Induction Program For Teachers 2019

Induction Program for Teachers 2019
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All rights reserved with Provincial Institute for Teacher Education (PITE), Khyber Pakhtunkhwa,
Peshawar.
Approved by: Directorate of Curriculum and Teacher Education (DCTE) Khyber Pakhtunkhwa,
Abbottabad, vide letter No.__________________________________ dated: _________________
Develop by:
S.No. Name Designation Institute
1 Dr. Muhammad Senior Instructor FITE Jamrud
2 Mr. Muhammad Jamil Instructor RITE (M) Thana.
3 Ms. Shahida Shabnam Instructor RITE (F) Abbottabad.
4. Ms. Uzma Kareem Principal GGHSS Kulachi D.I.Khan
Developed under the supervision of:

Mr. Hakimullah, Director, Provincial Institute of Teacher Education (PITE),
Khyber Pakhtunkhwa, Peshawar.
Reviewed by:
S.No. Name Designation Institute
1 Mr. Abbas Khan Subject Specialist DCTE Abbottabad
2 Mr. Zia-ur-Rehman Senior Instructor PITE Peshawar
3 Muhammad Nauman Shabir Instructor RITE (M) Bannu
Technical Assistance by Khyber Pakhtunkhwa Education Programme:

S.No. Name Designation
1 Ms. Razia Mughal Induction Programme Manager
2 Ms. Tayyaba Mir Consultant – STTA
Reviewed under the supervision of:

Mr. Gohar Ali Khan, Director, Curriculum & Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.
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Content:
Preface .................................................................................................................................................................. 10
Session 1: .............................................................................................................................................................. 12
HANDOUTS ........................................................................................................................................................... 16
Handout 1.1 .......................................................................................................................................................... 16
The Misconceptions of ICTs .................................................................................................................................. 16
Handout 1.2 .......................................................................................................................................................... 18
What are ICTs and what types of ICTs are commonly used in education? .......................................................... 18
Session 2: .............................................................................................................................................................. 21
HANDOUTS ........................................................................................................................................................... 26
Handout 2.1 .......................................................................................................................................................... 26
What Are 21st Century Skills?................................................................................................................................ 26
Handout 2.2 .......................................................................................................................................................... 28
The Three 21st Century Skill Categories ................................................................................................................ 28
Session 3: .............................................................................................................................................................. 33
HANDOUTS ........................................................................................................................................................... 36
Handout 3.1 .......................................................................................................................................................... 36
Unit 1: Excerpt from NICT Strategy for Education in Pakistan (p. 7-22) ............................................................... 36
Worksheet 3.1....................................................................................................................................................... 45
Worksheet 3.2....................................................................................................................................................... 46
Session 4: .............................................................................................................................................................. 47
HANDOUTS ........................................................................................................................................................... 51
Handout 4.1 .......................................................................................................................................................... 51
National Educational Technology Standards for Teachers (NETS*T) ................................................................... 51
Handout 4.2 .......................................................................................................................................................... 55
Rubric: ................................................................................................................................................................... 55
Session 5: .............................................................................................................................................................. 57
HANDOUTS ........................................................................................................................................................... 60
Handout 5.1 .......................................................................................................................................................... 60
10 Commandments of Computer Ethics - English for Students ........................................................................... 60
Handout 5.2 .......................................................................................................................................................... 61
What Are Examples of Computer Ethics? | Reference.com ................................................................................. 61
Handout 5.3 .......................................................................................................................................................... 62
What are example of Computer Ethics? ............................................................................................................... 62
Session 6: .............................................................................................................................................................. 63
HANDOUTS ........................................................................................................................................................... 67
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Handout 6.1 .......................................................................................................................................................... 67

IRI (Interactive Radio Instruction) ......................................................................................................................... 67
Handout 6.2 .......................................................................................................................................................... 71
Handout 6.3 .......................................................................................................................................................... 75
Impact of Sous le Fromager within the Classroom ............................................................................................... 75
Session 7: .............................................................................................................................................................. 82
HANDOUTS ........................................................................................................................................................... 86
Handout 7.1 .......................................................................................................................................................... 86
Ms Word Window ................................................................................................................................................. 86
Worksheet 7.1....................................................................................................................................................... 88
Microsoft Word..................................................................................................................................................... 88
Session 8: .............................................................................................................................................................. 89
HANDOUTS ........................................................................................................................................................... 93
Handout 8.1 (A)..................................................................................................................................................... 93
Editing Text ........................................................................................................................................................... 93
Handout 8.1 (C) ..................................................................................................................................................... 98
Tables .................................................................................................................................................................... 98
Worksheet 8.1..................................................................................................................................................... 104
Microsoft Word Worksheet ................................................................................................................................ 104
Session 9: ............................................................................................................................................................ 105
HANDOUTS ......................................................................................................................................................... 109
Handout 9.1 ........................................................................................................................................................ 109
Format Page ........................................................................................................................................................ 109
Handout 9.2 ........................................................................................................................................................ 111
(Format Page) ..................................................................................................................................................... 111
Handout 9.3 ........................................................................................................................................................ 113
Format Page ........................................................................................................................................................ 113
Session 10: .......................................................................................................................................................... 115
HANDOUTS ......................................................................................................................................................... 118
Handout 10.1 ...................................................................................................................................................... 118
Handout 10.2 ...................................................................................................................................................... 120
Sample Assessment Sheet .................................................................................................................................. 120
Session 11: .......................................................................................................................................................... 122
HANDOUTS ......................................................................................................................................................... 126
Handout 11.1 ...................................................................................................................................................... 126
Spreadsheet ........................................................................................................................................................ 126
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Worksheet 11.1 .................................................................................................................................................. 128

Spreadsheet ........................................................................................................................................................ 128
Handout 11.2 ...................................................................................................................................................... 129
Excel Application windows ................................................................................................................................. 129
Worksheet 11.2 .................................................................................................................................................. 130
Spreadsheet ........................................................................................................................................................ 130
Session 12: .......................................................................................................................................................... 131
HANDOUTS ......................................................................................................................................................... 134
Handout 12.1 ...................................................................................................................................................... 134
Spreadsheet (Students’ Result) .......................................................................................................................... 134
Handout 12.2 ...................................................................................................................................................... 136
Spreadsheet (Formatting Worksheet elements) ................................................................................................ 136
Session 13: .......................................................................................................................................................... 139
HANDOUTS ......................................................................................................................................................... 143
Handout 13.1 ...................................................................................................................................................... 143
Spreadsheet (Representing Data Graphically) .................................................................................................... 143
Session 14: .......................................................................................................................................................... 147
HANDOUTS ......................................................................................................................................................... 150
Handout 14.1 ...................................................................................................................................................... 150
Microsoft PowerPoint ......................................................................................................................................... 150
Handout: 14.2 ..................................................................................................................................................... 162
What is Microsoft PowerPoint? - Definition from Techopedia- ......................................................................... 162
Handout 14.3 ...................................................................................................................................................... 164
Shortcuts Keys..................................................................................................................................................... 164
Worksheet 14.1 .................................................................................................................................................. 167
Worksheet 14.2 .................................................................................................................................................. 168
Session: 15 .......................................................................................................................................................... 169
HANDOUTS ......................................................................................................................................................... 172
Handout 15.1 ...................................................................................................................................................... 172
Adding Animations.............................................................................................................................................. 172
Handout 15.2 ...................................................................................................................................................... 173
Selecting Transitions: .......................................................................................................................................... 173
Handout 15.3 ...................................................................................................................................................... 174
Customizing Your Animation .............................................................................................................................. 174
Handout 15.4 ...................................................................................................................................................... 175
Inserting Videos .................................................................................................................................................. 175
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Handout 15.5 ...................................................................................................................................................... 176

Recording Narrations: ......................................................................................................................................... 176
Session 16: .......................................................................................................................................................... 177
HANDOUTS ......................................................................................................................................................... 181
Handout 16.1 ...................................................................................................................................................... 181
Instructional Lesson Presentation through PowerPoint ..................................................................................... 181
Handout 16.2 ...................................................................................................................................................... 182
Steps to create a presentation on PowerPoint: “Student of the Week.” ........................................................... 182
Worksheet 16.1 .................................................................................................................................................. 183
Session 17: .......................................................................................................................................................... 184
HANDOUTS ......................................................................................................................................................... 187
Handout 17.1 ...................................................................................................................................................... 187
The Electronic mail ............................................................................................................................................. 187
Handout 17.2 ...................................................................................................................................................... 188
Writing an e-mail ................................................................................................................................................ 188
Handout 17.2 (b) ................................................................................................................................................. 189
What makes a valid e-mail address? .................................................................................................................. 189
Session 18: .......................................................................................................................................................... 190
HANDOUTS ......................................................................................................................................................... 193
Handout 18.1 ...................................................................................................................................................... 193
Session 19: .......................................................................................................................................................... 194
HANDOUTS ......................................................................................................................................................... 197
Handout 19 ......................................................................................................................................................... 197
Session 20: .......................................................................................................................................................... 206
HANDOUTS ......................................................................................................................................................... 209
Handout 20. 1 (a) ................................................................................................................................................ 209
Handout 20. 1 (b) ................................................................................................................................................ 210
Handout 20.2 ...................................................................................................................................................... 211
Logs: The Use of Weblogs in Education .............................................................................................................. 211
Session 21: .......................................................................................................................................................... 216
HANDOUTS ......................................................................................................................................................... 219
Handout 21 ......................................................................................................................................................... 219
Session 22: .......................................................................................................................................................... 222
HANDOUTS ......................................................................................................................................................... 225
Handout 22.1 ...................................................................................................................................................... 225
What is worksheet? ............................................................................................................................................ 225
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Handout 22.2 ...................................................................................................................................................... 227

How to make worksheets for your classroom through PowerPoint! ................................................................. 227
Handout 22.3 (a) ................................................................................................................................................. 235
Exemplars Narrative Rubric ................................................................................................................................ 235
Handout 22.3 (b) ................................................................................................................................................. 237
K–2 Science Continuum ...................................................................................................................................... 237
Session 23: .......................................................................................................................................................... 240
HANDOUTS ......................................................................................................................................................... 243
Handout 23.1 ...................................................................................................................................................... 243
The Advantages and Importance of Online Learning ......................................................................................... 243
Handout 23.2 ...................................................................................................................................................... 245
10 E-Learning Platforms You Can Use For Online Courses ................................................................................. 245
Session 24: .......................................................................................................................................................... 248
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Acronyms
E&SED Elementary and Secondary Education Department

DCTE Directorate of Curriculum and Teacher Education
PITE Provincial Institute of Teacher Education
RITE Regional Institute for Teacher Education
FITE FATA Institute for Teacher Education
DFID Department for International Development
ASI Adam Smith International
DE&SE Directorate of Elementary & Secondary Education
A.V. Aids Audio Visual Aid
IP Induction Program
ICT Information Communication Technology
NICT National Information Communication Technology
NETS*T National Education Technology Standards for Teachers
IRI Interactive Radio Information
MS Word Microsoft Office Word
PPT Power Point
E-mail Electronic Mail
G-mail Google mail
AY Academic Year
EU-TA European Union Technical Assistance
FY Financial Year
KESP-TA Khyber Pakhtunkhwa Education Sector Program-Technical Assistance
LMT Lead Master Trainers
LMS Learning Management System
SE Subject Experts
SP Session Plan
SLOs Student Learning Outcomes
TNA Training Need Assessment
TPD Teacher Professional Development
ToT Training of Trainer
ADE Associate Degree of Education
B.Ed Batchelor of Education
LAN Local Area Network
ODL Open and Distance Learning
ET Educational Instruction
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RI Radio Instruction
MoE Ministry of Education
KPK Khyber Pakhtunkhwa
ISTE International Standard of Technology in Education
PERN Pakistan Education and Research Network
AIOU Allama Iqball Open University
ABES Adult Basic Education Society
TIU Technical Implementation Unit
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Preface
The government of Khyber Pakhtunkhwa Elementary and Secondary Education Department (E&SED)
successfully launched and completed Phase-1 of the Induction Programme in 2018-19 for newly
recruited teachers. Positive feedback from the stakeholders encouraged E&SED to continue the
practice of offering induction programme to newly hired teachers.
The quality education issues that were identified before IP-phase-1 and the assumption that the
beginning teachers were likely to lack significant professional competencies and content knowledge
were confirmed in pre-test. Moreover, after completion it was evident in the results of the trainee
teachers that the identified gaps were, to a greater extent, bridged. Hence, it was safely concluded
that the Induction Program proved instrumental in addressing the newly recruited teachers’ challenges
in terms of their content clarity and pedagogical skills.
Indepth analyses of the data from IP-Phase-1 highlighted that trainee teachers still lacked pedagogical
underpinnings of the teaching and learning process. The learnings from phase-1 were incorporated in
designing IP-Phase-2. Consequently, content and design were amended to adapt to the emerged
requirements. One of them was insertion of a 50-day face-to-face sessions of Foundational Courses
including Curriculum and Instructions, Educational Psychology, Assessment, School Organization, ICT,
and Teaching of subjects. These courses are selected due to their importance and proximity to teaching
and learning.
ICTs are playing a significant role in changing and modernizing methods of teaching and learning
processes in educational institutes. This course module has been designed for the facilitators to
facilitate trainee teachers to understand, learn and use ICT skills in their classrooms. Through reflective
practice and variety of teaching strategies, it is hoped that the trainee teachers will be in better
position to apply ICT skills with fidelity. This module consists of 24 session plans of 2 hours each. So, in
total there will be 48 hours of instruction time.
I truly appreciate the content developers whose untiring efforts resulted in a quality document, which
certainly will prove to be a stepping-stone towards the improvement in the training of teachers.
Furthermore, I would like to thank Director DCTE and his review team for their valuable input in helping
us improve and finalize this important resource for the development of teachers.
This document has been made possible with the support of Department of International Development
– DFID through Technical Assistance from Khyber Pakhtunkhwa Education Sector Program (KESP)
managed by Adam Smith International (ASI).
I sincerely hope that this module will give you required skills and knowledge necessary to deliver the
training effectively. I wish you good luck!
Hakimullah
Director, PITE, Khyber Pakhtunkhwa
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About Course Module

The modern digital era is going through innovations and has transformed our society’s way of thinking,
working and living. Being a part of this digital and modern society, our schools and other educational
institutes are required to support a ‘learning community’ in which the students are required to be
prepared for living, thinking, and working in a ‘society of knowledge.’ To achieve this goal, ICT
integration in education is a must. Over the past two decades, the rapid growth of ICT and its capability
have provided wider possibilities for supporting a dynamic and proactive teaching and learning
environment. To meet the current time’s modern skills and adaptabilities, responsibilities have been
increased on teachers more than ever to integrate ICT into their daily teaching and equip themselves
with the modern tools and facilities while shedding off the traditional teaching methods. This is
because the ICT offers quite a many tools to be used in and out of classrooms for the improvement in
teaching and learning quality. ICT has the potential for preparing learners for life the 21st Century skills
to face the current and future challenges in global scenario.
This 50 days ICT course module details the concept of ICTs and its application in the classroom.
After completing this course, trainee teachers will be able to:
1. Utilize a range of technologies (radio, video, computer, online tools, and others) to create, plan,
and deliver instruction (application)
2. Model effective use of ICTs to locate, analyse, create, and evaluate information resources to
support teaching and learning (application)
3. Engage children in using digital tools and resources as part of an authentic or collaborative
learning activity (integration)
4. Provide a well-articulated perspective on ICTs in education informed by personal experience
and critical examination of resources, curriculum, and educational practice (evaluation)
This course module covers three instructional units over the span of eight weeks. Each unit is further
divided into topics and subtopics. Variety of teaching strategies are employed to help participants to
become critical thinkers and problem solvers. As ICT is a complex concept, efforts are made to make
the sessions interactive so that many brains are able to break down complex ideas into simple ones.
In this manual, the activities follow step by step instructions for trainers. Tentative timings are also
given for each activity that can help the trainer to effectively utilize time to meet the objectives of each
session. The Worksheets and Handouts, which will be used in these sessions, are attached at the end
of each session for ready reference.
Following are some of the instructions for facilitators:
 Please read each session plan carefully before delivering the training, review all the Handouts,
Worksheets and video resources according to the designed activities.
 You will find reflection questions at the end of each session. Make sure to Collect written/oral
reflections from the trainee teacher before starting the session.
 Read them carefully and prepare a comprehensive feedback for the class.
 It is expected that this module will be helpful for you to further train trainee teachers.
Wish you good luck!
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Session 1: ICT in Education Time: 120 Minutes
Date
Unit:1
ICT in Education
Sub Topic
Introduction to ICT
Objectives of the Session 5 minutes

After the completion of the session, the trainee teachers will be able to:
 Develop an initial understanding of different types and formats of technologies that can be
used in education
 Discuss and analyse the way of teaching, skills of work to keep changes with the demand of
the day.
Teaching A.V-Aids
Computer, Multimedia, Mobile, Internet, etc.
Required Resources
Writing boards, markers, duster,
Handouts 1.1:
Handouts 1.2:
Note for Subject Expert:
Check all the given video and reading links and sources to be prepared for the session beforehand.
Introduction of the Session 10 minutes

 To build trainee teachers’ confidence about using ICTs and to bring fun to the starting
session, share an example of a mistake that you made when you first started working with
technology equipment.
 Ask the trainee teachers about the first mistake that they made when they started using
technologies (computer, mobile phone, CDs/DVDs, television, etc.) Trainee teachers can do a
small group discussion and write one point each on a chart paper for a poster display later.
 Seek two or three most hilarious mistakes/experiences from each group, in a quick round.
The trainee teachers can later post the chart papers on the wall for a Gallery Walk after the
session.
 Conclude the discussion by highlighting the point that making mistakes is acceptable, that’s
how we learn.
 As follow-up of the first activity, now ask the trainee teachers in groups to discuss how
different technologies have changed our lives especially in relation to learning, entertainment
and communication.
Expected Responses:
o Share stories, personal anecdotes and digital pictures
o Share ideas and feelings (by texting, E-mailing and posting their videos)
o Be known to a broader audience (Have a Facebook or another social media profile)
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o Seek responses instantly (through E-mailing and Web searching)

o Stay connected (by texting, using Mobile Phone and Internet)
o Have a network of friends rather than having a couple of friends
o Communicate real time as things happen in their lives, there is a very little lag in
communication even over distance
Carry ‘tools’ with them all the time (like digital organizers, camera, address book and calculator
in the cell phone, radio and audio/video players, etc).
Instructions/Activities
Activity 1: 20 minutes
 Ask the trainee teachers to individually read Handout 1.1.
 Divide them into groups of three for peer teaching and discussion for 05 minutes on the
misconceptions about technologies described in the Handout.
 Give them 05 minutes.
 Suggest them to discuss their own misconceptions about technology and ICT (if any).
 Note their responses on writing board from each group avoiding repetition.
 Sum up the activity by adding your feedback.
It is important that the misconceptions about ICTs should be rectified and there should be clarity in
the minds of the students. This should be kept in mind that ICTs are not the substitute for the
conventional teaching. Both should be taken into consideration by the teacher and take them along
side by side
 Ask the trainee teachers to discuss in pairs about various concepts and examples of
technologies that they have used or had an experience of while teaching and learning (it
could even be learning about a cooking recipe from a TV channel).
 Elicit responses from pairs to share with the whole class, minimizing repetition of
examples/points.
 Ask a volunteer to keep writing it down for record and reference for further discussion.
 Don’t try to correct trainees at this stage.
 Highlight a couple of responses that could be good examples of ICTs-integration in teaching
and learning.
 Organize the class into two groups and share an example of two different class sessions using
ICTs in the classroom (Class A and Class B).
 The group members are asked to pair up and read the two sample lessons by taking turns and
discuss the key points briefly.
Class A
 The teacher shares a PowerPoint presentation with the students. The presentation
provides textual information about “Costumes” in different regions of Pakistan. The
teacher encourages students to ask questions after the presentation; she also seeks
responses to these questions from the students based on the information provided in
the presentation.
 The presentation also lists the assignment questions that the students have to work on.
The students are asked to type their responses as a MS Word document and save it on
the computers in the laboratory for other students to share on the Local Area Network
(LAN).
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Class B
 The teacher shares real-life video clips with the students about “Costumes” in
different regions of Pakistan. The teacher encourages students to ask questions after
viewing the video; he/she also seeks responses to these questions from the students
based on the information presented in the video clips.
 As an assignment, the teacher asks the students to capture or collect pictures of
people wearing different types of costumes to develop a photo gallery. Students are
asked to share their work either as a simple slideshow, PowerPoint presentation or as
printed album for a Gallery Walk.
To Compare and Contrast:
 Ask the groups to discuss the ways technology is used for the two sessions in the light of the
following questions:
o What do the lessons have in common?
o What type of technology is used the two lessons?
o Which of the two lessons would be more engaging? Why?
o Has technology contributed to a better quality teaching/learning in these sessions? If yes,
to what extent? If not, why?
o How differently is PowerPoint presentation used in the two lessons?
o Which one would be more effective?
 Provide feedback to the students to conclude this activity.
Differentiating between the types of ICT tools in education
 Divide the trainee teachers into five groups and ask them to read Handout 1.2 and discuss on
the assigned material as following:
o Group: 1 Informative tools
o Group: 2 Suiting tools
o Group: 3 Constructive tools
o Group: 4 Communicative tools
o Group: 5 Collaborative tools
 After reading and discussion, ask them to search the web and make informative worksheets
on the assigned ICT tools.
 They can add related pictures or search for the short videos instead of the worksheets if they
want (avoiding any inappropriate images/video content.
 Facilitate them wherever needed.
 Take short presentations through multimedia from their assigned group leaders following a
short Question / Answer session at the end of each presentation.
 Conclude the activity with productive feedback.
Additional Learning Material
ICT enabled education: - Laneways Technologies
https://stories.linways.in/ict-enabled-education-d190bcc91bf0
Assessment 5 minutes
The trainer will ask the following questions by writing on the board.
 What features should good practices of integrating Information and Communication
Technologies (ICTs) in education include?
 What ICT-integration competencies are essential for enabling teacher professionals to
effectively integrate ICTs in education?
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Home Assignment: 5 minutes

Create a worksheet for your class using one of the ICT tools discussed in today’s session.
Teaching Strategies
Following strategies have been used in today session
 Individual work
 Group activity
 Think, pair, share
 Discussion method
 Short presentations
 Peer teaching
Reflection on the Session 5 minutes
To assess their learning and understanding level, ask the following questions from the trainee
teachers:
 Which learned strategies do you foresee to use in the classroom?
 Which strategy/activity you propose to improve further?
 Which strategy/activity do you foresee you can apply in your classrooms and what possible
impact do you think this activity will have on your students?
 Ask them to bring their written reflections when they come to attend next face to face
session.
References
 Video: Pakistan's Culture and Folk Songs by Bahria Foundation School & College HAZRO
Campus – PAKISTAN
https://www.youtube.com/watch?v=zjwh9IqKEQI
 ADE/B.ED course guide ICTs in Education ( draft 26-september- 2011)
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HANDOUTS
Handout 1.1
The Misconceptions of ICTs
For many interventions relating and involving ICTs in education, there is a repetitive cycle of technology
in education that goes through hype, investment, poor integration, and lack of educational outcomes.
The cycle keeps spinning only because each new technology reinitiates the cycle. This can only be
prevented with smart instruction maximizing the potential of ICTs and NOT substituting it for teacher.
Point to be noted is that a blind faith in technology would not help improving access and quality of
education.
 It’s a misconception that effects of ICTs are definite. Technology does not and cannot cure all
the education ills. This should be reminded that ‘Technology’ is only a tool. Quality instruction
can only be guaranteed if the teacher is good. Technology is not a shortcut to good education,
it cannot substitute a good teacher; no technology can fix a bad educational philosophy or
compensate for bad practice. In fact, if we are going in the wrong direction, technology will
only get us there faster.
 Likewise, technology is used for distance learning, is not about distance, it is about learning.
Just as we can have bad education face to face, we can have bad education at a distance.
 Similarly, if teaching is demonstrating and telling, and if learning is memorizing and reciting,
using learning technologies and multimedia programs for this purpose will not have the desired
impact. Also, if students are not asked to search and work collaboratively, and if teachers
function independently, investment in connectivity will not be cost effective.
 Delivering a lecture on use of ICTs in education during teacher-training would not enable
teachers to ‘use’ ICTs in education. Like all other teaching strategies, only delivering a lecture
on use of ICTs in education wouldn’t work. So what would work? Purposeful use of ICTs should
be integrated in the training sessions.
 ICTs do not mean computers and Internet. Under pressures to be fashionable and adopt the
latest educational innovations, the temptation is to limit ICTs to the Internet and exclude other
powerful low-end to middle-range technologies such as radio, television, and print. These
technologies use reception equipment that is readily available in homes, have proven to be
effective and inexpensive in packaging high-quality educational materials, reach “unreachable
clientele,” and overcome geographical and cultural hurdles.
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 A popular misconception and belief is that acquiring technological equipment is ‘empowering’

education and schools. Experience is proving, to our surprise, that acquiring the technologies
themselves, no matter how hard and expensive, may be the easiest and cheapest component
in a series of elements that ultimately could make these technologies sustainable or beneficial.
 Effectively integrating technology into learning systems is much more complicated. It involves
a rigorous analysis of educational objectives and changes, a realistic understanding of the
potential of technologies, a purposeful consideration of the pre- and co-requisites of
effectiveness of ICTs for education, and the prospects of this process within the dynamics of
educational change and reform.
 To "tech" or not to "tech" education is, therefore, not the question. The real question is how
to harvest the power of ICTs to make education relevant, responsive, and effective for school
settings and lifelong learning.
 ICT-enhanced education activities should not be perceived as a substitute for conventional

schools and teachers. Despite its shortcomings, the school system has been remarkable in its
contribution to fulfilling basic learning needs, to skill formation, and to the preservation and
evolution of cultures. We have reached the limits of this model, however, in providing high-
quality education for all, anytime, anywhere, in an affordable and sustainable manner. ICTs can
expand the potential of a conventional delivery system, complement its existing elements, and
empower instructors to become better teachers.
Reference:
ADE/B.ED course guide ICTs in Education (draft 26-september- 2011)
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Handout 1.2
What are ICTs and what types of ICTs are commonly used in education?
ICTs stand for information and communication technologies and are defined, for the purpose of this
primer, as a “diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information.” These technologies include computers, the Internet,
broadcasting technologies (radio and television), and telephones.
In recent years there has been a rapidity of interest in how computers and the Internet can best be
utilized to improve the efficiency and effectiveness of education at all levels and in both formal and
non-formal settings. But ICTs are more than just these technologies; older technologies such as the
telephone, radio and television, although now given less attention, have a longer and richer history as
instructional tools. For instance, radio and television have for over forty years been used for open and
distance learning, although print remains the cheapest, most accessible and therefore most dominant
delivery mechanism in both developed and developing countries. The use of computers and the
Internet is still in its infancy in developing countries, if these are used at all, due to limited
infrastructure and the attendant high costs of access.
Moreover, different technologies are typically used in combination rather than as the sole delivery
mechanism. For instance, the Kothmale Community Radio Internet uses both radio broadcasts and
computer and Internet technologies to facilitate the sharing of information and provide educational
opportunities in a rural community in Sri Lanka.
Types of ICT Tools Education
Information and Communication Technology consists of various tools and systems that can be
exploited by capable and creative teachers to improve teaching and learning situations. The
classification of ICT tools is as follows:
1) Informative tools - Internet, Network Virtual Drive, Intranet systems, Homepage, etc.
2) Suiting devices - CD-ROM, etc.
3) Constructive tools - MS Word, PowerPoint, FrontPage, Adobe Photoshop, Lego Mindstorm, etc.
4) Communicative tools - E-mail, SMS, etc.
5) Collaborative tools - discussion boards, etc. forum
The five categories of ICT tools listed above are discussed in more detail under the following headings.
Informative Tools
Informative tools are applications that provide large amount of information in various formats such as
text, graphics, sound, or video. Examples include tools and information resources of the existing
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multimedia encyclopedia of the Internet. The Internet is a huge electronic database, and researchers
consider the Internet as the most significant ICT tools in e-learning environments.
Situating Tools
Situating tools is a system that lay the students in the environment where it involves a context and
the occurrence of a situation. Examples of such systems include simulation, virtual reality and multi-
user domain. Situating tools software tools such as CD-ROM. CD-ROM offers hypermedia application
which gives better opportunities for teachers to enhance learning environment. Hypermedia
application covers more than one of the following media such as text, audio, graphic images (still
images), animation and video clips. Hypermedia applications are well integrated in the learning
environment to enhance student autonomy and thinking.
Constructive Tools
Constructive tool is a general purpose tool that can be used to manipulate information, construct their
own knowledge or visualize students understanding. Construction tools such as Microsoft Word or
PowerPoint has a strong impact in the educational environment and is widely used in most
organizations in the form of memos, reports, letters, presentations, record routine information, giving
businesses the most. In learning a second language, Microsoft Word manages to help students to make
correct sentences and texts as well as modern word processors include spell checking and dictionaries
and grammar checkers. Therefore, teachers can use the software to promote writing in the curriculum.
PowerPoint is a presentation graphics program packaged as part of Microsoft Office for Windows or
Macintosh. Although generally used for developing business presentations, it is also very advantageous
in the context of increase creativity among students. While word processing program is the most
common computer applications used, as a spreadsheet like Excel is just as important in teaching and
learning of English. Students will be exposed to learning design and statistical data using the Excel
program that can be automated through the formula.
Communicative Tools
Communicative tools are systems that allow easy communication between teachers and students or
between students outside the physical barrier classroom. It is including e-mail, electronic bulletin
boards, chat, teleconference and electronic whiteboard. Synchronous communicative tools such as
chat or video conference enable real-time communication while using the tools of communicative
asynchronous (eg e-mail and electronic whiteboard) is a system in which exchange of messages
between people are not 'live' but somehow delayed. Utilization of electronic mail is increasing day by
day. E-mail is the most commonly used on the Internet. It is easy to use as it is a primarily text-based
system and simple communication tool for teachers and students that allow students to dominate
class beyond physical barrier.
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Collaborative Tools
Collaboration tools of ICT is currently the focus of much interest and emerging as development of new
tools that make online collaborative projects draw a realistic option for a distributed group work.
Internet can be used for many collaborative activities such as meetings; discussions are taking place,
working in the document, information dissemination, and other tasks. Interactive electronic
whiteboard is not just used as tools for meeting and development, but recently became the most
popular tool among teachers. Whiteboard is an electronic device that interfaces with the computer
where the computer image is displayed on the board that can be manipulated interactively. This tool
is increasingly popular with teachers, when used in conjunction with a computer and a video projector
that produces interactive learning community. Instead of having to crowd around one or two
computers, interactive whiteboard not only display the materials, but also to respond to human
interaction with computer commands and orders on a touch screen.
Reference:
https://www.uniassignment.com/essay-samples/education/types-of-ict-tools-education-essay.php
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Date
Unit:1
Introduction to ICT’s policy and other guidelines for use of ICT’s in Pakistan.
Sub Topic
21st Century skills need of the Day.
Objectives of the Session

After the completion of this session, the trainee teachers will be able to:
 Analyze the technical skills we need for work today, in comparison to the ones that were
needed in the recent past.
 Assess their knowledge, skills and usage of ICTs for various purposes.
Teaching A.V-Aids
Computer, Mobile, Multimedia, Internet, Video links, etc.
Required Resources
White board, markers, dusters, and
Handouts 2.1: What are 21st Century Skills?
Handouts 2.2: The Three 21st Century Skills Categories.
Note for Subject Expert: Check all the given videos handouts and reading links and resources to be
prepared for the session beforehand.
Reflection on the Previous Session 5 minutes
Before beginning today’s session:
Ask trainee teachers to:
 Keep handy their reflections on the previous day’s home assignment.
 Share their reflections on the previous day to keep the following questions in mind:
o What was the important event of the last session?
o How were my reactions and emotions in the last session?
o What went well - why?
o What did not go so well – why?
o What is my learning?
o What will I do differently now?
o Which skills do I need to develop further to achieve these objectives?
Introduce the 21st Century Skills’ Needs to the trainee teachers in the following way:
Introduction:
 Deliver a short lecture as:
st
21 Century skills comprise skills, abilities, and learning dispositions that have been identified as
being required for success in 21st century society and workplaces by educators, business
leaders, academics, and governmental agencies.
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 This is a part of a growing international movement focusing on the skills required for students
to master in preparation for success in a rapidly changing, digital society.
 Many of these skills are also associated with deeper learning, which is based on mastering
skills such as analytic reasoning, complex problem solving, and teamwork.
 These skills differ from traditional academic skills in that they are not primarily content
knowledge-based.
Activity: 1 30 minutes
Understanding of the 21st Century Skills
 Divide the trainee teachers into three groups; A, B, and C asking them to read and discuss
the Handout 2.1 thoroughly for 10 minutes.
 After reading and discussion, ask any group to volunteer for peer teaching to the other
groups discussing the key points related to the handout for 7 minutes.
 Instruct the other two groups to take turns for asking at least one question for any
ambiguity if they have. This way the whole class gets actively involved in productive
learning.
 Set up the video “Pay Attention” https://www.youtube.com/watch?v=aEFKfXiCbLw
Have the trainee teachers watch the video “Pay Attention”. (You may pause the video at
different intervals and ask questions as appropriate).
 Elicit responses to the question from trainee teachers and note their responses on the
writing board.
o Question # 1: Keeping the statistics do you agree with the ideas provided in the video
animation?
Why? Why not?
o Question # 2: What are the 21st century skills that are highlighted in the video?
o Question # 3: How can you apply the points presented in the video in your planning and
teaching practice?
 Elicit a point or two from each group to conclude the discussion.
 Conclude the activity with your feedback.
Tools to create digital quizzes for collaborative learning by students
 Ask the trainee teachers to discuss in pairs about various concepts and examples of
technologies that they have used or had experienced teaching and learning (it could even be
learning about a cooking recipe from a TV channel).
 Divide them in groups and provide Handout 2.2 for a thorough reading of the assigned
categories:
o Group 1: Category: 1
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 Elicit responses from all the three groups to share with the whole class through short
presentations.
 Ask the groups to open the website pages provided in the sources below:
Group 1: will work on “Topgrade” site,
Group 2: will open “FlexiQuiz” site, and
Group 3: will work on “ProProfs” site.
Source 1: https://topgradeapp.com
Source 2: https://www.flexiquiz.com
Source 3: https://www.proprofs.com/quiz-school/
 Ask the groups to create their pages by signing up for free and try to make a quiz on the
topic of their choice.
 Suggest them to look for the available features for creating quizzes on these sites and utilize
them into their assignments.
 Monitor and facilitate each group for overcoming any ambiguity.
 Give them 20 minutes for this task and then ask them to present their work through
multimedia to the whole class explaining the available features they utilized in their quizzes.
 Allow other groups to ask questions to the presenters to understand the features and the
way their designated quiz creating site offers.
 Provide your input/feedback to conclude this activity.
Exploring examples of ICTs in education through practice
 Split the trainee teachers into groups of four.
 Ask them to sketch out a lesson plan (either on paper or on Word Document if some of them
are already practicing it) for their students to examine the impact(s) of the ICT usage in their
subjects.
 Assign:
o Group: 1 to make an ICT integrated lesson plan for English/Urdu/Islamiat.
o Group: 2 to make an ICT integrated lesson plan for Science.
o Group: 3 to make an ICT integrated lesson plan for Mathematics.
o Group: 4 to make an ICT integrated lesson plan for Social Studies/History/Geography
 Explain to them that choosing the grade/level; primary, elementary, secondary is their
choice.
 Their lesson plans must be student centered; actively involving students and teacher playing
the role of facilitator, guide, observer, etc.
 At least two of the types of ICT tools must be included in their lesson plans.
 The inclusion of 21st century skills is a must in these lesson plans.
 Give them time frame of 25 minutes.
 Take short presentations through multimedia from their assigned leaders following the short
Q/A session at the end of each presentation.
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Videos:
https://www.edutopia.org/video/singapores-21st-century-teaching-strategies-education-
everywhere-series
To gauge the understanding level of the trainee teachers, the trainer will ask the following
questions:
1. Based on the evidence you have examined, is the instructional technology ‘worthwhile’?
2. Inform them that 21st Century skills are 12 abilities that today’s students need to succeed
in their careers during the Information Age.
 Identify the skills related to the three different categories from the following list:
o Critical thinking
o Creativity
o Collaboration
o Communication
o Information literacy
o Media literacy
o Technology literacy
o Flexibility
o Leadership
o Initiative
o Productivity
o Social Skills
 How can the use of technology in education support/distract from the promotion of these
skills?
Home Assignment:
Design an activity (on your choice of topic) for your class in which critical thinking, creativity,
communication, collaboration, and social skills are involved through technology.
Teaching Strategies
Share with the trainee teachers that in today’s session we have used following teaching strategies:
 Pair work
 Group work
 Peer teaching/ learning
 Interrogating the content
 Presentation method
Ask them to practice these activities in their classrooms to teach effectively and engage students for
improved learning.
Ask the trainee teachers to write their reflections on the learned strategies in today’s session by
answering the following questions:
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session.
References
 Framework for 21st Century Learning’: http://www.p21.org/overview
 https://www.aeseducation.com/career-readiness/what-are-21st-century-skills
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HANDOUTS
Handout 2.1
What Are 21st Century Skills?
21st Century skills are 12 abilities that today’s students need to succeed in their careers during the
Information Age.
The 21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s modern markets.
Each skill is unique in how it helps students, but they all have one quality in common.
Info graphic List: 21st Century Skills
Want a quick graphic reference about 21st Century skills? Keep this info graphic on-hand for any
student of any age — even as young a middle school
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.
.
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Handout 2.2
The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three categories:

1. Learning skills
2. Literacy skills
3. Life skills
Each of these categories pertains to a specific part of the digital curriculum experience.
Learning skills (the four C’s) teaches students about the mental processes required to adapt and
improve upon a modern work environment.
Literacy skills (IMT) focus on how students can discern facts, publishing outlets, and the technology
behind them. There’s a strong focus on deter determining trustworthy sources and factual information
to separate it from the misinformation that floods the Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus
on both personal and professional qualities.
Altogether, these categories cover all twelve 21st Century skills that contribute to a student’s future
career.
Let’s take a closer look at each category.
Category 1: Learning Skills (The Four C’s)
The four C’s are by far the most popular 21st Century skills. These skills are also called learning skills.
More educators need to know about these skills because they’re universal needs for any career. They
also vary in terms of importance, depending on an individual’s career aspirations.
 Critical thinking: Finding solutions to problems
 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others
Arguably, critical thinking is the most important quality for someone to have in health sciences.
In business settings, critical thinking is essential to improvement. It’s the mechanism that weeds out
problems and replaces them with fruitful endeavours.
It’s what helps students figure stuff out for them when they don’t have a teacher at their disposal.
Creativity is equally important as a means of adaptation. This skill empowers students to see concepts
in a different light, which leads to innovation.
In any field, innovation is the key to the adaptability and overall success of a company.
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Learning creativity as a skill requires someone to understand that “the way things have always been
done” may have been best 10 years ago — but someday, that has to change.
Collaboration means getting students to work together, achieve compromises, and gets the best
possible results from solving a problem.
Collaboration may be the most difficult concept in the four C’s. But once it’s mastered, it can bring
companies back from the brink of bankruptcy.
The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of
their own ideas and adopt others to get results for the company.
That means understanding the idea of a “greater good,” which in this case tends to be company-wide
success.
Finally, communication is the glue that brings all of these educational qualities together.
Communication is a requirement for any company to maintain profitability. It’s crucial for students to
learn how to effectively convey ideas among different personality types.
That has the potential to eliminate confusion in a workplace, which makes your students valuable parts
of their teams, departments, and companies.
Effective communication is also one of the most underrated soft skills in the United States. For many,
it’s viewed as a “given,” and some companies may even take good communication for granted.
But when employees communicate poorly, whole projects fall apart. No one can clearly see the
objectives they want to achieve. No one can take responsibility because nobody’s claimed it.
Without understanding proper communication, students in the 21st Century will lack a pivotal skill to
progress their careers.
But the four C’s are only the beginning. 21st Century skills also require students to understand the
information that’s around them.
Category 2: Literacy Skills (IMT)
Literacy skills are the next category of 21st Century skills.
They are sometimes called IMT skills, and they are each concerned with a different element in digital
comprehension.
 Information literacy: Understanding facts, figures, statistics, and data
 Media literacy: Understanding the methods and outlets in which information is published
 Technology literacy: Understanding the machines that make the Information Age possible
Information literacy is the foundational skill. It helps students understand facts, especially data points
that they’ll encounter online.
More importantly, it teaches them how to separate fact from fiction.
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In an age of chronic misinformation, finding truth online has become a job all on its own. It’s crucial
that students can identify honesty on their own.
Otherwise, they can fall prey to myths, misconceptions, and outright lies.
Media literacy is the practice of identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones that aren’t.
Just like the previous skill, media literacy is helpful for finding truth in a world that’s saturated with
information.
This is how students find trustworthy sources of information in their lives. Without it, anything
that looks credible becomes credible.
But with it, they can learn which media outlets or formats to ignore. They also learn which ones to
embrace, which is equally important.
Last, technology literacy goes another step further to teach students about the machines involved in
the Information Age.
As computers, cloud programming, and mobile devices become more important to the world, the
world needs more people to understand those concepts.
Technology literacy gives students the basic information they need to understand what gadgets
perform what tasks and why.
This understanding removes the intimidating feeling that technology tends to have. After all, if you
don’t understand how technology works, it might as well be magic.
But technology literacy unmasks the high-powered tools that run today’s world.
As a result, students can adapt to the world more effectively. They can play an important role in its
evolution.
They might even guide its future.
But to truly round out a student’s 21st Century skills, they need to learn from a third category.
Category 3: Life Skills (FLIPS)
Life skills are the final category. Also called FLIPS, these skills all pertain to someone’s personal life,
but they also bleed into professional settings.
 Flexibility: Deviating from plans as needed
 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit
Flexibility is the expression of someone’s ability to adapt to changing circumstances.
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This is one of the most challenging qualities to learn for students because it’s based on two
uncomfortable ideas:
1. Your way isn’t always the best way
2. You have to know and admit when you’re wrong
That’s a struggle for a lot of students, especially in an age when you can know any bit of information
at the drop of a hat.
Flexibility requires them to show humility and accept that they will always have a lot to learn — even
when they’re experienced.
Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life.
It also plays a big role in the next skill in this category.
Leadership is someone’s penchant for setting goals, walking a team through the steps required, and
achieving those goals collaboratively.
Whether someone’s a seasoned entrepreneur or a fresh hire just starting their careers, leadership
applies to career.
Entry-level workers need leadership skills for several reasons. The most important is that it helps them
understand the decisions that managers and business leaders make.
Then, those entry-level employees can apply their leadership skills when they’re promoted to middle
management (or the equivalent). This is where 21st Century skill learners can apply the previous skills
they’ve learned.
It’s also where they get the real-world experience they need to lead entire companies.
As they lead individual departments, they can learn the ins and outs of their specific careers. That gives
ambitious students the expertise they need to grow professionally and lead whole corporations.
Leadership alone isn’t enough to get ahead though.
True success also requires initiative, requiring students to be self-starters.
Initiative only comes naturally to a handful of people. As a result, students need to learn it to fully
succeed.
This is one of the hardest skills to learn and practice. Initiative often means working on projects outside
of regular working hours.
The rewards for students with extreme initiative vary from person to person. Sometimes they’re good
grades. Other times they’re new business ventures.
Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before the
weekend.
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Regardless, initiative is an attribute that earns rewards. It’s especially indicative of

someone’s character in terms of work ethic and professional progress.
That goes double when initiative is practiced with qualities like flexibility and leadership.
Along with initiative, 21st Century skills require students to learn about productivity. That’s a student’s
ability to complete work in an appropriate amount of time. In business terms, it’s called “efficiency.”
The common goal of any professional — from entry-level employee to CEO — is to get more done in
less time.
By understanding productivity strategies at every level, students discover the ways in which they work
best while gaining an appreciation for how others work as well.
That equips them with the practical means to carry out the ideas they determine through flexibility,
leadership, and initiative still, there’s one last skill that ties all other 21st Century skills together.
Social skills are crucial to the ongoing success of a professional. Business is frequently done through
the connections one person makes with others around them.
This concept of networking is more active in some industries than others, but proper social skills are
excellent tools for forging long-lasting relationships.
While these may have been implied in past generations, the rise of social media and instant
communications has changed the nature of human interaction.
As a result, today’s students possess a wide range of social skills. Some are more socially adept than
others. Some are far behind their peers. And some lucky few may be far ahead, as socializing comes
naturally to them. But most students need a crash course in social skills at least. Etiquette, manners,
politeness, and small talk still play major roles in today’s world. That means some students need to
learn them in an educational setting instead of a social setting.
For them, it’s another skill to add to their lives.
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Date
Unit:1
Introduction to ICT policy and other guidelines for use of ICT’s in Pakistan.
Sub Topic
 National ICT Strategy for Education in Pakistan.
 Excerpt from NICT Strategy for Education in Pakistan (p. 7-22).
At the end of this session, the trainee teachers will be able to:
 Critically examine Pakistan’s National ICT Strategy that supports and justifies the use of
technology for effective teaching and learning.
 Integrate the technology into classroom activities in order to promote learning that is
active, collaborative, constructive, authentic and goal oriented.
A.V-AIDS
Computer, multimedia, smart board, and internet.
Required Resources
Markers, white board, dusters,
Handout 3.1: Excerpt from NICT strategy for education in Pakistan (P.7-22)
Worksheet 3.1: Already prepared by the Trainer.
Note for Subject Expert:
Check all the given video and reading links and sources to be prepared for the session beforehand.

 Ask the trainee teachers to keep handy their reflections on the previous day’s home
assignment.
 Ask the trainee teachers to share their reflections on the previous day to keep the following
questions.
 Why modes of learning are different in the 21st century?
 What was the important event of the last session?
 How were my reactions and emotions in last session?
 What went well - why?
 What did not go so well – why?
 What is my learning?
 What will I do differently now?
 Which skills do I need to develop further to achieve this objective?
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 Begin today’s session, encourage the trainee teachers to participate in web-making on the
writing board according to the following questions:
o Out of your prior knowledge and work experience, what do you think about the ICT
strategy?
 Write their responses to make web on the topic.
For Example: What is ICT strategy?
 After the possible completion of the web, inform them that they are going to examine ICT
strategy in today’s session.
Understanding and critical analysis of the elements of the NICT Strategy
 Explain to the trainee teachers that Handout: 3.1, explores mainly the six elements of NICT
Strategy in depth. For each element, a description, focus areas, action recommendations,
and related resources are provided.
 Split the trainee teachers into 6 groups and assign each element of the document to all six
groups.
 Ask them to discuss the description and focus area of assigned strategy from Handout 3.1.
 Ask them to complete Worksheet 3.1.
 Facilitate the groups where and when needed during the designated time of preparation
(15 minutes).
 Ask each group to prepare charts for presentation.
 After given time, ask the leaders from each group to present their work following the short
Q/A session (at the end of each presentation).
 Make sure that all the key points related to the handout are covered by the groups.
 Conclude the activity by sharing the following points on a chart:
1) Use of ICT to extend the access of educational opportunity.
2) Application of ICT to strengthen the quality of teaching and educational management.
3) Employment of ICT to enhance students learning.
4) Development of the complementary approaches to using ICT in education.
5) Building on the current experiences of existing and successful ICT programs.
6) Development of capacity at the federal and provincial department of education levels.
Practice on the integration of the technology into classroom for collaborative learning
 Share the video available on the following link with the trainee teachers.
https://www.youtube.com/w atch?v=Cqo0PVhBFYI
The beginner’s guide to Microsoft Publisher-2018 Tutorial
 Ask about their clarity regarding the video. If there is any confusion inform them that next
they will work on MS Publisher and then they would be much clear about the use of MS
Publisher.
 Instruct them that working in the previous group they will design a newspaper on MS
Publisher using information of Worksheet 3.1.
 Take the trainee teachers to computer lab.
 Assign each group a computer to work on.
 Guide them to play the video of MS Publisher again in tabs in case they need help.
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 After the completion of their task ask them to present their work on multimedia for sharing
with others.
 Appreciate the groups for their work (without looking for perfection).
 Conclude the activity by sharing that they would be able to enhance their skill by using MS
Publisher with more and more practice and will find it supportive in treating innovation
during teaching learning process.

‘One Computer Classroom:
The Possibilities’: Ø http://eduscapes.com/tap/occ1.pdf
One-computer classroom activity with learning stations (in Indonesian): Ø
http://www.youtube.com/watch?v=LuT5w0QLodU
 Ask the following questions:
The given handout spells out a vision for teaching and learning.
 What is that vision?
 How will teaching change as a result of this vision?
 As trainee teachers, how would you work on the given suggestions?
Home Assignment:
Complete Worksheet 3.2 as home assignment and bring it in completed form in the next session.
Teaching Strategies
Following strategies have been used in today’s session:
 Brainstorming
 Group activity
 Peer coaching
 Q/A session

Ask the trainee teachers to write their reflections on the learned strategies of today’s session by
Ask them to bring their written reflections when they come to attend next face to face session
References
 COURSE GUIDE - DRAFT Associate Degree in Education/ B.Ed. (Hons) Elementary 2012
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HANDOUTS
Handout 3.1
Unit 1: Excerpt from NICT Strategy for Education in Pakistan (p. 7-22)
I. Elements of the NICT Strategy

The NICT Strategy contains the following six elements:
1) Use ICT to extend the reach of educational opportunity.
2) Apply ICT to strengthen the quality of teaching and educational management.
3) Employ ICT to enhance student learning.
4) Develop complementary approaches to using ICT in education.
5) Build on the current experiences of existing and successful ICT programmes.
6) Develop capacity at the federal and provincial department of education levels.
7) In the pages that follow, we explore each of these six elements in depth. For each element,
we provide a description, focus areas, action recommendations, and related resources.
Throughout this section, we will highlight terms that we define in the Glossary.
ELEMENT 1: Use ICT to Extend the Reach of Educational Opportunity

1.1. Description
Millions of children in Pakistan have little or no access to education. Improving school
Infrastructure and teaching quality are obvious elements of a comprehensive solution to this problem.
They are also the two areas where ICT can best supplement the effects of the Ministry of Education.
Around the globe, successful deployment of ICT has dramatically increased access to high quality
education. Countries are using ICT not only to overcome distance barriers, but also to make education
accessible to children and adults with special needs. Thus, Pakistan should explore all possible,
efficient, and affordable ways of increasing access to high quality education using ICT alone or in
combination with other tools.
1.3. Action Recommendations for Stakeholders:
1) Determine the context and needs of the students, educators, and/or citizens whom you seek
to serve: Gain a deeper understanding of your target audience. Who are your underserved
populations? Where are they located? How might you use ICT to reach these groups? How
feasible is this? What kinds of ICT might you use to reach these groups? You must also address
the issue of language. In what language(s) will you develop these ICT interventions? Examine
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human capacity needs, especially among teachers. Do they need greater subject area
knowledge or help with new instructional strategies?
2) Research uses of ICT including, and other than, computers: Gather information about how you
might use desktops, laptops, handheld digital devices, and Internet access to meet the needs
of your target audience. Beyond researching computers, also consider opportunities for using
radio, television, or video-based instruction using DVD players. Many countries have found
these latter technologies to be more useful, particularly where computers are not available or
cannot be connected with global networks. Also, investigate technologies from the perspective
of their potential to cater to individual learners with varying abilities and levels of access.
3) Invest in needs-based and best practice ICT models: Develop a minimum needs based
approach to building technology capacity at the District, Union Council, and School levels.
Establish model resource centres and technology clubhouses to serve areas where there are
insufficient schools and economically underprivileged areas.
1.2. Focus Areas
Geophysical Barriers: Use a number of technology-based alternatives where schools are inaccessible.
ICT works well where educational opportunities are limited due to Geophysical problems and/or lack
of schools. The following ICT approaches can be used to overcome geophysical barriers: Open and
Distance Learning (ODL): Equip community centres with televisions and computers that have Internet
facilities, so that local people can access information and benefit from on-line instruction. Pakistani
educational institutions like the Allama Iqbal Open University and the Virtual University are already
making use of innovative ODL techniques. The scope of ODL approaches can be extended to the areas
of education as yet untouched by them.
Educational Television (ET): Establish viewing centres where televisions are otherwise not widely
available and combine the hardware with ODL approaches. This will ensure that educational
programmes are available in remote areas in the form of video-based training (via Internet, satellite,
VCR/television, or DVDs). Allow students and teachers to “see and learn” by observing others in action.
They can also benefit from activities and virtual field trips that present rich content as practicable,
procedural knowledge.
Radio Instruction (RI): Use interactive radio instruction (IRI) to facilitate instruction for groups of
students when qualified teachers are not available. Also, utilize IRI to provide on-going professional
development and support to help teachers practice student-centred techniques in their classrooms.
One can also use non-interactive radio programmes to mobilise communities and to provide on-going
access to students and adults who might not be able to attend formal schools for social, economic, or
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physical reasons. Radios are ubiquitous throughout Pakistan in both rural and urban sectors, and a
“free to air” educational broadcast can reach a large population.
Computer Assisted Instruction (CAI): Offer computer-based training either in ODL format or locally,
via standalone applications. One can use CAI to upgrade teacher qualifications and provide access to
rich content. CAI can also standardise assessment and allow teachers and students to network,
exchange, and learn from peers in different geographic locations. Context-Based Differences: Use ICT
creatively to assist teachers and students with a wide range of abilities and from varied socio-economic
backgrounds. Cost-effective technologies for children with special needs—blind, deaf, and physically
handicapped learners—exist and should be used in the public and private school settings in Pakistan.
Similarly, ICT can help overcome gender bias, age, financial status, and other social or cultural factors
that might otherwise impede access to quality educational services.
ELEMENT 2: Apply ICT to Strengthen the Quality of Teaching and Educational Management
2.1. Description:
The quality of any system is only as good as its human resources. To improve education in Pakistan,
the needs of our teachers, head teachers, and administrators must be addressed holistically. ICT can
enhance teaching quality by supporting and reinforcing the use of innovative teaching practices. It can
allow educators to access a wide array of materials, reducing isolation and permitting peer-exchanges.
Administrators can also benefit from ICT by using technology tools to access management resources
and data that can, in turn, strengthen their decision-making processes.
2.2. Focus Areas
Continuous Learning: Maximise opportunities for professional development through IRI, television,
ODL, and on-line resources that provide teachers with access to ongoing professional development
including follow-up support. Such access is particularly valuable for traditionally underserved groups,
such as schools in mountainous and remote areas where face-to-face professional development can
be difficult, if not impossible. Teachers will learn ICT skills as well as how to teach ICT as a subject or
integrate it within the curriculum.
Instructional Practice: Help teachers understand and effectively use innovative instructional
approaches and constructivist techniques. Support them in applying a particular technology in a
learner-centred context by modelling lessons in live classroom situations that other educators can hear
or observe via radio or through taped/broadcasted television modules (on DVD or Web-based TV).
Content Knowledge and Curriculum Support: Distribute CD-ROM-based software (including items
from and links to relevant websites and education portals) to schools, professional development
centres, and teacher training institutions to help pre- and in-service teachers expand their content
knowledge. If appropriately integrated into the existing professional development regimen, these
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resources can help teachers obtain sound content knowledge. Provision of Internet access/CD-ROM-
based software in teacher resource centers can also bring great benefits to teachers.
Local Resource Materials: Provide teachers and educators with the ICT tools that enable them to
produce their own materials in local or regional languages. Teachers can take advantage of ICT skills
to produce customized instructional resource materials that are relevant for them. Where computers
are available in a resource center, teachers can prepare materials, and they can make and share
printouts of essential templates that supplement the traditional text-based methods.
Practitioner Communities: Encourage the use of ICT for professional networking, mentoring, and even
monitoring. By using E-mail, blogs, LISTSERVS, bulletin boards, chat, and on-line learning opportunities,
educators can engage in reflective, analytic learning activities and discussions about specific teaching
practices with national or international colleagues. Furthermore, by placing their thoughts in
distributable media (e.g., on-line, CD-ROM), teachers create an archived body of knowledge that other
scan access.
2.3. Action Recommendations for Stakeholders:
1) View teachers’ professional development as a top priority: Articulate, implement, and routinely
evaluate professional development goals. Both technical knowledge and the ability to integrate ICT
into the curriculum are important. If you are a leader of a provincial focal team for ICT integration,
engage your team in exa shorting how you can use ICT components to augment professional
development and pre-service training.
2) Match ICT selection to teachers’ specific needs: Assess the needs of teachers before deciding which
technology can best address those needs. For example, IRI might be a particularly cost-effective way
of providing regular outreach and support to teachers in remote areas of Pakistan. This ICT could easily
be tailored to upgrade these teachers’ subject knowledge, pedagogical practices, and language
abilities. Once you have assessed teachers’ needs, ICT can further strengthen the “core” areas of
teaching by providing educators with access to experts in their field and the ability to retrieve
resources containing up-to-date curricular and extra-curricular information.
3) Set guidelines for ICT training for teachers: Explore international standards for ICT education for
teachers. You will find resources such as material published by the International Society for Technology
in Education (ISTE) to be very useful. After you have reviewed these materials, adapt the guidelines to
suit local requirements and context
ELEMENT 3: Employ ICT to Enhance Student Learning
3.1. Description
Technology alone is seldom transformational. Rather, ICT requires the active participation of learners,
and the choices of educators determine ICT’s efficacy in the classroom. When used appropriately, ICT
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tools can support educators in promoting critical thinking and analytical skills. They can increase
student motivation and render learning relevant by connecting concepts and theories to real-world
examples. They can also boost deep processing of ideas and free up time for quality classroom
interaction. In sum, technology enables a teacher to improve pedagogy by providing the framework to
create a constructivist, learner-centered environment. For students, technology offers access to self-
paced learning. It provides a chance to explore, investigate, reflect, learn social skills (such as
collaboration, logical reasoning, and creative expression), and enhance self-esteem.
3.2. Focus Areas
Curriculum Enrichment: Review current curricula to determine how appropriate integration of ICT can
enrich primary, secondary, and vocational education. ICT can broaden, deepen, and bring to life
curricular goals and outcomes. For example, students might develop a deeper understanding of linear
and exponential growth by participating in a project-based activity that examines the link between
Pakistan’s post-Independence population and economic growth. Using the Internet to gather
population and economic data, students and teachers could graph these data both numerically and
visually using a spreadsheet application and analyse the relationship between the two.
Supplementary Materials: Use ICT to supplement, enhance, or provide access to content—particularly
when textbooks and supplementary materials are scarce. CD-ROM based content (internationally or
nationally produced) and Web-based activities provide students with access to digital resources and
on-line collections that might otherwise be unavailable. Further, ICT can present content in a manner
that is interactive as well as multimodal. Radio/ audio and TV/video programmes also offer a similar
multichannel approach through dramas, game shows, and interactive lectures.
Alternative Assessment: Find ways to use ICT to adopt more authentic ways to evaluate student work.
ICT tools can help move assessment away from paper/pencil tests to more sophisticated, richer modes
of assessing learning. They can assess higher order thinking skills not easily captured in traditional
forms of testing. They can focus assessment on particular topics, or they can assess students’
comprehension of multiple topics (e.g., through a project that covers numerous subjects). Because ICT
opens up opportunities for self-expression, students can demonstrate depth of understanding through
research projects. Depending upon learner style, ICT can allow for graphic presentations, report
writing, or analytical charts. Performance-based assessment on such projects can measure students’
ability to carry out a real-world task as opposed to grading memorised facts. ICT can also provide for
more frequent assessment.
Instructional Methods: Use ICT to show teachers ways to move away from the whole-class lecture
mode towards more active, student-cantered methods of learning. Teachers can utilize ICT tools in
making learning an engaging, motivating experience for students. An ICT-rich environment can provide
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more independent and collaborative, team-based learning in which students assume greater initiative
and responsibility. To take advantage of the rich opportunities presented by ICT, pedagogical methods
must change, giving students freedom to interact with ICT in ways that promote creativity and
problem-solving.
3.3. Action Recommendations for Stakeholders
1) Reform curriculum guidelines: Set standards for ICT skills that are based on guidelines from
established international bodies, such as ISTE. Review student career tracks in regular and vocational
programmes to develop specific ICT career pathways, and to create appropriate curricula and media-
rich resources. Invest in a broad range of technology options from computers and Internet to radio
programmes and audio-tapes to still cameras for use by teachers and students in different categories
of schools. Ensure that curriculum has scope for integration of all levels of technology into student
projects.
2) Seek and develop content resources: Research learning resources in multimedia formats (Internet
sites, CD-ROMS, audio material, broadcast shows) as well as locally created materials based on MoE
requirements and curriculum guidelines. Ministries, education departments, and district education
offices can establish Limited Area Search Engines—on-line database collections of appropriate content
for use by students.
3) Improve national examination systems: Reform the current system of examinations. The exam
system is one of the greatest impediments to full realization of the kinds of learning that ICT promote.
Instead, align examinations with the outcomes of an ICT-based education. Outcomes-focused
examinations will center on communication, problem-solving, creating, and presenting information in
multiple formats, to multiple audiences, and in real world situations. Some components of testing can
be automated for easy data entry and scoring.
ELEMENT 4: Develop Complementary Approaches to Using ICT in Education
4.1. Description: Developing complementary approaches to ICT in education implies a two-pronged
strategy. Given the strategic goal of mainstreaming ICT into the education system, ICT must be
introduced and used in service of educational goals. However, ICT must also be treated as a school
subject; skills to use ICT tools effectively are a prerequisite for their meaningful use in education.
Focus Areas
Learning about Technology (Information Literacy): Support students in becoming technically literate.
They must know how to use available ICT to find, create, present, and communicate information.
Technology literacy should enable the use of technology to develop higher order thinking skills in which
students are not just users of technology but creators and informed consumers of information.
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Learning through Technology: Integrate ICT tools into classrooms so that their use becomes part of
the learning process in all subject areas. ICT can become a lever to reform and transform education.
However, for this to happen, teachers and administrators must understand how it can help extend and
deepen content learning, curriculum, instruction, and assessment in ways that would otherwise be
impossible.
ELEMENT 5: Build on the Current Experiences of Existing and Successful ICT Programmes
5.1. Description
Planners will need to keep abreast of current developments in ICT for education on an on-going basis.
Pakistan’s ICT efforts can benefit from and build on the experiences of other programmes. Leaders will
want to keep an eye on local initiatives, as well as monitoring current news from thriving economies
with leading-edge technology and research. It will be especially worthwhile to track successful models
of success in developing countries with an infrastructure comparable to that of Pakistan.
5.2. Focus Areas
International and National ICT and Education Best Practices: Take a systematic approach to
researching models of ICT use in education, both in terms of success stories and problems
encountered. Numerous on-line resources are available to provide current information about
examples of ICT in school education around the globe. Some will routinely provide the latest updates
on a periodic (monthly or weekly) basis. In terms of local research, Pakistan has the following ongoing
ICT efforts that planners should study, expand upon, or partner with:
Ministry of Information Technology: Installation of over 1,400 computer laboratories in secondary
schools.
Pakistan Education and Research Network (PERN): A university-level research-based network with a
digital library of on-line resources to serve as a model for collecting and distributing educational
resources (established at the university level).
Allama Iqbal Open University (AIOU): College coursework through television and radio broadcasts and
multimedia CD-ROMs.
Virtual University: Distance education coursework. The AIOU is expanding to include Internet-based
instruction to supplement video and audio offerings, whereas the Virtual University has been based
from its very inception on broadcast television coupled with comprehensive interaction over the
Internet.
Intel/ Ministry of Education Teacher Training Programme: Training over 80,000 teachers to use
technology with their students and an additional programme for professional development of
education college faculty teachers.
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Adult Basic Education Society (ABES) and PTV telecast tele-lessons for the adult illiterate and neo-
literates since 1980s. For several decades, ABES has provided programming for homes and also for a
set of two hundred viewing centres established in rural areas.
Sesame Street in Urdu: Educational television broadcast that reaches children and their parents in
homes and child care facilities.
Innovative computer projects by NGOs, such as iEARN—which seeks to network teachers and young
people globally using the Internet—and new technologies to collaborate on projects that enhance
learning and have a social impact. Examples include a global Web school for environmental awareness
(ENO Project), a videoconferencing project for teachers (Global Leap), and an interactive, educational
on-line site that helps students and teachers improve their mathematics skills (Mathematics Virtual
Learning Circle), amongst others. ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY 72
Scale-Up and Replication of Local Models: Foster a progressive attitude towards pilot-testing new
ideas. Support innovation, seek opportunities to expand and replicate existing projects, and set
standards for evaluating ICT projects. Experts should evaluate local ICT projects, based on established
criteria. Schools (public and private) and community centres should be able to apply for grants for up
scaling projects. Leaders should consider replicating successful projects on a large scale.
ELEMENT 6: Develop Capacity at the Federal and Provincial Department of Education Levels
6.1. Description
There will be organised, ongoing efforts to ensure capacity building at the Federal and Provincial Levels
to help ensure proper planning, management, support, and monitoring and evaluation of ICT
initiatives. It is essential for ICT in education to be organised at the Federal and also the Provincial
levels. In addition to expertise and resources within the MoE, it is vital to have an external body that
can represent the cause of ICT in education and advise the MoE.
6.2. Focus Areas
Establish a Technical Implementation Unit (TIU) for ICT in Education: Set up a specialised unit with
resources, experts, and a clear sense of direction to work at the Federal Level and support the
Provincial Departments. The purpose of the TIU will be to spearhead the integration of ICT in
education, communicating a clear vision and goals and building infrastructure. The TIU will develop
the technical, planning, monitoring, and evaluation capacity of policy-makers, planners, and
administrators at national, provincial, district, and school levels. The TIU will also liaise with teacher
training institutes, oversee the implementation of the NICT Strategy, and support the overall
monitoring of education through the national Education Management Information System (EMIS).
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Establish a National ICT in Education Council: Form a council to assist the nation’s efforts to leverage
technology for improving education. This group of interested stakeholders would come from
educational institutions, private sector corporations, other government agencies, and NGOs.
Reference:
COURSE GUIDE - DRAFT Associate Degree in Education/ B.Ed. (Hons) Elementary 2012
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Worksheet 3.1
Read the assignment carefully, discuss in the group and write in your own words the output of that
assigned element.
Element
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Output regarding teaching learning process

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Worksheet 3.2
(a) Fill in the blanks:
1. Apply ICT to strengthen the quality of ---------------- and educational management.
2. Millions of children in Pakistan have ------------------ access to education.
3. Invest in ---------------------- and best practice ICT models.
4. Technology alone is seldom ----------------------------.
5. ICT can become a ------------------- to reform and transform education.
(b) Write a note on ‘how the knowledge of the elements of ICT strategy’ is supportive in the
improvement of teaching learning process.
__________________________________________________________________________________
__________________________________________________________________________________
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Date
Unit
Introduction to ICT policy and other guidelines for use of ICT in Pakistan.
Sub Topic
National Educational Technology Standards For Teachers (NEST*T)

 Help improve students' critical thinking ability, problem solving skills and creativity.
 Help prepare students to compete in a global market that is increasingly dependent on
technology.
 Help students learn to design student-centred projects and interact in various learning
environments.
 Help schools incorporate digital learning.
 Encourage the use of technology in the digital age for collaborative work and decision
making.
Teaching A.V-Aids
Computer, multimedia, mobile, internet, writing board, markers and duster.
Required Resources
Handout 4.1
Handout 4.2 and Quiz: 4.1
 After formally greeting the trainee teachers, ask them to keep handy their reflections on
the given home assignment of the previous day and also answer: “Why do we use ICT in
education”?
 Invite two to three trainee teachers to share their reflections.
Now share with them the following information to begin today’s session:
Effective teachers model and apply the National Educational Technology Standards for Students
(NETS•T) as they design, implement, and assess learning experiences to engage students and
improve learning; enrich professional practice; and provide positive models for students,
colleagues, and the community. All teachers should meet the following standards and
performance indicators.
Teachers should:
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership.
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Understanding the National Education Technology Standards For Teachers: NEST
 Divide the trainee teachers into seven groups and ask them to read the Handout: 4.1 as
follows:
o Group: 1 Standard One
o Group: 2 Standard Two
o Group: 3 Standard Three
o Group: 4 Standard Four
o Group: 5 Standard Five
o Group: 6 Standard Six
o Group: 7 Standard Seven
 After reading, ask the groups to prepare short presentations in which they can use
multimedia on the spot (if available).
 After preparation, ask each group to present their short presentations while the other
groups will note down the key points and will ask important questions at the end of each
presentation.
 Tell them beforehand that their important questions will earn them 10 points.
 Make sure that all the key points related to the handout are covered by the trainee
teachers.
 Provide feedback if any key point is left or in case of any ambiguity.
Critical thinking and practice on the Standards set in the National Education Technology
Standards For Teachers
 Set the video given in the link and ask the trainee teachers to watch it carefully.
Source:
ISTE Standards for Educators - Now Comment https://www.nowcomment.com› documents.
 After watching the video, explain to them that they need to prepare customized lesson
plans on each standard given in Handout 4.1.
 Divide the trainee teachers into groups and assign them different standards.
 Give them 25 minutes to prepare their lessons. Tell them that they can take help from the
internet.
 Observe the groups’ activities and give them technical support if needed or provide
guidance where required. .
o Group: 1 Standard One
o Group: 2 Standard Two
o Group: 3 Standard Three
o Group: 4 Standard Four
o Group: 5 Standard Five
o Group: 6 Standard Six
o Group: 7 Standard Seven
 After completing the lesson ask them to share their lesson plans with other groups.
 Conclude the activity with productive feedback to each presentation.
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Problem Solving through filling in the Rubric and Quiz
 Suggest the trainee teachers to be remained in the same groups as they were in the
previous activity.
 Ask them to open and fill the Rubric given in Handout 4.2.
 Give them time frame of 15 minutes.
 Ask them to open Quiz 4.1 and fill it individually within 5 minutes.
 After completing the quiz, ask them to exchange their accomplished task with each other in
their groups and conduct a peer teaching session for 5 minutes.
 Summarize the activity by taking feedback from the trainee teachers randomly on the
answers of the quiz.

 UNESCO ICT Competency Framework for Teachers (Appendix 1 only): Ø
http://unesdoc.unesco.org/images/0021/002134/213475E.pdf
 Video:
 https://nowcomment.com/documents/107104
To gauge their understanding level, ask trainee teachers to look through the ISTE NETS*T
standards again and ask them:
How easy or difficult do they believe it would be to attain these competencies?
 Ask the trainee teachers to make a three-column chart and label the top of each, ‘Easier to
attain’, ‘Harder to attain’, and ‘Hardest to attain’, placing the standards from each
document against these column headings.
 When they fill it up, ask them to quickly summarize in a paragraph as to where they think
they are positioned in terms of these standards.
Home Assignment:
Create a sample Rubric on the pattern described in the handout provided in today’s session. This
Rubric should be matched according to the conditions related to your workplace.
Teaching Strategies
Share with the trainee teachers that in today’s’ session we have used following teaching strategies:
 Individual work
 Pair work
 Group work
 Inquiry based method Quiz method
Ask them to practice these activities in their classroom to teach effectively and engage students
for improved learning.
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Ask the trainee teachers to write their reflection on the learned strategies of today’s session by
Ask them to bring their written reflections when they come to attend next face to face session.
References
https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
http://www.21things4teachers.net/21-Things/01/Implementation/ISTE-Standards-for-
Educators.html
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HANDOUTS
Handout 4.1
National Educational Technology Standards for Teachers (NETS*T)
ISTE STANDARDS FOR EDUCATORS

The (ISTE) International standard of technology in education Standards for Educators are your road
map to helping students become empowered learners. These standards will deepen your practice,
promote collaboration with peers, challenge you to rethink traditional approaches and prepare
students to drive their own learning. Connect with other educators in the ISTE
Standards Community and learn how to use the standards in the classroom with the ISTE Standards
for Educators e-book.
THE EDUCATOR STANDARDS
1. Learner
Educators continually improve their practice by learning from and with others and exploring proven
and promising practices that leverage technology to improve student learning. Educators:
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by
technology and reflect on their effectiveness.
1b. Pursue professional interests by creating and actively participating in local and global learning
networks.
1c. Stay current with research that supports improved student learning outcomes, including findings
from the learning sciences.
2. Leader
Educators seek out opportunities for leadership to support student empowerment and success and to
improve teaching and learning. Educators:
2a. Shape, advance and accelerate a shared vision for empowered learning with technology by
engaging with education stakeholders.
2b. Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new
digital resources and tools for learning.
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world.
Educators:
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3a. Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behaviour online that build relationships and community.
3b. Establish a learning culture that promotes curiosity and critical examination of online resources and
fosters digital literacy and media fluency.
3c. Mentor the students in safe, legal and ethical practices with digital tools and for the protection of
intellectual rights and property.
3d. Model and promote management of personal data and digital identity and protect student data
privacy.
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:
4a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that
leverage technology.
4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and
troubleshoot technology issues.
4c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging
virtually with experts, teams and students, locally and globally.
4d. Demonstrate cultural competency when communicating with students, parents and colleagues
and interact with them as co-collaborators in student learning.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
6. Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE Standards
for Students. Educators:
6a. Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings.
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6b. Manage the use of technology and student learning strategies in digital platforms, virtual
environments, and hands-on maker spaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational
thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or
connections.
7. Analyst
Educators understand and use data to drive their instruction and support students in achieving their
learning goals.
7a. Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education
stakeholders to build student self-direction.
Reference:
https://www.iste.org/standards/for-educators
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QUIZ 4.1
Instructions:
Choose an answer and hit 'next'. You will receive your score and answers at the end.
1. What is NOT one of the reasons why teachers should adapt ISTE standards in the classroom?
To encourage collaborative work among students
To encourage critical thinking in students
To help students learn digital tools

To help students compete with non-digital learners
Next
Bottom of Form
2. What is a way in which a teacher can demonstrate expertise in technology?
Transfer current teaching methods to technological methods
Participate in learning communities
Use tools to encourage collaborative thinking
Design assessments to gather data

3. What is one way in which teachers can engage in professional development for technology in
instruction?
Promote using technology in a limited manner
Practice implementation of emerging technologies
Limit the use of digital devices for computer science classes
Encourage collaboration without the use of virtual learning environments
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Handout 4.2
Rubric:
Category 5 3 1 Total points
Organization Lesson shows a Lesson shows Lesson shows

high degree some evidence of little evidence of
evidence of effective effective
effective organization, organization.
organization, though one of the Many of the
including: following may be following are
•stated learning missing OR all of missing OR are
objective the following are incomplete or
•beginning, included but not undeveloped:
middle, and end well developed: •stated learning
•summary of •stated learning objective
learning objective •beginning,
•organized •beginning, middle, and end
sequence of middle, and end •summary of
activities •summary of learning
learning •organized
•organized sequence of
sequence of activities
activities
Learner centred The activity The activity The activity
approaches embodies all embodies some embodies few to
tenets of learner- (two or three) no (zero to one)
centred tenets of learner tenets of learner
instruction: centred centred
•Collaboration instruction: instruction:
•Variety of •Collaboration •Collaboration
working styles •Variety of •Variety of
•Variety of use of working styles working styles
learning tools •Variety of use of •Variety of use of
learning tools learning tools
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•Variety of ways •Variety of ways •Variety of ways

of constructing of constructing of constructing
knowledge knowledge knowledge
Students are Students are Students are not
Use of technology actively engaged somewhat engaged with the
with the engaged with the technology or
technology either technology either with learning
by using it or by by using it or by
engaging with the somewhat
learning that the engaging with the
technology learning that the
promotes technology
promotes
Communication Throughout the Throughout some Teacher’s
with students whole class, of the class, communication
teacher teacher style is not clear
communication communication or concise.
style is: style is: Directions are not
•Clear and •Clear and clear or
concise concise understandable.
•Directions are •Directions are Teacher does not
clear and clear and allow students to
understandable understandable communicate or
•The teacher •The teacher ask questions.
allows students to allows students to
communicate and communicate and
ask questions ask questions
Total Number of Points:

To get a percent total, multiply the total number of points by five.
Reference:
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Date
Unit
Introduction to ICT policy and other guidelines for use of ICT on Pakistan.
Sub Topic
Computer Code of Ethics

 Ensure the privacy and safety of the computer users.
 Help people use the computer in the right ways.
 Guarantee that the works done by someone did not declare by other people.
Teaching A.V-AIDS
computer, multimedia, mobile, internet, handouts, video links, etc.
Required Resources
Handout 5.1: 10 commandments of computer ethics,
Handout 5.2: What are examples of computer ethics?
Note for Subject Expert: Check all the given video and reading links and sources to be prepared for
the session beforehand
Video Source: Cybercrime Exposed: How to Spot a Phishing Scam - YouTube
https://www.youtube.com/watch?v=pXp2RvA0SBU

Formally greet the trainee teachers and:
 Ask the trainee teachers to keep handy their reflections on the previous day’s home
assignment and also to answer: “What are the main elements of NEST*T*?”
 Provide feedback to each of them.
Begin the session by sharing with them the following information:
Introduction:
Computer technology advances from time to time and most probably will keep advancing in the
future.
With that, computer ethics will also keep growing and changing to meet the need of the
technology.
 Ethics means a set of moral principles that govern the behavior of a group or individual.
 Simply, computer ethics is a set of moral principles that regulate the use of computers as
that particular technology can give a myriad of social impacts.
 As known by the people, the size of the computers becomes smaller as time passes. This
makes people's life easier in a good way. However, not only in a good way, this aspect can
also be easily manipulated by the perpetrator to gain benefits.
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Hence, computer ethics are needed to avoid the improper usage of computer technology and
bring justice.
ROLE PLAY: to understand the Computer Code of Ethics
 Ask the trainee teachers how they would describe: Honesty, Integrity, and Respect of
others.
 After their response, divide them into groups of three or four and explain to them that they
will choose a scenario to role-play.
 Ask them to brainstorm solutions to the scenario mutually in their groups.
 Ask them to read Handout 5.1 and Handout 5.3
 Give them time for discussion.
 Ask one group of trainee teachers to volunteer for presenting their scenario with
appropriate solutions.
 The other two groups will take turns to ask at least one question about the scenario played.
 Likewise invite the other two groups one-by-one.
 Allow the trainee teachers to create their own computer code of ethics. (The Additional
learning material will assist them) and share with other groups.
 The trainee teachers may also make a video of their skit and present it to the class.
 Provide feedback where necessary.
 Conclude activity with input
Video Activity for critical analysis of spotting a Phishing scam
 Ask the trainee teachers to read Handout 5.2 for ten minutes.
 Ask trainee teachers to watch video on their tabs.
Video Source: Cybercrime Exposed: How to Spot a Phishing Scam - YouTube
 Ask the trainee teachers to note down some important questions to ask at the end of the
video.
 Divide the trainee teachers into four groups and ask them to start inquiring for the answers
among the group members
 After this, propose to the trainee teachers to get ready for a class competition on
INTERROGATING THE VIDEO CONTENT with other groups (15 minutes).
 The groups asking important and core questions will get 10 points while the groups
answering them perfectly will also earn 10 points. The groups with no good answers will
lose 5 points.
 The trainer will make sure that all the key points related to the video content are covered
appropriately.
 Conclude your session by sharing with trainee teachers that In a nut shell, the objectives of
computer ethic are to ensure the privacy and safety of the computer users, to helps people
use the computer in the right way and to guarantee that the works that done by someone
did not declare by other people.
 https://www.aitp.org/news/98451/
 https://sites.google.com/site/masamieelizabethclark/newsletter
 https://www.scamwatch.gov.au/types-of-scams/attempts-to-gain-your-personal-
information/phishing
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Ask the following questions to assess the level of understanding about the topic:
o How can we improve our ethics to protect our privacy, maintain our security and to respect
others?
o Why are the computer ethics important for us?
Home Assignment:
Create a sample code of ethics document for your students according to your workplace
environment and needs.
Teaching Strategies
1. Group work
2. Discussion method
3. Interrogating the content
4. Class Competition
5. Role Play
 Which learned strategies do you foresee to use in the classroom and why?
 Which strategy/activity you propose to improve further and how?
References
 10 Commandments of Computer Ethics - English for Students
 www.english-for-students.com › 10-Commandments-of-Computer-Ethics
 What Are Examples of Computer Ethics? | Reference.com
 https://www.reference.com › world-view › examples-computer-ethics-e0703...
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HANDOUTS
Handout 5.1
10 Commandments of Computer Ethics - English for Students
The 10 Commandments of Computer Ethics:

1. Do not use a computer to harm other people.
2. Do not interfere with other people's computer work.
3. Do not snoop around in other people's files.
4. Do not use a computer to steal.
5. Do not use a computer to bear false witness.
6. Do not use or copy software for which you have not paid.
7. Do not use other people's computer resources without authorization.
8. Do not appropriate other people's intellectual output.
9. Think about the social consequences of the program you write.
10. Use a computer in ways that show consideration and respect.
Reference:
www.english-for-students.com › 10-Commandments-of-Computer-Ethics
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Handout 5.2
What Are Examples of Computer Ethics? | Reference.com
Importance of computer ethics:
Why do we really need to concern about computer ethics?
 To protect personal & commercial information such as login & password info,
Credit card and account information and government and commercial databases.
It also controls unwanted internet mail and ads (Spam).
 To control plagiarism, student identity fraud, and the use of copyrighted material, etc.
 To make ICT available and accessible to all peoples, including the disabled and the
deprived. Accessibility needs to be kept in mind during curriculum design (in educational
contexts), in order to maximize the capabilities of the technology
 To suppress dishonest business practices and to protect and encourage fair competition
 To promote moral and social values in society.
Examples of problems that do not follow computer ethics:
There are several types of activities that against the computer ethics:
1. Stealing fund
S via computers.
The one who did this must be very dishonest and criminal person (Evil genius) to manipulate the
computer system and to access into the system.
2. Unauthorized computer entry.
The perpetrator will steal a company's trade secrets and data and then sell it to the competitors. This
activity involves both property and privacy.
3. Hacking.
Any computer-related activity which is not sanctioned or approved by owner of a system or networks.
4. Plagiarism.
Duplicating copyrighted content without the author's approval and take any source without credit to
the original author.
5. Phishing scam
Phishing scams are attempts by scammers to trick people into giving out personal information such as
bank account number, passwords and credit card numbers.
You can watch this video to get a clearer view on phishing scam.
Cybercrime Exposed: How to Spot a Phishing Scam - YouTube
https://www.reference.com › world-view › examples-computer-ethics-e0703...
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Handout 5.3
What are example of Computer Ethics?
Ways to improve ethics among computer users
Here we want to share with you several methods on how to improve the entire unethical act when
using computer.
1. Avoid or not to show on the internet any form of pornography and nudism.
2. Avoid or not to show any information which has the tendency to distract societies especially
information related to insult races and religions.
3. Avoid or not to show any form of exploitation for under-age children.
4. Not to publish any information which correlated to unethical activities like pirating, hacking
and cracking.
ISLAMISATION
As human beings, one should respect other people privacy and do not take their personal information
for own benefits. As the Prophet SW said (which means): "Have fear of prayer of the people who
mistreated though he/she is kufr because there is no barrier between the prayer with Allah."(Narrated
by Ahmad).
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Date
Unit 2
ICT integrated into curriculum and instructions
Sub Topic
IRI (Interactive Radio Instruction)

The trainee teachers will be able to:
 Assess their knowledge, skills and usage of ICTs for various purposes (teaching & learning).
 Define the concept of Interactive Radio Instructions (IRI)
 Describe various characteristics of Interactive Radio Instructions
 Use IRI as effective tool for teaching and learning.
 Explain role of IRI in Teacher Professional Development.
Teaching A.V-Aids
Radio, Mp3, Voice Recorder, Mobile (FM Radio), Writing Board, Markers and Duster.
Required Resources
 Handout 6.1: IRI (Interactive Radio Instruction)
 Worksheet 6.1: IRI (Interactive Radio Instruction) Handout
 Worksheet 6.2: J.Dee Ki Khani Written & LMS
 Worksheet 6.3: Impact of Sous le Fromager with in the classroom.
 Ask the trainee teachers to keep handy their reflections on the previous day.
 Ask the trainee teachers to share their reflections on the previous day to keep the following
questions in mind.
 What was the important event of the last session?
 What were my reactions and emotions in last session?
 What did not go so well – why?
 What will I do differently now?
 What skills do I need to develop further to achieve this objective?
 What are the NETS*T?
 What are the computer codes of ethics?

 Begin today’s session by introducing the topic(s) suggested for today’s session:
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Introduction: Deliver a short lecture by covering following main points:

 The UNO, World Bank and many other organizations are working and funding for
supporting the distance education and training, attendance, and quality of teaching and
learning.
 These support programmers are directly focused on the intervention of ICT in education for
active learning processes.
 There are many strategies in use worldwide for the intervention and integration of ICT such
as:
o Classroom-based IRI
Understanding the application of IRI into classroom based education System
 Ask the following questions from the trainee teachers:
 What does ICT stand for in education?
 What is the possible role of ICT in the teaching learning process?
 Share any effective learning/teaching experience on integration of ICT from your
workplace.
 Have you experienced/watched/conducted any education programmes through Radio or
TV?
 Share any effective learning/teaching experience on integration of IRI from your workplace.
 Encourage the trainee teachers to respond and develop a brief discussion.
 Inform the trainee’s teachers that in the up-coming activities the concept ICT & IRI will be
explored.
 Divide the trainee teachers into appropriate number of groups.
 Ask them to read Handout 6.1 individually and discuss the important points in their groups
and discuss with them.
 Assign areas of work to the groups as following:
o Group: 1 Introduction to the IRI in Education system
o Group: 2 What is IRI through Radio and three approaches and nine strategies of the
programme
o Group: 3 How does this programme work
o Group: 4 The positive affective dimensions of learning
 Ask the groups to prepare short presentations on the assigned topics and present to the
class with a short Q/A session at the end of each short presentation.
 Give the following feedback to conclude the activity.
Dual Audience Direct Instruction

Interactive radio instruction and interactive television instruction are examples of
dual audience direct instruction. Programs are broad-casted into the classroom,
directed at students, but also directly guide the teacher to take a more active
instructional approach than would otherwise be the case. The classroom teacher
and the radio or television “teacher” co-teach students but the classroom teacher
and students are also co-learners. Successful examples of this approach include
interactive radio instruction (IRI) and Mexico’s Telesecundaria program
(interactive television-supported instruction).
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Implementation of IRI intervention in education
 Inviting a volunteer trainee teacher to discuss trainer in the activity for this activity.
 Split the trainee teachers into two groups; A and B.
Group A
o Group A is asked to go to the other room along with the trainee teacher assistant.
o Ask them to read Handout 6.2 carefully with understanding while the assistant’s task is
to observe their activity.
Group B
o Group B is asked to close eyes and carefully listen to the story of J.Dee ki khani. (Using
their tablets)
 Supervise the assigned task of both the groups.
 Ensure the completion of the reading by Group A and Listening by Group B in stipulated
time.
 After 15 minutes rejoin both the groups in the same training area.
 Conduct a quiz competition between both the groups by Inviting members of groups to ask
questions as following:
o Group A 1. Who was the teacher of class 5?
Group B will give answer.
o Group B 2. Why does teacher not like J.Dee?
Group A will answer.
o Group A 3. What is J.Dee’s class 5 progress report like?
Group B will give answer.
o Group B 4. What is J.Dee’s class 4 progress report like?
Group A will give an answer.
o Group A 5. What is the sentence that J.Dee writes every year in his letter for Mrs.
Thomson?
Group B will give an answer.
o Group B 6. How do you feel while using technology in learning?
Group A will answer.
 Conclude the activity by sharing the main points regarding the possible differences in
feelings and emotions of “J.Dee Ki Khani” by reading and while using audio technology.
Analysis of the IRI Programme, its impact and challenges for training, teaching, and
learning.
 Invite 5-6 volunteer trainee teachers to write on the writing board at least one positive
impact and one challenge possibly to be faced while using IRI in education.
 Divide the trainee teachers into four groups and assign them the following topics to
prepare short presentations of their analysis:
o Group: 1 Impact of Sous le Fromager within the Classroom
o Group: 2 Radio and EFA Goals: Access, Quality and Instruction
o Group: 3 Radio as a TPD Tool and Expanding IRI as a Teacher Professional Development
Tool
o Group: 4 Challenges Associated with IRI
 Invite the groups one-by-one for presenting their analysis along with the Q/A sessions at
the end of each session.
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http://www.ictinedtoolkit.org/usere/library/tech_for_ed_chapters/09.pdf
https://www.sites.google.com/site/sabaade1stbatch/standard-3/objective-c
 What is the alternative to computers and internet?
 What are IRI (interactive radio instruction) technologies?
 What was the gift presented by J.Dee to her teacher on final day?
 What was the disease of J.Dee`s mother?
Home Assignment:
Make a list of the challenges (realistic) that you might face at your workplace while introducing
and utilizing the IRI system.
Teaching Strategies
Tell the trainee teachers that following strategies have been used during today’s session:
 Brainstorming
 Inquiry Based Method
 Group Activity Method
 Discussion Method
 short Presentation Method
 Quiz
 Ask the trainee teachers to write a reflection on today’s session to share in the next session
by focusing on the following questions:
o What was one of the important events of today’s session?
o What were my reactions and emotions?
o What is my learning towards the taught and practiced concepts?
o What will I do differently now while teaching?
o What skills do I need to develop further to achieve this objective?
 How do the IRI technologies improve the teaching learning process?
References
 http://blogs.worldbank.org/edutech/iri
 http://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf
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HANDOUTS
Handout 6.1
IRI (Interactive Radio Instruction)
IRI (interactive radio instruction): There is a low-cost educational technology with a long history that
has demonstrated positive impact in many developing countries -- educational radio, which is known
as interactive radio instruction (IRI).
According to a World Bank toolkit published on the topic in 2005,
Interactive radio instruction (IRI) is a distance education system that combines radio broadcasts with
active learning to improve educational quality and teaching practices. IRI has been in use for more than
25 years and has demonstrated that it can be effective on a large scale at low cost. IRI programs require
teachers and students to react verbally and physically to questions and exercises posed by radio
characters and to participate in group work, experiments, and other activities suggested by the radio
program.
Reference: http://blogs.worldbank.org/edutech/iri
What is Interactive Radio Instruction?
Interactive radio instruction (IRI) is an instructional approach that uses one-way radio to reach two
audiences (students and the in-class teacher) and prompts four-way communication:
 Radio teacher—in-class teacher
 Radio teacher— students
 In-class teacher—students
 Students—students
The radio “teacher” delivers content and orally directs teachers to apply more interactive instructional
approaches within the classroom. Both the content and activities of the radio program are based on
the national curriculum and use a series of structured learning episodes in which students are
prompted to sing songs, do individual and group work, answer questions, and perform certain learning
tasks. The approach is “interactive” because the radio “teacher” speaks to students and students
respond to radio prompts.
Case Study on IRI for Classroom based teaching and learning:
As in the programme funded by the World Bank to support the Govt. of Guinea, Sous le Fromager is
an excellent example of radio as an effective delivery system for enhancing teachers’ basic content
skills and for helping teachers with little or no instructional skills acquire those skills.
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The radio program is highly structured— the radio “teacher” leads the in-class teacher and students
through a series of activities that direct the in-class teacher’s instructional development. The in-class
teacher assumes a hybrid role—co teaching with the radio teacher and co learning (content, for
example) along with students. Instructional strategies are embedded in the activity and are reinforced
over the course of the academic year through the directives of the radio teacher.
In addition to actual programming, teachers receive instructional materials and detailed teacher
guides to assist them in preparing for and carrying out activities. Teacher guides use text and drawings
to help teachers know what to do before, during and after a radio broadcast.
Sous le Fromager employs three approaches:
 Developmental learning
 Multichannel learning
 Positive and equitable relations between teachers and students: And,
Nine instructional strategies:
 Games
 Group work
 Information processing
 Individual work
 Application of information
 Problem solving
 Self-assessment
 Project-based work
 Critical thinking
How does this system work?
As class begins, the school leader, or more commonly, a student, delivers the radio or audiotape player
(many schools have their own “libraries” of Sous le Fromager broadcasts), placing it on a table in the
front of the room. As the introductory music plays, the changes in student posture and facial
expressions become evident. Students are alert and engaged.
Sous le Fromager consists of two main characters—a man and a woman. The radio characters serve
in effect as “master teachers.” They immediately engage the in-class teacher and students through
greetings them and a series of short statements followed by pauses in which the in-class teacher
restates the activity or follows the radio character’s instructions. The radio teachers explain the
activity, model a typical response to a question, and always direct authority for the activity to the in-
class teacher. (“Madame or Monsieur, please ask a girl to add 12 plus 12.”). All actions originate with
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the radio characters, are carried out by the in-class teacher, and are aim to engage students in the
learning process.
Activities are fast paced (typical IRI broadcasts have 100 responses per 30-minute broadcast) which
helps to increase student engagement, teacher interest and time on task. During the course of one IRI
broadcast, students were engaged in the following learning activities that clearly focus on addressing
students’ multiple learning “styles” (aural, oral, musical, verbal, and written):
 Listening to a song about mosquitoes as part of learning the difference between a hard and
soft “s” sound
 Singing and dancing to the same song
 Individual work/game: Subtracting math problems on their slates. The pace and the tone of
the radio characters gave the exercise a game-like quality
 Responding to a series of math problems
 Writing French vocabulary words onto their slates
 Moving: Clapping once when they heard a number less than 25 and kicking once for a number
greater than 25; placing their hands on desks when they heard the French word for “on” (sur)
and under desks for the French equivalent of “under” (sous).
Activities are punctuated with wait time (instrumental music plays) and songs. Teacher training
strategies are explicit (“Madame or Monsieur, walk to the middle of the room….ask a female student
to respond.”). The teacher does not need to consider how she will organize learning; the radio does it
for her.
Sous le Fromager, in addition to providing teachers with cognitive skills (content and instruction, most
noticeably), the program appears to be highly effective in modeling many positive affective
dimensions of learning, at least as observed during actual classroom episodes of the program. These
include:
 Respect toward the teacher: All Sous le Fromager programs invoke teacher participation and
action in every step of the learning process. The in-class teacher is very much a co-instructor with
the radio instructor.
 Respect toward girls: The radio instructor reminds in-class teachers to call on girls, with the result
that there is a distinct pattern of boy-girl responses in IRI classes. Additionally, the male and female
radio characters speak for equal amounts of time and address one another as equals. The content
and tone of language do not place women in stereotypical gender roles. This is quite important in
regions where girls suffer from extreme gender stereotyping and where boys’ education if favored
over that of girls.
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 Respect toward students: The tone of radio broadcasts is one of respect. Students are commended
for correct answers, for their hard work, and the in-class teacher is instructed to praise students
for their effort. EDC staff has reported that, prior to Sous le Fromager, teachers frequently hit
students when they gave incorrect answers. EDC staff claims that this behaviour has abated since
the introduction of the FQEL project.
 Enjoyment of Learning: In addition to respect, good manners, and equitable interaction, the
program makes learning fun for both teachers and students.
Reference:
http://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf
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‫‪Induction Program for Teachers 2019‬‬
‫‪Handout 6.2‬‬
‫‪1. Instructions: Read carefully individually.‬‬ ‫‪Time: 20 Minutes‬‬
‫ﺟﯿﮉییکاہکین‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺍﻣﺮﯾﮑﮧ ﮐﮯ ﺍﯾﮏ ﭼﮭﻮﭨﮯ ﺳﮯ ﺷﮩﺮ ﮐﺎﺭﻟﯿﻨﮉ ﻣﯿﮟ ﭘﺮﺍﺋﻤﺮﯼ ﺍﺳﮑﻮﻝ ﻣﯿﮟ ﮐﻼﺱ‪ 5‬ﮐﯽﭨﯿﭽﺮ ﺗﮭﯿﮟ۔ﺍﻥ ﮐﯽ‬
‫ﺍﯾﮏ ﻋﺎﺩﺕ ﺗﮭﯽ۔ﮐﮧ ﻭﮦ ﮐﻼﺱ ﺷﺮﻭﻉ ﮐﺮﻧﮯ ﺳﮯ ﭘﮩﻠﮯ "ﺁﺋﯽ ﻟﻮ ﯾﻮ ﺁﻝ" ﺑﻮﻻ ﮐﺮﺗﯿﮟ۔ﻣﮕﺮ ﻭﮦ ﺟﺎﻧﺘﯽ ﺗﮭﯿﮟ ﮐﮧ ﻭﮦ ﺳﭻ‬
‫ﻧﮩﯿﮟ ﮐﮩﺘﯽ۔ﻭﮦ ﮐﻼﺱ ﮐﮯ ﺗﻤﺎﻡ ﺑﭽﻮﮞ ﺳﮯ ﯾﮑﺴﺎﮞ ﭘﯿﺎﺭ ﻧﮩﯿﮟ ﮐﺮﺗﯽ ﺗﮭﯿﮟ۔‬
‫ﮐﻼﺱ ﻣﯿﮟ ﺍﯾﮏ ﺍﯾﺴﺎ ﺑﭽﮧ ﺗﮭﺎ ﺟﻮ ﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺍﯾﮏ ﺁﻧﮑﮭ ﻧﮧ ﺑﮭﺎﺗﺎ۔ﺍﺱ ﮐﺎ ﻧﺎﻡ ﺟﯿﮉﯼ ﺗﮭﺎ۔ﺟﯿﮉﯼ ﻣﯿﻠﯽ ﮐﭽﯿﻠﯽ ﺣﺎﻟﺖ‬
‫ﻣﯿﮟ ﺍﺳﮑﻮﻝ ﺁﺟﺎﯾﺎ ﮐﺮﺗﺎ۔ﺍﺱ ﮐﮯ ﺑﺎﻝ ﺑﮕﮍﮮ ﮨﻮﺋﮯ ﮨﻮﺗﮯ‪،‬ﺟﻮﺗﻮﮞ ﮐﮯ ﺗﺴﻤﮯ ﮐﮭﻠﮯ ﮨﻮﺗﮯ‪،‬ﻗﻤﯿﺾ ﮐﮯ ﮐﺎﻟﺮ ﭘﺮ ﻣﯿﻞ‬
‫ﮐﺎ ﻧﺸﺎﻥ۔ﻟﯿﮑﭽﺮ ﮐﮯ ﺩﻭﺭﺍﻥ ﺑﮭﯽ ﺍﺱ ﮐﺎ ﺩﮬﯿﺎﻥ ﮐﮩﯿﮟ ﺍﻭﺭ ﮨﻮﺗﺎ۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﮈﺍﻧﭩﻨﮯ ﭘﺮ ﻭﮦ ﭼﻮﻧﮏ ﮐﺮ ﺍﻧﮩﯿﮟ‬
‫ﺩﯾﮑﮭﻨﮯ ﺗﻮ ﻟﮓ ﺟﺎﺗﺎ ﻣﮕﺮ ﺍﺱ ﮐﯽ ﺧﺎﻟﯽاخیلﻧﻈﺮﻭﮞ ﺳﮯ ﺍﻧﮩﯿﮟ ﺻﺎﻑ ﭘﺘﮧ ﻟﮕﺘﺎ ﺭﮨﺘﺎ ﮐﮧ ﺟﯿﮉﯼ ﺟﺴﻤﺎﻧﯽ ﻃﻮﺭ ﭘﺮ ﮐﻼﺱ‬
‫ﻣﯿﮟ ﻣﻮﺟﻮﺩ ﮨﻮﻧﮯ ﮐﮯ ﺑﺎﻭﺟﻮﺩ ﺑﮭﯽ ﺩﻣﺎﻏﯽ ﻃﻮﺭ ﭘﺮ ﻏﺎﺋﺐ ﮨﮯ۔ﺭﻓﺘﮧ ﺭﻓﺘﮧ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺟﯿﮉﯼ ﺳﮯ ﻧﻔﺮﺕ ﺳﯽ‬
‫ﮨﻮﻧﮯ ﻟﮕﯽ۔ﮐﻼﺱ ﻣﯿﮟ ﺩﺍﺧﻞ ﮨﻮﻧﮯ ﭘﺮ ﺟﯿﮉﯼﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﯽ ﺳﺨﺖ ﺗﻨﻘﯿﺪ ﮐﺎ ﻧﺸﺎﻧﮧ ﺑﻨﻨﮯ ﻟﮕﺘﺎ۔ﮨﺮ ﺑﺮﯼ ﻣﺜﺎﻝ ﺟﯿﮉﯼ‬
‫ﮐﮯ ﻧﺎﻡ ﺳﮯ ﻣﻨﺴﻮﺏ ﮐﯽ ﺟﺎﺗﯽ۔ﺑﭽﮯ ﺍﺱ ﭘﺮﮐﮭﻠﮑﮭﻼ ﮐﺮﮨﻨﺴﺘﮯﺍﻭﺭﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺍﺱ ﮐﯽ ﺗﺬﻟﯿﻞ ﮐﺮ ﮐﮯ ﺗﺴﮑﯿﻦ ﺣﺎﺻﻞ‬
‫ﮐﺮﺗﯿﮟ۔ﺟﯿﮉﯼ ﻧﮯ ﺍﻟﺒﺘﮧ ﮐﺴﯽ ﺑﺎﺕ ﮐﺎ ﮐﺒﮭﯽ ﮐﻮﺋﯽ ﺟﻮﺍﺏ ﻧﮩﯿﮟ ﺩﯾﺎ ﺗﮭﺎ۔‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﻭﮦ ﺍﯾﮏ ﺑﮯ ﺟﺎﻥ ﭘﺘﮭﺮ ﮐﯽ ﻃﺮﺡ ﻟﮕﺘﺎ ﺟﺲ ﻣﯿﮟ ﺍﺣﺴﺎﺱ ﻧﺎﻡ ﮐﯽ ﮐﻮﺋﯽ ﭼﯿﺰ ﻧﮩﯿﮟ ﺗﮭﯽ۔ﮨﺮ ﮈﺍﻧﭧ‪،‬ﻃﻨﺰ‬
‫ﺍﻭﺭ ﺳﺰﺍ ﮐﮯ ﺟﻮﺍﺏ ﻣﯿﮟ ﻭﮦ ﺑﺲ ﺍﭘﻨﯽ ﺟﺬﺑﺎﺕ ﺳﮯﻋﺎﺭﯼﻧﻈﺮﻭﮞﺳﮯﺍﻧﮩﯿﮟﺩﯾﮑﮭﺎ ﮐﺮﺗﺎﺍﻭﺭ ﺳﺮﺟﮭﮑﺎایلرکتا۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ‬
‫ﮐﻮ ﺍﺏ ﺍﺱ ﺳﮯﺷﺪﯾﺪ ﭼﮍﮨﻮﭼﮑﯽﺗﮭﯽ۔‬
‫ﭘﮩﻼ ﺳﯿﻤﺴﭩﺮ ﺧﺘﻢ ﮨﻮﺍﺍﻭﺭ ﺭﭘﻮﺭﭨﯿﮟ ﺑﻨﺎﻧﮯ ﮐﺎ ﻣﺮﺣﻠﮧ ﺁﯾﺎ۔ﺗﻮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺟﯿﮉﯼ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻣﯿﮟﺍﺱ ﮐﯽ‬
‫ﺗﻤﺎﻡ ﺑﺮﺍﺋﯿﺎﮞﻟﮑﮭ ﻣﺎﺭﯾﮟ۔ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻭﺍﻟﺪﯾﻦ ﮐﻮ ﺩﮐﮭﺎﻧﮯ ﺳﮯ ﭘﮩﻠﮯ ﮨﯿﮉ ﻣﺴﭩﺮﯾﺲ ﮐﮯﭘﺎﺱ ﺟﺎﯾﺎ ﮐﺮﺗﯽ ﺗﮭﯽ۔ﺍﻧﮩﻮﮞ‬
‫ﻧﮯ ﺟﺐ ﺟﯿﮉﯼ ﮐﯽ ﺭﭘﻮﺭﭦ ﺩﯾﮑﮭﯽ ﺗﻮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮالبایل۔"ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ! ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﻣﯿﮟ ﮐﭽﮭ ﺗﻮ ﭘﺮﻭﮔﺮﯾﺲ‬
‫ﺑﮭﯽ ﻧﻈﺮﺁﻧﯽ ﭼﺎﮨﯿﮯ۔ﺁﭖ ﻧﮯ ﺗﻮ ﺟﻮ ﮐﭽﮭ ﻟﮑﮭﺎ ﮨﮯ ﺍﺱ ﺳﮯ ﺟﯿﮉﯼ ﮐﮯ ﻭﺍﻟﺪﯾﻦ ﺍﺱ ﺳﮯ ﺑﺎﻟﮑﻞ ﮨﯽ ﻧﺎ ﺍﻣﯿﺪ ﮨﻮ‬
‫ﺟﺎﺋﯿﻨﮕﮯ۔"‬
‫’’ذعمرتﺧﻮﺍﮦ ﮨﻮﮞ ﻣﮕﺮ ﺟﯿﮉﯼ ﺍﯾﮏ ﺑﺎﻟﮑﻞ ﮨﯽ ﺑﺪﺗﻤﯿﺰ ﺍﻭﺭﻧﮑﻤﺎ ﺑﭽﮧ ﮨﮯ۔ﻣﺠﮭﮯ ﻧﮩﯿﮟ ﻟﮕﺘﺎ ﮐﮧ ﻣﯿﮟ ﺍﺱ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲ‬
‫ﮐﮯ ﺑﺎﺭﮮ ﻣﯿﮟ ﮐﭽﮭ ﻟﮑﮭ ﺳﮑﺘﯽ ﮨﻮﮞ۔‘‘ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﻔﺮﺕ ﺍﻧﮕﯿﺰﻟﮩﺠﮯ ﻣﯿﮟﺑﻮﻝ ﮐﺮﻭﮨﺎﮞﺳﮯﺍﭨﮭ ﺁﺋﯿﮟ۔‬
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‫ﮨﯿﮉ ﻣﺴﭩﺮﯾﺲ ﻧﮯ ﺍﯾﮏﻋﺠﯿﺐ ﺣﺮﮐﺖ ﮐﯽ۔ﺍﻧﮩﻮﮞ ﻧﮯ ﭼﭙﮍﺍﺳﯽ ﮐﮯ ﮨﺎﺗﮭ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﯽ ﮈﯾﺴﮏ ﭘﺮ ﺟﯿﮉﯼ ﮐﯽ ﮔﺰﺷﺘﮧ‬
‫ﺳﺎﻟﻮﮞ ﮐﯽ ﭘﺮﻭﮔﺮﯾﺲ ﺭﭘﻮﺭﭨﺲ ﺭﮐﮭﻮﺍ ﺩﯾﮟ۔‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻼﺱﻣﯿﮟ ﺩﺍﺧﻞ ﮨﻮﺋﯿﮟ ﺗﻮ ﺭﭘﻮﺭﭨﺲ ﭘﺮﻧﻈﺮ ﭘﮍﯼ۔ﺍﻟﭧ ﭘﻠﭧ ﮐﺮ ﺩﯾﮑﮭﺎ ﺗﻮ ﭘﺘﮧ ﻟﮕﺎ ﮐﮧ ﯾﮧ ﺟﯿﮉﯼ ﮐﯽ ﺭﭘﻮﺭﭨﺲ‬
‫ﮨﯿﮟ۔’’ﭘﭽﮭﻠﯽ ﮐﻼﺳﻮﮞ ﻣﯿﮟ ﺑﮭﯽ ﺍﺱ ﻧﮯ ﯾﻘﯿﻨﺎًﯾﮩﯽ ﮔﻞ ﮐﮭﻼﺋﮯ ﮨﻮﻧﮕﮯ۔"ﺍﻧﮩﻮﮞ ﻧﮯ ﺳﻮﭼﺎ ﺍﻭﺭ ﮐﻼﺱ ‪ 3‬ﮐﯽ ﺭﭘﻮﺭﭦ‬
‫ﮐﮭﻮﻟﯽ۔ﺭﭘﻮﺭﭦ ﻣﯿﮟ ﺭﯾﻤﺎﺭﮐﺲ ﭘﮍﮬﮐﺮ ﺍﻥ ﮐﯽ ﺣﯿﺮﺕ ﮐﯽ ﮐﻮﺋﯽ ﺍﻧﺘﮩﺎ ﻧﮧ ﺭﮨﯽ ب ب‬
‫جﺍﻧﮩﻮﮞ ﻧﮯ ﺩﯾﮑﮭﺎ ﮐﮧ ﺭﭘﻮﺭﭨﺲ ﺍﺱ‬
‫ﮐﯽ ﺗﻌﺮﯾﻔﻮﮞ ﺳﮯ ﺑﮭﺮﯼ ﭘﮍﯼ ﮨﮯ۔‘‘‬
‫" ﺟﯿﮉﯼ ﺟﯿﺴﺎ ﺫﮨﯿﻦ ﺑﭽﮧ ﻣﯿﮟ ﻧﮯ ﺁﺝ ﺗﮏ ﻧﮩﯿﮟ ﺩﯾﮑﮭﺎ۔"ﺍﻧﺘﮩﺎﺋﯽ ﺣﺴﺎﺱ ﺑﭽﮧ ﺍﻭﺭ ﺍﭘﻨﮯ ﺩﻭﺳﺘﻮﮞﺍﻭﺭ ﭨﯿﭽﺮﺯ ﺳﮯ ﺑﮯ‬
‫ﺣﺪ ﻟﮕﺎﺅرھکاﮨﮯ۔‘‘‬
‫ﺁﺧﺮﯼ ﺳﯿﻤﺴﭩﺮ ﻣﯿﮟ ﺑﮭﯽ ﺟﯿﮉﯼ ﻧﮯ ﭘﮩﻠﯽ ﭘﻮﺯﯾﺸﻦ ﺣﺎﺻﻞ ﮐﺮﻟﯽ ﮨﮯ۔‬
‫ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﻏﯿﺮ ﯾﻘﯿﻨﯽ ﮐﯽ ﺣﺎﻟﺖ ﻣﯿﮟ ﮐﻼﺱ ‪ 4‬ﮐﯽ ﺭﭘﻮﺭﭦ ﮐﮭﻮﻟﯽ۔ﺟﯿﮉﯼ ﻧﮯ ﺍﭘﻨﯽ ﻣﺎﮞ ﮐﯽ ﺑﯿﻤﺎﺭﯼ ﮐﺎ ﺑﮯ ﺣﺪ‬
‫ﺍﺛﺮ ﻟﯿﺎ ﮨﮯ۔ﺍﺱ ﮐﯽ ﺗﻮﺟﮧ ﭘﮍﮬﺎﺋﯽﺳﮯ ﮨﭧ ﺭﮨﯽ ﮨﮯ۔ﺟﯿﮉﯼ ﮐﯽ ﻣﺎﮞ ﮐﻮ ﺁﺧﺮﯼ ﺍﺳﭩﯿﺞ ﮐﺎ ﮐﯿﻨﺴﺮ ﺗﺸﺨﯿﺺ ﮨﻮﺍ ﮨﮯ۔ﮔﮭﺮ‬
‫ﭘﺮﺍﺱ ﮐﺎﺍﻭﺭ ﮐﻮﺋﯽ ﺧﯿﺎﻝ ﺭﮐﮭﻨﮯﻭﺍﻻ ﻧﮩﯿﮟ ﺟﺲ ﮐﺎ ﮔﮩﺮﺍ ﺍﺛﺮ ﺍﺱ ﮐﯽ ﭘﮍﮬﺎﺋﯽ ﭘﺮ ﭘﮍﺍ ﮨﮯ۔‬
‫ٹسکینﺭﭘﻮﺭﭦ ﻣﯿﮟﻟﮑﮭﺎ ﺗﮭﺎ ﮐﮧ ’’ﺟﯿﮉﯼ ﮐﯽ ﻣﺎﮞ ﻣﺮ ﭼﮑﯽ ﮨﮯ۔ﺍﻭﺭ ﺍﺱ ﮐﮯ ﺳﺎﺗﮭ ﮨﯽ ﺟﯿﮉﯼ ﮐﯽ ﺯﻧﺪﮔﯽ ﮐﯽ ﺭﻮﻧﻖ ﺑﮭﯽ۔‬
‫ﺍﺳﮯ ﺑﭽﺎﻧﺎ ﭘﮍﮮ ﮔﺎ ﺍﺱ ﺳﮯ ﭘﮩﻠﮯ ﮐﮧ ﺑﮩﺖ ﺩﯾﺮ ﮨﻮ ﺟﺎﺋﮯ۔‘‘ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﭘﺮ ﻟﺮﺯﮦ ﻃﺎﺭﯼ ﮨﻮﮔﯿﺎ۔ﮐﺎﻧﭙﺘﮯ ﮨﺎﺗﮭﻮﮞ ﺳﮯ‬
‫ﺍﻧﮩﻮﮞ ﻧﮯ ﭘﺮﻭﮔﺮﯾﺲﺭﭘﻮﺭﭦ ﺑﻨﺪ ﮐﯽ۔ﺁﻧﺴﻮﺍﻥ ﮐﯽﺁﻧﮑﮭﻮﮞ ﺳﮯﺍﯾﮏ ﮐﮯﺑﻌﺪ ﺍﯾﮏﮔﺮﻧﮯاگل۔ﺍﮔﻠﮯ ﺩﻥ ﺟﺐ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ‬
‫ﮐﻼﺱ ﻣﯿﮟ ﺩﺍﺧﻞ ﮨﻮﺋﯿﮟ ﺗﻮ ﺍﻧﮩﻮﮞ ﻧﮯ ﺍﭘﻨﯽ ﻋﺎﺩﺕ ﮐﮯ ﻣﻄﺎﺑﻖ ﺍﭘﻨﺎ ﺭﻭﺍﯾﺘﯽ ﺟﻤﻠﮧ "ﺁﺋﯽ ﻟﻮ ﯾﻮ ﺁﻝ" ﺩﮨﺮﺍﯾﺎ۔ﻣﮕﺮﻭﮦ‬
‫ﺟﺎﻧﺘﯽﺗﮭﯿﮟ ﮐﮧ ﻭﮦ ﺁﺝ ﺑﮭﯽ ﺟﮭﻮﭦ ﺑﻮﻝ ﺭﮨﯽ ﮨﯿﮟ۔ﮐﯿﻮﻧﮑﮧ ﺍﺳﯽ ﮐﻼﺱ ﻣﯿﮟ ﺑﯿﭩﮭﮯ ﺍﯾﮏ ﺑﮯ ﺗﺮﺗﯿﺐ ﺑﺎﻟﻮﮞےسﻭﺍﻟﮯ ﺑﭽﮯ‬
‫ﺟﯿﮉﯼ ﮐﮯ ﻟﯿﮯ ﺟﻮ ﻣﺤﺒﺖ ﻭﮦ ﺁﺝ ﺍﭘﻨﮯ ﺩﻝ ﻣﯿﮟ ﻣﺤﺴﻮﺱ ﮐﺮ ﺭﮨﯽ ﺗﮭﯿﮟ ﻭﮦ ﮐﻼﺱ ﻣﯿﮟ ﺑﯿﭩﮭﮯ ﺍﻭﺭ ﮐﺴﯽ ﺑﭽﮯ ﮐﮯ‬
‫ﻟﯿﮯ ﮨﻮ ﮨﯽ ﻧﮩﯿﮟ ﺳﮑﺘﯽ ﺗﮭﯽ۔ﻟﯿﮑﭽﺮ ﮐﮯ ﺩﻭﺭﺍﻥ ﺍﻧﮩﻮﮞ ﻧﮯ ﺣﺴﺐًﻣﻌﻤﻮﻝ ﺍﯾﮏ ﺳﻮﺍﻝ ﺟﯿﮉﯼ ﭘﺮ ﺩﺍﻏﺎ ﺍﻭﺭ ﮨﻤﯿﺸﮧ ﮨﯽ‬
‫ﮐﯽ ﻃﺮﺡ ﺟﯿﮉﯼ ﻧﮯ ﺳﺮ ﺟﮭﮑﺎ ﻟﯿﺎ۔ﺟﺐ ﮐﭽﮭ ﺩﯾﺮ ﺗﮏ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﯽﻃﺮﻑ ﺳﮯ ﮐﻮﺋﯽ ﮉﺍﻧﭧ ﭘﮭﭩﮑﺎﺭﺍﻭﺭﮨﻢ ﺟﻤﺎﻋﺖ‬
‫ﺳﺎﺗﮭﯿﻮﮞﮐﯽﺟﺎﻧﺐ ﺳﮯﮨﻨﺴﯽﮐﯽ ﺁﻭﺍﺯﺍﺱ ﮐﮯ ﮐﺎﻧﻮﮞ ﻣﯿﮟ ﻧﮧ ﭘﮍﯼ ﺗﻮﺍﺱ ﻧﮯﺍﭼﮭﻨﺒﮯ ﻣﯿﮟ ﺳﺮﺍﭨﮭﺎ ﮐﺮ ﺍﻥ ﮐﯽ ﻃﺮﻑ‬
‫ﺩﯾﮑﮭﺎ۔ﺧﻼﻑًﺗﻮﻗﻊ ﺍﻥ ﮐﮯ ﻣﺎﺗﮭﮯ ﭘﺮﺁﺝ ﺑﻞ ﻧﮧﺗﮭﮯ۔ﻭﮦ ﻣﺴﮑﺮﺍ ﺭﮨﯽ ﺗﮭﯿﮟ۔ﺍﻧﮩﻮﮞ ﻧﮯ ﺟﯿﮉﯼ ﮐﻮ ﺍﭘﻨﮯ ﭘﺎﺱ ﺑﻠﻮﺍﯾﺎ‬
‫ﺍﻭﺭﺍﺳﮯﺳﻮﺍﻝﮐﺎﺟﻮﺍﺏ ﺑﺘﺎﮐﺮﺯﺑﺮﺩﺳﺘﯽﺩﮨﺮﺍﻧﮯ ﮐﮯ ﻟﯿﮯ ﮐﮩﺎ۔‬
‫ﺟﯿﮉﯼ ﺗﯿﻦ ﭼﺎﺭ ﺩﻓﻌﮧ ﮐﮯ ﺍﺻﺮﺍﺭ ﮐﮯ ﺑﻌﺪ ﺁﺧﺮ ﺑﻮﻝ ﮨﯽ ﭘﮍﺍ۔ﺍﺱ ﮐﮯ ﺟﻮﺍﺏ ﺩﯾﺘﮯ ﮨﯽ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﻧﮧ ﺻﺮﻑ‬
‫ﺧﻮﺩ ُ رپوجشﺍﻧﺪﺍﺯ ﻣﯿﮟ ﺗﺎﻟﯿﺎﮞ ﺑﺠﺎﺋﯿﮟ ﺑﻠﮑﮧ ﺑﺎﻗﯽ ﺳﺐ ﺳﮯ ﺑﮭﯽ ﺑﺠﻮﺍﺋﯿﮟ۔ﭘﮭﺮ ﺗﻮوہﺭﻭﺯ ﮐﺎ ﻣﻌﻤﻮﻝ ﺑﻦ ﮔﯿﺎﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮨﺮ‬
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‫ﺳﻮﺍﻝ ﮐﺎ ﺟﻮﺍﺏ ﺧﻮﺩ ﺑﺘﺎﺗﯿﮟ ﺍﻭﺭ ﭘﮭﺮ ﺍﺱ ﮐﯽ ﺧﻮﺏ ﭘﺬﯾﺮﺍﺋﯽ ﮐﺮﺗﯿﮟ۔ﮨﺮ ﺍﭼﮭﯽ ﻣﺜﺎﻝ ﺟﯿﮉﯼﺳﮯ ﻣﻨﺴﻮﺏ ﮐﯽ ﺟﺎﻧﮯﻟﮕﯽ۔‬
‫ﺭﻓﺘﮧﺭﻓﺘﮧ ﭘﺮﺍﻧﺎﺟﯿﮉﯼ ﺳﮑﻮﺕﮐﯽ ﻗﺒﺮ ﭘﮭﺎﮌﮐﺮﺑﺎﮨﺮﺁﮔﯿﺎ۔ﺍﺏﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺳﻮﺍﻝ ﮐﮯ ﺳﺎﺗﮭ ﺟﻮﺍﺏ ﺑﺘﺎﻧﮯ ﮐﯽ ﺿﺮﻭﺭﺕ‬
‫ﻧﮧ ﭘﮍﺗﯽ۔ﻭﮦﺭﻭﺯﺑﻼ ﻧﻘﺺوجابﺩﮮ ﮐﺮ ﺳﺐ ﮐﻮ ﻣﺘﺎﺛﺮ ﮐﺮﺗﺎ ﺍﻭﺭﻧﺕ ﻧﺌﮯ ﺳﻮﺍﻻﺕ ﭘﻮﭼﮭ ﮐﺮ ﺳﺐﮐﻮﺣﯿﺮﺍﻥ ﺑﮭﯽ۔ﺍﺱ‬
‫ﮐﮯﺑﺎﻝ ﮐﺴﯽﺣﺪ ﺗﮏ ﺳﻨﻮﺭﮮ ﮨﻮﺋﮯﮨﻮﺗﮯ‪،‬ﮐﭙﮍﮮ ﺑﮭﯽﮐﺎﻓﯽﺣﺪﺗﮏﺻﺎﻒﮨﻮﺗﮯ ﺟﻨﮩﯿﮟ ﺷﺎﯾﺪﻭﮦ ﺧﻮﺩ ﺩﮬﻮﻧﮯﻟﮕﺎ ﺗﮭﺎ۔‬
‫ﺩﯾﮑﮭﺘﮯﮨﯽﺩﯾﮑﮭﺘﮯﺳﺎﻝ ﺧﺘﻢ ﮨﻮﮔﯿﺎ ﺍﻭﺭ ﺟﯿﮉﯼ ﻧﮯ ﺩﻭﺳﺮﯼ ﭘﻮﺯﯾﺸﻦ ﺣﺎﺻﻞ ﮐﺮﻟﯽ۔‬
‫ﺍﻟﻮﺩﺍﻋﯽ ﺗﻘﺮﯾﺐ ﻣﯿﮟ ﺳﺐ ﺑﭽﮯ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﻟﯿﮯ ﺧﻮﺑﺼﻮﺭﺕ ﺗﺤﻔﮯ ﺗﺤﺎﺋﻒ ﻟﮯﮐﺮﺁﺋﮯﺍﻭﺭﻣﺴﺰﺗﮭﺎﻣﺴﻦﮐﮯﭨﯿﺒﻞ‬
‫ﭘﺮﮈﮬﯿﺮ ﮐﺮﻧﮯ ﻟﮕﮯ۔ﺍﻥ ﺧﻮﺑﺼﻮﺭﺗﯽﺳﮯﭘﯿﮏ ﺗﺤﺎﺋﻒ ﻣﯿﮟ ﺍﯾﮏﭘﺮﺍﻧﮯﺍﺧﺒﺎﺭ ﻣﯿﮟﺑﺪﺳﻠﯿﻘﮧ ﻃﺮﺯﭘﺮﭘﯿﮏﺍﯾﮏ ﺗﺤﻔﮧﺑﮭﯽ‬
‫ﭘﮍﺍ ﺗﮭﺎ۔ﺑﭽﮯ ﺍﺳﮯ ﺩﯾﮑﮭ ﮐﺮ ﮨﻨﺲ ﭘﮍﮮ۔ﮐﺴﯽ ﮐﻮ ﺟﺎﻧﻨﮯﻣﯿﮟ ﺩﯾﺮﻧﮧﻟﮕﯽﮐﮧ ﺗﺤﻔﮯﮐﮯﻧﺎﻡ ﭘﺮ ﯾﮧ ﭼﯿﺰ ﺟﯿﮉﯼ ﻻﯾﺎ ﮨﻮﮔﺎ۔‬
‫ﻣﺴﺰﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺗﺤﺎﺋﻒ ﮐﮯ ﺍﺱ ﭼﮭﻮﭨﮯﺳﮯﭘﮩﺎﮌ ﻣﯿﮟ ﺳﮯ ﻟﭙﮏ ﮐﺮ ﺍﺳﮯ ﻧﮑﺎﻻ۔ﮐﮭﻮﻝ ﮐﺮ ﺩﯾﮑﮭﺎ ﺗﻮﺍﺱ ﮐﮯﺍﻧﺪﺭﺍﯾﮏ‬
‫ﻟﯿﮉﯾﺰ ﭘﺮﻓﯿﻮﻡ ﮐﯽ ﺁﺩﮬﯽ ﺍﺳﺘﻌﻤﺎﻝ ﺷﺪﮦ ﺷﯿﺸﯽﺍﻭﺭﮨﺎﺗﮭ ﻣﯿﮟ ﭘﮩﻨﻨﮯﻭﺍﻻﺍﯾﮏ ﺑﻮﺳﯿﺪﮦ ﺳﺎ ﮐﮍﺍﺗﮭﺎ ﺟﺲﮐﮯﺯﯾﺎﺩﮦ ﺗﺮﻣﻮﺗﯽ ﺟﮭﮍ‬
‫ﭼﮑﮯ ﺗﮭﮯ۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﻧﮯ ﺧﺎﻣﻮﺷﯽ ﮐﮯ ﺳﺎﺗﮭ ﺍﺱ ﭘﺮﻓﯿﻮﻡ ﮐﻮ ﺧﻮﺩ ﭘﺮ ﭼﮭﮍﮐﺎ ﺍﻭﺭ ﮨﺎﺗﮭ ﻣﯿﮟ ﮐﮍﺍ ﭘﮩﻦ ﻟﯿﺎ۔ﺑﭽﮯ ﯾﮧ‬
‫ﻣﻨﻈﺮ ﺩﯾﮑﮭ ﮐﺮ ﺣﯿﺮﺍﻥ ﺭﮦ ﮔﺌﮯ ﺧﻮﺩ ﺟﯿﮉﯼ ﺑﮭﯽ۔ﺁﺧﺮ ﺟﯿﮉﯼ ﺳﮯ ﺭﮨﺎ ﻧﮧ ﮔﯿﺎ ﺍﻭﺭ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﮯ ﻗﺮﯾﺐ ﺁ ﮐﺮ ﮐﮭﮍﺍ‬
‫ﮨﻮ ﮔﯿﺎ۔ﮐﭽﮭ ﺩﯾﺮ ﺑﻌﺪ ﺍﺱ ﻧﮯ ﺍﭨﮏ ﺍﭨﮏ ﮐﺮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺑﺘﺎﯾﺎ ﮐﮧ " ﺁﺝ ﺁﭖ ﺳﮯﺑﺎﻟﮑﻞ ﻣﯿﺮﯼ ﻣﺎﮞ ﺟﯿﺴﯽ ﺧﻮﺷﺒﻮ ﺁ‬
‫ﺭﮨﯽ ﮨﮯ۔"ﻭﻗﺖ ﭘﺮﻟﮕﺎ ﮐﺮ ﺍﮌﻧﮯ ﻟﮕﺎ۔ﺩﻥ ﮨﻔﺘﻮﮞﻣﯿﮟ‪،‬ﮨﻔﺘﮯ ﻣﮩﯿﻨﻮﮞ ﻣﯿﮟ ﺍﻭﺭ ﻣﮩﯿﻨﮯ ﺳﺎﻝ ﻣﯿﮟ ﺑﺪﻟﺘﮯ ﺑﮭﻼ ﮐﮩﺎﮞ ﺩﯾﺮ‬
‫ﻟﮕﺘﯽ ﮨﮯ۔ﻣﮕﺮ ﮨﺮ ﺳﺎﻝ ﮐﮯ ﺍﺧﺘﺘﺎﻡ ﭘﺮ ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﮐﻮ ﺟﯿﮉﯼ ﮐﯽ ﻃﺮﻑ ﺳﮯ ﺍﯾﮏ ﺧﻂ ﺑﺎﻗﺎﻋﺪﮔﯽ ﮐﮯ ﺳﺎﺗﮭ ﻣﻮﺻﻮﻝ‬
‫ﮨﻮﺗﺎ ﺟﺲ ﻣﯿﮟ ﻟﮑﮭﺎ ﮨﻮﺗﺎ ﮐﮧ " ﻣﯿﮟ ﺍﺱ ﺳﺎﻝ ﺑﮩﺖ ﺳﺎﺭﮮ ﻧﺌﮯ ﭨﯿﭽﺮﺯ ﺳﮯ ﻣﻼ۔ﻣﮕﺮ ﺁﭖ ﺟﯿﺴﺎ ﮐﻮﺋﯽ ﻧﮩﯿﮟ ﺗﮭﺎ۔"ﭘﮭﺮ‬
‫ﺟﯿﮉﯼﮐﺎﺍﺳﮑﻮﻝﺨﺘﻢ ﮨﻮﮔﯿﺎﺍﻭﺭﺧﻄﻮﻁ ﮐﺎ ﺳﻠﺴﻠﮧ ﺑﮭﯽ۔ﮐﺌﯽ ﺳﺎﻝ ﻣﺰﯾﺪ ﮔﺰﺭﮮ ﺍﻭﺭﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺭﯾﭩﺎﺋﺮﮈ ﮨﻮﮔﺌﯿﮟ۔ﺍﯾﮏ ﺩﻥ‬
‫ﺍﻧﮩﯿﮟ ﺍﭘﻨﯽ ﮈﺍﮎ ﻣﯿﮟ ﺟﯿﮉﯼﮐﺎ ﺧﻂ ﻣﻼ ﺟﺲﻣﯿﮟﻟﮑﮭﺎ ﺗﮭﺎ "ﺍﺱ ﻣﮩﯿﻨﮯﮐﮯﺁﺧﺮﻣﯿﮟ ﻣﯿﺮﯼ ﺷﺎﺩﯼ ﮨﮯ ﺍﻭﺭ ﻣﯿﮟ ﺁﭖ ﮐﯽ‬
‫ﻣﻮﺟﻮﺩﮔﯽ ﮐﮯ ﺳﻮﺍ ﺷﺎﺩﯼ ﮐﺎ ﻧﮩﯿﮟ ﺳﻮﭺ ﺳﮑﺘﺎ۔ﺍﯾﮏ ﺍﻭﺭ ﺑﺎﺕ۔ﻣﯿﮟ ﺯﻧﺪﮔﯽ ﻣﯿﮟ ﺑﮩﺖ ﺳﺎﺭﮮ ﻟﻮﮔﻮﮞ ﺳﮯ ﻣﻞ ﭼﮑﺎ‬
‫ﮨﻮﮞ۔ﺁﭖ ﺟﯿﺴﺎ ﮐﻮﺋﯽ ﻧﮩﯿﮟ‪-‬‬
‫ﮈﺍﮐﭨﺮ ﺟﯿﮉﯼ ﺍﻟﻔﺮﯾﮉ‬
‫ﺳﺎﺗﮭ ﮨﯽﭨﯿﮑﺴﺎﺱﮐﺎ ﺭﯾﮍﻥﭨﮑﭧ ﺑﮭﯽﻟﻔﺎﻓﮯﻣﯿﮟ ﻣﻮﺟﻮﺩ ﺗﮭﺎ۔ﻣﺴﺰ ﺗﮭﺎﻣﺴﻦ ﺧﻮﺩ ﮐﻮ ﮨﺮ ﮔﺰ ﻧﮧ ﺭﻭﮎ ﺳﮑﺘﯽ ﺗﮭﯿﮟ۔ﺍﻧﮩﻮﮞ‬
‫ﻧﮯ ﺍﭘﻨﮯ ﺷﻮﮨﺮ ﺳﮯﺍﺟﺎﺯﺕﻟﯽﺍﻭﺭ ﭨﯿﮑﺴﺎﺱ ﺭﻭﺍﻧﮧ ﮨﻮ ﮔﺌﯿﮟ۔ﺷﺎﺩﯼ ﻣﯿﮟ ﮐﭽﮭ ﺩﻥ ﺑﺎﻗﯽ ﺗﮭﮯﺍﻭﺭﻭﮦ‬
‫ﺟﯿﮉﯼﮐﻮﺷﺎﺩﯼﮐﮯﺩﻥﮨﯽ ﺳﺮﭘﺮﺍﺋﺰ ﺩﯾﻨﺎ ﭼﺎﮨﺘﯽ ﺗﮭﯿﮟ ﺍﺳﻠﯿﮯﺍﯾﮏﮨﻮﭨﻞ ﻣﯿﮟﺭﮎ ﮔﺌﯿﮟ۔ﻋﯿﻦ ﺷﺎﺩﯼﮐﮯﺩﻥ ﺟﺐ ﻭﮦ ﭼﺮﭺ‬
‫ﭘﮩﻨﭽﯿﮟ ﺗﻮ ﺗﮭﻮﮌﯼ ﻟﯿﭧ ﮨﻮ ﭼﮑﯽ ﺗﮭﯿﮟ۔ﺍﻧﮩﯿﮟ ﻟﮕﺎ ﺗﻘﺮﯾﺐ ﺧﺘﻢ ﮨﻮ ﭼﮑﯽ ﮨﮯ۔ﻣﮕﺮ ﯾﮧ ﺩﯾﮑﮭ ﮐﺮ ﺍﻥﮐﯽﺣﯿﺮﺕ ﮐﯽ ﺍﻧﺘﮩﺎ ﻧﮧ‬
‫ﺭﮨﯽ ﮐﮧ ﺷﮩﺮ ﮐﮯ ﺑﮍﮮ ﺑﮍﮮ ﮈﺍﮐﭨﺮﺰ‪،‬ﺑﺰﻧﺲﻣﯿﻦﺍﻭﺭﯾﮩﺎﮞ ﺗﮏ ﮐﮯ ﭼﺮﭺ ﮐﺎ ﭘﺎﺩﺭﯼ ﺑﮭﯽ ﺍﮐﺘﺎﯾﺎ ﮨﻮﺍ ﮐﮭﮍﺍ ﺗﮭﺎ۔ﻣﮕﺮ ﺟﯿﮉﯼ‬
‫ﺭﺳﻮﻣﺎﺕ ﮐﯽ ﺍﺩﺍﺋﯿﮕﯽ ﮐﮯ ﺑﺠﺎﺋﮯ ﮔﯿﭧ ﮐﯽﻃﺮﻑ ﺩﯾﮑﮭﮯﺟﺎﺭﮨﺍﺗﮭﺎ۔ﻭﮦﺍﻥ ﮐﯽﺁﻣﺪ ﮐﺎ ﻣﻨﺘﻈﺮﺗﮭﺎ۔ﺍﻥﮐﮯ ﭘﮩﻨﭽﺘﮯ ﮨﯽ‬
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‫ﺟﯿﮉﯼ ﻧﮯﺍﻥ ﮐﺎ ﮨﺎﺗﮭ ﭘﮑﮍﺍ ﺟﺲ ﻣﯿﮟ ﺍﻧﮩﻮﮞ ﻧﮯ ﺍﺏ ﺗﮏ ﻭﮦ ﺑﻮﺳﯿﺪﮦ ﺳﺎ ﮐﮍﺍ ﭘﮩﻨﺎ ﮨﻮﺍ ﺗﮭﺎ ﺍﻭﺭ ﺍﻧﮩﯿﮟ ﺳﯿﺪﮬﺎﺍﺳﭩﯿﺞ‬
‫ﭘﺮﻟﮯﮔﯿﺎ۔ﻣﺎﺋﯿﮏ ﮨﺎﺗﮭ ﻣﯿﮟ ﭘﮑﮍﮐﺮﺍﺱﻧﮯﮐﭽﮭ ﯾﻮﮞ ﺍﻋﻼﻥ ﮐﯿﺎ‪’’ :‬ﺩﻭﺳﺘﻮ ! ﺁﭖ ﺳﺐ ﮨﻤﯿﺸﮧﻣﺠﮭ ﺳﮯ ﻣﯿﺮﯼ ﻣﺎﮞ ﮐﮯ‬
‫ﺑﺎﺭﮮ ﻣﯿﮟ ﭘﻮﭼﮭﺎ ﮐﺮﺗﮯ ﺗﮭﮯ ﺍﻭﺭ ﻣﯿﮟ ﻧﮯ ﺳﺐ ﺳﮯ ﻭﻋﺪﮦ ﮐﯿﺎ ﺗﮭﺎ ﮐﮧ ﺟﻠﺪ ﺁﭖ ﺳﺐ ﮐﻮ ﺍﻥ ﺳﮯ ﻣﻠﻮﺍﺅﻧﮕﺎ۔ﯾﮧ ﻣﯿﺮﯼ‬
‫ﻣﺎﮞںیہ!‘‘‬
‫‪1.‬‬ ‫‪JDee ki khani in written from.‬‬

‫‪2.‬‬ ‫‪JDee ki khani from LMS‬‬
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Handout 6.3
Impact of Sous le Fromager within the Classroom
The Sous le Fromager has had a positive impact in a number of specific EFA-related as well as general
educational areas:
 Improved Teacher Content Knowledge: In interviews conducted for this case study, when asked
how Sous le Fromager helped their classroom practice, teachers almost always first cited the
improvement in their own content skills. As an example, in one Conakry primary school, several
teachers commented that the radio lesson just observed (which focused in part on helping students
understand the distinction between the French prepositions “sous” and “sur” (“under” and
“on/over”) had actually helped them understand these same concepts.
 Increased Student Attendance Rates: Principals, teachers and FQEL staff interviewed for this case
study report that school attendance increases on “radio days.”
 Increased math and French language ability in grades two, four and six, as indicated via data
derived from pre- and post-test comparisons.
 Improved Teacher Quality: DSEE, FQEL staff, administrators and teachers themselves interviewed
for this case study report an increase in more active learning strategies as a result of Sous le
Fromager. EDC staff reports that teachers generally take a more developmental approach toward
learning—focusing now on providing smaller amounts of information over several days, rather
than transmitting a large quantity of knowledge in one class period.
Based on interviews with FQEL staff and with teachers themselves, it appears that the shift toward a
more active pedagogy has had a cumulative effect with teachers transferring some of the skills learned
in “IRI classes” to “non-IRI classes.” When prompted by the interviewer, for an example of this
transference, one sixth grade teacher reported that, as a result of Sous le Fromager, he set up a project-
based activity for students in which they created a water filtration system.
 Changing Teacher Attitudes ‫ا‬nd Roles: EDC staff and one of the project’s evaluators report that
though at first quite resistant to using IRI, teachers are now generally receptive toward and
enthusiastic about Sous le Fromager and the instructional changes that accompany its use. Two
male teachers interviewed for this case study admitted to initial resistance on their part but both
claimed to enjoy using IRI as part of instruction and credited it with improving their teaching.
 Standardization of instruction and teaching materials and, where students can receive a radio
signal, equal access to content and instruction
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 Benefits to Rural Students: An evaluation conducted by Creative Associates reveals that Sous le
Fromager has had a particularly positive impact on the French and math abilities of rural students,
who comprise 80 percent of the Sous le Fromager audience.
Radio and EFA Goals: Access, Quality and Instruction
IRI helps to address the three large issues facing Guinean education—access, teacher quality and
instructional quality, supporting Guinea’s efforts to attain Education for All goals.
1. Access and Quality. Sous le Fromager helps to address Guinea’s teacher education “gap.” As its
gross primary school enrolment rates have increased from 56 percent to 80 percent, the country
faces an annual teacher shortage of 1600 to 2000 teachers. While in the past, teachers needed 13
years of schooling (Grade 10 plus three years of teacher training at an Ecole Normale), that
qualification has been reduced to a simple baccalaureate (12 years of school) followed by a 12
month campus-based pre-service program, and in many areas, even less. Therefore, in-service
teacher professional development is a main thrust of government educational efforts and Sous le
Fromager and face-to-face professional development help with this.
2. Teacher Quality. Sous le Fromager is an example of in-class direct instruction for teachers but the
formal professional development component that accompanies it complements the in-class TPD
experience. While Sous le Fromager scaffolds more active instructional practices and focuses on
teacher content skills and affect (understanding what it is like to be a learner), cercles de
renforcement can help teachers with planning and assessment and provide opportunities for
formal and informal learning. Both in-class radio and cercles de reinforcement can help to address
teachers’ content and instructional skills and provide them with basic teaching skills.
3. Engaging. Sous le Fromager is also an engaging and entertaining program in a country with little
television and few computers. Adults can be heard whistling musical tunes from Sous le Fromager
and students return home with information about the importance of washing one’s hands and
other public health information. Communities have picked up a lot of the recurrent costs of IRI
(batteries, radios, maintenance costs, tapes) and small radio repair shops have sprung up around
primary schools.
4. Addresses Contextual Needs. Most of all, IRI is a form of ICT that best makes sense for a country
like Guinea—a nation with a shortage of teachers with even basic qualifications, a nation with low
teledensity, poor electricity infrastructure outside of Conakry, and school structures that could
never house a computer or television. Radio is portable, wireless (in the original sense of the term),
easy to learn and already part of the technology landscape—indeed, radio is ubiquitous within
Guinea. By building upon a medium with which teachers are familiar,
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FQEL has truly achieved technology integration—a classroom based use of technology in which the
focus is, not on figuring out the tool, but on the knowledge it conveys, and a technology that truly
helps students and teachers learn better and in ways that would be otherwise impossible.
Radio as a TPD Tool
Radio is by no means a silver bullet for building teacher quality—no technology is—and radio certainly
suffers from factors (cost, transmission capabilities) that impact its reach and effectiveness. Yet radio,
and audiotapes, within the context of Guinea, are excellent examples of when ICT should be used in
teacher professional development in environments as taxed as that of guinea. In the case of Guinea,
radio (and audio) make TPD possible—it would be otherwise impossible to reach so many teachers
without radio—and because they make it better. Teachers are provided with in-class instruction and
assistance that is curriculum based, grounded to some degree in learner centered approaches and
active pedagogy, and supplemented by ongoing instruction.
For those considering the use of radio and audio as TPD tools, how and when should they be used?
They should be used in very low resource environments when the goal is to provide the most basic
skills training to unqualified teachers and when these ICT tools can:
 Provide Access to Continuous Learning: Radio and audiotape instruction have provided Guinean
teachers with ongoing, sustained, and low cost “anytime-anyplace” access to learning and have
been effective TPD tools and effective follow-up tools helping teachers implement innovations in
their classrooms.
 Broaden Exposure to Instructional Practices: Radio and audiotapes have allowed teachers to
experience and create different new instructional practices in their classrooms.
 Address Teachers’ Content Knowledge: Through radio, teachers and their students have been
provided content which teachers, which they and FQEL staff claim, have helped improve their
content knowledge.
 Promote Reflection about Teaching: Through Pas à Pas, when used as part of professional
development in cercles de renforcement, teachers are exposed to other types of classroom
instruction, listen to discussions around classroom practice, and engage in reflection and discussion
around specific teaching practices. This continuous discussion can (though there is no evidence
that it has) foster learning communities in which teachers share ideas, reflections, and resources.
 Provide Curriculum and Content Supports: Radio provides teachers with access to teaching and
learning resources and ideas in French, math and science, which would otherwise be unavailable.
 Lend them to Easy Integration within the Classroom: The ultimate goal of any instructional use of
ICT should be integration and IRI achieves this. It is present in the teacher’s classroom (she need
not travel to a computer lab or resource center). It is simple to use—teachers need little training
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in learning how to use or maintain radio, instead focusing their energies on content and
instruction). It serves the curriculum, in fact making curriculum delivery possible. It provides an
observable advantage to teachers and to students, engaging teachers and students in learning, and
providing continuous on-site, and in-class teacher support.
Expanding IRI as a Teacher Professional Development Tool
IRI has been has been primarily directed toward students and yet appears to possess positive teacher
benefits. It is fair to say that benefits could be even more positive if used explicitly as a teacher
professional development approach. Along with print-based materials and a personal intermediary,
radio could be used to teach basic literacy skills to teachers. By altering broadcast lengths, developing
more open-ended questions and building in teacher work time, radio could be used to develop higher
order skills among teachers. It remains to be seen if this will occur once Guinea unveils its new
curriculum, which is supposed to focus on higher order cognitive skills.
The use of radio with more multimodal and visual technologies—Internet-based video, CD-ROM-based
information, computer aided instruction or even computer based Office tools—promises even greater
professional learning opportunities for teachers as the direct instruction of IRI can be supplemented
with actually viewing other teachers’ classrooms, accessing information and lesson plans, practicing
basic literacy and numeracy skills in a computer-based tutorial program, and developing their own
lesson plans. The dual audience direct instruction approach of IRI can also be used with other
professional development approaches listed in the Implementation Briefs. This blending of
professional development approaches can help teachers migrate from basic skills to attaining more
advanced skills in the core areas of teaching—content, instruction, curriculum and assessment.
Challenges Associated with IRI
There are a number of challenges associated with any ICT tool used for TPD— in particular with
broadcast tools. Indeed, the strengths of the broadcast medium are also often its weaknesses. The
weaknesses of IRI are outlined below.
1. IRI is dependent upon on national infrastructure. IRI depends upon government or private radio
transmission for its dissemination to schools and when that is lacking, as during the 20042005
school year in Guinea, IRI (and a substantial portion of TPD) is halted. As noted earlier, Sous le
Fromager was not broadcast on FM radio during the 2004-2005 school year. When broadcasts
resumed in spring 2005 on Radio Rurale (a short wave alternative to the national FM radio)
broadcasts occurred at 1:30 PM, thus bypassing students in the morning shift of school.
Additionally, Radio Rurale’s coverage is limited as a result of its weak transmitters and solar
interference.
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There are ways around this problem. Many schools circumvented the transmission difficulties of
the 2004-2005 school year by previously recording the program and copying, selling or sharing
their Sous le Fromager library with neighboring schools, but audiotapes have proved a more costly
and fragile alternative to radio (Audiocassettes must be purchased and are easily lost or damaged).
INRAP has begun to produce audio kits of Sous le Fromager but thus far only 126 such kits are
available—for 7,000 primary schools.
A possible alternative to the unreliability of broadcasting on a national radio station is the creation
of a dedicated educational radio station which would allow the program to be broadcast several
times a day.
2. Broadcast does not mean access or actual listenership in schools. Even if radio reception is good,
broadcasting IRI does not mean schools and teachers will hear it. Eighty-five percent of Conakry’s
schools are private, employ a very traditional curriculum, and do not utilize Sous le Fromager, thus
limiting listenership in Guinea’s largest population center. In spite of the stated popularity of the
program there is some degree of non-compliance on the part of teachers, particularly older male
teachers. And equipment issues also impede access. The first generation of radios was windup
radios, 40 percent of which broke after 3 years of continuous use. Now on its third generation of
radio distribution, newer windup radios promise to be more durable (the winder cannot be
reversed and thus broken as in first and second-generation windup radios), but if radios are lost
and damaged, schools must purchase their own batteries, radios, and increasingly, cassette
recorders and audiotapes.
3. IRI is vulnerable to the political climate. As Guinea’s difficulties broadcasting Sous le Fromager
illustrate, IRI can be positively or negatively impacted by the political climate in which it operates.
In essence, radio depends upon political good will for its continued operation. This makes teacher
professional development far more vulnerable to external political and macro-economic factors
than is the case with other types of ICT-embedded TPD.
Additionally, like many well-received programs, Sous le Fromager suffers from sustainability
concerns. The program ended in July 2005 and though the Government of Guinea and INRAP have
promised to keep it alive, there is concern about the Government’s capacity to do so, especially
since the program will need to be revised in light of Guinea’s new curriculum, which is set to be
implemented in 2008.
4. IRI is only as good as the curriculum it delivers. At its core, IRI is a delivery mechanism vehicle
through which the national curriculum is conveyed. Guinea’s national curriculum is still quite
teacher-centered and focused on rote learning, and Sous le Fromager reflects much of this
approach, in spite of efforts to the contrary. Every questioned posed by the radio teacher or in-
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class teacher involved a right and wrong answer and questions probed “lower order “skills (recall,
recognition, identification).
5. IRI can still promote watered down instruction. IRI is often termed “learner centered” but such
an interpretation is open to debate. Though FQEL documents report the use of nine instructional
strategies, most activities observed—albeit in a handful of classroom observations—tended to
focus on instructional activities that still could be considered traditional (individual work, whole
class recitation, some pair sharing, students working at the chalk board, some problem solving). In
the continuum of learner-centered and teacher-centered instruction, Sous le Fromager occupies a
middle ground, a transition between a teacher-centered and learner-centered methods. Though
students are more physically active and instruction is differentiated as much, and as feasibly as
possible, in some instances, the program merely replaces the in-class teacher with a radio teacher,
continuing the same dynamic of the teacher as ultimate authority and student as a more passive
participant in his/her learning.
6. IRI does not address teacher literacy issues, which are Guinea’s most pressing teacher need. Most
critically, interactive radio instruction, as implemented right now, does little to address the
greatest need facing Guinea’s teachers—helping them to learn to read—and this was never the
intention of the FQEL project. However, teacher illiteracy and low levels of literacy were cited time
and again in interviews as the most pressing issue facing Guinea’s teachers. Policymakers may wish
to consider whether and how IRI, alone and with other types of ICT and non-ICT-based instruction,
to help teachers build basic literacy skills.
Conclusion:
What are the implications of these critiques for policymakers? First, that radio—like any broadcast
medium—is vulnerable to external forces (politics, federal budgets, transmission capabilities) that
extend beyond the capabilities of ICT for TPD projects.
Next, radio—while an effective TPD tool to help teachers gain the basics in curriculum, content and
instructional skills—soon exhausts its capabilities because of the limitations of largely passive
broadcast media. If teachers are to move beyond basic skills in instruction toward more intermediate
or advanced skills, other types of professional development—with or without ICTs will need to be
employed. If this TPD is to involve ICTs, those technology tools (video, for example) must be used in
concert with TPD approaches that promote more advanced instructional skills.
Reference: http://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf
Sous le Fromager was arguably the main professional development component provided to all Guinean
primary school teachers in the FQEL project. It is supplemented by two additional ICT-based TPD
interventions:
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Intervention: 2 - Radio Broadcasts for Teachers

Pas à Pas is a weekly, radio broadcast designed to improve teachers’ instructional skills. The program,
30 minutes in length, offers a simulated teaching episode, followed by instructional strategies,
formative assessment, and teachers talking together and evaluating the lesson that just occurred in an
effort to model reflective practice. Like Sous le Fromager, Pas à Pas has a number of characters who
reappear throughout the program, including two radio personalities who communicate with each
other.
Pas à Pas listenership is low— on average 30 percent of teachers listen to any one program. Several
factors contribute to this low rate of listenership. First, teachers are not mandated to listen to Pas à
Pas and, unlike Sous le Fromager, there is no formal structure within schools for them to do so. Indeed,
the program is broadcast on Thursday afternoons when teachers are not in school and during a time
(3:30 PM) when the quality of reception is weakest due to solar interference. Another factor for the
low listenership rate may be the heavy narrative nature of the program. It is not as engaging,
multimodal, entertaining or as interactive as Sous le Fromager —nor was it designed to be. Yet, every
teacher interviewed for this case study expressed a preference for Sous le Fromager over Pas à Pas,
citing the former as more beneficial to their professional development than the latter.
Nonetheless, the content of Pas à Pas finds its way into the third form of ICT-based teacher
professional development—face-to-face TPD that uses print and audio-based instructional aides for
teachers.
Intervention: 3 Site-based Face-to-Face TPD
In addition to Sous le Fromager and Pas à Pas, primary school teachers participate in 60 hours of
ongoing professional development over the course of the school year. Teachers from local schools
come together in bi-monthly professional development days and cercles de reinforcement to focus on
areas of pre-determined teacher need and to receive “re-enforcement” in lesson planning, assessment
and instruction.
Cercles de reinforcement are conducted by one of Guinea’s 425 Délégués Scolaire d’Education
Elémentaire (DSEE) or by assistant DSEEs, charged with teacher training by the Ministry of Education.
Before the FQEL project, the DSEE had neither the materials nor the capacity to carry out TPD. To
better equip them to conduct teacher professional development, FQEL staff were provided 3 days per
year of face-to-face professional development as well as a teacher training “kit” that used print-based
professional development guides and audiotapes of “the best of” Pas à Pas segments that focused on
particular targeted areas of instruction. DSEE and were trained in the use of these print and audio-
based materials as well as TPD strategies, employing these kits in the cercles de reinforcement.
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Date
Unit: 2
ICT`s integrated into Curriculum and Instruction
Sub Topic
Productivity Applications (Word Processing)

After the completion of this session:
 Define Word Processor.
 Manage Word document (Create, Open, Save, Save As).
 Print the document.
Teaching A.V-Aids
Computers, Tablets, Printer, Writing Board, Markers, Papers, Computer Lab and Duster
Required Resources
 Handout 7.1: Ms. Word
 Worksheet 7.1: Microsoft Word
 After greeting the trainee teachers formally, ask any 2-3 of them to provide reflection on
the previous session’s home assignment and for the teaching strategies and activities.
 Ask them:
o About the list they made on the realistic challenges they might face while introducing
and utilizing the IRI system, to their students.
o What ambiguity/confusion, etc. they still have in mind related to any of the
activities/strategies of the previous session?
o What was the best activity? Why?
o Which activity needed further improvement? How?
Introduction of the Session: 5 minutes
Word Processing
 Ask the trainee teachers, have you used computer for typing purpose:
 Which software you used for typing?
Expected Answer: Notepad, Word pad, MS Word, Word Perfect.
 Now share about MS Word as follow:
What is Microsoft Word (MS Word)? MS Word is the most popular word processing
software used today. A word processor is essentially a computerized version of the standard
typewriter. However, the computer adds features, typewriters never dreamed of having like spell
check, the ability to save and store documents, copy and paste functions, and the ability to add
images and shapes to documents, and many more. When attached to an Email, electronic
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documents, created by MS Word can be delivered in seconds. Another benefit is that it helps the
user to type faster and more accurate.
Reference:
http://www.cottagesofhope.org/module-5-0-introduction-to-microsoft-word-word-processing/
Understanding the definition and scope of the Computer Application: Ms Word
 Ask the following questions:
o How does computer work?
o What are the differences between software and hardware?
o What are the various application software’s used in computer?
o Which computer application is used for texting/writing purpose?
 Encourage the responses of trainees and conclude by explaining various terminology
motivate them to participate in discussion.
 Make pairs of trainee teachers.
 Ask them to read and discuss Handout 7.1 in pairs for 10 minutes.
 Ask the following questions and note down the responses on the writing board.
 For peer discussion, write the following questions on the writing board:
o What is MS Word?
o What are the main components of MS Word window?
o What is the difference between Title bar and Tool bar?
o What is the scope of MS Word?
 To make them practice the learnt concept, ask them to read and complete (individually) the
task mentioned in Worksheet 7.1 individually.
 Exchange their worksheets with their pair for peer checking.
 Conclude the activity by sharing your input.
MS Word Practice:
 Inform the trainee teachers for a classroom demonstration by the trainer through
multimedia.
 Explain to them that this demonstration will help them learn and be skillful in working on
MS-Word by following the steps/guidelines explained by the trainer.
 Demonstrate the following steps and ask the trainee teachers to follow each step for
practice:
o Open, close, resize the MS Word Window
o Create a new document (Highlight template option)
o Navigate around the MS Word Window
o Become familiar with the Microsoft Button menu
o Review formatting and other tools on the ribbon
 Now, for an advanced level of learning, ask them to follow the next demonstration to:
 Use Job Seeking Cover Letter to Learn Formatting Tools by:
o Becoming familiar with text formatting tools
(Font, bold, italic, underline, size, & justification)
o Demonstrating and highlighting, ‘copy’, ‘cut’, & ‘paste’
o Understand difference between ‘delete’ and ‘back space’
o Change ‘justification’, ‘line spacing’, and ‘margins’
o Use ‘tab’, ‘indent icon’, and ‘bullets’ to indent text
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o Add images, pictures, headers, or footers using ‘Insert’

o Instruct on how to use the “Spell Check” feature
o Complete the Process by:
o Printing or through ‘print preview’ the document
o Save, save-as, rename, move, and delete file
 Facilitate them during the completion of their tasks.
 Invite any two volunteers to present their work through multimedia following the short Q/A
sessions by the audience.
 Conclude the activity by productive feedback.
MS Word Practice
 Ask the trainee teachers to remain in the same groups as in the previous activity.
 Play the video: Word 2016 (Getting Started with Word)
 Pause the video to explain, discuss, and inquire from the trainee teachers about the content
understanding from the video.
 Explain the function and use of ‘new’, ‘open’, ‘save’, ‘save as’, ‘print’, and ‘close’ commands
in MS Word programme.
 Ask them to think about and perform the following tasks in MS Word:
o Open the previously prepared file.
o Add few sentences in it.
o Save it with another name.
o Note the name and extension.
 Write an application to the Principal/Director for one day’s leave.
o Save the document in “My document” folder.
o Print it.
o Close the program.
 Let the groups display the assigned work on different walls of the room for a gallery walk.
Ask them to raise questions on each group’s displayed work one-by-one.
 Conclude the activity with your input.
Video Link:https://edu.gcfglobal.org/en/word2016/getting-started-with-word/1/
 Ask the following questions to assess their level of understanding and ability to manage the
MS-Word Documents:
o What common word processing application are in use?
o What is the common name of word file?
o What is the difference between tool bar and title bar?
o How is a document saved in MS Word?
 Collect their responses and appreciate/correct them, if needed.
Home Assignment:
Tell trainee teachers to create your resume/C.V on MS-Word Document.
Teaching Strategies
 Brain storming
 Individual work
 Peer discussion and teaching
 Pair work
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 Group work
 Gallery walk
 Which learned strategy did you like more and why?
 Which strategy/activity you propose to improve further? How?
Ask them to bring their written reflections when they come to attend next session.
References
A text book of:
 Computer Education for Grade – VI
 Computer Education for Grade – IX
Khyber Pakhtunkhwa Textbook Board, Peshawar
 P (58 to 61): Computer Science for Grade IX) Khyber Pakhutnkhwa Textbook Board,
Peshawar
 P (130): Computer Science for Grade – IX Khyber Pakhtunkhwa Textbook Board, Peshawar
85 | P a g e
HANDOUTS
Handout 7.1
Ms Word Window
Instructions:
Read carefully and discuss in groups. Time: 10 Minutes
Word processing
Word processing is one of the most widely used applications installed on the computer for textual
work like writing, editing, formatting and printing documents or certain reports. Word processing is
used to create various documents such as memos, letters, notes, books, newspapers, magazines and
advertisements etc. Examples of word processors are Ms Word, Word Perfect, and Open Office Word.
Microsoft Word is the most widely used word processing software.
Microsoft Word has many features like producing professional look to the document by providing a
comprehensive set of tool for creating and formatting the documents and adding images, sounds,
charts and graphics to documents and to remove spelling and grammatical mistakes from documents.
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Microsoft Word has many components such as Microsoft Office Button, Title bar, Tabs, Graphs,
Ribbon, Ruler, Zoom slider, Quick Access Toolbar, Control buttons, Scroll bars, Status bar etc.
Title Bar
It is the top most bar. It displays the quick access toolbar at its left, the name of the current document
at the centre and control buttons at its right side.
The Ribbon
It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several
related command groups. Each group contain related command buttons. The seven tabs are Home,
Insert, Page Layout, References, Mailinigs, Review and View. Each tab contains several groups for
example Home tab contains five groups; Clipboard, Font, Prargraph, Styles and Editing. Clicking the
dialog box launchers gives the user to access additional commands via dialog box.
Quick Access Toolbar
It is located next to the Microsoft Office button contain different commands for quick access like Save,
Undo and Redo etc more commands can also be added in this by customizing it.
Document view buttons
These are the buttons to view a document in four different layouts. They are print layout, full screen
reading, web layout and outline and draft.
The Ruler
It is used to vertically /horizontally align the text in a document. It can be hide or unhide by presenting
view Ruler button found on the right most side of the top Ruler
Zoom slider
It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 10% to 500%.
The status Bar
It is located at the bottom of the Word Window. It gives information about the present status of the
document such as the current pages and the number of words in the document.
Reference:
P (58 to 61): Computer Science for Grade IX) Khyber Pakhutnkhwa Textbook Board, Peshawar
87 | P a g e
Worksheet 7.1
Microsoft Word
Instructions:
Label at least eight (8) components of the Microsoft Word Window without taking help from any
resources. Time: 05 Minutes
Reference:
P (130): Computer Science for Grade – IX Khyber Pakhtunkhwa Textbook Board, Peshawar
Subject output/input
1. Title Bar
2. Menue Bar
3. Tool Bar
4. Work Space
5. Scroll Bar
6. Task Pane
7. Formatting tool Bar
8. Split Handle
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Date
Unit 2
ICT integrated into Curriculum and Instruction
Sub Topic

After the completion of this session’s, the trainee teachers will be able to:
 Edit text
 Format text
 Create and customize table
 Print table in word processor.
A.V-Aids
Tablets, Computers, Printer, Color Printer Writing Board, Markers, Papers and Computer Lab.
Required Resources
 Handout 8.1 A: Editing text
 Handout 8.1 B: Text formatting
 Handout 8.1 C: Draw a Table
 Worksheet 8.1: Microsoft Word
 After greeting the trainee teachers formally, ask any 2-3 of them to provide reflection on
the previous session’s home assignment and for the teaching strategies and activities.
 Ask them:
o What hindrances did they face while creating their resumes/C.V’s on MS- Word?
o What ambiguity/confusion, etc. they still have in mind related to any of the
activities/strategies of the previous session?
o What was the best activity and Why?
 Ask the trainee teachers about:
o What is MS-Word used for?
o What is the difference between Save and Save as?
Note their responses and discuss and give positive feedback.
 Now Introduce the subtopics of the day:
o Edit text
o Format text
o Create and Customize table
o Print table in word processor.
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MS Word Practice: Editing text
 Divide the trainee teachers into two groups.
 Ask Group A to read Handout 8.1 (A), discuss in group for 15 minutes and perform the
following tasks using the mouse option:
o Type some text of your choice in word document (you can take help from any
resource).
o Select some appropriate Headings in a document.
o Bold and Underline it.
o Copy the text and Paste it at other place/position in the document.
o Delete text.
 Ask Group B to read Handout 8.1 (A), discuss in group for 15 minutes and perform the
following tasks with the keyboard Option:
o Type some text of your choice in word document (you can take help from any
resource).
o Selecting some text in this document.
o Bold and Underline it.
o Copy the text and Paste it at other place/position in the document.
o Delete text.
 Ask one Volunteer from each group to share their accomplished task and ask the other
groups to add any point that left from sharing.
 Explain the quarries of trainee teachers on editing text and conclude the activity with your
input.
MS Word Practice: Text Formatting
 Split the trainee teachers into two groups.
 Ask them to read Handout 8.1 (B) for 10 minutes and discuss in groups.
Part-A: Size of Text
 Ask them to perform the following tasks:
o Type five lines of text of your choice (you can take help from any resource).
o Select some or all of the text to modify.
o Use the font size box to resize the text.
o Preview the Text.
o Print the three different font sizes of the text.
o Take printout
o Display it on the wall.
Part –B: Font Style of Text
o Type five lines of text of your choice (you can take help from any resource). .
o Select some or all of the text to modify
o Use the font style box to change the text styles.
o Preview the Text.
o Print the three different font styles of the text.
o Take printout
o Display it on the wall.
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Part-C: Color of Text

o Type five lines of text of your choice (you can take help from any resource).
o Select some or all of the text to modify.
o Use the Color box to change the color of selected text.
o Preview the Text.
o Three different color prints with color printer.
o Display them on the wall.
 Invite the groups for a gallery walk.
 Ask groups to share their accomplished tasks.
 Discuss and explain the quarries of trainees on formatting text and conclude the activity with
a productive feedback
MS Word Practice: Draw a Table
 Divide the trainee teachers into groups of four.
 Ask them to read Handout 8.1 (C) and have a mutual discussion for 15 minutes.
 Ask them to think about and perform the following tasks in MS Word:
o Using table features, draw your class timetable.
o Enter the data.
o Save the table on desktop.
o See the preview of table.
o Share it for presentation on multimedia.
 Invite the group leaders to present their work through the multimedia one-by-one following
a Q/A session at the end of each presentation.
 Ask to complete the provided Worksheet 8.1 in 05 minutes.
 Take responses from the trainee teachers randomly on the answers of the questions asked
in the worksheet.
 Conclude the activity by sharing your input if needed.
A text book of:
 Computer Education for Grade – VII
o Ask the following questions to gauge their understanding level:
o What is text editing in word document?
o What is text formatting in word processing?
o How can we draw tables in MS Word?
Home Assignment:
Create a word document on your choice of topic and add all the learnt and practiced concepts of
the day in it. Email the final document to the trainer’s provided Email or save them in ur USB’s/
personal laptops.
Teaching Strategies
 Group work
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 Discussion
 Activity based method
 Gallery walk
 Individual reading
 Worksheet
 Ask the trainee teachers to write their reflection on how to resized and colored the text and
the learned strategies of today’s session by answering the following question:
o What was one of the important events of the last session?
o What were my reactions and emotions about learning today’s topic?
o What I do differently now?
session.
References
A text book of:
 P (63, 64, 65): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board,
Peshawar
 P (69, 70, 71): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board,
Peshawar
 P (82, 83, 84, 87, 88, 89, 90): Computer Science for Grade IX, Khyber Pukhtunkhwa
Textbook Board, Peshawar
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HANDOUTS
Handout 8.1 (A)

Editing Text
Instructions: Read carefully and discuss in groups. Time: 15 Minutes
Editing text means to make changes in the text. Entering, deleting and moving text in a document
refers to text editing. Ms. Word has all the options necessary for editing of text. However, these
commands have also shortcuts on the standard toolbar. In Ms. Word if one place the curser on any
icon it will show you the name of icon, shortcut key and the function of that icon. Therefore Ms. Word
is known interactive application.
1. Inserting text in the document
Text (letters, numbers etc) can be inserted into document at insertion point with the help of keyboard.
The following steps are required to insert text in a word document.
 Move the cursor to an appropriate position in the document.
 Write the text with keyboard.
2. Selecting text in a document
Mouse or keyboard can be used to select text in a document for editing.
 Selecting text with mouse
Click the left mouse button to the left of the text that is to be selected hold down the left mouse
button and drag the cursor to the end of text, release the mouse button. The selected text will
be highlighted in the document.
 Selecting text with keyboard
Keyboard is also used to select the text words, sentences and paragraphs.
o Move the cursor to the beginning of the word, sentences and paragraphs that is to be
selected.
o Hold the shift key and press the required arrow key to move to the end to word, sentence
or paragraph.
o The selected text is highlighted in the document.
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As shown in the figure.
3. Deleting text in the document

Deleting text means to remove text from the document.
Steps for deleting text
 User may use backspace button on the keyboard, which will erase the text left side of the
cursor.
 User may use delete button, which will delete the text at the right side of the cursor.
 User may first select the required text and then press delete button on keyboard.
4. Moving or coping text to a new location in document
Copy-Paste option is used to take the duplicate of the text by copy it and paste it where required. This
option does not remove the text from the source location.
The Cut-Paste or Move option is used to move the text from one place to another place. When users
Cut or Copy text, it gets placed on the clipboard. Clipboard is a temporary storage place in computer
memory. It is used temporarily for data that is being copied or moved.
To Copy or Cut a paragraph
 Select the paragraph
 Choose Copy or Cut on the home tab in the Clipboard group. This paragraph is copied or Cut.
It gets placed onto the clipboard. Or use Ctrl + C to Copy text and Ctrl + X to Cut text.
 Move the mouse cursor to the place where the paragraph is to be placed and click.
 Choose Paste command on the Home tab, in the Clipboard group. Or Use Ctrl + V to Paste text.
 The paragraph appears at the new place.
Reference:
P (63, 64, 65): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 8.1 (B)

Format Text
Instructions: Read carefully and discuss in groups. Time: 10 minutes

To create and design effective documents, user knows how to format text. Text formatting includes
formatting the font size, style and color and using bold, Italic, Underline and change case commands.
User can format a single character, word, line, paragraph or whole document.
To Format Text Font Size
 Select the text to modify.
 Click the drop-down arrow next to the font size box on the Home tab. The font size drop-down
menu appears.
 Move the cursor over the various font sizes. A live preview of the font size will appear in the
document.
 Click the font size you wish to use. The font size will change in the document.
To Format Text Font Style

 Click the drop-down arrow next to the font style box on the Home tab. The font style drop-
down menu appears.
 Move the cursor over the various font styles. A live preview of the font styles will appear in the
document.
 Click the font styles you wish to use. The font styles will change in the document.
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To Format Text Font color

 Click the drop-down arrow next to the font color box on the Home tab. The font color drop-
down menu appears.
 Move the cursor over the various font colors. A live preview of the font color will appear in the
document.
 Click the font color you wish to use. The font color will change in the document.
The color choices are not limited to the dropdown menu that appears. Select More Colors at the
bottom of the list to access the colors dialog box. Choose the color that user wants and click OK.
Similarly Ctrl +Shift + P shortcut keys are used to format font through Keyboard.
To use the Bold, Italic, Underline command

 Click the Bold, Italic, Underline command in the Font group on the Home tab.
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To change the text case

 Click the change case commands in the Font group on the Home tab.
 Select one of the case options from the list
Reference:
P (69, 70, 71): Computer Science for Grade IX, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 8.1 (C)

Tables
Instructions: Read carefully and discuss in groups. Time: 15 Minutes

Working with Tables
A table is a grid of cells arranged in rows and columns. Table is useful for various tasks such as
presenting text information and numeric data.
1. To insert a blank table
To insert a blank table

 Place the insertion point in the document where user wants the table to appear.
 Select the insert tab
 Click the table command. A dialog box appears.
 Drag the mouse over the diagram squares to select the number of columns and rows in the
table. Shown in fig.
 Click Mouse and the table appear in the document.
 Enter text into the table.
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2. To add a Row
To add a Row
 Place the insertion point in a row below the location one wish to add a row.
 Right Click the Mouse. A menu appears,
 Select Insert --- Insert Rows above/below.
A new row appears above/below the insertion point.
3. To add a column
To add a column
 Place the insertion point in a column adjacent to the location one wish to add a new column.
 Right Click the Mouse. A menu appears,
 Select Insert --- Insert Columns to the Left Or Insert Columns to the Left.
 A new column appears.
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4. To delete a row or column

 Select the row or column to be deleted.
 Right Click your Mouse and a menu appears.
 Select Delete Columns or Delete Rows.
Border and shading

Word automatically applies a 1/2point border and white background mean no shading to all table
and table cells. To emphasize certain aspects of the table user may add, remove or modify table
borders or add shading to certain cells rows or columns in the table.
5. Adding borders
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Adding borders
 Select the cell(s) user want to apply borders to
 To select the entire table, click the Table move handle
 From the Ribbon, select the Design command tab.
 In the table styles group click on the Borders ------------ Select the Borders and Shading
 The Borders and Shading dialog box appears,
 Note: The setting section of the Borders and Shading dialog box displays different options
depending on what selected in the apply to: pull down menu.
 Select the Border tab
 In the setting style, color and width section, select the desired border options.
Apply additional boarder settings
 In the preview section, select or deselect the desired borders by clicking the diagram or the
surrounding buttons
 From the apply to pull-down menu, select where you want the border styles applied:
 Text
 Applies border style only to text (i.e. a text border is created inside the cell border)
 Paragraph
 Applies border style based on selected paragraph break with in selected cells and or
throughout the table
 Cell
 Applies border style to selected cell(s)
 Table
 Applies border style to the entire table
 Click Ok, the changes are applied.
6. Adding Shading
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Adding Shading
Select the cell(s) user want to apply Shading to
From the Ribbon, select the Design command tab.
In the Table Styles group click on the BORDERS ------------ Select the Borders and Shading
The Borders and Shading dialog box appears,
 Select the Shading tab
 To select a shading color, under Fill , select the desired shading option
 Under Patterns, from the style pull down list, select the desired shading pattern
 Apply to pull-down list, select where you want the color applied
 Click Ok, the changes are applied.
7. Merge cells
Merge cells
 Select the cells user wants to merge.
 From the Ribbon, select the layout command tab.
 In the Merge Group, select Merge cells Option.
 The selected cells are merged to single cell.
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8. Splitting Cells
Splitting Cells
 Select the cells user wants to Split.
 From the Ribbon, select the layout command tab.
 In the Merge Group, select Split cells Option.
 The Split cells dialog box appears
 Specify the number of columns and rows to splits cell(s)
 Click OK
 The selected cells are split into the required columns and rows.
Reference:
P (82, 83, 84, 87, 88, 89, 90): Computer Science for Grade IX, Khyber Pukhtunkhwa Textbook Board,
Peshawar
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Worksheet 8.1
Microsoft Word Worksheet
Time: 05 Minutes
1. What are the names for each of the following tabs?
a. ………………………..
b. ………………………………………
c. …………………………………….
d. …………………………………….
2. Fill in the blanks depending to the following page.
a. Name of the opened Document is …………………………….

b. The functions for the icons rounded in the circle are ……………., …………, ………….
c. The functions for the icons rounded in the circle are ……………., ……………,
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Date
Unit 2
Sub Topic

 Customize page in MS-Word Document
o Page Numbers
o Header and footer
o Text Alignment
o Margins
o Page Orientation
o Changing Paper Size in Word Processing.
Teaching A.V-Aids
Tablets, Printer, Writing Board, Markers, Papers, Computer Lab
Required Resources
Handout 9.1: Format Page (Page Numbers, Header and footer)
Handout 9.2: Format Page (Text Alignment, Margins, Page Orientation)
Handout 9.3: Format Page (Changing Paper Size)

 After greeting them formally, ask the trainee teachers to keep handy their reflections on the
previous day.
 Ask randomly from any four trainee teachers to share their reflections on the previous day:
o What were my reactions and emotions in last session?
 Conclude the discussion by providing the required guidance.
 Ask about the difficulties/ limitations/ unfamiliarity they faced while working on their
lessons.

 Ask trainee teachers:
o How text can be edited in MS Word?
o What do you think about text editing and page formatting?
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o How can we customize a table in MS Word?

 Introduce the topics of today’s session:
 Customize page in MS-Word Document
o Page Numbers,
o Header and footer
o Text Alignment,
o Margins,
o Page Orientation
o Changing Paper Size in Word Processing.
 Ask for their prior knowledge and/or practice on any of the above mentioned topics/ areas
of work in MS-Word.
MS Word Practice: Format Page (Page Numbers, Header and footer)
 Form groups of four trainee (Depending on the availability of computers).
 Ask them to read Handout 9.1 for 10 minutes.
 Ask them to perform the following tasks in MS Word.
o Open word document that already has some content written on some pages.
o Add Page Numbers to the document.
o Add Header and Footer in a document.
o Preview the page with page number at different positions top/down, centered, left, right
and different Header, Footer.
o Print pages showing page numbers and Header and Footer.
o Display your work.
 Let them exchange their work with other groups sitting next to them. In this way all the
groups will exchange their tasks to other groups for peer teaching.
 Let them recheck and review each other’s work for 3 minutes and invite them one-by-one to
give productive feedback on each other’s work.
 Conclude the activity by sharing your input if needed.
MS Word Practice: Format Page (Text Alignment, Margins, Page Orientation)
 Ask the trainees to remain in same groups.
 Ask them to read Handout: 9.2 for 10 minutes.
 Ask the groups to perform the following tasks in MS Word documents:
o Type text of your choice (at least half page).
o Change the margins to the document.
o Arrange the text to the center of the page.
o Align the text to left/right.
o Align text to both the left and right margins (Justify).
o Change the orientation of a page (Portrait, landscape).
o Preview the page.
o Print the pages with at least two options applied.
o Display the printed pages.
 Invite the group leader to demonstrate their assigned work through multimedia.
 Encourage queries from the audience.
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MS Word Practice: Format Page (Changing Paper Size)
 Reshuffle the groups.
 Ask them to read Handout 9.3 for 05 minutes.
 Ask the trainee teachers to perform the following tasks in MS Word document:
o Type text of your choice of (at least half page).
o Change the paper size.
o Preview a document before printing.
o Print the text on pages of different sizes.
o Display these pages.
 Now ask the groups to create a document on the topics of their choice adding all the learnt
and practiced concepts of the day.
 Give them time-frame of 20 minutes to accomplish the task.
 Encourage them to exchange their work with the group sitting next to them. This way all the
groups will exchange their work with each other for peer teaching.
 Let them use “track changes” button and add few lines.
 Return back the document to the ‘developer group.’
 Ask them to click on the ‘Track Changes’ under the ‘Review tab’. This way each group can see
the corrections made by the other groups on their work.
 Invite any representative from among the group to share their work.
A text book of:
o Computer Education for Grade – VI
o Computer Education for Grade – VII
o Computer Education for Grade – IX
 Ask the following questions to assess the level of understanding of the trainee teachers for
the topics taught and practiced today:
o Why Header and the Footer are used in a document?
o What is text Alignment used in a document?
o What is the purpose of Preview?
o How can we edit a text using Track Changes?
Home Assignment:
Create a lesson plan on the topic of your choice and practice all the concepts learnt so far related
to MS-Word.
Teaching Strategies
 Brain storming
 Pair work
 Group work
 Peer teaching
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 Gallery Work
 Which learned strategies do you foresee to use your own classroom?
 What possible impact do you think this activity will have on your students?
Ask them to bring their written reflections when they come to attend next face-to-face session.
References
A text book of:
o Computer Education for Grade – VI
o Computer Education for Grade – VII
o Computer Education for Grade – IX
 P (71 to 76): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board,
Peshawar
 P (78 to 81): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board,
Peshawar
 P (81 to 87), Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board,
Peshawar
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HANDOUTS
Handout 9.1
Format Page
Instructions: Read carefully and discuss in groups.
Time: 10 minutes
Formatting page changes the appearance of page, insert page Numbers, Header/Footer, and footnote/
Endnote and much more.
Adding the Page Numbers to the Document
Adding the Page Numbers to the Document

Follow the steps below:
 Click Insert Tab,
 Click Drop down list of Page Numbers in Header Footer Group (specify where to insert the page
umber, at the top/Bottom of the page).
 Click in the Alignment box (specify whether to align page numbers left/ center/ right).
Adding Header and Footer in a Document
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Adding Header and Footer in a Document

A Header appears at the top of every page. Footer appears at the bottom of every page. The header
and footers contain page numbers, chapter titles, dates and author name etc.
 Click on the insert tab;
 Click Header and Footer to open the Header or footer area on the page.
 To create a Header, Click Header, enter text or graphics in the Header area.
 To create Footer, click Switch between Header and Footer icon on the Header and Footer
toolbar to move to the footer area and then enter the text or graphics in the Footer area.
 When user finish, click close on the Header and Footer toolbar.
Reference:
P (71 to 76): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 9.2
(Format Page)
Changing Margins of a document
Changing Margins of a document

Follow the steps below;
 Click the Page layout tab, click page Setup, and then click the Margins tab.
 Under Margins, Select the Top, bottom, left and Right margin values.
 Click OK
To center the text vertically on the page
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To Top/Center/Bottom the text vertically on the page

 Click the page layout tab,
 Click page Setup group, and then click Layout tab.
 In the vertical alignment box, select the Top/ centre/Bottom option.
 Click OK
To change the orientation of a page
To change the orientation of a page

Orientation means direction of the page that either it will be in portrait direction or in landscape
direction.
 Click the Page layout tab,
 Click page Setup, and then click the Margins tab.
 Under Orientation, click Portrait or Landscape.
 Click Ok
Reference:
P (78 to 81): Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Handout 9.3
Format Page
Printing a Document
The document on the computer screen is called soft copy while the document which we get from the
printer on the paper is called hard copy. The process of producing hard copy on paper is called printing
a document.
To Preview a Document before Printing
We can preview a page or pages before printing. The preview shows how it appears on printing.
To preview a document before printing

Following steps are required to preview a page:
 Open the file menu (Click office Button),
 Click Print ----- Print Preview.
To Print a Document
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To Print a Document
Follow the steps below;
 Open the file menu (Click office Button),
 Click Print option.
 The print dialog box will appear.
 Under “page range” section, specify the range option of pages for printing a document.
 Under “Copies” section, specify the Number of copies for printing a document.
 Click OK to print.
Note:
In Page Range Option
 All option will print all the pages from start to the end.
 If the user clicks pages, then he must specify the page numbers or page ranges he wants to
print or both.
 Current page option will only print current page.
Changes Paper Size
Changes Paper Size

For changing Paper Size the following steps are required:
 Click the print in the file menu (Click office Button),
 In the print tab Click on the properties
 In the properties dialog box Click Printing shortcuts
 In the Printing shortcuts Option box select the paper size from the list in “Paper size”
A4/letter/Legal etc.
 Click Ok
Reference:
P (81 to 87), Computer Education for Grade VII, Khyber Pakhtunkhwa Textbook Board, Peshawar
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Date
Unit 2
Sub Topic
Productive Applications (Word Processing)

After the completion of this session, the trainee teachers will be able to develop and design:
o Certificate
o Assessment
o Quiz
o Newsletter
o Skill Assessment in word processing.
Teaching A.V-Aids
Tablets, Printer, Writing Board, Markers, Paper, Computer Lab and Duster
Required Resources
Handout: 10.1: Participation Award Certificate
Handout: 10.2: Sample Science Assessment Sheet.
 After greeting them formally, ask the trainee teachers to keep handy their reflections on the
previous day.
 Ask randomly from any four trainee teachers to share their reflections on the previous day:
o What were reactions and emotions in last session?
 Conclude the discussion by providing the required guidance. In last ask the
difficulties/limitations/unfamiliarity they faced while working on their lessons.
 Begin today’s session by asking from the trainee teachers about creating assessment of skills
quiz, etc. on MS-Word.
 After their response, introduce the topics to be taught and practiced in today’s sessions:
o Certificate
o Assessment
o Quiz
o Newsletter
o Skill Assessment in word processing.
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Productivity Applications: Word Processing (Design Certificate)
 Ask the following questions from the trainee teachers to help them recall previous knowledge
and understanding:
o What is the purpose of Ms-word?
o How can we use Ms-word to improve teaching learning process?
 Encourage the responses of trainee teachers and motivate them to participate whole class in
discussion.
 After the short discussion, inform the trainees teachers that today`s session is based on
creation and designing in Word processing.
 Ask them to read and mutually discuss the essential features displayed in the sample certificate
in Handout 10.1 for 05 minutes and design a certificate of any title with your name and print
it out for wall display.
 Ask them to complete their task within 10 minutes.
 Invite all the groups for a gallery walk to analyze each group’s displayed work.
 Conclude the activity with productive feedback to each group.
Activity 2: 35 minutes)
Practice on creating a Quiz sheet on MS-Word
 Ask the trainees to remain in same groups as in the previous activity.
 Instruct them to think of and design an Assessment sheet for class 4 on the subject of their
group’s choice.
 Explain to them that the assessment should contain at least two questions based on the
following assessment criteria:
o Multiple-choice,
o True/false,
o Fill in the blanks and
o Short answers.
 For reference, ask them to open and read Handout 10. 2 thoroughly and discuss it among their
groups.
 Instruct them to complete their task in MS-Word.
 Ask the group leaders of each group one-by-one to present their work through the multimedia
following a short Q/A session at the end of each presentation.
 Conclude the activity regarding assessment writing in Ms Word.
Activity: 3 35 minutes)
MS Word Practice through the designing a Newsletter
 Reshuffle the groups.
 Ask them to think about and create a “Newsletter” in MS Word that informs the parents about
the scheduled events in upcoming week.
 Ask them that this Newsletter should contain:
o Your Name
o Date
o Two columns
o First column should contain three or four events happened in your class in this week.
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o Second column should contain three to four events that will happen in your class next
week.
 Suggest them to search for the most suitable and appropriate newsletter through internet,
discuss its components and highlight on the flaws observed (if any) for peer teaching.
 Encourage the groups to create their newsletter related to their own workplace environment
and culture within 20 minutes.
 Ask the group leaders to present their work through multimedia.
 Invite a short Q/A session at the end of each presentation.
 Conclude the activity regarding newsletter writing in Ms Word.
Ask the following questions to assess the learning and understanding level of the trainee teachers on
today’s topics:
o What is the name/term commonly used for the word file?
o What is the difference between a tool bar and a title bar?
o How is the document saved in Ms Word?
Collect their responses and appreciate/correct them, if needed.
Home Assignment:
Design a certificate for first position holder in the Final term examination.
Teaching Strategies
Explain them that following teaching strategies have been used in today’s session:
 Brainstorming
 Group work
 Pair work
 Peer teaching
 Presentation work
 Question answer method
 Gallery walk
Ask the trainee teachers to write view reflection on the learned activities in today’s session by
 The activity you like the most and why?
 The activity you want to improve further and how?
 Also ask to write the purpose and features of word processing.
Ask them to bring their written reflections when they come to attend the next session.
References
A text book of:
 Computer Education for Grade – IX
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HANDOUTS
Handout 10.1
Instructions: Observe and study the sample certificates carefully.
Time: 05 minutes
Given to
______________________
For sharing his/her good ideas and
information with others faculty members
By Director
Provincial Institute for Teacher Education, Khyber PakhtunKhawa

Dated: October 31, 2019
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Handout 10.2
Sample Assessment Sheet
Science Assessment, 2019-2020

Name: ________________ Date:
Class: II Section:
Total Marks: 15 Obtained Marks:
1. (A): The diagram shows the Sun and Earth.
Tick ( ) the two correct sentences from the following:

The Sun takes 1 year to orbit the Earth.
The Earth takes 1 year to orbit the Sun.
The Earth takes 24 hours to orbit the Sun.
The Earth spins on its axis once every 24 hours.
The Earth spins on its axis once every year.
1 Mark
(B): Our solar system. What am I?
a. I am the closest planet to the sun. ______________
b. I am famous for my bright rings. ______________
c. I was a planet. Now scientists call me a dwarf planet. ______________
d. I take about 28 days to orbit planet Earth. ______________
e. I am a star. I give out heat and light. ____________________
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2. The table shows the boiling points of some liquids. 5 Mark
Liquid Boiling point in oC

A 105
B 78
C 100
D 96
E 1064
a. Which liquid has the lowest boiling point?

_________________________________________________________________________
1 Mark
b. Which liquid is pure water?
_________________________________________________________________________
1 Mark
c. Complete the sentences about boiling and freezing.
During boiling liquid changes into a _______________________________________.
During freezing liquid changes into a _____________________________________.
2 Marks
3. Blood is pumped to and from parts of the body.
(a) Which two of these are correct for blood flow from the pump?
Tick ( ) two boxes.
from to
the body the heart
the lungs the body
the heart the lungs
the heart the body
2 Marks
(b) Name two substances that the blood carries to be used by the cells in the body.
__________________________________and _________________________________________.
2 Marks
(c) Name one substance carried by the blood to the lungs so it can be removed from the body.
__________________________________________________________________________________
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Date
Unit 2
ICTs integrated into Curriculum and Instruction
Sub Topic
Productivity Applications (Spreadsheet)

 Describe the basics of Spreadsheet.
 Use Spreadsheet.
 Understand and recognize the difference between Worksheet, Spreadsheet, Workbook and
Worksheet.
 Create Worksheet (Naming, Saving, Deleting Worksheet).
 Fill data in Worksheet such as student result, teachers’ salary report, etc.
 Print worksheet.
A.V-Aids
Computers, Tablets, Printer, Writing board, Markers, Papers
Required Resources
 Handout 11.1: Spreadsheet Introduction
 Worksheet 11.1: Spreadsheet
 Handout 11.2: (Excel Application windows)
 Worksheet 11.2: Spreadsheet

Greet the trainee teachers formally and ask them to keep handy their reflections on the previous
day.
 Invite any two to three trainee teachers to share their reflections on the home assignment
given in the previous session.
 Ask them about one thing they liked about the most in the previous session and why?
 Ask them about the strategy/activity they propose to improve further?
 Ask them if they had faced any ambiguity or were unclear about any concept/idea related
to the word processing & reflection writing.
 Ask what strategies they can apply in their classrooms?

 Check the prior knowledge of the trainee teachers about Spreadsheet.
 After taking their responses, briefly inform them about the purposes of using the
spreadsheets and its importance in school administration as well for teaching purposes.
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 Deliver an interactive short lecture on ‘ application software’
 Application software is a term which is used for software created for a specific purpose. It is
generally a program or collection of programs used by end users. It can be called
an application or simply an app.
o In fact all the software other than system software and programming software are
application software.
o Ask the following questions from trainee teachers
o What is application software?
o Expected answer: A software which is developed to help the user to perform specific
tasks is called application software.
o What are the different applications software used in computer?
o Expected answers: Various Examples Of Application Software Are:
 Word processing software
 Database programs
 Entertainment software
 Business software
 Educational software
 Computer-aided design(CAD) software
 What is the application software that organizes data in tabular form?
 Expected answer: Spreadsheet software
 Now share with trainee teachers:
A spreadsheet is a type of computer application that loves numbers and calculations. The first
electronic spreadsheet was named Visicalc, short for visual calculator, and was created in 1979 for
the Apple personal computer. It is given credit for the popularity of the Apple and the acceptance
of a personal computer as a tool for business.
 Divide the trainee teachers in four groups A, B, C, and D.
 Nominate one group member to be the group leader.
 Ask them to read and discuss in groups Handout 11.1 and complete Worksheet 11.1 in 20
minutes.
 Supervise the groups by providing the guidance and ensure to keep them on the right
direction.
 Ensure to complete the reading and discussion by groups in stipulated time.
 Invite the group leaders to share their worksheet.
 Ask question (if necessary), to clarify the points.
Conclude the activity by adding your inputs regarding Spreadsheet using the handout by saying,
Excel is the name of Microsoft's spreadsheet application and because of its popularity as a
business application it is packaged as part of Microsoft Office for Windows or Macintosh machines.
For this reason Excel, or another brand of spreadsheets, is readily available in many schools.
Electronic spreadsheets can be useful to a teacher as a classroom application or as an
administration tool for calculating numeric information such as grades.
Activity 2 25 minutes
Productivity Applications: Understanding and analyzing the Excel application window
 Ask them to open Handout 11.2
 Assign one topic each to the groups.
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 Ask them to read the topic assigned to them and encourage each group member to take
individual notes
 Give them 5 minutes for the activity
 After 5 minutes ask the trainee teachers to regroup into 6 new groups making sure that
new each group contains one member from the initial group.
 Ask the trainee teachers to share their topic with the rest of the group.
 Give them 10 minutes for the activity
 Supervise the group discussions by providing the guidance and ensure to keep them on
their track.
 After 10 minutes ask the trainee teachers to go back to their initial groups
 Now each of the trainee teacher knows all the topics
 Ask any volunteer trainee teacher from any group to elaborate the details discussed
through multimedia by opening a random spreadsheet.
 Encourage a Question / Answer session from the audience to help them clarify their
concepts through peer teaching.
 Conclude the activity by adding your inputs regarding Spreadsheet using Handout 11.2.
Practice on the Spreadsheet for reinforcement of the concept
 Make groups of four of the trainee teachers.
 Ask the trainee teachers to think about and perform in the Spreadsheet according to the
following instructions:
o Create a new blank workbook with three worksheets.
o Name it “My work Book”.
o Write the headings such as Name and Date of birth in first worksheet.
o Write the headings such as the Name and your Qualification in Second worksheet.
o Write the headings such as the Name and the Address in the third worksheet.
o Enter the data of six (6) trainee teachers randomly.
o Save in “MY Document” folder.
 Ask all the groups to display their assigned task through multimedia by turns.
 Invite questions and suggestions for improvement from the other groups.
 Conclude the activity with a productive feedback to each spreadsheet presented.

A text book of:
 Computer Education for Grade – X
 The Subject Expert will assess the understanding level of the trainee teachers and will ask
the following questions randomly:
o What is the common name/term used for document in Excel?
o What is the difference between Work Book and Worksheet?
o How many rows and columns are there in a worksheet?
o What is the difference between Title Bar and Tool Bar?
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Create a spreadsheet containing the first term results, the Midterm results, and the Final term
results of the year 2018-2019 of your class.
Teaching Strategies
 Brain storming
 Jigsaw
 Group work
 Presentation Work
 Peer teaching
 Q/A method
 Ask the trainee teachers to write their reflection on learned strategies of today’s session is
by answering the following question:
o What was the important event of the today`s session?
session.
References
 Computer science for Grade VIII.
 Computer science for Grade IX.
Intel Teach Program Participant teacher editionV.1.0
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HANDOUTS
Handout 11.1
Spreadsheet
Instructions: Read the handout carefully with understanding. Time: 10 minutes

Introduction
A spreadsheet is a document that stores data in a grid rows and columns. Different application
software has been written for spreadsheet applications. By using such software, information can be
stored in a more structured way than using in plain text. Lotus 123 and Ms Excel are the examples of
spreadsheet software.
Spreadsheet
Spreadsheet software is used to create and manipulate spreadsheet electronically in rows and columns
grid. It allows the user to organize large data easily. Spreadsheet is used for financial information, to
create budgets, balance sheets and data base documents.
In Spreadsheet data is organized in tabular form (rows & columns). Rows are labeled using 1, 2, 3…
etc. while columns are labeled with A, B, C……. etc. Data is displayed in cells and cell is intersection of
row and column. Each cell contains alphanumeric text, numeric values or formulas. Each cell has
address like A1, C5, E 20, etc.
Purpose of spreadsheet
Spreadsheet is an important and powerful business tool which stores and provides valuable
information. It is used for variety of purposes like:
 For accounting, budgeting, customer information etc.
 For calculation using formulas and built in functions.
 To sort and rearrange data.
 To display data as charts or graphs.
Spreadsheet Software-Excel
Excel is spreadsheet software that is used for storing, organizing and manipulating data. It is a part of
Microsoft Office, developed by Microsoft that is why known as Ms Excel. It has many features given
as:
 User friendly
 Have capacity to organize information into columns and rows.
 Have built in functions.
 Can sort data in ascending and descending order.
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 Has a variety of charts like bar, pie and line etc

 Has Auto Fill, Auto Correct and Auto Format features.
 & much more.
Workbook and Worksheet
In Microsoft Excel, a workbook is the file in which you work and store data. It contains one or more
worksheets. By default, a new Excel workbook contains three worksheets, namely Sheet1, Sheet2 and
Sheet3. You can switch between worksheets by clicking on the worksheet. An Excel work sheet is a
single spreadsheet that is made up of rows and columns. A worksheet begins with row `1` and column
À`. Worksheet cell contains a number, text or formula.
Excel Window
Through Ribbon menu system user navigates through Excel and accesses to the various Excel
commands. Worksheet Tabs are at left bottom of spreadsheet. Three worksheets are appeared by
default when workbook is created. Page View commands and the horizontal Scroll Bar are at the right
bottom of the spreadsheet.
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Worksheet 11.1
Spreadsheet
Instructions: Answer the questions shortly. Time: 10 minutes
Group D: What is Spreadsheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group B: What is the purpose of Spreadsheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group A: What is the difference between Work Book and Worksheet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Group C: What is the difference between Word & Spreadsheet application windows?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Handout 11.2
Excel Application windows
Instructions: Read and discuss in groups.
Excel application window
Title Bar
It is the top most bar of Excel window. It displays the quick access toolbar at its left, the name of the
current worksheet at the centre and control buttons at its right side. By default Excel opens with Book1.
The Ribbon
It is located below the title bar. At the top of the ribbon are seven tabs; clicking a tab displays several
related command groups. Each group contain related command buttons. The seven tabs are Home,
Insert, Page Layout, Formulas, Data, Review and View. Each tab contains several groups for example
Home tab contains seven groups; Clipboard, Font, Alignment, Numbers, Styles, Cells and Editing.
Clicking the dialog box launchers gives the user access to additional commands.
Quick Access Toolbar
It is located next to the Microsoft Office button contain different commands for quick access like Save,
Undo and Redo etc. more commands can also be added in this by customizing it.
Standard Toolbar
The standard Toolbar contains the icons that you use most frequently, like cut, copy, paste, save, print
etc.
Formula Bar.
The formula bar is used to enter or edit a formula, a function or data in the active cell.
Zoom slider.
It is used to Zoom in or Zoom out the view of the document. The Zoom range varies from 10% to 400%.
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Worksheet 11.2
Spreadsheet
Instructions:
1. Label the Microsoft Excel Window Screen.
2. Answer the following:

a) The functions for the icons rounded in the circle are……………., …………………, ………………….
b) The functions for the icons rounded in the circle are……………., …………………,
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Date
Unit 2
Sub Topic

 Format worksheet elements
 Fill data
 Use formula
 Save Spreadsheet
 Preview the spreadsheet
 Print spreadsheet.
A.V-Aids
Computers, Tablets, Printer, Writing board, Markers, Papers
Required Resources
 Handout 12.1: (Student Result)
 Handout 12.2: (Formatting Worksheet elements)
Introduction and Reflection on the Previous Session 10 minutes

 After formally greeting the trainee teachers, ask them to keep handy their reflections on the
previous day.
 Invite any two to three trainee teachers to share their reflections containing the details of
their home assignments given in the previous session as well as on the following points:
 What was the important event of yesterday’s session?
 What were my feelings and emotions in yesterday’s session?
 What did not go well – why?
 What have I done differently now?
 What skills do I need to develop further to achieve this objective?
 What strategies have you applied in their classrooms?
 Inquire them about the difficulties/limitations/unfamiliarity they faced while working upon
those strategies.
Practice on Spreadsheet:
 Make appropriate groups of trainee teachers. Explain the following instructions to them:
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o Read the Handout 12.1 individually and follow the steps.

o Create a worksheet: ‘Monthly Expanses Report.’
o Type the main Heading and sub Headings in rows 1 & 2.
o Enter the data in first four columns.
o Heading Monthly Expanses Report and sub Heading are S. No., Date, Item Name,
Expanses.
o Fill the data for ten (10) Items from your monthly expanses
o Add the items using formula as mentioned in Handout 12.1.
o Save the worksheet naming “Monthly Expanses Report” on the Desktop.
o Ask them to preview it with different suggested patterns.
o Print the Monthly Expanses Report with pattern of your choice.
o Display your work on the walls of the room.
o Invite a gallery walk for reading, discuss and analysis; if each other’s work with critical
thinking.
 Ask the other groups to add any point that left from sharing.
 Summarize the activity with input regarding activity in Spreadsheet.
Reinforcement of Spreadsheet: Formatting Worksheet elements
 Encourage the trainee teachers for individual reading of Handout 12.2 (formatting
Worksheet elements).
 Ask them to work individually by opening the worksheet naming “Monthly Expanses Report”.
(Saved in the last activity).
 Use Copy Paste to copy the text on another location.
 Use Cut and Copy to move the data from one location to the other.
 Use Font size, Font style and Font color to format text.
 Add borders and shades to a cell or range of cells.
 Insert new rows and columns in the spreadsheet.
o Ask the trainee teachers to exchange their work with the peer sitting next to them and
critically analyse each other’s work for the sake of peer teaching.
o Invite whole-class discussion.
o Summarize the activity formatting worksheet elements with input regarding purpose of
copy Paste, Cut copy in spreadsheet.
Application of the Spreadsheet: Class Time Table
 Form pairs of the trainee teachers. Ask them to perform the following in the Spreadsheet:
o Create a New workbook: “My Class Timetable”.
o Using table features, draw your class timetable in this worksheet.
o Enter the related data.
o Apply different patterns and colors of table.
o Preview “My Class Timetable”.
o Save the file: “My Class Timetable” on Desktop.
o Print it to display on the walls of the room for a gallery walk.
 Encourage the mutual discussion as a whole-class activity.
 Summarize the activity with his/her input regarding Spreadsheet.

A text book of:
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 Computer Education for Grade – X
To assess their understanding level on the taught and practiced topics of the day, the subject expert
will ask the following questions:
o What are the main features of spreadsheet?
o How many rows and columns are there in worksheet?
o What is the difference in using the copy-paste and cut-copy in spreadsheet?
o What is the advantage of using formula in spreadsheet?
Home Assignment:
Create a workbook on the student performance in at least 6 tests of your subject during two
terms.
Teaching Strategies
 Individual work
 Pair work
 Group work
 Experiential method
 Peer teaching and discussion
 Gallery walk
Ask the trainee teachers to write their reflection on the learned activities of today’s session by
 Which strategy/activity do you propose to improve further?
 Difference between Copy/Paste and Cut/Copy as well as Save and Save As commands.
 Ask them to bring their written reflections when they come to attend next session.
References
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HANDOUTS
Handout 12.1
Spreadsheet (Students’ Result)
Students’ Result
I4 Cell
J4 Cell
I13 Cell
1. Type Heading and sub heading in rows: 1 &2.

2. Enter the data in first eight (8) columns.
3. To calculate the total obtained marks, type = SUM (C4:H4) in I4 cell. The result 408 will appear.
4. Copy the formula of H3 and Paste it for the range I5:I13. You will get the total marks of all the
ten students.
5. To find out Percentage, Type = (I4/600)*100 in cell J4 which will display the result in percentage
i.e. 68%.
6. Copy the formula of J4 and Paste it for the range J5:J13. You will get the Percentage of all the
ten students.
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Handout 12.2
Spreadsheet (Formatting Worksheet elements)

The process of changing the appearance of text is called formatting. Formatting provides a better
presentation of your document. It is easy to format your Excel worksheets. There are many types of
formatting e.g. Cell formatting, font formatting, number formatting, line formatting and page
formatting etc.
1. Selection of a Cell/Range of Cells
 To select a cell just to click in that cell, it will be selected.
 For the range of cells click one cell and drag the cursor until all the cells are selected and release
the mouse button.
2. Cut, Copy & Paste
a. Copy Paste
This command is mostly used to copy text from one place to another i.e. it is used to paste the values
from copied cells at another place.
b. Cut Paste
Working in a worksheet, you can move data from one location to another. You can either remove (Cut)
it from its original location and move it to another location or you can make a copy of original data and
paste it at another location.
The difference between Cutting and Copying is that in Copying the data, actually we are making a
duplicate of data and placing it somewhere else, while in Cutting , we are actually moving/transferring
it from its current location to a new location.
Cut/Copy in Excel
 Select the Cell or range of Cells
 Click Copy/Cut command in the Clipboard group on the Home tab.
(The border of the selected cells will change appearance)
 Select the Cell or Cells where to paste the information.
 Click the Paste command in the Clipboard group on the Home tab.
(The copied information will now appear in the new cells)
Format text
Formatting features of Excel are used to improve the look of spreadsheet and make them easier to
read. It can be very helpful and time saving. You can format cell in your desired style. The Cell
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formatting includes Font type, Font Size, Font color, under line, Borders, increase/decrease font size
etc.
3. To Format Cell or range of Cells
 Select the Cell or range of Cells (you want to format)
 Click the required command in the Font group on the Home tab.
(The desire format will appear in the selected Cell/cells)
Or
 Select the Cell or range of Cells (you want to format)
 Click the Top down arrow of format command in the Cell group on the Home tab.
 Click the desired command.
(The desire format will appear in the selected Cell/cells)
4. Alignment
In Excel the text is automatically aligned to the left side of the column and numbers are on the right
side of the column. This alignment can be changed by using the left align, center and right align buttons
of the formatting toolbar.
 Select the Cell or range of Cells (you want to Align)
 Click the required command in the Alignment group on the Home tab.
(The desire Alignment will appear in the selected Cell/Cells)
5. Boarder and shading to a cell /Range of cells
Formatting option also has the feature of borders and shading which can be added to a cell or a range
of cells. It is used to draw the attention to important data.
Boarders add an outline to a cell or range of cells whereas shading allows you to change the
background color of selected cells.
To apply boarder and shade to cell /range of cells
Apply boarder / boarders
 Select the Cell or range of Cells (you want to Boarder)
 Click the Top down arrow of boarder command in font group of Home Tab.
 Click on the desired border.
(The desire boarder will appear on the selected Cell/ cells)
To apply shade
 Select the Cell or range of Cells (you want to shade)
 Click the Top down arrow of Fill color command in font group of Home Tab.
 Click on the desired color.
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(The desire color shade will appear on the selected Cell/ cells)
6. Insert new Rows/Columns
New rows and columns can be inserted in spreadsheet. By default, new row(s) will always be inserted
above the active cell and new column(s) will always be inserted to the left of the active cell on the
worksheet.
Insert new row(s)
 Select the row(s) or Cell in the row (above which you want to insert row)
 Click the Top down arrow of insert command in the Cell group on the Home tab.
 Click the insert sheet row(s)
(The row(s) will inserted above the selected cell/row)
Insert new column(s)
 Select the column(s) or Cell in the column (to the left of which you want to insert column)
 Click the Top down arrow of insert command in the Cell group on the Home tab.
 Click the insert sheet column(s)
(The column(s) will inserted left to the selected cell/column)
7. Delete cells
 Select the Cell or range of Cells (you want to Delete)
 Click the Top down arrow of Delete command in the Cell group on the Home tab.
 Click on Delete cells
 Dialog box will open with
o Shift cells left
o Shift cells up
o Entire Row
o Entire Column
 Select the desired option
 Click Ok.
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Date
Unit
Sub Topic 2
 Understand graphical representation of data
 Insert different charts
 Understand assessment skills.
 Develop spread sheets
A.V-Aids
Computers, Tablets, Printer, Writing Board, Markers, Papers
Required Resources
Handout 13.1: Spreadsheet (Representing Data Graphically)

 Start the session by greetings and then ask the trainee teachers to share their reflections of
the previous session:
 Invite any two to three trainee teachers to share their reflections containing answers to the
following questions:
o Which learned strategies do you foresee to use in the classroom?
o Which strategy/activity you propose to improve further?
o Which strategy/activity do you foresee to apply in your classroom and what possible
impact do you think this activity will have on your students? For example they can Share
how to apply formula, Copy formula & Save Spreadsheet.
 Ask them about the difficulties/limitations/unfamiliarity they faced while working upon
reflections and yesterday`s session.

Begin today session by asking question from the trainee teachers:
 Do they use they use spread sheet in the daily routine activity in there classroom?
 Have you prepared DMCs of class 10th students in Spreadsheet?
 Note their responses and give you input if needed?
 After this share with trainee teachers that today session we will discuss:
 Understanding graphical representation of Data, Insert different Charts, understand
assessment skills and develop spreadsheet.
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Reinforcement of Spreadsheet: Representing Data Graphically
 Ask the trainee teachers to open link in their tabs and watch the video on spreadsheet that
 https://www.youtube.com/watch?v=NzwQ_BbD2G4
 Make three groups of the trainee teachers to practice on spreadsheet
 Ask them to read Handout: 13.1 and work in groups to perform the following tasks:
o Open the worksheet naming “Student Result” (Already saved)
o Group-I: Present the English Score of Five (5) students.
o Group-II: Present the scores of four (4) students in Line Chart.
o Group-III: Present the score of the third student in Pie Chart.
 Ask all groups to display their charts one-by-one and share their experiences.
 Ask the other groups to add any other point to share.
Conclude the activity with productive feedback.
Spreadsheet Practice on Assessment
 Create appropriate groups of trainee teachers.
 Ask them to create a new spreadsheet with name “Grade Book”
 This Grade Book will be based on assignments and grading practices, e.g.:
o Home work1 (Sets) Score
o Quiz1 (Sets) Score
o Home work2 (fractions) Score
o Quiz2 (fractions) Score
o Home work3 (Decimal) Score
o Quiz3 (Decimal) Score
o Total Score
o Average Score.
 Fill in the information (Data)
 Select the cells (Rows & Columns)
 Input the data and work with information of 6 students.
 Share the formula of addition how to apply it on the given data.
 Calculate the total score using formula.
 Changing the look of information and worksheet.
 Save the worksheet on Desktop.
 Ask them to preview it.
 Print the worksheet and display it.
 Ask only Four (4) groups to share their experiences with other trainees through multimedia.
 Ask the other groups to add any point that left from sharing and conclude the activity with
your feedback.
Spreadsheet Practice: Assessment
 Form groups of four trainee teachers. Ask them to create an Inventory worksheet of books,
furniture, equipment and supplies in their classroom.
 The Inventory Worksheet should contain:
o Item Name
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o Item Number
o Quantity
o Cost per item
o Total cost
 Fill in the information (Data).
 Select the cells (Rows & Columns).
 Add and work with information of different items.
 Calculate total cost by using formula.
 Change the look of information and worksheet.
 Save the worksheet on Desktop.
 Ask them to view it in different shades.
 Ask the groups to take printouts and display them on the walls of the room for a gallery walk.
 All the groups will critically view and analyze each other’s’ displayed work.
 Suggestions will be encouraged from all the groups for peer teaching and learning.
Conclude the activity with a productive feedback.

A text book of:
 Computer Education according to relevant grade level KP Textbook.
To assess their level of understanding, the Subject Expert will ask the following questions:
 Define spreadsheet?
 What are the features of spreadsheet?
 How many rows and columns are there in worksheet?
 What is the advantage of using formula in spreadsheet?
 Define chart?
Home Assignment:
Create an inventory of the number of copies, books and stationary, etc. distributed in three grades:
1, 2, and 3 adding all the details. Draw out the total cost as well by using the formula of additional
taught in today’s activities.
Teaching Strategies
 Group work
 Pair work
 Gallery walk
 Assessment
Ask the trainee teachers to write their reflection on the learned activities of today’s session by
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 Use of spread sheet
 Adding and applying formula on the data.
 Ask them to bring their written reflections when they come to attend next session.
References
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HANDOUTS
Handout 13.1
Spreadsheet (Representing Data Graphically)
A Chart is a tool used in Excel to represent data graphically. It makes the data easy to understand in
worksheet. Charts allow the user to more easily see the meaning behind the numbers in the
spreadsheet and make showing comparisons and trends easier. There are many types of charts in Ms
Excel for example Column Chart, Line Chart, pie Chart, Bar Chart, Area Chart, and Scatter Chart etc.
Chart Source Data - Select the data range (if different from the area highlighted in step 1) and click
Next.
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Chart Options - Enter the name of the chart and titles for the X- and Y-axes. Other options for the axes,
grid lines, legend, data labels, and data table can be changed by clicking on the tabs. Press Next to
move to the next set of options.
Chart Location - Click As new sheet if the chart should be placed on a new, blank worksheet or select
As object in if the chart should be embedded in an existing sheet and select the worksheet from the
drop-down menu.
Click Finish to create the chart.
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4.7.2 Chart Formatting Toolbar
Chart Objects List - To select an object on the chart to format, click the object on the chart or select
the object from the Chart Objects List and click the Format button. A window containing the properties
of that object will then appear to make formatting changes.
Chart Type - Click the arrowhead on the chart type button to select a different type of chart.
Legend Toggle - Show or hide the chart legend by clicking this toggle button.
Data Table view - Display the data table instead of the chart by clicking the Data Table toggle button.
Display Data by Column or Row - Charts the data by columns or rows according to the data sheet.
Angle Text - Select the category or value axis and click the Angle Downward or Angle Upward button
to angle the the selected by +/- 45 degrees.
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Inserting charts
Charts can be a useful way to communicate data. When user inserts a chart in Excel it appears in the
selected worksheet with the source data by default.
To create a chart
 Select the worksheet to work with.
 Select the cells that user want to represent graphically, including the column titles and the row
labels.
 Click the insert Tab.
 Click the Top down arrow of desired chart option in the Chart group.
 Click the chart type of your choice.
(The desired chart of the given data will appear on spreadsheet in window)
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Date
Unit
ICT in Education
Sub Topic
Power Point Presentation.

 Identify and describe the most common features of MS- PowerPoint
 State the purpose of presentation applications, specifically with reference to education
 Develop practical skills for using a presentation application as a teacher
Create a product that can be used as a tool in their teaching profession (PowerPoint presentation).
A.V-Aids
Computer, Multimedia, Mobile, Writing Board, Smart Board etc.
Required Resources
Handout 14.1
http://www.readwritethink.org/files/resources/lesson_images/lesson1063/CreatingPowerPointSli
de.pdf

After greeting them formally, ask the trainee teachers to keep handy their reflections on the
previous day and answer:
 “What are the basic features that the Spreadsheets should include?”
 Provide feedback on their answers.
 Begin the session by writing ‘Power Point Presentation’ on the writing board.
 Deliver a short lecture by saying,
A power point presentation is a presentation created using Microsoft Power Point
Software. The presentation is a collection of individual slides that contain information on a
topic. Power Point Presentation are commonly used in business meeting, training and for
education purpose.
 Ask them for their prior knowledge about creating a PowerPoint Presentation.
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 If anyone is Proficient in this skill invite him/her to a volunteer to give presentation on

Multimedia.
 Ask the trainee teachers to watch the video in the link given in their tabs
https://www.youtube.com/watch?v=KBTvPpGmNc4
 After they have watched the video, ask the groups to open Handout 14.1 and follow the
steps to create a PowerPoint Presentation.
 Give them 35 minutes to complete the activity.
 Invite the group leader of the group accomplishing the task first and let him/her do peer
teaching on the topic through the multimedia demonstration.
 Encourage a brief Q/A session from the other groups at the end of the demonstration.
Power Point Spread Sheet practices
Ask trainee teachers to develop a Power Point presentation on a topic of their choice.
Each presentation must include the following: ( minimum of 6 slides)
1. Custom background which includes at least one each of:
 Colour
 Gradient
 Texture
 Pattern
 Picture from web.
2. Text on all slides which provides a logical presentation.
3. Different size, shape and colour font on each slide.
4. Bold, italic, underline, center, left and right justify (do each of these on at least two
slide.
5. Custom bullets on two slides.
6. Graphics which include:
A. Clipart from Power Point or the web (1 slide)
b. One picture from the web
c. Cropped picture (1 slide).
7. Put name as a footer on each slide
8. Save your work.
After given time select two to three trainees randomly and ask them to share their presentation
with the class through the multimedia.
Handout 14.2
Handout 14.3
To assess the understanding level of the trainee teachers on the topic taught and practiced today,
the trainer will give them:
Worksheet 14.1,
Worksheet 14.2.
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Create a PowerPoint presentation on your choice of topic and add pictures, clipart, and other tools
than just text.
Bring it to the next session your personal laptops, Email it to the Email ID provided by your trainer.
Teaching Strategies
1. Group work
3. Peer teaching/ learning
4. Interrogating the content
Ask them to practice these activities in their classroom to teach effectively and engage students for
improved learning.
 What are the main features of the PowerPoint?
References
Computer Literacy COURSE GUIDE Associate Degree in Education/ B.Ed. (Hons) Elementary 2011
How to Create a PowerPoint Presentation –Instructableshttps://www.instructables.com
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HANDOUTS
Handout 14.1
Microsoft Power Point
Introduction
Microsoft Power Point is a powerful tool to create professional looking presentations and slide shows.
Power Point allows you to construct presentations from scratch or by using the easy to use wizard.
When you open Power Point and you will be prompted by a dialog box with four choices. If Power
Point is already open or this box does not appear, select File|New from the menu bar.
Options for Creating Presentations

AutoContent Wizard
The Auto Content Wizard provides templates and ideas for a variety of presentation types. Page
through the wizard by clicking the Next button on the bottom of each page after making necessary
choices.
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Design Template
Power Point provides many templates with different backgrounds and text formatting to begin your
presentation. Preview each design by highlighting the template name on the list. Press OK after you
have chosen the design.
Open an Existing Presentation

Select this option to open a Power Point presentation that already exists. Select the folder the file is
located in from the Look in: drop-down menu and highlight the file on the list. Click Open to open
the presentation.
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Blank Presentation
Select Blank Presentation to build the presentation from scratch with no preset graphics or formatting.
Auto Layout
After selecting the presentation type, you will be prompted to choose the layout of the new slide.
These layouts include bulleted lists, graphs, and/or images. Click on each thumbnail image and a
description will be printed in the message box. Highlight the layout you want and click OK.
Screen Layout
The Power Point screen layout in Normal View:
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Views
Power Point gives you four screen layouts for constructing your presentation in addition to the Slide
Show. You can select the page view by clicking the buttons just above the formatting toolbar and the
bottom of the page.
Normal View Outline View Slide View Slide Sorter View Slide Show View
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Normal View Slide View

This screen is split into three sections showing The slide view displays each slide on the
the presentation outline on the left, the slide screen and is helpful for adding images,
in the main window, and notes at the bottom. formatting text, and adding background
styles.
Outline View Slide Sorter View

The presentation outline is displayed on the A small image of each slide is displayed in
majority of the screen with small windows for Slide Sorter view. Slides can easily be ordered
the slide and notes. and sorted from this screen.
Click the Slide Show button to view the full-screen slide show.
Creating a Presentation
Inserting a New Slide
Follow these steps to insert a new slide into the presentation:

 In the Outline window, select the slide you want the new slide to appear after by clicking the
slide's number.
 Select Insert | New Slide from the menu bar or click the new slide button on the standard
toolbar.
 Choose the page layout from the window and press OK.
Applying a Design Template
To add a design template or changing the existing one, selection Format |Design Template from the
menu bar. Select the template and click Apply.
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Changing Slide Layouts

To change the layout template of the slide select Format | Slide Layout from the menu bar. Select one
of the layout thumbnail images and click Apply.
Reordering Slides
To reorder a slide in Slide Sorter View, simply click on the slide you wish to move and drag it to the
new location. In Normal or Outline View, click the slide icon

beside the number of the slide you want to move and drag the icon to a new location.
Formatting Slides
Resizing a Text Box
Select a text box by clicking on it with the mouse. A border with nine handles will appear around the
text box. The four handles on the corners will resize the length and the width of the box at once while
the handles on the sides will resize only in one direction. Click one of the handles and drag it with the
mouse. Release the mouse button when it is the size you want it to be. Move the text box by clicking
and dragging the thick, dotted border with the mouse.
Text Box Properties

Change the colors, borders, and backgrounds of a text box from the Format AutoShape dialog box.
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 Activate the textbox by clicking on it and select Format|Colors and Lines from the menu bar.
 Under the Colors and Lines tab, select a Fill color that will fill the background of the text box.
Check the Semitransparent box if you want the slide background to show through the color.
 Select a Line color that will surround the box as well as a Style or Weight for the thickness of
the line and a Dashed property if the line should not be solid. Click the Text Box tab.
 Change the Text anchor point to reposition the text within the text box.
 Set Internal margins to the distance the text should be to the text box edges.
 Click OK to add the changes to the text box.
 Delete a Text Box
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 To delete a text box from a template, simply click the border of the text box and press the
DELETE key on the keyboard.
 Adding Text
Formatting Text
Select the text that will be formatted by highlighting the text either on the outline or on the slide.
Choose Format | Font from the menu bar or right-click on the highlighted selection and select Font
from the popup shortcut menu or. Select a font face, size, style, effect, and color from the Font dialog
box. Click the Preview button to see how the changes will appear on the slide before making a decision.
Backgrounds
Follow these steps to add background colors and patterns to a slide:
Select Format | Background from the menu bar.
Select a color from the drop-down menu below the Background fill preview or choose More Colors...
for a larger selection.
Select Fill Effects from the drop-down menu to add gradients, texture, patterns, or a picture to the
background. Click one of the four Variants of the styles chosen.
Adding Clip Art
To add a clip art image to a slide, follow these steps:
Select Insert | Picture | Clip Art from the menu bar or click the Picture button on the Drawing
toolbar.
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To find an image, click in the white box following Search for clips and enter keywords describing the
image you want to find. OR
 Click one of the category icons.

 Click once on the image to want to add to the slide and a selection bar will appear.
 Click once on the image you want to add to the slide and the following popup menu will appear:
 Insert Clip to add the image to the slide.

 Preview Clip to view the image full-size before adding it to the slide. Drag the bottom, right
corner of the preview window to resize the image and click the "x" close button to end the
preview.
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Add an Image from a File

 To add a photo or graphic from a file:
 Select Insert | Picture | From File from the menu bar.
 Click the down arrow button on the right side of the Look in: window to find the image on
your computer.
 Highlight the file name from the list and click the Insert button.
Slide Numbers
To add the slide numbers in a fixed position on the slide, use the Header and Footer window detailed
above. The slide number can otherwise be added anywhere on the slide by placing the cursor where
the slide number should appear and selecting Insert | Slide Number from the menu bar. The text of
the slide number can the formatting just as regular text style is changed
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Slide Animation
Several animations for slide objects are available through the drop-down menus on the menu bar.
First, select the text box or graphic that will be animated. Select Slide Show|Preset Animation and
choose from one of the options. To select a different animation or turn the animation off, select the
appropriate choice from the same menu. For more options, follow the procedure below:
Select Slide Show | Custom Animation from the menu bar.
Click the Preview button at any time to preview the animation on the slide and click OK when finished.
Animation Preview
Select Slide Show | Animation Preview from the menu bar to view the Animation Preview window.
Click anywhere within this window with the mouse to preview the animations that have been set. To
hide the window, click the x close button in the top, right corner.
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Slide Transitions
Add transition effects when changing slides by following these steps:
Saving
Selecting File | Save from the menu bar can save presentations. Select File | Save from the menu
bar. Write the name of the file in the File name: box. Click Save to save the presentation in web
format.
2. In the File name box, type a name for your presentation.
3. Click Save.
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Handout 14.2
What is Microsoft PowerPoint? - Definition from Techopedia
Definition - What does Microsoft PowerPoint mean?

Microsoft Power Point is powerful presentation software developed by Microsoft. It is a standard
component of the company's Microsoft Office suite software, and is bundled together with Word,
Excel and other Office productivity tools. The program uses slides to convey information rich in
multimedia. The term "slide" refers to the slide projector, which this software effectively replaces.
Guidelines for an effective presentation:
Reference:
Computer Literacy COURSE GUIDE Associate Degree in Education/ B.Ed. (Hons) Elementary 2011
Provide the following guidelines to the Trainee Teachers for these assignments:
 Remember that Power Point helps to ‘visualize ideas’, communicate key points, and make
information ‘memorable’. Do not use presentations to dump data.
 The presentation should be to the point, focusing on actual purpose.
 The presentation should have a professional look, representing the purpose and institution’s
identity.
 The presentation should not be text-heavy. Include only required text, and maximize graphics
in the presentation. Support your presentation with graphs and charts. Do not describe these
charts with detailed text; rather, talk about the information presented in the charts while
presenting Colours and fonts should appear to be uniform throughout the presentation to
avoid inconvenience.
 Use legible and common fonts; make sure the font size is large enough to be readable by all
attendees of the presentation. Do not sacrifice readability for style.
 Avoid too much bulleting and indentation.
 Animation, sound, and other effects in the presentation should not be distracting.
 Remember that you want the viewers to focus on what you’re presenting, not how it is
presented (overuse of fonts, styles, etc.).
 Trainee Teachers need to practice properly before delivering a presentation.
 Be mindful of the time, listeners’ positive responses, and their ease; don’t make people bored
with longer-duration presentations.
 Remember these four points for an effective presentation: significance, simplicity, structure,
and rehearsal.
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Encourage Student Teachers to explore ideas and resources about not-so-effective uses of PowerPoint.
The following link leads to an article titled Death by PowerPoint. PowerPoint tutorials can be
downloaded from
http://library.med.utah.edu/ed/eduservices/handouts/PowerPoint_Web/ PPT_XP_tutorial.pdf.
Source: https://www.techopedia.com › definition › microsoft-powerpoint
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Handout 14.3
Shortcuts Keys
You can use the following shortcut keys while running your slide show presentation in full-screen
mode.
Create and edit presentations Shortcuts
 CTRL+N. Create a new presentation

 CTRL+M. Insert a new slide
 CTRL+D. Make a copy of the selected slide
 CTRL+O. Open a presentation
 CTRL+W. Close a presentation
 CTRL+P. Print a presentation
 CTRL+S. Save a presentation
 F5. Run a presentation
 ALT+F4. Quit PowerPoint
 CTRL+F. Find text
 CTRL+H. Replace text
 CTRL+K. Insert a hyperlink
 F7. Check spelling
 ESC. Cancel a menu or dialog box action
 CTRL+Z. Undo an action
 CTRL+Y. Redo or repeat an action
 SHIFT+F4. To repeat the last Find action
Note If pressing F6 doesn't display the task pane you want, try pressing ALT to place focus on the
menu bar, and then pressing CTRL+TAB to move to the task pane.
 SHIFT+F6
 Move to a pane from another pane in the program window (counter clockwise direction)
 CTRL+F6 When more than one window is open, switch to the next window
 CTRL+SHIFT+F6 Switch to the previous window
 CTRL+F9 Minimize a window to an icon (works only for some Microsoft Office programs)
 CTRL+F10 Maximize or restore a selected window
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Work in an outline
 alt+shift+left arrow promote a paragraph
 alt+shift+right arrow demote a paragraph
 alt+shift+up arrow move selected paragraphs up
 alt+shift+down arrow move selected paragraphs down
 alt+shift+1 show heading level 1
 alt+shift+plus sign expand text below a heading
 alt+shift+minus sign collapse text below a heading
 alt+shift+a show all or collapse all text or headings
 slash (/) on the numeric keypad turn character formatting on or off
Navigation Shortcuts
Switch panes in Normal view F6
Switch panes in Normal view in reverse order SHIFT+F6
Next Object TAB
Prior Object SHIFT+TAB
Up a Level ESC
Prior Slide PAGE UP
Next Slide PAGE DOWN
Reading
Say Next Screen CTRL+PAGE DOWN
Say Prior Screen CTRL+PAGE UP
Retreat Slide Show BACKSPACE
Read table column by column CTRL+SHIFT+C
Read table row by row (PowerPoint 2000 only) CTRL+SHIFT+R
Read notes in Normal or Slide Show view CTRL+SHIFT+N
Information
Say Font INSERT+F
Say object dimensions and location CTRL+SHIFT+D
Say PowerPoint version CTRL+INSERT+V
Say selected object INSERT+SHIFT+DOWN ARROW
Say shape animation information CTRL+SHIFT+A
Say slide information CTRL+SHIFT+S
Say status bar information INSERT+DELETE
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Read spell check dialog INSERT+F7

Up one level in Save as or Open dialogs ALT+1
Back to previous folder in Save as or Open dialog boxes ALT+2
Reference:
 All the Best Microsoft PowerPoint Keyboard Shortcuts
 https://www.howtogeek.com › all-the-best-microsoft-powerpoint-keyboard-s...
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Worksheet 14.1
Write the following for short keys/short:

Short keys Functions
 CTRL+N.
 CTRL+M.
 CTRL+D.
 CTRL+O.
 CTRL+W.
 CTRL+P.
 CTRL+S.
 F5.
 ALT+F4.
 CTRL+F
 CTRL+H.
 CTRL+K
 F7.
 ESC.
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Worksheet 14.2
TIME: 5 minutes
Fill in the blanks:
1. The Microsoft Power Point uses __________ to convey information rich in multimedia.
2. The term "slide" refers to the slide __________, which this software effectively replaces.
3. Include only required ______________, and maximize graphics in the presentation.
4. Animation, sound, and other effects in the presentation should not be __________.
5. Do not sacrifice __________ for style.
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Session: 15 ICT in Education Time: 120 Minutes
Date
Unit
ICT integrated into curriculum and instruction.
Sub Topic
Power Point presentation

1. Know and practice how to add Animation effects in PPTs
2. Work independently on how to insert video and sounds in PPTs
A.V-Aids
Writing board, LEDs/Smart board, markers, duster, Microsoft PPT
Required Resources
Handout 15.1:
Handout 15.2:
Handout 15.3:
Handout 15.4
Handout 15.5:
After greeting them formally ask the trainee teachers to keep handy their reflections on the
previous day’s home assignment and answer:
o What is the purpose of power point presentation and what are the main features of PPT?
o What was the best strategy/activity they found in the previous session? Why?
Share with them the following information:
Using the design templates in Microsoft Power Point, you can create interesting presentations.
But if you really want to grab your audience attention, you might want to consider adding one or
more multimedia elements to your presentation.
In this session we will explore the most compelling special effects you can create in a PowerPoint
presentation.
Activities
Practice on adding animation to the Power Point
 Divide the trainee teachers in three groups A,B, C,
 ask them to open the link given in the following and watch the PowerPoint
 https://www.youtube.com/watch?v=kw_udjD2xwo&t=212s
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 Tell them to read Handouts 15.1, 15.2, 15.3,

 Ask them to make a PowerPoint presentation of six slides on the basis of the
information Provided in their respective handouts
 Guide them to give special attention to the following features:
o Colour
o Gradient
o Texture
o Pattern
o Picture from web
o Animation
o Transitions
 Give them 15 minutes to prepare their presentations.
 Select randomly one or two groups to present their work.
 Conduct the activity by asking the following questions and get feedback from the trainee
teachers.
o How does the use of multimedia and PPT increase the interest in the learning process?
o How does this activity improve collaboration and group work?
o Which new technology skills you learned?
Practice on inserting video and recording narration
Ask the trainee teachers to open the given link to watch the video on:
 https://www.youtube.com/watch?v=6kd0qKtW0wc
 Split the trainee teachers into pairs to read the Handouts: 15.4 and 15.5 and share the
main points to their partners.
 Give them 15 minutes for this task.
 Now ask them to prepare a presentation of maximum six slides following the steps given in
the handouts mentioned above. Provide the feedback/guidance where needed.
 After given time, ask them to share their slides with each other and give feedback to each
other through peer teaching to improve the work.
Activity: 3 25 minutes
Reinforcement for skill assessment
 To make presentations on the topics of their choice including the following features:
 Create 4 groups of Trainee Teachers A B C D.
o Colour
o Gradient
o Texture
o Pattern
o Animation
o Transitions
o Video
o Sound
 Give them 15 minutes to complete the task.
 Monitor their work during the activity and facilitate them where needed.
 After the task is accomplished, select any two groups to present the PPT.
 Give them feedback and ask rest of the students to suggest the areas of improvement.
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https://www.youtube.com/watch?v=fE1-iB-3y6U
Conclude your session by assessing their level of understanding by asking the following questions:
o What are the main steps followed in adding animations?
o Why do we use transitions in slides?
o Why do we use videos in PPT?
o State one problem you had and how you solved it?
 Create a PowerPoint Presentation on the topic of your choice including all the features
learnt and practiced so far.
 Email it to the ID provided by the trainer or bring it with you in the next session in your
personal laptops/USB.
Teaching Strategies
 Share with the trainee teachers that in today’s’ session we have used the following teaching
strategies:
1. Pair work
2. Group work
4. Demonstration method
5. Presentation method
Ask the trainee teachers to write their reflections on the learned strategies of today’s session by
 What hindrances did you face while working on the insertion of video animation and
narrative recording?
 How did you overcome these challenges?
session.
References
 Discovering Microsoft Office XP Standard and Professional
 Adapted from Microsoft Office XP Inside Out by Michael J.Young and Michael Halvorson
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HANDOUTS
Handout 15.1
Adding Animations
To create a slide that contains animation effects, complete the following steps:
1. Create your slide content first, using text and graphic objects as you normally would. (For
example create a title, a bulleted list, and a piece of clip art on your slide.)
2. Select a first object on your slide that you would like to animate.
3. If the task pane is not currently open. Click Animation schemes on the slide show menu or
Task Pane from the view menu.
4. Click the animation scheme you want to create. PowerPoint immediately adds the animation
you have selected to the slide and runs a preview of the animation (unless the auto preview
checkbox is not selected at the bottom of the task pane window).
5. Continue selecting objects one at a time on your slide and adding animation effects to them.
6. Close the task pane if you like, or keep it open as a handy way to use templates, change
colour schemes, or modify animation.
Tip: In addition to controlling individual animation effects, you can set them for your entire
presentation in one action by switching between animation schemes in the task pane. Give it a try!
Reference:
 https://www.youtube.com/watch?v=fE1-iB-3y6U
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Handout 15.2
Selecting Transitions:
To select a transition, follow these steps to see how it works:
1. Click Normal on the View menu to switch to Normal view, if it is not already selected.
2. On the Slides tab, click one or more slides that you want to change the animation transitions
for. (To select multiple slides, hold Down the Shift key while you click.) Remember that each
slide you select will be given the same transition, so you may want to approach customizing
your presentation by selecting groups of similar slides and assigning them transition type. (The
transition effect appears when the slide is first opened).
3. Click Slide Transition on the Slide Show menu to open the Slide Transition task pane.
4. Select a transition from the task pane and use the other available options to control the speed
and movement characteristics of the transition.
After you specify a transition for a slide, PowerPoint will run a preview of the transition. If you switch
to Slide Sorter View by clicking Slide Sorter on the View menu, you will see that PowerPoint places a
tiny star icon at any time to preview the transition again.
TIP: If you want to apply a new transition effect to all the slides in your presentation, you don’t need
to select all of the slides first. Instead, click the transition you want in the task pane and then click the
Apply to All Slides button of the task pane. PowerPoint will immediately apply the transition you’ve
selected to all the slides.
Reference:
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Handout 15.3
Customizing Your Animation
To maintain greater control over how to the text and objects on a slide behave during an animation
sequence; choose the custom Animation category in the task pane, presenting a number of buttons
and animation options.
The large text box in the task pane contains the Animation Order list box, which you can use to set the
order in which the objects on your slide are animated.( For example, you might want to display the
title first to let the viewer’s know what the subject is, a piece of clip art second to plant a visual image
in viewers’ minds, and a bulleted list third to flesh out the image with text.) The task pane also contains
buttons and options that control advanced aspects of the animation sequence you’re customizing:
• The Add effects button lets you set the special effect you see when you run the animation and
the sound you hear while it happens. You can also use the Effects tab to control both how the
textual elements in an animation are grouped together and the order in which they appear.
• The Start drop-down list lets you pick which event will start the animation.
• The Property drop-down list lets you change the characteristics of the selected animation
effect.
• The Speed drop-down list lets you set the speed in which the animation will run.
• The Record buttons (at the bottom of the task pane) let you rearrange the order of the
animation elements you have selected.
Reference:
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Handout 15.4
Inserting Videos
To insert a video object into a slide, follow these steps:

1. Move to the slide where you want to place the new video clip or add a new slide by choosing
New Slide from the Insert menu or clicking the New Slide button on the Standard tool bar. Don’t
worry about the slide layout or the place holders on the slide. Video clips are always inserted
directly on to the slide, not into a placeholder.
2. If you want to brows the Clip Organizer for a movie clip, point to Movies and Sounds on Insert
menu, and then choose Movie from Clip Organizer. The Insert Clip Art in the task pane opens;
click Clip organizer to search your computer system for video clips (many of these animated art
work files in the .gif format).Click the movie you want to add to your slides.
Alternatively, if you want to insert a movie from an existing movie file on your hard disk point
to Movies And Sound on the Insert menu, and then choose Movie From File from sub menu.(
Movie clips typically have .avi filename extension.) Select the movie file in the dialogue box
that appears, and then click OK.
Reference:
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Handout 15.5
Recording Narrations:
To record a voice narration, you’ll need a sound card, a micro phone, and a set of speakers. Then
follow these steps:
1. Display the slide to which you want to add voice narration.
2. From the Slide Show Menu, Record Narration. You’ll see the Record Narration dialogue box, showing
the amount of free disk space and the number of minutes you can record.
3. To verify that your mike is turned on and set at a pleasing volume level, click the Set Microphone Level
button.
4. If you want to customize the recording or the playback, click the Change Quality button, and use the
options in the Sound Selection dialogue box.
5. To begin recording, click OK in the Record Narration dialogue box. Because you can’t record
and play at the same time, while you’re recording you won’t hear other sounds you inserted in
your slide show.
6. Record voice content for each slide in your presentation, clicking to move from one slide to the
next. If you want to stop the narrations for any reason, right - click anywhere in the slide, and
then click Pause Narration on the shortcut menu. When you’re ready to resume, right-click and
then click Resume Narration.
7. When you’re finished with the recording, click yes to save it along with the timings you
specified. To save only the narration, click no.
A sound icon appears in the middle of each slide that has narration.
When you run the slide show, the narration will automatically play. To run the slide show
without narration, choose Set up Show from the Slide Show menu, and then select the Show
without Narration check box.
Reference:
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Date
Unit 2
ICT integrated into Curriculum and Instructions
Sub Topic
Microsoft Power point

After completion of this session, the trainee teachers will be able to:
Apply their multimedia skills to use Power Point presentation for creating lesson plans.
A.V-Aids
Computer, Multimedia, Mobile, Writing Board, Smart Board etc.
Required Resources
Handout 16.1
Worksheet 16.1
After formally greeting the trainee teachers, ask them to keep handy their reflections on the
previous day and answer:
 Why do we use animations, transitions and videos?
Begin the session, introduce them the topic of the day:
“Microsoft Power Point presentation”
Explain to them that as a teacher, you must continually introduce new content to your students.
Presenting the content through PowerPoint using Multimedia may bring creativity, novelty and
interest for students.
 PowerPoint slides that contain basic color, style, text and alignment choices for
presentation.
 Inform the trainee teachers that they need to create an instructional lesson presentation
that uses multimedia to teach classroom content.
 Divide them into groups of fours.
o Ask them to click on the following link provided in their tabs to have a good look at the
lesson presentation through PowerPoint:
A lesson plan on solar system - SlideShare
Reference: https://www.slideshare.net/cientistacurioso/a-lesson-plan-on-solar-sytem
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 Ask the groups to take help from the step-by-step guide using Handout 16.1, make a lesson
plan of their choice topic / subject (Primary / elementary / high) through PowerPoint using
computer lab.
 Facilitate the trainee teachers during the given task.
 Ask them to save their lesson plan on the desktop.
 Ask any two groups, who accomplished the task first, to demonstrate their work through
multimedia following short Q/A sessions at the end of each demonstration.
 Ask the following questions from the trainee teachers:
o How can you help students feel good about themselves and the role they play in your
classroom?
o What are some ways that students can learn more about each other?
 Ask that they are going to prepare another PowerPoint.
 Ask them that they need to create a presentation that introduces their classroom’s
‘Student of the week’ and also to have a good look at the following example:
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 Before designing this presentation, ask them to think about the following questions:
 What is the name of a student who you would like to be your classroom’s student of the
week? When does the student’s term as student of the week begin and end?
 What are two or three personal facts that others may not know about the chosen student?
 What are the two or three specific classroom accomplishments that you would like to share
about the student?
 How might you summarize or conclude the presentation?
 What are some ways you can make the presentation interesting to others?
 Ask them to work with a partner to discuss their ideas.
 Ask them to go through the Handout 16.2 and begin working on the slides for the
presentation.
Note: If Internet is available, feel free to download any media files that you want to include in
the presentation.
 Ask them to follow the instructions stated below:
o Add a sound or music file to play on the title slide. You might also consider adding a
movie or video file.
o Apply transitions to your slides and after that, go back and add animation effects to the
text and picture.
o Add animation effects to words. You may need to set the order and timing so they play
properly.
 Give them 20 minutes to prepare their presentations.
 Invite any two pairs (who complete their tasks first) to conduct short presentations on the
given task following the short Q/A sessions at the end of the each presentation by the
audience.
 Conclude the activity with your productive feedback.
A text book of:
Computer Education for Grade – VIII
Conclude your session by asking the following questions from the trainee teachers to gauge their
level of understanding and capability of accomplishing the taught topics independently:
 For what classroom content might you use multimedia technology to teach?
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 How might multimedia technology help students learn and understand the content better?
 What specific ideas, skills, or information do you want to teach? How might you organize
the information onto different slides?
Ask them to fill the Worksheet 16.1.
Home Assignment:
 Prepare a PowerPoint presentation on “Characteristics of using PowerPoint presentations
for teaching content.”
Teaching Strategies
Explain to the trainee teachers that during the on-going session, following strategies have been
used:
 Pair work
 Group work
 Which of the today’s strategies do you foresee to use in the classroom? What would be the
possible impact on your students?
References
 Intel® Teach Program Getting Started Course
 Master Teacher Edition v.2.0
 A lesson plan on solar system – Slide Share
 https://www.slideshare.net/cientistacurioso/a-lesson-plan-on-solar-sytem
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HANDOUTS
Handout 16.1
Instructional Lesson Presentation through PowerPoint
1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
3. Click the title text box at the top of the slide. Type the name of the specific classroom content
that you plan to teach.
4. Click the subtitle text box at the bottom of the slide. Type any other information that you would
like to include on the title slide, such as the name of the actual course or the general content
area, your name as the teacher, and the date of the presentation.
5. To help all of the slides in your presentation look the same, open and view the Slide Master.
6. Change the look of the words in both the top title text box and the large middle text box.
7. Return to Normal View. Notice that the changes you made on the Slide Master can now be
seen on the title slide.
8. Insert a new slide. Be certain to pick the best slide layout for the information that you want to
include.
9. Type the information that you want to include in the slide. Feel free to delete or add text boxes
as needed.
10. Insert any other information that might help students better understand the content. For
example, you might insert a clip art picture or a picture that you download and save from the
Internet. You might also add a table of data or a chart. You can even add a sound or video file.
11. Repeat Steps 8–10 to create the remaining slides of your instructional presentation. Be certain
to end the presentation with a slide that summarizes and concludes the lesson.
12. Return to Slide 1, and apply a standard color scheme to change the color of the text and
background of all your slides.
13. To help the presentation flow smoothly from one slide to the next, add transitions between all
of the slides. To create a consistent visual look, consider applying the same transition to all
slides.
14. Play your presentation to make sure everything works correctly. Make any necessary changes.
15. Save your work as directed.
Reference: Intel® Teach Program Getting Started Course
Master Teacher Edition v.2.0
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Handout 16.2
Steps to create a presentation on PowerPoint: “Student of the Week.”
1. Start the multimedia software, and open new, blank presentation.

2. Insert a Title slide. If necessary, switch to Normal View.
3. Click the title text box at the top of the slide. Type the name of the student you have chosen as
this week’s student of the week.
4. Click the subtitle text box at the bottom of the slide. Type “Student of the Week”. Then on the
line below, type the date information for the student’s term as student of the week.
5. Insert a new slide with space for a title, text, and clip art.
6. Click the title text box at the top of the slide. Type a title that explains that the slide will contain
interesting personal information about the student. Then, change the font, size, style, and color
of the text. To create visual consistency, the text should look similar to the presentation title
on the first slide.
7. Click the text box in the bottom corner of the slide. Replace the text with a bulleted list of
interesting information about the student of the week. Change the look of the text.
8. Click, or double-click if necessary, the picture box in the opposite bottom corner of the slide.
Insert a clip art picture that is related to the information about that student. Resize the picture
if needed.
9. Insert a duplicate slide. Then, repeat Steps 6–8 to complete a slide about the student’s
classroom accomplishments.
10. Insert a Title Only slide. In the title text box, type one or two sentences that summarize and
conclude the presentation.
11. Return to Slide 1 and fill the slide background with a fill effect, such as a gradient or pattern/
hatching. Be sure to apply that same color to the background of all slides in your presentation.
12. To help the presentation flow smoothly from one slide to the next, add transitions between all
of the slides. To create a consistent visual look, consider applying the same transition to all
slides.
Reference: Intel® Teach Program Getting Started Course
Master Teacher Edition v.2.0
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Worksheet 16.1
Fill in the Blanks:
i. PowerPoint is used to create __________________.
ii. Slide transition is a type of ____________________.
iii. ______________ is used for shading.
iv. Custom Animation is a set of ____________ which can be applied to objects in the PowerPoint.
v. Short Key for slide show is ____________________.
vi. To help all of the slides in your presentation look the same, open and view the
_________________.
vii. To help the _____________ flow smoothly from one slide to the next, add transitions between
all of the slides.
viii. To create a consistent visual look, consider applying the same ________________ to all slides.
ix. Be certain to end the presentation with a ________ that summarizes and concludes the lesson.
x. Apply a standard _____________ to change the colour of the text and background of all your
slides.
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Date
Unit 3
Collaborative projects
Sub Topic
 E-mail

After the end of the session, the trainee teacher will be able:
 To recognize the functions of Email
 To know about various Email service providers
 To understand various steps in creation of an Email account
 To know how to Sign in, sign out, composing, attachment, sending and checking of an
Email.
Teaching A.V-AIDS
Computer, Internet, Multimedia, Mobile, Writing Board.
Required Resources
Writing board, markers, dusters,
Handout 17.1:
Handout 17.2:
Handout 17.3:

The Subject Expert will take reflection of the previous session before beginning today’s session and
will ask the following questions:
o What is the system application software?
o What is the application Microsoft PowerPoint in teaching learning?
o What is the application software that organizes data in tabular form?
o Name the document that stores data in grid (row and column).
 Select and invite (2-3) trainee teachers randomly to reflect on their previous knowledge.
 Also ask about their favorite activity conducted in the previous session? Why?
 Which activity/strategy did they feel need area of improvement? How?
 Begin today’s session by asking the trainee teachers’
 Have you heard about Email?
 How is an Email different from mail sent through post?
Expected answer; it is sent through internet.
 Can we send Email if internet connectivity is not available?
Expected answer: no, we can not
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 How much time does it take to send e-mail?

Expected answer; if the net connectivity is good, just in one second.
 After their response, briefly introduce as it follows:
 Short for electronic mail, e-mail or Email is information stored on a computer that is
exchanged between two users over telecommunications. More plainly, e-mail is a message
that may contain text, files, images, or other attachments sent through a network to a
specified individual or group of individuals. Email was invented by Ray Tomlinson in 1972.
Reference: https://www.computerhope.com/jargon/e/Email.htm
 Write the phrase. ‘Email clients/service providers’ on the writing board
 Ask the trainee teachers to open Handout 17.1
 Give them 10 minutes to read it.
 After five minutes ask the following questions, what are hotmail, g-mail, yahoo mail, and
outlook?
Expected answer: these are free Email services/client through which we send Email
 Conclude the activity by saying:
The Email program you use is technically referred to as an Email application or Email client. It's the
program (Outlook, Gmail, or Yahoo, for example) that you've chosen to use to get an Email in the
Email system and on its way.
Your Email client or program, once you log in to it with your username and password takes care of
sending out your messages and downloading messages that have been sent to you.
 Divide the trainee teachers into pairs.
 Tell them check the below link in their Tablet
 https://www.youtube.com/watch?v=78vGq_DWwUo
 While showing the video, pause the video after each step and involve them for discussion
and feedback.
 Ask the pairs to open the Gmail website and practice creating a personal Email account by
adding all the required details and information.
 After the account is created, provide them your Email ID and ask them to write an Email
adding your Email I’d to the allocated space, cc it to their pair partner and write the subject
of the Email as well.
 The main body of the Email should be the same as shown in the video (in formal language
and format).
 After all Email s are received, open an Email from any pair as a sample on the multimedia
for corrections and reinforcement purposes as a whole-class activity.
 This way, all the pairs will recheck their work on time and further practice and reviewing on
their newly learnt concept will be done.
 Wrap-up the session by asking the following questions:
o What is Email?
o What are the benefits of an Email?
o What are the steps to create an Email account for new user?
 Encourage the trainee teachers to answer and provide feedback/corrections wherever
needed.
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 Divide the trainee teachers into 2 groups A and B
 Ask group A to open Handout 17.2
 Ask group B to open Handout 17.3
 Ask them to read the handouts and prepare a ppt: presentation of at least 5 slides using
multi media
 Give them 15 minutes for preparation
 Invite one member to present their work through multimedia.
 Ask question at the end of presentation and provide feedback.
Videos about “Email ” are assessable on:
https://www.youtube.com/watch?v=SBTojgEHl90
https://www.youtube.com/watch?v=0JF0tLds9eg
The trainer will ask the following questions from the trainee teachers to gauge their understanding
level:
 Define Email and what are the steps of creating and sending an Email?
 How many types of Email clients/services are there?
Through the created account either on Gmail or on Outlook.com, send a worksheet on the steps to
create an Email ID on Yahoo Mail to the subject expert
Teaching Strategies
 Group discussion
 Video Demonstration/ Presentation
 Practical lab work
 Guided supervision
 Pair work
The trainee teachers to note the following questions:
 What new thing did I learn in this session?
 Is it convenient for me to use Email instead of regular mail?
 How will be the new information is helpful for me in the classroom?
 Ask the trainee teachers to answer the questions on a note pad and bring them to the next
session.
References
 Videos about “Email” are assessable on:
 https://www.youtube.com/watch?v=SBTojgEHl90
 https://www.youtube.com/watch?v=0JF0tLds9eg
 https://www.computerhope.com/jargon/e/Email .htm
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HANDOUTS
Handout 17.1
The Electronic mail
More plainly, e-mail is a message that may contain text, files, images, or other attachments sent
through a network to a specified individual or group of individuals.
The first e-mail was sent by Ray Tomlinson in 1971. Tomlinson sent the e-mail to himself as a test e-
mail message, containing the text "something like QWERTYUIOP." However, despite sending the e-
mail to himself, the e-mail message was still transmitted through ARPANET. By 1996, more electronic
mail was being sent than postal mail.
An alternative way of sending and receiving e-mail (and the more popular solution for most people) is
an online e-mail service or webmail. Examples include Hotmail (now Outlook.com), Gmail, and Yahoo
Mail. Many of the online e-mail services, including the ones we mentioned, are free or have a free
account option.
The Email program you use is technically referred to as an Email application or Email client. It's the
program (Outlook, Gmail, or Yahoo, for example) that you've chosen to use to get an Email in the Email
system and on its way.
Your Email client or program, once you log in to it with your username and password takes care of
sending out your messages and downloading messages that have been sent to you.
When you send someone an Email, it leaves your computer and is stored on a computer called an
"Email server," which runs Email server software. When you finish up an Email and hit "Send,"
something called the "mail transfer agent" (MTA) picks up your message and starts it on its way.
Eventually it ends up at the recipient's own MTA.
What is an Email?
What are Hotmail, g-mail, yahoo mail and outlook?
Expected answer, these are free Email services/client through which we send Email
Reference:
 Videos about “Email ”are assessable on:
 https://www.computerhope.com/jargon/e/Email.htm
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Handout 17.2
Writing an e-mail
When writing an e-mail message, it should look something like the example window below. As you can
see, several fields are required when sending an e-mail:
 The To field is where you type the e-mail address of the person who is the recipient of your
message.
 The From field should contain your e-mail address.
 If you are replying to a message, the To: and From: fields are automatically filled out. If it's a
new message, you'll need to specify the recipients in the To: field, either by selecting them
from your contact list, or manually typing the full Email addresses. If you are manually specify
more than one recipient (as in a group e-mail), the addresses should be separated by a comma
and a space, or by pressing the Tab Key.
 The Subject should consist of a few words describing the e-mail's contents. The Subject lets the
recipient see what the e-mail is about, without opening and reading the full e-mail. This field is
optional.
 The CC ("Carbon Copy") field allows you to specify recipients who are not direct addressees
(listed in the "To" field). For instance, you can address an e-mail to Aslam and CC Alia and
Arsalan. Although the e-mail is addressed to Aslam, Alia and Arsalan will also receive a copy of
the message, and their addresses will be visible to Aslam, and to each other.
This field is optional.
 The BCC ("blind carbon copy") field is similar to CC, except the recipients are secret. Each BCC
recipient will receive the e-mail, but will not see who else received a copy. The addressees
(anyone listed in the "To" field) remain visible to all recipients. This field is optional.
 Finally, the Message Body is the location you type your main message. It often contains your
signature at the bottom; similar to a handwritten letter.
Reference:
 Videos about “Email ”are assessable on:
 https://www.computerhope.com/jargon/e/Email.htm
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Handout 17.2 (b)

What makes a valid e-mail address?
There are several rules that an e-mail address must follow to be valid:
 As mentioned earlier, an e-mail must have a username followed by @ (the at sign) which is
followed by the domain name with a domain suffix.
 The username cannot be longer than 64 characters long, and the domain name cannot be
longer than 254 characters.
 There should be only one @ sign in an e-mail address.
 The space and special characters: ( ), : ; < > \ [ ] are allowed. Occasionally, a space, backslash,
and quotation mark work but must be preceded with a forward slash. Although valid, some e-
mail providers do not allow these characters.
 The username and e-mail addresses as a whole cannot begin or end with a period.
 The e-mail must not have two or more consecutive periods.
Advantages of e-mail
There are many advantages of e-mail and the usage of e-mail versus postal mail. Some of the main
advantages are listed below.
 Free delivery - Sending an e-mail is virtually free, outside the cost of Internet service. There is
no need to buy a postage stamp to send a letter.
 Global delivery - E-mail can be sent to nearly anywhere around the world, to any country.
 Instant delivery - An e-mail can be instantly sent and received by the recipient over the
Internet.
 File attachment - An e-mail can include one or more file attachments, allowing a person to
send documents, pictures, or other files with an e-mail.
 Long-term storage - E-mails are stored electronically, which allows for storage and archival
over long periods of time.
 Environmentally friendly - Sending an e-mail does not require paper (paperless), cardboard, or
packing tape, conserving paper resources.
What can be sent in an e-mail?
In addition to text messages being sent over e-mail, it is also possible to attach a file or other data in
an e-mail. For example, an attachment could be a picture, PDF, word processor document, movie,
program, or any file stored on your computer. However, because of some security issues, it may not
be possible to send certain types of files without additional steps. For example, many companies will
block .exe files from being sent over e-mail and would require you to compress the file into a .zip file.
Also, most e-mail providers have file size restrictions that would prevent any large files or programs
from being sent over e-mail.
Reference: https://www.computerhope.com/jargon/e/Email .htm
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Date
Unit 3
Collaborative projects
Sub Topic
Google Docs

At the end of the session, the trainee teachers will be able to:
 Know about Google Docs.
o Browse, open, and create Documents in Google Docs
o Practice various commands from menu bar
o Format and edit pages, text, and paragraphs
o Work with tables, charts, and graphs.
 Understand the sharing and printing of Google Docs.
 Describe how Google Docs can be used to write collaboratively.
 Differentiate Microsoft word from Google Docs.
Teaching A.V-Aids
Computer, Internet, Multimedia, Mobile, Writing Board,
Required Resources
Writing Board, Markers, Duster,
 Begin the session by greeting the trainee teachers and taking reflections on the previous
session:
o What new thing did you learn in this session?
o Is it convenient for you to use Email instead of regular mail?
o How will the new information helpful for you in the classroom?

 Ask the trainee teachers to open google Docs in the Tabs.
 Share with them that:
It is a free Google app that provides users with the ability to create, edit, and collaborate with
others live on the web.
It also integrates with Google Drive, Google’s new storage app, creating a single place for the
user to access their Document from anywhere!
To get started with Google Docs, all that is needed is to create a Google account.
 Ask the trainee teachers to open hand out 18 and read it for five minutes
 Summarize the activity by saying,
Google Docs is a very powerful real-time collaboration and Document authoring tool. Multiple
users can edit a Document at the same time, while seeing each other’s' changes
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instantaneously. Users can produce text Documents, slide presentations, spreadsheets,

drawings, and surveys. The formats used are compatible with Microsoft Office and Open
Office, so you can switch between these programs as needed. All interactions and files are
contained in Google's Internet servers (the cloud), and are accessible from within a web
browser window.
Reference: https://www.google.com/Docs/about/
Activity1: 35 minutes
Demonstration and analysis on How to Operate Google Docs
 Demonstrate using multimedia, ‘How to work with Google Docs.’
o Enter https://Docs.google.com and sign in to Google Docs account.
o Click on the “start New Document” to open new Google Document.
o Develop a sample application.
o Using the word processing application (bold, italic, cut, paste, etc.) you can do editing of
your own choice.
 Encourage each trainee teachers to ask questions where they feel ambiguity.
 At the end of the demonstration, ask each trainee teachers to write the answers to the
following questions on their note pads:
o How to browse Google Docs?
o How to open Google Docs’s new page?
o Use the shortcut keys for: New, Open, Adjust, Print, Past, Select all, Undo, and Redo
applications.
o Use the shortcut keys for: copy, cut, undo, redo, save, and print commands.
 Check two or three answers as sample and highlight the mistakes.
 Ask them to watch video link for further understanding on how to share Google Docs with
people for collaboration purpose.
www.youtube.com
How to work collaboratively in Google Docs
 Divide the trainee teachers into four (04) groups; A, B, C and D.
 Select a group leader to represent the whole group
 Provide PC to each group with internet facility.
 Assign the following project to the groups:
o Group A: Compose a formal letter on the title of your own choice.
o Group B: Develop a CV in the readymade template
o Group C: Draw a table on the information of enrolled students in your institution.
o Group D: Draw a chart on the information of the students with late fees submission in
your institution.
 Monitor their work and guide them where needed.
Working live in Google Docs
 Tell the trainee teachers to click on the ‘SHARE’ button option on the top right corner and
share their assignment with their peers.
 Ask the groups to exchange their final Documents on the assigned tasks with the other group
sitting next to them on their right.
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 Guide them how they can suggest changes/edit the documents shared by others.
 Conclude the activity by saying,
Google Docs can be used to make real-time changes.
The group members can jointly make decisions about the structure, format, style, and content of
the final Documents.
 Videos on “Google Docs/slide” are assessable on:
 https://www.youtube.com/watch?v=OBITNezSmLY
 https://www.youtube.com/watch?v=kYA6GLAzz9A
 https://www.youtube.com/watch?v=exlPqBCZIKA
 https://www.cultofpedagogy.com/google-student-projects/
Ask the following questions from the trainee teachers to gauge their level of understanding:
 What is Google Docs?
 What are the various purposes of Google Docs?
 How can information be shared through Google Docs?
 What are the Short cut command keys in Google Docs (New, Open, Adjust, Print, Past, Select
all, Undo, Redo).
Ask the trainee teachers to work collaboratively on their Google Docs accounts and write a short
story on any topic of their choice (500 words).They can use the comments feature to give each other
feedback and make decisions collaboratively.
Teaching Strategies
Inform the trainee teachers that following strategies have been used in today’s session:
 Demonstration/ Presentation
 Group Discussion
 Inquiry -based method
 Lab practice and group discussion
 Guided supervision
Ask the trainee teachers to give their reflection on today’s session by answering the following
questions:
 Is the delivered session effective keeping in mind the integration and application objectives?
 Summarize the importance of Google Docs in teaching and learning within your classroom
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HANDOUTS
Handout 18
Google Docs is a data storage online-based service that is offered by Google for free. It allows you to
collaborate with your colleagues while storing and editing data in real time. It has a word processing
application that will let you share memos, articles or any Documents with your team. It includes a
spreadsheet application that enables you to share relevant data such as company reports, budget
proposals and financial statements with your associates. Sharing files is made easier because these
Documents can be accessed by different people simultaneously.
Apart from that, Google Docs also allows you to store any type of files whether an audio file, a picture,
or a word Document.
Personally, I’ve been using Google Docs for years now and I couldn’t remember a downtime, at least
not for me. It has been very helpful to me and with my business as well. Collaboration with my team
with real-time updates made me manage things accordingly and smoothly.
Whenever I need to share a file to my colleagues who are from other parts of the globe, I need not tire
myself of endlessly sending updating Documents to them. I simply make one Docsument and upload
it in Google Docs and share it to my team. I can even limit their access to my Documents. I can set the
“can edit” subscription if I want them to do necessary edits in the Documents I am sharing, or I can
change that to “can view” if I don’t want them to do anything in my files. Here’s a video on how to
maximize Google Docs for your business.
As long as you have the internet connection, you can access your Google Docs files anywhere, any
time. You don’t have to download any software to have access to Google Docs. As long as you have a
Gmail account and a reliable internet connection, then accessing your files wherever you are in the
globe is not a problem because of the high technology cloud system that saves the information.
Just like in any versions of Documents, Google Docs detects misspelled words that you put in your
worksheet. In the tools menu, you will see the spellchecker icon which allows you to check the spelling
of your words.
Google Docs has a feature that will detect whenever you will add a link to your spreadsheet. It
automatically converts a plain text into a link. This saves our time from copying the URL and pasting it
in the browser. With just one click, you will then be redirected to the landing page of that specific link
Reference:
 https://www.youtube.com/watch?v=exlPqBCZIKA
 https://www.cultofpedagogy.com/google-student-projects/
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Date
Unit
ICT in Education
Sub Topic
Teaching learning Resources
After completing this session, the trainee teachers will be able to:
 Recognize World Wide Web (www).
 To locate website’s name on URL.
 Searching multimedia resources uploading and downloading documents and other files
(pictures, audio, etc.).
 Saving information from web pages interfacing with online multimedia resources.
 Use Web 2.0 and chat/talk applications.
A.V-AIDS
Computer, Internet, Multimedia, Mobile, Smart Board etc.
Required Resources
Writing Board, Markers, Duster, and Handout: 19
Reflection on the Previous Session
For motivation and recalling the previous knowledge the trainer will ask the following questions:
 What are steps in creation a new blog?
 What are the steps to follow in creating new blogs?
 What is the importance of blog in teaching and learning?
 Invite three (2-3) trainee teachers randomly to reflect their views.
 Provide feedback to trainee teachers
Begin today’s session by introducing the topic of the day:
World-Wide Web resources for teaching and learning.
Ask the:
 www stands for what?
 Why is it important to know about it?
Introduce the topic in the following way:
 The development of the World Wide Web was begun in 1989 by Tim Berners-Lee and his
colleagues at CERN, an international scientific organization based in Geneva, Switzerland.
They created a protocol, Hyper Text Transfer Protocol (HTTP), which
standardized communication between servers and clients.
Their text-based Web browser was made available for general release in January 1992.
Source: https://www.britannica.com/topic/World-Wide-Web
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Getting to know about the Teaching Learning Resources on ‘WWW’
 Make three (03) groups of trainee teachers A, B and C and let them assign their group
leaders.
 Provide a chart and a marker to each group.
 Ask them to read Handout 19 and assign Categories; A, B, and C to Groups: A, B, and C for
reading and mutual discussion processing for 15 minutes.
 Write the following questions on the writing board and each group has to write their
answers on the given chart.
o Q1. What are the basic browsing tools?
o Q2. How to access teaching learning resources?
o Q3. Describe 5 popular web sites for teaching learning resources.
 Ask each group presenter to display chart on wall.
 Ask group presenter to present their point and other groups will query about it.
 Conduct the activity by sharing your input.
 Use the multimedia and demonstrate the practical activities mentioned below to the
trainee teachers:
 Divide the trainee teachers into four groups: 1, 2, 3 and 4.
 Assign the following websites to the groups as follows:
o Group: 1 Grammarly (https://www.grammarly.com/)
o Group: 2 Linkedin (https://www.linkedin.com/)
o Group: 3 Animoto (https://animoto.com/)
o Group: 4 Edmodo (https://www.edmodo.com/)
 Select a website for demonstration through multimedia; Frovo (https://www.frovo.com/)
o Demonstrate ‘Access a website by entering the website’s URL (address) into the
browser’s address bar’
o Use of web 2 chat and talk application
o Demonstrate ‘Navigate through a website using hyperlinks, buttons, and tabs
o Demonstrate ‘Print a web page’
o Demonstrate ‘Add (bookmark) a web page to the ‘Favorites’ list’
o Demonstrate ‘Use the browser’s ‘Back’ and ‘Forward’ buttons to find recently displayed
web pages’
o Demonstrate ‘Use the ‘History’ button to find recently displayed web pages
o Demonstrate ‘Use the ‘Favorites’ list to display a ‘bookmarked’ web page
o Demonstrate ‘Access [browser’s] ‘Help
o Demonstrate Upload and down load resources
 Ask each group to work on their assigned websites on the same guidelines and share their
work on multimedia one-by-one.
 Encourage the audience for the short Q/A sessions at the end of each presentation.
 Conclude the session by answering their questions and providing a productive feedback.
Use of URL, Search of multimedia resources (uploading and downloading) Practice
 Divide the trainee teachers into five groups.
 Ensure the provision of multimedia and internet facility to each group. Assign a team leader
for each group.
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 Assign a short presentation to each group on the topics below:

o Group-A: Demonstrate ‘Searching Multimedia Resources’
o Group-B: Uploading and Downloading Documents and other files (pictures, audio, etc.)
o Group-C: Saving Information from Web Pages.
o Group-D: Interfacing with Online Multimedia Resources.
(example: videos on www.youtube.com about
learning to use a computer)
o Group-E: Using Web 2.0 and chat/talk applications
(Skype, Google Talk, etc.)
 Gauge each group’s performance by letting them presenting their work.
 Summarize the activity by writing down important points on the writing board related to
each group presentation
https://www.youtube.com/watch?v=J8hzJxb0rpc
The trainer will ask the following questions to assess the level of understanding of the trainee
teachers:
 Define WWW?
 What is URL?
 What are the various search engines?
 What is web 2 application?
Home Assignment:
Create a worksheet on the Three best Search Engines of 2019 describing their Home Page features,
user friendly characteristics, the services they provide to their users. Add related pictures if needed.
Teaching Strategies
Following strategies have been used in today session we used following strategies in today’s
session.
 short Lecture method
 Demonstration Method
 Multimedia presentation
 Practical lab exercise
 Pair work
Ask the trainee teachers to write their reflections on the learned activities of today’s session on
‘WWW’ by answering the following questions:
 Which learned strategies are effective?
 Which one do you propose to improve further?
 Which activity was not interested and why?
 What is the basic navigation tools used in a browser?
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HANDOUTS
Handout 19
Category: A
Background: World Wide Web (www)
The World Wide Web was 'born' in March 1989 and is celebrating its 30th birthday. The World Wide
Web is merely a tool, as is a chalkboard, overhead projector, or VCR. Tools don't teach. When
effectively implemented they assist in the learning process. If learning on the part of the students has
been helped by the use of a tool, then the tool has been used successfully.
Common symbols used in web Address
The table below has common symbols used in web addresses and Email s. Match
the symbols and examples in column A (What you see) with an expression from
column B (What you say).
A. What you see B. What you say
@ At
.co.uk dot co dot uk
.com dot com
.org dot org
/ back slash
\ forward slash
a-b hyphen or dash
a_b Underscore
ABC upper case
abc lower case
Abc communications all one
Abc communications
word
Basic Browser Tools
Now that you are familiar with what the three main browsers look like, where to locate them, and how
to open them, it’s time to learn a few of the basic tools to navigate and use a browser window. Even
though we are the Chrome browser as an example to show these tools, they can be used in almost any
browser.
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1. Arrow Buttons. These two arrows navigate the browser back (the left arrow) to a previously
viewed webpage or forward (the right arrow) to more currently viewed WebPages. These
buttons can be pushed more than once to cause the browser to go back or forward further to
web pages rendered in a browser session’s history.
2. Refresh Button. This button reloads a webpage. Refreshing will update the information on a
webpage if it has changed. If a webpage has not completely loaded, refreshing will reload the
page so that it completely renders on the screen.
3. New Tab Button. Opens a new page in the same window when selected. This option allows for
many websites to be open but contained within one main window frame. This keeps the desktop
from being cluttered with too many open windows.
A browser with many tabs open will look to this.

4. Address Bar. This text field on a browser that identifies the webpage currently being viewed in
a browser window. All address bars are located at the top of the browser window. A user can
type in a new address to navigate to a new webpage. Each website on the internet is reached by
a web address known as a URL (Uniform Resource Locator) that references a specific location on
the internet. Type a URL into the address bar of a browser, then press the Enter (Return) key on
the keyboard to make the browser load the webpage associated with the URL. As browsers have
gotten more sophisticated, most do not require for http:// or even the www to be typed in order
for the webpage to be discovered.
5. Resizing and Closing Buttons. As covered in Common Terminology, these buttons allow a user
to change the size of a browser window.
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a. Minimize Button. Represented by an underscore in the upper right corner of the window.
When minimize, the browser will remain on the taskbar but not be visibly open on the desktop.
b. Maximize Button. Represented by a square in the upper right corner of the window. When
maximized, a browser window will enlarge a window, typically filling the entire computer screen.
c. Close Browser Button. The button in the upper right corner which is an X will terminate a
browser session. This button allows a user to quickly close a browser window when they are
finished surfing the internet. Note: If there are multiple tab windows open a browser it will
usually ask if you want to close all of the tabs before shutting down the browser.
6. Menu Button. In Chrome, the menu is indicated by three vertical dots in the upper right corner
of the browser window (Edge uses three horizontal dots; Firefox uses three stacked horizontal
lines). Once the menu button is selected a dropdown menu will appear.
Dropdown Menu. Once the menu button (#1) is clicked, it will display a dropdown menu (#2)
with a variety of choices.
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Category: B
Hyperlinks
A hyperlink (also called a link) is a section of text, an image, graphic or icon that is linked to a specific
webpage, image, file or object. This is commonly seen in a browser as text, often a blue color.
Once the link is selected, the webpage automatically navigates to the linked webpage, icon, image,
graphic or file. This is one of the main tools used when conducting a search on the web.
Bonus Tool
If you are ever asked by a support technician for the version of your browser, a quick way to discover
your version is to go to this website http://www.whatsmybrowser.org/. It will tell you the browser
type and additional information (like the operating system you are working with on your computer) so
you know how your browser is configured.
Category: C
BROWSERS AND THE WORLD WIDE WEB
Now that you are more familiar with web browsers and their navigation, here is an explanation of the
bigger picture about how they work. Watch this video to understand how browsers link you to the
World Wide Web.
https://www.youtube.com/watch?time_continue=33&v=It6tT2yxpsQ
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What is a search Engine?

A search engine is a web-based tool that enables users to locate information on the World Wide Web.
Popular examples of search engines are Google, Yahoo!, and MSN Search.
Following are some effective web-based learning materials recommended by literac:
S.No. Title of website Universal Resource Locator(URL)
1 Dotdash.com https://www.dotdash.com/
2 Coloring.com http://www.coloring.com/
3 Computer knowledge https://www.cknow.com/cms/
4 Excel Tutorial https://www.goskills.com/Excel
5 Funbrain https://www.funbrain.com/
6 Google https://www.google.com/
7 Gmail https://www.gmail.com/
8 How stuff works https://www.howstuffworks.com/
9 Wikipedia https://www.wikipedia.org
10 Facebook https://www.facebook.com/
11 EdHelper www.edhelper.com
12 APlus Math www.aplusmath.com
13 Mrs. Glosser’s Math Goodies www.mathgoodies.com
14 Education.com www.education.com/
15 Grammar Basics www.englishchick.com/grammar/grrem.htm
16 Crossword Express www.crauswords.com
Why use Web-Based Instruction?

There are a number of reasons why a teacher might choose to use Web-Based Instruction, including:
 Enhancing student learning;
 Spending more time with students working in small groups or one-on-one;
 Reducing repetitive teaching tasks;
 Reducing paper flow and management, and;
 Providing improved instructional materials.
References:
 https://ojphi.org/ojs/index.php/fm/article/view/732/641
 http://literacybasics.ca/learner-retention/web-based-learning-resources/
 https://courses.lumenlearning.com/wm-compapp/chapter/basic-browser-tools/Handout: 16.2
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Teaching Learning Resources on WWW
Learning Resources: assist students to meet the expectations for learning and are defined by
provincial or local curricula such as texts, videos, software, and internet. Before a learning resource is
used in a classroom, it must be evaluated and approved at either the provincial or local level.
Examples of Web 2.0 Teaching Tools
Online tools and resources have made it easier for teachers to instruct students, and for students to
collaborate with those teachers and with other students and parents. These "Web 2.0" teaching tools
aren't magical, but they may seem to defy definition at times since they save time, help you to stay
organized, and often take up little space on a computer. Some of these applications are Web-based,
which means that they can be accessed from any computer.
The categories are listed in alphabetical order and the links to each tool are also listed alphabetically
within those categories.
Aggregators
The following list includes free tools that you can use to stay on top of current events, including
headlines and blogs.
1. Aggie: Aggie is an open source news aggregator that's also a desktop application. It downloads
the latest news and displays it in a Web page.
2. AWasu: Awasu is a state-of-the-art feed reader that comes loaded with features for both casual
personal use and professional, high-powered information management. Use this tool for
content archiving, coupled with an advanced search engine, and use advanced features to
manage your configurable channels. The personal edition is free to download and use.
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3. Bloglines: This is more of a personal news aggregator than a bookmark tool, but it's
sophisticated and highly useful for teachers who want to stay on top of current events in any
given topic.
4. FeedReader: This is a free reader that is simple to use. It supports podcasts.
5. RSS Reader: This RSS reader is able to display any RSS and Atom news feed (XML)
Bookmark Managers
Bookmark managers make it easy to build a personal directory where researchers can tap into sites
and materials that have been saved online and share them with others in most cases. The following
bookmark managers are free to use, but they all have different angles. In other words, teachers and
professors can do more with these sites than save a page or two.
1. Diigo: Turn your students onto this tool, which works like a bookmark manager with a highlighter
or with sticky notes. This is an ideal way to research for a paper or to create a new project for class.
This site works much like MyStickies, but without Diigo's highlighter.
2. Facebook: While Facebook is a social utility that can connect you with friends as well as with
students, you can also use this tool to bookmark Web sites and specific Internet pages.
3. LinkedIn: Sometimes you just want to get away from the students. LinkedIn provides a way for you
to communicate with your peers instead (or not), and it's also useful for bookmarking.
4. Pinterest: With Pinterest, teachers can organize and share anything from lesson plans, ideas, and
crafts using a virtual bulletin board. Teachers can also use this tool to network with other
educators.
5. Twitter: Twitter is a service for friends, family, and co–workers to communicate and stay
connected through the exchange of answers that can be no longer than 140 characters and spaces
per post. Use this tool to help your students stay up-to-date, as you could advertise a Twitter
address that students could use to learn about school projects, reading assignments, and other
announcements. You can also use this tool as a bookmark manager for research.
6. Yahoo! Bookmarks: Yahoo! Bookmarks is not intended to be a social bookmark site like the others.
Instead, it essentially allows you use your personal bookmark list at any computer. In fact, it acts
and feels very much like your browser's built-in bookmark manager.
Classroom Tools
You need tools to help assess class progress. You need tools to help keep students and parents
apprised of the students' progress. You need all sorts of tools, you need them at your fingertips, and
you need them to work efficiently. Some of those tools are listed below.
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1. Animoto: This web tool completely simplifies the creation and sharing of videos. Teachers will
have no trouble creating lesson plans or presentations for students.
2. Charles Kelley Quiz Generator: Create multiple choice or bilingual tests. Though some of the
quizzes generated here can only be used on this website, others can be put on your own
website.
3. Crocodoc: This web tool allows teachers to convert Microsoft Office and PDF documents to
HTML5, making them easily viewable. Teachers can display students' documents in their
browsers and edit as needed.
4. Engrade: Engrade is a free online gradebook that allows teachers to manage their classes online
as well as post grades, assignments, attendance, and upcoming homework online for students
and parents to see. Engrade is free and easy to use. Join over 10,000 teachers, parents, and
students using Engrade today.
5. Frovo: This online pronunciation dictionary comes in handy for foreign language teachers.
Users can hear any word pronounced in any language.
6. Grammarly: Several universities use this tool as a grammar checker. Students can use this as a
method to improve the process of peer editing because it checks for more than 250 points of
grammar.
7. My Project Pages: Built by teachers for teachers, use myprojectpages.com to create structured
online inquiry-based learning activities for the courses you teach that enable your students to
engage in meaningful learning experiences while online.
8. Slideshare: Ok, so you're still with PowerPoint, but you can jazz that presentation up at
Slideshare. This site takes your .ppt file (also works with Open Office and PDF files) so you can
share it with your students (and the world at large). You can add music, embed videos in
comments and more – all for free.
9. Survey Builder: Survey Builder allows you to easily create and manage online surveys suitable
for Internet-based oral history projects, course evaluations, and other endeavors that involve
collecting feedback. You do not need to know how to build a Web page that has forms, set up
a database to store entries, or do any of the other technical tasks that are normally required to
produce interactivity on the Internet.
10. Teacher Planet: Teacher Planet is a one-stop spot for teacher resources. Teachers can
download any number of lesson plan templates, worksheets, ESL-specific resources, and other
tools.
11. Web Poster Wizard: This free tool allows educators to create a lesson, worksheet, or class page
and immediately publish it online.
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12. Yugma: Teachers can use the free web conferencing feature with Yugma and also share their
entire desktop in real-time with one student. This can be extremely helpful in one-on-one
advising with students.
Collaboration
Part of teaching is collaboration. Teachers need to communicate with peers, administrators, and
students. The tools listed below – some free and some for a cost – will help you stay on top of your
projects with ease through open channels for collaboration.
1. Basecamp: Projects don't fail from a lack of charts, graphs, stats, or reports, they fail from a
lack of clear communication. Basecamp solves this problem by providing tools tailored to
improve the communication between people working together on a project.
2. Edmodo: Extremely similar to Twitter, except specifically designed for educators, Edmodo
facilitates collaboration and content sharing among students, teachers, and school districts.
3. FirstClass: Using a personalized Web page as a communication hub, teachers can send
messages to the principal, pick up student assignments, change homework tasks for that
evening, or have students build their own Web pages. First Class will run on a single server with
one administrators for any number of users. This tool is not free.
4. Gliffy: This diagram editor is easy to use, and you can save your work on their servers for free.
Gliffy Online has two ways to make document sharing simple. Collaboration enables others to
see and edit your work by simply entering their Email address. Publishing creates a read-only,
or public, image of your diagram that you can easily embed in a wiki, blog, or other type of web
software.
5. Mindomo: Mindmapping is a highly productive method of visual brainstorming that you can
use to plan projects or to map out a knowledge base. Mindomo has an interface and feature
set that rivals other free standalone mind-mapping applications such as Freemind. Maps are
shareable but require you to register and login to save them.
6. Schoology: Teachers can use this tool to share their instructional resources and connect with
other educators.
7. Skype: Teachers can collaborate on classroom projects while having their students visit a
classroom in another part of the world using the interactive Skype in the classroom. Skype is a
part of Microsoft, and it's free to use.
8. Twiddla: Twiddla is a great way to connect with students or other educators. Through its web-
conferencing capabilities, teachers can brainstorm and share ideas.
Reference: https://oedb.org/ilibrarian/101-web-20-teaching-tools/
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Date
Unit 3
Collaborative Projects
Sub Topic
Planning an information resources (Blogs)

After completing this session the trainee teachers will be able to:
 Discuss what is weblogs and its importance.
 Use blogs in teaching/learning.
Teaching A.V-AIDS
Computer, Multimedia, Mobile and Smart board etc.
Required Resources
White board, markers, duster,
Handout 20.1a:
Handout 20.1b:
Handout 20.2

Formally greet the trainee teachers and invite any 3-4 trainee teachers randomly to share their
collaborative work through Google Doc for the short story (of 500 words) given as home
assignment. Ask the trainee teachers the following questions:
 What trouble/hindrance/ambiguity they did they face during the completion of their home
assignment?
 Did they find working collaboratively productive?
 Ask them about one thing they liked about the most in the previous session and why?
 Introduce the term “Blogs” as the main topic of today’s session.
 Ask from the trainee teachers for their prior knowledge about this term.
 Introduce this term in the following words: (orally / on chart / slide show)
What is a “blog”?
Blog” is an abbreviated version of “weblog,” which is a term used to describe websites that maintain
an ongoing chronicle of information. A blog features diary-type commentary and links to articles on
other websites, usually presented as a list of entries in reverse chronological order. Blogs range from
the personal to the political, and can focus on one narrow subject or a whole range of subjects.
Many blogs focus on a particular topic, such as web design, home staging, sports, or mobile
technology. Some are more eclectic, presenting links to all types of other sites. And others are more
like personal journals, presenting the author’s daily life and thoughts,
Reference: https://wordpress.org/support/article/introduction-to-blogging/
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 Write on the writing board:
o What is social Media and its types?
o What do you know about the importance of blogging in teaching/learning?”
 Ask them to play the video: What is a Blog (by edublogs) provided in their LMS and take
important notes.
Video Link: https://www.youtube.com/watch?v=oDxg5ODEXEQ
 Divide the trainee teachers into five groups let each group assign their group leader.
 Ask the groups to take a good look on the infographics given as Handouts 20.1 (a) and (b)
for 5 minutes.
 Ask the trainee teachers to mutually discuss the questions asked by the trainer earlier and
the notes they took during the video in their groups and the information they received
from the handouts.
 Ask the group one to mingle with group two, group three with the group four and so on for
peer teaching and sharing of ideas.
 Tell that these groups are visitors’ groups.
 Provide charts and markers to each visitors’ group.
 Ask them to make infographics (by hand) on the information they received about the blogs.
 Ask each visitors’ group to paste their infographics on different places/walls of the room for
a gallery walk.
 Summarize the activity by writing the important points (taken from each group) on the
writing board.
Analyze the uses of Weblogs in Education: Benefits and Barriers
 Divide the trainee teachers into five equal core Groups: A, B, C, D, and E.
 Assign each member of the core group on ID numbers(1,2,3,4 & 5)(Note: if members of a
group are more than 5 then repeat the ID number)
 Make expert groups of the trainee teacher from core groups as below:
Having ID1 1st group
Having ID2 2nd group
Having ID3 3rd group
Having ID4 4th group
Having ID5 5th group
 Assign each expert group a category from Handout: 20.2 to discuss for 10 minutes;
Category A to Group: 1, Category: 2 to Group: 2 and so on until all the categories are
appropriately divided among the groups.
 Ask the trainee teachers to come back to their core groups and share the topics among
themselves for 20 minutes.
 Conclude the lesson by asking the following questions and note down the important points
on the whiting board:
o What is a blog?
o How is a blog different from a website?
o What kinds of subjects do bloggers write about?
o How does blogging help in education?
o Are there any dangers to blogging?
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Practice to create an account in blog for new users
 Make pairs of the trainee teachers ensuring that at least one of them is skillful in ICT to
some extent.
 Play a video on the Multimedia for the trainee teachers with the help of the following link
(also available in their tabs)
Video Link: https://www.youtube.com/watch?v=tNkiX0IpDUI
 Ask the pairs to follow the instruction of the video and keep pausing the video for them to
accomplish each step described in it.
 After they successfully create and set up blog account on MS Word, with the help of the
video, ask them to choose the themes and titles of their blogs and start working on them as
much as they can with the help of the related information, videos, infograhs, pictures, etc.
to elaborate their blogs with a complete sense and look.
 Invite the groups for presentation turn wise.
 Ask the other groups to add any point left from sharing.
 Summarize the activity with productive input regarding Blog accounts.

 For more information on using Blogs in Education:
 https://www.youtube.com/watch?v=9Y2K6tIk3mY
 https://www.youtube.com/watch?v=0e5FI8tAs0U
Ask the following questions from the trainee teachers to assess their level of understanding:
 What is the importance of blogs in autonomous learning?
 What is ‘Collaborative Weblogs’?
 How can the use of blogging improve/support the teaching/learning skills?
Home Assignment:
Create an account on blogger.com and create a blog for students on the benefits of blogging for
students. Add videos, pictures as well as infographics to elaborate the desired information.
Teaching Strategies
 Group work
 Pair work
 Practical lab method
 Jigsaw technique
 Brainstorming
Ask the trainee teachers to write a reflection by answering the following questions:
 Which of the strategies do you foresee to use in the classroom? What would be the impact
on the students?
 Which strategy/activity do you propose to improve further?
session.
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HANDOUTS
Handout 20. 1 (a)
Reference:
https://visual.ly/community/infographic/social-media/4-factors-blogging
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Handout 20. 1 (b)
Reference:
https://visual.ly/community/infographic/social-media/4-factors-blogging
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Handout 20.2
Logs: The Use of Weblogs in Education
Category-A
1. What is a blog?
Weblogs are personal web pages written in chronological order and maintained through a specific
software that helps their administrators. Weblogs, commonly referred to as blogs, are similar to an
electronic journal or diary. The writer, known as a blogger, makes periodic entries, sometimes as
frequently as a few times a day.
2. How will you find the blog of your interest?
What distinguishes a blog from other online publications is the periodic updates, usually displayed on
the homepage in reverse chronological order: new entries appear at the top of the page and older
ones are archived according to date. Ask your students for other ways blogs are different from
websites.
3. What kinds of subjects do bloggers write about?
Blogs can be on any subject. Discuss with your students the subjects of blogs they have read, or ask
them to imagine a blog subject that would interest them.
4. How can you find blogs that interest you?
You can use online search tools to find blogs, including search engines like Google or a blog directory.
Category-B
5. How do you start your own blog?
You can start a blog for free by using a service such as WordPress.com or Blogger.com or can created
by following the steps below:
Steps in creating a blog
1. Sign in to Gmail account
2. Click on the right caption “Google apps”
3. Then click on the Blogger
4. Click on “create new blog”
5. Pick a blog name. Choose something descriptive.
6. Get your blog online. Register your blog and get hosting.
7. Customize your blog. Choose a free template and tweak it.
8. Write & publish your first post. The fun part!
9. Promote your blog. Get more people to read your blog.
10. Make money blogging.
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Category-C
Benefits of blogs in education
So, you want to increase motivation for reading and writing, improve confidence levels and/or
encourage ICT literacy? Well, regardless of the rationale, blogging is a very powerful learning tool that
can assist teachers and offer the following benefits for education:
 Promotes autonomous learning by providing opportunities for students to take more control of
their learning
 Motivates students to become better readers and writers.
 Promotes discussion among students.
 Encourages the use of the Internet and the Web among students (and teachers)
 The first and foremost benefit of weblogs in teaching learning is their use as e-learning tools. This
way, the teaching-learning process can continue outside the classroom.
 Weblogs help create connections between students with diverse opinions and interests. This
encourages critical thinking and teaches the value of respect towards other students. Points of
view.
 Weblogs. Features (linking, replying, and tracking) make easier sharing knowledge and
information.
 Discussions in weblogs promote higher levels of thinking, because people can think before
answering back.
 Collaborative weblogs support team work and group learning.
 Because of its format similar to that of a personal diary, weblogs encourage informal
communication, creativity and self-expression.
 Accuracy of project outcomes increases due to the continuous flow of feedback from the teacher
and fellow students from the weblog.
 Also, teachers may benefit from the possibility of monitoring projects in real time, thus indicating
improvements before it is too late for the students to incorporate them.
 Final grading is faster and easier: instructors are able to review how students have participated
and developed over the course.
 For non-computer science students, weblogs provide the chance of learning about web page
creation, hyper linking and other www topics.
 Writing in weblogs is attractive in the sense that teens and college students, and people in general,
want an opportunity to share their experiences and feelings, and weblogs provide them with the
chance to do it in an easy, interactive way.
 The use of weblogs (new technologies) prepares students better for the current labour market.
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 In those courses where there are many instructors and students, weblogs improve coordination
and allow interaction to a far greater extent.
 Different instructors and students from different parts can share a weblog and teach and learn
together.
Infograph for blog
6. Are there any dangers to blogging?

Remember that anything you write is public, so it’s important to be careful about writing an blog.
Category-D
THE 10 BEST EDUCATION BLOGS FOR MODERN TEACHERS TO FOLLOW
In the world of blogging there are organizations that have bloggers employed and then there are
individual bloggers. Here are some education blogs from both types that have proved most useful in
dispelling myths, providing staff development, and offering relevant resources for classroom use.
These are rock-solid and trusted education blogs that continue to be sources of inspiration for us all as
educators from all walks of life. You’ll find organizations dedicated to talking about modern teaching
and learning, as well as educators from the trenches who put vision into practice every day.
10 TERRIFIC EDUCATION BLOGS
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Wabisabi Blog—Our very own home for all things education related. We strive to post content every
day that teachers of every level find useful and inspiring.
Edutopia—One education blog that comes up frequently when searching the Web for anything
innovative in education. This foundation seeks to keep education moving forward and at the forefront
of discussion. You’ll find videos, blogs, and up-to-date articles on the latest tools for educators.
MIndShift—This is KQED’s contribution to innovative education. MindShift takes its tag line “How We
Will Learn” seriously. As such they are dedicated to highlighting the cutting edge of education.
MindShift is staffed by writers who are always in-the-know about the latest in learning and the
technology that continues to enhance it.
EdSurge—EdSurge strives to provide the best information by relying on a community-driven database
of edtech products and articles.
ISTE—Arguably the largest tech education organization, ISTE puts together a massive gathering of
educators for technology every year. It requires membership to get full access, but their education
blogs are freely accessible.
The Innovative Educator—Lisa Nielsen is The Innovative Educator. She works tirelessly to help change
school for those that matter the most, which are the students. Seeking out resources to help them
experience relevant and real-world success, she makes sure that all voices are heard.
EdTech Roundup—Michael Karlin'sEdTech Roundup was formed in early 2013 to help out educators
with the challenges of technology integration. You'll find technology news, reviews, lessons, app ideas,
and more on this great blog.
FreeTech4Teachers—Richard Byrne is a former social studies teacher who now runs this blog. It's a
treasure trove of resources for educators all over the world. Read about his own personal innovative
milestones as an educator, and then dive into the great stuff he has on offer for all kinds of teachers
in all kinds of classrooms.
Cycles of Learning—Ramsey Musallam is a featured speaker on TED Talks. He describes the mission for
his blog as one designed "to create inquiry-based learning environments fueled by student curiosity
and exploration." There is some really quality stuff here that's worth exploring in detail.
Kathy Schrock's Guide to Everything—Kathy Schrock has amassed an impressive array of resources in her
many years as an educational technologist. In addition to her own articles, she also has a list of her
own recommended education blogs. Her main website is incredibly well-organized, like a card catalog
of resources too numerous to mention. Dive in and explore Kathy's efforts—you won't be
disappointed.
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Many more educators are speaking about transforming education to keep up with the profession's
transformational pathway on their own budding education blogs. This, at least, is a starting point to
begin the discussion in your neck of the woods!
Category-E
Barriers
Although the barriers to using weblogs are low, bloggers may face difficulties in making the most of
their teaching/learning tool. From our own experience, these are the most outstanding:
Instructors may have difficulty in assessing student participation in the weblog. There are several
indicators to take into account: group grading, individual posting, quality of posts, etc., as well as
subjectivity vs. qualitative appreciations.
The use of technology-based tools may be another barrier. It can be of a structural nature, for instance
lack of computers, or difficult access to the Internet (as happens in Spain where the Internet
connection is quite expensive and slow). Another source of disadvantage would be computer illiterate
users, especially in those countries with a wide digital divide.
Even though most weblogs are hosted in public, free ASPs, learning weblogs should be hosted in
private servers, so that they do not show neither advertisements nor banners (which are the most
common method of ASPs financing).
System administrators tend to be restrictive in installing new software.
If the weblog is public, it may suffer troll infestations, people that intentionally try to cause disruption
by posting messages that are inflammatory, insulting, incorrect, inaccurate, or off topic, with the intent
of provoking a reaction from others.
References:
Luján-Mora, S., & de Juana-Espinosa, S. (2007, March). The use of weblogs in higher education: Benefits
and barriers. In Proceedings of the International Technology, Education and Development Conference
(INTED 2007) (pp. 1-7).
Macduff, I. (2009). Using blogs as a teaching tool in negotiation. Negotiation Journal, 25(1), 107-124.
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Date
Unit 3
Sub Topic
Teaching Learning and Assessment Tool (Lesson Plan)

 Utilize various technologies used to assess student learning.
 Create a lesson plan template in MS Word processing software according to the given steps.
 Develop a collaborative lesson plan in MS Word template.
Teaching A.V-AIDS
Multimedia, Computers, Internet etc.
Required Resources
Markers, writing board, paper,
Handout 21: Sample Lesson Plan: Essential Components of a Lesson Plan
After greeting the trainee teachers formally, ask them for their reflections on the home assignment
given in the previous session:
(Create an account on blogger.com and create a blog for students on the benefits of blogging for
students. Add videos, pictures as well as infographics to elaborate the desired information).
 What steps did they follow while creating their blogs?
 Ask them what hindrances they faced while accomplishing the given task?
 What strategy/activity did they find most appropriate while working at their workplace
related to blogging?
 What activity did they feel needed further improvement?
 Introduce the topic of the day: ‘Lesson Plan’ to the trainee teachers.
 To gauge the level of the prior knowledge and understanding, ask the trainee teachers
randomly about the essential components of a lesson plan.
 Introduce the significance of lesson planning into teaching in the following way:
A lesson plan is a teacher’s detailed description of the course of instruction or ‘learning trajectory’
for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details may vary
depending on the preference of the teacher, subject being covered, and the needs of the students.
There may be requirements mandated by the school system regarding the plan. A lesson plan is the
teacher’s guide for running the particular lesson, and it includes the goal( what the students are
supposed to learn), how the goal will be reached( the method, procedure) and a way of measuring
how well the goal was reached ( test, worksheets, homework etc.)
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Teaching Learning Tool (Lesson Plan)
 Split the trainee teachers into appropriate number of groups.
 Assign tasks to groups as following according to the relevant level primary / elementary /
secondary) for 15 minutes
 Group 1: Create a lesson plan on English comprehension
 Group 2: Create a mathematics lesson plan either on ‘Money’ or on ‘Time’
 Group 3: Create a Science lesson plan on ‘Electricity’
 Group 4: Create a History lesson plan on ‘any Civilization’ of your choice
 Invite a presenter from the groups one by one for multimedia presentation (3 minutes)
following a Q/A session by the audience and the teacher (2 minutes) for their completed
task.
 Now refer to read Handout 21 thoroughly and mutually discuss the components of the
sample lesson plan in the handout.
 Then ask them to compare their lesson plan with Handout 21
 Now set up the video of 3:58 minutes “Creating a lesson Plan Template”
Video Link: https://www.youtube.com/watch?v=bgTrXI-MROc
 Have the trainee teachers watch the video “How to create a lesson plan Template”.
 Suggest to the trainee teachers to follow the instructions in the video and practice the steps
simultaneously.
 Pause/repeat the video at appropriate intervals for discussion and explanation of the
important points. Elicit responses by asking the following questions randomly from Trainee
Teachers.
 Question # 1: How to create lesson plan template?
 Question#2: How to use lesson template for their desire objectives?
 Question#3: What is the importance of technology highlighted in the video?
 Note the important point on the writing board and conclude the session.
 Now make four groups of trainee teachers A, B, C & D and assign a leader to each group.
 Ask each group to develop a lesson plan on the below assigned tasks within 20 minutes’
according to relevant level primary / elementary / secondary)
 Group A: Make a lesson plan on science:
 Group B: Make a lesson plan on Math’s:
 Group C: Make a lesson plan on social studies:
 Group D: Make a lesson plan on Islamiyat:
 Allow the group leaders to present their lesson plans through multimedia one by one.
 Allow the Q/A session at the end of each presentation.
 Note down the important points on the writing board.
 Conclude the lesson by asking the following questions:
o What is the importance of MS-Word?
o Lesson plan template in teaching learning?
 Is MS-Word template effective than traditional lesson planning format?
 Give your feedback if needed.
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http://www.sedl.org/afterschool/lessonplans/
Subject Expert will ask the following questions at the end of the session:
o What are steps to create a lesson plan template in MS Word?
o What is the purpose of MS Word Lesson Plan Template?
o What is the importance of ICT tools in teaching learning?
Home Assignment:
Improve the designed lesson plan in activity 3.
Teaching Strategies
 Group work
 Experiential method
 Discussion
 Audio-visual method
Ask the trainee teachers to write a reflection on:
 How various teaching learning do tools make effective teaching?
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HANDOUTS
Handout 21
Sample Lesson Plan: Essential Components of a Lesson Plan
Teacher: Subject: Grade:1

Social Studies
Date: No. of Lesson:
Students: 26
Topic: Road Rules (Road Safety)
Objectives: Students will be able to identify common road signs, and are ready to follow the safety
rule for each.
Learning outcomes: Classroom structure:

Trainee teachers will be able to: (Collaborative learning, individual, testing, etc.)
All–understand the meaning of different road
signs. Collaborative learning
Most –comprehend the meaning and follow
the instructions of the road signs. Individual learning
Some - follow some of the selected road signs

correctly.
Students for Academic Intervention: -
Extension students: 4
Hamid, Ali, Hadia,
Support students: 3
Aminah, AbuBakr, Suhaib
Resources needed:
Road sign books), Road Trip Bingo worksheet set (one per student), Road sign printouts, Large
construction paper, Small construction paper, Markers, Scissors Kid-safe scissors (optional, one
pair per student), Glue sticks (one per student), Count Traffic Signs worksheet.
Cultural Relevance: Keywords:

Awareness of the road rules and traffic sense Safety, yield, follow, rules.
while driving/travelling/walking on the roads in
Pakistan (Lahore).
Preparation:
 Cut out the printouts of road signs, and glue them to a piece of large construction paper to
create a poster.
 Cut the bingo cards into strips, to make it easier for children to cut them into squares.
Brainstorming (3 min): Students will be asked Teaching Methodology:
some open-ended Questions about their Whole-class and group work
awareness to crossing roads and following Brainstorming,
traffic signs that they had read and discussed in Explicit Instruction/Teacher Modeling,
the previous lesson. They will be shown traffic Guided Practice/Interactive Modeling,
lights and will be asked the meaning of these Independent Working
lights & how to follow them as a formative Group work
assessment of the previous lesson).
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Thinking Vessel:
The teacher will ask the students if any of them
have seen signs from the book. The key lesson
of this activity will be added by explaining to
them that road signs are important because
they help people follow rules of the road to
keep drivers, bicyclists, and pedestrians safe
(this will be written on the board).
Main Activity: Differentiation:
Explicit Instruction/Teacher Modeling (10 min):  Enrichment: Challenge advanced students to
The teacher will gather them in a group and incorporate math into this lesson by
will: completing the Count the Traffic Signs
worksheet.
 Display the poster with common road signs
on it. Great examples of signs include: stop Support: Assist students who are struggling by
sign, yield, do not enter, one-way, cutting out all of the squares for them. Reiterate
pedestrian crossing, speed limit signs, etc.* the name and function of each sign as you glue
 Point to each sign, describing the name and them down, one by one.
function of each.
 Have the class repeat each sign name as
she/he says it aloud.
 After describing each sign's function, s (he)
will ask the class some questions to think
about. Great examples include: How would
this help drivers stay safe? How would this
help pedestrians stay safe?
 Bring out the bingo worksheets, which have
been cut into strips.
 Demonstrate how to cut out a road sign
square.
 Model how to use the glue stick to paste the
road sign squares to a small piece of
construction paper.
Guided Practice/Interactive Modeling (15
minutes):
 If your students are developmentally ready,
pass out a pair of child-safe scissors to each
student, and instruct them to cut their bingo
strips into squares.
 If your students aren't ready to use scissors
on their own, cut out the squares for them.
Walk around the room and provide
assistance where needed.
Independent Working Time (10 minutes):
Pass out a small sheet of construction paper
and a glue stick to each student. Instruct
your class to glue their road signs on to the
piece of construction paper.
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Assessment for leaning (5 min): (Teacher, Student, Group etc….)

As the students are working, walk around the room to observe their work and ask them
questions about different road signs they're working with. Great questions include: What do
these signs mean? How would that help people stay safe?
Review and Closing (5):
To close the lesson, review the discussion at the beginning of the class.
Instruction to the class to call out the names of the signs they see. Asking students to share the
importance of each sign with the whole class.
Encourage them to look out for these signs as they pass them on the roads.
Homework:
As the students are working, walk around the room to observe their work and ask them
questions about different road signs they're working with. Great questions include: What do
these signs mean? How would that help people stay safe?
Review and Closing (5):
To close the lesson, review the discussion at the beginning of the class.
Instruction to the class to call out the names of the signs they see. Asking students to share the
importance of each sign with the whole class.
Encourage them to look out for these signs as they pass them on the roads.
Teacher Evaluation: (What went well, were all students involved, engaged, What’s next etc.….)
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Date
Unit 3
Sub Topic
Teaching Learning and Assessment Tools (Worksheets)

 Recognize and familiarize with various types of worksheets.
 Recognize work sheet tools (Word, excel, power point etc.) as an assessment.
 Use and develop a Quiz, MCQS, Matching Exercise, Progress of the Students etc.
 Asses the higher level of cognitive skills rather than narrow and lower level of discrete skills
which have positive outcomes.
A.V-Aids
Multimedia, Computers, Markers, Writing Board, Paper, Internet etc.
Required Resources
Handout 22.1: What is worksheet?
Handout 22.2: How to make worksheets for your classroom through PowerPoint!
Handout 22.3a: Exemplars Narrative Rubric
Handout 22.3b: K–2 Science Continuum
https://resourcecenter.odee.osu.edu/course-design-and-pedagogy/online-assessment
For motivation and recalling the previous knowledge the trainer will ask the following questions:
 What is the importance of lesson plan in effective teaching learning?
 Select and invite three trainee teachers randomly and reflect their views.
 Ask them about the difficulties/limitations they faced while working with those technologies
during their teaching learning.
 Give your input if needed.
Begin the session by introducing the topic of the day: Worksheets as Teaching- learning and
assessment tool.
 Introduce to them the concept as it follows: (orally / chart / slideshow)
Worksheets are an effective tool in ongoing efforts encouraging our students to engage their brains
during class. Worksheets used in class can also help direct students' learning out-of-class. The
following list gives examples of goals that can be addressed by using worksheets:
 helping students focus on an underlying / Big picture
 bridging the gap between watching and doing
 focusing students attention in class
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 delivering and/or summarizing content efficiently

 encouraging students to communicate their mathematical ideas
 teaching students how to learn from their textbooks
 connecting new material to previously-covered material
Reference: https://www.maa.org/programs/faculty-and-departments/curriculum-department-
guidelines-recommendations/innovative-teaching-exchange/in-class-worksheets
Understanding and application of the Teaching Assessment Tool :Worksheet
 Divide the trainee teachers into three groups; A, B, and C asking them to read and discuss the
Handout 22.1 thoroughly for 10 minutes.
 After reading and discussion, ask any group to be volunteer discuss the key points related to
the handout for 5 minutes.
 Allow the other two groups taking turns.
 Ask for any ambiguity if they have.
 Now, Divide the trainee teachers into groups of four, give them time frame of 25 minutes and
assign the tasks as mentioned below:
o Group: 1 Create an English comprehension worksheet for primary level.
o Group: 2 Create a mathematics worksheet either on ‘Money’ or on ‘Time’ for primary
level
o Group: 3 Create a Science worksheet on ‘Electricity’ for elementary level.
o Group: 4 Create a History worksheet on ‘any Civilization’ of your choice for the Secondary
level.
 Ask to design / created a worksheet in MS-Word.
 Provide feedback where necessary to all the groups.
 Invite group leaders to present their work (within four minutes in total) through Multimedia
by taking turns.
 Invite the other groups for Q/A session of two minutes at the end of each presentation.
 Conclude the activity with your productive feedback.
Understanding on how to develop a worksheet for Grade-5 through PowerPoint
 Make pairs of the trainee teachers and ask them for their prior knowledge on how to create
worksheets through PowerPoint.
 After their response, ask the pairs to have an in-depth reading of Handout: 22.2 with mutual
discussion.
 Now, make four groups assigning them the following tasks:
o Group 1: Create a ppt. worksheet on English Language for Elementary level.
o Group 2: Create a ppt. Science worksheet on the Respiratory System for the Elementary
Level.
o Group 3: Create a ppt. Math worksheet on Area and Parameter for primary level.
o Group 4: Create a ppt. History worksheet either on Shab e Mairaj or on Hijrat e Madina
for primary level.
 Give them time frame of 20 minutes this time.
 Invite the group leaders to present their works on their turns within two minutes and give
answers in the Q/A sessions at the end of their presentations.
 Conclude the activity with positive feedback.
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Develop an assessment worksheet following the Marks Scheme
 Maintain the groups of the trainee teachers as in Activity: 2.
 Ask Groups: 1 & 4 to thoroughly read and discuss mutually Handout 22.3 (a).
 Ask Groups: 2 & 3 to thoroughly read and mutually discuss Handout 22.3 (b).
 Give them time frame of 8 minutes and ask them to discuss the important points mutually of
the given handouts.
 After discussion, ask all four groups to make rubrics for the assessment sheets they created
in Activity: 2 (following the steps and guidelines as suggested and mentioned in Handouts:
22.3 (a).
 Give them time frame of 20 minutes and provide assistance wherever needed.
 Invite the group leaders on their turns to represent their accomplished tasks through
multimedia.
 Involve the audience in the Q/A sessions after each presentation (2 minutes each).
http://www.sedl.org/afterschool/lessonplans/
Ask the following questions to assess trainee teachers understanding:
 What is the difference between traditional and 21st century teaching assessment tools?
 What are the advantages of worksheet as an assessment tool?
 Is work sheet more collaborative than traditional assessment tools?
Home Assignment:
Make a Quiz Worksheet of your own choice for your level of teaching; primary, elementary and
secondary.
Teaching Strategies
Explain to the trainee teachers that following strategies have been used in today’s session:
 Lab exercise
 Audio-visual method
 Individual reading
 Pair work
 Presentation Method
 Q/A sessions
Ask the trainee teachers to write a reflection on:
 How 21st century teaching assessment tools are complementary to analyze the higher level of
cognitive skills of students? Which ones have positive outcomes?
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HANDOUTS
Handout 22.1
What is worksheet?
A worksheet, in the word's original meaning, is a sheet of paper on which one performs work. They
come in many forms, most commonly associated with children's school work assignments, tax forms,
and accounting or other business environments. Software is increasingly taking over the paper-based
worksheet.
It can be a printed page that a child completes with a writing instrument. No other materials are
needed. It is "a sheet of paper on which work schedules, working time, special instructions, etc. are
recorded. A piece or scrap of paper on which problems, ideas, or the like, are set down in tentative
form." In education, a worksheet may have questions for students and places to record answers.
Usually worksheet consists of:
 Multiple choice questions
 Matching exercises
 Handwriting practice
 Coloring pages
 Math problems
 Fill-in-the-blank book reports
 Word searches and crossword puzzles
 Copy work
Worksheet in Education
In the classroom setting, worksheets usually refer to a loose sheet of paper with questions or exercises
for students to complete and record answers. They are used, to some degree, in most subjects, and
have widespread use, for example, in the math curriculum where there are two major types. The first
type of math worksheet contains a collection of similar math problems or exercises. These are
intended to help a student become proficient in a particular mathematical skill that was taught to them
in class. They are commonly given to students as homework. The second type of mathematics
worksheet is intended to introduce new topics, and is often completed in the classroom. They are
made up of a progressive set of questions that leads to an understanding of the topic to be learned.
Worksheets are important because those are individual activities and parents also need it. They
(parents) get to know what the child is doing in the school. With evolving curricula, parents may not
have the necessary education to guide their students through homework or provide additional
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support at home. Having a worksheet template easily accessible can help with furthering learning at
home.
Overall, research in early childhood education shows that worksheets are recommended mainly for
assessment purposes. Worksheets should not be used for teaching as this is not developmentally
appropriate for the education of young students.
As an assessment tool, worksheets can be used by teachers to understand students’ previous
knowledge, outcome of learning, and the process of learning; at the same time, they can be used to
enable students to monitor the progress of their own learning.
Worksheet generators are often used to develop the type of worksheets that contain a collection of
similar problems. A worksheet generator is a software program that quickly generates a collection of
problems, particularly in mathematics or numeracy. Such software is often used by teachers to make
classroom materials and tests. Worksheet generators may be loaded on local computers or accessed
via a website. There are also many worksheet generators that are available online. However, original
worksheets can be made on applications such as word or power point.
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Handout 22.2
How to make worksheets for your classroom through PowerPoint!
There will be variations if you have a different version of PowerPoint, but it shouldn’t be too hard to
modify the steps.
Step 1: Open PowerPoint and click “layout.” Select the blank layout.
Step 2: Select “Slide Size” (usually in the Design tab) and set a custom size to your page size.
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You can definitely set it to 8.5 x 11 or 11 x 8.5 or even to 10.75 x 8.25 or 8.25 x 10.75.
Step 3: Add borders.
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Step 4: Insert text boxes wherever you need them.
You can do this with the Insert tab, but if you look at the Home tab, there is a box with all the shapes
and a text box. It will also keep frequently used shaped here.
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Step 5: Insert clip art.
Many clip artists will include both JPG and PNG images. However, the use of PNG images will have a
clear background instead of a white box behind them.
Step 6: Insert any shapes and lines. You will use the same steps as making a border, but I will show you
how to format it so it is the perfect size and in the right place.
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Format the color of your shape:
To make sure it is the right size:

Go to the Format tab. On the right side, look at the sizes for the height and width. If you need a shape
to be a certain size, you can change these. To make a circle perfectly round, make sure both the height
and width are the same.
You got your shapes together, but they’re not in the right spot. You don’t have to move every piece
individually!
Click your mouse and hold it down as you go over and around the shape, just as if you were making a
text box or square around it.
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Let go and all of those pieces will be selected together and will move together. You can click one piece with your
mouse and move the whole thing. You can also use the arrow keys on your keyboard to move it, which is helpful
if it’s something so small your mouse can’t click it properly.
You can duplicate the shapes by having them selected and clicking “Ctrl+D.”
If you want them perfect lined up, just move it around. These handy red guidelines appear that will
show you when it is aligned to another shape!
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Step 7: Save as a PDF.

This will ensure that your fonts and layout will look the same, even if you are on a computer that does not have
the fonts downloaded or has a different version of PowerPoint.
At the top, click the File tab then click “Save As.” It’s not a bad idea to save your PowerPoint as a PowerPoint
too just in case you need to go back and edit.
Name your document and click “Save as Type.” Select “PDF.”

Reference:
https://collaboratinginkinder.com/2017/03/23/how-to-make-worksheets-for-your-classroom-or-
teacherpayteachers/
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Handout 22.3 (a)

Exemplars Narrative Rubric
Expert Purpose: Conventions:
May have a compelling opening or hook. Includes good context. Has few errors.
Tells a story.
Organization:
Is well organized.
Has the organization of a story – characters, problem, and
resolution.
Uses transitions effectively.
Voice and Tone:
Are appropriate to audience.
Has sentence variety and fluency.
May use precise and/or metaphorical language. Convey
knowledge and understanding. Detail/Elaboration:
Includes a depth of information that supports the focus/problem.
Uses concrete and sensory description.
Dialogue is effective.
May have other narrative qualities: show-not-tell, thought shots,
exploded moment, for example.
Practitioner Purpose: Conventions:
Has some context. May have
Tells a story. multiple errors,
Organization: but they do not
Is organized. interfere with
Uses some transitions. meaning.
Has the organization of a story – characters, problem, and
resolution.
Voice and Tone:
Appropriate to audience.
Uses appropriate language, sentence structure and variety.
Detail/Elaboration:
May include dialogue and concrete and sensory description.
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Apprentice Purpose: Conventions:

Opening has little context or context may be missing. Many errors of
May be missing part of the qualities of a story or simply lists multiple types.
events. Errors may
Organization: interfere with
Has some organization. meaning.
Voice and Tone:
Language is pedestrian.
May use slang.
Uses basic sentence structure.
Details/Elaboration:
May have random or irrelevant details.
Details may be listed with no elaboration.
Ideas may not be elaborated or details are insufficient.
Reference:
https://exemplars.com/sites/default/files/2019-06/2019_narrative_rubric.pdf
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Handout 22.3 (b)

K–2 Science Continuum
Topics Emerging Developing Using Applying
(Can do with much (Some guidance is (Can do consistently (Can apply skills
teacher guidance needed but can do and independently. and/or concepts new
and prompting). independently as May need and/or different
well). occasional situations with little
prompting). guidance).
Asks When prompted by Students need Students can Questions continue to
Questions the teacher “what do occasional prompting independently ask be spontaneous and
about the you wonder about?” to ask questions questions about driven by curiosity
the student will about observations observations and about their world.
World Around
respond. Student will and investigations. investigations. Students
Them
ask a question about Questions are more Questioning is more independently ask
an observation with directly related to spontaneous and “what if” questions
guidance. observations and consistent. during and after
Expresses curiosity investigations. Students begin to observations and
about their world and Students continue to express curiosity investigations.
seeks information by express curiosity beyond what is Student questions
asking “why” about their world and directly observable. often extend
questions. “How” and ask “how” and “what” Student can ask “what observations and
“what” questions may questions more if” questions with less investigations to new
be generated with independently. prompting. levels.
guidance. With prompting and Occasionally Students may ask ideas
Questions may not modeling students questions posed may about how ideas and
always relate to may begin to ask extend observations events are connected.
what’s being observed “what if” questions. and investigations.
or investigated.
Uses Senses to Students can use the Students continue to Students use more Students consistently
Observe sense of sight to use the sense of sight than one sense to use more than one
observe objects and to observe and can observe with little sense to observe
events and sort these use other senses with guidance. Students objects and events.
accordingly by some prompting. can independently Students can sort by
properties and non- Students can sort by sort by more than one more complex
properties (i.e.: more than one property and classify properties and
smooth, not smooth). property with less objects into groups. independently identify
With prompting guidance. and/or explain the
students can observe rule.
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using other senses Students can compare Students can often Students may begin to
and sort by more than and contrast objects identify the rule for make connections
one property. and events according classifying. among multiple groups
Students are able to to a stated rule. With Students are able to of objects and compare
describe 1 or 2 simple prompting can classify make more complex and contrast these.
observations and with objects into groups. observations and Students are able to
guidance provide Students are able to consistently use detail make numerous
detail about their describe several in describing these. observations and
observations. observations and use describe these using
some detail in their careful detail.
descriptions.
Investigates Students can begin to Students begin to Students can Students make
Objects, make predictions or make predictions that independently make predictions based upon
Materials and guesses with are based upon prior predictions that are prior knowledge,
guidance. knowledge and based upon prior experience, and
Phenomena
Students are able to experience. knowledge and investigation. Students
follow simple Students are able to experience. may begin to
procedures to follow simple and Students are able to hypothesize with
investigate ideas but complex procedures follow complex teacher guidance (“I
need guidance with with less guidance. procedures more think this... because...”)
more complex steps. Students begin to independently. Students are able to
With teacher investigate their own Students frequently follow complex
prompting (“what ideas during investigate their own procedures and/or
could you do to find observations and ideas during develop their own
out?”) students may explorations by trying observations and procedures for
investigate ideas they different things. explorations. investigating. Students
have during With continued Students are able to may begin to recognize
observations and guidance students are collect data and the idea of fair testing.
explorations. able to collect data information during Students consistently
With guidance and and information investigations more investigate their own
structure students can during investigations. consistently and with ideas and questions
begin to collect simple less structure and can begin to
data or information. provided by the design structures for
teacher. collecting data and
information during
investigations.
Proposes Students can Students are able to Students are able to Students propose
Ideas and frequently restate move beyond propose more abstract ideas and
Explanations what they observed. restating what they abstract ideas and explanations about
directly observed by
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About Students are able to posing concrete ideas explanations about what they observed
Concepts attempt explanations and explanations. what they observed. and investigated.
being Learned of observations with Students may still Students need less Students can
teacher prompting need prompting and prompting and independently draw
and questioning. questioning to draw questioning to draw relevant conclusions
With extensive relevant conclusions relevant conclusions based upon data and
prompting students about investigations. based upon data and information gathered.
are able to draw some Students continue to information gathered. Students can more
conclusions based have misconceptions Students may alter independently revise
upon investigations but may begin to misconceptions and misconceptions.
and information recognize and conclusions when Students begin to
gathered. understand confronted with new extend their ideas and
Students may have a alternative ideas evidence or ideas. explanations by posing
number of when prompted. “what if?” questions
misconceptions about and can connect their
what was learned. learning to real life
events and
phenomena.
Communicates Students are able to Students are able to Students are able to Students are able to
and Presents orally communicate orally communicate orally communicate orally communicate
Learning what they observed what they observed what they observed what they did, what
and what they learned and what they learned and what they learned they observed and
with prompting and with less prompting more independently. what they learned
questioning. and questioning. Students use scientific independently.
Little or no scientific Students begin to use language more Scientific language and
language is used to more scientific consistently to vocabulary is used
describe observations. language to describe describe observations consistently.
Students can observations. and investigations. Pictorial
represent their Pictorial Pictorial representations are
learning with simple representations representations detailed and include
pictorial include more detail. include detail and may appropriate labeling.
representations. include labeling. Students are able to
represent numerous
ideas and information.
Maths worksheets
students progress with google sheet
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Date
Unit
Sub Topic
E-learning
After completion of this session the trainee teachers will be able to:
 Understand e-learning and technologies of E-learning.
 Use the education technologies and replace “chalk and talk” to assist their learning.
 Demonstrate understanding of 21stCentury education through E-learning
 Practice collaboration through engagement in group discussions and developing a short
project presentation.
Teaching A.V-Aids
Computer, Internet, Multimedia, Mobile, Smart Board, Chart etc.
Required Resources
Writing board, duster, markers
Handout 23.1: The advantages and importance of online learning
Handout 23.2: E-Learning plate form you can use for online courses.
After greeting the trainee teachers formally, invite two to three trainee teachers to share their
reflections on the home assignment and on the following questions:
 What is the importance of worksheets in teaching assessment?
 How can the classroom assessment be improved using worksheets?
Begin session by introducing the topic of the day E-Learning as follows using short lecture.
E-Learning is learning utilizing electronic technologies to access educational curriculum outside of a
traditional classroom. In most cases, it refers to a course, program or degree delivered completely
online.
There are many terms used to describe learning that is delivered online, via the internet, ranging
from Distance Education, to computerized electronic learning, online learning, internet learning and
many others.
E-Learning is defined as courses that are specifically delivered via the internet to somewhere other
than the classroom where the professor is teaching. It is not a course delivered via a DVD or CD -
ROM, video tape or over a television channel.
 It is interactive in that you can also communicate with your teachers, professors or other
students in your class.
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 Sometimes it is delivered live, where you can “electronically” raise your hand and interact in
real time and sometimes it is a lecture that has been prerecorded. There is always a teacher
or professor interacting /communicating with you and grading your participation, your
assignments and your tests.
Reference: http://www.elearningnc.gov/about_elearning/what_is_elearning/
Understanding E-Learning and the technological services it offers
 Organize the trainee teachers into appropriate number of groups.
 Ask them to read Handout: 23.1 individually and then discuss mutually in their Home groups.
 Provide charts to the groups and ask them to write down the importance and possible
benefits of E-Learning in education on their workplaces if it is integrated into education.
 After all the groups have given their input, paste the chart on the writing board and discuss
the points with reasoning as a whole class activity.
 Now ask the groups to write the possible hindrances in taking benefits from E-Learning at
their workplaces (with possible solutions meeting the ground realities).
 Take responses from groups randomly.
Critical thinking on an E-Learning platform to support 21st century education through Video
Presentation
Play the video “An e-learning platform to support 21st century education” (2:37 minutes)
 Pause the video wherever appropriate to ask and/or to explain the important points. Elicit
responses by asking the following questions randomly from the trainee teachers.
o What is meant by the modern day learning?
o What is collaborative learning?
o What is the importance of 21st century technologies that are highlighted in the video?
o How can you apply the points presented in the video in your planning and teaching
practice?
 Note the important points on the writing board and conclude the session with your feedback.
Video Link: https://www.youtube.com/watch?v=6BH4mg4BaB8
Demonstration of E-Learning through using the live E-learning platforms
 Make four (04) groups A, B, C and D of the trainee teachers and assign them group leader to
each group.
 Ask them to first read and select a live E-Learning platform from the list given in Handout:
23.2.
 Ask all four groups to start working on their selected platforms.
 Tell them to present their task as short project.
 Monitor each group’s work closely and give feedback wherever needed.
 Invite all the groups one-by-one to present their research on these platforms describing their
salient features and services through multimedia.
 Assign 2 minutes’ Question /Answer session at the end of each presentation.
 Conclude the activity with you feedback.
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Note for the Trainer: Ensure to inform them choosing only those live E-Learning Platforms from the
list, which give free access/no cost access to their services and facilities.
 https://www.youtube.com/watch?v=Tj1Glg61l8Q
 https://www.youtube.com/watch?v=C4esxTxBvuQ
To assess the learning and understanding level of the trainee teachers, ask them the following
questions:
 How can traditional classroom be replaced to virtual classroom?
 How can teaching and learning be made more effective through e-learning technologies?
 Why E-learning is needed in 21st century class room?
Home Assignment:
 Search for the various Learning Management Systems (LMS) related to education available in
the market. Make a worksheet of them listing their names with their descriptions.
 P.S. Avoid any links to Wikipedia and any Indian source.
Teaching Strategies
 Audio visual strategy
 Group Activity
 Discussion
 Demonstration
 Presentation Q/A session
Ask the trainee teachers to write their reflection on the learnt strategies of the today`s session by
asking the following question:
 How E-learning improve the teaching learning process?
 https://www.youtube.com/watch?v=Tj1Glg61l8Q
 https://www.youtube.com/watch?v=C4esxTxBvuQ
 https://www.entrepreneurship-campus.org/the-advantages-and-importance-of-online-
learning/
 https://elearningindustry.com/elearning-platforms-use-online-courses-10
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HANDOUTS
Handout 23.1
The Advantages and Importance of Online Learning
Some say that wisdom comes with age while others insist that it comes from learning. Nowadays,
thanks to the internet, learning is open to all. Hence, people in the countries where traditional learning
is facing various obstacles can take advantage of online courses. So far, e-learning has been effective
to the people that understood its value. It offers the chance to have great results for lower costs and
sometimes for no costs at all. Despite these, online learning has many other advantages. Education
may have several purposes, and online courses help to fulfill it. Some even say that e-learning can
revolutionize education as it provides new opportunities for traditional learning. Taking online classes
has a lot of advantages and below are some of the most important.
Everyone can access education no matter the location
When people choose to pursue a study program in numerous cases they need to move to another city,
away from their home, family, and friends. Meanwhile, there are countries where gender issues
prevent young women from accessing education. In such cases, online learning helps to eliminate
borders and barriers, both social and physical. Online courses are a great solution to the challenges
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that these people face as they are provided with high-quality education and on their own place and
time.
You can Learn about Anything and Whatever You Like
There was this article ‘Use these two words on your college essay to get into Harvard’. If this would
work Harvard or Stanford wouldn’t be what they are. On the other hand, it may happen to anyone to
not get accepted into his or her favorite university. Therefore, they give up the dream to pursue a given
field of studies and research. Meanwhile, online courses allow you to study whatever you want or
anything that triggers your curiosity. Prestigious universities provide free courses because education
must be free to everyone.
Comfort and Flexibility
It happens to young students to find themselves into a highly competitive learning environment. Some
people like this as it motivates them to work hard but there are others that feel overwhelmed. No
matter the fact that failure is essential to success, there are persons that can’t bear failure among
others. Meanwhile, it is easier to accept it at home. This makes people feel comfortable. Speaking of
comfort, online courses help to avoid long classes and uncomfortable classrooms. The bed or the couch
are more comfortable.
Further on, you can save time and cut the cost of commuting from home to the campus. Another thing
that a lot of people agree is the fact that there will be no need to wake up early in the morning. Yet,
keep in mind that in order to be successful it is important to leave your comfort zone.
Sharing knowledge with others
It is common that when we learn something new we feel the need to share it with others. This is
another purpose of education, sharing knowledge. In the case when the course you are taking is part
of a bigger community or network of people like the campus of the Youth Citizen Entrepreneurs
Competition, you can encourage others by sharing what you have learned from the free online courses.
You can join hundreds of thousands of young people from all over the world that have benefited from
our online training and learn the secrets for successful entrepreneurship. All these can help to generate
an idea or project and develop it in a way that can bring a change to your community and beyond.
Reference:
https://www.entrepreneurship-campus.org/the-advantages-and-importance-of-online-learning/
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Handout 23.2
10 E-Learning Platforms You Can Use For Online Courses
Here is a brief run-down of 10 E-Learning platforms you can use for online courses:
1. Udemy
Udemy firmly believes in disrupting and democratizing educational ecosystem by allowing anyone and
everyone to learn from its pool of more than 20000 Subject Matter Experts. To a very large extent,
Udemy has been successful in its mission. This eLearning platform has many content creation tools
such as PDF documents, PowerPoint, etc. text and video content can be collated to create and publish
courses.
This online training platform can be used by instructors for free. However, Udemy makes big money
by taking 50% per sale of your course. Udemy has more than 12 million students.
2. Teachable
No doubt, Udemy is a great online training platform. But there is little autonomy for instructors. For
instance, Udemy doesn’t let instructors control branding and pricing of courses. Also, instructors know
little about students. Teachable capitalized on all such limitations.
Today, Teachable has more than 3 million students, 7500 instructors, and 20000 courses. The numbers
are getting bigger and better. Instructors should pay a monthly fee to access this platform.
To attract prospects, this eLearning platform gives a free eBook which clearly explains aspects such as
course creation, video creation, slides presentation etc.
3. WizIQ
WizIQ is yet another established name in the eLearning industry. For all intents and purposes, this
online teaching software has been the go-to tool for instructors to deliver live and on-demand
webinars. It is equipped with enough provisions such as slides, desktop sharing tools, audio, video etc.
WizIQ is very common among academic course content creators.
It’s effortlessly easy to create courses and publish them on WizIQ online marketplace. By the way,
WizIQ is known to provide a host of plug-ins for popular learning management software such as
Moodle, Sakai etc.
4. Ruzuku
Ruzuku is another valuable addition to this list of 10 best eLearning platforms. Instructors aren’t
required to have much knowledge of technology to use this platform. As a matter of fact, Ruzuku
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invests great efforts to make it easy for Subject Matter Experts to create and publish courses. It has a
ton of cool features such as PayPal payment gateway, MailChimp integrations, everyday backups, etc.
5. Educadium
Educadium is on an ambitious mission to assist entrepreneurs and organizations of all sizes to create,
manage and profit from online teaching and training through its EasyCampus platform. It has a
plethora of features ranging from course designing to course publishing. You should check its trial
version to get an idea of this online training platform. Subsequently, choose your subscription package.
6. Learn Worlds
Are you looking for a platform which can complement course content with immense social learning
and high interaction? Are you looking for a white label solution? Stop your search right now and take
a look at the impressive features of Learn Worlds. The platform’s premium positioning has worked
wonders all these years. There are many impressive features such as tools to build sales pages,
simulators, intelligent sales engine, advanced analytics, etc. They certainly deserve premium
positioning.
Learn Worlds is a very good option. But be sure to do the math—the platform charges $5 per sale and
monthly subscriptions start from $24 per month.
7. Thinkific
I have been a course instructor on Thinkific for quite some time. It’s an amazing platform for 35000 +
content creators who are looking to brand and sell courses. If you are looking to grow your audience
quickly, you should bet your chances on Thinkific.
I have seen many business savvy and smart personalities having trouble in designing and scaling their
courses on other platforms. By all means, Thinkific is a top class exception. Prospects have little trouble
in the building, launching, scaling, and marketing their courses.
8. Academy Of Mine
As the name suggests, Academy of Mine lets you start your own online academy. If you are looking for
a drag-and-drop solution that can save you a lot of time, Academy of Mine scores brownie points. This
online teaching software is power—packed with an amazing administrative interface. The learning
curve is somewhat steep. That said, if you climb up the curve, you can leverage all its powerful features.
9. Course Craft
Looking to turn your blog into a profitable business? Try CourseCraft. Its editor is flexible, simple and
powerful enough to create different types of courses. It’s integrated with Stripe and PayPal payment
processors. Creating quizzes, lessons and forums is just a matter of few precious minutes. Instructors
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can run discounts and offers. Students can collaborate with friends and instructors and create a big
knowledge ecosystem. It has great custom branding features.
10. Skill share
Top teachers on Skill share make as high as $40000 annually. Almost every course lesson entails two
key components—video and class project. Courses are made up of a series of small videos whose
duration is typically anywhere between 10 and 25 minutes. You can make money through Skillshare’s
Partner Program. Of course, you have to fulfill certain prerequisites like enrolling at-least 25 learners
per class etc.
Skill share’s subscription model is different from that of Udemy. Udemy sells subscriptions of individual
courses while Skillshare sells subscriptions to all its complete content.
Reference:
https://elearningindustry.com/elearning-platforms-use-online-courses-10
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Date
Unit
Sub Topic
Blended learning
The trainee teachers will be able to:
 Differentiate between traditional and blended learning.
 Demonstrate understanding of 21stCentury education through blended learning.
 Practice collaboration through engagement in group discussions and developing a short
project presentation.
A.V-AIDS
Computer, internet, Multimedia, Mobile, Writing board, smart board
Required Resources
Writing Board, Duster, Markers,

Formally greet and take feedback from the trainee teachers on their reflection on the previous
session by asking the following questions:
o What is teaching learning tools in ICT?
o How can the classroom assessment be improved using ICT?
o Which strategy did they find the best and why?
o Which activity they foresee to be improved further in the previous session? How?
Introduce the topic of the day: Blended Learning by presenting its definition:
‘A style of education in which students learn via electronic and online media as well as traditional
face-to-face teaching.’
Reference: https://www.lexico.com/en/definition/blended_learning
Understanding through Practice: Using WWW resources to understand and analyze Blended
Learning
 Organize the trainee teachers into five groups.
 Ask them to utilize prior knowledge on utilizing World Wide Web (WWW) source searching for
the meaning, types, and benefits of blended leaning.
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 Ask them to make short presentations of three minutes at most in which they can use
infographics/short videos/text material/pictures (of their choice and keeping the time limit in
view) to cover the topic.
 Give them time frame of 20 minutes for preparation and then invite the groups for
presentation one-by- one.
 Encourage 2-minutes’ Q/A session at the end of each group presentation.
 Give productive feedback to conclude the activity.
Note for the Trainer: Explain to the trainee teachers to avoid Indian resources while searching for
the material of any kind for their presentations.
Critical thinking on differentiation between the Conventional Learning and Blended Learning
 Video of 6:03 minutes “Conventional Learning VS Blended Learning”
 Have the trainee teachers watch the video “Conventional Learning vs Blended Learning”.
 Pause the video after one minute and ask the related questions from the trainee teachers.
Encourage the trainee teachers to critically think and discuss in their groups the following
questions:
o What is the difference between conventional and blended learning?
o What are the important 21st century skills that are highlighted in the video?
o Why should classrooms be blended?
o How can you apply the points presented in the video in your planning and teaching
practice?
Note the important points on the writing board and conclude the session with your feedback.
Video Link: https://www.youtube.com/watch?v=kThI5zSpxyk&t=214s
Blending Learning (Practical)
 Play a video of 4.00 minutes titled “Multiple Intelligence Theory-Howard Gardner”
 Trainee teachers will watch the video.
 Pause the videos at appropriate times to discuss the important points described in the video.
 Make two groups; A&B and assign the task.
o Group A: have access to blended technology, and
o Group B: have a traditional classroom without blended technology or E-Learning sources.
 Ask both the groups to prepare lesson plans of not more than 10 minutes (each) under the
assigned conditions for each group.
 Give them 10 minutes to get their Lesion Plans ready.
 Invite both the groups to give a demonstration of their prepared Lesson Plans.
 Take feedback/analysis from the other group after both demonstrations on the benefits of
and differences between the conventional and blended learning.
 Note down the important points to wrap-up the activity and conclude it with productive
feedback.
Video Link: https://www.youtube.com/watch?v=UHMzELRpLr0

 https://www.youtube.com/watch?v=paQCE58334M
 https://www.youtube.com/watch?v=nA1Aqp0sPQo
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Ask the following questions at the end of the session to assess the understanding level of the
trainee teachers:
 What is the difference between conventional learning and blended learning?
 How can a teaching learning can be made more effective through e-learning?
 Why blended learning is needed in 21st century classroom?
Home Assignment:
 Write a Comprehension note on blended learning benefits for a teacher in classroom.
 Write a short note on Howard Gardner theory of Multiple Intelligence.
Teaching Strategies
 Audio visual strategy
 Group Activity Method
 Demonstration method
 Q/A method
Ask the trainee teachers to write their reflection on the learnt strategies of the today`s session by
asking the following questions:
 How can the teaching learning be improved according to the 21st century needs?
 How does the blended learning improve the teaching learning process?
 https://www.youtube.com/watch?v=nA1Aqp0sPQo
250 | P a g e

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Induction Program For Teachers 2019

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Induction Program for Teachers 2019

Developed under the supervision of:

Technical Assistance by Khyber Pakhtunkhwa Education Programme:

Reviewed under the supervision of:

Handout 6.1 .......................................................................................................................................................... 67

Worksheet 11.1 .................................................................................................................................................. 128

Handout 15.5 ...................................................................................................................................................... 176

Handout 22.2 ...................................................................................................................................................... 227

E&SED Elementary and Secondary Education Department

About Course Module

Session 1: ICT in Education Time: 120 Minutes

Objectives of the Session 5 minutes

Introduction of the Session 10 minutes

o Seek responses instantly (through E-mailing and Web searching)

Home Assignment: 5 minutes

 A popular misconception and belief is that acquiring technological equipment is ‘empowering’

 ICT-enhanced education activities should not be perceived as a substitute for conventional

Session 2: ICT in Education Time: 120 Minutes

Objectives of the Session

Additional Learning Material

Each 21st Century skill is broken into one of three categories:

Regardless, initiative is an attribute that earns rewards. It’s especially indicative of

Session 3: ICT in Education Time: 120 Minutes

Reflection on the Previous Session 5 minutes

Introduction of the Session 5 minutes

Additional Learning Material

Reflection on the Session 5 minutes

I. Elements of the NICT Strategy

ELEMENT 1: Use ICT to Extend the Reach of Educational Opportunity

Output regarding teaching learning process

Session 4: ICT in Education Time: 120 Minutes

Objectives of the Session

Additional Learning Material

Reflection on the Session 5 minutes

ISTE STANDARDS FOR EDUCATORS

To encourage collaborative work among students

To encourage critical thinking in students

To help students learn digital tools

2. What is a way in which a teacher can demonstrate expertise in technology?

Transfer current teaching methods to technological methods

Participate in learning communities

Use tools to encourage collaborative thinking

Design assessments to gather data

Promote using technology in a limited manner

Practice implementation of emerging technologies

Limit the use of digital devices for computer science classes

Encourage collaboration without the use of virtual learning environments

Organization Lesson shows a Lesson shows Lesson shows

•Variety of ways •Variety of ways •Variety of ways

Total Number of Points:

Session 5: ICT in Education Time: 120 Minutes

Objectives of the Session

Reflection on the Previous Session 5 minutes

The 10 Commandments of Computer Ethics:

Ways to improve ethics among computer users

Session 6: ICT in Education Time: 120 Minutes

Objectives of the Session

Introduction of the Session 5 minutes

Introduction: Deliver a short lecture by covering following main points:

Dual Audience Direct Instruction

Additional Learning Material

‫‪1. Instructions: Read carefully individually.‬‬ ‫‪Time: 20 Minutes‬‬

‫ﮈﺍﮐﭨﺮ ﺟﯿﮉﯼ ﺍﻟﻔﺮﯾﮉ‬