IPD Manual For PSTs General Jan 18, 2023

GOVERNMENT OF SINDH
SCHOOL EDUCATION & LITERACY DEPARTMENT
Initial Professional Development

(Induction Training) Manual
for
Primary School Teachers (PSTs)
Developed by
Provincial Institute of Teacher Education (PITE) Sindh,
Nawabshah
Reviewed & Certified by

Sindh Teacher Education Development Authority
(STEDA)
January 4, 2023
“The Quality of any Education System Can’t Exceed the Quality of its Teachers”.
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Sindh Teacher Education Development Authority (STEDA)
CERTIFICATE
This is to certify that
Initial Professional Development (Induction Training) Manual

for Primary School Teachers (PSTs) in Sindh
has met the minimum standards of quality assurance based on the external review
by the expert team of Sindh Teacher Education Development Authority (STEDA).
Accordingly, No Objection Certificate (NOC) has been issued to use the manual in
the above training.
January 4, 2023 Haroon Leghari

Executive Director
Sindh Teacher Education Development
Authority (STEDA)
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Declaration
The Initial Professional Development (Induction Training) Manual for Primary School Teachers
(PSTs) developed by the following professionals under the supervision of Mr. Zaheer Abbas Chang,
Director General, Provincial Institute of Teacher Education (PITE) Sindh, Nawabshah:
Dr. Mir Hassan Dahri
Director, PITE
Mr. Ihsan Ali Laghari

Senior Instructor, PITE
Mr. Allah Nawaz Aamir Channa

Mr. Mohammad Iqbal

Mr. Nisar Ahmed Dahri

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Declaration
The Initial Professional Development (Induction Training) Manual for the Primary School Teachers
(PSTs) reviewed by the following experts under the supervision of Mr. Haroon Leghari, Executive
Director, Sindh Teacher Education Development Authority (STEDA):
Mr. Haroon Leghari Executive Director STEDA
Dr. Muhammad Memon Education Consultant STEDA
Mr. Noor Ahmed Soomro Director STEDA
Mr. Muhammad Siddique Palijo Director STEDA
Dr. Shila Devi Deputy Director STEDA
Ms. Rehana Parveen Meerani Deputy Director STEDA
Mr. Rasheed Ahmed Channa Deputy Director STEDA
Mr. Sudheer Ahmed Assistant Director STEDA
Mr. Raheel Manzoor Soomro Assistant Director STEDA
Mr. Shakeel Ahmed Khatri Assistant Director STEDA
Formatted by Mr. Sarwaich Aziz Akhund Senior Data Processing Assistant STEDA
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Table of Contents
ABBREVIATIONS 6
Preface 7
Welcome to PSTs for their Initial Professional Development (Induction Training)! 8

DAY 01: Teachers’ Role as Facilitators 13
DAY 02: Reflective Practice and Teaching Portfolio 18
DAY 03: Teachers’ Personal Philosophy of Teaching and Job Description of

Primary School Teachers (PSTs) 22
DAY 04: Students’ Role as Active Learners 26
DAY 05: The 21st Century Learning Framework and Skills 28
DAY 06: Role of School Education & Literacy Department and its Allied
Institutions/Organizations and National Professional Standards for
Teachers 33
DAY 07: Understand National Curriculum Framework, Curriculum, Scheme of

Studies, and Syllabus 42
DAY 08: Alignment of Textbooks with Curriculum 46
DAY 09: Alignment of Textbooks with Curriculum 48
DAY 10: Child Development 51
DAY 11: Learning Domains & Assessment 55
DAY 12: Construction of Test 62
DAY 13: Student-Centred Pedagogies 66
DAY 14: Student Learning Styles 73
DAY 15: Classroom Management 81
DAY 16: Lesson Planning 84
DAY 17: Integration of Technology to Teaching and Learning 86
DAY 18: Multigrade Teaching 90
DAY 19: Cross-Cutting/Emerging Themes 96
DAY 20: Micro Teaching and Practicum 102
DAY 21: Micro Teaching and Practicum (Continued) 106
DAY 22: Micro Teaching and Practicum (Continued) 107
DAY 23: Topic: Micro Teaching and Practicum (Continued) 108
DAY 24: Presentation of Teaching Portfolios and Experiential Learning 109

Food for Thought 110
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ABBREVIATIONS
CPD Continuous Professional Development
CPs Course Participants
CRQ Constructed Response Questions
DSE Directorate of School Education
DCAR Directorate of Curriculum, Assessment & Research
ERQs Extended Response Questions
ICT Information & Communication Technology
IPD Initial Professional Development
JDs Job Descriptions
JESTs Junior Elementary School Teachers
MTs Master Trainers
PSTs Primary School Teachers
NPSTP National Professional Standard for Teachers in Pakistan
PITE Provincial Institute of Teacher Education
SESLOAF Sindh Education Student Learning Outcomes Assessment Framework
STEDA Sindh Teacher Education Development Authority
SLOs Student Learning Outcomes
SMART Specific, Achievable, Measurable, Realistic, Time-bound
MCQs Multiple-Choice Questions
RSU Reforms Support Unit
STBB Sindh Textbook Board
SDGs Sustainable Development Goals 2030
SE&LD School Education & Literacy Department
TEIs Teacher Education Institutions
TTIs Teacher Training Institutions
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Preface
For the last several years, the focus of School Education & Literacy Department (SE&LD),
Government of Sindh has been to enhance the achievement level of students at all levels. This
requires continuous professional capacity building of teachers. In order to facilitate smooth entry
of the newly recruited teachers to teaching profession, getting them familiarized with the
professional ethics, national professional standards for teachers, rapidly changing landscape of
education, and acquiring professional knowledge, skills and attitude to become effective teachers,
a four-week induction training of the newly recruited Primary School Teachers (PSTs) was
organized from July 17, 2022 to August 18, 2022 which went quite well. Since the newly recruited
PSTs and JESTs have already joined their schools on August 1, 2022, the ‘induction training’ has
been renamed as an ‘initial professional development’ (IPD) for the newly recruited PSTs/JESTs
in Sindh.
The Sindh Teacher Education Development Authority (STEDA) provided guidelines to develop the
initial professional development (induction training) manual. The STEDA experts reviewed the
manual. The manual was finalized based on the comments of the experts. The initial professional
development (induction training) manual will help PSTs to enhance understanding of their role as
effective teachers to improve student learning outcomes in the primary schools.
The initial professional development (induction training) manual contains objectives, themes,
strategies, and activities for four (04) weeks (working 24 days). Out of 24 days, 19 days are
allocated to face-to-face sessions, 04 days to teaching practicum in the schools, and 01 day for
presentation of the participants’ portfolios and experiential learning.
The initial professional development (induction training) manual is a result of series of deliberations
with the stakeholders to make the material, resources, and training strategies contextually relevant
for the targeted audience. The team’s efforts for developing the initial professional development
manual are highly acknowledged and appreciated.
Note: This initial professional development (induction training) manual is the intellectual property
of the School Education & Literacy Department (SE&LD), and Provincial Institute of Teacher
Education (PITE), Government of Sindh which should not be used/quoted without any prior
permission.
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Welcome to PSTs for their Initial Professional Development (Induction Training)!
1.0 Background
The School Education & Literacy Department (SE&LD), Government of Sindh initiated
recruitment of Primary School Teachers (PSTs) and Junior Elementary School Teachers (JESTs) in
Sindh as per the Government of Sindh’s amended Recruitment Policy 2022.The Sukkur Institute of
Business Administration (SIBA) conducted test of PST and JEST candidates. The Government of
Sindh appointed successful candidates as Primary School Teachers (PSTs) and Junior Elementary
School Teachers (JESTs) in the province. As per directive of the Honourable Minister for Education
and worthy Secretary, SE&LD, the induction training programme was designed to equip the newly
recruited PSTs and JESTs with the required professional knowledge, skills and attitudes in order to
perform their duties effectively.
2.0 Rationale
The SE&LD, Government of Sindh has been emphasizing quality of education at all levels. It is a
fact that the enhancement of student learning outcomes highly depends on the quality of teachers.
However, the quality of teaching and learning requires professional capacity building of teachers.
The need for professional capacity building of teachers has been recognized at the policy level. The
Goal 3: Programme 4 of the Sindh Education Sector Plan & Roadmap (SESPR) 2019-24 has also
emphasized the need for both the induction training/initial professional development and
continuous professional development of teachers to improve quality of education in the province.
Accordingly, the induction training of the newly recruited PSTs and JESTs in 29 districts of Sindh
was designed in three (03) phases (phase one for the inexperienced teachers, phase two for the
experienced teachers, and phase three for professionally qualified teachers).
The Provincial Institute of Teacher Education (PITE), Nawabshah has taken a lead role in the
development and conduct of the induction training programme for teachers in collaboration with
TEIs in the province. The Sindh Teacher Education Development Authority (STEDA) has assured
the quality of the induction programmes and training manuals/material.
3.0 Description of Initial Professional Development (Induction Training)

The induction training programme was designed for four (04) weeks (24 working days) which
contained 19 days for face-to-face interaction, 04 days for practicum/microteaching, and 01 day for
sharing and presenting learning experiences/teaching portfolios. The newly recruited PSTs and
JESTs will be trained in various phases through ‘cascade’ training approach.
The PITE developed training manual for PSTs. The STEDA reviewed the induction training
programme/manual for the newly recruited PSTs and JESTs for quality assurance purpose. The
induction training was conducted in all districts in collaboration with TEIs and Directorate of
School Education (DSE). The PITE trained the Master Trainers (MTs) who conducted induction
training of the newly recruited PSTs in all districts. The PITE also conducted pre and post-test of
the course participants (CPs) to determine effectiveness of the induction training programme. A
summary of the programmatic activities is given below:
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Sr. No Activity Strategy Duration Time
01 ● Classroom interaction
● Activity-based face-to-face
and preparation of 19 days 9:00 am to 2:00 pm
training at each centre
teaching portfolios
02 ● Lesson plan delivery in the
● Practicum / micro actual classroom
teaching and classroom● Four lesson plans by each 9:00 am to 2:00 pm
support by MTs and participant (Science, 04 days (School-based
maintaining teaching Mathematics, Social Studies, Tasks)
portfolios Islamiat/Ethics, Languages:
English, Sindhi/Urdu)
03 Sharing professional Presentation on teaching 9: 00 am to 2:00
01 day
learning experiences portfolios and discussion pm
Total 24 Days
4.0 Initial Professional Development (Induction Training) Objectives

The newly recruited PSTs as course participants (CPs) are expected to achieve the following
objectives (learning outcomes) at the end of the initial professional development programme:
i) To orient them about the role expectations and job description of teachers as facilitators
and reflective practitioners focusing on achieving student learning outcomes.
ii) To orient them about national curriculum framework and differentiate among curriculum,
scheme of studies, syllabus, and textbooks for developing their better understanding for
achieving student learning outcomes.
iii) To develop their professional knowledge, skills and dispositions for enhancing their
professional capacity through hands-on- activities to teach students effectively.
iv) To familiarize them with the functions of School Education & Literacy Department and its
allied education institutions, professional ethics and national professional standards for
teachers in Pakistan-2009 in order to become effective teachers focusing on achieving
student learning outcomes.
v) To develop their understanding of 21st century learning framework and skills.
vi) To orient them about student-centred pedagogies and learning styles, multi-grade teaching
etc.
vii) To develop their ICT skills and integration with teaching and learning process.
viii) To develop their understanding about formative and summative assessment / tests.
ix) To develop their awareness of cross-cutting themes such as; WASH, life skills-based
education, inclusive education, national accountability, school management committee
(SMC), community mobilization, corporal punishment etc., including emerging themes
such as; sustainable development goals 2030, especially goal 4 on quality education, and
education in emergencies in pandemic, disaster risk reduction, earthquake, flood situation
etc.
5.0 Themes of Initial Professional Development (Induction Training)
The following themes will be covered during the initial professional development (induction
training):
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Theme 1: Understand Teachers and Students’ Roles in Changing Times
1.1 Teachers’ role as facilitators
1.2 Reflective practice and teaching portfolio
1.3 Teachers’ personal philosophy of teaching and job descriptions of primary school
teachers (PSTs)
1.4 Students’ role as active learners
1.5 The 21st century learning framework and skills
1.6 Role of School Education & Literacy Department and its allied education
institutions and national professional standards for teachers in Pakistan-2009
Theme 2: Understand National Curriculum Framework
2.1 Understand national curriculum framework, notion of curriculum, scheme of studies,
syllabus, and textbooks
2.2 Alignment of textbooks with curriculum (English, Science and Mathematics)
2.3 Alignment of textbooks with curriculum (Urdu/Sindhi, Social Studies, Islamiat /
Ethics)
2.4 Child development
2.5 Learning domains and assessment
2.6 Test development
Theme 3: Innovative Pedagogies and Professional Practices
3.1 Student-centred pedagogies including active learning
3.2 Student learning styles
3.3 Classroom management
3.4 Lesson planning
3.5 Integration of technology to teaching learning
3.6 Multi-grade teaching
Theme 4: Integration of Cross-Cutting / Emerging Themes to Teaching and Learning
4.1 Cross-cutting themes: WASH, life skills-based education, inclusive education, national
accountability, school management committee (SMC), community mobilization,
corporal punishment etc.
4.2 Emerging themes: Sustainable Development Goals 2030, especially, goal 4 on
quality education etc. including education in emergencies: pandemic, disaster risk
reduction, earthquake, flood situations etc.
4.3 Micro teaching / teaching practicum
4.4 Share experiential learning and display of teaching portfolios
6.0 Initial Professional Development (Induction Training) Strategies
The entire training content and activities are developed and will be taught through participatory
approaches. The participants are expected to critically reflect on their teaching practices for bringing
about improvement in student learning outcomes. The training approaches include, brainstorming,
presentation, lecture, active learning, discussion, collaborative / cooperative learning, jigsaw, group
work, role play, reflections etc. will be used during the programme.
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7.0 Initial Professional Development (Induction Training) Rules
All CPs are expected to strictly observe the following rules during their initial professional
development (induction training):
● Be regular and punctual.
● No bullying during sessions.
● Usage of Mobile phones are not allowed during the training sessions.
● Gutka, paan and smoking are not allowed.
● Adherence to the professional code of conduct.
● Cleanliness must be maintained throughout the sessions.
● No leave is allowed except any emergency. In this case, only 02 days leave will be
granted by the respective in-charge training centre. Anyone who avails leave more than
02 days, he / she will be dropped from the programme.
● During the programme, the outsiders and guests are not allowed.
● Strictly comply with the Government of Sindh’s SOPs regarding pandemic etc.
8.0 Dress Code
All CPs are expected to observe the following dress code during the programme:
● A plain pant shirt with tie or plain Shalwar Kameez with waist coat for male. Only shoes
are allowed (sandals, chapels and joggers are not allowed).
● Any formal dress for female,
● High heels and joggers are not allowed.
● Jeans and T-shirts are not allowed for both male and female.
9.0 Quality Assurance of Initial Professional Development (Induction Training)

The STEDA will monitor the quality of training through visits by various quality assurance teams. The in-
charge training centres and MTs will share progress of the training on weekly basis. The STEDA has
developed a tool for observations of the training programme which will be shared with the officers concerned
to use it during their visits and share with the STEDA for preparing reports.
10.0 Conduct of Pre &Post-Test

The pre and post-test will be administered in order to assess CPs’ learning before and after the programme.
11.0 Conduct of CPs’ Performance Test

The Directorate of Curriculum, Assessment & Research (DCAR) will develop performance test which will
be reviewed by STEDA for ensuring its reliability and validity. The performance test will be administered
on the last day of the training by the respective in-charge of training centres. The purpose of administering
test is to find out whether CPs require any further professional support on-the-job.
12.0 Assessment of Course Participants

MTs will use the following assessment tasks to assess CPs’ performance:
Sr. No Tasks Max. Marks

1. Teaching portfolios with reflections 10
2. Classroom participation including attendance and assignments 10
3. Performance test 30
Total Marks 50
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Note: At the end of day session, MTs will give a day-topic related home assignments to CPs for integrating
their learning and make it part of teaching portfolios for sharing with their respective MTs.
13.0 Award of Certificates

On completion of the induction training, CPs will be awarded Certificates.
14.0 Evaluation of Initial Professional Development (Induction Training)

The STEDA has developed a tool for evaluation of training programme by the course participants. The
respective in-charge training centres are expected to share with the STEDA the completed evaluation
proformas for preparing a report.
15.0 Review of Initial Professional Development (Induction Training)

A review meeting of initial professional development (induction training) will be arranged with the in-charge
training centres and MTs to discuss the successes, challenges and recommendations for further improving
the initial professional development of PSTs.
1.5.0 Structure and Content of Initial Professional Development (Induction Training)

The initial professional development (induction training) comprises 24 days (19 days for face-to-face
interactive sessions, 04 days for micro teaching/teaching practicum, and 01 day for presentation of
experiential learning/teaching portfolios). The details of day-wise plans are given below (see overleaf):
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DAY 01: Teachers’ Role as Facilitators
Objectives
CPs will be able to:
● Get familiarized with the initial professional development objectives, themes etc.
● Discuss importance of teaching profession and their personal views.
● Understand teachers’ role as facilitators.
Activities Duration
● Registration
● Recitation of Holy Quran
● Conduct Pre-Test
● Introduction of MTs and CPs
● Discuss initial professional development programme, objectives, 09:00 am to 11:00 am
themes, instructional strategies, assessment practices etc.
● Discuss CPs’ expectations
● Brainstorm on importance of teaching profession and CPs’ views
about teaching profession
Tea Break 11:00 am to 11:30 am
● Discuss teachers’ role as facilitators 11:30 am to 01:30 pm
Recap of the Day 01:30 pm to 02:00 pm
Activity 1.1
Teaching as Profession
● MTs will form pairs of CPs for sharing their two (02) key strengths and weaknesses for
discussion in a large group followed by MTs’ input.
● All CPs will discuss Handout 1.1 and respond to the questions below in their respective
groups and further share their responses with a large group followed by MTs’ input.
i) Why should teaching be considered as profession?
ii)Why have you joined teaching profession?
iii)
What are key challenges of teaching profession in the country?
iv)How should teaching profession overcome these challenges?
v) Being a novice teacher, how will you contribute towards enhancing status of teaching
profession?
Handout 1.1
Teaching as Profession
The UNESCO announced a theme: ‘The transformation of education begins with teachers’ for
celebration of the World Teachers Day in October 2022 in the globe which shows importance of
teaching profession and its contribution to the transformation of education. The Director General,
ILO, UNESCO and others gave their joint message on this day which was as follows:
‘Bring qualified, supported and inspirational teachers into classroom for improving learning and
wellbeing of students…We celebrate role of teachers in transforming learners’ potential by
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ensuring they have the tools, they need to take responsibility for themselves … We call on countries
to ensure that teachers are trusted and recognized as knowledge producers, reflective practitioners
and policy partners’
Teaching is considered as a noble profession which prepares students for their future life. Teachers
do not only impart knowledge and prepare students for annual examination but inspire, educate,
and prepare them for their practical life. There are many teachers with passion who have dedicated
their life to prepare their students and make them successful human beings in their practical life.
These teachers are the role models for their fellow teachers. Teaching profession demands teachers
to continue acquiring the desired professional knowledge, skills, and attitude to teach students
effectively. The following seven (07) criteria are used for teaching as a profession:
1. Organized body of professional knowledge: Teaching is an organized body of

professional knowledge that separates teachers from others. Teachers are equipped with a
body of knowledge and a set of pedagogies to teach students effectively.
2. Social and moral purpose of teaching: It serves the social purpose of life and teachers’
role is to help students to attain the social and moral purpose of education.
3. High professional status: Teaching profession has secured its well-deserved position in the
society since ages. However, all teachers are required to complete their professional
qualification, enter the profession, and continue learning through CPD in order to progress
in their career.
4. Acquired professional qualification: Teachers are required to acquire professional
qualification/certification followed by induction or internship. Teachers are required to
participate in their continuous professional development programmes for enhancing their
professional competence in order to educate students effectively.
5. Capacity to make professional decisions: Teachers normally make a number of decisions
about teaching and learning process. Teachers make professional decisions to diagnose
students’ needs, implement instructional plans, and evaluate progress of the students.
6. Contribute to society: Teachers provide personal and caring service to the students by
diagnosing their learning needs and use the relevant pedagogies to improve their learning.
Teachers’ pedagogies aim to contribute to the holistic development of students through
active engagement and critical inquiry enabling them to become responsible citizens for
contributing towards the society.
7. Members of professional associations: Like other professions, teachers are the members
of various professional associations for their further professional development, networking
and professional certification.
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Transformation of Teaching Profession
There is a general held opinion among the majority of teachers and others that teaching profession
still doesn’t enjoy high status in the society like medical doctors, engineers and others. The
following measures are required to enhance the status of teaching profession:
i) Civil society needs to value teaching profession.

ii) Revisit national professional standards for teachers.
iii) Attract the brightest graduates to teaching profession with passion for learning and
excellence along with their professional certification.
iv) Transform teacher education including practicum/clinical component.

v) Create opportunities for internship in education institutions like other professions.
vi) Assure quality of teacher education programmes through accreditation from the National
Accreditation Council for Teacher Education (NACTE) established by the Higher
Education Commission, Islamabad.
vii) Offer CPD qualification framework enabling teachers to ‘learn to teach’.
viii) Remodel pedagogies to respond to emergencies, uncertainties and digital turn.

(Memon, M. 2022)
Activity 1.2
Understand Teachers’ Role as Facilitators
All CPs will discuss Handout 1.2 the following questions in their respective groups and
share their understanding with a large group followed by MTs’ input.
i) How do you see your role as a teacher?
ii) How should teachers become facilitators?
iii) What makes teachers to become facilitators?
iv) What are the essential qualities of 21st century teachers?
v) How should teachers become pedagogical leaders?
Handout 1.2
Teachers’ Role as Facilitators
‘You can’t teach today the same way you did yesterday to prepare students for tomorrow’
(John Dewey)
The education system of the 21st century has substantially changed across the globe due to
knowledge and technological advancements. The 21st century emphasizes the development of
students’ thinking skills, interpersonal skills, information media, technological skills, life, and
career skills which should be integral part of teaching and learning process. The students’ interest
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and needs have also changed which also demand change in teachers’ role from ‘sage on the stage’
to ‘guide on the side’.
The role of teachers as ‘guide on the side’ or ‘facilitator’ is essential to improve sustainable quality
education and integrate technology with teaching learning. A teacher of the 21st century performs
several roles as facilitator, knowledge transformer, digital teacher etc. Teachers’ role is not to only
facilitate students’ learning but to prepare them for their future life by acquiring critical thinking
skills, and creativity. Since teachers’ role has enormously changed, they need to acquire relevant
professional knowledge, skills and dispositions to educate their students. Hence, it is a responsibility
of teachers to prepare themselves to teach their students meaningfully. Teachers have to continue
enhancing their technological skills to educate their students more effectively. It is the responsibility
of teachers to improve students’ knowledge with conceptual development, application and
analytical skills required for their practical life. Teachers should also use various pedagogies to
develop positive thinking among the students.
It is also the duty of teachers to use multidisciplinary approach to teaching and learning in order to
develop students holistically which requires sophisticated skills. The 21st century demands teachers
to be proficient in digital literacy and students as all-rounders. Effective teachers are the builders of
nation and lifelong learners; therefore, they should keep updating knowledge of their subjects.
Effective teachers should also develop learning material and use it in a practical way so that the
students are able to improve their learning. Teachers also require creating an enabling environment
for the students to learn collaboratively. Today, teachers’ great challenge is how to improve their
digital literacy and make students as digital literate.
In recent times, teachers’ role has emerged as ‘teacher as leaders’ which is not a position. Teacher
leadership motivates and supports meaningful for sustained educational change across the education
system. Research indicates that teachers perform a wide range of roles to improve students’
performance. These roles include; explorers, resource providers, pedagogical leaders,
transformational/inspirational leaders, curriculum developers, learning facilitators, mentors, change
agents etc. Teachers as leaders are the professionals who lead the change in their schools for the
benefit of their students. Teachers’ role as leaders is not only limited to classroom teaching and
learning but they accept challenges to improve their practice through working with fellow teachers,
school administration, parents and students.
Teachers’ role as pedagogical leaders also seems to be important since it deals with the effective
implementation of curriculum and pedagogies which has impact on teaching and learning for
quality education. The pedagogical leaders influence students’ learning through their active
engagement to meet the standards by optimizing learning resources. Teachers are required to follow
the guidelines and prepare themselves for effective role:
• Teachers’ role has changed from ‘sage at the stage’ to ‘guide on the side’.
• Teaching has become quite complex and demanding.
• Social change and advancement in technology and knowledge.
• Multidisciplinary / interdisciplinary approach to education.
• Students’ learning needs and intertest have changed.
• Holistic development of students.
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• Employers’ needs have changed.
• Integration of technology to teaching and learning.
• Achieve sustainable development goals, especially goal 4 on quality of education.
• The 21st century learning framework requires teachers’ transformation to use
contextually responsive pedagogies including digital pedagogies to prepare students
for future (Memon, M.2022)
Ref: Memon, M. (2022). A keynote speech on transformation of teachers for raising status of teaching
profession delivered at SZABIST, Karachi to celebrate world teachers’ day on Oct 12, 2022.
Note: All CPs must reflect on their professional learning for sharing with a large group next day.
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DAY 02: Reflective Practice and Teaching Portfolio
Objectives
● Understand the notion of reflective practice.
● Ways to reflect on teaching and learning process.
● Use reflective practice as a tool for self- improvement.
● Develop teaching portfolio.
Activities Duration
● Reflections on the previous day’s professional learning
● Share objectives of the day with CPs 09:00 am to 11:00 am
● Brainstorm on the notion of reflective practice and its importance
● Use reflective practice as a tool for self-improvement
● Discuss the notion and purpose of teaching portfolio
11:00 am to 01:30 pm
● Develop teaching portfolio
Activity 2.1
Notion of Reflective Practice
● All CPs will take a few minutes to think and share their own definition of reflective practice
with each other and discuss a shared definition with a large group for discussion followed
by MTs’ input.
● All CPs will discuss Handout 2.1 within the group and share with each other their shared
understanding of reflection and its process followed by MTs’ input.
Handout 2.1
Reflective Practice
What is Reflective Practice?

Reflective practice is a personal matter which varies from person to person. However, there is no
single way of defining reflective practice for personal and professional development. It is a process
that helps teachers to reflect on their experiences for further improvement. It enables teachers to
recognize their successes, gaps, and challenges. It is also a personal inquiry which nurtures greater
self-awareness, imagination and creativity in teachers which are qualities of effective teachers.
How to reflect?
There are various ways to reflect on one’s own actions. Gibbs Model below helps professionals to
reflect by using a cyclic process of reflection:
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Ref: Gibbs' Reflective Cycle | The University of Edinburgh
Why to Reflect?
Reflective practice has many personal and professional benefits which are as follows:
● Get involved for achieving academic success.
● Allows looking at the broader picture.
● Examine own academic and professional progress.
● Develop future plans.
● Help reflect on the assignments or coursework.
● Make work more creative.
● It helps raise questions about his/her teaching practice.
● It can spark new ideas and ways of thinking.
How to Use Reflective Practice?
There is no single way to follow any particular notion of reflective practice. Teachers need to be
well-organized for writing their reflections on daily basis to make it as part of their professional
practice. Teachers normally take time to reflect before their lesson plans during the lesson plans
and after the lesson plans which helps them to further improve their lesson plans and teaching and
learning process.
Reflective Journals as Tool for Reflective Practice

The teachers use reflective journals and diaries to reflect on their personal and professional
experiences for enhancing their personal and professional capacity. Reflective practice can become
a powerful tool for self-learning. Reflective journal is also called a ‘learning journal’. Reflective
journal can help teachers in the following ways:
● Focus on thoughts and develop ideas.
● Raise voice and gain confidence.
● Experiment with new ideas and ask questions.
● Explore issues by asking questions.
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● Develop conceptual and analytical skills.
● Reflect upon and make sense of experiences.
● Respond to feelings and emotions.
● Become aware of actions and strategies.
● Develop writing style and skills.
● Develop a conversation with self and others.
Guidelines for Maintaining Reflective Journal

● Write for yourself and write every day.
● Be informal.
● Write in one’s own language.
● Be relaxed and comfortable.
● Use different places for writing reflections.
● Use reflection as a process rather than event.
● Ask questions and challenge one’s own assumptions.
● Be self-critical while writing reflections.
Activity 2.2
How to Reflect on Teaching and Learning Process
● All CPs will reflect on cases below of teaching learning process and share their reflections with
each other for discussion with MTs.
Case # 1: Ms. Samina plans her lesson carefully based on the principles of lesson planning and uses
low-cost and no-cost material in her teaching, but she hardly allows students to ask her questions.
She teaches textbooks and hardly refers to curriculum. She seems to have a mastery over her subject,
but her pedagogy seems to be traditional and teacher-centred. She considers it her best teaching
practice.
Examine the above case and share your reflections with the fellow CPs and MTs.
Case # 2: Mr. Ahmed is a professionally trained teacher and creates enabling environment in the
classroom. He engages students in their learning and asks questions to ensure that the students have
learned properly but the majority of the students remain quiet in the classroom which was his major
worry. He put his all efforts to encourage students to respond to his questions but there was no
significant improvement due to his authoritarian style.
Case # 3: Ms. Sakina is a recent graduate of teacher education programme and aspires for joining
teaching profession formally. In the meantime, she has joined a privately managed school and
teaches there. According to her, she never conducts classes without planning and making sure that
the students have learned properly. She believes that the reflective practice has made her life-long
learner but at the same time she complains that it was a cumbersome procedure in the beginning
but now it has become part of her professional practice.
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Activity 2.3
Teaching Portfolio
● MTs will start with ice-Tea Breaking activity about teaching portfolio by asking the
following questions:
i. What is teaching portfolio?
ii. What is the importance of portfolio for a teacher?
● MTs will write down the responses of CPs on the White Board. On the basis of these
responses, MTs will briefly introduce teaching portfolio.
● All CPs will discuss Handout 2.3 and prepare a format of teaching portfolio in their
respective groups and present their understanding of portfolio with a large group followed
by MTs’ input.
Handout 2.3
Developing Teaching Portfolio
The picture above is of teaching portfolio which is a systematic collection of artifacts or documents
that will change over time as you extend your practice, evaluate your teaching, reflect, and act on
the results of evaluations, and design different and more effective approaches to your teaching. The
selection of artifacts is included in the teaching portfolio which is driven by the specific criteria
against which the portfolio is assessed.
Definition of Teaching Portfolio
A teaching portfolio is a record of the teachers’ professional development. It illustrates teachers’
philosophy of teaching and the overall approach to teaching and professional development. It is a
collection of materials that documents teaching performance.
Format of Teaching Portfolio
It is useful to develop portfolio containing lesson plans, delivery of lesson plans, reflections on
teaching learning activities, assessment, and feedback to students. The teaching portfolio includes
the following:
● Title page and table of contents.
● Teaching and assessment activities.
● Reflections on teaching and learning.
● Review of reading/reference material.
● References, wherever is appropriate.
● Attach appendices, wherever is appropriate.
● Provide evidence to support every statement on your approach to teaching learning process.
Ref: https://cdn.csu.edu.au/__data/assets/pdf_file/0009/2969865/What-is-a-teaching-portfolio.pdf
21
DAY 03: Teachers’ Personal Philosophy of Teaching and Job Description
of Primary School Teachers (PSTs)
Objectives
● Discuss teachers’ personal philosophy of teaching.
● Understand job descriptions of PSTs.
Activities Duration
● Reflect on previous day’s professional learning
● Share objectives of the day with CPs
09:00 am to 11:00 am
● Brainstorm on teachers’ personal philosophy of teaching
● Examine three case studies on teachers’ personal philosophy of
teaching
● Brainstorm on job description of PSTs
11:30 am to 01:30 pm
● Discuss job description of PSTs
Recap of the Day 01:30 pm to 02.00 pm
Activity 3.1
Teachers’ Personal Teaching Philosophy
● MTs will divide CPs in the groups and allocate the following cases of teachers’ personal
teaching philosophies to them for discussion in light of the education philosophies mentioned
in Handout 3.1 and share their views with a large group followed by MTs’ input.
1. Ms Asma’s teaching philosophy is to be practical and inculcate moral and ethical values
among the students. She believes that all children are unique and must have a stimulating
learning environment where they can grow physically, mentally, emotionally, and socially.
It is her wish to create an enabling environment where students can realize their full
potentials.
2. Mr. Qasim’s teaching philosophy is that every classroom has its own unique characteristics.
His role is to assist each child in developing his/her own potential as per learning style. He
normally presents curriculum to accommodate different learning styles and interests for
enabling students to take interest and make content relevant to the students’ experiences. He
also uses hands-on activities to activate students learning.
3. Ms. Kulsoom’s teaching philosophy is that she is morally and professionally bound to enter
the classroom with high expectations for all students and enable them to take interest in her
teaching. Her approach is to teach prescribed content and complete syllabus. However, she
creates learner-centred environment in the class enabling students to maximize the benefits
of her teaching.
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Handout 3.1
Philosophies of Education and Teachers
Philosophy and Teachers

Philosophy has a great influence on teachers both in terms of their thinking and behaviour. Teachers
have also their own philosophy of teaching which is highly influenced by their thinking and
behaviour, however, all teachers aim to identify potentials of children and educate them
accordingly. Teachers’ personal philosophies of teaching are also influenced by the prevailing
philosophies of education which are given below:
Ref: https://www.google.com.pk/search?q=philosophies+of+education&sxsrf=ALiCzsYMIidTieiQk
Activity 3.2
Job Description of Primary School Teachers (PSTs)
● All CPs will review and discuss Handout 3.2 in their respective groups in light of the following
questions and share their understanding with a large group followed by MTs’ input:
i) How do you view your role as a primary school teacher?
ii) What functions of your role do you like the most and why?
iii) What functions of your role you don’t like and why?
iv) What could be possible challenges of your role?
v) How would you meet the challenges of your role?
vi) To what extent the PST job descriptions have provided you adequate information to
understand your role as PST?
23
Handout 3.2
Job Description of Primary School Teachers (PSTs)
Job Duty Performance Evaluation Indicators Sources/Means of Verification
Professional ● Regularity & punctuality ● Muster Roll
Bindings ● Mandatory participation in professional
development programmes/activities
● Abide by rules & regulations
● Avail leaves with prior permission ● Service Book
● Admissible leave
● Short leave to be recorded in the
Movement Register with prior
permission ● Movement Register
● Follow dress code
● Show positive behaviour to students
● Cooperate with fellow teachers and
others ● Reports of officers
Teaching of ● Cover all curriculum areas and align ● Timetable and Teacher Diary
Allocated with textbooks ● Self-monitoring based on given
Subjects ● Monitor progress of students in the indicators followed by Head
classroom Teacher and Taluka Education
Officer
Development of Subject and / or class plans covering ● Yearly Planner
Teaching Plan whole academic year activities by
dividing them into daily, weekly and
monthly activities for example, ● Scheme of Studies
● Topics to be covered with their
timeline, timetable
● Activities/events/celebrations to be
undertaken ● Timetable
● Mode of practical work, field visits,
tasks, assignments
● Types and frequency of assessment to ● Assessment Calendar / Planner
be used
Development of ● Lesson plan is aligned with student ● Teacher Daily Diary
Lesson Plan learning outcomes (SLOs) of
curriculum
● Techniques/ tools for learning process
● Resources to be developed/used
● Activities to be performed
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Delivery of ● Actual teaching learning process ● Lesson plan
Lesson Plans ● Demonstration in classrooms
● Assessment of SLOs ● Notebooks of Students
● Make and mark assignments/tests etc.
● Provide feedback to students for
improving of their learning
Maintenance of ● Students’ attendance ● Students Attendance Register
Records ● Students’ progress (cognitive, social, ● Students’ Progress Record
health and other issues and solutions ● Students Evaluation Reports
● Reports to the parents, students and ● Reports on students’
officers absenteeism
Assistance in ● Daily records ● Reports of events, meetings and
School Affairs ● Supports in admission process co-curricular activities
● Conduct meetings, exhibitions,
debates, speeches, et
● Conduct co-curricular activities
Liaison with ● Meetings / coordination with parents ● Minutes of meetings
Colleagues, for progress and attendance of the
Parents and students ● Letter/ reports about attendance/
Other ● Meetings with colleagues progress of the students
stakeholders ● Awareness campaign about school’s
initiatives and its record
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DAY 04: Students’ Role as Active Learners
Objectives
● Critically analyze their views about learners’ roles.
● Understand students’ role as active learners.
● Understand how to develop students as critical thinkers, problem solvers etc.
Activities Duration
● Reflections on the previous day’s professional learning
● Share objectives of the day with CPs 09:00 am to 11:00 am
● Role play on students as passive learners vs active learners
● Examine students’ various roles such as active learners, critical
11:00 am to 01:30 pm
thinkers, and problem solvers etc.
Activity 4.1
Students’ Role as Active Learners
● All CPs will perform role play on students as passive vs active learners for discussing
advantages and disadvantages followed by MTs’ input.
Activity 4.2
Students’ Role as Active Learners
● MTs will ask CPs to sit in a circle (Round Robin) and read Handout 4.2 and discuss it
in their respective groups and share their understanding with a large group followed by
MTs’ input.
Note: MTs and CPs may add more points other than the handout.
Handout 4.2
Students’ Role as Active Learners, Critical Thinkers and Problem-Solvers
Over a period of time, students’ role has changed from passive learners to active learners etc. In the
changing times, students’ role has drastically changed as active learners, critical thinkers, problem-
solvers, self-directed learners etc. Students are required to master content while producing,
synthesizing, and evaluating information from the subjects. They have to learn essential skills such
as learning skills, literacy skills, and life skills required for their daily life and job market.
The students are expected to learn in schools and become successful learners in their practical life.
While developing academic skill sets, students need to develop critical thinking and problem-
solving skills in order to become a well-rounded, and socialized human being who will ultimately
contribute to the society.
26
Today, students are expected to acquire creativity and innovation are critical skills. Creative skills
and innovation are highly desired. The students need to think creatively and use innovation in their
everyday lives. This means that students need to be capable of developing creative solutions to
many problems. In a constantly changing world, students need to think critically and solve their
problems which may occur in their lives. Students also need to adapt any change required for their
education and future employment. To adapt change effectively, students need to have the ability to
gather information and process it for drawing conclusions. The 21st century is constantly evolving,
as a result students need to have ability to become lifelong learners and active leaners in order to be
partners with teachers in their teaching and learning process.
27
DAY 05: The 21st Century Learning Framework and Skills
Objectives
● Brainstorm on 21st century learning framework.
● Discuss importance of the 21st century learning framework.
● Teachers’ role in developing the 21st century skills of students.
Activities Duration
● Share reflections on professional learning of the previous day
● Share day objectives 09:00 am to 11:00 am
st
● Brainstorm on the 21 century learning framework
● Discuss importance of the 21st century skills
1) Teachers’ role in developing the 21st century skills of students 11:30 am to 01:30 pm
Activity 5.1
The 21st Century Learning Framework
● All CPs will read Handout 5.1 in small groups and discuss the following questions and
present their shared understanding to the whole group:
i) What are key components of 21st learning framework?
ii) What are key themes to be integrated to core subjects and why?
iii) What are learning and innovation skills to be developed among students and why?
iv) What are information, media and technology skills to be developed among students and
why?
v) What are life and career skills to be developed among students and why?
Handout 5.1
The 21st Century Learning Framework
The framework for 21st century learning is a unified vision for learning to ensure students’
success. The following Learning Framework for the 21st Century has been developed with input
from educators, education experts, and business leaders to define and illustrate the skills,
knowledge, expertise, and support systems that students need to succeed.
28
All elements of the Learning Framework are critical for every student. The education
institutions are expected to build on this foundation, combining knowledge and skills with the
necessary support systems of standards, assessments, curriculum and instruction, professional
development, and learning environments, students are more engaged in the learning process and
graduates are better prepared to thrive in today’s digitally and globally interconnected world
which is a key challenge of teachers (Ref: © 2019, Battelle for Kids).
Key Subjects & the 21st Century Themes

Mastery of key subjects and the 21st century themes are essential to students’ success. Key
subjects include; English, reading, or language arts, world languages; arts; mathematics,
economics; science; geography; history; government; and civics. In addition, schools must
promote understanding of the academic content at much higher levels by weaving the following
21st century interdisciplinary themes into key subjects which require teachers’ full preparation,
passion and high level of motivation:
• Global Awareness
• Financial, Economic, Business, and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning & Innovation Skills
Learning and innovation skills are required to prepared students for increasingly complex life
and work environments in today’s world. These skills include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication
• Collaboration
Information, Media & Technology Skills
Today, we are living in a technology and media-driven environment, marked by access to an
abundance of information, rapid changes in technology tools, and the ability to collaborate and
29
make individual contributions on an unprecedented scale. Effective citizens and workers must
be able to exhibit a range of functional and critical thinking skills such as:
2) Information Literacy
3) Media Literacy
4) ICT (Information, Communications, and Technology)
5) Literacy
Life & Career Skills
Today’s students need to develop thinking skills, content knowledge, and social and emotional
competencies to navigate complex life and work environments. The essential Life and Career
Skills include:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
The 21st century learning requires an innovative support system to engage learners through
applicable skills and knowledge, appropriate technologies, and real-world connections to make
learning relevant, personalized, and engaging. The framework has identified five critical support
systems to ensure all students receive similar learning experiences that can build the 21st
century competency:
• The 21st Century Standards
• The 21st Century Assessments Skills
• The 21st Century Curriculum and Instruction
• The 21st Century Professional Development
• The 21st Century Learning Environments
The learning framework recognizes that all learners need educational experiences in their
schools and beyond, build knowledge and skills for success in a globally and digitally
interconnected world. Teachers are required to provide tools and resources that help facilitate
and drive this necessary change (Ref: © 2019, Battelle for Kids).
Ref: P21 Frameworks & Resources | Battelle for Kids
Activity 5.2
The 21st Century Skills
● All CPs will be divided into four small groups to read the Handout 5.2 and discuss the 21st
century skills.
● All CPs will work in groups and respond to the following questions and prepare a poster for
presentation.
i) How to teach 21st century skills?
ii) How to assess 21st century skills?
iii) How to build capacity of teachers to teach 21st century skills?
iv) How to transform 21st century school system?
● All CPs will have a poster presentation and discussion followed by MTs’ input.
30
Handout 5.2
Today’s students need a new set of skills to prepare them to be successful member of the society.
The concept of 21st century skills is not a new that have been taught in classrooms for decades.
Critical thinking is the intellectually disciplined process of actively and skilfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered
from, or generated by, observation, experience, reflection, reasoning, or communication, as a
guide to belief and action (Scriven, 1996). It is thinking that assesses itself. It is the ability to
think about one's thinking in such a way to recognize its strengths and weaknesses and recast
thinking in improved form (Centre for Critical Thinking, 1996).
1. Communication Skills
Communication requires effective listening and ability to communicate in different ways (oral,
written, on-verbal) for a variety of purposes, working confidently in diverse environments
including multilingual contexts and using technologies effectively.
2. Collaboration Skills
Collaborating with others involves the ability to work responsibly and willingly in diverse teams
to achieve common goals, demonstrating respect for the contributions of each group member,
as well as the ability to be flexible and make compromises when necessary. Communication
and collaboration are at the heart of education with other core skills.
3. Creativity and Imagination Skills
Creativity and imagination are essential human capacities. They enable students to express
thoughts, feelings, and aspirations, and help them to fashion our ever-changing culture.
Creativity and imagination enable students to lead fulfilled and satisfying lives. Nurturing the
creativity and imagination of future generations is not a choice, but it is a necessity.
The term creativity is often strongly associated with the arts, and creative capacities are often
nurtured through arts learning. Mastery in the arts can free students to explore and experiment.
In a context where there are no right or wrong answers, imagination and experimentation are
encouraged. The arts support students’ ability to introspect and find personal meaning. When
students are being creative, they are inquisitive; they wonder and question, explore and
investigate; they challenge assumptions; they are persistent, sticking with difficulty, daring to
be different and tolerating uncertainty. Students ought to be imaginative, collaborative, and
disciplined, and work through challenges to create outcomes. It is hard to imagine any aspect of
life where we do not draw on this repertoire of capacities or habits. Therefore, it is imperative
to nurture creativity in the students.
Ref:
https://www.google.com.pk/search?q=21st+century+learning+skills+&sxsrf=ALiCzsYMIidTieiQksxll
38vIvh8tCRS
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Handout 5.2
Activity (Please tick the appropriate box)
Critical
Statement Communication Collaboration Creativity
thinking
Students worked in groups to
explore ideas
Students expressed their
ideas in their groups
Students displayed their
project work/portfolio in
their classroom
Teacher encouraged the
students to come up with
alternate plans for picnic
Students played games in
teams under guided rules
32
DAY 06: Role of School Education & Literacy Department and its Allied
Institutions/Organizations and National Professional Standards for Teachers
Objectives
● Understand the role of School Education & Literacy Department and its allied
institutions.
● Apply national professional standards for teachers in Pakistan.
Activities Duration
● Share day objectives
● Share reflections on professional learning of the previous day 09:00 am to 11:00 am
● Discuss the role of School Education & Literacy Department and
allied institutions
● Discuss national professional standards for teachers in Pakistan and
11:30 am to 01:30 pm
application
Activity 6.1
Role of School Education & Literacy Department and its Allied Institutions
● MTs will form various groups of CPs to read Handout 6.1 and discuss the role of School
Education & Literacy Department and its allied institutions in light of the following questions
and make presentation to the whole group for discussion followed by MTs’ input:
i) What do you understand about the role of School Education & Literacy Department,
Government of Sindh and its allied education institutions/organizations?
ii) Which institutions can help you in enhancing your professional knowledge, skills and
attitude for effective teaching and learning in schools?
Handout 6.1
Functions of School Education & Literacy Department and Allied Institutions
1. Directorate of School Education
2. Directorate of Non-Formal Education & Literacy
3. Director General, Inspection & Regulations of Private Education Sindh
4. Directorate of Teacher Education Institutions
5. Reform Support Unit
6. Sindh Teacher Education Development Authority
7. Provincial Institute of Teacher Education
8. Provincial Curriculum Wing and Sindh Curriculum Council
9. Directorate of Curriculum, Assessment & Research
10. Sindh Textbook Board
11. Sindh Education Foundation
33
School Education & Literacy Department
With an expansion in the education sector, the Education Department was split into three (03)
Departments- School Education & Literacy Department, College Education Department, and
Universities & Boards Department for effective functioning and making outcomes-oriented
institutions. The Government of Sindh has also developed Sindh Higher Education
Commission. Each Department is headed by the Secretary, whereas the Sindh Higher Education
Commission is headed by the Chairman. However, School Education & Literacy Department
deals with K-12 formal education and is relatively a larger Department than the others. School
Education is devolved to divisional, district, town and union council level.
At the divisional level, there are Directors, Primary and Elementary Education and Secondary
and Higher Secondary Education in the province.
At the district level, there are District Education Officers, Primary and Elementary Education
and Secondary and Higher Secondary Education in the province.
At the taluka level, there are Town Officers in the province.
At the provincial level, there is a Director, Non-Formal Education & Literacy which deals with
the policies and programmes related to non-formal education and literacy.
At the provincial level, there is the Director General, Inspection & Regulations of Private
Education Sindh whereas at the Divisional level, and there is a Director, Inspection &
Regulations of Private Education at the provincial level.
Vision of School Education & Literacy Department
Providing equal opportunity of quality education to all children and the youth of Sindh to realize
their full potentials and contribute to the development of society and economy creating a sense
of nationhood and inculcating values of tolerance, social justice and democracy.
In order to achieve the above vision, the School Education & Literacy Department, Government
of Sindh implemented Right to Free and Compulsory Education Act 2013 in Sindh.
Functions
The School Education & Literacy Department performs the following major functions:
● Arrange and manage school education and non-formal education.
● Primary Education.
● Secondary and Higher Secondary Education.
● Grant scholarships.
● Execute different projects/schemes with donor coordination.
● Manage human resources of the Department.
● Undertake capacity building of teachers and others.
● Promote education and research.
● Create demand for education.
● Maintain supply and demand side interventions.
Targets
● Provide free and compulsory primary education.
● Increase primary net enrolment rates.
34
● Provide buildings to all shelter-less schools.
● Provide missing facilities to all schools.
● Functionalize closed schools.
● Reduce gender gap.
● Reduce rural and urban gap.
● Upgrade primary schools to elementary schools.
● Provide I.T Labs to secondary and higher secondary schools.
● Enhance quality through improved learning outcomes.
Ref: http://www.sindheducation.gov.pk/
Reform Support Unit (RSU)
Reform Support Unit is a key wing of the School Education & Literacy Department deals with
the Sindh Education Sector Plan and other education development activities.
Vision
● Reinforce the national and integrative character of education.
● Improve quality and standards of school education and literacy towards building a society
committed to Constitutional values.
● Provide free and compulsory quality education to all children at elementary level as envisaged
under the Sindh Right of Children to Free and Compulsory Education Act, 2013 (Sindh Act No.
XIV of 2013).
● Universalize opportunities for quality secondary education.
● Establish a fully literate society.
Objectives
● Create capacity that will strengthen the Education Department’s ability to adopt and implement
the education policy and strategy.
● Install a well-integrated and functional monitory system through and institutional Tracking
System for tracking the outreach of incentives.
● The Unit’s areas of expertise would include data collection, data analysis, and its
institutionalized impact on policy and strategy.
● Coordination of policy & its implementation. The Reform Support Unit (RSU) - Sindh was
conceptualized as a means to build the institutional capability of the School Education &
Literacy Department. The very rationale of this programme is to streamline the existing edifice
of education delivery and provide policy inputs for advancement of education growth in terms
of governance, access and quality education.
Ref: https://rsu-sindh.gov.pk/
Sindh Teacher Education Development Authority (STEDA)

The Sindh Teacher Education Development Authority (STEDA) was established under STEDA
Act 2012 to oversee and regulate the teacher Education Programmes. The STEDA has the
following main functions:
35
● Take steps for ensuring planned and coordinated development of teacher education and
for the determination and maintenance of standards for teacher education.
● Undertake surveys and studies relating to various aspects of teacher education and
publish the result thereof.
● Make recommendations to the Government, universities and accredited institutions for
the preparation of suitable plans and programmes in the field of teacher education.
● Lay down guidelines in respect of minimum qualifications for a person to be employed
as a teacher in schools or in accredited institutions.
● Lay down guidelines for minimum criteria for promotions and career path of the teachers
in schools.
● Lay down norms of specified category of courses or training in teachers education
including minimum eligibility criteria for admission thereof and the method of selection
of candidates, duration of the course and mode of curriculum.
● Lay down guidelines for compliance by accredited institutions for starting new courses,
programmes or training and for providing physical and instructional facilities, staffing
pattern and staff qualifications.
● Lay down and monitor standards of examinations leading to teacher education criteria
for admission to such examinations and schemes of courses or training.
Ref: https://steda.gos.pk/
As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Sindh Teacher
Education Development Authority (STEDA) shall continue certifying and accrediting teacher
education programmes and ensuring the quality of both pre- and in-service teacher education
programmes to prepare professionally competent teachers to teach curriculum effectively. It
shall also be responsible for teacher licensing for promoting culture of professionalism among
teachers.
Provincial Institute of Teacher Education (PITE)

Vision
Teacher education and development based on innovative and research-based models creating
active learning environment in the classroom supported by strong educational leadership with
profound commitment for change.
Functions
● Assist the School Education & Literacy Department in the formulation of policy in
teacher education.
● Undertake a qualitative and quantitative research in teacher education.
● Design and experiment research based innovative approaches and programmes in
teacher education.
● Develop leadership qualities in management through professional development courses.
● Develop strong coordination and linkage with the partners at district provincial national
and international level for the development of the teacher education.
● Develop training material and orient teacher education in the province.
36
● Enhance quality of teachers through improved learning outcomes.
Ref: http://pite.125mb.com/
As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Provincial
Institute of Teacher Education (PITE) shall be responsible for implementing pre-service teacher
education and continuous professional development programmes based on the school education
standards and curriculum for developing professionally competent teachers, teacher educators,
and head teachers. The PITE shall be responsible for academic supervision of teacher education
programmes, whereas all constituent teacher education institutes as well as PITE shall work
under the administrative control of School Education & Literacy Department.
Provincial Curriculum Wing
After the 18th constitutional amendment, the Government of Sindh introduced the Sindh School
Education Standards and Curriculum Act No. IX 2015 under which the ‘Provincial Curriculum
Wing’ was established. It shall be responsible for policy matters relating to curriculum,
textbooks, learning materials and assessment. The Provincial Curriculum Wing shall be headed
by an officer designated by Government who shall be of proven academic and professional
ability and with significant contribution to policy, research, curriculum, assessment and
education as a whole. The Provincial Curriculum Wing shall report to the School Education &
Literacy Department and shall work closely with agencies dealing with the curriculum,
textbooks, learning materials and assessment. It shall:
● Provide guidelines for developing education standards.
● Frame policy on curriculum, assessment, textbooks and learning materials.
● Ensure alignment between education standards, curriculum, assessment, textbooks, and
learning material.
● Provide guidelines for periodical review evaluation and revision of curriculum and
instructional material.
● Certify curriculum, textbook and learning material submitted by relevant educational
institutions.
● Establish an effective coordination mechanism to promote formal link between
institutions for sharing expertise, experience and relevant resource for improving quality
of education.
● Design capacity building strategies to strengthen the agencies or institutions under the
administrative control of School Education & Literacy Department.
● Provide guidelines for research on curriculum, assessment and related elements of
quality of education.
● Advise on the facilities, equipment and instructional materials to support the curriculum.
The Government shall establish a Council to be called the Sindh Curriculum Council for
the effective implementation of the above Act.
Provincial Curriculum Council

As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Curriculum
Council was established which shall have the following tasks:
37
● Advice in framing school education standards and developing strategies.
● Advice on introducing research-based curriculum which is relevant to local, national,
and regional needs.
● Formulate guiding principles policies and priorities for development implementation
and evaluation of curriculum including textbooks and assessment within provincial,
national and global perspectives.
● Ensure the maintenance of school education standards and supervision of curriculum
according to the defined principals and policies.
● Review performance reports and future plans by relevant education agencies and
provide constructive feedback.
Directorate of Curriculum, Assessment & Research Sindh (DCAR)
Under the Education Policy 1970, the Directorate of Education Extension and Specialized
Services (In-Service Teachers Training and Education of Special Children) came into existence.
In 1972, the nomenclature was changed to Bureau of Curriculum & Extension Wing. The
Bureau of Curriculum and Extension Wing (BCEW) Sindh, Jamshoro was headed by Director.
Its major sections headed by Additional Directors. Its functions were:
● Curriculum development /review of all subjects for classes I to XII.
● Conduct pre-service and in-service training up to elementary level.
● Conduct research studies regarding proposals for the betterment of schooling teachers
and relevant fields.
● Conduct assessment of achievement of students.
Ref: http://dcar.gos.pk/
As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the existing
Bureau of Curriculum and Extension Wing was restructured as Directorate of Curriculum,
Assessment & Research (DCAR) with its enhanced institutional capacity. Its functions are:
a) Advise school education standards in line with guidelines provided by Curriculum Policy
Wing of the School Education & Literacy Department.
b) Commission evidenced-based research to inform policy, curriculum design, development
and review, textbook and learning material development, and assessment of or for
learning.
c) Develop, implement and evaluate curriculum by working closely with the Sindh
Textbook Board, Directorates of School Education & Literacy Department and other
related departments.
d) Review textbooks and learning material for alignment with the school education
standards and curriculum goals.
e) Conduct student achievement tests at grade 3, 5 and 8.
f) Promote continuous assessment of students learning across all school levels.
Sindh Textbook Board (STBB)
The Sindh Textbook Board came into being in January 1971 through an Ordinance 1970 as an
autonomous body being run through its Board of Governors. (B0G). Its activities include;
38
development of textbooks, printing and publications of textbooks from class I to XII in all three
languages (Urdu, Sindhi and English), marketing and monitoring.
Functions
As a result of 18th constitutional amendment, the development of textbooks became the
provincial subject. The textbook development process includes; prepare textbooks based on
curriculum, notify scheme of studies from class I to XII, seek approval and NOC of the newly
developed text books, constitute review committees, and quality assurance committees.
The Sindh Textbook Board has the mandate to develop textbooks from class I to XII in all
subjects of science and humanities in line with the curriculum. In accordance with the revised
curriculum, STTB has developed the following textbooks:
● In first phase, class I to V 59 titles were developed
● In 2nd phase, VI to VII 42 titles were developed
● In 3rd phase, Social Studies and Science of class VII and class IX X are in process.
● Expression of interest have been called for IX X
Ref: http://stbb.edu.pk/
As per the Sindh School Education Standards & Curriculum Act No. IX 2015, the Sindh
Textbook Board shall further be strengthened as an effective regulating and monitoring
authority to improve efficiency in managing authorship, production, copyrights, printing, and
distribution of textbooks and learning materials in a timely manner by:
a) Ensuring performance and service standards at every stage of textbooks and learning
material supply chain processes.
b) Outsourcing textbooks and learning material development and production as packages
in a transparent and competitive manner.
c) Using education management information system supported technological innovations
in the timely delivery and tracking of textbooks and learning materials down to
classroom level.
d) The Directorates of School Education & Literacy Department through their District
Education Officers shall monitor implementation of curriculum and gather relevant
information on the attainment of school education standards and report to the education
and literacy department in a timely manner.
The Sindh Education Foundation

The Sindh Education Foundation (SEF) was established under the Sindh Education Foundation
Act, 1992 as a semi-autonomous organization with a mandate to support education in the
province through multifarious interventions. The Act provides a wide range of powers to the
Foundation to support education sector through a large number of instruments and support
activities. Since its establishment in 1992, the Foundation has made serious efforts to increase
access to quality education for the students across Sindh, especially those in the remote and
under developed regions of the province.
Initially, SEF’s modus operandi focused on providing grants and loans to educational institutes
and organizations. Today, the Foundation provides the communities with access to quality
39
education in partnership with individuals and/or organizations. The Foundation ensures
provision of equitable quality education across its education related portfolio by way of
extending professional development and capacity building services for the school partners and
the teachers on a regular basis as a major input for enhancing the students’ overall development
capacities. The Foundation has institutionalized student assessment system for monitoring the
student achievements other than a school monitoring system which is in the process of being
modernized further.
The Foundation’s overall portfolio has expanded with a reach out to over 491,555 beneficiaries
through a network of 2,100 schools across Sindh making it one of the largest education
Foundations in Pakistan with multipronged developmental interventions in the areas of primary,
post-primary, higher secondary, and non-formal education. The number of schools; teachers
and the learners have increased manifold in the last few years reflect the level of commitment
the Foundation shares.
Activity 6.2
Professional Ethics and National Professional Standards for Teachers
All CPs will read Handout 6.2 and discuss strategies for preparing themselves to mee the
standards professional standards and share with a group for discussion followed by MTs’ input.
Handout 6.2
Professional Ethics and National Professional Standards for Teachers
Professional ethics are principles that govern the behaviour of professionals. The professional
ethics are often codified as a set of rules to follow. Ethical principles underpin all professional
codes of conduct. Ethical principles may differ depending on the profession. However, there are
some universal ethical principles that apply across all professions. These include honesty,
trustworthiness, loyalty, respect for others, adherence to the law, doing good, avoiding harm to
others, accountability.
The above professional ethics are equally applicable to teaching profession which have to be
acquired during the professional practice. Teachers have to be role model for their students and
others. Hence, teachers can’t compromise on their integrity, dutiful, professional competence etc.
The then Policy and Planning Wing, Ministry of Education, Government of Pakistan introduced
the National Standards including knowledge, skills and dispositions for teachers in February
2009. All teachers must meet the national standards of teachers which are as follows:
Standard 1: Subject Matter Knowledge: Teachers understand the central concepts, tool of
inquiry, structures of the discipline, especially as they relate to curriculum, content standards,
and design developmentally appropriate learning experience making the subject matter
accessible and meaningful to all students.
Standard 2: Human Growth and Development: Teachers understand how children and
adolescents develop and learn in a variety of school. Finally, provide opportunities that support
students’ intellectual, social, emotional and physical development.
Standard 3: Knowledge of Islamic Ethical Values/Social Life Skills: Teachers understand
the Islamic ethical values and practices in the light of Quran/ Sunna and other religious contexts,
40
and the implications of these values for bringing national and global peace, unity and social
adjustment.
Standard 4: Instructional Planning and Strategies: Teachers understand instructional
planning, and short-term plans based upon knowledge of subject matter, students, community,
curriculum goals, and employ a variety of developmentally appropriate strategies in order to
promote critical thinking, problem solving and performance skills of all learners.
Standard 5: Assessment: Teachers assess students’ learning using multiple assessment

strategies and interpret results to evaluate and promote students. Achievement and modify
instructions in order to foster the continuous developments of students.
Standard 6: Learning Environment: Teachers create a supportive, safe and respectful
learning environment that encourages positive social interaction, active engagement in learning
and self-motivation.
Standard 7: Effective Communication and Proficient Use of Information Communication

Technologies: Teachers are able to develop students’ communications skills by using
technology in teaching and learning process.
Standard 8: Collaboration and Partnership: Teachers build relationship with parents,
guardians, families and professional organizations in the community to support student learning.
Standard 9: Continuous Professional Development and Code of Conduct: Teachers
participate as active, responsible members of the professional community, engage in reflective
practices, pursuing opportunities to grow professionally and establish collegial relationships to
enhance the teaching and learning process. They subscribe to a professional code of conduct.
Standard 10: Teaching of English as Second/Foreign Language (ESL/EFL): Teachers
understand pedagogy of English as a second/foreign language and effectively communicate in
English language.
Reference:
https://www.nacte.org.pk/assets/download/NationalProfessionalStandardsforTeachersinPakist
an.pdf
Note: All CPs must reflect on their professional learning for sharing with a large group next
day.
41
DAY 07: Understand National Curriculum Framework, Curriculum,
Scheme of Studies, and Syllabus
Objectives
● Differentiate among curriculum, scheme of studies and syllabus.
● Discuss curriculum development and implementation process.
Activities Duration
09:00 am to 01:00 am
● Share reflections on professional learning from the previous day
● Differentiate among curriculum, syllabus, and scheme of studies
● National curriculum framework 11:30 am to 01:30 pm
Activity 7.1
Difference among Curriculum, Syllabus and Scheme of Studies
● All CPs will read Handout 7.1 and discuss differentiation between curriculum, syllabus, and
scheme of studies in the groups and share views in a large group followed by MTs’ input.
Handout 7.1
Differentiate among Curriculum, Syllabus and Scheme of Studies
What is Curriculum? What is Syllabus? What is Scheme of Studies?
Curriculum refers to what The syllabus consists of Scheme of Studies/Work refers to the
is offered to students in topics covered in a structure and content of an academic
education institutions. subject. It is determined course. A Scheme of Work/Studies is
However, it has a wider by the Examination based on curriculum, and it focuses on
scope which covers Boards. A syllabus is a how the curriculum will be converted
knowledge, attitude, guide to teachers and into learning activities. The Scheme of
behaviour, manners, students which helps the work/studies includes sequencing of
performance, and skills that students to know about content, amount of time spent in each
are imparted to students. It the subject in detail and topic and lesson, and how the specific
contains learning what are the expectations learning objectives are achieved. It
objectives, content, from students. also helps teachers to plan out their
teaching methods, and work and to schedule the learning
assessment/evaluation. activities for the students.
42
Difference between Curriculum and Syllabus
Basis for
Syllabus Curriculum
Comparison
Syllabus contains concepts Curriculum is the overall content,
Concept
covered in a subject. taught in a course.
Scope A subject A course
Nature Descriptive Prescriptive
Focus Narrow Wide
Exam Boards Government Department of Education/
Prepared by
Education Institutions
Term Fixed for a year or so. During the course
Uniformity Varies from teacher to teacher. Same for all teachers.
Curriculum, syllabus and scheme of studies are interlinked to each other. Curriculum covers broad
areas of disciplines; syllabus is drawn from curriculum and deals with specifics and scheme of
studies deals with details of topics etc. However, lesson plan is developed keeping in view
curriculum, syllabus, and scheme of studies. Since these documents serve as guidelines for teachers
to educate children effectively all teachers must have these documents for preparing their lesson
and conducting formative or summative tests. Since teaching is based on student learning outcomes
teachers must use curriculum and to prepare tests, they must refer to syllabus and scheme of studies.
These are normally available on SE&LD’s website. Each standard has three parts:
a. Knowledge and understanding (Content) What teacher knows

b. Disposition Behavior, attitude and values
c. Performance (Skills) What teacher can do and should be able to do
Activity 7.2
National Curriculum Framework
● All CPs will read Handout 7.2 in the groups and share their understanding of the framework
for discussion in a large group followed by MTs’ input.
● MTs will ask CPs to download the national / provincial curriculum of any subject from the
SE&LD and DCAR website and analyse it based on the above framework and present it to
a large group followed by MTs’ input.
Handout 7.2
National Curriculum Framework
th
Prior to the 18 constitutional amendment, the development of curriculum was responsibility
of the then Ministry of Education, Government of Pakistan. Since education has been devolved
to the provinces it has now become responsibility of the Provincial Governments. The
Government of Sindh restructured the institutions responsible for curriculum development. As
a result, the Provincial Curriculum Wing was established headed by the Chief Curriculum
Advisor in the School Education & Literacy Department. The Bureau of Curriculum and
Extension Wing was retitled as Directorate of Curriculum, Assessment & Research (DCAR)
43
situated in Jamshoro. This Directorate has been working closely with the Sindh Textbook Board
and Directorates of School Education in Sindh for curriculum development and its effective
implementation. Teachers’ role in curriculum implementation is quite important, demanding
and ultimately, they play their key role in enriching curriculum during the implementation
which requires certain skills. Curriculum development process is quite complex, however, for
developing better understanding it is simplified as follows:
The National Curriculum

2006 consists of
following;
● Competency
● Standards
● Benchmarks
● Student Learning
Outcome (SLO)
It is a standards-based sequence of planned experiences where students practice and

Curriculum
achieve proficiency in content and applied learning skills.
A key learning area which describes what students are supposed to know and be able to
Competency
do. Example: competency 1: “Reading and thinking skills”
The standard defines the competency by specifying broadly, the knowledge, skills and
attitudes that students will acquire, should know and be able to do in a particular key
learning area. Example Competency 1 Standard 1: “All students will search for,
Standard
discover and understand a variety of text types through tasks which require
multiple reading and thinking strategies for comprehension, fluency and
enjoyment.”
An indication of what the students will be able to accomplish at the end of each
developmental level in order to meet the standard. Example Competency 1, Standard
Benchmark
1, Benchmark 1: “Identify digraphs, silent letters, and Inflections in words,
comprehend words, sentences and paragraphs as meaningful units of expression.”
Student A statement that describes what students will be able to do as a result of instruction at a
Learning particular grade. Example competency 1, standard 1, benchmark 1, SLO Grade 5:
Outcomes “Articulate and syllabify words containing digraphs, trigraphs and silent letter.”
44
National Curriculum 2022
Other than Sindh, the standards based national curriculum 2006 is under implementation in the provinces.
After 18th constitutional amendments, the Government of Sindh formed the provincial curriculum wing and
curriculum council within the School Education & Literacy Department at the provincial level. The
provincial curriculum council revised the national curriculum 2006 and further updated it based on the
national standards and benchmarks. The focus of the provincial curriculum remained on achieving student
learning outcomes. Accordingly, new textbooks for class 1-12 were developed by the Sindh Textbook Board,
Jamshoro which are at par with the quality of the private sector textbooks.
The previous federal government introduced a concept of single national curriculum through a national
curriculum council which created some concerns among the stakeholders. However, addressing the concerns
of the stakeholders, the present federal government has renamed it as national curriculum 2022 which is
referred to as core curriculum based on minimum standards for all schools in the country. The core
curriculum entails that every child- at a minimum- must study six (06) components: Urdu/Sindhi, English,
Maths, Science, Pakistan Studies/Citizenship and Religious Education (based on the religion of the child). It
discourages rote learning and supports conceptual learning of the students. It has four (04) key components
which include standards, textbooks, teaching and assessment. Emphasis is given to the alignment of
assessment framework with the achievement of student learning outcomes.
Although the provinces have complete autonomy in all matters related to education including governance,
policy, and curriculum the national curriculum aims to ensure that all federating units work as a collective
for effective implementation of Article 25A of the Constitution. The role of national curriculum council is
an advisory and consultative body which can provide guidance for the provinces in curriculum development
matters. It also provides capacity building support for the provinces. A minimum standards approach will be
adopted for developing textbooks which will allow for unity on core standards and diversity in textbooks.
The model textbooks for grade 1-5 were already developed which are being further improved. The revised
textbooks for grade 1-5 will be available for the academic years 2023-24, however, textbooks for grades 6-
8 have been developed and introduced during the academic year 2022-13 in some provinces. Since the
Government of Sindh has recently agreed to adopt four (04) core subjects of the national curriculum 2022 -
English, Science, Mathematics and Religious Education in its schools and further details have yet to worked
out
Ref: Booklet on Frequently Asked Questions published by the National Curriculum Council, Islamabad n.d).
45
DAY 08: Alignment of Textbooks with Curriculum (English, Science and
Mathematics)
Objectives
The CPs will be able to:
● Understand the process of alignment of textbooks (English, Science, Mathematics) with

curriculum (standards and student learning outcomes).
● Carry out analysis of alignment of the textbooks (English, Science and Mathematics)
with curriculum.
Activities Duration
● Share reflections on the professional learning from the previous 09:00 am to 11:00 am
day
● Alignment of textbooks with curriculum (SLOs)
● Alignment of textbooks with curriculum (SLOs) continues 11:30 am to 01:30 pm
Activity 8.1
Alignment of Textbooks with Curriculum Standards & SLOs
(English, Science, and Mathematics)
● All CPs will be divided into small groups (e.g., English, Science, Mathematics) and align the
textbooks with the curriculum by using Activity 8.2.
● Each group will make a presentation on chart and discuss with whole class followed by MTs
feedback.
Note: Please download curriculum document and textbooks from DCAR and STBB official website
respectively.
Link1- http://dcar.gos.pk/
Link2- http://ebooks.stbb.edu.pk/
46
Example of SLO Alignment:
Subject-English Subject-Science
SLO: Identify the use of verb 'be' as a helping SLO: Identify major parts of the human body.
verb. Exercise: Work in pairs and label the parts of
Exercise: Write a “be verb” in the blank to body by writing in each box. After completing
complete each sentence. the exercise, ask your partner to check your
answers.
1. Jamila and Azra____good friends.
2. The teachers____looking at the paintings.
3. I tired, so I going to sleep.
4. My cat drinking milk.
5. I fasting today.
6. She a cute baby .
7. The bird flying in the sky.
Subject-Mathematics
SLOs: Divide numbers up to 6 digits, by a 2 digit and 3-digit numbers
Exercise: Divide the following with 2 and 3 digits.
1- 269760 by 480 2-444771 by 321
3- 295845 by 33 4-135095 by 205
5-639133 by 97 6-569551 by 89
7-576480 by 60 8-466896 by 822
Activity 8.2
Alignment of Textbooks with Curriculum
● All CPs are expected to write at least one subject based standard and related SLOs of the
lesson/unit in below grid for display in the classroom and further discussion followed by MTs’
input:
Subject Competency SLOs Lesson/Unit

English
Mathematics
Science
47
DAY 09: Alignment of Textbooks with Curriculum
(Urdu/Sindhi, Social Studies and Islamiat/Ethics)
Objectives
● Understand the process of alignment of textbooks (Urdu/Sindhi Social Studies and
Islamiat/Ethics) with curriculum (standards and student learning outcomes).
● Carry out analysis of alignment of the textbooks (Urdu/Sindhi, Social Studies and
Islamiat/Ethics) with curriculum.
Activities Duration
09:00 am to 11:00 am
● Share reflections on the professional learning from the previous day
● Alignment of textbooks with curriculum SLOs
● Alignment of textbooks with curriculum (SLOs) continues 11:30 am to 01:30 pm
Activity 9.1
Alignment of Textbooks with Curriculum Standards & SLOs
(Urdu/Sindhi, Social Studies and Islamiat/Ethics)
● All CPs will be divided into small groups (e.g., Urdu/Sindhi, Social Studies, Islamiat/Ethics)
and align textbooks with the curriculum using Activity 9.2. Each group will make a presentation
on chart and discuss with whole class followed by MTs’ feedback.
Note: Please download curriculum document and textbooks from DCAR and STBB official website
respectively.
Link 1- http://dcar.gos.pk/
Link 2- http://ebooks.stbb.edu.pk/
48
Example of SLO Alignment
Social Studies Islamiat / Ethics
Example of SLOs: Example of SLOs:
1-Differentiate between solar and lunar ‫اسالمیات‬

calendars. ‫جماعت پنجم‬
2. Use solar and lunar calendars to ‫چہارم‬ ‫باب‬

differentiate intervals of time. 3. Differentiate ‫حاصالت تعلم‬
ِ
between decades, centuries and millennia. ‫ے‬ ‫اس سبق ےک ے‬
:‫ہوجائی ےک کہ‬
‫ں‬ ‫پڑھن ےک بعد طلبہ اس قابل‬
Exercise: For every question, three answers ‫ے‬ ‫ وعدے یک ے‬.1
‫سکی ےک۔‬‫معن اور اس ےک مفہوم کو بیان کر ں‬
are given; tick the correct one. (MCQs) ‫ے‬ ‫ وعدہ ی‬.2
‫خالف ےک نقصانات تحریر‬ ‫وفائ یک اہمیت اور وعدہ‬
i. How many days does a leap year have? ‫ے‬
‫سکی ےک۔‬ ‫کر ں‬
a) 360 b) 365 c) 366 ‫سچ مسلمان اور پاکستان ےک اچھے مہذب اور قابل اعتماد‬ .3
‫ے‬ ‫ے‬
ii. How many days does February have in a ‫سکی ےک۔‬‫شہری بن ں‬
leap year?
a) 27 b) 28 c) 29
iii. How many years are there in a decade?

a) 10 b) 100 c) 1000
iv. How many years are there in a century?

a) 10 b) 100 c) 1000
v. What does a millennium mean?

a) 10 years b) 100 years c) 1000 years
Urdu Sindhi
Example of SLOs: Example of SLOs:
‫اردو جماعت سوئم‬ ‫سنڌي ڪالس پھريون‬
)‫(نظم‬ ‫قائد اعظم رح‬ )‫گڏج ڳايون (نظم‬

‫ي‬ ‫ڌئ َء جا‬
‫گيت ي‬
ِ
‫حاصالت تعلم‬
ِ :‫ج حاصالت‬
‫سکيا ي‬
: ‫اس نظم یک تدریس ےک بعد طلبہ‬ ‫ے‬
‫صفی يیک ڄاڻڻ‬ ‫ج‬ َ ‫ںے‬
‫سائیء ي‬ ‫ہللا‬ .1
‫ے‬ ‫ نون لفظن يیک درست اچارڻ ۽ پڙھڻ‬.2
‫ نظم سن کر لطف اندوز ہوں ےک۔‬.1
‫ے‬ ‫صورتخط لکڻ‬ ‫ صحيح‬.3
‫لکھی ےک‬
‫ اشعار یک عبارت کو خوشخط ں‬.2 ‫ي‬
‫ے‬
‫سنائی ےک۔‬ ‫سنی اور‬ ‫ حمد رُس ۽ لئہ سان پڙھڻ‬.4
‫ں‬ ‫ قویم نغےم ں‬.3
49
Activity 9.2
Alignment of Textbooks with Curriculum
● All CPs will write at least one subject based standard and related SLOs of the lesson/Unit in
below grid for display in the classroom and for further discussion:
Subject Competency SLOs Lesson/Unit

Sindh
Urdu
Social Studies
Islamiat / Ethics
50
DAY 10: Child Development
Objectives
● Understand child development and its stages.
● Explain its importance in teaching and learning.
● Discuss student learning disabilities.
Activities Duration
09:00 am to 11:00 am
● Brainstorm notion of child development followed by MTs’ input
● Discuss stages of child development
11:30 am to 01:30 pm
● Discuss student learning disabilities
Activity 10.1
Stages of Child Development
● All CPs will be given 10 minutes to read Handout 10.1. MTs will use Fishbowl exercise.
Divide the class in half. One half will form the centre circle, facing inward. The other half of the
class will form the outer circle, facing inward.
● All CPs in the inner circle will discuss the Handout 10.1. The outside circle will be listening
to the discussion, making notes or getting information. They are not allowed to say a word at
this point. The inner and outer circles can then switch positions and repeat the steps above.
● MTs will facilitate and provide necessary feedback.
Handout 10.1
Stages of Child Development
The child development stages are as follows:

Infancy (Birth-2 years)
The period of infancy begins at birth and ends at two years of age. It is the most rapid period of
growth throughout the lifespan. Specific physical milestones during this period include rolling over,
sitting up, crawling, and walking. Fine motor development takes longer to develop, which is why
babies generally cannot write or create refined drawings. Cognitive milestones include early
problem solving and increased sensory awareness and perception. Social milestones that usually
occur during this period include the development of a sense of self-awareness, or that prior to the
age of 12 months.
51
Early Childhood (2-6 years)
This period of early childhood development lasts from two years of age through six years of age.
Our physical growth occurs much more slowly during this period as compared to the rapid growth
that took place during infancy. We also increase dramatically in our fine and gross motor skills and
are now able to run, jump, climb, and balance. We can also write letters and create very detailed
drawings due to fine motor development. Cognitive processing speed increases, which allows us to
advance in thinking, reasoning, and problem-solving, as well as master our native language. Social
development advances as we learn to understand our own emotions and those of others; our earliest
playmates tend to be chosen based on availability.
Middle Childhood (6-12 years)
Typically takes place from ages 6 through 12. Physical growth continues and spurts of rapid growth
in height and weight may occur. Fine and gross motor skills continue to develop, and children
become stronger and faster than ever before. This time is known as the school years, as children are
usually focused on traditional education at this point in development. Cognitive development allows
for advanced and refined communication between both hemispheres of the brain, which enables us
to use advanced logic and problem-solving skills more efficiently. As a result, children in middle
childhood begin learning advanced math techniques. Increased participation in competitive team
sports is common during middle childhood.
Ref:https://study.com/academy/lesson/what-is-child-development-definition-theories-stages.html
Jean Piaget Theory of Development
Sensor Motor Stage (Birth to 2 Years)

Major characteristics and developmental changes:
● The infant knows the world through their movements and sensations.
● Children learn about the world through basic actions such as sucking, grasping, looking, and
listening.
Preoperational Stage (2 to 7 Years)

● Children begin to think symbolically and learn to use words and pictures to represent objects.
● Children at this stage tend to be egocentric and struggle to see things from the perspective of
others.
● While they are getting better with language and thinking, they still tend to think about things
in very concrete terms.
● Infants learn that things continue to exist even though they cannot be seen.
52
● They are separate beings from the people and objects around them.
● They realize that their actions can cause things to happen in the world around them.
Concrete Operational Stage (7 to 11 Years)

Major characteristics and developmental changes
● During this stage, children begin to thinking logically about concrete events.
● They begin to understand the concept of conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for example.
● Their thinking becomes more logical and organized, but still very concrete.
● Children begin using inductive logic, or reasoning from specific information to a general
principle.
● While children are still very concrete and literal in their thinking at this point in development,
they become much more adept at using logic. The egocentrism of previous stage begins to
disappear as kids become better at thinking about how other people might view a situation.
Formal Operational Stage (12 Onwards)

While thinking becomes much more logical during the concrete operational state, it can also be very
rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts.
● At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems.
● Abstract thought emerges.
● Teens begin to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning.
● Begin to use deductive logic, or reasoning from a general principle to specific information.
Ref: https://www.researchgate.net/publication/265916960
Ref: https://study.com/academy/lesson/what-is-child-development-definition-theories-stages.html
Note: For further study on child development, you may refer to Jean Piaget's theory of cognitive
development, Erikson’s psychosocial theory, Kohlberg’s stages of moral development.
Activity 10.2
Learning Disabilities
● All CPs will be asked to brainstorm and share their past school experiences learning
disabilities. Furthermore, MTs will share some glimpse of learning disabilities mentioned in
TARE ZAMEEN PAR movie.
● MTs will ask the CPs to discuss Handout 10.2 in groups and find answers to given questions
followed by discussion in a large group and MTs’ input.
53
Handout 10. 2
Learning Disabilities
Some students have the following disabilities:
Disabilities Description
Students can’t read properly and have issue with related language-
Dyslexia
based processing skills.
Dyscalculia Students’ lack of ability to understand numbers and learn math facts.
Dysgraphia Students’ hand writing ability and fine motor skills
Non-Verbal Learning Student s are unable to understand or interpret facial expression or
Disabilities body language.
Oral/Written Learning disabilities that affect an individual’s understanding of what
Language Disorder they read or of spoken language. The ability to express one’s self with
and Specific Reading oral language may also be impacted
Comprehension Deficit
Case Study
Waleed is 10 years old. He does not learn like the other children. He cannot write well. He can
only write few letters and can solve very simple Maths problems. During the class, Waleed gets
up and wanders around the room. He will only sit down for a few minutes at a time. During
writing activities, he doesn’t seem to be calm at his chair. The other students often tease Waleed
and call him ‘stupid’.
Questions:
i) What are Waleed’s learning disabilities?
ii) How can Waleed learn better at school?

iii) How can Waleed's teachers help him in his learning?
iv) How can other students help Waleed in his learning?
Ref: https://ldaamerica.org/types-of-learning-disabilities/
54
DAY 11: Learning Domains & Assessment
Objectives
● Understand Bloom’s Taxonomy and its learning domains.
● Define assessment and its functions.
● Apply appropriate assessment techniques in real classroom.
Activities Duration
● Share day plan 09:00 am to 11:00 am
● Understand Bloom’s Taxonomy
● Discuss Bloom’s Taxonomy, levels, and domains
● Brainstorm on classroom assessment
● Discuss types of assessment and its use in education 11:30 am to 01:30 pm
● Discuss assessment cycle
Activity 9.1
Bloom’s Taxonomy and its Application
● All CPs will be introduced to learning domains underlying the Bloom’s Taxonomy. CPs will be
divided into subject-wise groups and asked to read Handout 9.1 and share their understanding
with the whole group followed by MTs’ input.
Handout 9.1
Bloom’s Taxonomy and its Domains
Bloom's Taxonomy is a classification system used to define and distinguish different levels of
human cognition (i.e., thinking, learning, and understanding). Bloom's Taxonomy is a hierarchy of
learning objectives. Its original purpose is to give educators a common language to talk about
curriculum design and assessment. Today, it is used by the teachers in the world. Bloom's
Taxonomy consists of three (03) domains that reflect the types of learning-Cognitive, affective,
psychomotor.
Why to Use Bloom’s Taxonomy?
i. Objectives (learning goals) are important to establish in a pedagogical interchange so
that teachers and students understand the purpose of that interchange.
ii. Organizing objectives helps to clarify objectives for themselves and for students.
iii. Having an organized set of objectives helps teachers to:
o plan and deliver appropriate instruction.
o design valid assessment tasks and strategies.
o ensure that instruction and assessment are aligned with the objectives.
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1. Cognitive Domain
In the original version of the taxonomy, the cognitive domain is further divided into six (6) levels.
Revised edition of Bloom’s Taxonomy in 2001, the levels are slightly different from original
Taxonomy: Remember, Understand, Apply, Analyse, Evaluate, and Create (rather than Synthesize).
The name is changed from Noun to Verb form.
The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy
of Educational Objectives (Handbook One, pp. 201-207):
● Knowledge “involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure, or setting.”
● Comprehension “refers to a type of understanding or apprehension such that the individual
knows what is being communicated and can make use of the material or idea being
communicated without necessarily relating it to other material or seeing its fullest
implications.”
● Application refers to the “use of abstractions in particular and concrete situations.”
● Analysis represents the “Tea Breakdown of a communication into its constituent elements
or parts such that the relative hierarchy of ideas is made clear and/or the relations between
ideas expressed are made explicit.”
● Synthesis involves the “putting together of elements and parts so as to form a whole.”
● Evaluation engenders “judgments about the value of material and methods for given
purposes.”
The Revised Taxonomy (2001)
A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing
and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A
Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more
dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label
their categories and subcategories (rather than the nouns of the original taxonomy). These “action
words” describe the cognitive processes by which thinkers encounter and work with knowledge:
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In the revised taxonomy, knowledge is at the basis of these six cognitive processes.
Ref: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
2. Affective Domain
Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things’ pain or joy. Affective objectives typically target the awareness and growth in
attitudes, emotions, and feelings.
3. Psychomotor Domain
The psychomotor objective is specific to physical function, reflex actions, and body movements to
interpret information and learn. It implies that physical activity supports or is a vehicle for cognitive
growth and furthering knowledge or skills. The learner uses physical action to achieve a cognitive
or affective objective.
Teaching methods are classified to support learning domains which are as follows (Vikoo (2003):
Cognitive development Affective development Psychomotor development
methods methods methods
• Discussion Method Modelling Method • Inquiry Method
• Questioning/Socratic • Simulation Method • Discovery Method
Method • Dramatic Method • Demonstration Method
• Team Teaching Method • Simulation Games • Laboratory/Experimentation
• Talk Chalk/Recitation • Role-Playing Method Method
Method • Dalton Plan/Assignment
• Field Trip Method Method
• Team Teaching Method • Project Method
Activity 9.2
Cognitive Domain
● All CPs will explain the cognitive levels in relation to lower order of cognitive skills and higher
order of cognitive skills with the help of given examples.
● Remember: Name different colours.
● Understand: Explain combination of different colours.
● Apply: Classify drawing or pictures according to different colours.
● Analyze: Provide comparison between 2 or more than 2 pictures.
● Evaluate: Decide the colours of pictures which are correctly as per colour pattern
● Create: Using the characteristics of colours, create a new colour.
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● All CPs will be asked to classify the lower and higher order of cognitive skills followed by the
MTs’ input.
● All CPs will be asked to read Handout 9.2 to understand different levels of cognitive domain
and identify different cognitive levels of SLOs using Handout 9.3 with the help of MTs.
Handout 9.2
Cognitive Domain
Level 1. Remember Recall or recognition of specific information

Key words (Actions) Recognizing, Listing, Describing, Identifying, Naming, Locating,
Finding
Products Quiz, Definition, Fact, Worksheet, Test, Label, List, Workbook
Level 2. Understand Explaining ideas or concepts
Key words (Actions) Interpreting, Exemplifying, Summarizing, Inferring, Classifying,
Comparing, Explaining, Paraphrasing
Products Recitation, Summary, Collection, Explanation, Show, Tell,
Example, Quiz, List, Label, Outline
Level 3. Apply Using information in another familiar situation
Key words (Actions) Implementing, Solving, Collecting, Using, Showing, Producing
Products Illustration, Simulation, Sculpture, Demonstration, Presentation,
Interview, Performance, Diary, Journal
Level 4. Analyse Tea Breaking information into parts to explore understandings and
relationships
Key words (Actions) Comparing, Organizing, Deconstructing, Attributing, Outlining,
Structuring, Integrating, Separate
Products Survey, Database, Abstract, Report, Graph, Checklist, Chart,
Outline
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Level 5. Evaluate Justifying a decision or course of action
Key words (Actions) Checking, Hypothesizing, Critiquing, Experimenting, Judging,
Testing, Detecting, Monitoring
Products Debate, Panel, Report, Evaluation, Speech, Investigation, Verdict,
Conclusion, Persuasive
Level 6. Create Generate new ideas, products, or ways of viewing things
Key words (Actions) Designing, Constructing, Planning, Producing, Inventing, Devising,
Making
Products Story, Project, Plan, Painting, Song, Media Product, Advertisement
Ref: http://www.nwlink.com/~donclark/hrd/bloom.html
Ref: Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives, Vol.1.: The Cognitive Domain. New York:
Ref: http://www.umuc.edu/prog/ugp/ewp/bloomtax.html
Handout 9.3
Identify Different Cognitive Levels of SLOs
All CPs will select at least ten (10) SLOs from subject textbooks and identify appropriate cognitive
levels (e.g., SLO- Identify different parts of plant as per cognitive levels).
SLO Remembering Understanding Applying
Ref: Anderson, L. W & Krathwohl, D. R., eds. 2001. A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn and Bacon.
Activity 11.1
Assessment and its Types
● MTs will form four (04) groups by applying jigsaw strategy.
● MTs will make pairs and ask CPs to find types of assessment from the Handout 11.1 and
design at least two (02) types of assessments their own. CPs can take help from Bloom’s
Taxonomy learned previously.
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Handout 11.1
Assessment and its Types
What is an Assessment?
Assessment is an integral component of teaching that provides bases for further improvement.
Assessment focuses on what students know, what they are able to do and what values they have
when they receive their education. It is a systematic collection, review and use of information about
instructional approaches to improve students’ learning.
Types of Assessment
Summative Assessment Formative Assessment
Summative assessment evaluates student It refers to a wide variety of methods that
learning, skill acquisition, and academic teachers use to conduct in process evaluations
achievement at the conclusion of of student’s comprehension, learning needs and
a defined instructional period. It is used to academic progress during a lesson The goal of
assess the benchmark performance of students. formative assessment is to monitor students
learning to provide on-going feedback to
improve their learning.
Diagnostic Assessment Performance Assessment
Diagnostic assessments (also known as pre- Performance assessment is one which requires
assessments) provide teachers with information students to demonstrate that they have mastered
about student's prior knowledge and specific skills and competencies by performing
misconceptions before beginning a learning or producing something.
activity. It may be conducted at the beginning
of a term, a unit of student or whenever
information about prior learning is helpful.
Teachers may use diagnostic assessment to find
out what students know and can do, identify
student strengths and plan instruction which
builds on and extends those strengths
Ref: Black, P., Harrison, C., Lee, C., Marshall, B., &Wiliam, D. (2003). Assessment for Learning: Putting
it into practice. Berkshire, England: Open University Press.
Ref: http://weac.org/articles/performance-assessment/
Activity 11.2
Assessment Cycle
All CPs will be encouraged to reflect on their own assessment cycle and examine relevance of the
assessment cycle mentioned in Handout 11.2 and share their views with a large group followed
by MTs’ input.
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Handout 11.2
Assessment Cycle
Assessment is a cyclic process and doesn’t complete if all steps are not accomplished.
Reference: Drake, J. (2001) Lanning Children Play and learning in the foundation state, London.
David Fulton Publisher
Ref: Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003) Assessment for Learning: Putting
it into practice. Berkshire, England: Open University Press.
Ref: http://weac.org/articles/performance-assessment/ (Assessment def)
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DAY 12: Construction of Test
Objectives
● Understand process of test construction.
● Construct test.
Activities Duration
● Sharing reflections on the professional learning of previous day
09:00 am to 11:00 am
● Share their experiences as students and teachers of test
● Introduction to SESLOAF
11:30 am to 01:30 pm
● How to construct test items
Activity 12.1
SESLOAF (Sindh Education Student Learning Outcome Assessment Framework)
● All CPs will discuss importance of SESLOAF mentioned in Handout 12 in small groups and
make their presentation.
● MTs will ask CPs to refer to further reading on SESLOAF at:

Ref:
https://www.academia.edu/41172568/Sindh_Education_Students_Learning_Outcomes_Assessme
nt_Framework_SESLOAF_English_Grade_1_5.
Handout 12.1
SESLOAF (Sindh Education Student Learning Outcome Assessment Framework)
i. Sindh Education Student Learning Outcome Assessment Framework (SESLOAF) is a
standardized approach to assessments outlines a comprehensive framework for
assessment using multiples forms of assessment, in order to provide varied opportunities
for students to demonstrate learning and assessor to assess learning outcomes.
ii. The assessment framework includes all those students’ learning outcomes that could be
reliably and validly assessed through summative, benchmark and authentic assessments.
iii. The assessment items are designed to ascertain the important cognitive learning targets
in English, according to the competencies of reading and thinking skills, writing skills,
oral communication skills, formal and lexical aspects of language and lastly appropriate
ethical and social development.
iv. The overall framework also takes into consideration Skills, Attitude and Values
Standards through performance and authentic assessments.
v. Also, the international standards of assessments are considered in the design of the
assessment framework, specification, items, tasks and tools.
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vi. In the design a reference is made to the contemporary literature on learning and
assessment of language learning and learning in general.
vii. The test is also aligned with agreed code of practice on fair testing and also aligned with
the current assessment and grading policy.
viii. The current policy on assessment in Pakistan that recommends the assessment of 40 %
Knowledge, 30% Understanding and 30% Application in summative assessments is also
taken into consideration.
Activity 12.2
Construction of Test
● All CPs will share their experiences as students and teachers of standardized test in their
respective groups and then share with a large group followed by MT’s input.
● All CPs will read Handout 12.2 in their respective groups and discuss the following questions
and share their response in a large group followed by MTs’ input.
i) What are key issues of test?
ii) What are key parts of test?
iii) What is the purpose of using test based on MCQs, CRQs and ERQs?
iv) What are key steps for preparing test?
Handout 12.2
Construction of Test
Test is an integral part of teaching and learning process. Teachers normally administer various tests
which face an issue of reliability and validity. Since teachers have to provide feedback to their students
on their performance in the tests it should be accurate and explicit otherwise students will be misled.
Teachers are encouraged to conduct formative test to find out the immediate learning difficulties and to
suggest remedies for improving student learning outcomes. However, teachers may note that summative
test covers the instructional objectives and content areas at the end of course.
What is Test?
Test is prepared in a way that questions are consistent and administered and scored in a
predetermined standard manner.
Reliability and Validity of Test

Reliability refers to the consistency of a measure (whether the results can be reproduced under
similar conditions) while validity refers to the accuracy of measure (whether the results represent
what they are supposed to measure).
Key Parts of Test
Multiple-Choice Questions (MCQs)
Such questions have a statement followed by multiple options. Only ONE of them is correct.
Example: Choose the correct answer:
Capital of Sindh is………
● Karachi
● Hyderabad
● Thatta
● Sukkur
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Constructive Response Questions (CRQs)
Short answer question where responses could be in a word or a few sentences.
Example: Saad covered 15% of the total distance of 450 km. How much distance did he cover?
Extended Response Questions (ERQs)

Essay type (or more than 3 sentences answer) questions where responses are in-depth or detailed.
Example: Write a letter to your friend inviting him to your brother’s marriage.
Introduce Command Word

Introduce Command Word to the CPs by explaining that command words in SLOs help in
identifying cognitive level and the most appropriate type of questions.
Note: Some SLOs can be assessed through MCQ, CRQ and ERQ.
How to Construct Test?

In order to construct test, teachers need to take the following four main steps:
● Planning Test ii). Preparing test iii) Try out test, and 4. Evaluating test.
Step 1. Planning Test

Teachers must keep three things in mind-i) what is to be measured, ii) what content areas should
be included, and iii) what types of test items are to be included.
Step 2. Preparing Test Specification
Test specification is the most important aspect of test to ensure that test measures a representative
sample of the instructional objectives and content areas teachers. The preparation stage includes
three functions: i) preparing test items, ii) preparing instruction for the test, and iii) preparing the
scoring key. The test specification includes; i) instructional objectives, ii) content areas and types
of items and their weightage must be determined.
The following principles help in preparing relevant test items. Test items should be:
i. Appropriate for the learning outcome to be measured.
ii. Measure all types of instructional objectives and the whole content area:
iii. Prepared that it will cover all the instructional objectives.
iv. Be free from any ambiguity.
v. Of appropriate difficulty level.
vi. Be free from technical errors and irrelevant clues.
vii. Be free from racial, and ethnic biases.
Step 3. Try Out of Test

Try out involves two important functions- (a) administration of the test and (b) scoring the test.
Teachers may follow the following principles during the test administration: Teacher should:
i. Talk as less as possible.
ii. Not interrupt the students at the time of testing.
iii. Not give any hints to any student who has asked about any item.
iv. Provide proper invigilation in order to prevent the students from cheating.
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Step 4. Evaluating Test
Evaluating the test is most important step in the test construction process. Evaluation is necessary
to determine the quality of the test and the quality of the responses. Quality of the test implies that
how good and dependable the test is? (Validity and reliability). Quality of the responses means
which items are misfit in the test. It also enables teachers to evaluate the usability of the test in
general class-room situation. Evaluating the test involves following functions- i) item analysis, (b)
determining validity of the test, iii) determining reliability of the test, and determining usability of
the test. MT will assign CPs to make test items subject wise at home.
Ref: Modified after Retrieved from;http://www.ascd.org/publications/books/107022/chapters/Constructed-
Response@-Connecting-Performance-and-Assessment.aspx
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DAY 13: Student-Centred Pedagogies
Objectives
● Differentiate between teacher-centred and student-centred pedagogies.
● Discuss advantages and disadvantages of teacher-centred and student-centred pedagogies.
Activities Duration
● Share reflections on the previous professional learning
● Reflect on their past teachers’ pedagogies
● Differentiate between teacher-centred vs student-centred pedagogies
● What are advantages and disadvantages of teacher-centred and
student-centred pedagogies 11:30 am to 01:30 pm
● Teaching strategies (Active Learning)
Activity 13.1
Reflections on Pedagogies of their Teachers
● MTs will ask CPs to make onion ring to reflect on pedagogy of their teachers and share with
the groups what did they like the most and what did they dislike the most about their teachers’
approaches followed by MTs’ input.
Liked the most about pedagogy Disliked the most about pedagogy
Activity 13.2
Teacher-Centred VS Student-Centred Pedagogies
● All CPs are expected to review two diagrams below and discuss difference between two and
share their views on both diagrams with a large group followed by MTs’ input.
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Activity 13.3
Teacher-Centred Pedagogies vs Student-Centred Pedagogies
● All CPs are expected to discuss Handout 13.3 on teacher-centred pedagogies and student-
centred pedagogies in the groups and present outcomes in a large group followed by MTs’
input.
Handout 13.3
Teacher-Centred Pedagogies vs Student-Centred Pedagogies
The main difference between teacher-centred and learner-centred pedagogies is that within the
teacher-centred pedagogies students depend on teachers whereas student-centred pedagogies focus
on students along with teachers. Through teacher-centred pedagogies, teachers talk excessively, and
students continue to listen but student-centred pedagogies allow teachers and students to interact in
the classroom and collaborate with each other.
Ref: https://resilienteducator.com/classroom-resources/which-is-best-teacher-centered-or-student-centered-
education/ (Child vs teacher centred pedagogy
The following pictures present teacher -centred and student-centred classrooms:
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What is 21st century pedagogy?
● 21st century pedagogy aims to develop skills and knowledge that students need to succeed.
● 21st century skills can be applied in all subject areas, and all careers, and civic settings.
● Schools need to implement new ways of teaching.
● Teachers should use in school time to teach students how to find, interpret, and use
information, rather than just present information.
● Critical thinking, problem solving, and reasoning.
● Research skills and practices.
● Creativity, curiosity, imagination, and innovation.
● Perseverance, and self-organizing.
● Oral and written communication, public speaking and presenting, listening.
● Leadership, team work, collaboration.
● Information and communication technology (ICT), media and internet literacy, data
interpretation and analysis, programming.
● integration of community resources beyond school walls.
The diagram below presents the pedagogies of 21st century:
Ref: https://issuu.com/tampereenaikuiskoulutuskeskus/docs/expo_essi_ryymin_en_edu_20170825
Teacher-centred pedagogies- Traditional approach (Sage on the Stage)-Teacher functions as a
lecturer, presenter of information to the students, who are expected to passively receive it. The
teacher-centred approaches include; lecture, demonstration, home assignments, memorizing,
reviewing, questioning, discussion.
Student-centred pedagogies-non-traditional approach (Guide on the Side)- Teacher functions as a
coach or facilitator as students paly more active and collaborative role in their own learning. The
student-centred pedagogies include; presentations, brainstorming, jigsaw, case study, role play,
simulation, project-based learning, problem-based learning etc.
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Advantages Disadvantages
Teachers exercise full control of the
● ● Students may get bored from lectures.
classroom. ● Students work alone.
● Teachers minimizes their concern that ● Collaboration etc. is discouraged.
Teacher-
students might miss key concept. ● Students have less opportunity to
Centred
● Students benefit from a focused develop their crucial-thinking skills.
Pedagogies
approach.
● Teachers feel comfortable and
confident.
Students focus on teachers’ instruction
Education becomes a more shared
● ● With students free to interact, the
experience. classroom space can feel noisy or
● Students build both collaboration and chaotic.
Student- communication skills. ● Classroom management can become
Centred ● Students tend to be more interested in more of an issue for the teacher.
Pedagogies interaction. ● Some students may miss important
● Students learn to work independently information.
and to interact with others. ● Students may not prefer collaboration
since they intend to work alone.
Activity 13.4
Teaching strategies (Active Learning)
● MTs will start with ice-Breaking activity by asking that they will have to discuss by focusing
on the following questions.
a) What are teaching methods and what kind of methods you use in classroom?
b) Why teaching methods are used in classroom?
c) Why we focus student cantered learning in 21st century?
d) How and why paradigm shifted from teachers cantered pedagogy to student centred
pedagogy?
● MTs will collect responses randomly and share their understanding on the above questions.
● MTs will discuss general teaching methods and their advantages and disadvantages:
a) Lecture method
b) Lecture demonstration method
c) Discussion method
d) Assignment method
e) Project method
f) Role play and activity-based method
g) Audio visual method
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Activity 13.5
Active Learning Strategies
MT will distribute Handout 13.5 active learning strategies among CPs for reading and will
discuss which strategies they like and why and share with a large group for further discussion
followed by MTs’ input.
Handout 13.5
Active Learning Strategies
Active learning is an approach to instruction
that involves actively engaging students with
the course material through discussions,
problem solving, case studies, role plays and
other methods. Active learning approaches
place a greater degree of responsibility on the
learner than passive approaches such as
lectures, but instructor guidance is still crucial
in the active learning classroom. Active
learning activities may range in length from a
couple of minutes to whole class sessions or
may take place over multiple class sessions.
Some Active Learning Strategies are as follows:

1) Provocative Picture: Begin the lecture with a picture meant to provoke discussion or
emotion (another option: a cartoon).
2) Turn Taking Reading: Instead of the instructor reading a paragraph on screen (or leaving
silence for students to do it), instruct them we will sit in silence until someone is moved to
read ONE sentence, then someone else anyone – will start the next sentence. Adds “good”
tension and raises energy.
3) Photo Class Work: Students are assigned to use a smartphone to snap a picture of
something in class that captures a topic relevant from the class, as assigned by the teacher.
4) Gallery Walk: Provide coloured dot stickers to students and ask them to “vote” on
statements they agree with the most, by using up their limited dot supply on the pre- written
topics displayed around the room on poster boards. Or display their work to draw more
ideas.
5) Circle the Questions: Pre-make a handout that has a few dozen likely student questions
(make them specific) on your topic for that day and ask students to circle the ones they don’t
know the answers to, then turn in the paper.
6) Concept Mapping: Students write keywords onto sticky notes and then organize them into
a flowchart. It could be less structured: students simply draw the connections they make
between concepts.
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7) One-Sentence Summary: Summarize the topic into one sentence that incorporates all
8) Student Story Telling: Convert simple topics into story and tell before the class
9) Think-Pair-Share: Students share and compare possible answers to a question with a

partner before addressing the larger class.
10) Peer Review Writing Task: To assist students with writing assignments, encourage them
to exchange drafts with a partner. The partner reads the essay and writes a three- paragraph
response: the first paragraph outlines the strengths of the essay, the second paragraph
discusses the essay’s problems, and the third paragraph is a description of what the partner
would focus on in revision, if it were her essay.
11) Jigsaw (Group Experts): Give each group a different topic. Re-mix groups with one
planted “expert” on each topic, who now should teach his new group. Also, useful to have
them teach each other sections of the syllabus on the first day.
12) Four Corners: Put up a different topic in each corner of the room and ask students to pick
one, write their ideas about it, then head to “their” corner and discuss opinions with others
who also chose this topic.
13) Role-Play: Assign roles for a concept, students research their parts at home, and they act it
out in class.
14) Jury Trial: Divide the class into various roles (including witnesses, jury, judge, lawyers,
defendant, prosecution, audience) to deliberate on a controversial subject.
15) Press Conference: Ask students to role-play as investigative reporters asking questions of
you, the expert on the topic. They should seek a point of contradiction or inadequate
evidence, hounding you in the process with follow up questions to all your replies.
Variation: can be done as group activity, with students first brainstorming questions to ask.
16) Fishbowl: All the members of the class sit in a big circle. In the middle of the circle there are five
chairs. Three are occupied by students whose views (preferably controversial) on the topic or
question are known beforehand. These three start the discussion. They may be joined by one or two
students presenting yet another view. Students from the outer circle may also replace speakers in the
inner circle by tapping them on the shoulder if they feel confident that they can present the case
better. Divide the class in half. One half will form the centre circle, facing inward. The other half
of the class will form the outer circle, facing inward as well. The students in the inner circle will
discuss a predetermined topic. The outside circle will be listening to the discussion, making note of
interesting, new, or contradictory information. They are not allowed to say a word at this point. The
inner and outer circles can then switch positions and repeat the steps above.
17) Network: The class is divided into groups which should not have more than 10 students each. Each
group receives a ball of string. Whoever is speaking on the topic chosen holds the ball of string.
When the speaker finishes, he gives the ball of string to the next speaker, but holds on to the string.
In this way a web of string develops, showing who talked the most and who the least.
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18) Onion Ring: The class is divided into two equal groups. As many chairs as there are students are
arranged in a double circle, with the chairs in the outer circle facing inwards and those of the inner
circle facing outwards. Thus, each member of the inner circle sits facing a student in the outer circle.
After a few minutes of discussion all the students in the outer circle move on one chair and now have
a new partner to continue with.
19) Buzz Groups: It is a cooperative learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task (idea generation, problem solving and so on)
or facilitating that a group of people reach a consensus on their ideas about a topic in a specific
period of time.
20) Round Robin: Have groups silently list top 3 answers to a problem/question. Allow all groups to
present one idea in a round robin format until all groups have exhausted their lists. Scribe all answers
and then discuss how to reduce/re-categorize answers. Have groups vote on top three, provide
results, discuss, and vote again.
21) Brainstorming in a Circle: Group students to discuss an issue together, and then spend a few
minutes jotting down individual notes. One person starts a brainstorming list and passes it to the
student to the right, who then adds to the list and passes it along again.
22) Roundtable: Present a category (such as words that begin with "b"). Have students take turns
writing one word at a time.
Ref: https://www.google.com/search?q=collaborative%20learning%20strategies%20pdf&se_es_tkn=lilwesfg
After each cooperative learning activity, debrief the participants by asking questions such as:
i. What did you learn from this activity?
ii. How did you feel working with your teammates?
iii. If we do this again, how will you improve working together?
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DAY 14: Student Learning Styles
Objectives
● Discuss student individual differences.
● Discuss student learning styles.
Activities Duration
● Registration
● Share reflections on profession learning of the previous day 09:00 am to 01:00 am
● Share ay objectives
● Discuss student individual differences
● Discuss student learning styles and its relation to Multiple
11:30 am to 01:30 pm
Intelligence Theory by Gardner
Activity 14.1
Individual Differences
● All CPs will discuss Handout 14.1 on individual differences in their groups and share their
agreement and disagreement in a large group followed by MTs’ input.
Handout 14.1
Individual Differences
Differences in Differences in physical characteristics is the most clear and visible difference
Physique among students. Teachers may consider individual differences in seating
arrangement, such as short heighted students should sit in front desks.
Differences in Intelligence refers to our ability to learn and to utilize what has been learned.
Intelligence Intelligence also includes our ability to adjust to new Situation and solve new
problems. Teacher may make heterogeneous groups, in this way below
average and average students would have an opportunity to learn with above
average and gifted students and they can achieve good grades.
Differences in Ability is defined as what a person can do now and what he can learn to do
Ability in the future. It is total of all that an individual has acquired and all that he is
capable of acquiring. Teachers may consider varied abilities of students.
Differences in An aptitude is the ability of an individual to benefit from a certain type of
Aptitudes training. It is the potential of an individual to acquire with training some
specified knowledge, skills or set responses such as to learn music etc.
Teacher may design different indoor and outdoor activities for students of
having different aptitudes such as hobby clubs, drawing and music classes
etc.
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Differences in While aptitude refers to what a person can do achievement refers to what a
Achievements person has done. Teacher may grade students according to his/her level of
achievements. Teacher may use motivational techniques to improve the
achievement rate of students.
Differences in An individual’s personality refers to a person’s characteristic way of
Personality thinking, feeling and behaving. For instance, some people are generally quiet
and shy while others are talkative and outgoing. Teacher may design
individual and group activities for students who are having different
personality trait, e.g, a child who is having a leadership quality can be a
group leader and a child who has strong communication skill can be a
presenter.
Ref: https://www.researchgate.net/publication/23295758_Individual_Differences_Intelligence
Activity 14.2
Learning Theories
● MTs will divide CPs in their groups to read Handout 14.2 on Learning Theories and relate
these to their own learning views and present their views for and against both the Learning
Theories followed by MTs’ input.
Handout 14.2
Learning Theories
Learning is defined differently, however, a common definition of learning as a process of acquiring
information leading towards change in behaviour and attitude in the learners. There are several
learning theories but two key theories are as follows:
Behaviourism: Behaviourism or the behavioural learning theory focuses on how students learn.
Behaviourism focuses on the idea that all behaviours are learned through interaction with the
environment and innate or inherited factors have very little influence on behaviour.
Constructivism: Constructivism theory states that the learners construct knowledge rather than
passive receivers of information. The learners experience the world and reflect upon those
experiences and build their own representations and incorporate new information into their pre-
existing knowledge/schemas. These two theories are further explained in the diagrams below:
In order to further differentiate between behaviourism and constructivism theories a comparison is

given below:
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Differences between Behaviourism s and Constructivism
Questions Behaviourism Constructivism
How does Learning is a mechanical process Constructivism refers to the study of
learning occur? of associating the stimulus with learner’s own construction of knowledge
response, which produces a new which is constructed through one’s own
behaviour. Such behaviour is personal experiences and interaction
strengthened by the with the outside world. The learner takes
reinforcement. in new information and gives meaning to
it using his/her own prior knowledge.
Use of The techniques of reinforcement The constructivism is best utilized when
classroom and punishment have been learners take control of the learning
employed by the teachers in the situation, such as Problem Based
classrooms to promote desirable Learning. As learners engage themselves
behaviour and discharge in an activity like this, they develop an
unwanted behaviour of the understanding of the importance of the
learners. problem, comprehend the relevance of
the topic, and construct knowledge
through their experiences. It is more
important to focus on the whole rather
than the individual parts in constructivist
learning.
Factors Nature of reward, punishment, Engagement, participation, social,
influence stimuli cultural
learning
Role of memory Memory is created as a result of Prior knowledge contributes the current
repeated experiences where context.
reward and punishment are more
influential.
Learning Stimulus-response Socialization
transfer
Types of Task-based learning Socially engaged
learning
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Strengths 6) It can be used to formulate ● Constructivist activities are generally
behavioural contracts in the relevant to the learner and real world
school as at home. based.
7) It is helpful in bringing about ● Learners construct knowledge and
behaviour modification (desired meaning as they can relate the
outcome) with the help of information to their own experiences,
reinforcement, punishment and beliefs, and attitude by the interaction
extinction. with the environment.
8) Cueing responses to behaviour
allow the learner to react in a
predictable way under certain
conditions.
9) Success of outcomes is easily
measurable.
10) Guarantees specific
learning.
11) Ease of application.
Weaknesses ● It is an extrapolation of animal
● Individual experiences and attitudes can
behaviour to humans. vary. A specific, desired outcome may not
Behaviourism fails to explain the always be achieved when different people
development of human languages. approach the problem 0r task.
● Effect of environment in shaping
the behaviour of a human, is not
taken into account by the
behaviourists.
Ref:http://ci484..learning..technologies.wikispaces.com/Behaviorism%2C+Cognitivism%2C+Construcivism+%
Learning Styles
Activity 14.2
Student Learning Styles
● MTs will ask CPs to read Handout 14.2 and form their groups and assign each group a
learning style. All CPs will discuss and deliver presentation on the assigned topics
followed by MTs’ input. CPs can use other sources, if required.
Handout 14.2
Student Learning Styles
Learning styles can be defined, classified, and identified in many different ways. Learning styles
are overall patterns that provide direction to learning and teaching. Learning style can also be
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described as a set of factors, behaviours, and attitudes that facilitate individuals’ learning. Learning
styles indicate that every student learns differently. Learning style refers to the preferential way in
which the student absorbs, processes, comprehends and retains information. Literature on learning
styles indicates a number of learning styles but the seven (07) learning styles seem to be relevant
which include; i) visual, ii) kinaesthetic, iii) aural, iv) social, v) solitary, vi) verbal and vii)
logical. There is some criticism about boxing the students as per predetermined framework. This
session provides information for the teachers to know about various learning styles and their
underpinning theories. Hence, teachers’ role is to use pedagogies keeping in view the above the
learning styles. These learning styles also correspond with Garner’s Multiple Intelligence Theory
and the details are given below:
Visual-Spatial Intelligence: People who are strong in visual-spatial intelligence are good at
visualizing things. These individuals are often good with directions as well as maps, charts,
videos, and pictures.
Strengths Characteristics Potential Career Choices
Visual People with visual-spatial intelligence: Architect
and spatial Read and write for enjoyment Artist
judgment Are good at putting puzzles together Engineer
Interpret pictures, graphs, and charts well
Enjoy drawing, painting, and the visual arts
Recognize patterns easily
2.0 Linguistic-Verbal Intelligence: People who are strong in linguistic-verbal intelligence are
able to use words well, both when writing and speaking. These individuals are typically very good
at writing stories, memorizing information, and reading.
Words, language, People with linguistic-verbal intelligence: Writer/journalist
and writing Remember written and spoken information Lawyer
Enjoy reading and writing Teacher
Debate or give persuasive speeches
Are able to explain things well
Use humor when telling stories
3.0 Logical-Mathematical Intelligence: People who are strong in logical-mathematical

intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and patterns.
Analyzing Have excellent problem-solving skills Scientist
problems and Enjoy thinking about abstract ideas Mathematician
mathematical Like conducting scientific experiments Computer programmer
operations Can solve complex computations Engineer
Accountant
4.0 Bodily-Kinesthetic Intelligence: Those who have high bodily-kinesthetic intelligence is said
to be good at body movement, performing actions, and physical control. People who are strong in
this area tend to have excellent hand-eye coordination and dexterity
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Strengths Characteristics Potential Career Choice
Physical Are skilled at dancing and sports Dancer
movement, Enjoy creating things with his or her hands Builder
motor control Have excellent physical coordination Sculptor
Remember by doing, rather than hearing or Actor
seeing
5.0 Musical Intelligence: People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at
musical composition and performance.
Rhythm and music Enjoy singing and playing musical Musician
instruments Composer
Recognize musical patterns and tones Singer
easily Music teacher
Remember songs and melodies Conductor
Have a rich understanding of musical
structure, rhythm, and notes
Interpersonal Intelligence: Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These individuals are skilled at assessing
the emotions, motivations, desires, and intentions of those around them.
Understanding and Communicate well verbally Psychologist
relating to other Are skilled at nonverbal communication Philosopher
people See situations from different perspectives Counsellor
Create positive relationships with others Salesperson
Resolve conflicts in group settings Politician
Intrapersonal Intelligence: Individuals who are strong in intrapersonal intelligence are good at
being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-
reflection and analysis, including daydreaming, exploring relationships with others, and assessing
their personal strengths.
Introspection and Analyze their strengths and weaknesses well Philosopher
self-reflection Enjoy analyzing theories and ideas Writer
Have excellent self-awareness Theorist
Understand the basis for his or her own Scientist
motivations and feelings
Naturalistic Intelligence: Naturalistic is the most recent addition to Gardner’s theory and has been
met with more resistance than his original seven intelligences. According to Gardner, individuals
who are high in this type of intelligence are more in tune with nature and are often interested in
nurturing, exploring the environment, and learning about other species. These individuals are said
to be highly aware of even subtle changes to their environments.
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Finding patterns Are interested in subjects such as botany, Biologist
and relationships biology, and zoology Conservationist
to nature Categorize and catalogue information easily Gardener
Enjoy camping, gardening, hiking, and Farmer
exploring the outdoors
Dislikes learning unfamiliar topics that have
no connection to nature
https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161
Relationship between various intelligences and qualities of people is given below:
● Verbal/Linguistic Intelligence – “word smart”
● Logical-mathematical Intelligence – “number/reasoning smart”
● Visual/Spatial Intelligence – “picture smart”
● Bodily/Kinesthetic Intelligence – “body smart”
● Musical/Rhythmic Intelligence – “music smart”
● Interpersonal Intelligence – “people smart”
● Intrapersonal Intelligence – “self-smart”
● Naturalist Intelligence – “nature smart
The details of learning styles are given below:

Visual: Visual or spatial learners supposedly retain information best by viewing pictures or images
and respond well to colours and mind maps.
Kinaesthetic: kinaesthetic learners are all about doing things physically. Role playing, using things
like flashcards or carrying out the action physically can help them learn things better.
Aural: Aural or auditory-musical learners should retain the most information after hearing it.
Social: Social, or interpersonal learners are meant to work best when they participate in study
activities with other people such as quizzing each other or having a study group.
Solitary: Solitary, or intrapersonal learners supposedly work best alone. Making notes and reciting
them back are useful activities when studying by yourself.
Verbal: Verbal, or linguistic learners are supposed to respond well to written or spoken words,
using tools like rhymes and acronyms.
Logical: Logical, or mathematical learners use logic and structures in order to learn effectively.
Three (03) key learning styles are found among the students which include:
Visual learners: They learn best by using images, graphs, maps, and drawings
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Auditory learners: They prefer to learn by hearing and speaking information
Tactile/kinesthetic learners: They learn best by experiencing, touching, and performing
Readers/Writers: They learn through reading and writing.
These are further categorized into the following main learning styles:
Personal Learning Styles (Interpersonal Learners, Intrapersonal Learners
Sensory Learning Styles (Spatial Learners, Auditory-Musical Learners, Kinesthetic Learners
Informational Learning Styles (1 Linguistic Learners, Mathematical Learners
Ref: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161
Ref: https://sphero.com/blogs/news/learning-styles-for-k
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DAY 15: Classroom Management
Objectives
● Discuss notion of classroom management.
● Importance of classroom management for teaching and learning.
Activities Duration
● Registration
09:00 am to 11:00 am
● Discuss notion of classroom management
● Discuss importance and elements of classroom management 11:30 am to 01:30 pm
Activity 15.1
Classroom Management
● All CPs will reflect individually as students on their classroom management scenario and
share in the groups followed by MTs’ input. While reflecting on classroom management
you may keep the following guiding questions in mind:
i) How was classroom seating arrangement?

ii) Was classroom clean and airy?
iii) Were there desks? If so, how ere these organized and clean?
iv) How were students made sit in the classroom?
v) Was blackboard or white/green board was well maintained?
vi) Was writing of teachers clear?
vii) Was there any reading corner in the classrooms?
viii) What was overall learning environment?
ix) How did you find teachers there?
Based on your past experiences you may write definition of classroom management and discuss
with in the groups followed by MTs’ input.
Activity 15.2
● MTs will ask CPs to read Handout 15.2 in small groups and prepare their response to the
following questions for discussion in a large group followed by MTs’ input:
i. What do you understand about classroom management?

ii. Why is classroom management important for teachers and students?
iii. What is the role of classroom management in creating enabling learning environment?
iv. In your past role as a student, how did classroom management help you in your learning?
v. In your past role as a student, what kind of issues related to classroom management did
you face and how did you overcome?
vi. What are key three qualities of classroom management for effective teaching and
learning?
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Handout 15.2
Classroom management is essential for smooth running of teaching learning process. The
managed and disciplined class leads to the maximum learning output. The need of the
classroom management arises on the basis of following reasons.
i. Productive environment inside of classroom is very necessary for the students learning. This
atmosphere of class can only be attained when the classroom is well managed.
ii. The management of classroom enables the students to remain cooperative, respectful, and
on task with each other and with teacher. Students are more receptive as learners when
guidance is more focused.
iii. Organization of the classroom is the fundamental element for positive learning environment
of the class. It minimizes the wastage of time as well as of other resources because every
activity of the class goes according to the organized way.
iv. Planning and management both play an important role in effective teaching learning
process. When the classroom is well managed, the planning made by the teacher for all
activities of the classroom will be implemented successfully.
v. In an organized and manage class, the teacher attention remains focused and works with a
sense of purpose in the classroom.
vi. It becomes very easy for the teacher to engaging all the students in purposeful activities
during school hours, therefore the management of classroom play very essential part in
engaging the students in creative activities.
vii. Encouragement boosts up the energies of students for effective learning, and it is only
possible when the teacher gives attention to the students according to their level. A managed
and control classroom makes this job very easy for the teacher.
viii. The basic role of classroom management is to provide an opportunity to the teacher to
motivate her/his students to meet the challenges and exceed expectations.
ix. Collaboration stimulates the students for teamwork in all learning activities whether that
held inside or outside of the classroom. Students help each other to learn while participating
in constructivist learning activities.
x. Classroom management has important role in fixing the rules and procedures of the
classroom. Without rules and procedures, the learning environment cannot be fruitful.
xi. Classroom management has a great contribution in the achievement of learning goals of a
lesson deliver by the teacher. Because the students can learn far better in the discipline
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classroom environment.
xii. It is very essential for the teacher to arrange the classroom seating according to the nature
and requirements of the subject. Each subject demands different arrangement of seating in
the classroom.
xiii. The teachers need to have real estimate of resources need for a school and classroom
activities, the management enables teachers to make the actual estimate of required
resources for all activities.
xiv. The classroom management enables the teacher to remain consistent in his or her behaviour
with students during classroom lesson. Through effective and consistent feedback to the
students, teachers establish a positive relationship with individual students to realize them
that they are valued.
Ref: https://www.aiou.edu.pk/SoftBooks/6403.pdf
Ref: https://files.eric.ed.gov/fulltext/ED507890.pdf
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DAY 16: Lesson Planning
Objectives
The course participants will be able to:
● Discuss importance of lesson plan.
● Importance of lesson plan in teaching and learning.
Activities Duration
● Recitation form Holy Quran
● Share reflections on professional leaning from the previous day
09:00 am to 11:00 am
● Shar day plan
● Discuss importance of lesson plan
● Discuss format of lesson plan for preparation 11:30 am to 01:30 pm
Activity 16.1
Importance of Lesson Plan
● All CPs are expected to discuss importance of lesson plan based on the following questions in
the groups and share in a large group for further discussion followed by MTs’ input.
i) Why teachers need lesson plan?
ii) Did your teachers ever use lesson plan during their teaching? If so, how often they used it?
iii) What should be components of lesson plan?
iv) How would you know whether your lesson plan is the best?
Activity 16.2
Format of Lesson Plan
● All CPs will discuss the following format in the group for preparing a lesson for presentation in the
classroom followed by MTs’ input.
● All CPs may refer to the following tips:
Presentation:
● Will you present the language in context / abstractly?
● Will you use terminology (e.g., the names of tenses)?
● Which language will you use?
Practice:
● Will the exercises be oral or written?
● Will the exercises be productive or receptive?
● Will the exercises be done individually, in pairs or in groups?
● How will the exercises be corrected?
● How will feedback be provided?
Production:
● How will you ensure that the activity will elicit the newly-taught form?
● Will the activity be oral or written?
● What has learner gained after practice and using it in class or in daily life?
● How is learning effective?
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Ref: https://achilleaskostoulas.files.wordpress.com/2012/01/ppp.pdf
Handout 14.2
Format of Lesson Plan
Class: Subject:
Topic: Duration:
Student Learning Outcomes-SLOs (Knowledge, Understanding, Application or other levels as per need):
1.
2.
3.
Subject matter:
Pedagogies:
Instructional material, learning aids etc.
Assessment:
MTs will assign subject wise topics to CPs for construction of test items.
Recap:
Note: Refer to subject curriculum (SLOs) and other material for preparation of lesson plan. Also, ensure
your lesson plan is aligned with the SLOs of subject curriculum.
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DAY 17: Integration of Technology to Teaching and Learning
Objectives
● Discuss importance of integration of technology in teaching and learning.
● Discuss strategies for introducing integration of technology in teaching and learning and its
benefits.
Activities Duration
● Share reflections on the professional learning of the previous day
● Discuss importance of integration of technology to teaching and
learning
● Discuss strategies for introducing integration of technology to
11:30 am to 01:30 pm
teaching and learning and its benefits
Activities 17.1
Importance of Integration of Technology to Teaching and Learning Process
● MTs will brainstorm and discuss the importance of integration of technology to teaching and
learning process and ask them to share their experiences as students / users in the groups.
Activity 17.2
Strategies for Integrating Technology to Teaching and Learning and Benefits
● MTs will ask CPs to read Handout 17. 2 in small groups and discuss the following questions
in small groups and make presentation followed by discussion and input by MTs.
i) How technology has transformed education including teaching and learning toady?
ii) How can you use technology to support teaching and learning in classroom?
iii) Why will education system highly depend on the technology in future?
iv) How do you see the role of teachers in the technology-driven education in future?
v) How do you see the role of students in the technology-driven education in future?
vi) What are possible benefits of the use technology in education?
vii) What are challenges for the use of technology in teaching and learning?
viii) What are possible familiar tools to you for integrating technology to teaching and learning?
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Handout 17.2
Integration of Technology to Teaching and Learning and its Benefits
Our school system has already introduced integration of technology in teaching and learning.
However, it was accelerated during COVID period. Many schools struggled to use technology in
teaching and learning due to the lack of qualified human resources and other resources. The
education public sector in Sindh is relatively large and requires ample human, material, financial
and technological resources. The School Education & Literacy Department, Government of Sindh
many introduce a policy on integration of technology to teaching and learning in schools. The use
of technology in teaching and learning has multiple benefits for teachers and students to improve
quality of education.
Literature suggests that technology helps teachers to improve student performance; hence, school
management should help teachers develop their competencies needed to enhance student learning
outcomes. Technology also provides students with easy access to information, and accelerated
learning. It enables students to explore new subjects and deepen their understanding of difficult
concepts. Through the use of technology inside and outside the classroom, students can develop
21st-century skills necessary for future jobs.
The school systems have the hard decision about making compatible digital curriculum and content,
assessment requirements. INTEL and others can help school systems enhance the experience of
each student and teachers with a holistic solutions approach that focuses on technology to enable
personalized learning. However, teachers must be properly trained and supported through ongoing
professional learning resources and communities. It makes a transformative and sustainable impact
on the success of all students. The use of technology has therefore become important for today's
students because it offers them an opportunity to learn at a much faster pace.
The possible benefits of the use technology in teaching and learning include; increased collaboration
and communication, personalized learning opportunities, increased concentration level of students,
teachers and students and teachers have become partners of teaching and learning, and improved
teacher productivity and efficiency. This necessitates that the teachers must make the transition and
acquire the relevant skills to integrate technology in education to advance student leaning
competencies.
Technology has transformed education. Technology empowers students by giving them ownership
of how they learn, making education relevant to their digital lives and preparing them for their
futures. With technology and access to resources beyond classroom walls, students are inspired to
become problem-solvers, critical thinkers, collaborators, and creators. Where technology has been
successfully integrated into classrooms, students develop a sense of lifelong learning.
A greater benefit of technology is to promote personalize learning for students. Technology can
help teachers create blended learning environments and leverage digital tools for formative and
summative assessments, bringing new models for learning and teaching in the classrooms.
Technology in education and the right devices can help students to prepare them with the career.
Relevant learning experiences can also create creativity, help students to learn on their own, and
prepare them for future career opportunities. The students can gain these skills and develop their
problem-solving and critical thinking skills for the 21st century. Learning by doing with maker
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mindsets and environments can be very engaging when designed and integrated with the right
technology.
The future of the education system highly depends on the technology. Although there is some
criticism on use of technology in schooling system. Mainly because technology is a source of
distraction for students. However, proper technology integration guides students towards greater
understanding of all concepts covered in class. The teaching strategies based on educational
technology can be described as ethical practices that facilitate the students’ learning and improve
their performance. Technology integration in education inspires positive changes in teaching
methods.
Benefits for Using of Technology in Teaching and Learning
The various benefits that come with using technology are as follows:
i. It offers a wider choice of materials that can be accessed easily.
ii. It helps improve students’ communication skills and performance in school.
iii. It provides an engaging students’ experience for students.
iv. It allows students to access the internet from anywhere at any time.
v. It helps students learn new skills and acquire new knowledge.
vi. It Allows students to improve themselves both academically and intellectually.
vii. It helps students to update him/herself with new technological advancements.
Tools for Integration of Technology to Teaching and Learning

Some ways are given below to use technology in the classroom to enhance learning:
i. Gamified learning
ii. Digital field trips
iii. Integrate social media
iv. Gather student feedback
v. Creating digital content
vi. Using a shared, online classroom calendar
vii. Review and critique webpages
viii. Incorporate video and multimedia into lessons and presentations
ix. Online activities for students who finish work early
Teachers and students may have access to the following technologies for supplementing teaching
and learning process in schools:
i. Computers and Tablets
ii. Teachers can take advantage of computers, laptops, and tablets, allowing students to play
educational games, watch videos, and interact with new media. These devices also give
students access to the internet to conduct research, access databases, and visit educational
websites.
iii. Smartboards
iv. Teachers can keep the learning environment interesting and maximize efficiency by using
smartboards in the classroom. With an interactive whiteboard, teachers can bring up
supplementary imagery readily, play videos, allow students to collaborate in real time on
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the display, and share notes on a class wiki or website. A smartboard can make lessons
more engaging and can make it easier for students to return to the notes when class is over.
v. Virtual Reality
vi. Virtual reality (VR) is becoming increasingly common and teachers can use this
technology to come up with creative ways to teach students.
vii. Social Media
viii. Teachers can leverage social media to create groups for their students to interact with
material and each other.
ix. Hybrid learning implements synchronous lessons taught simultaneously in-person and
online. It is a type of blended learning that focuses more on bridging the physical
classroom and virtual learning spaces closer together into a more complete education.
Hybrid learning is a form of synchronous learning that happens both physically and
remotely.
x. Flipped classroom is a pedagogical approach in which direct instruction moves from the
group learning space to the individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning environment where the educator guides
students as they apply concepts and engage creatively in the subject matter.
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DAY 18: Multigrade Teaching
Objectives
● Discuss notion of multigrade teaching.
● Discuss strategies for multigrade teaching.
Activities Duration
● Discuss notion of multigrade teaching
● Discuss strategies of multigrade teaching
● Apply multigrade teaching 11:30 am to 01:30 pm
Activity 18.1
Share Experiences as Student of Multigrade Class
● MTs will ask CPs to share their experiences as students of multi-grade classroom, if any or
discuss challenges faced by teachers in multi-grade teaching in the groups followed by MTs’
input.
Activity 18.2
Multigrade Teaching
● MTs will form four (04) groups of CPs and ask them to read Handout 18.2 (a, b, c, and d
Sections) and discuss in their respective groups and make presentation for discussion followed
by MTs’ input.
Handout 18.2
Multigrade Teaching
Section A: What is multi-grade teaching?
Multi’ means plenty, many, or more than one. The word ‘grade’ means level. Multigrade, therefore,
means many grades. Multigrade teaching is a situation in which one teacher has to teach many
grades, all at the same time. It happens in all schools where there are more grades than teachers.
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School-situation based multi-grade teaching
I. Mono-grade: In the traditional single-grade teaching, or mono-grade as it is sometimes
called, the teacher teaches only one grade. The learners in each grade are usually of the
same age but may differ in abilities.
II. Multi-grade: Multigrade teaching is a situation in which one teacher has to teach many
grades, all at the same time.
III. Multi- Age Group: Multigrade classes also called A Multi- Age Group. Multi-age is a
term commonly used today to describe mixed-age groups.
Section-B: Multigrade VS Monograde

Characteristics Multi-grade Mono-grade
Teaching Methods A variety of methods are used A whole-class approach is
to meet the needs of individual used to meet the needs of
learners who have different individual learners with
abilities and are in different different abilities in the same
grades. grade.
Classroom Organization More time is needed for Relatively less time is required
organizing and planning for organizing and planning
instruction. instruction.
Tutoring Frequent peer tutoring is Group activities are adopted.
employed.
Teacher training Teachers are not provided Teachers are of
Teachers are not provided Teachers are not provided
training opportunities for training opportunities for
multi-grade teaching. mono-grade teaching.
Number / Age and Grade Students of different age and Mostly same age and grade
grade groups are placed in students are placed in mono-
multi-grade classes, but there grade class. Normal class size
are different ages in different is 40 to 60 students who are of
grades, and students have the same age and same grade,
different abilities. but have different abilities.
Curriculum The curriculum is going to The curriculum is going to
designed for multi-grade designed for multi-grade
classes. classes.
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Skills Teacher requires additional No additional classroom
classroom management skills management skills are
in order to handle different required to handle one grade.
grades
Human and physical resources Human and physical resources
Resources are very limited. are comparatively better.
The community is often poor The government often
and cannot provide additional provides educational
educational materials. materials.
Section -C: Basic Principles of Multi-grade Teaching

● Children are unique.
● Children can learn best from experience.
● Children can and do learn well from one another.
● The role of teacher in a classroom involves setting – up and managing a learning
environment that will be conducive to learning and teaching.
● The implementation of the school curriculum must take into consideration the varied
abilities, levels and interests within particular group.
Why Multi-grade classes exist?

Multigrade classes were organized as a matter of necessity for remote areas where the number of
children enrolled could not meet the required number to organize a single grade class and assign
the necessary teacher for each class.
Distance of the neighbourhood and small number of students for each class.
Shortage of funds teachers and school buildings.
Factors Contributing to the Establishment of Multi-grade Teaching

i. Cultural factors
ii. Socio-economic factors
iii. Benefits of multi-grade teaching
iv. Richer learning environment
v. Greater community involvement.
vi. Development of health competition
vii. Greater understanding between learners and educators.
Section-D: Multi-grade Teaching: Advantages and Challenges

Advantages
● Can make the most of inter-age, multi-level situation to facilitate learning processes.
● Can get to know students more and carefully asses their needs and adopt appropriate
teaching strategies.
● Can innovate and experiment with different age groups and deal with curriculum content
across subject areas.
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● Shares responsibility for facilitating learning with pupils, parents, other community
members.
● More opportunities for activity – centred, experience – based approaches rather than whole
group, lecture/drill/rote methods of teaching.
Challenges
● Requires more preparation of curriculum learning materials.
● Requires more careful study of learner’s developmental characteristics across the age
levels involved in the class, approaches and strategies that are effective and viable within
a multigrade class. More investment in organization of the classroom as learning
environment.
● More meticulous and systematic record keeping to keep track of student progress,
curriculum development and implementation is required.
● Ref: http://www.viavitaacademy.ca/multigrade-teaching.html
Roles of Teacher in Multi-Grade Class

• As a teacher
• As a facilitator
• As a planner
• As an evaluator
• As a material designer
• As an action researcher
• As contact with the community
Single teacher primary school (5 classes): Period segments for the subject
Inputs for functional MGT
93
Activity 18.3
Strategies of Multigrade Teaching
● All CPs will discuss the strategies of multigrade teaching mentioned in Handout 18.3 and
critically examine their use to teach multigrade class effectively. CPs will also be encouraged
to suggest any contextually-relevant strategy along with the rationale and justification and
discuss in a large group followed by MTs’ input.
MTs will ask the CPs to readout the handout 18.3 in pairs. After reading handout 18.3, MTs will
form 4 CPs in each group to deliver subject wise lesson plan.
Handout 18.3
Strategies of Multigrade Teaching
Strategy 1: Teach all groups together: You can decide which lessons or units are suitable to be
taught to all students together. In this kind of instruction, you provide the same content, use the
same teaching and learning methodology in transmitting the content, and expect the same learning
outcomes from all students, irrespective of their formally assigned grade – but because of your
multi-grade classroom, you can have older students work with younger ones both for better learning
and to build a sense of classroom solidarity.
Strategy 2: Teach one grade while others work independently: It may be useful to decide on a
time during the day to devote to each separate grade group. After a short period of teacher-led
instruction, one group can be left with their peer tutor or students can practice independently in their
workbooks while you move on to work with another grade group. Your teacher-led activities can
be rotated across your grades and groups as needed.
Strategy 3: Teach one subject to all grades and at varying levels of difficulty: This strategy
allows you to group children of different grades, ages, and abilities together and teach them the
same curriculum theme at the same time. You can first focus on common elements and then follow
this with differentiated tasks and activities. A few minutes of explanation and practice around the
theme at the start of the lesson can get students of all levels thinking about and using the concepts
and skills they will need. You can then direct more demanding questions at older or more able
students and ask younger or less able students more supportive questions. In this way all students
can participate at their own level and make some contribution to the lesson.
Strategy 4: Develop activities for non-taught groups: Higher grades or older students can
sometimes be left on their own to investigate and gather information by themselves. This leaves
you with more time to work with students who need more support. You may have different
expectations of the learning outcomes for non-taught groups.
Strategy 5: Develop peer, cross-age and cross-grade teaching strategies: Cross-age tutoring is
based on the pairing of students and is used extensively in most multigrade classrooms so that older
children can help younger students with their lessons. The peer tutor begins by asking general
questions to assess the younger student’s understanding of the topic; then gradually moves on to
more difficult questions. Peer tutoring has been found to be an effective strategy in multi-grade
94
situations as it trains students to use a sequenced series of questions and helps scaffold their learning
to higher levels.
Strategy 6: Relate learning with daily experience: Relating a topic, you are teaching to your
students’ daily lives, traditions, and culture helps them understand a concept more clearly than
any other mode of teaching. You may therefore want to enhance the curriculum by supplementing
it with additional activities and learning tools which relate directly to the local environment.
Strategy 7: Create active learning strategies: Improvement of student learning is your central
challenge as a multigrade teacher. Active, child-centred learning is the best way to achieve desired
student learning outcomes – academic as well as social and psychological. You can promote active
learning by making a few specific changes in your teaching methods such as:
● Placing children at the centre of your attention and helping them progress through their own
milestones and stages of learning at their own pace and speed.
● Providing learning opportunities through multi-age and multi-grade activities in the same room
to ensure that each student participates in the learning process.
● Encouraging each student in a group to explore, ask questions, show inquisitiveness to learn
something new, and learn by doing and through play.
● Building a culture of collective learning in the class by choosing activities that suit the
composition and maturity of each group.
● Using flexible methods such as cooperative learning, peer tutoring, teacher-led instruction, and
self-reading and study.
● Building a classroom environment filled with group activities, information sharing, and
opportunities for individual learning through the classroom library and reading corners.
● Working out a detailed weekly, monthly, and yearly plan for scheduling activities, subjects, and
teaching methods.
● Keeping a checklist to follow how students are spending their time during school hours and the
activities that waste the most time.
● Linking all learning with competency-based assessment.
Ref: http://www.viavitaacademy.ca/multigrade-teaching.html
95
DAY 19: Cross-Cutting/Emerging Themes
Objectives
● Get familiarized with cross-cutting/emerging themes in education.
● Discuss importance of cross-cutting/emerging themes in education.
● Discuss importance of education in emergencies
● Discuss strategies for integrating cross-cutting/emerging themes in teaching and learning.
Activities Duration
● Registration
● Get familiarized with cross-cutting/emerging themes in education
● Discuss importance of cross-cutting/emerging themes in education.
● Discuss strategies for integrating cross-cutting/emerging themes in
teaching and learning 11:30 am to 01:30 pm
● Discuss education in emergencies
Activity 19.1
Cross-Cutting/Emerging Themes/Education in Emergencies
Cross cutting themes: WASH, life skills-based education, national accountability, school
management committee, community mobilization, corporal punishment etc.)
Emerging themes: Sustainable Development Goals 2030
Education in Emergencies: Pandemic, disaster risk reduction, earthquake, flood situations.
● MTs will ask CPs to read Handout 19.1 and distribute the following cross-cutting/emerging
themes among CPs who will work in pairs to discuss integration of the above themes in their
daily classrooms practices and prepare a presentation for the class followed by MTs’ input.
● MTs will ask CPs to read SDG 2030 and develop a strategy for achieving SDG 4 on quality
education and make a presentation in the classroom followed by MTs’ input.
Note: CPs may use various sources to share the relevant material if required.
Handouts-19.1
Definition of Cross-Cutting/Emerging Themes
Cross-Cutting Themes:
● Water, Sanitation and Hygiene (WASH) Safe water, toilets and good hygiene keep children
alive and healthy.
● Life skills are defined as “a group of psycho-social competencies and interpersonal skills
that help people make informed decisions, solve problems, think critically and creatively,
96
communicate effectively, build healthy relationships, empathize with others, and cope with
and manage their lives in a healthy and productive manner
● The National Accountability Bureau is to work to eliminate corruption through a
comprehensive approach encompassing prevention, awareness, monitoring and combating.
● School management means running the school along the desired educational policies. It
takes into account all aspects of the school (policies, material and human resources,
programmes, activities, equipment etc.)
● Community mobilization is the process of bringing together as many stakeholders as
possible to raise people's awareness of and demand for a particular programme, to assist in
the delivery of resources and services, and to strengthen community participation for
sustainability and self-reliance.
● Corporal" or "Physical" punishment means any punishment in which physical force is used
and intended to cause some degree of pain or discomfort, however light it may be, which
may involve hitting (smacking, slapping, spanking) a child, with the hand or with an
implement (a whip, stick, belt, shoe, wooden spoon, etc.) including kicking, shaking or
throwing a child, scratching, pinching, biting, pulling hair or boxing ears, forcing a child to
stay in uncomfortable positions, burning, scolding or forced ingestion. ACT-2014.
Inclusive Education
● Inclusive education is when all students, regardless of any challenges they may have, are
placed in age-appropriate general education classes that are in their own neighborhood
schools to receive high quality instruction, interventions, and supports that enable them to
meet success in the core curriculum.
● The school and classroom operate on the premise that students with disabilities are as
fundamentally competent as students without disabilities. Therefore, all students can be full
participants in their classrooms and in the local school community. Much of the movement
is related to legislation that students receive their education in the least restrictive
environment (LRE). This means they are with their peers without disabilities to the
maximum degree possible, with general education the placement of first choice for all
students.
97
Successful inclusive education happens primarily through accepting, understanding, and
attending to student differences and diversity, which can include the physical, cognitive,
academic, social, and emotional. This is not to say that students never need to spend time
out of regular education classes, because sometimes they do for a very particular purpose—
for instance, for speech or occupational therapy. But the goal is this should be the exception.
● The driving principle is to make all students feel welcomed, appropriately challenged, and
supported in their efforts. It’s also critically important the adults are supported, too. This
includes the regular education teacher and the special education teacher as well as all other
staff and faculty who are key stakeholders; and that also includes parents.
Education in emergencies: Education is a human right and should be protected at all times.
Emergency situation affects education which is man-made or natural disasters destroy, within a
short period of time, the usual conditions of life, care and education facilities for children and
therefore disrupt, deny, hinder progress or delay the realization of the right to education.
● A pandemic is basically a global epidemic - an epidemic that spreads to more than one
continent.
● Disaster risk reduction (DRR) aims to reduce the damage caused by natural hazards like
earthquakes, floods, droughts, and cyclones, through an ethic of prevention.
● An earthquake is what happens when two blocks of the earth suddenly slip past one another.
The surface where they slip is called the fault or fault plane.
● Flooding is an overflowing of water onto land that is normally dry. Floods can happen
during heavy rains, when ocean waves come on shore, when snow melts quickly, or when
dams or levees Tea Break.
Emerging Themes: Sustainable Development Goals 2030

After the Millennium Development Goals 2015 in which several countries including Pakistan were
not able to achieve the desired targets. However, UNO announced sixteen (16) Sustainable
Development Goals 2030 in which goal 4 is quality education which encompasses education at
levels and appears to be quite challenging, however, Pakistan is committed to meet the desired
targets by 2030. The goals are integrated with each other to supplement and complement the
achievement of the deaired targets, however, education has to play a key role in meeting the targets
of all goals which is challenging but not impossible. A brief description of each goal is given below:
98
Poverty can be defined as a lack of money and/or vital resources
which renders it impossible or challenging for human beings to live
with dignity and provide for themselves.
Hunger is an alarm signal sent by the body when the stomach is
empty and the blood sugar level decreases. Malnutrition occurs when
the body adapts to the prolonged absence of food, losing weight and
functioning more slowly.
Well-being is a feeling of satisfaction with life, a state characterized

by health, happiness, and prosperity. Good health concerns the care
of the human body and everything that can be done to protect it from
sickness and intoxication and enable access to care.
Education is the process of facilitating learning or the acquisition of

knowledge, skills, values, beliefs and habits. Quality education
specifically entails issues such as appropriate skills development,
gender parity, provision of relevant school infrastructure, equipment,
educational materials and resources, scholarships or teaching force.
Gender Equality is a principle that states that all men and women
need to be treated equally and to have the same rights despite their
biological differences. These should not prevent them from having
the same opportunities to succeed in school and in life.
Water is essential to life. It constitutes up to 65% of the human body

and 90% of the structure of plants. Thus, if deprived of water, no
living being can survive for long. Nevertheless, this fundamental
element to existence is seriously threatened because of pollution of
rivers, suffers shortages in certain regions of the world and costly
management in cities.
Renewable energies are those that can be renewed or regenerated
naturally. They can be used without time limit while fossil energies
come from sources that will be depleted.
Decent work is held to be a job that allows a person to work in good

and safe conditions, to be paid fairly and to provide his or her family
with social protection. Decent work allows us to progress from a
professional perspective, to be understood in the workplace and gives
men and women the same opportunities.
99
Industry is the production of goods or related services within an
economy. Innovation is a new idea, device or
method. Infrastructure refers to the fundamental facilities and
systems serving a country, city or area, including the services and
facilities necessary for its economy to function.
Social equality is a state of affairs in which all people within a

specific society or isolated group have the same status in respect to
civil rights, freedom of speech, property rights and equal access to
social goods and services. It includes concepts of health equity,
economic equality and other social securities. It also entails equal
opportunities and obligations, and so involves the whole society.
A sustainable city is one that respects sustainable development
priorities from their social, economic and environmental perspective,
and that allows its inhabitants to live in good conditions and in
harmony with their surrounding nature.
Sustainable consumption is the use of services and related products

which respond to basic needs and which bring a better quality of life
to people. This type of consumption minimizes the use of natural
resources and toxic materials and reduces polluting emissions of
waste over the life cycle of the service or product so as not to
jeopardize the needs of future generations. Sustainable production is
the creation of goods and services using processes and systems that
are non-polluting, that conserve and preserve energy and natural
resources, that are economically viable, safe and healthy for workers
and consumers, and that are socially and creatively rewarding.
Climate change is a change in average weather patterns observed in
a given region over a certain period of time. These patterns include
all the elements that we usually associate with the weather, such as
temperature, wind and precipitation. Climate change on a world
scale, refers to modifications the totality of the planet's climate
suffers. In the long term, the speed and scope of climate-related
changes can have numerous consequences on the ecosystems and on
human activities.
We exploit an ocean resource (whether animal, plant or other) when
we profit from it so that we can improve our living
conditions. Sustainable exploitation is that which satisfies the needs
of the present without compromising those of the future generation.
100
Biodiversity refers to the variety and number of species of life found
within certain regions and in the world as a whole. An ecosystem is
an ensemble consisting of a specific environment and the living
beings in it. There are a great number of different species within the
same ecosystem, and a huge number of different ecosystems on
earth.
Peace is the lack of conflict and the absence of violence between
heterogeneous social groups. Justice refers to two things: the notion
of giving to everybody what they have the right to; and the
organization of human beings to ensure that: judges, lawyers,
ministries of justice and tribunals. Corruption, bribery, theft and tax
evasion cost some US$1.26 trillion to developing countries each
year; this amount of money could be used to lift those who live in
poverty out of it for at least 6 years.
A partnership is an arrangement where parties agree to cooperate to
advance in their mutual interests. International development
assistance stood at 135.2 billion USD in 2014, the highest level ever
recorded. 79% of imports from developing countries enter developed
countries duty-free. The debt burden on developing countries remains
stable at about 3% of export revenue.
Ref: https://en.unesco.org/themes/education/sdgs/material/01
All CPs are advised to use google to get access to more readings on SDGs 2030.
Note: All CPs must reflect on their professional learning for sharing with a large group next
101
DAY 20: Micro Teaching and Practicum
Objectives
● Prepare lesson plan on all subject in pairs for class 3-5.
● Conduct microteaching in the class and seek CPs’ feedback.
● Revise the lesson plan in light of CPs’ feedback.
● Deliver lesson in a pair and get feedback from CPs.
● Submit lesson plan with reflections.
Activities Duration
● Share reflections on the previous day professional learning
● Prepare lesson plan on Languages (Sindhi & Urdu) in pairs
● Revise the lesson plan in light of CPs’ feedback
● Deliver lesson in a pair and get feedback from CPs 11:30 am to 01:30 pm
● Submit lesson plan with reflections
Handout 20.1
Microteaching
What is Microteaching?
The teaching of a small unit of content to the small group of students (6-10 number) in a small
amount of time (5-7 min.) means Micro Teaching.
Characteristics of Microteaching
1) The duration of teaching as well as number of students are less
2) The content is divided into smaller units which makes the teaching easier
3) Only one teaching skill is considered at a time
4) There is a provision of immediate feedback
102
5) In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation
6) It puts the teacher under the microscope
7) All the areas of improvement of the teacher are observed
8) The problem of discipline can also be controlled
Skills of Micro teaching Techniques
1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure
Microteaching Cycle (Steps/Procedure)

Step 1. Preparation
Each participant of the session prepares a teaching segment. The presenter gives a brief statement
of the general objectives of his/her presentation to be addressed. The group may be asked to focus
their attention to particular elements of the lesson or of the teaching style. This may include pace,
clarity of explanation, use of media, voice and body language, level of group interaction.
Step 2. Presentation and Observation
Each participant presents his/her 10-minute teaching segment. He/she is allowed to use the media
available. During the presentation, other participants serve as members of a supervisory team and
take notes for the group feedback. Special assessment forms (Tables 1 and 2) may be helpful in
standardizing the observation and feedback process. Each lesson is videotaped. Although the lesson
is short, objective and procedures should be clear to generate useful discussions.
Step 3. Videotape Viewing
The presenter watches the tape of his/her presentation and decides whether or not the objectives
were accomplished. He/she also makes a list of strengths and suggestions for personal
improvement. Then he/she again joins the supervisory team. In the meantime the supervisory team
discussed and made conclusions about the teacher’s lecturing.
103
Step 4. Discussion and Analysis
While the presenter goes to another room to view the videotape, the supervisory team discusses and
analyses the presentation. Patterns of teaching with evidence to support them are presented. The
discussion should focus on the identification of recurrent behaviours of the presenter in the act of
teaching. A few patterns are chosen for further discussions with the presenter. Only those patterns
are selected which seem possible to alter and those which through emphasis or omission would
greatly improve the teacher’s presentation. Objectives of the lesson plan are also examined to
determine if they were met. It is understood that flexible teaching sometimes includes the
modification and omission of objectives. Suggestions for improvement and alternative methods for
presenting the lesson are formulated. Finally, a member of the supervisory team volunteers to be
the speaker in giving the collected group feedback.
Step 5. Giving and receiving feedback
Under the guidance of the professional supervisor, the presenter is first asked to present self-
feedback of his/her mini lesson. With this new information taken into account, the supervisory team
member who volunteered to be the speaker summarizes the comments generated during the analysis
session. This part of the session is intended to provide positive reinforcement and constructive
criticism. The presenter is encouraged to interact freely with the team so that all comments are
clarified to his/her satisfaction.
The way in which feedback is given and received contributes to the learning process. Feedback
should be honest and direct, constructive, focusing on the ways the presenter can improve, and
containing personal observations.
Equipment for Microteaching session:
● TV/Computer set
● video recorder/camcorder
● camera
● tapes for camera
● black- or whiteboard, flipchart, pin board, markers with different colours
How to micro-teach?
As many as six teachers from the same or similar courses can participate in a single microteaching
session. While one person takes his or her turn as teacher, everyone else plays the roles of students.
It is the job of these pretend pupils to ask and answer questions realistically. It is the job of the
pretend teacher to involve his or her "class" actively in this way.
Such a scenario typically runs for five to ten minutes. When finished, the person conducting the
class has a moment or two to react to his or her own teaching. Then everyone else joins in to discuss
what they saw that they especially liked. Finally, the group may mention just a few things that the
practice teacher might try doing differently in the future.
The tapes, videos of these sessions are for the benefit of those taped and will not be seen by anyone
else without the explicit permission of the practice teacher. Session tapes can even be erased
immediately if the practice teacher wishes. Nearly everyone, however, finds it extremely helpful to
make an appointment to view and discuss their tape together.
Ref: http://niu.edu.in/soe/MICRO-TEACHING-PRACTICE-SHEET-BED-116.pdf
104
MTs’ Note:
KWL is a strategy. The approximate acronym stands for "What I Know," "What I Want to
Know," and "What I Learned." Many students and teachers also use it as a reading
comprehension aid.
KWL is most often shown in a three-column graphic organizer:
● First column: Record what you already know about a particular topic (prior knowledge),
before you start researching the topic.
● Second column: Ask yourself: "what do I want to know?" about a topic and then record
those points. This helps you to start formulating questions which is a key component of
the research process.
● Third column: record what you learn during the process. Often, this column prompts
further and further KWL (questioning).
● CPs will be asked to observe the format/template of microteaching lesson plan.
105
DAY 21: Micro Teaching and Practicum (Continued)
Objectives
● Prepare lesson plan on all subject in pairs for class 3-5.
● Revise the lesson plan in light of CPs’ feedback.
● Deliver lesson in a pair and get feedback from CPs.
● Submit lesson plan with reflections.
Activities Duration
● Prepare lesson plan on English and Social Studies in pairs
MTs will form pairs and ask each of them to deliver microteaching lesson.
106
DAY 22: Micro Teaching and Practicum (Continued)
Objectives
● Prepare lesson plan on subject wise for class 3-5.
● Deliver lesson in a pair and get feedback from CPs
Activities Duration
● Prepare lesson plan on Science and Islamiat/Ethics in pairs
107
DAY 23: Topic: Micro Teaching and Practicum (Continued)
Objectives
● Prepare lesson plan on subject wise for class 3-5.
● Deliver lesson in a pair and get feedback from CPs
Activities Duration
● Prepare lesson plan on Mathematics in pairs
108
DAY 24: Presentation of Teaching Portfolios and Experiential Learning
Objectives
1. Share their learning experiences of the induction training programme.
2. Present their teaching portfolios with their reflections.
3. Get feedback from their peers for further improvement.
Activities Duration
● Recitation from Holy Quran
● Display professional learning experiences in groups
09:00 am to 11:00 am
● Seek feedback from the peers
● Present teaching portfolios in groups and submit for assessment
● Conduct post-test
● Conduct performance test 11:30 am to 12:30 pm
● Training evaluation
Wind up initial professional development programme 12:30 pm to 02:00 pm
109
Food for Thought
Teachers are the nation builders and path finders. With changes in
teachers’ role from instructors (sage on the stage) to facilitators (guide
on the side), students’ role has also changed as active learners and
critical thinkers which indicates that teachers must acquire the
desired professional knowledge, professional competencies, and
dispositions to be able to prepare students as productive, constructive,
and responsible citizens of the 21st century. Good teachers have always
contributed towards changing their students’ lives through their
passion, commitment, and dedication for shaping future of young
generation which is also expected from you. You must continue
aspiring for acquiring new knowledge, polishing skills, focusing on
improving student learning outcomes including critical thinking
skills, and developing students’ digital literacy. Last, but not the least,
you must continue contributing towards the enhancement of teaching
profession status which is your professional and moral responsibility
(Memon, M. 2022).
110

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GOVERNMENT OF SINDH

SCHOOL EDUCATION & LITERACY DEPARTMENT

Initial Professional Development

Reviewed & Certified by

This is to certify that

Initial Professional Development (Induction Training) Manual

January 4, 2023 Haroon Leghari

Mr. Ihsan Ali Laghari

Mr. Allah Nawaz Aamir Channa

Mr. Mohammad Iqbal

Mr. Nisar Ahmed Dahri

Mr. Haroon Leghari Executive Director STEDA

Dr. Muhammad Memon Education Consultant STEDA

Mr. Noor Ahmed Soomro Director STEDA

Mr. Muhammad Siddique Palijo Director STEDA

Dr. Shila Devi Deputy Director STEDA

Ms. Rehana Parveen Meerani Deputy Director STEDA

Mr. Rasheed Ahmed Channa Deputy Director STEDA

Mr. Sudheer Ahmed Assistant Director STEDA

Mr. Raheel Manzoor Soomro Assistant Director STEDA

Mr. Shakeel Ahmed Khatri Assistant Director STEDA

Welcome to PSTs for their Initial Professional Development (Induction Training)! 8

DAY 02: Reflective Practice and Teaching Portfolio 18

DAY 03: Teachers’ Personal Philosophy of Teaching and Job Description of

DAY 04: Students’ Role as Active Learners 26

DAY 05: The 21st Century Learning Framework and Skills 28

DAY 07: Understand National Curriculum Framework, Curriculum, Scheme of

DAY 08: Alignment of Textbooks with Curriculum 46

DAY 09: Alignment of Textbooks with Curriculum 48

DAY 10: Child Development 51

DAY 11: Learning Domains & Assessment 55

DAY 12: Construction of Test 62

DAY 13: Student-Centred Pedagogies 66

DAY 14: Student Learning Styles 73

DAY 15: Classroom Management 81

DAY 16: Lesson Planning 84

DAY 17: Integration of Technology to Teaching and Learning 86

DAY 18: Multigrade Teaching 90

DAY 19: Cross-Cutting/Emerging Themes 96

DAY 20: Micro Teaching and Practicum 102

DAY 21: Micro Teaching and Practicum (Continued) 106

DAY 22: Micro Teaching and Practicum (Continued) 107

DAY 23: Topic: Micro Teaching and Practicum (Continued) 108

DAY 24: Presentation of Teaching Portfolios and Experiential Learning 109

3.0 Description of Initial Professional Development (Induction Training)

4.0 Initial Professional Development (Induction Training) Objectives

9.0 Quality Assurance of Initial Professional Development (Induction Training)

10.0 Conduct of Pre &Post-Test

11.0 Conduct of CPs’ Performance Test

12.0 Assessment of Course Participants

Sr. No Tasks Max. Marks

13.0 Award of Certificates

14.0 Evaluation of Initial Professional Development (Induction Training)

15.0 Review of Initial Professional Development (Induction Training)

1.5.0 Structure and Content of Initial Professional Development (Induction Training)

1. Organized body of professional knowledge: Teaching is an organized body of

i) Civil society needs to value teaching profession.

iv) Transform teacher education including practicum/clinical component.

viii) Remodel pedagogies to respond to emergencies, uncertainties and digital turn.

What is Reflective Practice?

Reflective Journals as Tool for Reflective Practice

Guidelines for Maintaining Reflective Journal

Philosophy and Teachers