GOVERNMENT OF SINDH

SCHOOL EDUCATION & LITERACY DEPARTMENT

INDUCTION TRAINING OF PRIMARY SCHOOL TEACHERS

(PSTs)

Organized by:

STEDA (Sindh Teacher Education Development Authority)

PITE (Provincial Institute of Teacher Education)

TTI (Teachers Training Institutes)

Portfolio Developed by:

Name: JUNAID SIKANDAR BALUCH

S/O SIKANDAR BALUCH

Designation: PST (BPS-14)

Master Trainers:Sir Nasir And Miss Rozeena

Place of Posting: GBSS SAHIBDAD

Venue of Training: DARSANO CHANNO COLLEGE

 PORTFOLIO DEVELOPMENT CONTENT

S.No Topics/Area
1 Cover Page
Name
Designation
Place of posting
Venue of posting

2 One page CV

3 Vision of School Education and Literacy Department

4 Mission of School Education and Literacy Department

5 Personal Philosophy of Teaching
6 Roles and responsibilities of PST

7 Daily reflections on activities

8 Two (2) Lesson Plans of each subject

English
Evidence:textbook , worksheet,homework etc..
Sindh/Urdu
Evidence:textbook , worksheet,homework etc..
Science
Evidence:textbook,worksheet,homeworketc..
Maths
Evidence:textbook,worksheet,homeworketc..
Social Studies
Evidence:textbook,worksheet,homeworketc..
Islamiat/Ethics
Evidence:textbook,worksheet,homeworketc..
9 Reflection before and after training

10 Appendics,if any ( pictures etc..)

CURRICULUM VITAE
JUNAID SIKANDAR
BALUCH INTRODUCTION

Father Name: Sikandar Balich

E-mail: junaiddihani@gmail.com Date of Birth/Place: 03-10-1987
Address:DAWOOD GOTH MALIR CITY Nationality: Pakistani
Religion: Islam
KARACHII

Education
Secondary School Certificates AL MANAR
SCHOOL

Higher Secondary Certificate

JAMIA MILLIA COLLEGE

BENAZEER BHUTTO SHAHEED UNIVERSITY LYARI

Experience
Previous Experience: 8 Years of teaching experience in different private schools

Current job: IBA test passed PST AT GBSS SAHIBDAD GOTH MALIR

Skills
Good Communication – Written and Oral Skills

Excellent Conceptual and Analytical Skills,

Effective Interpersonal Skills

Hobbies
Reading Books
VISION OF SE&LD
SCHOOL EDUCATION & LITERACY DEPARTMENT
(SE&LD)

Vision:

“Providing equal opportunity of quality education to all children and

the youth of Sindh to realize their full potential and contribute to the
development of society and economy creating a sense of nationhood
and inculcating values of tolerance, social justice and democracy.”
Mission OF SE&LD
SCHOOL EDUCATION & LITERACY DEPARTMENT
(SE&LD)

Mission:

• Increase equitable access to quality ECE, primary and secondary

education to promote social cohesion and to provide greater
opportunities for learning, participation and 21st century skills to
marginalized groups, particularly girls and women.
• Improve the quality of learning outcomes through strengthening
the teaching/learning process through innovations.
• Strengthen governance and service delivery by improving the
performance capacity at all levels.
 MY PERSONAL
PHILOSOPHY OF TEACHING
 MY PERSONAL PHILOSOPHY OF TEACHING

My teaching philosophy is that students learn the best when they are in a positive
learning environment where they can feel welcomed, comfortable, and safe with
each other. I believe that every student is different from one another and they have
different life styles, facing different challenges and problems as well as some have
unique abilities, so treat every student equally because all students deserve respect
and equal rights. It’s my responsibility to create student centered environment in my
class and enhance the abilities of my students and develop them according to 21st
century by providing information about digital literacy.

I will make it my mission every year to raise my students’ artistic confidence, grow
their skills and teach them to enjoy the art making process. I have a very firm belief
that young people have the ability to make changes in the world. In my views this is
the responsibility of a teacher to facilitate students in gaining knowledge, skills and
critical thinking by implementing various innovative strategies.
Roles and Responsibilities of
PST
 Roles and Responsibilities of PST

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 • Movement Register
the Movement Register with
prior permission
• Follow dress code
• Show positive behaviour to
students • Reports of officers
• Cooperate with fellow teachers
and others
Teaching of • Cover all curriculum areas and • Timetable and
Allocated align with textbooks Teacher Diary
Subjects • Monitor progress of students in • Self-monitoring based
the classroom on given indicators
followed by Head
Teacher and Taluka
Education Officer

Development of Subject and / or class plans covering • Yearly Planner

Teaching Plan whole academic year activities by
dividing them into daily, weekly and
monthly activities for example, • Scheme of Studies
• Topics to be covered with their
timeline, timetable
• Activities/events/celebrations to • Timetable
be undertaken
• Mode of practical work, field
visits, tasks, assignments • Assessment Calendar
• Types and frequency of / Planner
assessment to be used
Development of • Lesson Plan is aligned with • Teacher Daily Diary
Lesson Plan Student Learning Outcomes
(SLOs) of curriculum
• Techniques/ tools for learning
process
• Resources to be developed/used
• Activities to be performed

Delivery of • Actual teaching learning process • Lesson plan

Lesson Plans • Demonstration in classrooms
• Assessment of SLOs
• Make and mark • Notebooks of
assignments/tests etc. Students
• Provide feedback to students for
improving of their learning
Maintenance of • Students’ attendance • Students Attendance
Records Register
• Students’ Progress
• Students’ progress (cognitive, Record
social, health and other issues • Students Evaluation
and solutions Reports
• Reports on students’
• Reports to the parents, students absenteeism
and officers

Assistance in • Daily records • Reports of events,

School Affairs • Supports in admission process meetings and
• Conduct meetings, exhibitions, cocurricular activities
debates, speeches, etc
• Conduct co-curricular activities

Liaison with • Meetings / coordination with • Minutes of meetings

Colleagues, parents for progress and • Letter/ reports about
Parents and attendance of the students attendance/ progress
Other • Meetings with colleagues of the students
stakeholders • Awareness campaign about
school’ initiatives and its record
DAILY REFLECTIONS
 DAY-01

Teachers’ Role as Facilitators

Objectives

The Course Participants 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

Reflection of the Day

The induction training program has been designed to equip the newly recruited PSTs
with the required professional knowledge, skills, and attitudes in order to perform
their duties effectively.

The first day of training began with the recitation of Holy Quran. Then an introductory
activity was performed by all CPs including MTs they introduced themselves one by
one.

Themes and Objectives of Induction Training

The themes and objectives of induction training were discussed by MTs. They
include JDs of PSTs, teachers’ role as facilitator, reflective practitioners, difference
between curriculum, scheme of studies, syllabus and textbooks. Familiarization with
professional ethics and National professional standards for teachers in Pakisrtan-
2009 and 21st century skills. They also include Student centered pedagogies and
learning styles. Multigrade teaching, awareness of cross-cutting themes and
pandemic situations.

Teaching as profession

Brainstorming was done for generating different ideas about teaching as profession.
Teaching as a profession is immensely gratifying as it gives the satisfaction
of working towards empowering young minds. It allows shaping the future of young
generations and thus contributing towards building a cultured society. Teachers are
equipped with a body of knowledge and a set of pedagogies to teach students
effectively. 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’ Role as Facilitators

A teacher of the 21st century is considered as a facilitator, knowledge transformer

and digital teacher. 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.
It is also the duty of teachers to use multidisciplinary approach to teaching and
learning in order to develop students’ holistically. Teachers now help to provide
opportunities for students to learn key concepts and discover the various tools that
they need for learning so that they can become lifelong learners.
The learners must get involved into an active participation that would be represented
in argumentative discussions and teamwork activities, so that the process of learning
becomes comprehensive. When the students are demotivated by their failures, the
teachers as mentors may help them by motivating them, developing a positive
attitude in them and encouraging them to move forward with pursuing their goals.
Teachers are also required to create an enabling environment for the students to
learn collaboratively.
 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
Reflection of the day
All CPs were instructed to brainstorm on the topic reflective practice and share their
ideas with each other. CPs discussed about the reflective practice and shared with
the group.

Reflective Practice

Reflective practice is thinking about your experiences and making an effort to learn
and improve them. 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
provides a means for teachers to improve their practice to effectively meet the
learning needs of their students. It is a personal inquiry which nurtures greater self-
awareness, imagination and creativity.

We also discussed different case studies of teaching and learning process in our
respective group and a role play was performed by each group on each case study.
Then we shared our reflections with each other followed by MTs’ input. These case
studies were:
• Teacher centered: hardly allows students to ask any questions, prefers
textbooks.
• Authoritarian: a teacher who has complete control over their classroom. He
creates a highly-structured learning environment with a strong emphasis on the
rules.
• Well organized: always maintain reflective diary, never enters in class without
planning, encourage students to ask questions and makes sure that students
have learned properly.

Teaching Portfolio

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.
It is useful to develop portfolio containing lesson plans, reflections on teaching
learning activities, assessment, and feedback to students.
 DAY-03

Job Description of Primary School Teachers (PSTs)

Objectives

The Course Participants will be able to:

• Discuss personal philosophy of teachers.

• Discuss job description of PSTs

Reflection of the day

All CPs were divided into groups and were instructed to discuss personal teaching
philosophy and share their reasons of agreeing and disagreeing with a large group
followed by MTs’ input.

Personal Teaching Philosophy

1. My teaching philosophy is to inculcate moral and ethical values in the

students. Students must have a stimulating learning environment where they
can grow physically, mentally, emotionally, and socially .And where they can
realize their full potential.
2. My teaching philosophy is that every classroom has its own unique characteristics.
As a teacher I will design hands-on activities to activate students learning and will
make content relevant to students’ lives I will assist each child in developing their
own learning style
3. My teaching philosophy is to be fully prepared before entering the classroom.
I will create learner-centered environment in my class to maximize the positive
benefits with passion, dedication, perseverance, and hard work.

Job Description of Primary School Teachers (PSTs)

We learned about job description of primary school teachers. There are eight JDs

1. Professional bindings
2. Teaching of Allocated Subjects
3. Development of Teaching Plan
4. Development of Lesson Plan
5. Delivery of Lesson Plans
6. Maintenance of Records
7. Assistance in School Affairs
8. Liaison with Colleagues, Parents and Other stakeholders
 Day-04

Students’ Role as Active Learners

Objectives

The Course Participants 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.

Reflection of the day

Today we learned about active and passive learners and discussed about the
advantages and disadvantages of them by performing a role play.

Active and Passive Learner

Learning is a continuous process, in which essential changes in the learner’s
behavior are brought due to experiences. It is characterized by:
• Universal process.
• Purposive and goal-directed
• Transferable from one situation to another.
• Brings intended change in behavior

BASIS FOR ACTIVE LEARNING PASSIVE LEARNING

COMPARISON
Meaning Active Learning is that form of Passive learning is when the
learning wherein there is active learners acquire knowledge
involvement of the students in the without making any conscious
concerned activities and efforts, in this regard
discussions.
Student Highly Involved Very less involved
Involvement
Learning Student-centered Teacher centered
Thinking Skills Higher Order Thinking Skills Lower Order Thinking Skills
(HOTS) (LOTS
Knowledge Very high Comparatively low
Retention
Role of teacher Facilitator Commander
Students’ Role as Active Learners

As learners, students play a crucial and active role in education. They involve and
interact with students and teachers, participate in classroom discussions, and act in
a receptive manner

Over a period of time, students’ role has changed from passive learners to active
learners.
• They have to learn essential skills such as learning skills, literacy skills, and
life skills required for their daily life and job market.
• Students need to develop critical thinking and problem-solving skills in order
to become a well-rounded, adjusted and socialized human being
• The students need to be able to think creatively and also implement
innovation in their everyday lives.
• Students also need an ability to solve problems which will allow students to
adapt to any changes in future employment
• Students need to have the ability to become lifelong learners.
 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

Reflection of the day

All CPs were divided into four groups and were instructed to brainstorm on
21st century skills and discuss their reflections

21st century skills

A 21st century education is about giving students the skills they need to
succeed in this new world, and helping them grow the confidence to practice
those skills.
There are 4Cs-

• Critical thinking
• Collaboration
• Communication
• Creativity

Critical thinking

• Critical thinking is about analyzing information and critiquing claims.

• Students evaluate, synthesize, and translate ideas to solve problems and
complete projects.
• Teachers also encourage students to hone their reasoning and inquiry skills.
 • Students question and analyze information rather than simply memorizing
facts and figures.

Collaboration

• Collaboration is the practice of working together to achieve a common goal.

• Practicing collaboration and teamwork helps students understand how to
address a problem, pitch solutions, and decide the best course of action.
• It’s also helpful for them to learn that other people don’t always have the same
ideas that they do
• Demonstrate respect for the contributions of each group member, as well as
the ability to be flexible and make compromises when necessary.

Communication

• Communication is about sharing thoughts, questions, ideas, and solutions.

• It requires effective listening.
• Without effective communication, there's no way to get anything done inside
the classroom or anywhere, which is why this is an essential 21st Century
skill.
• Working confidently in diverse environments including multilingual contexts
and using technologies effectively.
• Technology has provided us with more convenient ways to communicate.

Creativity

• Creativity is about thinking through information in new ways, making new

connections and coming up with innovative solutions to problems.
• Creativity allows students to embrace their inner strengths from big-picture
planning to meticulous organization.
• As a student learns about their creativity, they also learn how to express it in
healthy and productive ways.
• Students can learn how to be creative by solving problems, creating systems,
or just trying something they haven’t tried before.
• When we are being creative, we are inquisitive, we wonder and question,
explore and investigate; we challenge assumptions. We are imaginative,
collaborative, and disciplined.
• they’ll be able to look at a problem from multiple perspectives

Students need the four C’s for any and every reason.
Combined, the four C’s empower students to become one-person think tanks.
Then, when those students get together, they can achieve almost anything.
 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.
Reflection of the day
All CPs were asked to discuss on the topic on professional ethics and code of
conduct and reflect the teachers’ professional ethics and code of conduct in group
and share your discussion with large group.

Professional Ethics

Professional ethics are principles that govern the behavior of professionals. They are
often codified as a set of rules to follow. Ethical principles may differ depending on
the profession. There are some universal ethical principles that apply across all
professions, including: honesty trustworthiness loyalty respect for others adherence
to the law doing good and avoiding harm to others accountability.

Code of Ethics for Teachers

A professional code of ethics outlines teachers’ main responsibilities to their students

and defines their role in students’ lives. Above all, teachers must demonstrate
integrity, impartiality and ethical behavior in the classroom and in their conduct with
parents and coworkers.

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, and authentic assessment, sense of professionalism,
community and professional service.

Ethics Involving Students

A teacher has a duty to encourage students to learn to the best of their abilities, and
also to teach social values such as respect for self and others, integrity,
responsibility, cooperation, loyalty and honesty. Teachers must follow school rules
and enforce all rules equally. Teachers must not intentionally disparage students,
and must not reveal confidential information about students
National Professional Standards for Teachers in Pakistan

Today we got to learn about National Professional Standards for Teachers in Pakistan.
All CPs were divided in five groups and were assigned two standards for discussion.
Presentation was made by each group and discussion was done with large group
followed by MTs input.

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.

There are ten professional standards which were developed by Policy and Planning
Wing, Ministry of Education, Government of Pakistan in February 2009. These are

1. Subject Matter Knowledge

2. Human Growth and Development
3. Knowledge of Islamic ethical values/social life skills
4. Instructional Planning and Strategies
5. Assessment
6. Learning Environment
7. Effective communication and proficient use of information communication
technologies:
8. Collaboration and partnership
9. Continuous professional development and code of conduct
10. Teaching of English as second/foreign language(ESL/EFL)
 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

Reflection of the day

A discussion was made on differentiation between curriculum, syllabus, and scheme
of studies in the groups by all CPs and views were shared in a large group followed
by MTs’ input.

Curriculum

Curriculum refers to lessons and academic content taught in a school. It also refers
to knowledge and skills students are expected to learn, it also covers knowledge,
attitude, behaviour, manners, performance, and skills that are imparted to students.
It contains learning objectives, content, teaching methods, and
assessment/evaluation.

Scheme of Studies

Scheme of Studies/work refers to the structure and content of an academic course.

A scheme of work/studies is based on curriculum, and it focuses on how the
curriculum will be converted into learning activities. It includes Sequencing of
content, amount 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

Syllabus

A syllabus is a teachers’ guide to a course and what is expected of a teacher in the

course. Generally it includes course policies, rules and regulations, required texts
and a schedule of assignments.

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.
Curriculum development and implementation process

Curriculum development is defined as planned, a purposeful, progressive, and

systematic process to create positive improvements in the educational system

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.

Directorate of Curriculum, Assessment & Research 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)
 DAY-08

Alignment of Textbooks with Curriculum (Languages, Science,

Mathematics Social Studies and Islamiat)

Objectives

The Course Participants 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.

Reflection of the day

All CPs were divided into small groups (e.g., science group, language groups,
Mathematics group, General subject groups) and were asked to align textbooks with
the curriculum. Each group made a presentation and discussed it with class and took
feedback from MTs.

Alignment of Textbooks with Curriculum

Curriculum document is considered to be the roadmap for the completion of national

goals. The books are developed in a way that the contents of it should be aligned
with the curriculum document. It is very important that the textbook matched
according to the curriculum because it is used widely to guide learning. It is the
backbone of instruction in educational fields.

Analysis of alignment of the textbooks

The curriculum analysis is a kind of road map. It is a plan with regard to the
objectives, content, learning materials, assessments as well as the methods
employed as a guideline in conducting learning activities in order to achieve the goal
of a certain education as a learning outcome. Unpacking a curriculum into its
component parts like learning, teaching, knowledge, society and resources.

We aligned the textbooks of languages, General Science, Mathematics, Social

Studies and Islamiat with curriculum. We found out the student learning outcomes
from the textbook and align it with curriculum. Then made a presentation on it and
discussed it with all CPs and MTs gave feedback on our presentations.
 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 domain

Reflection of the day

Today we discussed about Bloom’s Taxonomy. All CPs were divided into subject
wise groups and discussed Bloom’s Taxonomy and its types.

Bloom’s Taxonomy and its Domains

Bloom’s taxonomy is a set of three hierarchical models used to classify educational

learning objectives into levels of complexity and specificity. The models organize
learning objectives into three different domains:

1. The cognitive Domain

It focuses on intellectual skills such as critical thinking, problem solving and
creating a knowledge base. The cognitive domain is further divided into 6
levels. Remember, Understand, Apply, Analyse, Evaluate, and Create.
2. The Affective Domain
It focuses on the attitudes, values, interests and appreciation of learners. It
describes the way people react emotionally and their ability to feel other living
things’ pain or joy.
3. The Psychomotor Domain The psychomotor objective is specific to physical
function and body movements to interpret information and learn.

Cognitive Domain

There are 6 cognitive levels in relation to lower order of cognitive skills and higher
order of cognitive skills:

• Remembering: Recall or recognition of specific information

• Understanding: Explaining ideas or concepts
• Applying: Using information in another familiar situation
• Analysing: Breaking information into parts to explore understandings and
relationships
• Evaluating: Justifying a decision or course of action
• Creating: Generate new ideas, products, or ways of viewing things
 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

Reflection of the day

Fishbowl activity was conducted today to discuss about stages of child development.

Child Development and its Stages

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, cognitive and social growth. Child
development focuses on the changes that take place in human being. According to
jean Piaget’s theory of cognitive development, there are 4 stages of child
development.

Stage Age Characteristics Goal

Motor activity without use of
Birth to 18–24 symbols. All things learned Object
Sensorimotor
months old are based on experiences, or permanence
trial and error.

Development of language,
2 to 7 years memory, and imagination. Symbolic
Preoperational
old Intelligence is both egocentric thought
and intuitive.

More logical and methodical

manipulation of symbols.
Concrete 7 to 11 years Operational
Less egocentric, and more
operational old thought
aware of the outside world
and events.

Use of symbols to relate to

abstract concepts. Able to
Formal Adolescence Abstract
make hypotheses and grasp
operational to adulthood concepts
abstract concepts and
relationships.
Learning Disabilities of Students

We also learnt about different students’ learning disabilities. All CPs brainstormed
and shared their past school experiences learning disabilities. We also discussed the
case study related to it.

There are five learning disabilities.

• 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

• Non-Verbal Learning Disabilities Student s are unable to understand or

interpret facial expression or body language.

• Oral/Written Language Disorder and Specific Reading Comprehension Deficit:

Social shyness or stage freight of any student.
 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

Reflection of the day

MT divided all CPs in four groups by applying jigsaw strategy.

Assessment

This is a process of the collection and synthesis of data and evidences on students’
learning, by using a variety of methods. It is a review and use of information about
instructional approaches to improve students’ learning.

• Diagnostic Assessment: The teacher assesses their students before giving

them instructions or conducting the classes. This pre-assessment will help the
teacher understand how much their students know.
• Formative Assessment: a collection of assessments or evaluation methods
that the teachers use to evaluate their students’ level of understanding
• Summative assessments: they are conducted at the end of a specific
instruction period. Tests, quizzes or assignments, and projects are given out
to students to understand their skill acquisition, their progress. It decides
whether a student is eligible to move forward to the next level or not.
• Performance Assessment: it is a standardized assessment that requires an
individual to perform a task to test their performance in that particular subject.

Assessment Cycle

Assessment is a cyclic process and doesn’t complete if all steps are not
accomplished.
 DAY-12

Construction of Test
Objectives

The course participants will be able to:

• Understand process of test construction

• Construct test

Reflection of the day

The discussion started on the topic SESLOAF by MTs.

SESLOAF (Sindh Education Student Learning Outcome Assessment

Framework)

It is a standardized approach to assessments outlines a comprehensive framework

for assessments using multiples forms of assessments. It includes all those students’
learning outcomes that could be reliably and validly assessed through summative,
benchmark and authentic assessments. The assessment items are designed to
ascertain the important cognitive learning targets.The overall framework also takes
into consideration the Skills, Attitude and Values Standards through performance
and authentic assessments.

Construction of Test

Test is an integral part of teaching and learning process. It tells the teacher about the
effectiveness of his/her teaching. It is done to measure their students' understanding
of specific content or the effective application of critical thinking skills.
Reliability refers to the consistency of a measure. Validity refers to the accuracy of
measure.

There are four steps of construction of test:

1. Planning Test
What content areas and types of test items to be included.

2. Preparing test:
The preparation stage includes three functions:
i) preparing test items
ii) Preparing instruction for the test
iii) Preparing the scoring key.
 The following principles help in preparing relevant test items.
a) Test items must be appropriate for the learning outcome to be
measured.
b) The test items should measure all types of instructional objectives and
the whole content area
c) The test items should be of appropriate difficulty level.

3. Try out test:

Try out involves two important functions
a. Administration of the test
b. Scoring the test.

Teachers may follow the following principles during the test administration:

a) Teachers should talk as less as possible.

b) Teachers should not interrupt the students at the time of testing.
c) Teachers should not give any hints to any student who has asked
about any item.
d) Teachers should provide proper invigilation in order to prevent the
students from cheating.

4. Evaluating test:
Evaluation is necessary to determine the quality of the test and the quality of
the responses.
Evaluating the test involves following functions

a. Item analysis
b. Determining validity of the test
c. Determining reliability of the test
d. Determining usability of the test.
 DAY-13

Student-Centered Pedagogies

Objectives

The course participants will be able to:

• Differentiate between teacher-centered and student centered pedagogies

• Discuss advantages and disadvantages of teacher-centered and student-
centered pedagogies

Reflection of the day

Today we discussed about the differences between teacher-centered and student

centered pedagogies. The MT asked all the CPs to make onion ring and 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.
CPs shared their past experiences with others.

Teacher-Centered Pedagogies

Teacher-centered pedagogy is traditional approach in which teacher acts as a

lecturer, presenter of information to the students, who are expected to passively
receive it. The teacher-centered approaches include:

• Lecture ● Reviewing
• Questioning ● Home assignments
• Memorizing ● Discussion
• Demonstration

Student-Centered Pedagogies

Student-centered pedagogy is non-traditional approach in which teacher functions as

a facilitator as students play more active and collaborative role in their own learning.
The student-centered pedagogies include:

• Presentations ● Simulation
• Brainstorming ● Jigsaw
• Project-based learning ● Case study
• Problem-based learning ● Role play
 Teacher-centered pedagogies
Advantages Disadvantages
• Teachers exercise full control of the • Students may get bored from
classroom. lectures.
• Teachers minimize their concern • Students work alone.
that students might miss key
concept.
• Students benefit from a focused • Collaboration etc. is discouraged.
approach.
• Teachers feel comfortable and • Students have less opportunity to
confident. develop their crucial-thinking skills.

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

Active Learning

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 activities help promote higher order
thinking skills and engage students in deep rather than surface learning.

There are different active learning activities like discussion row, tea party, round
robin, student poling, tournament, brain-drain, name game, jury trial, balloon pop,
role-playing, fishbowl, onion ring, network, star, roundtable etc.
 DAY-14

Student Learning Styles

Objectives

The course participants will be able to:

• Discuss student individual differences.

• Discuss student learning styles.

Reflection of the day

In my perception every student is unique in his own way, everyone got some unique
characteristics. So everyone is different from each other. Individual differences of
student were discussed today by our MTs.

Student individual differences

We discussed about individual differences of student in groups and shared our

agreements and disagreements with each other. There are basically six individual
differences. They are:
• Differences in physique: the most clear and visible difference among student.
• Differences in ability: what an individual has acquired and what he is capable
of acquiring.
• Differences in Aptitudes: potential of an individual to acquire with training
some specified knowledge and skills like learning music. Teacher must
arrange activities such as hobby clubs, drawing and music classes for
students having different aptitudes.
• Differences in Achievements: It refers to what a person has done. Teacher
should motivate the students for improving their achievements.
• Differences in Personality: Refers to a person’s characteristic way of thinking,
feeling and behaving. . Teacher may design individual and group activities for
students who are having different personality trait.

Student learning Styles

I learnt about different learning styles of students. A learning style indicates that
every student learns differently. It is preferential way in which the student absorbs,
processes, comprehends and retains information.
The seven learning styles include; visual, kinesthetic, aural, social, solitary, verbal,
and logical.
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
 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.

Reflection of the day

All CPs shared their classroom management scenario individually as students. A

discussion was done in groups about classroom management.
Classroom management refers to the techniques and skills used by teachers to
ensure that the classroom is conducive for effective learning. The managed and
disciplined class leads to the maximum learning output.

Jigsaw reading strategy was applied for discussing importance of classroom

management.

Importance of Classroom Management

Classroom management is important for smooth running of teaching learning

process.

• Productive Environment: positive atmosphere in the class is necessary so the

students can concentrate.
• Develop Respect, Not Authority: Teachers should set the rules on the very
first day of teaching and stick to them no matter what. The teachers need to
be consistent with their behavior and take the same action for every student
who breaks the rules.
• Encouragement: it boosts up energies of students for effective learning.
• Motivation: motivate students to meet the challenges.
• Collaboration: it stimulates the students for teamwork.
• Achievement of learning goals: students can learn better in the disciplined
classroom environment.
• Positive relationship with students: to realize students that they are valued.
 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.

Reflection of the day

All CPs discussed lesson plan by brainstorming in a circle. I learnt about the lesson
plan.

Lesson Plan

A lesson plan is a teacher’s guide for facilitating a lesson. It typically includes the
goal (what students need to learn), how the goal will be achieved (the method of
delivery and procedure) and a way to measure how well the goal was reached
(usually via homework assignments or testing). This plan is a teacher’s objectives for
what students should accomplish and how they will learn the material.

A lesson plan refers to a teacher’s plan for a particular lesson. Here, a teacher must
plan what they want to teach students, why a topic is being covered and decide how
to deliver a lecture. Learning objectives, learning activities and assessments are all
included in a lesson plan

. Importance of lesson plan

• A good lesson plan is a road map for you and your students.
• Lesson planning provides a step-by-step guide to teachers
• It tells you how the teaching should progress with the contents of the lecture.
• Promotes A Healthy Learning Environment
• Clear Route-Map To Effective Teaching
• With a lesson plan as a teaching tool, you can plan your lessons in the most
purposeful manner.
• After planning for both objectives and teaching activities, you should work in
the direction of assessing the level of understanding of your students.
• Here you need to rely on assignments (oral or written) as qualifying tools. A
question-answer session should be planned along with well-planned activities
that will help you assess the learning abilities of your students
 DAY-17

Integration of Technology with Teaching and Learning

Objectives

The course participants will be able to:

• Discuss integration of technology in teaching and learning.
• Discuss strategies for introducing integration of technology in teaching and
learning and its benefits.

Reflection of the day

We brainstormed and discussed the importance of integration of technology in

teaching and learning process under the supervision of MTs.

Integration of technology
The technology helps teachers to improve student performance. It 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. Students can develop 21st century skills through the use of technology.
It has become important for today’s students because it offers them an opportunity to
learn at a much faster pace.

Use of technology in classroom

MTs applied jigsaw reading strategy for reading integration of technology in teaching
and learning and its benefits.

I learnt about different ways to use technology in the classroom to enhance learning
like gamified learning, digital field trips, integrate social media, creating digital
content etc.
I also learnt about some technologies that can be supplemented in school for
teaching and learning process:
• Computer and tablets
• Virtual Reality (VR)
• Social Media
• Hybrid learning
• Flipped classroom
In my views the future of the education system highly depends on the technology. It
also inspires positive changes in teaching methods.

Benefits of using technology

Here are some benefits of using technology:
• It helps to improve students’ communication and collaboration skills.
• It allows students to access the internet from anywhere at any time.
• It helps students learn new skills and acquire new knowledge.
• Technology can help teachers to create blended learning environments.
• With technology students are inspired to become problem-solvers, critical
thinkers, collaborators, and creators.
 DAY-18

Multigrade Teaching
Objectives

The course participants will be able to:

• Discuss notion of multigrade teaching.

• Discuss strategies for multigrade teaching.

Reflection of the day

Today we discussed about multigrade teaching. All CPS were divided into four
groups and they were assigned a topic and each group had to present in front of the
class.

Multigrade teaching
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.

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.

Advantages
• Students can develop healthier social relationships, positive attitudes and
enhance leadership and organization skills.
• Can make the most of inter-age, multi-level situation to facilitate learning
process.

Disadvantages
• Requires more preparation of curriculum learning materials.
• Requires more careful study of learner’s developmental characteristics.

Strategies of Multigrade Teaching

There are different strategies of multigrade teaching

Strategy 1: Teach all groups together

Strategy 2: Teach one grade while others work independently
Strategy 3: Develop activities for non-taught groups
Strategy 4: Relate learning with daily experience
 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.
Reflection of the day

We discussed about cross cutting themes today. All CPs were divided in groups and
made a presentation.

Cross Cutting Themes

These are emergent issues. They become the part of curriculum because human life
is disturbed.

• 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 and cyclones, through an ethic of prevention.
• An earthquake is what happens when two blocks of the earth suddenly slip
past one another.
• 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.
• Corporal" or "Physical" punishment means any punishment in which physical
force is used and intended to cause some degree of pain or discomfort,

Closure of schools for long periods often leads to high rates of education drop-out. It
leads to an overall reduction in educational attainment. The Covid-19 pandemic has
affected educational systems worldwide, leading to closures of schools.
 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.

Reflection of the day

Today we got to learn about micro teaching. It was discussed by our MTs.

Micro Teaching

Micro teaching is a teacher training technique for learning teaching skills. It employs
real teaching situations for developing skills and helps to get deeper knowledge
regarding the art of 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.

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

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.
Presentation and Observation

Each participant presents his/her 10-minute teaching segment. During the

presentation, other participants serve as members of a supervisory team and take
notes for the group feedback. The lesson is short, objective and procedures should
be clear to generate useful discussions. Each lesson is videotaped.

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.

Discussion and Analysis

The supervisory team discusses and analyses the presentation. A member of the
supervisory team volunteers to be the speaker in giving the collected group
feedback.

Giving and receiving feedback

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.
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

Practicum

All CPs were divided in pairs and were asked to prepare lesson plan on languages
(Sindhi and Urdu) then microteaching was conducted on these lessons. A demo of
microteaching was delivered by MT.

I learnt about micro teaching and prepared lesson plan with my partner on
languages. Urdu lesson was delivered during micro teaching. The difficulties we
faced were that the time was short and we planned different activities. Our observers
gave feedback that the students were actively engaged and the collaboration was
good between pair. Voice was low but it can be improved. I will overcome these
difficulties in the school and will deliver my lesson effectively.
 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

Reflection of the day

Today we have done microteaching of English and Social Studies. I and my partner
prepared the lesson plan of English and Social studies. We included some activities
in our lesson plan like fish bowl to make it effective. Worksheets were also prepared
for assessment. We planned that we will give our best performance and overcome
all our previous challenges in the lesson plan. Then we tried well, first we introduced
our selves then we started micro teaching from motivational question. We
announced our topic then we explained the lesson and took assessment from role
play activity. We did our best but after the completion of our microteaching our peers
gave feedback that the collaboration was good and the content was delivered
effectively. Students were actively engaged in the activities. Our observers also
suggested us that one of us had low volume, we should focus on that. Our master
trainer also gave feedback and highlighted our mistakes and suggested us to
improve them. We will overcome these challenges in future and will deliver our
lessons more effectively.
 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

Reflection of the day

Today we have done microteaching of Science and Islamiat. I and my partner

prepared the lesson plan of Science and Islamiat. We included some activities in our
lesson plan to make it effective. Worksheets were also prepared for assessment. We
planned that we will give our best performance and overcome all our previous
challenges in the lesson plan. We planned a practical in science lesson plan to make
the students actively engaged and making their concept clearer. First we introduced
our selves then we started our micro teaching from motivational question. We
announced our topic then we explained the lesson and took assessment from
pasting the chart on board and asked the students to fill it one by one. We did our
best. After the completion of our microteaching our observers gave feedback that the
collaboration was good and the topic was well clarified. Students were actively
engaged in the activities. Our observers also suggested us to use more active
learning strategies to make the lesson more effective. Our master trainer also gave
feedback and highlighted our mistakes and suggested us to improve them. We will
overcome these challenges in future and will deliver our lessons more effectively.
 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

Reflection of the day

Today we have done microteaching of Mathematics. I and my co partner prepared

the lesson plan of Mathematics. First we introduced our selves to our students then
we started our micro teaching. To bring our students’ attention towards the topic we
asked some motivational questions. Then we announced our topic, explanation of
the lesson was done. Assessment was done through worksheets; peer review was
taken for cross checking of the worksheet. We delivered the lesson effectively. We
also included some activities in our lesson plan. After the completion of our
microteaching our observers gave feedback that the content was delivered
effectively. Students were actively engaged in the activities. The collaboration was
good. Our master trainer also gave feedback and highlighted our mistakes and
suggested us to improve them. We will overcome these challenges in future and will
deliver our lessons more effectively.
 DAY-24

Presentation of Learning Experiences and Portfolios

Objectives

The CPs will be able to:

• Share their learning experiences of the induction training programme.

• Present their teaching portfolios with their reflections.
• Get feedback from their peers for further improvement.

Reflection of the day

Today was the last day of our induction training. The training was very fruitful as it
polished my skills so well.

Learning experiences of the induction training programme

I learnt about different teaching and learning strategies. I also got to learn about 21 st
century skills and how to make students active learner by engaging them in different
activities. Students must be critical thinker and problem solver. They must have a
positive learning environment in order to learn effectively.

I also learnt about job descriptions of PSTs and Professional Ethics & National
Professional Standards for Teachers in Pakistan. Curriculum development was also
discussed. Bloom’s Taxonomy was also very beneficial for making student learning
outcomes.

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

Submission of Teaching Portfolio

Teaching portfolio was also submitted today.

Post Test

Post test was also conducted today for assessing our knowledge.
LESSON PLAN
 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN

Class: IV Duration: 35 min

Subject: English Topic: Land reforms
Students’ Age: 08 – 09 years MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal

Content Resource: English 4 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

At the end of the topic the student will be able to:

1. Infer the contextual meanings of words.

2. Use pre-reading strategies to predict content/ vocabulary of text from pictures
and titles by using prior knowledge.
3. Scan simple text for specific
information.

Subject Matter
The Instrument……………… to the product.
Unit # 4.2 “reading”, page no 56.
These are mountains……. In Pakistan.
(Text box 1, page # 57)
The water …….. Nice in Egypt.
(Text box 2, page # 57)
Rivers gives us……… floods.
Text box 3, page # 57)

Pedagogies
Brainstorming, Peer review, provocative picture.

Instructional Material
Pictures, worksheets, textbook

Procedure
Beginning (Prior Knowledge)
Motivation:
To bring students attention towards the topic, teacher will ask the students to
perform the following actions and guess the land form.

1. Join your hands by putting your fingers together. ( mountains)

2. Hold your hand with one hand covering other. ( hills)
3. Move your hand like a river moving on a land. ( river)

All the responses from the students will be written on the board by the teacher.
Middle (What knowledge to be imparted)
Announcement of the topic:
Teacher will announce that today we are going to learn about “land reforms”.
Students will be explained that a mountain is higher and steaper than a hill.
The high mountains have snow on the peaks.
Then the reading and explanation of 1st, 2nd and 3rd textbox from the textbook will
be done.

Assessment
Teacher will distribute worksheets among students for assessment. Peer review will
be exercised. (worksheet is attached for evidence)

Recapitulation (Ending)
Pre-sentence summary strategy will be done. Where 4- 5 students in a random order
shall be asked to summarize the learning through verbal questions answers.

Home Assignment
Do Ex # 3 on page # 59 in English book and ex # 4 in the notebook.
 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN
Class: V Duration: 35 min
Subject: Maths Topic: Temperature
Students’ Age: 10 – 11 years MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal
Content Resource: Mathematics 5 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

At the end of the topic the student will be able to:

1. Recognize scales of temperature in Fahrenheit and Celsius.
2. Convert temperature from Fahrenheit scale to Celsius scale.
3. Convert temperature from Celsius scale to Fahrenheit scale.

Subject Matter
The Instrument……………… to the product.
Unit # 05 “Distance, Time and Temperature”, Topic: Temperature, Ex 5.8 part A, B
(sum 1-5) and C (sum 1-5), page no 100 – 102 from class 5 Mathematics textbook.

Pedagogies
Brainstorming, Peer review, Collaborative learning

Instructional Material
Thermometer, Chart paper, worksheets, textbook

Procedure
Beginning (Prior Knowledge)
Motivation:
To bring students attention towards the topic, teacher will ask few questions
• How is the weather today?
• How can you measure the hotness of the day?
• What is degree of hotness?
• How can you measure your fever?

Middle (What knowledge to be imparted)

Announcement of the topic:
Teacher will announce that today we are going to learn about temperature.
Activity
Teacher will show thermometer to the class and explain that there are 2 types of
scale by which we can measure the temperature.

She will paste the chart of scales of temperature on board and explain how to
convert temperature from Fahrenheit to Celsius scale and vice versa.
Assessment
Teacher will distribute worksheets among students for assessment. Peer review will
be taken.
(worksheet is attached for evidence)

Recapitulation (Ending)
Teacher will write the following questions on board and ask the students to convert
them.
• 20 °C
• 45 °C
• 90 °F
• 75 °F

Home Assignment
Do Ex # 5.8 part B (1-5) and part C (1-5) in the notebook from pg # 101 and 102.
 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN

Class: III Duration: 35 min

Subject: Maths Topic: Addition
Students’ Age: 8 - 9 years MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal
Content Resource: Mathematics 3 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

At the end of the topic the student will be able to:

4. Add numbers up to 4-digits.
5. Write the numbers in vertical form and solve.
6. Add numbers horizontally.

Subject Matter
Add numbers up to……………… solve the following.
Unit # 02 “Number operations”, Topic: Addition, Ex 9, part A and B (all parts), page
no 19-20 from class 3 Mathematics textbook.

Pedagogies
Brainstorming, Peer review, Collaborative learning

Instructional Material
Color pencils, Chart paper, worksheets, textbook

Procedure
Beginning (Prior Knowledge)
Motivation:
To bring students attention towards the topic, teacher will ask few questions
• If your father gives you Rs 200 and your mother gives you Rs 300. How much
money you got?
• What method you used to calculate the amount you have?

Middle (What knowledge to be imparted)

Announcement of the topic:

Teacher will announce that today we are going to learn about “Addition of 4-digit
numbers”.

Activity
Teacher will show a chart of 4 digit numbers and explain that for adding 4-digit
numbers, we start from ones. Add ones first, then tens, then hundreds and add
thousands in last.
Assessment

Teacher will distribute worksheets among students for assessment. Peer review will
be taken.
(Worksheet is attached for evidence)

Recapitulation (Ending)
Teacher will write the following questions on board and ask the students to solve
them.

a. 2215 + 3121 = ________

b. 3245 + 1622 = ________

c. Th H T O d. Th H T O
4 3 2 1 5 2 3 6
+4 2 6 3 +2 3 4 2
_________ _________

Home Assignment
Do Ex # 9 part A and B in the textbook on pg # 20.
 Worksheet

Name: _______________ Class: ______________

Add the following numbers.

a. 1234 + 4534 = _____________

b. 5462 + 1312 = _____________
c. 6343 + 3233 = _____________
d. 7654 + 2323 = _____________
e. 6522 + 3243 = _____________

f. Th H T O g. Th H T O
2 3 3 2 5 5 2 3
+ 3 4 4 2 + 2 3 6 3
__________ _________
 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN

Class: IV Duration: 35 min

Subject: Science Topic: Food and Health
Students’ Age: 9-10 years MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal
Content Resource: Science 4 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

By the end of the topic the student will be able to:

7. Identify sources of common food.
8. Explain the properties of major food groups.
9. Classify different types of food items into their basic groups.

Subject Matter
As we have studied…………..Minerals.
Chap# 03 “Food and Health”, Topic: food groups, pg #30-36
From science textbook 4

Pedagogies
Provocative picture, Group work, Brainstorming.

Instructional Material
Worksheets, Pictures of different food groups, textbook.

Procedure
Beginning (Prior Knowledge)
Motivation:
Teacher will be paste a picture on the board and will ask following question from the
students:
• Have you ever thought why you eat different kinds of food (fruits, vegetables,
chicken, roti etc) for lunch and dinner?
• Why you cannot stay healthy eating only one food group?
Observe the picture:
• Which food group is this?
• Which nutrients do you get from this food group?

Middle (What knowledge to be imparted)

Announcement of the topic:

After students’ response, teacher will announce that today we are going to discuss
about “Food Groups”.
Activity
Teacher will divide the class into 5 groups and assign each food group to each group
of students.

The student will discuss on their respective food group properties under the
supervision of teacher and will share their understanding with the class.

Assessment

Assessment will be done through worksheet.

Recapitulation (Ending)

Teacher will ask some questions verbally from the class like:

• What are the names of different food groups?

• Why do we need to eat different types of food?
• What are the properties of minerals?

Home Assignment
Make a chart of all food groups with their properties and examples.
 Worksheet

Name:_____________ Class:_____________

Complete the following table:

Food Groups Sources

1.

2.

3.

4.

5.
 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN

Class: IV Duration: 35 min

Subject: Science Students’ Age: 9-10 years
Topic: living things and their environment MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal
Content Resource: Science 4 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

By the end of the topic the student will be able to:

10. Classify animals on the basis of food they eat.
11. Differentiate among carnivores, herbivores and omnivores with the help of
examples.
12. Define producers, consumers and de-composers.

Subject Matter
Animals in these environment …………………..beginning of the cycle.
Chap # 04 “living things and their environment”, Topic: classification of animals, pg
#56 – 59 from science textbook 4

Pedagogies
Provocative picture, Group work, Brainstorming.

Instructional Material
Worksheets, Pictures of different animals, textbook.

Procedure
Beginning (Prior Knowledge)
Motivation:
Teacher will be paste a picture on the board and will ask following question
from the students:
• What animal is it?
• What does it eat?
• Which animal is it?
• What does this animal eat?

Middle (What knowledge to be imparted)

Announcement of the topic:

After students’ response, teacher will announce that today we are going to discuss
about “Classification of animals according to eating habits”.
Activity
Teacher will divide the class into 3 groups and assign each animal group to each
group of students.

The student will discuss on their respective group properties under the supervision of
teacher and will share their understanding with the class.

Assessment

Assessment will be done through worksheet.

Recapitulation (Ending)

Teacher will ask some questions verbally from the class like:

• What are herbivores?

• What do carnivores eat?
• What are the examples of omnivores?
• What are producers?
• Why decomposers are important?

Home Assignment
Do Q1 and Q2 on page no 63 and 64 in your science textbook.
 Worksheet

Name:_____________ Class:_____________

Differentiate among herbivores, carnivores and omnivores.

Horse Lion Monkey Giraffe Zebra Rat Tiger

Crow Eagle Camel Goat Leopard Cow Mouse

Herbivores Carnivores Omnivores

 GGHSS: CHANESAR VILLAGE (UM)
LESSON PLAN

Class: III Duration: 35 min

Subject: General knowledge/SSt Topic: Karachi in the present
Students’ Age: 8 - 9 years MTs: Ma’am Baseerat Sultana
Teachers’ Name: Ms Syeda Rutaba Shah Ma’am Rubina Iqbal
Content Resource: General Knowledge 3 by Sindh Textbook Board Jamshoro

Student Learning Outcomes (SLOs)

At the end of the topic the student will be able to:

1. Recognize that present Karachi is different from past.
2. Identify how schools, communities, transportation have changed over time.
3. Sequence events in a narrative in chronological order.
Subject Matter
Today Karachi is the industrial and commercial ------------------- all of them (Chap 2
pg# 98 and 99 paragraph# 1, 2& 3)
Pedagogies
Brainstorming, Group work
Instructional Material
Pictures, Video clips on mobile phone, worksheet, resource chart.

Procedure
Beginning (Prior Knowledge)
Motivation:
To bring students attention towards the topic, teacher will ask few questions
What is the name of your city?
Name the biggest city of Pakistan?
Middle (What knowledge to be imparted)
Announcement of the topic:
Teacher will announce that today we are going to learn about ““Karachi in the
present”.
Activity
Teacher will show a video about “Karachi city”. Then placed a chart on soft board in
which the diagram of different “famous places of Karachi” has been pasted so that
students will identify the places.

Assessment
Assessment will be done by quick response questions:
• What is the old name of Karachi?
• Name two famous places of Karachi.
• Which type of city Karachi is?
Recapitulation (Ending):

• Show places of Karachi and ask their names

• Ask how present Karachi is different from Past

Home Work: Write five points on famous places of Karachi.

 ACTIVITY
Fill in the blanks.

1. Karachi was the capital of Pakistan from ________ to __________.

2. Karachi is the __________ city of Sindh, Pakistan.
3. The capital of Pakistan was shifted to Islamabad in ____________.
4. Karachi was a small fishing village __________ years ago.
REFLECTION BEFORE AND
AFTER TRAINING
 REFLECTION BEFORE AND AFTER TRAINING

The induction training was very beneficial in developing my professional

skills. The first week of training was a moment of fulfillment for me as I
got to learn the themes of training which was very important for
developing professional skills. Before the training I was not aware of
different terminologies that are being used in educational institutes.
After the training I got to learn about many active learning approaches,
developing 21st century skills among students and making them problem
solver and critical thinker.
Group activities were very interesting and I can use them for my
students in future by collaborative learning and developing students’
communication skills.
I also learnt about self-assessment, it is an evaluation of your
professional interests, knowledge and skills. Creating a self-assessment
allows you to examine your current position as it relates to your career
goals. The goals you set in your professional development should be
SMART (Specific, Measurable, Achievable, Relevant and Timely). Using
SMART goals will make them track able.
Our last day of training was finally here and I could not have been more
excited looking back at the weeks that were and reflecting on the
numerous things that I had learned.
I felt very confident and empowered in the knowledge that I had been
equipped with all the skills required to deliver adequately in my role.