TO MY

TEACHING PORTFOLIO
 PERSONAL INFORMATION

NAME: MUSTANEER NIAZ S/O NIAZ AHMED

POSTING: GBPS MAKHDOOM PINILADHO HALA

DESIGNATION: PRIMARY SCHOOL TEACHER

CONTACT:
EMAIL: memonmustaneer@gmail.com
Mobile #: 0300-3446442
 ABOUT MY MASTER TRAINERS

1. MR. NADEEM AHMEDANI

2. MADAM KOMAL

Special thanks to both my master

trainers. I appreciate your method of
guiding thank you for making me learn
all new things in teaching easily. I am
grateful to have such an experienced
professional as my trainers. I am
hoping to imply all the skills. I have
learnt from you at my school all the
sessions were extremely. Thank you
INITIAL PROFESSIONAL DEVELOPMENT
OBJECTIVES
Job description of teachers as facilitators & reflective
1 practitioners focusing on school learning outcomes.
National curriculum framework & differentiate among scheme
2 of studies & textbook.
Develop professional knowledge, skills & dispositions for
3 enhancing capacity through hands-on-activities to teach
students effectively.
To familiarize them with the functions of SELD and its allied
education institutions, professional ethics and national
4 professional standards for teachers in Pakistan-2009 in order to
become effective teachers focusing on achieving student
learning outcomes.
To develop their understanding of 21st century learning
5 framework and skill.
Orient them about student-centred pedagogies and learning
6 styles, multi-grade teaching etc.
To develop their ICT skills and integration with teaching and
7 learning process.
To develop their understanding about formative and
8 summative assessment / tests.
To develop their awareness of cross-cutting themes such as;
WASH, life skills-based education, national accountability,
school management committee (SMC), community
mobilization, corporal punishment etc., including emerging
9 themes such as; sustainable development goals 2030,
especially goal 4 on quality education, and education in
emergencies in pandemic, disaster risk reduction, earthquake,
flood situation etc.
 THEMES OF INITIAL PROFESSIONAL
DEVELOPMENT PROGRAMME

THEME 1 THEME 2
Understand Teachers Understand National
and Student’s Roles in Curriculum Framework
Changing Times

THEME 3 THEME 4
Innovative Pedagogies Integration of Cross-
and professional Cutting/Emerging Themes
Practices to Teaching and Learning
DAY 01
TEACHERS’
ROLE AS
FACILITATOR
 DAY 01
 The day starts with recitation of Holy Quran. Introduction of MTs and CPs. MTs have
shared training objectives, themes and strategies to us. Basically the first session was
beyond our experience. It was very interesting, very informative and helpful for us. MTs
also gave us the overview of role of PITE and STEDA in short. On this day we learned a
lot of things like group/team work, brainstorming and importance of teaching
profession. MTs have also taught us teacher`s role facilitator. Then we have worked on
activity 1.1 and answered the following questions.
 Q1: Why should teaching be considered as profession?
 Ans: Teaching is considered as noble profession which prepares students for their future
life.
 Q2: why you have joined teaching profession?
 Ans: I have joined teaching profession because be becoming a teacher I get a job
satisfaction that few will experience other than parents, teacher have the biggest
influence on a child`s life. Also I love learning and being in a learning environment.
 Q3: what are key challenges of teaching profession in the country?
 Ans: Key challenges are i) lake of effective communication ii) Time management iii)
Lack of digital literacy iv) Students family problem.
 Q4: How should teaching profession overcome these challenges?
 Ans: These challenges can be overcome if every individual whether government,
parents or society understand the real value of education.
 Q5: being a novice teacher, how will you contribute towards enhancing status of
teaching profession?
 Ans: Following measure are required:
 i) Civil society need to value ii) Attract brightest graduate to teaching iii) Create
opportunities for internship iv) Offer CPD qualification framework.
 Then we have worked on other activity 1.2 and shared the answers of following
questions.
 Q1: How do you see your role as a teacher?
 Ans: the role of Teacher is to develop student in thinking skills, interpersonal skills,
information media technological skills, life and career skills.
 Q2: how should teachers become facilitators?
 Ans: Teacher role as facilitator is he/she is knowledge transformer, digital teacher etc.
Teacher’s role is not only facilitator students learning but to prepare them for their
future life by acquiring critical thinking and creativity.Q3: what makes teachers to
become facilitator?
 Ans: to prepare themselves to teach their students.
 Q4: What are the essential qualities of 21st century teachers?
 Ans: Proficient in digital literacy 2. Keep updating their knowledge 3. Develop learning
material and use it in practical way 4. Create enabling environment.
 Q5: How should teachers become pedagogical leaders?
 Ans: Effective implementation of curriculum and pedagogies that impact on teaching and
learning. 2. These leaders’ fluency students learning through their active engagements.
 The session ended with repetition of whole day work.
 DAY 02
REFELATION PRACTICE AND

TEACHING PROTFOLIO
 DAY 02
REFLECTION OF DAY 01
 The day 01 start with recitation of Holy Quran. The day 01 rewards the knowledge of
upcoming days is going to be informational. On this session we get familiar with the
objectives and themes of this training session. We get familiar more with teaching as
profession. MTs have also asks us our personal reviews regarding teaching. We have
done activity 1.1 in a team/group. Secondly, we have done another group activity 1.2 in
which we have discussed the teacher`s role as facilitator. Also the role and
responsibilities of 21st century teacher. Teacher`s role as facilitator is knowledge
transformer and digital teacher who develop students in critical thinking and creativity
 I have got many new things from this session. The session was so rewarding. It helps us
to understand our role.
DAY 02
 The day starts with recitation of Holy Quran. Then we have presented the reflection of
Day 01. Day 02 was quite interesting for me because we have learnt about two main
concepts I.e.: 1. Reflective practice 2. Teaching Portfolio
 1. Reflection Practice: it is a process that helps teachers to reflect on their experience for
further improvement. We have also studied Gibbs Model that is illustrated below.

 We use reflect because it helps us to develop our skills & review its influences. It can
help us to bring new ideas and ways of thinking we have also learnt that we have to
write daily bases reflections. We need to make journal as a helping tool for reflection
practice. MTs have divided us in group to present our concept regarding reflection
practice.
 Activity 2.2
We have been assigned our activity in which we have to study all three cases given in
manual among three cases I liked case # 3 in this case teacher never attend his class
without planning and at the end of class she ensures that students have learned
properly.
TEACHING PORTFOLIO
We have been asked about portfolio in activity 2.3.
 Teaching portfolio is a collection of artifacts, such as student learning data, reflection
of thinking & professional development experience. Portfolio provides documental
evidence that is why it is important. Then we have given presentation after reading
handout 2.3.
 At the end of the day we have provide recap of whole day.
 DAY 03
TEACHER`S PERSONAL
PHILOSOPHY OF TEACHING AND
JOB DISCRIPTION OF
PRIMARY SCHOOL TEACHER
 DAY 03
REFLECTION OF DAY 02
 We have been taught about two terminologies I.e. Reflection Practice & teaching
portfolio. Reflective teaching involves examining own underlying belief about teaching
and learning during and after a course is taught. We have also studied Gibbs model that
describes to make an effective plan, then we need to describe it and think about the
particular topic then evaluate in and analyze the situation. At the point of conclusion we
come to know about whether our plan was effective for student or not. After learning
this I come to know why reflection practice is important because it helps us to develop
our skills and review their effectiveness. I will implement this produce in my class routine
it will help me improve or further modify my plan if not effective for my students.
 Secondly, we have been taught about Teaching Portfolio. A teaching portfolio is a
collection of artifacts, such as student learning data reflection of thinking, and
professional development.

DAY 03
 Day 03 started with recitation of Holy Quran. Then we have presented with reflection of
day 02. We have assigned an activity mentioned in handout 3.1 in which we have read
and shared the teaching styles of three teachers among these I liked Miss. Asma`s and
Mr. Qasim`s Teaching method in which they are teaching in a way that student may
able to engage them in their lecturer and Mr. Qasim using hand-on activities whereas
Miss. Asma is also teaching students moral and ethical values that are important to
teach. Then we have learnt the philosophies of education.
PHILOSOPHIES OF EDUCATION
 JOB DISCRIPTION OF
PRIMARY SCHOOL TEACHER
In this part we have read and discussed Handout 3.2 and presented following Answers.
Q1: How do you view your role as a Primary School Teacher?
Ans: my role as a PST Teacher is as Follows
 Maintain and compile the official documents including service boo, Muster roll etc.
 Prepare myself for subject I have to teach.
 I need to make plan that describe the time line of topics, activities, tasks and
assessment.
 Develop lesson plan based on student learning outcome.
 Decliner the lecture based on lesson plan
 Maintain student attendance record.
Q2: What functions of your role do you like the most and why?
Ans: I like the development of lesson plan from all roles because it is challenging task for a
teacher be like. Lesson plan will result better student outcome.
Q3: What functions of your role you don`t like and why?
Ans: I like all functions of my role as PST teacher
Q4: what could be possible challenges of your role?
Ans: I think the challenging task is to develop lesson plan & meeting with the expactions of
students because every student want to learn in a different way.
Q5: How would you meet the challenges of your role?
Ans: I would meet with the challenges of my role by carefully planning it.
Q6: To what extent the PST job descriptions have provided you adequate information to
understand your role?
Ans: I was not much familiar with my role as PST teacher before by reading this. I come to
know my roles and I will responsibly apply all these roles.
 After the presentation of all CPs, MTs have asked us the recap of day. All CPs have
responded about the recap of the day.
DAY 04
STUDENT`
S ROLE AS
ACTIVE
LEARNERS
 DAY 04
REFLECTION OF DAY 03
 The session was about My personal philosophy of teaching, my role as a PST (Primary
School Teacher)
 MTs have asked us our personal teaching philosophy. My personal philosophy of
teaching will depend upon the requirement / needs of students. I teach first I will
observe students psychology whether they want teacher to teach in lecture based,
demonstrative, activity based or practical based. However my current students want
to teach using demonstration, lecture plan activity based teaching method.
 Then we have worked on activity 3.1 in which we have to select the best teacher out
of three so I liked Mr. Qasim style of teaching he presents curriculum and also used
hands-on activities we have also get the concept of philosophies of education.
 Then we have preformed activity 3.2 in which we have answered the questions
presented in handout and presented MTs.
 We have also learned the job description of PSTs that include maintenance of
documents subject related knowledge teaching plan, delivery of lesson plan,
supporting student in all matters etc.
 Before this I was not quite familiar with this I will apply this at school.

DAY 04
 The session started with recitation of Holy Quran
 On this day we learn about active & passive learning.
 In active learning students are also engage in their learning by thinking, discussing,
investigating and creating.
 Whereas in passive learning there is a teacher contend class students follow teacher.
We have played role play an active & passive learners in which we have observed
activities as students are engaged, taking interest, enjoying the learning process,
thinking critically at the same time disadvantages are students are disturbing the
class and it was difficult for teacher to control class.
 On the other hand in passive learning advantages are student were not learning
actually.
 Then we have make presentation on student`s role as active learners. Thinks
critically, innovative partner with teacher.
 Then MTs have asked recap of the day.
 DAY 05
THE 21ST CENTURY
LEARNING FRAMEWORK
AND SKILLS
 DAY 05
REFLECTION OF DAY 04
 In this session we have learn student`s role as active learner.
 We have understand the concept behind student`s role in active and passive
learning.
 We have perform role play on active and passive student`s in activity 4.1.
 In which we have learned / observed the advantages and disadvantages of active
and passive learners.
 Active learners are interested to actively the topic whether they are interested
toward the topic.
 We have studied student`s role as active learner. They have critical skills creation
to know / learn.
 I feel much better prepared to deal with such issues in my class.
 This session helped me to identify clear my student`s role in class and its impact in
their learning skills I was not thoroughly familiar with this before.
 I will motivate my students to act / perform us an active learners in my class as it
will help them to learnt in a better way.
 DAY 05
 The day was started with recitation of Holy Quran, Recap the previous day.
 Then MTs give us lecture on brainstorm on the 21 st century learning framework and
we have read hand-out 5.1 and answer the question of activity 5.1 in group and
presented.
Q1: What are key components of 21st century learning framework?
Ans: Define and illustrate the skills, knowledge, expertise, and support systems that
students need to succeed.
Q2: What are key themes to integrated to core subjects and why?
Ans: English, reading or language arts, World languages, Arts, Mathematics,
Economics, Science, Geography, History, Government and Civics
Following 21st century interdisciplinary themes into key subjects who require teachers
full preparation, passion and high level of motivation.
Global Awareness, Financial and Entrepreneurial Literacy, Civic Literacy, Health Literacy.
Q3: what are learning and innovation skills to be developed among students and why?
Ans: Learning and innovation skills are required to prepared students for increasingly
complex life and work environments in today`s world these include:
Creativity and Innovation, Critical Thinking and Problem Solving, Communication,
Collaboration.
Q4: What are information, media and technology skills to be developed among
students and why?
Ans: Information, media and technology provide students with unpredictable power
to enhance their thinking, learning, communication, and collaboration and
production skills. They are 1. Information Literacy 2. Media Literacy 3. ICT 4. Literacy.
Q5: what are life and career skills to be developed among students and why?
Ans: today`s students need to develop thinking skills, content knowledge, and social
and emotional competencies to navigate complex life and work environments.
Flexibility & Adaptability, Initiative & Self-Direction, Social & Cross-Cultural Skills,
Productivity & Accountability, Leadership & Resposibility.
 Then we read hand-out 5.2 and answer the question in groups and make presentation.
Q1: How to teach 21st century skills?
Ans: The 21st-century skills classroom focuses on asking questions to encourage
critical thinking, inquiry, and reasoning. In all courses, students evaluate, synthesize,
and translate ideas to solve problems and complete projects. Teachers also encourage
students to hone their reasoning and inquiry skills.
Q2: How to assess 21st century skills?
Ans: A process used by teachers and students during instruction that provides
feedback to adjust ongoing teaching and learning to improve students' achievement
of intended instructional outcomes.
Q3: How build capacity of teachers to teach 21st century skills?
Ans: Run workshops that equip teachers to use new teaching strategies or educational
software, giving them hands-on demonstrations and offering concrete entry points to
bring it into their classroom.
Q4: How to transform 21st century school system?
Ans: Critical Thinking, Communication and Collaboration, Creativity, Demonstrate,
visionary Leadership, Use Curricula to Create Opportunities for Student Agency,
Measure Learning and Efficacy, Ensure Professional Learning is Relevant, Use
Technology Wisely.
 DAY 06
ROLE OF SCHOOL EDUCATION & LIERACY
DEPARTMENT AND ITS ALLIED
INSTITUTIONS/ORGANIZATIONS AND
NATIONAL PROFESSIONAL STANDARDS
FOR TEACHERS
 DAY 06

 Day 05 we learned 21st century framework and the role of teacher in teaching 21st
century frame work.
 We have to do activity 5.1 and activity 5.2 and make charts in groups.
 We have more understand the group of elements in 21 st century framework i.e.
learning & innovation skills, information media & Technology skills, life & career skills.
 We have also learned how to teach by using 21st century skills i.e. critical thinking,
communication skills, Collaboration skills, creativity & imagination skills.
 Keeping this in mind I will use following strategies to develop above skills in my
students.
 Get different students to work together.
 Get different students to develop different skills.
 Ask different types of questions.
 Give students different types of assignments / home works.
 I will use this for implement the seasonal learning in my class.
 Today`s session was full of new knowledge.
 I have faced the challenges that how to develop information media and technology
skills.
 But now I am clear on this.
 DAY 06
 The day starts with recitation of Holy Quran. MTs asked reflection of previous day
and CPs give the reflection of previous day. Then MTs define role of School Education
& Literacy Department and allied institutions. Then we read handout 6.1 and do
activity 6.1 and answer the questions.
Q1: What do you understand about the role of School Education & Literacy
Department Government of Sindh and its allied education institution/organizations?
Ans: 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.
Allied Education Institutions & Organizations
1. Reform Support Unit (RSU)
RSU is a key wing of the school education & Literacy Department deals with the Sindh
Education & Literacy Department Sector Plan and other education development activities.
2. Sindh Teacher Education Development Authority (STEDA)
The STEDA was established under STEDA Act 2012 to oversee and regulate the teacher
Education Programmers.
3. Provincial Institute of Teacher Education (PITE)
Teacher education and development based on innovative and research-based models
creating active learning environment in the classroom supported by strong educational
leadership with profound commitment for change.
4. Directorate of Curriculum, Assessment & Research Sindh (DCAR).
Under the Education Policy 1970, the Directorate of Education Extension and Specialized
Services (In service Teachers Training and Education of Special Children) came into
Existence. In 1972, the nomenclature was changed to (BCEW) sindh Jamshoro was headed
by director.
5. Sindh Textbook Board (STBB)
The (STBB) came into being in January 1971 through an ordinance 1970 as an
autonomous body being run through its Board of Governors (BOG). Its activities include;
development of Textbooks, Printing and publications of textbooks from class I to XII in all
three Languages (Urdu, Sindhi and English), marketing and monitoring.
Q2: which institute can help you in enhancing your professional knowledge, skills and
attitude for effective teaching and learning in schools?
Ans: 1. Provincial Institute of Teacher Education (PITE) 2. Sindh Teacher Education
Development Authority (STEDA).
 The we read handout 6.2 Professional Ethics and National Professional Standards for
Teachers and do activity 6.2
Professional ethics are principles that govern the behavior of professionals.
National standard of teachers are there;
Subject Matter Knowledge, Human Growth and Development, Knowledge of Islamic
Ethical Values/Social Life Skills, Instructional Planning and Strategies, Instructional
Planning and strategies, Assessment, Learning Environment, Effective Communication and
Proficient use of Information Communication Technologies, Collaboration and Partnership,
Continuous Professional Development and code of Conduct, Teaching of English as
Second/Foreign Language (ESL/EFL). End of day recap whole day.
DAY 07

UNDERSTAN NATIONAL
CURRICULUM FRAMEWORK,
CARRICULUM, SCHEME OF
STUDIE, SYLLABUS
 DAY 07
REFLECTION OF DAY 06
 In day 06 we learn very interesting thing i.e. role School Education & Literacy
Department and Allied Institutions in which we do activity 6.1 and answer the
questions.
 Functions of SELD and Allied Institution.
 Learn about Reform Support Unit (RSU).
 Learn about Sindh Teacher Education Development Authority (STEDA).
 Learn about Provincial Institute of Teacher Education (PITE) and its functions.
 Learn about Directorate of Curriculum, Assessment & Research Sindh (DCAR) its
functions its role.
 And learn about Sindh Textbook Board (STBB) its Function and its role.
 Then we do activity 6.2 in this we present Professional Ethics and National Professional
Standards for Teachers in this there are 10 Standards these are;
 Subject Matter Knowledge
 Human Growth and Development
 Knowledge of Islamic Ethical Values/Social Life Skills
 Instructional Planning and Strategies
 Instructional Planning and strategies
 Assessment, Learning Environment
 Effective Communication and Proficient use of Information Communication
Technologies
 Collaboration and Partnership
 Continuous Professional Development and code of Conduct
 Teaching of English as Second/Foreign Language (ESL/EFL).

DAY 07
 The day starts with the recitation of Holy Quran. MTs ask from CPs reflection of the
previous day. We learn about curriculum, syllabus, and scheme of studies.

CURRICULUM SYLLABUS SCHEME OF

• Guidline to run an institute. • Descriptive Course List
STUDIES
• Break down of Ideas • Given during Class • How curriculum is
• Suggested Presentation • Guide to Teachers & converted into learning
• Set of Principles Students activities
• Drawn from curriculum • It include sequence of
• Carres Knowledge,
content, amount of
Attitude, Behaviour, time.
Manors, Skills etc.
 Then we do activity 7.2 before reading handout 7.2
 CURRICULUM
KEY LEARNING EREAS
ENGLISH/ OTHER MATHS SCIENCE SICIAL
LANGUAGE SUBJECT STUDIES/ISLAMIAT
SKILLS SCOPE STRAND STANDARD
1. Reading 1. Number Operation 1. Physical Science 1. History
2. Writing 2. Algebra 2. Live Science 2. Geography
3. Listening 3. geometry 3. Earth Science 3. Political Science
4. Speaking 4. information 4. Economics
5. Grammar handling 5. Inquiry
5. resources
 After this discussion we have done activity 7.2 in which we have share our
understanding regarding curriculum framework. The main terms of curriculum are:
Competency, Standard, Benchmark, and Student Learning Outcomes.
 MTs have also practically shown us curriculum of different subjects and gave us the
concept and understanding of this.
 After thoroughly learning concept of curriculum.
 MTs have asked as recap of the day.

NATIONAL CURRICULUM FRAMEWORK

 DAY 08

ALIGNMENT OF TEXTBOOKS
WITH CURRICULUM
(ENGLISH,SCIENCE &
MATHEMATICS)
 DAY 08
REFLECTION OF DAY 07
 Day 07 was quite interesting because we have learnt about the curriculum, syllabus, and
scheme of studies. Curriculum basically guideline for us we have also gone through the
curriculum of different subjects. From this knowledge we come to know about the
difference among curriculum, syllabus and scheme of studies.
 After this we have also done the calculation of scheme of studies. We have also learnt
the key areas of different subjects e.g. English, Science, Maths and Social Studies.
 Then we have made presentation on this and presented in a large of new information
concept. Before this I was not familiar about these terms. Now I will apply this
knowledge at my school and make sure the student learning outcomes easily.
 After all this we have presented the recap of the day.

DAY 08
 Day start with recitation of Holy Quran. Then we present reflection of day 07.
 Today`s session was about student learning outcomes (SLOs) and alignment of
textbook with curriculum we have done activity 8.2 regarding this student learning
outcome are the result of what we teach. The question arise here why we are learning
SLOs alignment because standard, benchmark and curriculum are faced the only thing
that can vary is student learning outcomes (SLOs) every topic has different SLOs.
 MTs have provide us textbook of English, Math, & Science and also provided us
curriculum of all three subjects. Then we have made alignment of SLOs with our book
there is below:
SUBJECT COMPETENCY SLOs LESSON/UNIT
English Grammar Students will be able to recognize Unit 2 Lesson 2.1
nouns & classify naming words into Communication
different categories. (Grade II)
Mathematics Number Operation Students will be able to multiply up Unit 1
to six digit numbers by 2 and 3 Exercise 1.4
numbers (Grade V)
Science Physical Science Students will be able to describe the Chapter 5
properties of 3 states of matter on Activity 1
the basis of arrangement of Grade (V)
particles.

 We have also presented it in a large group.

 After successful learning about SLOs I came to know about the purpose of it.
 DAY 09
ALIGNMENT OF TECTBOOKS
WITH CURRICULUM
(URDU/SINDH,
SOCIAL STUDIES AND
ISLAMIAT/ETHICS)
 DAY 09
REFLECTION OF DAY 08
 On day 08 we have learned the concept of students learning outcome & its importance
and alignment of textbooks with curriculum.
 SLOs is the result of what we teach to students. SLOs are important because SLOs will
vary with different topic wise standard, benchmarks are finding.
 We have done activity in which we have picked up SLOs from curriculum and aligned it
with textbook contact. We have aligned for three subjects i.e. English, Math & Science
from this activity we have learned the process of alignment before this knowledge. Now
at school I will make SLOs of each topic and observe whether students are learning or
not.
 The challenging task was to chase choose correct competency SLOs ans match it with
relevant.

DAY 09
 The day starts with recitation of Holy Quran, then give reflection of previous day.
 Then MTs share the objectives of day 09
 Then we learn about Alignment of textbook with curriculum SLOs of subject
(Urdu/Sindh, Social Studies & Islamiat/Ethics), then we done the activity 9.2 and present
in groups there are:
 At the end of the day recaps the whole day.
DAY 10
CHILD DEVELOPMENT
 DAY 10
REFLECTION OF DAY 09
 On day 09, we have done activity on alignment of Sindhi/Urdu, Islamiat & Social Studies
subjects with curriculum we have checked and picked up the SLOs from curriculum and
aligned with textbook. We have designed chart on this and presented it to MTs from
this session we come to know about alignment procedure and learned the importance
of SLOs. Before this we were teaching our students without enlisting SLOs by side I
think we should make SLOs of each topic so that we ensure the student`s
understanding.

DAY 10
 The day 10 started with recitation of Holy Quran, and then we have presented the
reflection of day 09.
 This session was all about stages of child development & student learning disabilities.
There are three child development stages:
 1. Infancy (Birth-2years): it is rapid period of growth. They have sense of hunger and
some other basic needs also include the development of a sense of awareness.
 2. Early Childhood (2-6 Years): our physical growth occurs much more slowly during this
period as compared to the rapid growth that took place during infancy.
 3. Middle childhood (6-12): physical growth continues and spurts of rapid growth in
height and weight may occur. Fine & gross Motor skills continue to develop.
 Then we learn about Jean Piaget Theory of Development stages these are:
 1. Sensor Motor Stage (Birth to 2-years): The infant knows the world through their
movements and sensations.
 2. Preoperational Stage (2 to 7 Years): Children begin to think symbolically and learn to
use words and pictures to represent objects.
 3. Concrete Operational Stage (7 to 11 Years): during this stage, children began to
thinking logically about concrete events.
 4. Formal operational stage (12 onwards): at this stage the adolescent or young adult
begins to think abstractly and reason about hypothetical problems.
Learning Disabilities
 Dyslexia: Student Cannot read properly and have issue with language-based processing
skills.
 Dyscalculia: can`t understand numbers and learn math facts.
 Dysgraphia: Hand writing ability and fine motor skills.
 Non-verbal: unable to understand or interpret facial expression.
 Oral/Written: learning read and spoken problem.
 Then we read a case study of waleed`s and answer the questions.
 Q1: what are the Waleed`s Learning Disablities?
 Ans: Waleed has 2 Disabilities i.e. dyslexia and dyscalculia.
 Q2: how can waleed learn better at school?
 Ans: waleed can learn better when teacher identify his disabilities.
 Q3: how can waleed`s teachers help him in his learning?
 Ans: Teacher should teach him hand-out activities.
 Q4: How can other students help Waleed in his learning?
 Ans: Other students should not tease him and help him in his learning.
 DAY 11
LEARNING
DOMAINS &
ASSESSMENT
 DAY 11
REFLECTION OF DAY 10
 On day 10 we learn about stages of child development and these are; Infancy (Birth-2
years), Early Childhood (2-6 Years), and Middle Childhood (6-12 Years).
 Then we learn about Jean Piaget theory of child development and stages include;
Sensor Motor Stage (Birth to 2Years), Preoperational Stage (2 to 7 Years), Concrete
Operational Stage (7 to 11 Years), and Formal Operational Stage (12 Onwards).
 Then we learn about learning disabilities these are; Dyslexia, Dyscalculia, Dysgraphia,
Non-Verbal, and Oral/Written.
 And then we present activity 10.1 & 10.2

DAY 11
 The day starts with recitation of Holy Quran, the we present reflection of previous day,
and the MTs share the objectives of day 11.
 Then we learn about Bloom`s Taxonomy. Bloom`s Taxonomy is a classification system
used to define and distinguish different levels of human cognition (i.e. Thinking,
Learning, and Understanding). Bloom`s Taxonomy is hierarchy of learning objectives.
Its original purpose is to give educator a common language to talk about curriculum
design and assessment. Today, it is used by the teachers in the world. Bloom`s
taxonomy consist of domains these are;
Cognitive Domain: Bloom’s taxonomy was developed to provide a common language for
teachers to discuss and exchange learning and assessment methods.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from
long‐term memory.
Understanding: Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, summarizing, inferring, comparing,
and explaining.
Applying: Carrying out or using a procedure for executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate
to one another and to an overall structure or purpose through differentiating,
organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking
and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing
elements into a new pattern or structure through generating, planning, or producing.
Affective domain: The affective domain focuses on the attitudes, values, interests, and
appreciation of learners.
Psychomotor domain: The psychomotor domain encompasses the ability of learners to
physically accomplish tasks and perform movement and skills.
 Then we present activity 9.3 Identify Different Cognitive Levels of SLOs.

SLOs REMEMBERING UNDERSTANDING APPLYING

Students will be able to compare b/w
ascending order & descending order of 
numbers
Students will be able to add 3 digit
numbers with 2 digit number 
Students will be able to identify
numbers from 1 to 50 
Students will be able to describe
commutative 
Students will be able to write missing
numbers in sum 
Students will be able to identify
different shapes 
Students will be able to show the
multiplication two digit number. 
Student will be able to understand time
in clock & determine it 
Students will be able to explain
different disease & their cause 
Identify the balance diet from the list of
food 
Identify the three states of matter

 Then we learn about assessment and its types
 Assessment is a process which follows a set of four components. These four stages or
components are Plan, Do, Check and act. It is a process to evaluate the student’s
performance. Besides, it is an orderly process. This uses a test to check the student’s
performance.
 Types of Assessment
 1. Summative Assessment: Aims to assess the levels pf learning at the end of an
instructional period.
 2. Formative Assessment: In process assessment designed for practice and feedback.
 3. Happen at the beginning of a lesson unit, course or academic program.
 4. Performance Assessment: Require to demonstrative by performing or producing some
thing.
 End of the day we recap whole day.

Establish
Use the
Learning
Result
Goals

Assess Provide
Student Learning
Learning Oppertunties
 DAY 12
CONSTRUCTION OF TEST
 DAY 12
REFLECTION OF DAY 11
 Day 11 was quite important for us as teacher in which we learned about learning
Domains and assessment and its types we have studied Bloom`s Taxonomy it is
hierarchy of learning object. There are three domains of bloom`s taxonomy there are;
The Cognitive domain, The Affective Domain, and The psychomotor Domain. Then we
have done activity in which we hace selected SLOs from textbook and identified suitable
level of cognitive domain. After this we have studied assessment and its types. There are
four types of assessment they are; Summative Assessment, Formative Assessment,
Diagnostic assessment, and Performance assessment. We have also learn cycle of
assessment. The session was ended with recap of the day. I have learned lot of new skills
and methods.

DAY 12
 The day starts with the recitation of Holy Quran, and then we give reflection of previous
day. The MTs give objectives of day 12.
 Then we learn about construction of test. Test is a overcome performance of student
what student learn or get and check the learning level of student. In other words test is
a tool which consist of organize questions to get the level of student.
 Purpose of test: Monitoring Students Progress, Diagnose Learning Problem, For Helping
Making Grades, Classification of Students, Evaluating Instruction, & Know your (SWOT)
Strength, Weakness, Opportunities, and Threats.
 Types of Test:
 Multiple Choice Questions (MCQs): Such questions have a statement followed by
multiple option.
 Constructive Response Questions (CRQs): Short answers questions where responses
could be in a word or a few sentences.
 Extended Response Questions (ERQs): Essay type (or more than 3 sentences answer)
questions where responses are in-depth or detailed.
 Steps how to construct a test: Planning Test, Preparing Test Specification, Try Out of
Test, & Evaluating Test.
 Then we make test in groups.
 DAY 13
STUDENT-CENTRED
PEDAGOIES
 DAY 13
REFLECTION OF DAY 12
 On this day we have learned about the process of test construction. It was one of
excellent session and was so impactful. The class room in the session was filled with so
much knowledge. Being a teacher this is important to known how to construct
appropriate test for student. We have been introduced with SESLOAF (Sindh Education
Student Learning Outcome Assessment Framework). We have also checked this booklet.
We have done activity 12.1 and presented it to all CPs and MTs. Then we have discussed
handout 12.2 with help of MTs in which we have learn about how to construct a test.
Then we have done activity 12.2. And also learn the types of a test and learn about
steps involving in construct a test. End of session we have discussed whole day session.
DAY 13
 The day starts with recitation of Holy Quran, then we give reflection of previous day and
the MTs share today`s objectives and then MTs asked the reflection of our past
teacher`s pedagogies.
 Then we learn about difference between teacher teacher-centred and student-centred
pedagogies. The main difference between is that within the teacher-centred pedagogies
students depend on teachers whereas student-centred pedagogies focus students along
with teachers. Through teacher-centred pedagogies, teacher talk excessively, and
students continue to listen but student-centred pedagogies allow teachers and students
to interact in the classroom and collaborate with each other. Then we done activity
13.3.
 Then we learn the 21st century pedagogies here is the diagram:

 Then we learn about advantages and disadvantages of teacher-centre & student-

centred pedagogies. Then we done activity 13.4 and answer the questions. The we
learn Active learning strategies and done the activity 13.5 here is some Active Learning
strategies; Provocative Picture, Turn Taking Reading, Photo Class Work, Gallery Walk,
Circle the Questions, Concept Mapping, One-Sentence Summary, Student Story Telling,
Think-Pair-Share, Peer Review Writing Task, Jigsaw (Group Experts), Four Corners, Role-
Play, Jury Trail, Press Conference, Fishbowl, Network, Onion Ring, Buss Groups, Round
Robbin, Brainstorming in a Circle, & Roundtable.
 At the end of session we recap whole day.
 DAY 14
STUDENT LEARNING STYLES
 DAY 14
REFLECTION OF DAY 13
 Day 13 is quite important and reward me very interesting things and methods.
 We learn about difference between teacher-centred and student-centred pedagogies,
the main difference between is that within the teacher centred pedagogies students
depends on teacher whereas student-centred pedagogies focus on students along with
teacher.
 Then we learn about 21st century pedagogies these are;
 21st century pedagogy aims to develop skills and knowledge that students need to
succeed, 21st century skills can be applied in all subjects areas, and all careers, and civic
settings. School need to implement new ways of teaching. And we learn advantages
and disadvantages of teacher-centred and student-centred pedagogies. Then we done
activity 13.4. then we learn about active learning strategies these are; Provocative
Picture, Turn Taking Reading, Photo Class Work, Gallery Walk, Circle the Questions,
Concept Mapping, One-Sentence Summary, Student Story Telling, Think-Pair-Share, Peer
Review Writing Task, Jigsaw (Group Experts), Four Corners, Role-Play, Jury Trail, Press
Conference, Fishbowl, Network, Onion Ring, Buss Groups, Round Robbin,
Brainstorming in a Circle, & Roundtable.

DAY 14
 The day start with the recitation of Holy Quran. Then we give reflection of previous day.
The MTs share the current day objectives. Then we learn student individual differences
there are;
Difference in Shortness or tallness of stature, darkness or fairness of complexion,
Physique fatness, thinness, or weakness are various physical individual
differences.
Differences in We can classify the individuals from super-normal (above 120 I.Q.) to
Intelligence idiots (from 0 to 50 I.Q.) on the basis of their intelligence level.
Differences in Ability is defined as what a person can do now and what he can learn
Ability to do in the future
Differences in Individuals differ in their attitudes towards different people, objects,
Aptitude institutions and authority.
Differences in Teacher may grade students according to his/her level of
Achievements achievements.
Differences in An individual`s personality refers to a person`s characteristics way of
Personality thinking, feeling and behaving.
 Then we learn about learning theories there are;
 Then we learn difference between Behaviorism and constructivism.
 Constructivism focuses on the idea that students create knowledge through learning
experiences such as inquiry-based or problem-based learning. On the other hand, we
learned that behaviorism is centered on the idea that students learn through reactions
to their behavior or by observing the behavior of others.
 Then we done activity 14.2
 Then we learn student learning styles, learning styles are overall patterns that provide
direction to learning and teaching. Learning style can also be described as a set of
factors, behaviors, and attitudes that facilitate individuals` learning the seven learning
styles are there; Visual, Kinaesthetic, Aural, Social, Solitary, Verbal and Logical. The
learning style also correspond with Garner`s Multiple Intelligence Theory and the
details are given below:
 Verbal/Linguistics Intelligence: They are Word Smart.
 Logical/Mathematical Intelligence: they are Numbering/Reasoning Smart.
 Visual/Kinesthetic Intelligence: They are picture smart.
 Bodily/Kinesthetic Intelligence: They are Body Smart
 Musical/Rhythmic Intelligence: They are Music Smart
 Interpersonal Intelligence: They are People Smart
 Intrapersonal Intelligence: They are Self-Smart
 Naturalist: They are Nature Smart
 Then we learn about Learning Styles they are; Visual Learners, Auditory Learners,
Tactile/Kinesthetic Learners, Readers/Writers, Personal Learning Styles, Sensory
Learning Styles, Informational Learning Styles.
 At the end of the session we recap whole day topics.
 DAY 15
CLASSROOM MANAGEMENT
 DAY 15
REFLECTION OF DAY 14
 Day 14 was very interesting in this day we learn the individuals Difference and done
activity 14.1 and present in groups.
 Then we learn learning theories there are two learning theories there are; Behaviorism
and Constructivism and differentiate them and read out the handout 14.2 and then
done the activity 14.2.
 Then we learn about students learning styles there are 7 learning styles. These are;
Visual, Kinaesthetic, Aural, Social, Solitary, Verbal and Logical. Then read the handout
14.2 and done the activity 14.3 and presented.
 At the end recap whole day.

DAY 15
 The day starts with recitation of Holy Quran. Then MTs have asked the reflection of
previous day. Then MTs share today`s objectives.
 Then we learn the notion of class room and then we done the activity 15.1.
 1: How Was Class Room seating arrangement? In my experience seating arrangement is
good. 2: Was Classroom Clean and airy? Yes it was clean and airy. 3. Where there desks?
If so, how are these organized and clean? Yes there was desks, and are organized row
wise clean by peon. 4. How were students made sit in the classroom? Students sit
randomly in the class room. 5. Was blackboard or white/green board was well
maintained? Yes it was maintained. 6. Was writing of teacher clear? Yes that was clear.
7. Was there any reading corner arrangement? No there was no any corner
arrangement. 8. What was overall learning environment? There was overall good
learning environment. 9. How did you find teacher there? Teachers were very kind,
supportive, and intelligent.
 Then we learn about class room management and read handout 15.2 and the done the
activity 15.2 in groups.
 At the end of session we recap whole day
 DAY 16
LESSON PLANNING
 DAY 16
REFLECTION OF DAY 15
 The day 15 was very interesting and rewarded in which we learn about the classroom
management. Firstly we know about management it is a set of principles relating to the
functions of planning, organizing, directing and controlling. Aims of management are
there; Main, Material, Machine, Money, Method, Measurement/tests, Marketing. Then
we discuss about notion of classroom management and the we done the activity 15.1
and answer the questions with our past experience as student. Then we read handout
15.2 and MTs define with us such handout and done the activity 15.2 in groups. That is
attached on previous page. At the end we recap Whole day.
DAY 16
 The starts with recitation of Holy Quran. Then MTs asked reflection of previous day.
Then MTs share the current day objectives. Then we learn about lesson planning
importance of lesson planning in this very first we learn what is planning? Planning is
the process of determining and deciding to achieve an object or solve a problem,
Planning is the process of deciding in detail how to do something before you actually
start to do it, planning is the process of thinking regarding the activities required to
achieve a desire goal, and then we learn what is lesson planning? A lesson plan is
designed for a specific set of learners during a single class period. A lesson plan is the
instructor`s road map of what student need to learn and how will be done effectively
during the class time.
 Then we done the activity 16.1 and answer the questions.
 Q1: Why teacher need lesson plan? Lesson plan are important because the provided
structure and a sense of purpose for each period.
 Q2: Did your teacher ever use lesson plan during their teaching? If so how often they
used it? No my teacher never used lesson plan just reading, outlines prepare for this.
 Q3: What should be components of lesson plan? Components of lesson plan are;
objectives for student learning outcomes, teaching/learning activities, strategies to
check students understanding.
 Q4: How would you know whether your lesson plan is best? The best objectives are
action-oriented and focus on the most important and essential learning needs of the
class.
 Then we learn format of lesson planning and do activity 16.2 and make lesson plan in
groups. Activities are attached on next page.
 At the end of the day recap whole day
 DAY 17

INTEGRATION OF
TECHNOLOGY TO TEACHING
AND LEARNING
 DAY 17
REFLECTION OF DAY 16
 The day 16 is very helpful and rewarded me to full of information and methods. In this
day we have learned about planning, lesson planning, importance of lesson planning,
and format of lesson planning.

 And we do activity 16.1 answer the questions & 16.2 and do lesson planning and
presented.
 At the end we recap whole day

DAY 17
 The day starts with recitation of Holy Quran, then we reflect the previous day, the MTs
share the current day objectives. And then we learn about importance of integration of
technology in teaching and learning. And then done the activity 17.1. and then we
learn about strategies for integrating technology to teach and learning benefits and
then MTs discuss about that topic and we readout 17.2 and the done the activity 17.2 in
groups and present them and answer the questions.
 At the end of the session we recap whole day.
 DAY 18
MULTIGRADE
TEACHING
 DAY 18
REFLECTION OF DAY 17
 Day 17 was very interesting and many things rewarded me. In this day we learn about
importance of integration of technology to teaching & learning and also we learn about
strategies for introducing integration of technology in teaching and learning and its
benefits. We done activities 17.1 & 17.2 in groups and present the activities attached on
the previous page.

DAY 18
 The day starts with the recitation of Holy Quran. The we give reflection of previous day,
then MTs share the current day`s objectives. Then we learn about Multi-Grade Teaching,
so Multi-Grade Teaching is a situation in which one teacher has to teach many grades all
at the same time. Then we done the activity 18.1, then MTs discussed about sections of
Multi Grade Teaching there are; 1. Section A: What is multi-grade teaching. 2. Section B:
multi-grade V/S Mono-grade, Section C: Basic Principles of multi-grade Teaching, and
Section D: multi-grade Teaching advantages & Challenges, then we done the activity
18.2 and make groups and present them. At the end of the session we recap whole day.
 DAY 19
CROSS-CUTTING/EMERGING
THEMES
 DAY 19
REFLATION OF DAY 18
 In day 18 was very interesting in which we learn about multi-grade, mono-grade,
difference between multi-grade and mono-grade, advantages and challenges in multi-
grade teaching, and strategies of multi-grade teaching. Before this session I was not
familiar with multi-grade teaching but now I have got cocept of multi-grading teaching
and how to teach in multi-grade class.

DAY 19
 The session starts with the recitation of Holy Quran, then we reflect the previous day,
then MTs share the objectives of current day. Then we learn about Cross-Cutting themes
(CCTs) also referred as horizontal themes are issues that touch on general principles
such as democracy, equality, sustainability and good governance. Then we learn about
importance of Cross-Cutting Themes can be an effective tool for explaining how
targeted impact in one project area can also have a much wider effect. Then we learn
about importance of education in emergencies, Education in emergencies provides
children, and their communities, with life-saving information, including disaster
preparedness, awareness of their right & responsibilities, landmine & earthquake
awareness, hygiene, & other survival skills specific to their context. The we learn about
strategies for integration Cross-Cutting/emerging themes in teaching & learning, Major
Cross-Cutting issues include gender mainstreaming community empowerment,
sustainability, equity & inclusion, and social accountability. Then we done activity 19.1
in groups.

 End of the session we recap whole day.

 DAY 20
MICRO TEACHING
& PRACTICUM
 DAY 20
REFLACTION OF DAY 19
 Day 19 was very interesting, we learn about Cross-Cutting/Emerging themes in
education, importance of cross-Cutting/Emerging themes in education, Importance of
education in emergencies, & strategies for integrating Cross-Cutting/Emerging themes
in teaching & learning and learn about Emerging Themes: Sustainable Development
Goals 2030, & MTs conduct a sample test, then we do activity 19.1 in groups &
presented. Session end with recap of whole day.

DAY 20
 The day starts with recitation of Holy Quran, then we reflect previous day, then MTs
share the objectives of current day. Then we learn about microteaching the teaching of
a small unit of content to the small group of student (6-10 numbers) in a small amount
of time (5-7 minutes) means Microteaching. Then we learn about characteristics of
Microteaching, then we learn about skills of Microteaching Techniques, then we learn
about equipment for Microteaching session & how to Micro-teach. Then we know about
microteaching lesson plan & make a lesson plan for Microteaching in subject Sindhi &
Lesson No. 27 and present.

 At the end of the day we recap whole day

 DAY 21
MICRO TEACHING &
PRACTICUM (CONTINUED)
 REFLECTION OF DAY 20
 The day 20 was very interesting and helpful for me, in day 20 we learn about
Microteaching, then we learn characteristics of Microteaching, then learn about skills of
Microteaching Techniques, the we learn types of Microteaching skills, then we learn
about Microteaching Cycle (steps/Procedure), & then we learn how to Micro-Teach, then
we make lesson plan in pairs & delivered. I am not familiar with this but now I am clear
about that topic.
DAY 21
 The day starts with recitation of Holy Quran, then we reflect previous day, and then MTs
share the current day objects. Then we lesson plan of Microteaching in subject English &
deliver in pairs.

 End of the day we recap whole day.

 DAY 22
MICRO TEACHING &
PRACTICUM (CONTINUED)
 REFLECTION OF DAY 21
 The day 21 was very interesting in which we make lesson plan of Microteaching &
deliver in pairs. We got feedback from CPs; I am going to make better my teaching skills.

DAY 22
 The day starts with the recitation of Quran, then we reflect previous day, then MTs
share the current day objectives, then we make lesson plan of microteaching and deliver
in class in pairs.

 At the end of the session we recap whole day.

 DAY 23
MICRO TEACHING &
PRACTICUM (CONTINUED)
 REFLECTION OF DAY 22

 The day 22 was very interesting in which we make lesson plan of Microteaching &
deliver in pairs. We got feedback from CPs; I am going to make better my teaching skills.

DAY 23
 The day starts with the recitation of Quran, then we reflect previous day, then MTs
share the current day objectives, then we make lesson plan of microteaching and deliver
in class in pairs.

 At the end of the day we recap whole day

 DAY 24

PRESENTATION
OF TEACHING PORTFOLIOS
& EXPERIENTIAL LEARNING
 REFLECTION OF DAY 23
 The day 22 was very interesting in which we make lesson plan of Microteaching &
deliver in pairs. We got feedback from CPs; I am going to make better my teaching skills.

DAY 24
 The day starts with the recitation of Holy Quran, we reflect previous day, now we are
quite clear how to prepare lesson plan of any subject, MTs share objectives of current
day.
 Then PITE conduct post test.
 Then we present & submit our Portfolios.
 We have learned a lot of new skills & knowledge in all sessions.
 It was really great experience to be port of this training.
 Thank you for such an excellent training session. I never thought it would be this
impactful.
 The discussion was filled with so much knowledge.
 It was very informative training course.
 I feel very confident in applying all the skills to different situation of my teaching that
come knowledge at your door.
 I feel much better.
 I appreciate the efforts of my MTs Thank you