facilitator: Guides the discussion, keeps everyone on task, and checks understanding.
• Recorder: Takes notes on observations, writes down data (flow-rate, clarity) and
sketches the setup.
• Equipment Manager: Gathers, sets up, and hands out filter media, beakers, and the
conductivity probe.
• Presenter: Summarizes the group’s findings to the whole class during debrief.

By rotating these roles each time, every student practices leadership, documentation, technical
handling, and communication skills.

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 2. How all the students were participating in the group work? How teacher ensured the
participation of each student?

All 16 students took part by carrying out their assigned roles—facilitator led the discussion,
recorder logged observations and data, equipment manager set up and handed out materials,
and presenter shared the group’s results—so every member had a concrete task. Roles rotated
each time, giving each student practice in leadership, note‐taking, technical handling, and
public speaking.

The teacher ensured full participation by circulating continuously, pausing at each group to ask
specific students to explain their role’s work (e.g. “Can you show me how you recorded the
flow rate?”), keeping a quick tick‐sheet of who had contributed, and requiring that each
member answer at least one debrief question during the whole‐class share‐out.

3. Were all the students following the instructions and completing the activity?
Yes. All students followed the step-by-step instructions and completed their tasks. The
teacher’s clear role assignments and ongoing checks—calling on each student, using a tick-
sheet, and offering prompts when groups lagged—ensured everyone stayed on task and
finished the activity

4. Reflect on what you have learned after observing this activity/group work?

• Seeing mixed-ability groups with clearly defined roles really boosted engagement—each
student knew exactly what to do and felt responsible for their part.
• Role rotation (facilitator, recorder, equipment manager, presenter) helped everyone develop a
range of skills: leadership, note-taking, technical setup, and communication.
• The teacher’s hands-on monitoring—circulating, using tick-sheets, and targeting questions—
ensured no one “hid” in the group and that all voices were heard.
• Clear, step-by-step instructions and visual aids kept the activity running smoothly, minimizing
downtime and confusion.
• The combination of collaborative work and immediate feedback deepened students’
understanding of filtration concepts and made the lesson more memorable.

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 VIRTUAL UNIVERSITY OF PAKISTAN
M.A. Jinnah Campus, Defence Road Off Raiwind Road, Lahore
Website: www.vu.edu.pk

Checklist for Cooperating Teacher

Checklist to evaluate Student-Teacher Activities

Dear Cooperating Teacher, you are requested to please sign the following checklist, based on the

review of these activities performed by the student-teacher.

Sr.# Activity Performed Not performed

1 Observation of Classroom Layout/Set-up ✓

2 Observation of Classroom Teaching ✓

3 Observation of Classroom Activity/Group work ✓

School Stamp: _______________________

Signatures: _____M.Kashig Murtaza________

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 Date: _________May 14,2025______________

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