FINAL DRAFT 2 OF IPD Manual For PSTs Nov 01,2022

GOVERNMENT OF SINDH
SCHOOL EDUCATION & LITERACY DEPARTMENT
Initial Professional Development Manual

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

Sindh Teacher Education Development Authority
(STEDA)
November 02, 2022
“The Quality of any Education System Can’t Exceed the Quality of its
Teachers”
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Sindh Teacher Education Development Authority (STEDA)
C ER TI FICA TE
This is to certify that
Initial Professional Development Manual

for the Second Batch of 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 the
Provincial Institute of Teacher Education (PITE), Nawabshah to use the manual
in the above training.
November 02, 2022 Executive Director

Sindh Teacher Education
Development Authority (STEDA)
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Declaration
The Initial Professional Development Manual for the Second Batch of 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 Manual for the Second Batch of Primary School
Teachers (PSTs) reviewed by the following experts under the supervision of Mr. Haroon
Leghari, Executive Director, Sindh Teacher Education Development Authority (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
Preface 7
1.0 Background 8
2.0 Rationale 8
3.0 Description of Induction Training / Initial Professional Development 8
4.0 Initial Professional Development Objectives 9
5.0 Themes of Initial Professional Development Programme 10
6.0 Initial Professional Development Strategies 11
7.0 Initial Professional Development Rules 11
8.0 Dress Code 11
10.0 Conduct of Pre &Post-Test 12
11.0 Conduct of CPs’ Performance Test 12
12.0 Assessment of Course Participants 12
13.0 Award of Certificates 12
14.0 Evaluation of Initial Professional Development Programme 12
15.0 Review of Initial Professional Development 12
1.5.0 Structure and Content of Initial Professional Development 12
DAY 01: Teachers’ Role as Facilitators 13
DAY 02: Reflection Practice and Teaching Portfolio 18
DAY 03: Teachers’ Personal Philosophy of Teaching and Job Description of Primary School Teachers
(PSTs) 23
DAY 04: Students’ Role as Active Learners 27
DAY 05: The 21st Century Learning Framework and Skills 29
DAY 06: Role of School Education & Literacy Department and its Allied Institutions/Organizations and
National Professional Standards for Teachers 34
DAY 07: Understand National Curriculum Framework, Curriculum, Scheme of Studies, and Syllabus 44
DAY 08: Alignment of Textbooks with Curriculum 48
DAY 09: Alignment of Textbooks with Curriculum 51
DAY 10: Child Development 54
DAY 11: Learning Domains & Assessment 59
DAY 12: Construction of Test 67
DAY 13: Student-Centred Pedagogies 71
DAY 14: Student Learning Styles 79
DAY 15: Classroom Management 88
DAY 16: Lesson Planning 91
DAY 17: Integration of Technology to Teaching and Learning 93
DAY 18: Multigrade Teaching 97
DAY 19: Cross-Cutting/Emerging Themes 104
DAY 20: Micro Teaching and Practicum 110
DAY 21: Micro Teaching and Practicum (Continued) 114
DAY 22: Micro Teaching and Practicum (Continued) 115
DAY 23: Topic: Micro Teaching and Practicum (Continued) 116
DAY 24: Presentation of Teaching Portfolios and Experiential Learning 117
Food for Thought 118
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ABBREVIATIONS
CPD Continuous Professional Development
CPs Course Participants
CRQ Constructive 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 and Goal 4 on Quality Education
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 manual. The STEDA experts reviewed the manual
in a meeting held on Nov 2, 2022 which was attended by DG, PITE and others. The manual
was finalized based on the comments of the experts. The initial professional development
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 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 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 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!
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. The first batch of induction training commenced on July 17, 2022 and concluded
on August 18, 2022 which went quite well. The induction training has been renamed as an
‘initial professional development’ of the newly recruited PSTs/JESTs who had already joined
their schools on August 1, 2022. The second batch of induction / initial professional
development will commence from Nov 07, 2022 to Dec 03, 2022.
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 first
batch of phase one of induction training commenced on July 17, 2022 and concluded on August
18, 2022 at the Teacher Education Institutions (TEIs) in Sindh which was found to be highly
successful. The Provincial Institute of Teacher Education (PITE), Nawabshah took 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.
The second batch of induction / initial professional development will commence from Nov. 07,
2022 to Dec. 03, 2022.
3.0 Description of Induction Training / Initial Professional Development
The first batch of induction training programme was designed for four (04) weeks (24 working
days-120 contact hours) which contained 19 days for face-to-face interaction, 04 days for
practicum/microteaching, and 01 day for sharing and presenting learning experiences/teaching
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portfolios. The newly recruited PSTs and JESTs will be trained in various phases through
‘cascade’ training approach.
The PITE developed training manual for PSTs for effective conduct of training. 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:
Sr. No Activity Strategy Duration Time
01 ● Classroom ● Activity-based face-to- 19 days 9:00 am to 2:00
interaction and face training at each pm
preparation of centre
teaching portfolios
02 ● Practicum / micro ● Lesson plan delivery in 04 days 9:00 am to 2:00
teaching and the actual classroom pm (School-based
classroom support ● Four lesson plans by Tasks)
by MTs and each participant
maintaining (Science, Mathematics,
teaching portfolios Social Studies,
Islamiat/Ethics,
Languages: English,
Sindhi/Urdu)
03 Sharing professional Presentation on teaching 01 days 09: 00 am to 02:00
learning experiences portfolios and discussion pm
Total 24 Days 120 Contact
Hours
4.0 Initial Professional Development 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.
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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, 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 Programme
The following themes will be covered during the initial professional development programme:
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
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Theme 4: Integration of Cross-Cutting / Emerging Themes to Teaching and Learning
4.1 Cross-cutting themes: WASH, life skills-based 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 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.
7.0 Initial Professional Development Rules

All CPs are expected to strictly observe the following rules during their initial professional
development:
 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
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
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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
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 Programme
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
A review meeting of initial professional development 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
The initial professional development 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,
09:00 am to 11:00 am
objectives, themes, instructional strategies, assessment
practices etc.
● Discuss CPs’ expectations
● Brainstorm on importance of teaching profession and CPs’
views about teaching profession
Break 11:00 am to 11:30 am
1) 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?
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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 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
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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.
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?
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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 21stcentury has substantially changed across the globe due to
knowledge and technological advancements. The 21stcentury 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 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 21stcentury
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
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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.
• 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: Reflection 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.
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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:
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.
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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.
● 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.
20
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.
Activity 2.3
Teaching Portfolio
● MTs will start with ice-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.
21
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
day.
22
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.
23
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?
24
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 ● Service Book
● Avail leaves with prior
permission
● Admissible leave
● Short leave to be recorded in the ● Movement Register
Movement Register with prior
permission
● Follow dress code
● Show positive behaviour to ● Reports of officers
students
● Cooperate with fellow teachers
and others
Teaching of ● Cover all curriculum areas and ● Timetable and Teacher
Allocated align with textbooks Diary
Subjects ● Monitor progress of students in ● Self-monitoring based on
the classroom given indicators followed by
Head 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
● Timetable
be undertaken
● Mode of practical work, field
visits, tasks, assignments
● Assessment Calendar /
● Types and frequency of
Planner
assessment to be used
25
Development of ● Lesson plan is aligned with ● Teacher Daily Diary
Lesson Plan student learning outcomes
(SLOs) of curriculum
● Techniques/ tools for learning
process
● Resources to be developed/used
● Activities to be performed
Delivery of ● Actual teaching learning ● Lesson plan
Lesson Plans process
● 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
Records ● Students’ progress (cognitive, Register
social, health and other issues ● Students’ Progress Record
and solutions ● Students Evaluation Reports
● Reports to the parents, students ● Reports on students’
and officers absenteeism
Assistance in ● Daily records ● Reports of events, meetings

School Affairs ● Supports in admission process and co-curricular activities
● Conduct meetings, exhibitions,
debates, speeches, et
● Conduct co-curricular activities
Liaison with ● Meetings / coordination with ● Minutes of meetings
Colleagues, parents for progress and
Parents and attendance of the students ● Letter/ reports about
Other ● Meetings with colleagues attendance/ progress of the
stakeholders ● Awareness campaign about students
school’s initiatives and its
record
day.
26
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 09:00 am to 11:00 am
● Share objectives of the day with CPs
● Role play on students as passive learners vs active learners
● Examine students’ various roles such as active learners,

11:00 am to 1:30 pm
critical 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.
27
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.
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.
day.
28
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
● Brainstorm on the 21st century learning framework
● Discuss importance of the 21st century skills
st
2) Teachers’ role in developing the 21 century skills of
11:30 am to 01:30 pm
students
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.
29
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
30
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 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:
3) Information Literacy
4) Media Literacy
5) ICT (Information, Communications, and Technology)
6) 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
31
Activity 5.2
The 21stCentury 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.
Handout 5.2
The 21st Century Skills
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.
The 21st Century Skills
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
32
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=ALiCzsYMIidTieiQ
ksxll38vIvh8tCRS
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
Note: All CPs must reflect on their professional learning for sharing with a large group
next day.
33
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
09:00 am to 11:00 am
day
● Discuss the role of School Education & Literacy
Department and allied institutions
● Discuss national professional standards for teachers in
11:30 am to 01:30 pm
Pakistan and 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
34
10. Sindh Textbook Board
11. Sindh Education Foundation
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.
35
● 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.
● 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
36
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:
● 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
37
● 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.
● 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.
38
● 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:
● 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:
39
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; 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.
40
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 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.
41
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, 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.
42
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/NationalProfessionalStandardsforTeachersinP
akistan.pdf
next day.
43
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
● Share reflections on professional learning from the previous
09:00 am to 01:00 am
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 students to know about content, amount of time spent in each
that are imparted to the subject in detail and topic and lesson, and how the specific
students. It contains what are the expectations learning objectives are achieved. It
learning objectives, from students. also helps teachers to plan out their
content, teaching methods, work and to schedule the learning
and assessment/evaluation. activities for the students.
44
Difference between Curriculum and Syllabus
Basis for Syllabus Curriculum
Comparison
Concept Syllabus contains concepts Curriculum is the overall content,
covered in a subject. taught in a course.
Scope A subject A course
Nature Descriptive Prescriptive
Focus Narrow Wide
Prepared by Exam Boards Government Department of Education/
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.
45
The Bureau of Curriculum and Extension Wing was retitled as Directorate of Curriculum,
Assessment & Research (DCAR) 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)
Curriculum It is a standards-based sequence of planned experiences where students practice and

achieve proficiency in content and applied learning skills.
Competency A key learning area which describes what students are supposed to know and be able to
do. Example: competency1: “Reading and thinking skills”
Standard 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,
discover and understand a variety of text types through tasks which require
multiple reading and thinking strategies for comprehension, fluency and
enjoyment.”
Benchmark 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
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.”
46
The 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).
day.
47
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 09:00 am to 11:00 am
previous 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/
48
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
49
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
next day.
50
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
● Share reflections on the professional learning from the 09:00 am to 11:00 am
previous 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
(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 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/
51
Example of SLO Alignment
Social Studies Islamiat / Ethics
Example of SLOs: Example of SLOs:

1-Differentiate between solar and lunar ‫اﺳﻼﻣﯿﺎت‬
calendars. ‫ﺟﻤﺎﻋﺖ ﭘﻨﺠﻢ‬
2. Use solar and lunar calendars to ‫ﺑﺎب ﭼﮩﺎرم‬
‫ت ﺗﻌﻠﻢ‬
ِ ‫ﺣﺎﺻﻼ‬
differentiate intervals of time. 3. ‫اس ﺳﺒﻖ ﮐﮯ ﭘﮍھﻨﮯ ﮐﮯ ﺑﻌﺪ طﻠﺒہ اس ﻗﺎﺑﻞ ﮨﻮﺟﺎﺋﯿﮟ‬
Differentiate between decades, centuries :‫ﮔﮯ ﮐہ‬
and millennia. ‫ﺑﯿﺎن‬ ‫ﮐﻮ‬ ‫ﻣﻔﮩﻮم‬ ‫ﮐﮯ‬ ‫اس‬ ‫اور‬ ‫ﻣﻌﻨﯽ‬ ‫ﮐﯽ‬ ‫وﻋﺪے‬ .1
‫ﮐﺮ ﺳﮑﯿﮟ ﮔﮯ۔‬
Exercise: For every question, three
‫ وﻋﺪه وﻓﺎﺋﯽ ﮐﯽ اﮨﻤﯿﺖ اور وﻋﺪه ﺧﻼﻓﯽ ﮐﮯ‬.2
answers are given; tick the correct one. ‫ﻧﻘﺼﺎﻧﺎت ﺗﺤﺮﯾﺮ ﮐﺮ ﺳﮑﯿﮟ ﮔﮯ۔‬
(MCQs) ‫ ﺳﭽﮯ ﻣﺴﻠﻤﺎن اور ﭘﺎﮐﺴﺘﺎن ﮐﮯ اﭼﮭﮯ ﻣﮩﺬب‬.3
i. How many days does a leap year have? ‫اور ﻗﺎﺑﻞ اﻋﺘﻤﺎد ﺷﮩﺮی ﺑﻦ ﺳﮑﯿﮟ ﮔﮯ۔‬
a) 360 b) 365 c) 366
ii. How many days does February have in a
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 ﻼس ﭘﮭﺮﯾﻮن‬
(‫ﻗﺎﺋ ِﺪ اﻋﻈﻢ رح )ﻧﻈﻢ‬ (‫ﮔﯿﺖ ڌﭨﻲ َء ﺟﺎ ﮔ ﺟﻲ ﮘﺎﯾﻮن )ﻧﻈﻢ‬
‫ت ﺗﻌﻠﻢ‬
ِ ‫ﺣﺎﺻﻼ‬ :‫ﺳﮑﯿﺎ ﺟﻲ ﺣﺎﺻﻼت‬
: ‫اس ﻧﻈﻢ ﮐﯽ ﺗﺪرﯾﺲ ﮐﮯ ﺑﻌﺪ طﻠﺒہ‬ ‫ ﷲ ﺳﺎﺋﯿﻦ َء ﺟﻲ ﺻﻔﺘﻦ ﮐﻲ ﭴﺎﭨﮡ‬.1
‫ ﻧﻮن ﻟﻔﻈﻦ ﮐﻲ درﺳﺖ اﭼﺎرڻ ۽ ﭘ ھﮡ‬.2
‫ ﻧﻈﻢ ﺳﻦ ﮐﺮ ﻟﻄﻒ اﻧﺪوز ﮨﻮں ﮔﮯ۔‬.1 ‫ ﺻﺤﯿﺢ ﺻﻮرﺗﺨﻄﻲ ﻟﮑﮡ‬.3
‫ اﺷﻌﺎر ﮐﯽ ﻋﺒﺎرت ﮐﻮ ﺧﻮﺷﺨﻂ ﻟﮑﮭﯿﮟ ﮔﮯ‬.2 ‫ ﺣﻤﺪ ﺳُﺮ ۽ ﻟﺌہ ﺳﺎن ﭘ ھﮡ‬.4
‫ ﻗﻮﻣﯽ ﻧﻐﻤﮯ ﺳﻨﯿﮟ اور ﺳﻨﺎﺋﯿﮟ ﮔﮯ۔‬.3
52
Activity 8.2
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
next day.
53
DAY 10: Child Development
Objectives
● Understand child development and its stages.
● Explain its importance in teaching and learning.
● Discuss student learning disabilities.
Activities Duration
day
09:00 am to 11:00 am
● Brainstorm notion of child development followed by MTs’
input
● Discuss stages of child development
● Discuss student learning disabilities 11:30 am to 01:30 pm
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.
54
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.
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
55
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.
● 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.
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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.
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Handout 10. 2
Learning Disabilities
Some students have the following disabilities:
Disabilities Description
Dyslexia Students can’t read properly and have issue with related language-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 Student s are unable to understand or interpret facial expression or body
Learning language.
Disabilities
Oral/Written Learning disabilities that affect an individual’s understanding of what they read
Language or of spoken language. The ability to express one’s self with oral language may
Disorder and also be impacted
Specific
Reading
Comprehensio
n 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/
day.
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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 reflections on professional learning of the
previous day
● Share day plan 09:00 am to 11:00 am
● Understand Bloom’s Taxonomy
● Discuss Bloom’s Taxonomy, levels, and domains

7) Brainstorm on classroom assessment
8) Discuss types of assessment and its use in education
11:30 am to 01:30 pm
9) 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.
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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.
1. The 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 “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
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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:
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. The 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. The 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
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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.
● 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
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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 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
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
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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.
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.
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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.
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
65
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/ (Assessment def)
day.
66
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_As
sessment_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,
67
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.
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.
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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
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.
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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.
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
day.
70
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
09:00 am to 11:00 am
● 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
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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.
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.
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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:
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.
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● 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.
Advantages Disadvantages
Teacher-Centred Pedagogies
● Teachers exercise full control of the ● Students may get bored from
classroom. lectures.
● Teachers minimizes their concern that ● Students work alone.
students might miss key concept. ● Collaboration etc. is discouraged.
● Students benefit from a focused ● Students have less opportunity to
approach. develop their crucial-thinking skills.
● Teachers feel comfortable and
confident.
Students focus on teachers’ instruction
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Advantages Disadvantages
● Education becomes a more shared ● With students free to interact, the
Student-Centred Pedagogies experience. classroom space can feel noisy or
● Students build both collaboration and chaotic.
communication skills.
● Classroom management can become
● Students tend to be more interested in
more of an issue for the teacher.
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
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
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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.
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-
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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 center 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.
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.
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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?
day.
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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
10) 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.
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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.
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 thinking,
Personality 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:
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In order to further differentiate between behaviourism and constructivism theories a
comparison is given below:
Differences between Behaviourism s and Constructivism
Questions Behaviourism Constructivism
How does Learning is a mechanical Constructivism refers to the study of learner’s

learning occur? process of associating the own construction of knowledge which is
stimulus with response, constructed through one’s own personal
which produces a new experiences and interaction with the outside
behaviour. Such behaviour is world. The learner takes in new information
strengthened by the and gives meaning to it using his/her own
reinforcement. prior knowledge.
Use of The techniques of The constructivism is best utilized when

classroom reinforcement and learners take control of the learning situation,
punishment have been such as Problem Based Learning. As learners
employed by the teachers in engage themselves in an activity like this,
the classrooms to promote they develop an understanding of the
desirable behaviour and importance of the problem, comprehend the
discharge unwanted relevance of the topic, and construct
behaviour of the learners. knowledge through their experiences. It is
more important to focus on the whole rather
than the individual parts in constructivist
learning.
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Factors Nature of reward, punishment, Engagement, participation, social, cultural
influence stimuli
learning
Role of Memory is created as a result Prior knowledge contributes the current

memory of repeated experiences where context.
reward and punishment are
more influential.
Learning Stimulus-response Socialization

transfer
Types of Task-based learning Socially engaged

learning
Strengths 11) It can be used to ● Constructivist activities are generally

formulate behavioural relevant to the learner and real world
contracts in the school as based.
at home. ● Learners construct knowledge and
12) It is helpful in bringing meaning as they can relate the information
about behaviour to their own experiences, beliefs, and
modification (desired attitude by the interaction with the
outcome) with the help environment.
of reinforcement,
punishment and
extinction.
13) Cueing responses to
behaviour allow the
learner to react in a
predictable way under
certain conditions.
14) Success of outcomes is
easily measurable.
15) Guarantees specific
learning.
16) Ease of application.
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Weaknesses ● It is an extrapolation of ● Individual experiences and attitudes
animal behaviour to can vary. A specific, desired outcome
humans. Behaviourism may not always be achieved when
fails to explain the different people approach the problem
development of human 0r task.
languages.
● 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 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.
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Strengths Characteristics Potential Career Choices
Visual People with visual-spatial Architect

intelligence:
and spatial judgment Artist
Read and write for enjoyment
Engineer
Are good at putting puzzles
together
Interpret pictures, graphs, and

charts well
Enjoy drawing, painting, and the

visual arts
Recognize patterns easil
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
mathematical Enjoy thinking about abstract ideas Mathematician
operations Like conducting scientific experiments Computer programmer
Can solve complex computations Engineer
Accountant
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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
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 easily
Singer
Remember songs and melodies
Music teacher
Have a rich understanding of musical
structure, rhythm, and notes Conducto
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
people Are skilled at nonverbal communication Philosopher
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.
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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.
Finding patterns Are interested in subjects such as botany, Biologist

and relationships biology, and zoology
to nature Conservationist
Categorize and catalogue information easily
Gardener
Enjoy camping, gardening, hiking, and
exploring the outdoors Farmer
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
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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
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
day.
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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
● Share reflections on professional learning of the previous 09:00 am to 11:00 am
day
● Discuss notion of classroom management
17) Discuss importance and elements of classroom
11:30 am to 01:30 pm
management
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.
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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?
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
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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 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
day.
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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?
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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?
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.
day.
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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
09:00 am to 11:00 am
● Discuss importance of integration of technology to teaching
and learning
● Discuss strategies for introducing integration of
11:30 am to 01:30 pm
technology to 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
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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 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
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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 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.
day.
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DAY 18: Multigrade Teaching
Objectives
● Discuss notion of multigrade teaching.
● Discuss strategies for multigrade teaching.
Activities Duration
day
● 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
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.
97
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
A variety of methods are used to A whole-class approach is used to

meet the needs of individual meet the needs of individual
learners who have different learners with different abilities in
Teaching
abilities and are in different the same grade.
Methods
grades.
More time is needed for Relatively less time is required for

organizing and planning organizing and planning
Classroom
instruction. instruction.
Organization
Frequent peer tutoring is Group activities are adopted.
employed.
Tutoring
98
Teachers are not provided Teachers are of
Teachers are not provided training Teachers are not provided training
Teacher training
opportunities for multi-grade opportunities for mono-grade
teaching. teaching.
Number / Age and Students of different age and grade Mostly same age and grade
Grade groups are placed in multi-grade students are placed in mono-grade
classes, but there are different ages class. Normal class size is 40 to 60
in different grades, and students students who are of the same age
have different abilities. and same grade, but have different
abilities.
Curriculum The curriculum is going to The curriculum is going to

designed for multi-grade classes. designed for multi-grade classes.
Skills Teacher requires additional No additional classroom

classroom management skills in management skills are required to
order to handle different grades handle one grade.
Human and physical resources are Human and physical resources are
Resources very limited. comparatively better.
The community is often poor and The government often provides
cannot provide additional educational materials.
educational 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.
99
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.
● 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
100
Inputs for functional MGT
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.
101
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 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.
102
● 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
day.
103
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
day
09:00 am to 11:00 am
● 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.
104
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, 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.
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.
105
● 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 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:
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.
106
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.
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.
107
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.
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.
108
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
109
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
09:00 am to 11:00 am
● Prepare lesson plan on Languages (Sindhi & Urdu) in pairs
● 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 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.
110
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
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.
111
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.
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 colors
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.
112
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
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.
day.
113
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
09:00 am to 11:00 am
● Prepare lesson plan on English and Social Studies in pairs
● Conduct microteaching in the class and seek CPs’
feedback.
MTs will form pairs and ask each of them to deliver microteaching lesson.
day.
114
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
day.
115
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
day.
116
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
● Seek feedback from the peers 09:00 am to 11:00 am
● 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 2:00 pm
117
Food for Thought
You as teachers are the nation builders and path finders. With change in your
role from instructors (sage on the stage) to facilitators (guide on the side), the
students’ role has also changed as active learners and critical thinkers around
the globe which indicates that you must acquire the desired professional
knowledge, professional competencies, and dispositions to be able to prepare
your students as productive, constructive, and responsible citizens in 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).
118

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GOVERNMENT OF SINDH

SCHOOL EDUCATION & LITERACY DEPARTMENT

Initial Professional Development Manual

Reviewed & Certified by

November 02, 2022

Initial Professional Development Manual

November 02, 2022 Executive Director

Dr. Mir Hassan Dahri

Mr. Ihsan Ali Laghari

Mr. Allah Nawaz Aamir Channa

Mr. Mohammad Iqbal

Mr. Nisar Ahmed Dahri

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

The Sindh Teacher Education Development Authority (STEDA) provided guidelines to

7.0 Initial Professional Development Rules

7. Members of professional associations: Like other professions, teachers are the

Transformation of Teaching Profession

Recap of the Day 01:30 pm to 02:00 pm

What is Reflective Practice?

Ref: Gibbs' Reflective Cycle | The University of Edinburgh

Reflective Journals as Tool for Reflective Practice

Guidelines for Maintaining Reflective Journal

The picture above is of teaching portfolio which is a systematic collection of artifacts or

Philosophy and Teachers

Job Duty Performance Evaluation Indicators Sources/Means of Verification

● Topics to be covered with their

Assistance in ● Daily records ● Reports of events, meetings

● Recitation of Holy Quran

Break 11:00 am to 11:30 am

● Examine students’ various roles such as active learners,

Recap of the Day 1:30 pm to 2:00 pm

Recap of the Day 01:30 pm to 02.00 pm

i) How to teach 21st century skills?

School Education & Literacy Department

Vision of School Education & Literacy Department

Reform Support Unit (RSU)

Sindh Teacher Education Development Authority (STEDA)

Provincial Institute of Teacher Education (PITE)

Provincial Curriculum Wing

Provincial Curriculum Council

Directorate of Curriculum, Assessment & Research Sindh (DCAR)

Sindh Textbook Board (STBB)

The Sindh Education Foundation

Standard 3: Knowledge of Islamic Ethical Values/Social Life Skills: Teachers

Standard 4: Instructional Planning and Strategies: Teachers understand instructional

Standard 5: Assessment: Teachers assess students’ learning using multiple assessment

Standard 8: Collaboration and Partnership: Teachers build relationship with parents,

Standard 9: Continuous Professional Development and Code of Conduct: Teachers

Standard 10: Teaching of English as Second/Foreign Language (ESL/EFL): Teachers

a. Knowledge and understanding (Content) What teacher knows

The National Curriculum

Curriculum It is a standards-based sequence of planned experiences where students practice and

SLOs: Divide numbers up to 6 digits, by a 2 digit and 3 digit numbers

Exercise: Divide the following with 2 and 3 digits.

3- 295845 by 33 4-135095 by 205