The City School

Centre for Educational Professional Development

TCS Orientation and Induction Programme 2021

Session 3 (Revised)
Duration: 2.5 hours Time: 10:00 – 12:30
Prerequisites:
Read assessment policy – Group 2 (31 – 40) and related appendices before the session
Make online quiz on quizlet before the session
Run necessary technical checks on your PC/laptop to play the video for the participants
Learning Tasks and Instructions
Time Topic Slides Resources Duration
Objectives
Review Activity PPT
Reflection on
- The trainer will welcome the participants. The participants will talk
10:00- Review of Session Learning Slides about their experience in online class. 10 min
10:10 2 1-2 Consolidate all the key points of previous session through the questions:
what? So what? And now what? Trainer must refer to the notes on the
slide for further clarity.
To share the Trainer will share the objectives and map of the day PPT
10:10- Objectives and objectives and map Slides
5 min
10:15 map of the day of the day. 3-4
10:15- Assessment To experience Slides Trainer will engage participants in personal sharing of personal Quizlet or MS 1 hr
11:15 assessment as a 5-19 experiences of assessment through the task on slide 6. Focus is to make form Quiz
student. them remember the feelings and fears attached to assessment/tests.
 Give participants few questions/or create an online quiz. OR
Trainer must To identify purposes  Make them attempt the questions. A4 sheet Quiz
read and refer to of assessment.
the TCS Acting as a traditional class teacher give the quiz to the participants and
Academic To analyse give multiple instructions as well as interfere during their work. Pretend
handbook policy characteristics of an that you are a teacher who tags students with names and later loudly
group 2 pg. 31-40 assessment/ test. share the scores.
 After 10 min bring them back to the training room. Relate their
To be able to know experience with that of the students. Show the picture and ask for
the difference connections.
between formative Show slide 9: Trainer must conduct the activity: what went well and even
and summative better if in the task just completed.
assessment.
(Trainer Points: Historically, a major role of assessment has been to
To get familiraised detect and highlight differences in student learning in order to rank
with TCS students according to their achievement. Such assessment experiences
assessment policy have produced winners and losers. Some students succeed early and
To plan assessment build on winning streaks to learn more as they grow; others fail early and
schedules as per often, falling farther and farther behind.
policy Today's schools are less focused on merely sorting students and more
focused on helping all students succeed in meeting standards. This
evolution in the mission of schools means that we can't let students who
have not yet met standards fall into losing streaks and succumb to
hopelessness.)
 The City School
Centre for Educational Professional Development

 Elicit purposes of assessment.

 Share the TCS Assessment policy framework for EYFS and
Primary- O-level

Continuing with the framework connect types of assessment with TCS

assessment system. Emphasis on the purpose of diagnostic
assessment.
Share the policy: diagnostic assessment must be taken at the beginning
of the term to identify strengths and needs of learning. Teachers must
maintain result of diagnostic assessment to prepare the individual
educational plans for the students.

Trainer must read and refer to the TCS Academic handbook policy
group 2 (Assessment Policy) pg 31-38 and Appendices 7-14. Divide
the policy group (pg 31-38) among participants and ask them to
read. TCS
academic
Trainer must do this task sector wise. Send EYFS participants into handbook
a room and allocate pg 31-38 and Appendices 7-12 for reading and (Trainer to use
discussion. the handout -
Meanwhile Trainer keeps the participants of classes 3-11 in the Assessment
main meeting room/ training hall and explains the class learning and Exam
schedule (Appendix 14 and then Teacher’s Assessment schedule Policy) See the
Appendix 13.) Followed by this, participants read and discuss the folder for this
assessment policy pg 31-38. document

All participants share in the chat box/ verbally: 3 points they have
understood about the assessment policy documents read and
discussed.
Call back all participants after the activity: TOTAL TIME FOR THIS
TASK IS 30 -40 MINS.

Show slide 17.

 Discuss the reasons of the discomfort and ask: Can you figure out
what is wrong?
 Elicit what constitutes good exam/test? List all the points on the
slide. (Trainer must refer to the notes on the slide for clarity)
 Culminate solutions of their issues using VRIP. Conclude through
the slide ‘Wrap-up’. (Trainer must refer to answers/notes on slide)

Wrap-up: Purpose of assessment (Slide 19): Define whether it is

formative or summative. Refer to exit ticket assessment technique in the HANDOUT 2:
Validity and
classroom.
Reliability in
Classroom
Assessment
 The City School
Centre for Educational Professional Development

To expose The trainer will discuss the possible scenarios through which teaching PPT
participants to TCS and learning can be done outside of school boundaries. Introduce the
modes of learning terms: face to face, online and blended showing the slide.
and teaching. Discuss the advantages and limitations of all. Talk about blended
learning after showing slide of Blended learning.
11:15- Slides Participants to share their experience of teaching during pandemic,
Online Learning 30 mins
11:45 20 - 26 using all possible platforms: Whatsapp, Google classroom, Zoom, MS
Teams: synchronously and asynchronously.

Divide participants in groups for the group task on protocols for online
teaching @TCS. Prepare a ppt and cross share with other groups. Give
2 stars and 1 wish for each ppt.
Digital Citizenship To explore and The trainer will talk about the changing scenario of digital world. The PPT and video
explain nine trainer will elicit the meaning of word ‘Citizenship’ (awareness of your
elements of digital roles and responsibilities as a citizen). Talk about 9 elements of digital
citizenship citizenship. Generate discussion on it. Use trainer notes given on side
for reference.
11:45- Slides
20 min
12:05 27 - 30 Talk about the need of understanding and applying citizenship in digital
world. Discuss the significance of online safety in a digital world.
. Play the video to develop an understanding of digital citizenship and
online safety.

To be aware of the Trainer must emphasise that all participants should read all SoPs Ppt
protocols and provided to schools.
12:05- procedures for Slide Trainer may read the documents shared via folder. 5 min
12:10 Pandemic SoPs school operations in 31
the time of
Pandemic
To recap today’s 3-2-1 strategy
learning. All participants fill in the 3-2-1 strategy sheet and volunteer to share
response.
12:10-
RECAP Slide 32 20 min
12:30 H.W. Write reflective log of today’s learning.
Trainer must emphasise that all participants must ensure that all
reflective logs are religiously maintained throughout the programme.as
these will be helpful for future reference in practice.
Trainer to read the documents present in the folder “Role of
BUDDY a buddy’, select the buddy and share the list of topics to be
Support covered with both (Buddy and newly hied teacher) to work
together for 3 – 6 months.
End of course Trainer to use end of course questions for participants to
tasks collect their feedback.
 The City School
Centre for Educational Professional Development

Trainer to use the given questions and write his/her

experience of teaching the course; to be shared with RTL.
Use REPORT template to share end of course report with
RTL.