The City School

Centre for Educational Professional Development

TCS Orientation and Induction Programme 2021

Session 2
Duration: 3 hours Time: 10:00 – 1:00
Pre-requisite: Trainer must read Academic handbook page 7 – 11 and Appendix 3 for lesson planning sessions and refer to this with participants.
Also read the staff/employee handbook for preparation and may give staff /employee handbook to the teachers.

Suggested Learning Online Teaching - Activity Time Break-

Topic Slide Resources
Time Objectives up

To recall the Review Activity

salient points of
-The trainer will welcome the participants.
session 1 with
Review of clarity and
10:00– Slide - Circle Time: the participants will form a whole class circle.
Session 1 relevance to the 10 min
10:10 1-3 One by one they will share their learning points of Session 1.
context
Make sure each one gets chance to speak at least once.

Wrap-up: Consolidate all the key points of Session 1.

To discuss - Seating Arrangement
advantages and -The trainer will divide the class into four groups and will PPT
limitations of allocate different mode of learning; online, F2F regular & Flipcharts
different seating POST COVID , blended and ask the participants to search markers
arrangements and share the design of a classroom through flipcharts,
along with the rationale of “why do they want the particular
10:10– Classroom Slide arrangement in their classroom?” Discuss with reference to
25 min
10:35 Management 4-5 the learners.
- Elicit the considerations and limitations of seating
arrangements.
- The trainer will show different seating styles and discuss
advantages and disadvantages.
- The trainer through feedback of participants will fill in the
slide – comparison of three seating arrangements.
10:35– Teaching To reflect on your Slide - The trainer will ask the participants to recall any best PPT 20 min
10:55 Methodology teaching style 6 -8 teaching instance or experience.
-The trainer will ask two/three participants to share their
teaching instance or experience.
To explore and - Share the slides of teaching styles.
discuss a list of Ask from participants: Difference between teaching style
methodologies and method
Method is a process by which a task is completed; a way
of doing something
While style is a manner of doing or presenting things.
- Elicit teaching methods used on Session 1
- Complete the slide of teaching methods and role of teacher
and student
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Centre for Educational Professional Development

- Discuss their advantages and disadvantages in connection

with teaching style.
To explore Trainer will share the task, importance of lesson planning
components of a and highlight key features. Microsoft
lesson plan Word
Brainstorm on the elements of lesson plan - let them share
what and why. Example: What: objectives , why do we write Flipcharts or
objectives: to be clear and focused about the activities and A4 sheets
To design a learnings in given time… like this explore all elements Markers
lesson plan - Objective
- Starter
- Methodology
- Assessment
10:55– Slide - Wrap-up/Plenary
Lesson Planning 20 min
11:15 9 -15 - Evaluation
- Value

Trainer will divide the participants in groups and will give

instructions for the task.: While working on padlet wall, use
drag n drop, to match the descriptions of SMART objectives
with the descriptions. OR participants can do it using
flipcharts or A4 sheets

Create shared Word file using Microsoft tools.

Collaboratively groups will design a lesson plan and one of
them will present the lesson plan.
To explore the Trainer will share Bloom’s taxonomy and its elements in PPT
elements and detail. Progression form LOT to HOT will be explained and A4 sheets
application of discussed. Trainers are expected to read Bloom’s Taxonomy Markers
11:15– Bloom’s Bloom’s Slide and be prepared with multiple examples of Qs from different
10 min
11:25 Taxonomy Taxonomy 16-18 subjects.

Trainer will assign a task of designing Learning outcome,

based on any three level of B Taxonomy
To be able to Trainer must explain the concept of Starter activity and Ppt
design starter task discuss the 6Rs strategy. A4 sheets
11:25– Lesson Planning for a lesson. Slide Participants will work in same groups/channels , design and markers 10 min
11:35 STARTER 19-20 or class
starter activity for the lesson topic and outcomes you had
notebook
written. Keep in mind the 6-Rs strategy discussed.
11:35– METHODOLOGY To discuss and Slide Trainer will elicit responses and discuss the stages of the Ppt 25 min
12:00 identify use of 21- 23 lesson methodology and management. Connect slide 22 with
methodology at TCS Lesson plan format.
different stages of
the lesson to
 The City School
Centre for Educational Professional Development

ensure ‘fitness-for- Volunteer participant to lead the discussion of task on slide

purpose’ 22. One volunteer elicit response, another volunteer fills in
the table.

All participants go back into their respective groups/channel

and continue to build on to the lesson plan started. Write
methodology of their lesson with learner activities to be
conducted in each stage of the lesson
To discuss Volunteer Participant leads discussion of slides 25, 26 and Ppt
purpose and types 27 and 28. Trainer discusses the types of questions and
of questions takes examples from participants. A4 sheets
To formulate Trainer explains and leads discussion on factors of effective pens/
questions using questioning. markers
Bloom’s
Taxonomy. Participants continue to work in their respective groups/
channel. Use slide 30 as reference and complete the
12:00– practice task of designing a series of questions to ask
12:20 Effective Slide students in the lesson. 20 min
Questioning 24-29
Trainer talk: Questioning is a method of identifying what
students already know, the gaps in knowledge and
understanding and scaffold the development of their
understanding to enable them to close the gap between what
they currently know and the learning goals.

Effective questioning can be used to develop critical thinking

skills in students as well as assess whether your students
understand what you're teaching.
To be able to Enlist resources, on the ppt slide, that a teacher needs for Padlet wall
discuss the types conducting a lesson. (Volunteer Participants leads this task) Or use
of resources in flipchart and
their classrooms The trainer will share the slide of ‘Case Study’. Discuss the encourage
12:20– Managing and their Slide limitations of a classroom with no resources or lack of participants
10 min
12:30 Resources implication. 30-33 resources. Conduct task on changes brought to the to add their
classroom and why? responses
Sum up the discussion with slide – selecting and adapting regarding
resources. “What” and
“Why”
12:30– Wrap up/ Plenary To discuss Slide Trainer must explain the importance of plenary to wrap up a PPT 25 min
12:50 Making a Lesson importance of 34- 35 lesson effectively. Explain the slide 34.
Plan wrap up. Flipcharts/
Slide 35: Encourage participants to work in groups/pairs and A4 sheets
 The City School
Centre for Educational Professional Development

make the lesson plan using laptops/computers, if computer Markers

lab is available. They should email the lesson plan to the Or
trainer for quick review and feedback. Computers/
laptops with
Trainer can give feedback to the participants on the third MS word to
day. However, it is recommended to at least check one make
lesson plan as whole class so that each component of lessonplan
lesson plan is checked and explained to all.
To analyse Trainer discusses the ‘what’ and ‘why’ of reflection. PPT
significance of Introduces the types of reflection and connects with an
reflection for example. Asks participants to share examples of the types of
Reflective improvement. reflection from their experience.
Slide
12:50– 1:00 Practitioner/Self Guides participants on to writing reflective log. Connects with 10 -15 min
36-43
Evaluation the started activity that they had already practiced it.
All participants to write a reflective log individually on their
notepads or journals; as homework. Volunteer Participant
shares his/her log on the next day.