MANUAL OF (HIGH SCHOOL TEACHERS) (HSTs) FOR GENERAL

English-Social Studies- Islamiat- EducationHistory

INDUCTION TRAINING FOR 19000 TEACHERS TO BE RECRUITED UNDER TEACHERS RECRUITMENT POLICY 2012

PREFACE ACKNOWLEDGE ACRONYMS TABLE OF CONTENT INTRODUCTION/ SCOPE/ THEME

Unit Plan on Areas of training

Educational Psychology
Unit 1 Class: Time: Topic: Sub Topic: Objectives: IX-X 60 Minutes Educational Psychology and its scope _____________________________________ Explain scope of Educational Psychology. Analyze application of Educational Psychology in Education.

Resource Material: White / black board, Chalk / Marker, Related textbook/ Material, paper Sheets/ charts, colour pencils/ markers, solution tape etc. Information for Teachers: Attached from A textbook of Educational Psychology BN Dash and N Dash, Dominant Publishers and distributers New Dehli- 110002 Chapter No. 1 (Pages 10,11and 16 to 19) Activity 1 (Brain straining, Instructions and group formation) Teacher will ask two questions for warm up. Teacher will instruct students that how they have to perform.

Activity 2 (pair Discussion) Teacher will write sub- topics on the board or, distribute topic-chits amongst the groups. Teacher will ask students to discuss given topic in pairs.

Activity 3 (Group Discussion) Teacher will ask students to discuss given topic in their home. Activity 4 (Chart Maintenance) Each group will make chart on its sub-topics. Activity 5 (Group Presentations) Teacher will invite pairs from each group or, a whole group to perform its presentation one by one along with maintained chart.

Stud dents will give presentation before. The class and give answers raised by the students.

Assessment / Evaluation Teacher can give reflection on any presentation presented by groups in the class, if required. (Based on the formative evaluation). Sum up: Teachers will summaries whole the topic Home work (Individual Task How Educational Psychology can help a teacher in educational settings. Crow and crow: Educational psychology describes and explains the learning experiences of an individual from birth through old age. Charles E. Skinner: Educational psychology is that branch of psychology which deals with teaching and learning. Stephen: Educational psychology is the systematic study of the education is the systematic study of the educational growth and development of a child. F.A. Peel: Education psychology is the science of education/

EDUCATIONAL PSHOLOGY ITS MEANING. NATURE AND SCOPE Walter B. Kolesnik: Educational psychology is the study of those facts and principles of psychology which help to explain and improve the process of education. The learner (pupil0 The learning process. The learning situation. The learning experience. The teacher.

The Learner: The term learner applies to students who individually or collectively participate in the educational programmes. These students taken collectively constitute the behavior of the students. There can be no teaching without there being a learner. Therefore, Sir John Adams once remarked Teacher teaches John Latin. Teacher must have the knowledge of John, before he teaches. Latin. Since the knowledge of John is psychology, teacher must study psychology. The teaching of Latin without the knowledge of John will not be effective. Johnny (the learner) thus becomes the entre of the teaching learning process.

From psychological point of view Johnny is a child and he should be considered not as a samml man but as a man in the making. His needs, ambitions, fears and ther emotions are not the same as those of an adult. Treat him therefore as a developing organism which is unique and not as a small model of an adult. EDICATOPMA; PSUCJOLOGY-ITS MEANING, NATURE AND SCOPE Two learners of the same age differ from one another in a number of ways. When one has a liking for music and dislike for mathematics and science another may have dislike for music and liking for mathematics and science. Hence, while preparing the curriculum for the learners we must take into consideration the individual differences that exist among the learners. However, intelligent a learner may be he cannot become successful in life if he lacks motivation. Hence motivation the learner is very important in the classroom situation from psychological point of view. Not only motivation but also the developmental characteristics, personality, mental health, individual difference and intelligence etc, of the learner come under the scope of educational psychology. The Learning Process: Learning is the process by which we acquire and retain attitudes, knowledge, understanding, skills and capabilities that cannot be attributed to inherited behavior patterns or physical growth. Capacity for learning is related to innate physiological factors. Rate of learning depends on both inherited and environmental factors.

Each type of learning goes by a different name. Affective learning has to do with fallings and values and therefore influences our attitudes our attitudes and personalities. Cognitive learning is achieved by mental processes such as reasoning remembering and recall. It helps in problem solving, developing new ideas and evaluation. Psychomotor learning has to do with the development of skills which require efficient coordination between our brains and muscles, as when we read or write or carry out physical skills such as balancing, skipping or juggling. There are two main ways of learning: Deductive learning: This describes the process by which a learner is presented with a hypothesis of general principal and applies a number of tests to it to discover whether it is true or not. Inductive learning: This describes the process which is the reverse of deductive learning. In it, the learner examines related matters to see whether, any general conclusion can be drawn. A TEXTBOOK OF EDUCATIONAL PSYCHOLOGY A number of theories have been put forward to explain how we learn. All of them have conceived of learning as a process that progresses

The Learning Situation: It is difficult to imagine any period of our lives situations, when we are not learning something, even though we are not always aware that we are learning. While walking down a street on any ordinary day, we continually modify our behavior (Learning is commonly refers to the modification of behavior through experience) in response to environment. Thus learning situation covers all life experiences that modify our behavior. From academic point of view learning situation refers to the classroom setting, which is composed of pupils, a teacher and a room. All have unique characteristics. In addition to these features, we also have the behavior of teachers and pupils. Behavior includes not only overt physical activity such as talking and doing, but also cognitive processes like cognizing thinking and evaluating. In the classroom and the school, the teacher is to help bring about desirable changes in pupil behavior. Through teachers interaction with students and the students interaction, with one another, many desired interests, motives, social skills, and many outcomes in the cognitive and the psychomotor domains are acquired more efficiently than if there were no partial interaction. The Learning Experience: Although Educational psychology does not connect itself directly with the problem of what to teach or connect itself directly with the problem of what to teach or what learning experiences are to be provided for the learner yet it has the full responsibility of suggesting techniques of acquiring the learning experiences. Once the task of Educational Philology to decide the aims and objectives of a piece of instruction at a particular stage is finished the need of educational psychology is felt. At this stage, educational psychology helps in deciding what learning experiences are desirable at what stage of the growth and development of the learner so that these experiences can be acquired with a greater case and satisfaction. In this area Educational Psychology has the subject matter which deals with the knowledge and principles of psychology which facilitators the selection of the desirable learning experiences for the learner.

EDUCATIONAL PSYCHOLOGY-ITS MEANING, NATURE AND SCOPE The Teacher. It is not enough for a carpenter to be good at sawing planning and polishing wood, because every kind of wood has different characteristics and behaves in different ways under hit tools. The skilled carpenter needs to know about trees, their variety, their characteristics and hw to make the best use of them. So is with the teacher. Teaching skills alone are not sufficient. He must understand the children as learners. He must try to recognize those characteristics that are of significance in helping each child to learn more effectively.

Unit 2 Class: Time: IX-X 60 Minutes

Topic: Sub Topic: Objectives:

Jean Piagets cognitive Development Theory _____________________________________ Classify Human Cognitive Developmental Stages. Explain Stages of Cognitive. Development.

Resource Material: White / black board, Chalk / Marker, Related textbook/ Material, paper Sheets/ charts, colour pencils/ markers, solution tape etc. Information for Teachers: attached from A textbook of Educational Psychology BN Dash and N Dash, Dominant Publishers and distributors New Dehli- 110002 Chapter No. 6 (Pages 144 and 152) Activity 1 Teacher will ask two questions for warm up. Teacher will instruct students that how they have to perform activity.

Activity 2 (pair Discussion) Teacher will write sub- topics on the board or, distribute topic-chits amongst the groups. Teacher will ask students to discuss given topic in pairs.

Activity No. 3. (Group Discussion) Teacher will ask students to discuss given topic in their home group. Each group two members will retain in the same groups. Six Students of each group will be adjusted for making a new group for Jigsaw activity. Activity No.5 (Group Presentations) Teacher will ask each pairs to discuss given topics with other pairs turn wise in their group.

Activity No: 4 (Reformation of Groups))

Assessment / Evaluation Teacher will ask random questions from the group turn wise. Teacher will mark evey groups correct responses on the board. Maximum responses given by the group will be declared winner. ( on clusion:____________________________________.

A B C D

Sensory motor period (0 to 2 years) Pre- operational period (2 to 7 years) Period of concrete operation (7 to 11 years) Period of formal operation (11 through childhood).

The age bars are not rigid or universal. It is subject to change in accordance with the change in environment and background of the child. Sensory Motor Period: After birth it is said that, the stock of experience of a new born is not. But as he is capable of performing esprience of a new born is not. But as he is capable of performing . CONGNITIVE (INTELLECTUAL)GROWTH Certain reflexes, he cant be said as completely helpless. (Certain reflex actions like sucking grasping. Jerking of the knee to the tap of the doctors hammer are already with him.(He faces reality by integration sensory and motor experience. By the end of the period the child will be able to open a box after observing the act performed by others.) Three kinds or three degrees of circular reaction takes place during this stage. They are primary, secondary and tertiary. In the first stage the child repeats various acts blindly and then in the second stage makes an active experimentation by applying his stock of sensory motor intelligence and finally he develops certain inventiveness. During this period the child attains the constancy in observing object but his attributes are not constant yet. Piaget has divided the sensory motor period into six successive sabotages as discussed below: Stage 1: During the first stage of life the child is busy in exercising ready mad sensory motor equipments by organizing his reflex ready made sensory motor equipments by organizing his reflex actions such as sucking, crying, grasping etc. these activities become increasingly smooth and systematic and proceed towards greater sophistication. In this regard Piaget observed in the case of his own child Laurent the that he could distinguish and localize the nipple against the background of bare skin areas. When he is hungry he grapes the nipple and suck it rapidly. This is a clear example of recognition and desire emanation indicating sensory- motor intelligence. Stage 2: During the first to approximately the four month of life the infant begins to display primary circular reaction. In course of displaying reflex actions if the child comes across a new experience, he thrives to recapture the experience by tr- enacting the original movement again and again. A rhythmic cycle is observed in such an action of the child. It can be take for ascertain type of experiment conducted by the child by applying his

sensory more sophisticated way. Repetitive actions such as thumb- sucking, grasping are a good example of primary circular reaction, in this stage assimilation and accommodation become differentiated. Stage 3: The third stage ranging from the 9th to the 8th month of life is characterized by Secondary circular reactions. In this stage the child tries to make an activity permanent which we learns accidentally. The observation of the child becomes more intense and intentionality as well as goal orientation is clearly observable in his various actions. After doing a work the child waits for the result to occur. Sometimes he searches for an object which is absent in his immediate surrounding. For example we hang a rattle above the child and tie a string to it by pulling which the rattle will be shacked and will produce sound. We then let the child pull the string and shake the rattle once. Then if we place the other end of the string by the side of the child on the bed, the child will search for it. After finding it out he will pull it by applying his previous experience. Then he will wait to hear the sound and when it is silenced he will pull the string again. From this we can learn that for the first time the co-ordination between vision, movement and sound takes place at this time. Towards the end of this stage the child can differentiate between means and ends. Stage 4: Between the eight and twelveth months of life the child displays coordination of secondary Chemas. And at the threshold of intelligent behaviour. He enriches his experience and accelerates his cognitive growth by showing instrumental behavior. During this period the child learns to remove obstacles and reach his goal. He can set aside the bottle and reach the nipple. He imitate a response of other person that is novel to him. He brings co-ordination between Hand-mouth and Hand-eye. He can attend to sudden sound and sight. By co-ordinating the sensory motor action, the infant is able to from an idea about the world and its reality in the most primary from which can be described as the first spark of intelligence. In this stage almost all the activities of the infant is intentional rather than accidental. Stage 5: The fifth stage which covers the life time of 12 to 18 months gives rise to tertiary circular reactions,. The stereotyped and mechanical way of behavior that is displayed in fourth stage get sophisticated and a certain meaningful relationship is established between action and object. The child manipulates and handles an object in different ways and styles to perceive it and get knowledge about its novelty. To achieve his goal the child adopts the trial and error experimentation and actively searches for new means. He is also capable of applying his insight to a little extent and enable himself to reach the goal. For example, if a toy is kept on a pillow the child will pull the pillow towards himself to get theory. Stage 6: The most important characteristics of the last stage of sensory motor period that is form eighteen to twenty four months of age is the use of insight to solve a problem instead of

trial-and error experimentation. This is a stage when invention of new means takes place through mental combinations. As in previous stages the child had been able to manipulate means to reach the ends, he now becomes interested in the cause and effect study. He observes the effects and infer causes form it and vice versa. If a particular problem solving behavior in certain surrounding is learnt he tries to solve the problem in novel way if the surrounding is changed. The insightful behavior which the child displays is terned as representation. The child forms an internal model of the outer world in his mind and tries to solve various problems by manipulating internal symbols. He also develops a tendency to imitate others and repeat the behaviors and actions of them. A person serves as a model for the child whose vocal and visual movements are followed by him. Thus the sensory motor period starts from reflexive reactions and ends with painful, coordinated and goal oriented actions. The Pre-operational period: During 2 to 7 years of age the child internally represents objects and events and thinks what he imitates from others or what he perceives in the outer world. He forms certain images internally and manipulates them as signifiers so his symbolic thought starts from this period. But as the perception of the child in this period does not cover all the aspects and characteristics of the object or event it is one sided and the thinking Process is irrational. The logical thinking is not fully developed and hence the child cannot operate it full in providing solutions to a problem. So it is called pre-operational period. The perception process of children at this stage bears some characteristics. They are discussed below. Egocentrism: The children at this period fail to look at problem from the point of view of others. He perceives thing from his own angle by applying his own thinking process and thinks that everyone thinks the same way he does. Egocentrism diminishes during the preoperational period, when the child comes in contact with friends. Siblings and classmates whose perception, he finds is different from his. In an experiment conducted by Piaget and Inhelder, some children were seated in a corner of a room and in the middle of the room three toy mountains of unequal heights were displayed. At the opposite corner of the room a doll was seated. Then the children were asked to show how the display looked to the doll seated in the opposite corner. Piaget and inhelder found that the children indicated the perception of the doll to be the same to their own perception. This experiment shows that the pre-operation childs perspective on the world is generally limited. This happens due to immaturity of thinking process, which always suffers from a certain type of misunderstanding termed as conservation problem. Conservation problems: Conservation means that a substance is not changed when it is divided into parts. But the pre-operational child fails to solve conservation problem logically. For example, we may ask to the child which is heavier, a kilo of cotton or a kilo of Iron? A primitive Phenomenology told us that a kilo Iron felt heavier then a kilo of cotton and most of the children give the same answer. Psychologists have described this

as the Size-weight illusion. But this misunderstanding does take place not only in case of children but also in case of some adults. But most of the children of pre-operational. Period suffer from this illusion. So conservation in case of child is a specific confusion which affects matter, weight and volume and it has been found that one of these aspects of perception is over estimated and given more importance while the others are underestimated. There are many experiment as findings by which the conservational problem of a preoperational child is clearly understood, if two balls of clay, recognized as equal are divided in various ways they are perceived, as unequal. For instance of one is made into a number of small balls, these seem to contain More clay then the remaining large ball. If they are rolled into longer or thinner sausages the perception will also be different. The child does not have the idea that changes is shape of clay, on dividing it into parts, will not change the amount of clay. To study conservation of weight, a balance may be used. Two balls of clay are shown to be of equal weight after balancing them. Now one is divided and the child is asked whether or not its weight is the same as or different form that of the comparison ball of clay that has remain unchanged. They believe that the many small pieces of clay, weight mor than the single ball. To study the conservation of volume children are presented with two identically shaped beakers of milk and the same amount of milk was poured into them. Then the milk of one beaker is poured into a third beaker which differs in shape from the other two. Though this tansition occurs entirely in the childs presence, he is likely to, say that the first and third beaker do not contain the same amount of mild. But when the milk is again poured from third beaker to the first beaker the child perceives them to be the same. The question, why does the pre-operational child fails to conserve has been answered by Piaget and his associated. They suggested that failure in conservation is due to the childs inability to recognize the operation of certain processes in physical world. Secondly he fails to see the reversibility of certain physical operations:Piagets work on the development of the conservation concept is perhaps more important than any other aspect of his work because by this he had tried to demonstrate the childs way of reasoning. Contrition: This is a characteristic of pre-operational children that prevent their conservation. This concept refers to centering of focusing of attention of the child on one dimention of particular object or problem. unable to shift his attention towards other details of perception ting. For example, if a child is shown a glass of water, he ilates its volume by taking into consideration the height of water the glass. He does not focus his attention on width of the glass. If same

amount of water is poured into a flat beaker, the child would that the beaker contains less volume of water. So it is clear that the child cannot budge the height and the width of water at the same time and cant descanter his attention, when compensatory change takes place. generally to the child the meaning of the words like bigger or more is taller. It will not be correct to say that there is confusion in childs mind regarding word usage but it will be correct to say that his mind is developed to such a limit that he is capable of observing only one particular dimension of an object at a particular time. The period of Concrete Operations: The third stage of cognitive growth starts at the age of seven and continues up to the age of eleven. This period shows the down of logical thinking in the child. The preoperational child gives stress upon perception, whereas the concrete operational childs thought is regulated by logic. The ability to decenter and recognize transformations are his main characteristics. But the logical thinking of the child is only directed towards what he sees before him. He cannot apply his logic to abstract problems and complex verbal problems. For example, if he shows three trees of unequal sizes to a child and ask him which one is bigger or smaller, he will answer correctly but in the absence of concrete things. If we verbally tell the child the heights of three trees and ask the same questions, he may not be able to answer. Supposing we ask the child that A is taller than B and B is taller than C then who is the tallest of all? He cannot answer the question. Technically speaking the child at this stage acquires three qualities, namely, to seriate to classify and to correspond. As the child is able to arrange objects in some sort or order, we can give him same numbers to arrange in increasing order and we succeeds in doing that. This is called to seriate. He has mastered both the relationship greater than and smaller than to classify refers to the ability of the child to distinguish similar objects from the mixture of both similar and dissimilar objects. To correspond means to achieve the grouping operation. For example in a one-to-one correspondence test two series on sets of elements were given. The first set has some arranged elements whose related elements are there in the second set, but in disorder. Now the child can arrange the second set on order that correspond correctly to the first set. In this stage the child has ability to represent the to represent the world symbolically in an advanced manner. He has the ability to conserve, last much egocentrism and above all he has developed sensitivity to contradictions. Inherent in his or her own thought. He is bound up with the world as it is and they cannot get any further until they begin to delineate all possible explanations ate the outset of considering a problem. Only then do they try to discover systematically, which of the explanations really applies. This advance way of thinking that takes into accounts the abstract elements and the possible alternatives that is not present in the immediate surrounding of the child is part of what

makes the thinking of the formal operational child more powerful than that of concrete operational child. The period of Formal Operations: The period of the age from 11 through adulthood is characterized by the ability to engage in formal reasoning on abstract level. In course of this period the child moves from concrete operations to propositional thinking. The child applies scientific method in drawing hypothesis by verification, organizing the principles into some sort of net work. The system of mental operations reaches a high degree of equilibrium at this stage. Adolescents thought is flexible and effective. While solving a complex problem he stocks to different possibilities. The ability of the child to think logically is to a great degree advanced and that shows his further advancement in intellectual growth the concrete operational child uses trial and error method to find solution to a problem whereas the formal operational child uses his insight more to solve it. The concrete operational child begins to solve a problem with little foresight, without a detailed plan and without considering all of the possibilities. But the formal operational child plans the test, designs the experiment, observes accurately and at last draws logical conclusions from his observations. The child at this develops a new system of grouping the factors presented to him to solve a problem. Piaget commonly calls it a four groups represents identify, negation, reciprocal and correlation transformations. In order to shed light on the cognitive development of the child in the period of formal operations. Inhelder and Piaget conducted an experiment on their child subject with the help of a pendulum. Experiment: The experimenter presented the child with a pendulum that is a heavy metal hanging from a string. The child can swing it, by holding the other end of the string. He was given the freedom to increase or decrease the length of the string and weight of the metal according to his own sewer will. But he had to find out the cause of quickness in the swinging of the pendulum. The law of physics says that the swinging becomes quick when the length of the string is shorter. But the child had no knowledge about this. He has to find out by his own endeavor. How the child tries to solve this problem indicates the growth of intelligence in him. Observation:The concrete operational children failed to solve the problem systematically. So they gave it up. Their approach was unsystematic and chaotic. So they could not find out any real clue to the answer. On the other hand the formal operational children conducted its systematically. First he took into consideration all the factors that make the pendulum swing. He thought about length of the string weight of the metal, amount of the force applied to swing it, its height from the ground etc. Then he constructed a particular image in his own mind, which he applied as a hypothesis. If one hypothesis proved wrong he formed another hypothesis and tried it, at the time of experimentation he used

to change one or more factors by keeping other factors constant. For example, after trying with a long string he tried the same metal with a short string. In this process he gained knowledge that changing more than one factors at a time would not yield any result. So he started to focus his attention on only one changing factor at a time. The subject of Piaget, who was fifteen years of age, at last proved that the quickness in the swinging of the pendulum depends upon the length of the string. It was observed that some children, who had not reached the formal operational period could solve the pendulum problem. But they needed a lot of information and direction to be supplied to them. Hence it has become an established fact that formal operational childs characteristics are related to those of good scientists as intellectual sophistication is acquired to its maximum during this stage. In another experiment Piaget presented the formal operational child with five flasks each with type of bleaching water of which the 1st and 3rd and the 5th , if added would produce a colour. Without knowing this clue the child started his experimentation. He first tried to mix them in pairs. Then he attempted to mix three of theme a time. At lat he is able to able to produce the acquired colour by mixing appropriate bleaching agents. When the child reaches the stage fo formal operations, his mind is equivalent to the adult mind. Here the cognitive growth is completed and teaches its saturation pont. Methods of Teaching Unit 3 Time: 60 minutes Topic: Active learning strategies Outcomes: At the end of the session students will be able to: Define active learning and its key features. Describe different active learning teaching strategies. Discuss the importance and advantages of teaching through active learning strategies. Design activities by incorporating active learning strategies. Required Resources: Handouts, Board, Marker, Charts, Information for Teacher attached with

Activity 1 Teacher greets the prospective Teachers. Teachers ask the questions and write their responses on the board How did you learn your mother tongue? How can we learn English Language? How did your teachers teach English?

Activity 2 Teacher gives input about Grammar Translational method and direct method Activity 3 Teacher divides the class into groups 4 members in each group He instructs the prospective Teachers to work in groups and assigns them the topic Group A. Merits of GTM Group B. Demerits of GTM Group C. Merits of Direct method Group D. Demerits of direct methods Group E. Comparison b/w direct method and GTM Group discuss about the given topic write their findings on a drawing sheet Group leader prescribe the findings of his/ her group in the whole class Evaluation For check the understanding of prospective Teachers about GTM nad Direct methods Teacher areas the following questions. Why do you think the Grammar Translational method is useful in Teaching English Language? What are the demerits of GTM? How the direct methods helps in improving listening and speaking Conclusion Teacher concludes the lesson writing the important points of the unit on the board with the help of the participants Unit 4 Time: Topic: Sub Topic 60 minutes Method of Teaching Audio Lingual Methods (ALM), Structural situation method and Eclectic

Objectives

Method Prospective Teachers will be able to Identify the methods a merits and demerits of Audio Lingual Method structural substitutions method and eclectic method Identify merits and demerits of ALM, SSM and Eclectic method

Required Resources: Handouts, Board, Marker, Charts, Information for Teacher attached Activity 1 Teacher greets the prospective Teachers. Review the previous session? By asking following questions What did we learn in previous session He writes the responses on the board Activity 2 Teacher divides the participants into 6 groups He gives handout of ALM to group I He gives handout of SSM to group II He gives handout of Eclectic Method group III He gives handout of ALM to group IV He gives handout of SSM to group V He gives handout of EM to group VI He instructs the groups to read the handout each member and gain mastery over the text written in Handout Activity 3 He instructs the two members of group 1 to join groups II and III and two members from group II and join with group I and III and two members of Group III will join group I and II Each member of the group will share his/ her understanding about the text read with other member of the group. In this way whole group becomes master in each text. Group discuss about the given topic write their findings on a drawing sheet. Group leader prescribe the findings of his/ her group in the whole class. Evaluation Teacher assigns the members to each group members and calls the number and areas him/ her questions about the text they have read

Conclusion Teacher concludes the topic with the help of participant and notes on the board Unit 5 Time: Topic: Sub Topic Objectives 60 minutes Method of Teaching Method of Teaching Reading Prospective Teachers will be able to Know the different methods of teaching reading Apply those methods in their teaching

Required Resources: Handouts Activity 1 Teacher greets the participants. Writes some questions on the board: Who did you learn reading/ What are the common elements which hinder/ create obstacle in reading? How will you teach reading in your class/ Instructs the participants to think about the answers of the above questions Share your answer with your partners He asks each pair to share their answers. He writes their responses on the board Activity 2 Teacher divides the participants into groups and gives a handout to each group Group I. Alphabetic Methods Group II. Phonic method Group III. The whole word method Group IV. Alphabetic method Group V. Phonic Method Group VI. The whole word method He instructs the groups to read the handout So that each member of the group become expert. Activity 3 He instructs the groups to join the other groups at least one member of previous groups become the member of new group

Each member will share his/ her understanding about the text in the groups so that every member of the group become expert all topics. Evaluation Teacher assigns the number to each member of the group. He asks questions related to the topics from the member. The group which gives more answers is around as winner Conclusion The teacher concludes the lesson by writing main points on the board Unit 6 Time: Topic: Sub Topic Objectives 60 minutes Method of Teaching Inductive and deductive Methods Prospective Teachers will be able to Identify the merits and demerits of inductive method Identify the merits and demerits of deductive method Apply inductive and deductive method in their learning

Required Resources: Handouts, Board, Marker, Charts, Information for Teacher attached Activity 1 Teacher greets the prospective Teachers. Teacher reviews the previous session by asking the following questions Which methods are useful for teaching language? Are there any other method for teaching other subjects? What do you know by inductive or deductive methods He writes the responses on the board Activity 2 Teacher gives input about the inductive and deductive methods Activity 3 Teacher divides the class into groups. He ask the groups 1,2,3 about inductive method and group 4,5,6 about the deductive method. Each group will prepare a sheet of 1 hour task and paste it on the wall. Activity 4

Teacher will invite the all groups to have a gallery walk and note down the points Evaluation Teacher instructs the whole class to sit on their proper places and he ask the following questions How the inductive method is different from deductive method? What are the demerits of inductive methods? Which methods develops the conceptual understanding of learner? Conclusion Teacher concludes the lesson with the help of participants by asking following question What did we learn today? What is inductive methods What is deductive method He writes the responses of the participant on the board. He clarifies the misconception where ever necessary. Unit 7 Time: Topic: Sub Topic Objectives 60 minutes Method of Teaching Inquiry Method Prospective Teachers will be able to Identify some elements of inquiry able to Identify some merits and elements of inquiry Apply the enquiry method is there teaching

Required Resources: Handouts, Marker, Drawing sheets Information for teacher: Attached Activity 1 Teacher greets the prospective Teachers. He writes the a questions on the board What do you know about the enquiry in teaching learning process? He writes the responses of participants on the board Activity 2

Teacher gives input about the enquiry methods with examples Activity 3 He asks the participants to work in groups and write the finding about the enquiry methods on the drawing sheet Activity 4 Each group leader will give presentation Evaluation Teacher evaluates the understanding of participants by asking following questions How can you define enquiry methods What are the merits of enquiry methods Are there some demerits of enquiry method if yes explain. Conclusion Teacher concludes the lesson by enquiry methods Writing important points of the Enquiry method on the board

Classroom Assessment
Unit 8 Time: Topic: Subtopic: Objectives Trainee teachers will be able to; Understand the term assessment Clarify the terms assessment, Evaluation and Examination Understand about purpose of assessment Required Resources Hands out Information technologies Chalk board Information for Teacher: Assessment 1 hour Assessment Techniques Introduction to Assessment

Efficiency of any system is measured through a set of performance indicator (or learning outcome). There are a number of performance indicators of an education system. These may include indicators for expenditures, for spread of facilities, for enrolment, literacy levels, gender balance and many others. The most important is the learning achievements of student who moves through the system. Measurement of these learning achievements is done through various assessments. These assessments are used for various purposes to analyze individual as well as systems ability. Thus, assessment is not a single cycle of actions but an ongoing process, which ideally permeates the institution from classroom to meeting room. The assessment process involves both gathering information and using that information as feedback to modify and improve student outcomes. Generally, Assessment is a systematic collection and analysis of information to improve student learning. Evaluation Assessment is often equated and confused with evaluation, but the two concepts are different. Evaluation is an integral part of the teaching learning process. It involves gathering information through various assessment techniques and making value judgment and sound decisions. Assessment provides information to a teacher about students progress in relation to learning outcomes and standards. By using this information, a teacher makes decisions and provides feedback about what should be done to enhance the learning of the students or to improve instructional strategies. Simply

Evaluation is the process of judging the relative significance phenomena of the same sort in terms of standards.
It is the value judgment of an observation (test). For example, Ahmer stood 1 st position among the sample of 500 students of class 4 in urban Sindhi.

Examination It is the process of collecting data on ability, achievement or present status of the student in any respect. The word examination is associated with the testing of achievement; any test would be used for assessment of students learning. For example, public examination, External examination, Essay type examination.

Purpose of Assessment The purpose of assessment is to find out whether students have acquired the kind of skills, knowledge and understanding that a set as a goal for our course. This purpose traditionally achieved by conducting an examination at the end of session called summative assessment. This form of assessment is a single snap shot at the end of the session and does not provide opportunity either to the student or to the teacher to interact

formatively throughout the session as the student strive to develop his understanding of the content and purpose of the course. This vacuum can be filled by using formative assessment, which is ongoing process throughout the session and use test, Feedback, adjust cycle repeatedly to improve students performance and efficiency in learning. When assessing learning, the teacher identifies specific goals and objectives for each curriculum/course, systematically gauges the extent to which these anticipated outcomes actually occur and determine to what degree learning take place. The main purpose of assessment is to: Makes the learning process more effective and consistent by systematically linking assignment, course structure and grading practices to intend learning goals; Help teachers become better teachers by offering specific feedback on what working or not working in their classroom; and Provide systematic feedback to students about their own progress. Assessment at Classroom level Evaluate learning, evaluate teaching, Monitor curriculum Implementation, Diagnostic purposes, Feedback for pupils and parents Assessment at National level Evaluate policy, Evaluate system Services, Evaluate curriculum, For selection, Feedback for parents, system and public.Similarly the assessment findings are beneficial for curriculum designers (feedback on curriculum), text book developers (feedback on text book) and administrators (feedback on use of resources). Teaching Strategies Activity 1 Hand out copies of the Assessment, Evaluation and Examination. Provide opportunities to look it over, and then highlight the key point. Activity 2 Teacher will divide all teachers into three groups. A set of question are present in the worksheet with the instruction to collect more information by using information technologies, discuss in small group and present in front of whole class. What are Assessment, Examination and Evaluation? How is assessment beneficial for teachers? How is assessment beneficial for students? is

Each group discusses and Teacher will write down the key points on writing board and also further extend the topic according to the unit objectives. Evaluation: How does assessment fit into classroom instruction? Why assessment is important for improving the quality of education? How the term assessment, evaluation and examination? What are the major purposes of assessment at classroom level and National level? How can assessment be used for accountability of education system?

Conclusion: Assessment provides a way to measure students achievement in relation to learning outcomes. It determines their progression through their learning experiences and enables them to demonstrate what they have achieved and how to improve their learning. The term assessment is often equated and confused with evaluation and examination, but the concepts are different. Unit 9 Time: 1 hour Topic: Assessment Techniques Subtopic: Types of Assessment Objectives Trainee teachers will be able to; Understand Type of Assessment Explain the term Formative, summative and Diagnostic Use of instrument for different types of assessment Required Resources Hands out Information technologies Chalk board Formative assessment Formative assessment is designed to assist the learning process by providing feedback to the learner, which can be used to identify strength and weakness and hence improve future performance. Formative assessment is most appropriate where the results are to be used internally by those involved in the learning process like students, teachers, head teachers, curriculum developers, text book writers, policy makers. Summative Assessment Summative assessment is used primarily to make decision for grading or determine readiness for progression. Typically summative assessment occurs at the end of an educational activity and is to design to judge the learners overall performance. In

addition to providing the basis for grade assignment, summative assessment is used to communicate students ability to external stakeholders, e.g. administrators. Diagnostic Assessment Diagnostic assessment is directed towards two purposes, either for placement of students properly at the outset of an instructional period (such as secondary school) or to discover the unfolding course of deficiencies in students learning as instruction unfolds. The essential feature of diagnostic assessment, therefore, is to provide useful information on student performance in order to address a perceived problem. Diagnostic assessment information guides and supports teachers in customizing instruction to enable students to overcome their identified difficulties. It provides the basis of direct and systematic interventions. Instruments used in Assessment Formative Assessment

Teacher made test Interviews Checklist

Rating scales

Summative Assessment
Unit progress test Work samples Self-reports

Diagnostic Assessment
Standardized achievement test Standardized diagnostic test Teacher made instruments Observation and checklists

Teaching Strategies Activity 1 The facilitator will write the term ASSESSMENT, EVALUATION and EXAMINATION on separate white sheet. Each teacher work in small group, discuss with each other and write their experiences. The facilitator will support to reach agreement on the meaning of the concept assessment and the distinction between three terms. Activity 2

The matrix below showing five major components of assessment. Fill the following table; imagine a teacher designing a diagnostic assessment for classroom. Work in group and share with whole class and revise your plan.
Assessment Matrix
Goal/Objective Method Results Interpretation Action to Take

Evaluation How is assessment classified into different types in relation to purpose and objectives? What kind of instrument used in different types of assessment? How is your assessment finding will be valuable for school/education system? How is formative assessment suitable in achieving the learning outcomes?

Conclusion At the end of presentation facilitator support in differentiating three types of assessment and the methods appropriate for assessing students learning. To strengthen the concept, teacher will allow thinking and asking what they have learned. Unit 10 Time: 1 hour Topic: Assessment Technique Subtopic: Assessment Techniques Objectives Trainee teachers will be able to; Know the tools and techniques for collecting data Type of Assessment techniques Use of assessment techniques in classroom Required Resources Hands out Information technologies Chalk board

Information for Teacher Before going to assessment planning, teacher should understand instructional planning, design learning experiences long term and short term plan based on subject matter, curriculum content standards and employ variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and performance skills of the learners. Moreover, teachers demonstrate their knowledge and understanding through effective explaining the content in multiple perspective and use appropriate tools of inquiry according to the nature of the subject and content, considering students prior knowledge. An effective learning process utilizes a variety of assessment techniques to gain a comprehensive picture of student progress and program effectiveness. If we want students to learn how to solve open ended problems, we should assess their problem solving skills by other mean than multiple choice tests, true/false in they choose among alternative prescribed answer. Careful crafted assessment would ask students to supply answer, perform observable acts, demonstrate skills, create products, and supply portfolio of work. A teacher assesses students learning using multiple assessment strategies like performance based test, observation system, assignments and assessment of students work for evaluating how students learn, what they know and are able to do, and what kind of experiences will support their further growth and development. On the basis of assessment findings/results, a teacher can decide whether to proceed to the next lesson/topics, or carry out remedial teaching, set enrichment exercises and modify instruction. Type of Assessment Techniques There are varieties of assessment techniques. Here we consider five types of assessment that all classroom teacher can use; (1) forced choice items, (2) easy questions, (3) performance task, (4) teacher observation, and (5) student self-assessment. Following are few assessment techniques which are commonly applicable: Writing sample, Homework, storytelling, debates, games, Assignment/written reports, Presentation, Group discussion, checklist, Test, Questionnaires, Interviews, Criterionreferenced test, student portfolio Teaching Strategies Activity 1 A brief session, try to involve teachers in choosing the most appropriate assessment methods. Some questions will ask by facilitator: If you want assess written assignment, which of the following tools would you choose and why? (Reports, review, summaries, discussions, case studies, presentations and examination, paper pencil test).

Activity 2 Which of the following techniques will be more appropriate to assess innovation and creativity of student and why? (Some assessment methods allow students to demonstrate their ability, like performances, presentations, projects, poster display). Activity 3 Do you want to encourage students to develop oral skills? (You might choose presentations, vivas, discussion, seminars, and recorded elements of audio and video tape made by students). Activity 4 Is your aim to establish what students are able to do already? (Then try diagnostic test, profiles, records of achievement, portfolio. Evaluation: Facilitator will summarizes all activities one by one and ask perspective teacher to write down the appropriate methods/techniques on the observation sheet. Also suggest why they choose. Summative Assessment Formative Assessment Diagnostic Assessment

Conclusion Assessment technique decide, which tools will be more suitable to assess the students learning in term of different strategies, like performance based test, observation system, assignments and assessment of students work for evaluating how students learn. Few assessment techniques which are commonly applicable in classroom: Writing sample, Homework, storytelling, debates, games, Assignment/written reports, Presentation, Group discussion, checklist, Test, Questionnaires, Interviews, Criterionreferenced test, student portfolio. Unit 11 Time: 1 hour Topic: Assessment Technique Subtopic: Scoring Rubric Objective Trainee teachers will be able to;

Understand about assessment tools Develop a scoring rubric for assessing student performance Reporting/feedback for progress

Required Resources Hands out Information technologies Chalk board Information for Teacher Assessment Tools Assessment tools are the instrument or making judgments, based on the interpretation of evidence, to determine how well the student is performing or learning. They include the performance criteria to determine the level of students progress and achievement. Examples of assessment tools are checklist, rating scale, scoring rubrics, frequency indexes, inventories, anecdotal notes. Checklist A checklist is assessment instrument used by an evaluator to record the presence or absence of specific, pre-selected concepts, skills, processes or behavior and attitude that the teacher has pre-selected for observation. A checklist is an assessment instrument used or record the presence of absence of specific, pre-selected concepts, skills processes, or behaviors and attitudes. It includes a list of specific criteria and/or descriptors for behavior and/or performance related to student learning outcomes and attitude indicators. The criteria and descriptors used in checklists should be clear, specific, easily observable, and understood by the students. Rating Scale Rating scale include clear and concise list of criteria that allow students performance to be judged along a continuum, rating scales can be descriptive (e.g. always, frequently, rarely),graphic and/or numeric (e.g. 5,4,3,2,1 with 5 being highest and 2 lowest). Scoring Rubric A rubric is an assessment tool that clearly indicates marking criteria. It can be used for marking assignments, class participation, presentation or overall grades. Rubrics provide more detail than do rating scale or checklist. It is a set of descriptors/criteria for each performance level reflecting learning outcomes components and distinguishes the quality of performance or product. Rubrics usually have three to five levels. Two pint rubric (e.g. yes, no, developing, developed, improvement desired)

Three points rubrics (e.g. proficient, competent, improvement desired, outstanding, acceptable) Four point rubrics (e.g. outstanding, good, okay, competent)

How to develop a Rubric: Decide what criteria or essential elements must be present in the students performance. Decide how many levels of achievement you will include on the rubric. For each criterion or essential element of quality, develop a clear description of performance at each achievement level. Also, leave space for additional comments.

Teaching Strategies Activity 1 Facilitator will ask the teacher to set the criteria or the essential elements for assessing student performance. (Identify 3-5 expected learning outcomes). Activity 2 Decide how many levels of achievement you will include on the rubric for each criterion/standards. (e.g. excellent, good, very good, fair, poor) Activity 3 Finally, a grid (rubric) will be developed on which student achievement is scored. Also, for each criterion or essential element of quality, develop a clear description of performance at each achievement level. After completion the task, each group will share rubric with whole class and revise. Activity 4 Give teacher a copy of the rubric when a group assigns the performance task. Records the strengths and weaknesses for improvement and include any additional comments. Evaluation: Reflect one or two things about the above topic that are still unclear. A worksheet will distribute which identify the performance level and an appropriate scoring rubric. Teacher will ask to list up to four or five criterion/standards for evaluation of student performance on predetermined standards. Criterion/Standa Excellent-4 The student takes a rds
The student will be able to construct logical argument position and defends the position with example and reference to the reading.

Good-3
The student takes a position and defends it with examples but does not refer to the reading.

Fair-2
The student takes a position but does not defend it with example or reference to the reading.

Poor-1
The student takes no discernible position on the issue.

Conclusion The scoring rubric collects the meaningful information on student achievement and performance based on predetermined criteria which identify how well the students are performing. Unit 12 Time: 2 hours Topic: Classroom Assessment Techniques Subtopic: Achievement Test- planning and construction Objectives Trainee teachers will be able to; Plan and understand Achievement test Analyze the type of achievement test Plan and Construct table of specification Required Resources Hands out Information technologies Chalk board Information for Teacher An achievement test is an organized way of determining student achievement at a specific point in time. And achievement is the degree of accomplishment. It is the students level of achievement of knowledge and skills, and their ability to use their ability to use their knowledge and skills; it is judged through responses to a group of questions that reflect the content of the curriculum. It is also to confirm teachers classroom assessment of students. Following are the few important types of achievement test: Type of Achievement Test Competency based test

Achievement test Diagnostic test Individual achievement test Content oriented test

Table of specification It is a two way grid, which shows the relationship between learning outcomes/ competencies and the content as given in National Curriculum. Following is an example which identified six (6) learning strands (life science, physical science, Earth and Space Science, Knowledge and skills, Attitudes, Science, Technology, Society and Environment (STSE for the students of Grades IV-VIII in NC General Science: Science Abilities Life Science Knowledge (K) Conceptual Understanding (CU) Problem Solving/Investigating/ Inferring (PS) Total % Total Items Item Format Type of Items used in Achievement Test The item format used in achievement test includes; Selected Response items Constructed response item Teaching Strategies Activity 1 Facilitator will allow teacher to collect more information on type of achievement test through information technology and share with whole class. The facilitator will write the key point on the board. Activity 2 Facilitator will distribute a printed format of table of specification and National Curriculum 2006 in the subject of science from grade 4-8 with the instruction identifying the content and learning outcome (level of cognitive domain). Table of Specification
Content Competencies Knowledge Comprehension Inferring/ Investigation Item format No. of items Time allocated Total

Science Content Physical Earth and Science Space Science

Total

Activity 3 Next, teacher work in group and develop the examples test item in science, mathematics, Language and social studies. Finalized all items based on professional judgment and administered in class. Communicate the results to students and use finding to improve learning. Evaluation: Why test specification is necessary for developing an achievement test Write key component of test specification. Briefly explain the item format used in achievement test with one example. List down the criteria for development of test items Conclusion Toe day, we covered a lot about achievement test and type of achievement test. This test is used in determining student achievement at a specific point in time, moreover diagnostic test identify the strength and weaknesses of an individual or a whole class or system. Before implementation of assessment activities, assessment objective should be clear. In the next phase, test construction process started in the light of test specification. Unit 13 Time: 1 hour Topic: Classroom Assessment Techniques Subtopic: Teachers ongoing observation Objectives Trainee teachers will be able to; Understand importance of observation as an effective tool of assessment Design observation tools for evaluation Records students progress by using rating scale Analyze and share the report to parents Required Resources Hands out Information technologies Chalk board Information for Teacher

Observation provides a way of gathering information fairly quickly while a instruction is in progress. When used formally the students would be made aware of the observation and criteria being assessed. Informally it could be frequent, but brief, check on a given criterion. Observation may offer information about students participation level for a given task, use of piece of equipment or application of a given process. It is important to document observation by keeping records. Assessment tools that assist with recording information and maintaining records include checklist, rating scales, scoring rubrics, frequency index scales, inventories, anecdotal notes. Observation Guideline Observe a certain number of students rather than all class. Focus on one skill/task at a time. Design scoring rubrics, rating scale and checklist criteria. Use information technology for recording observation. Teaching Strategies Activity 1 One student will gives 5-10 minutes presentation on definition and meaning of Education. Activity 2 Use a checklist to assess the student performance. Facilitator will encourage teacher in gathering data. Activity 3 The results will be reported/share with whole class. In the light of feedback strategies revise and new format of checklist design Evaluation: How you assess three definition of Education as written on board? Choose the criteria for assessing a lesson plan in classroom. Explain the checklist and it purpose of use. Conclusion Build in discussion time and ask learners to summarize what they learned or apply what they learned to other contexts in their life. Ask learners to evaluate the class or activities; ask for ideas for the next lesson. Make sure to allow time for students to process questions and their responses.

Student Record/Observation (Rating Scale) Student______________________________ Standards/Checklist Complex Thinking Effectively translate issues and situation into manageable task Effectively uses a variety of complex reasoning strategies Makes effective plan Aware of necessary resources Information Processing Effectively interprets and synthesizes information Effectively uses a variety of information gathering techniques Accurately assesses the value of information Recognizes where and how the task/project would benefit from additional information Effective Communication Expresses idea clearly Effective communicates with diverse audience Effectively communicates in a variety of ways Effectively communicates for a variety of purposes Creates high quality products Collaboration/Cooperation Works towards the achievement of group goals Demonstrate effective interpersonal skills Contributes to group maintenance Effectively perform a variety of roles in group
4 Very Well 3 Quite well 2 Not very well 1 Not at all well

Observer Signature__________________

Unit 14 Time: 1 hour Topic: Classroom Assessment Techniques Subtopic: Portfolio of students work Objectives Trainee Teachers will be able to; Understand the concept of portfolio Explain the importance of portfolio for assessment Guide teachers on how to maintain portfolio Required Resources Hands out Information technologies Chalk board Information for Teacher A student portfolio is a collection of work produced by students which offer another option for assessing student progress in meeting the Curriculum Outcomes over a more extended period of time. Just as an artist uses a portfolio of collected works to illustrate his or her talent, student portfolio is designed to demonstrate the students talent. Thus a students portfolio is constructed by teacher to understand knowledge and skills learned by student. A portfolio may include some or all of the following: Student background Progress cards Class description, time/duration, grade Student work such as test, quizzes, and class assignment Observation records An effective learning vehicle is student portfolio, a set of student product collected over a time that provide a picture of the student growth and development. Portfolio Analysis Portfolio analysis is becoming an increasingly popular method of assessment. Portfolio analysis look at student work during a period of time and evaluation the extent of learning based on the progression of the work from the first assignment until the last. At the classroom level, this might include series of writing assignment of increasing difficulty or all work that the student has produces for a particular course. The portfolio allowed the instructor to: Students writing development over the course Assess the effectiveness of specific assignment across student portfolio. Review in order to student progress

Gauge student perception of the assignment

The portfolio allowed students to: Assess their progress as learner Review quality and kind of work/assignment that they had accomplished Become more articulate in discussing in group Reflect on their struggle and success during the course Teaching Strategies Activity 1 Group discussion, peer assessment and use of internet. Activity 2 Make a presentation and discuss with whole class. Activity 3 Collect sample format of student portfolio, use and analyze it. Assessment/Evaluation How we can make the evaluation of portfolio as reliable and valid as possible? List the evaluation criteria for student progress. Rubric Assessment for Persuasive Essay
Standards Title Introduction Reason & Evidence Words selection Conventions Conclusion Title gets reader attention and tell what article is about Explain the issues (Time, place, common ideas and misconception about the issue) Specific and solid Support the content Correct, interesting and varied Minimal mistakes made in spelling, grammar usage (punctuation, paragraphing, capitalization), Summarize the arguments Lesson learned
2=Approaching Standards 4= Above Standards

Below Standards

Approaching Standards

At Standards

Above Standards

1= Below Standards 3= At Standard

Observer Signature Conclusion

Reflect on the lesson: what worked well? Did any positive unintended consequences occur, to remember for the next time the lesson is used/adapted? What should be changed in the lesson to be more effective? What to remember about specific learners' needs/goals/accommodations for future classes?

Curriculum framework
English INTRODUCTION TO THE ENGLISH CURRICULUM The new curriculum will serve students as an opportunity to develop their overall competency in English Language, it will facilitate them in communicating in their educational and social contexts. And thus, it is being introduced not only as a subject from Grade One to Grade Twelve but as a medium of instruction for other subjects as well. The national Curriculum for English Language is a single document written for the Grades I XII Competencies, Standards and benchmarks: There are five competencies defined in the curriculum, which have to be developed from Grade I to Grade XII. Competency 1: Reading and Thinking Skills Standards 1: Requires students to be able to read and understand a variety of texts, which requires them to have reading and thinking skills in order to comprehend the texts. This standard has four benchmarks (refer to p.11 of the curriculum). Standards 2: Requires students to be able to read and analyze literary texts in order to seek information, ideas and enjoyment and be able to relate to their own experiences. This standards has one benchmark 1 (refer to 12 of the curriculum). Competency 2: Writing Skills Standards 1: Requires students to produce academic, transactional and creative writing with fluency and accuracy. This standards has four benchmarks (re p. 12-13 of the curriculum). Competency 3: Oral Communication Skills Standard 1: Requires that all students are able to speak with individuals and in groups, in both formal and informal contexts, through using proper social academic conventions. This standards has two benchmarks (refer to p.14 of the curriculum).

Competency 4: formal ad Lexical Aspects of Language Standard 1: Focuses on Pronunciation. It has only one benchmark. Standard 2: Focuses on Vocabulary. It has only one benchmark. Standard 3: Focuses on Grammar and Structure. It has three benchmarks Competency 5: Appropriate Ethical and Social Development Standard 1: requires students to develop social and ethical values that are relevant to a multicultural, civilized society (This competency should be incorporated with other competencies in order to develop students). These competencies include Standards, Benchmarks and Students Learning Outcomes and they are placed at five development levels; Figure 2:
Government of Pakistan. (2006). National Curriculum for English Language Grade I-XII. Islamabad Ministry of Education.

CONCEPT MAP

Introductio n to the Curriculum

Comp rised Stran d of and Comp etenc y

Curriculu Is ma 2006 b
ou t

Incl ud es Content Standards

Stan dards

Incl ud es Skills and Attitude Standrs

Key Learning Stran Area d and Comp etenc y

Student s Learnin g Outcom es

Social studies

Date: _____ Grade: Unit: 15 Subject: Duration: Topic: Subtopic:

Social Studies 40 min Curriculum What is curriculum?

Objectives Get knowledge on curriculum Explain curriculum conceive and developmental steps Resources Marker, White Board, Duster, textbook, charts Teaching Material Teaching material is attached. In soft copy Active Learning/Activities: Active Learning/Activities: Activity 1 (Brainstorming: think pair share) Teachers say to students think self what is curriculum? And share (both) with your partner what you have thought. Then, Teacher gets some response from students and gives them proper definition and Activity 2 Teacher gives the lecture on curriculum and developmental steps. Activity 3 (Group discussion) Teachers make 4 groups and assigned the topics for group discussions and write on charts. 1. Group1: discuss on conceived steps of curriculum 2. Group2: Discuss on standards of curriculum 3. Group3: discuss on Benchmarks of curriculum 4. Group4: Discuss on Slos Each group will presents their understand on charts what they have understand Assessment/ Evaluation 1. What is curriculum? 2. What are the developmental stages of curriculum? 3. What is differentiate between standards and benchmarks

Islamiat

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 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________________________________________ : _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________________________________________ :17 : )( )( : ) ( : :

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________________________________________________________ ________________________________________________________ __________________________ ________________________________________________________ ________________________________________________________ __________________________ Education

Unit no 18 National Education Curriculum for Classes IX-X, 2002 Curriculum Purpose of Curriculum The curriculum is the official document for teaching, and assessment and gives direction to planning, organizing and implementing teaching and learning. It is the responsibility of the schools and educational institutions catering for part time learners to ensure that they satisfy the requirements of this curriculum. The main purpose of this curriculum is to provide a coherent and concise framework in order to ensure that there is consistency in the delivery of the curriculum in schools and classroom throughout the country. It describes the goal, aims and rationale of the curriculum, the principles of teaching, learning and assessment. It makes provision for all learners to follow key learning areas, and outlines the end of phase competencies which they should achieve, as well as the attitude and values to be promoted throughout the curriculum. It outlines the structure of each phase, what elective and subject combinations are available and overall time allocations. It set in place effective assessment procedure, ensure that assessment is closely integrated in the teaching/learning process. The curriculum is a framework for devising syllabuses, learning materials and textbooks to be used in the various subjects and areas of learning, from which teachers schemes of work and lesson plan can be developed, so the goal and aims will be put into practice in a consistent manner. Introduction to the National Education Curriculum 2002 Education as a subject was introduced as an elective subject at secondary level in midseventies of the last century. In 1984, the curriculum of the subject was revised and updated. The present curriculum revised with new development in the subject and changing socio economic and cultural scenario with demand of the 21st century. Aims

To familiarize with the process of child growth, development and learning. To development an awareness of the role of education in society development. To familiarize with the development and problem of education in Pakistan.

Objectives To understand the basic and fundamentals of education as a subject. To be aware of the role of education in the development of an individual and society. To understand the principles and procedures of the national system of education. To create an interest for teaching as a profession.

Key Feature National Education Curriculum 2002 The curriculum addressed the learning competencies for class IX and X. The first five chapters focused on learning competencies for class IX, while the remaining five chapters focused on learning competencies for class X. Learning Competencies for class-IX In the first unit comprised on chapter first and second, it provides information on the definition and meaning of education, the general and the Islamic concept on which education practices are based, a brief introduction to scope of education as a discipline and function of education in the development of personality and society. The second unit comprised on chapter third, fourth and fifth walks the reader through the meaning and definition of human development and growth, describe the developmental stages of an individual from infancy to adolescence, the learning (definition and meaning), factors affecting on learning and individual differences, the relationship between home, schools and society on which education based. Learning Competencies for class-X The first unit comprised on two chapters VI and VII, provides information on the significance feature of education in Pakistan, types of education and the various stages of education, concept, meaning and importance of curriculum, the key components of curriculum development and the process of curriculum development in Pakistan. The second unit comprised on chapters VIII and IX, provides the information cocurricular activities in school on which education practices are based, meaning and definition of guidance and counseling, students educational, personal, economic and social problems. Assessment and Evaluation

This section of the curriculum provides an overview to the assessment and evaluation. The purpose of assessment is to find out whether students have acquired the kind of knowledge, skills, and understanding that we set as objectives for this course. This purpose is achieved traditionally by conducting an examination at the end of session called summative assessment. This form of assessment does not provide opportunity either to a student or to the teacher to interact formally throughout course/session as the student strives to develop his understanding of the content purpose of course. This vacuum filled by using formative assessment, which is ongoing process throughout the session. There is need to design activities such as observation, creativity, performance task, etc. for engaging student in learning environment. Matrix showing the assessment pattern in National Education Curriculum 2002 Examination In addition to annual examination, at least two test Assignments 40% marks allocated to assignment Assessment Continuous and use new technique of testing Proportion of Items by format Subjective and objective in ratio of 80-20 respectively Proportion of item by Skills Knowledge= 30% Comprehension=40% Higher order=30%

History missing
Unit - 19 (NPSTP) Time: Topic: Objectives: 2 hour Introduction to National Professional Standards for teachers in Pakistan (NPSTP) Teachers will be able to: Understand about National Professional Standards for teachers in Pakistan (NPSTP) How to implement the NPSTP in their teaching profession

Required resource: NPSTP Posters developed by Ministry of Education, Islamabad Information for Teachers:

Teaching profession is the back bone of the progress of the any country and teacher is key person of this process and system. If the teacher is well equipped, well trained and sincere to his profession then he can produce dynamic peoples, which build a powerful nation. Government Pakistan has made a great effort in this regard and developed the National Professional Standards for teachers in Pakistan (NPSTP), which are the following Subject Matter Knowledge Human Growth and Development Knowledge of Islamic Ethical Values/Social Life Skills Instructional Planning and Strategies. Assessment. Learning Environment. Effective Communication and Proficient use of Information Communication Technology. Collaboration and Partnerships Continuous Professional Development and Code of Conduct. Teaching of English as Second/Foreign Language(ESL/EFL) Activities: Activity -1 M.T will start the brainstorming and ask them to list down the standards/criteria for the professional development of teacher to improve the quality of class room teaching Activity -2 After discussion, M.T will hang the posters having the NPSTP, developed by the ministry of education, Islamabad. Activity -3 M.T will read one by one and discuss with the trainee teachers about their importance Activity -4 M.T will divide the trainee teachers into groups and distribute one standard to each group and instruct them discuss and write about its importance and use of these standards in developing the lesson plan Activity -5 At the completion of each task, each group will present their work in front the whole class Evaluation: M.T will observed and analyze the work each and give them professional guidance for the topic Conclusion:

After completion of session trainee teachers understood about National Professional Standards for teachers in Pakistan (NPSTP) and how to implement the NPSTP in their teaching profession

Yearly plan Unit: Time: Topic: Objectives: 20 60 Minutes Yearly work distribution after reading this unit, Participants will be able to: Describe the importance, significance, and necessity of yearly work distribution. Explain the main points of chart of yearly work distribution.

Required material: Chart of yearly work distribution, paper, pencil, etc. Information for teacher: Yearly work distribution means, planning or shaping of any class work into the period of twelve months. For instance including of text book lessons, Grammar, Co-curricular activities, period of lessons, testing, and assessment. This distribution could be separate of each subject and so of same mixed of all subjects along with co-curricular activities etc. Benefit: Every subject teacher would be aware that how many lessons have to be covered in this month. How much time is required for teaching/learning and co-curricular activities during on-going month? Instruction for the completion of the work in time and responsibility could be felt. Take opportunity to prepare for teaching subject or content. Easy to monitor for the teacher and administrator Easy to conduct testing and assessment at the appointed time Better for initiating the newly academic year Activities Discuss the importance, significance and necessity of yearly work distribution Prepare the chart of yearly work distribution Pasting the prepared chart on the wall and to visit the gallery for pointing out their importance Prepare monthly chart in yearly work distribution

Evaluation: Questions from the participants. Why yearly work distribution is necessary Explain the benefits of yearly work distribution Explain the main points of yearly work distribution Conclusion: Narrate the conclusion of work done before participants and remind the main points once again.

Diary Maintenance
Unit 21 Time: Topic: Subtopic: Aims/Objective 1 hour Teacher Diary Development of Teacher Diary

Trainee teachers will be able to; Understand about teacher diary and its importance Identify the key component of teacher diary Continuous evaluation and feedback Information for Teacher A teacher diary will help in two ways. First, the process of making the record, preferably immediately or soon after the teaching, will require you to organize your thoughts about what went on. Secondly, the diary will act like any other contemporaneous record: it will enable teacher, at the end of a session, to look back and recall what went on, a first step in the process of reflecting on your teaching as a preparation for your next rounds. Once you are familiar with the compilation of a learning diary, you will design it to suit your own needs. After the event, record what you intended (plan), what actually happened (the learning outcome), the variance and the reasons for the variance. Then, as always, add what you learned. Teaching Strategies: Small group work, Presentation, probing questions Suggested Activities Activity 1 The facilitator will divide the perspective teacher into small group and distribute the printed format of diary and ask them to write against each column. (Adopt any format that is comfortable for teacher) What I planned What I teach (Instruction) Outcomes

(Content/Activities)

Comments

Activity 2 Ask teachers to share their work with whole class. Facilitator will write down the key points on board and further explain to the topic in detail by asking questions. If the planned activity not achieved, what is the reason and how the task completed within due time? Activity 3 Next, the facilitator will ask to teachers what content will be required for making a diary. Following Key point observed.
Name of teacher Date and period Content/sub content Target achieved or not achieved Remarks/Reasons Signature..

Activity 4 Perspective teachers work in small group and make the matrix to record the daily classroom teaching and learning process. Finally each group presented. Assessment/Evaluation
Why a teacher intend to record in a diary? How is diary effective for planning and action? Collect more format of teacher diary by using internet.

Feed Back/Reporting Following is an example of a teachers use of the model of a learning diary. The teacher entered the contents immediately after the class.

Teacher Daily Diary

Date/Day Class Period Subject Activities Comments Strengths Gaps

Class Teacher: _____________

Unit 22

Head Teacher: ______________

Time: 1 hours Topic: Teacher Diary Subtopic: Implementation of Teacher Diary Aims/Objective Trainee teachers will be able to; Use of teacher diary after the class/instruction Analysis lesson plan and record in diary Identify the instructional gaps Information for Teacher A teacher diary will help in two ways. First, the process of making the record, preferably immediately or soon after the teaching, will require you to organize your thoughts about what went on. Secondly, the diary will act like any other contemporaneous record: it will enable teacher, at the end of a session, to look back and recall what went on, a first step in the process of reflecting on your teaching as a preparation for your next rounds. Once you are familiar with the compilation of a learning diary, you will design it to suit your own needs. After the event, record what you intended (plan), what actually happened (the learning outcome), the variance and the reasons for the variance. Then, as always, add what you learned. Lesson analysis Self-reflection and self-observation are the cornerstones of the successful learning process. After lessons, whether good or bad, get your thoughts and ideas down in a journal. This will help you learn from them! Thinking about lessons and reflecting on action Recall E.g. What did I do during the class? What went as planned, what didnt? Why?

What decisions did I make? What other options did I have? Reflect E.g. What went well, what didnt? When did I feel: confident/nervous/awkward? When did the students feel these things? Did I achieve what I wanted? Draw conclusion E.g. What will I do the same/differently next time? What have I learned about my planning/teaching? What have I learned about my students? What have I learned about myself? Teaching Strategies: Activities Activity 1 A teacher diary provide to each perspective teachers with the instruction to enter the contents immediately after the class. Activity 2 Next, the facilitator will check the contents of diary and write down observation on board.
Content/test/activities was planned The planned exercise went more slowly than a teacher had planned. Generally the exercise was well

Activity 3 A revised instructional plan was developed in a group for the contents/activities that did not completed. Facilitator will summarize all the activities and further explain the use of teacher diary and remedial step for improving the learning. Assessment/Evaluation Trainee teacher develop the same revise plan of instructional activities in their Subjects for the contents that need more attention. Record your findings in a teaching diary to build up information on your teaching for improving instructional changing.

Time table
Unit no 23 Time I hour

Topic: Time Table Objectives After this unit the participants will be able to: Explain the importance and advantages of time table Explain the types of time table. Prepare the class room time table Perform the duties in accordance with time table Required Material: Pencil, Paper, List of contents/ Paragraphs and chart Information for teacher: Time table is like passport for staff and school. It is a mirror which reflects schools shape It is the list of the school activities and a map of daily programs of any educational institutions that shows way to the teacher towards educational activities It shows responsibilities for the individual and collective educational benefits of children. In time table every subject is given due period. It is a soul of educational system and a total planning of teaching/ learning activities of the school. Kinds of time table in lieu of practice and administration: Simple time table Class room time table Individual Teachers time table Time table in exchange of taking others class/ period Local emergency time table Multi grade time table For time table, we would be aware what is to be done today and tomorrow? Through this both teacher and student make preparation for teaching and learning. It is time saving and every activity is performed in time with good discipline along with full preparation. Activities Discuss among participants on the impotence and benefits of time table. Prepare time table by identifying required time, subjects and periods Debate or group discussion on the drafted time table of participants

Evaluation: Questions from participants Which things are most noteworthy for the preparation of the time table? Explain the importance and benefits of time table. What are the kinds of time table? Conclusion:

Narrate the conclusion of completed work and once again remind main points.

Assignment Topics
Unit: 24 Total Time: 60 Minutes Topic: Assignment topics / Home Tasks Objectives: After this unit participants will be able to: Explain the importance and benefits of assignment work / home task Prepare the titles of assignment work Methods of assignments Required Material: Paper, Pencil, Marker, White board, text books, curriculum copy Information for teacher: Assignment work has great importance in the class. Mostly students serve their spare time in bad activities, invaluable hobbies and evil deeds. For that they become immoral socially and intellectually. These types of children could not give due care for bad activities and the teachers could not balance the teaching/ learning process. Therefore it is vital that since beginning topics should be assigned to the children so that they utilize their spare time in doing assigned works and progress in the field of education and learning. Out of these assignment topics may provide the chance of thing on self and create habit in doing work. They spend leisure time in doing valuable activities. Home task develop knowledge among children and create the interest and zeal of hard work. Activities: Discuss on the importance and benefits of assignment work. Prepare a list of assignment topics. Evaluation: Questions from participants Describe the importance, significance and benefits of assignment topics. Which things are to be kept in mind while assigning topics? Tell some titles of assignment topics. Assign some topics to the participants to pen down them. Conclusion: Describe the summary of read unit before participants and rephrase main points once again. TOOLS FOR SELF EVALUATION UNIT: TIME: 25 60 MINUTES

Topic: SELF EVALUATION OBJECTIVE: After completion this unit participants will be able to: Describe importance and significance of self-evaluation. Prepare future strategy by visualizing the consequences of self-evaluation. Aware on the method of the tools of self-evaluation/checklist. Prepare checklist by looking in the National Professional Standard. Required Material: Chart of National Professional Standards, pencil, paper, daily dairy, time table. Information for teacher: Self-evaluation means self-analysis or self-judgment. It also means Co-operation, wellaware about the methods of teaching, awareness of childrens Psyche, use of teaching aids, simple English, Audio-visual aids, and self-discipline. It also means to check out the whole record of school activities, perform the self-responsibilities in better ways. The process of analyzing these things through checklist is a name of self-evaluation. ACTIVITIES: To prepare check list, keeping in view the National Professional Standard and by noting own liabilities and responsibilities of participants. Discuss the importance and significance of self-evaluation. Prepare checklist for self-evaluation. Evaluation: Questions from participants: What do you mean by self-evaluation? What is checklist? What thing should be keep in mind for self-evaluation? High lighten the importance and significance of self-evaluation.

Lesson Plan

English
Grade: IX Theme: Poetry Sub theme: The Daffodil Competency: Writing Skill Student Learning Outcomes: Use summary skills to write summary / prcis of simple passages/poem Material: White Board, Charts, Markers, Colour Pencils, Yellow Flowers, Some Pictures of greenery, Lakes/Pond.

Grade:

IX

Topic: Reading Comprehension Sub topic: Competency: Reading and Thinking Skill Student Learning Outcomes: Analyze passages in the text to identify the theme/general subjects, key idea/central thought (a statement about the general subject) and supporting details. Material: Two handouts (A passage with questions and a couple of paragraphs) Speak without Fear The biggest problem most people face in learning a new language is their own fear. They worry that they wont say things correctly or that they will look stupid so they dont talk at all. Dont do this. The fastest way to learn anything is to do it again and again until you get it right. Like anything, learning English requires practice. Dont let a little fear stop you from getting what you want. Use all of your Resources Even if you study English at a language school it doesnt mean you cant learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so dont limit yourself to only one or two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect. Surround Yourself with English

The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin thinking in English. . Listen to Native Speakers as Much as Possible There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become. Watch English Films and Television This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.

Listen to English Music Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine. Study As Often As Possible! Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language. Do Exercises and Take Tests Many people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English. Record Yourself

Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much. Listen to English By this, we mean, speak on the phone or listen to radio broadcasts, audiobooks or CDs in English. This is different than watching the television or films because you cant see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice. Grade: X Topic: Reading Story Sub topic: Competency: Reading and Thinking Skills Student Learning Outcomes: Analyze story elements: characters, events, setting, plot, theme, tone and point of view Material: Two handouts (Two short stories) and blank charts, markers and sticky tape ITS ALL ABOUT TIME (Anonymous) A man came home from work late, and as usual, tired and irritated, to find his 5 year old son waiting for him at the door. "Daddy, may I ask you a question?" "Yeah, sure. What is it?" replied the man. "Daddy, how much money do you make an hour?" "That's none of you business! What makes you ask such a thing?" the man said angrily. "I just wanted to know. Please tell me, how much do you make an hour?" pleaded the little boy. "I am paid $20 an hour," responded the man, resentfully. Looking up, the little boy said, "Daddy, may I borrow $9 please?" The father was furious. "The only reason you wanted to know how much money I make is just so you can borrow some to buy a toy or some other nonsense. You march yourself straight to your room and go to bed. Think about why you're being so selfish. I work long, hard hours everyday and don't have time for such childish games." The little boy quietly went to his room and shut the door. The man sat down and got even madder about the little boy's questioning. After a time, the man calmed down. He started to think he might have been a little hard on his son. Maybe there was something he really needed to buy with that $9. After all, he didn't ask for money very often. The man went to his son's room and opened the door. "Are you asleep, son?" he asked. "No Daddy. I'm awake," replied the boy. "I've been thinking, maybe I was too hard on you earlier," said the man. "I'm sorry I was so angry. What do you need that $9 for?"

The little boy sat up, beaming. He reached under his pillow, he pulled out some crumpled up bills. The man, seeing that the boy already had money, started to get angry again. The little boy slowly counted out his money, and then looked up at his Dad. "Why did you want $9 if you already have money?" the father grumbled. "Because I didn't have enough, but if you lend me $9, I will have enough to buy an hour of your time tonight," the little boy replied. Share this story with someone you like, but even better, share $20 worth of time with someone you love. Question: How much money did the father of the child earn in an hour? Why did the child want money? Why did the father scold his son? What is the moral of the story? Turning over a new leaf By Adil Ahmad Hameed's exams had finished and he was free for two months. Excitedly, he began to think of the fun filled days ahead. Late nights, going out with friends, watching movies; in short having a jolly good time, but then disaster struck when his mother dropped a bombshell. Hameed had to start a summer job, as his mother had lost her job and he had to contribute to the family's income. Hameed's father worked as a clerk in a lawyer's office, whereas his mother, who was more qualified, worked in an advertising company. Extremely depressed, Hameed started working in a local fast food restaurant. At first, Hammed resented the idea of working. Before his mother had lost her job, Hameed lived a very comfortable life, without having to worry where his next meal would come from. But now he had to spend his vacations doing something which he hardly enjoyed, and also felt embarrassed of; he couldn't bear the idea of working as a waiter in a fast food restaurant, which his friends usually frequented. But as the weeks went by, Hameed's perceptions and thoughts slowly began to change. He began enjoying his job more and more. He was earning a good wage; with tips included he was contributing a lot to the family income. And with this added sense of responsibility, he lost his carefree attitude and became more mature. He became a very popular figure amongst his colleagues and the customers, and therefore it was no surprise that he was selected as employee of the month. The very next month, Hameed's mother got her job back. She told Hameed that he could leave his job and enjoy what was left of his vacations. But Hameed who had changed into a new person refused to leave it. He continued with the job, and even worked after school hours, and spent the money he earned wisely.

It was this incident that changed a young boy's life completely, and made him realize that we shouldn't take anything for granted; our lives can change within a blink of an eye. Answer the following questions. What had Hameed planned to do after his exams finished? What did Hameeds mother and father do for living? Why had Hameed to do a job? How did he feel about working as waiter in a fast food restaurant in the beginning? What changes did the work bring in Hameed? Why was he selected as an employee of the month? Why did Hameeds mother tell him that he could leave the job? Why did he refuse to leave his job?

DAWN Young world

Grade: X Topic: Essay Writing Sub topic: Competency: Writing Skill Student Learning Outcomes: analyze an essay to identify the general subject, main idea, (a statement about the general subject key ideas, supporting details and transitional devices) Material: Two handouts (Two sample essays) and blank charts, markers and sticky tape

As computers are being used more and more in education, there will be soon no role for teachers in the classroom. There is no doubt that education and the learning process has changed since the introduction of computers: The search for information has become easier and amusing, and connectivity has expedited the data availability. Though experts systems have made computers more intelligent, they have not yet become a substitute of the human interaction in the learning process. In my opinion; what can be expected, is a change of the teachers role but not their disappearance from the classroom. Nobody can argue that the acquisition of knowledge is more fun and easier with computers. The mere activity of touching and exploring this device constitutes an enjoyable task for a kid. This, accompanied with the relaxing attitude and software interactivity, usually conduce to a better grasping of new knowledge. At a higher educational level; the availability of digital books, simulator and other academic

materials, provide the student with an ever accessible source of information, that otherwise would not be at hand. But, besides the increasing complexity and behavior of intelligent software, which is usually embedded in the academic digital material, the need of human interaction in the learning process will always be present, at least in the foreseeable future. There is the necessity for a human being to be able to determine what the specifics needs of each individual are. The expertise of a teacher in how to explain and adapt complex concepts to different individuals can hardly be mimicked by a computer, no matter how sophisticated its software is. As computers are becoming a common tool for teaching, teachers should be more aware of their role as guides in the acquisition of knowledge rather than transmitters of facts. They have to be open minded to the changes that are taking places, keep updated and serve as a problem solvers in the learning process, thus allowing students to discover the fact for themselves. To summarize, in my personal view, teachers play and will play an important role in the classroom, especially at the primary level. No matter how complex computers become, there will be no replacement for the human interaction, but in the way haw this interaction takes place.
Popular events like the football World Cup and other international sporting occasions are essential in easing international tensions and releasing patriotic emotions in a safe way. Every four years, the whole world stops to watch international sporting events such as the Olympics and the Football World Cup in which athletes show their best performance to make their country proud of them. These sporting occasions have proved to be helpful in easing international tensions in difficult times when powerful leaders were trying to control the worlds economy and other governments were fighting over land. The Olympic Games are one of the best examples which prove how sporting events can bring nations together, at least temporarily. From ancient History, when Greeks and Romans would interrupt battles to participate in the games, to the more recent international disputes, when athletes from Palestine and Israel would forget their differences, compete pacifically and even embrace each other after an event. Moreover, these popular events have called the world?s attention to the terrible consequences of wars; thus some leaders have tried to accept agreements to end their dispute and live peacefully. Similarly, international sporting events show benefits in some developing countries which live in a daily internal civil war. For example, Brazil has a high rate of unemployment, lack of education, hunger, crime, poverty and corruption which leads to an immense embarrassment of being Brazilian and a low self-esteem. However, when the Football World Cup starts, the Brazilian squad, which is considered the best team in the world, provokes an amazing feeling of pride in their country. Most people seem to forget

all their problems and even the criminal activity decreases. They paint roads with the national colors, use wear the Brazilian team shirt and buy national flags. Moreover, the competition brings families and neighbors together and even rival gangs watch the games and celebrate peacefully. In conclusion, popular sporting events play an important role in decreasing international tensions and liberating patriotic feelings as History has shown. Grade: X Topic: Sharing Information Sub topic: Competency: Oral Communication Standards: All students will use appropriate academic and social conventions of spoken discourse for effective oral communication with individuals and in groups, in both informal and formal settings. Benchmarks: Demonstrate through formal talks, individual oral presentations and job interviews, the social and academic conventions and dynamics to communicate information / ideas. Student Learning Outcomes: Demonstrate heightened awareness of conventions and dynamics of group discussions and interaction: Offer and respond to greetings Material: Two handouts (Two sample essays) and blank charts, markers and sticky

Social Studies
Unit no 26 Time: 40 minutes Topic: How to develop lesson plan Objectives Prospective teacher: Enable to prepare lesson plan Enable prospective teacher to apply steps of making lesson plan Enable prospective teacher to apply lesson plan in the classroom Required Resources White/ Black Board, Chalk, / Markers, Sample of Lesson Plan, Paper sheet/ Chart, Color Markers/ Pencils Information Introduction to Lesson Plan

The Lesson Plan is a tool for teacher to achieve pre determines objectives within allocated time. It is an activity to plan/ design with in the classroom situation according to the mental learning ability of the students. Why lesson Plan It makes a teacher to be a professional. It helps teacher for effective teaching learning process (TLP). It helps to transmit knowledge in to the students. It helps to create optional situation for teachers and students in the classroom. It is a road map for the teacher. To enable the teacher for time management. Development of lesson Plan The lesson plan is the main tool for teaching learning process; by this a teacher can easily transmit knowledge and develop skills among students. It also helps teacher to create learning environment in classroom and students take interest in teaching learning process with in their groups in the classroom environment. The below mentioned steps are important to develop an ideal lesson plan. Pre Teaching Step: It is like a title of lesson plan. In this step teacher provide important information. In designed areas in hereby mentioned below: Date Grade Subject Unit Duration Topic Subtopic Competency Contents Standards Benchmark Student Learning outcomes (SLO) Required Material While teaching steps This is implementing steps of lesson it based on some activities given below Activity I (Brain storming/ Motivation)

Activity II (Individual/ group Work) Activity III (group Presentation) Activity IV (Teacher input about above 3 activities)

The above all activities mostly based on knowledge, understanding / comprehension and application and teacher should gave maximum time to above activities Post Teaching Step In this step teacher will assess/ evaluate his/ her teaching practices and learning of students below three major areas of this step Assessment/ Evaluation Summarize the lesson Home work (The template of lesson plan is attached here with) Activities: Activity 1: Q. What is required for teaching any subject in the class? Q. What is another tool except contents material for teaching in the class? Activity 2: Teacher/ facilitator will divide perspective teachers into 4 groups. Group 1: Introduction of lesson plan and why to make a lesson plan. Group 2: Development of Lesson Plan. Group 3: White teaching steps. Group 4: Post teaching steps Activity 3: Perspective teachers will discuss on the given subtopic within the group and make presentation according to the given task from each group. Assessment/ Evaluation Q. What is Lesson Plan? Q. Why we develop the Lesson Plan? Q. What are the steps of Pre teaching? Q. What are the steps of while teaching? Q. What are the steps of post teaching? Q. What is the need of assessment/ Evaluation?

Class IX-X Unit: Time: 40 minutes Topic: Population, its size and composition in Pakistan. Subtopic: Objectives Explain population and its essential characteristics. Examine census history and composition of populations in Pakistan. Resource Material White / black board, Marker/Chalk, related textbook / Material, Paper sheets / Charts, Color Pencils / Markers.etc: Information for Teacher Attached from (Pakistan studies, class IX-X, Sindh Textbook Board) (Chapter No.7 pages, 115,117,118 and 119) Activity-1 Teacher will ask two basic questions for warm-up (Brainstorming, Instructions& Group discussion) Teacher will instruct students that how they have to perform activity. Activity-2 Teacher will make table of sub-topics on the board and ask students to work on the task given as instructed. Activity-3 Teacher will invite pair from each group or a whole group for presentation on the task assigned, one by one Assessment/Evaluation: Teacher will give reflection on presentations presented by groups in the class if required (Based on the formative evaluation). Teacher will summarize whole the topic or only those areas of the topic which more missed or, miss interpreted by the student. Teacher will give individual assignment: Make tables of any two characteristics of population of Pakistan.

Lesson plan Class IX-X Topic: Objectives: Resource Material: Matter/ content: Activity 1: Define term ideology and identify Major sources of ideology of Pakistan. Explain Meaning of ideology . Examine main sources of ideology of Pakistan. White/ black boards, marker/ chalk, related textbook/ material, paper sheets/ charts, color pencils/ markers, solution tape etc. Attached from (Pakistan Studies for class IX-X Sindh Textbook Board) (chapter 1; page 5 and 6) (Brainstorming, instructions and group formation) (8 minutes) Teacher will ask two basic questions for warm up. Teacher will instruct students that how they have to perform activity. Teacher will make, table of sub-topics on the black/ white board, as Groups to compete the task. Teacher will invite groups for presentation on the task given. Teacher can give his reflection on any presentation if required. (15 minutes) (12 minutes)

Activity 2: Activity 3:

Assessment/ Evaluation

(5 minutes)

Teacher will ask few random questions from the topic. Teacher will summarize whole the topic or only those areas of the topic which were missed or, misinterpreted by the students Teacher will assign topic for writing a note of 15 lines on the ideology of pakistan

Instructional Material Class IX-X Topic: Define pollution, its forms and what are environment conservation strategies. Objectives: Define environmental pollution Discover causes, effects and solution to the environmental pollution White/ black board, Marker/ Chalk, related textbook/ material, paper sheets/ chrats, colour pencils/ markers, solution paper tape etc.

Resource Material:

Matter/ content: Activity 1. (Brainstorming Motivation & Instructions) Activity 2. Activity 3.

Attached from (Pakistan Studies, class IX-X, Sindh Textbook Board) (Chapter No.4 page No.64,65,66) Teacher will ask two basic questions for warm-up Teacher will instruct students that how they have to perform activity. Teacher will make table of sub-topics on the board assign them into the students , ask them to work on the task given Teacher will write groups for presentation on the assigned task. Teacher can give his reflection on any presentation if required.

Assessment/ Evaluation Teacher will ask few random questions from the topic Teacher will summarize whole the topic or, only those areas of the topic which were missed or, miss-interpreted by the students. Teacher will assign 20 lines note on pollution and measures to prevent the country from pollution. Template for Lesson Plan Grade: IX-X Date Subject: Pakistan Studies Duration: 40 minutes Sub Topic:

Topic: Importance of Coal and Natural Gas in economic development of Pakistan.

Competency: .. Standard: Bench Mark: .. SLO: Explain importance of Coal and Natural Gas in economic development of Pakistan. Material: White/ Blank board, marker/ chalk, related textbook/ material, paper sheets/ charts, colour Pencils/ markers, solution paper tape etc. Learning Plan

Activities: Activity 1

Brainstorming Teacher will write down topic on the board Teacher will ask two basic questions about the topic to check students previous knowledge. Teacher will divide students into 6 groups. Teacher will give instructions to the students that how they have to perform the activity. Teacher will provide resource material to the students for the task given. (Group Discussion) Groups of the students will work on the sub-topics given below as instructed Sub- topics Importance of Natural Gas Enlist Natural gas fields located in Pakistan Role of Natural Gas in Economic Development of Pakistan Importance of Coal Enlist the coal mines located in Pakistan Role of Coal in Economic development of Pakistan No. of Students 5 to 4 5 to 4 5 to 4 5 to 4 5 to 4 5 to 4

Activity 2. Group A. B. C. D. E. F. Activity 3. Presentation

Teacher will invite pair form each group or, a whole group to perform its presentation one by one. On the task given Students will give presentation before the class and give answers raised by students. At the end of each presentation teacher will give his input/ reflection on it, if required. Stage 4 Assessment/ Evaluation

Teacher will give refection on presentations presented by groups in the class. (Based on the formative evaluation).

Sum up: Teacher will summarize, whole the topic before the class or, only those areas of the topic which were missed or, misinterpreted by the students. Home Work: Make/ draw the map of Pakistan and mention/ highlight in it natural gas fields in Pakistan.

Instructional Material Pakistan Studies Class IX-X Topic: Objectives: Resource Material Matter/ content: Activity: 1 Importance of Coal and Natural Gas in Economic Development of Pakistan Explain importance of Coal and Natural Gas in Economic Development of Pakistan. White / black board, Marker/ chalk, related textbook/ material, paper sheets/ charts, color pencils/ markers, solution paper tape etc. Attached from (Pakistan Studies, Class IX-X, Sindh Textbook Board) (Chapter No.5 page No.75 and 77) Teacher will ask two basic questions for warm up

Brainstorming, Teacher will instruct students that how they have to perform activity instructions and group formation Activity 2: Teacher will make table of sub-topics on the board and ask students to Group work on the task given, as it is instructed discussion Activity 3: presentation Sum up Home work Teacher will invite groups for presentation on the task assigned. Teacher can give his reflection on any presentation if required.

Assessment/ Evaluation: 05 minutes Teacher will give reflection on presentations presented by groups in the class (based on the formative evaluation) Teacher will summarize whole the topic before the class or, only those areas of the topic which were missed or, miss-interpreted by the students Teacher will give assignment to draw map of Pakistan and identify in it natural gas fields in Pakistan.

Grade: IX-X

Date:

Subject: Social Studies Duration: 40 Minutes

Topic: Trace the origin, evolution and Subtopic: Nil use of National Language Competency: ____________________________________________________ Standard: ______________________________________________________ Benchmark _____________________________________________________ SLO: 1. Explain origin and evolution of National Language. 2. Analyze National Language Development in variety of ways. Material: White/ Black board, Marker/ Chalk, related textbook/ Material, paper sheet/ charts, color pencil/ marker solution, paper tape etc: Learning Plan Activities: (Brainstorming Instruction & Group formation) Activity 1 Teacher will write down topic on the board Teacher will ask two Basic questions about the topic to check students previous knowledge Teacher will divide students into five groups Teacher will give instruction to the students that how they have to perform the activity Teacher will provide resource material to the students for the task given Activity 2 (Group discussion) Groups of the students will work on the sub-topics given below. Group A B C D E Sub-Topics Historical background of Urdu language till end of Mughal Rule Role of Urdu from Pakistan Movement till date Role of Media (Print and Electronic) in the Development of National Language Name prominent prose and poetry writers of National Language Use of National Language in Pakistan No. of Students 6 to 5 6 to 5 6 to 5 6 to 5 6 to 5

Activity 3 Presentation Teacher will invite pair from each group or a whole group to perform its presentation one by one Students will give presentation before the class and give answers raised by students. At the end of each group presentation teacher will give his input/ reflection on it if required Assessment & Evaluation Teacher will give reflection on presentations presented by groups in the class. (Based on the

formative evaluation) Sum up Teacher will summaries whole the topic before students or only those areas of the topic which were missed/ or miss-interpreted by the students. Home work Write an article for a newspaper regarding, history and importance of National Language (Not more than 175 words)

Instructional Material Unit-IX Topic Trace the origin and evolution and use of National Language of Pakistan. Objectives Explain origin and evolution of National Language Analyze National Language Development in variety of ways Resource Material White/black board, Marker/ Chalk, related pencils/ Markers, related textbook/ Material, paper sheets/ charts, colour pencils/ markers Matter/ Content Attached from Pakistan Studies, Class IX-X, Sindh Textbook Board (page # 127 to 129) (Brainstorming / Instruction & Group work) Activity 01 Teacher will ask two basic questions for warm up Teacher will instruct students that how they have to perform activity Activity 02 Teacher will make table of subtopics on the board Groups of students will work on the subtopics from below Activity 03 Teacher will invite groups for presentation of the task given Teacher can give his reflection on any presentation if required Assessment / Evaluation Teacher will give reflection on presentation observed by him in the class (based on formative evaluation) Teacher will summaries the topic Teacher will assign an article writing for a newspaper , History & importance of National language (not more then 175 words)

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Grade / Level Time Topic Sub-Topic Concept IX 45 min Education Islamic Concept of Education Islam considers Education mandatory to both man and woman.

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Student Learning Outcomes (SLOs) At the end of the lesson students will be able to: Define Education Know Islamic concept of Education. List Islamic Concepts on Education Define importance of Education in Islam.

Teaching Aids Charts, Hand outs, Black Board, Chalk, Markers etc. Teaching Strategies Lecture Method, form groups for think pair share and then presentation by students.

Teaching Activities and Materials Material/Content Handout on Islamic concept of Education Activities Teacher will lecture on the Topic Students will discuss and take main points from the handout in two groups Student will write ten points on the sheet. Students will share points with the whole class through presentation. Time inutes

Assessment

Teacher will ask following questions to assess students.

What is the definition of Education? Define Islamic concept of Education? Define, Islamic importance of Education? Why Education is necessity for man and woman? How literate person / parents contribute to the promotion of Education? Conclusion Islam has laid great emphasis on Education. Our Holy prophet has said that Education is a life long process; it has no limit in respect of acquisition of knowledge. It can be sought from cradle to grave. Every Muslim man and woman is required to acquire knowledge (Education). By acquiring knowledge (Education) an individual can lead a better life.

Grade / Level Time Topic Sub-Topic Concept

X 45 min Education/ Learning Identifying factors in influencing on learning Learning is influenced by certain factors.

Student Learning Outcomes (SLOs) At the end of the lesson students will be able to: Grade Level-X Know the definition of the concepts, learning, heredity, environment.

Analyze/ Explain difference between heredity and environment. Identify different types of learners (Auditory, Visual and kinesthetic)

Teaching Aids Charts, Sheets, Chalk, Black Board and markers etc. Teaching Strategies Brain storming on the definitions of learning, environment and heredity. Lecture on the above definition. Distribution of Hand outs. After reading handouts formation of groups Presentation from students on factors influencing learning.

Teaching Activities and Materials Material/Content Hand outs on learning, types of learning, heredity and environment. Activities Brain storming on definition. Reading of hand out and then elicit main parts. After think, pair, share (TPS), then presentation by students. Time 10 minutes 10 minutes 15 minutes

Assessment Teacher will ask following questions: Define learning, environment and heredity? How environment influences learning? How heredity impacts on learning? What are the different styles of learners.

Conclusion Learning is relatively a permanent change or modification of behavior through experience. In the learning process an individual learner is influenced by certain factors like heredity and environment. (Nature/ Nurture). These factors play effective role on the intelligence, learning styles, individual tasks, personality and education of the person.

Grade / Level Time Topic Sub-Topic: Concept:

IX 45 Min: Guidance and Counseling Role of guidance and counseling in schools. Guidance and Counseling. Play important role in career planning / Solution to the problem

Student Learning Outcomes (SLOs) At the end of the session students will be able to: Define guidance and counseling Practice / use guidance and counseling to solve the problems. Come up with concrete solutions Teaching Aids: Black Board, Chalk, White paper, Marker

Teaching Strategies Divide the students into groups and discuss. Discussion on counseling and guidance. Think pair share (TPS) on the importance of guidance and counseling in schools for the solution of the problems faced by the students. Teaching Activities and Materials Material/Content Hand out, Paper sheets Activities Problem is given to them for discussion. Students are asked to make a strategy for its solution. Presentation by students. Time 10 Min: 06 Min: 10Min:

Assessment

Teacher asks questions to assess the students What is the meaning of guidance and counseling Why it is practiced in schools

Conclusion Every individual have certain problems to be faced. For the solution of the problem help and suggestions are required. Guidance and counseling has been proved very effective tool and strategy to solve the problems of a student at school level.

Grade / Level Time Topic Sub-Topic Concept

Xth 45 Min Education Relationship between Home school and society. Home, school and society bond is necessary for the promotion of Education.

Student Learning Outcomes(SLOs) At the end of the session students will be able to: Identify role of home, school and society for the betterment of education. Define responsibilities of Home school and society. List interdependence and co-operation of home, school and society. Teaching Aids. Hand out, Chart, Chalk, Black board and Marker etc Teaching Strategies Teaching Activities and Materials Material/Content Hand outs on home, school and society Activities Teacher asks students to read the handout and elicit main points Each group will present the responsibilities of home school and society Time 10 10 Brain storing on the role of home, school and society. Reading of material. Formation of three groups of students assigning them to write responsibilities of home, school and community. Presentation by each group

Assessment Teacher will asks questions to assess their learning What are the responsibilities of school? What are the responsibilities of home? What are the responsibilities of society? How home, school and society are interdependent on each other for the promotion of education of society.

Conclusion Home, school and society play pivotal role for the promotion of the education. They work together for the welfare of society. Their interdependence and cooperation is helpful for the advancement of Education.

Grade / Level Time Topic Sub-Topic Concept

Tenth 45 minutes Education Human development and growth Human growth and development influence on learning Student Learning Outcomes(SLOs) At the end of the session students will be able to: Define growth and development Differentiate between growth and development Identify differences at home and society. List the factors that influence on learning. Teaching Aids. Teaching Strategies Teaching Activities and Materials Material/Content Diagram, Hand outs on growth and development Activities Students response would be written on the black board. Two groups would be formed to work on development and growth. Presentation by two groups showing difference Time 5 minutes 10 minutes 10 minutes Brain storming on the terms growth and development. Questions about growth and development being observed by students from their daily life examples Formation of two groups to read the material on growth and development. Presentation on difference between growth and development Chart, Diagram showing difference, Black Board, Chalk, Marker, Handout on human growth and development

of growth and development.

Assessment Teacher will asks questions to assess the students Growth and development. Differentiate between growth and develop What are the factors that growth and development. Conclusion Human growth and developments are one of the basic phases of human life. They have left indelible impact on learning and education of the learner. Growth is seen quantitatively while development of a child is assessed qualit History missing

ANNEXURE

Schedule of Training

Yearly Plan English missing

Yearly work Plan for Social Studies Grade: No of Chapters: S.# Term IX 8 Area No. of Chapters/ Units Allocated Time Revision Evaluation Cocurricular Activities - Study tour - Exhibition -Quiz competition Debates - Plantation - Cultural events - Religious events - Traditional - Festivals

1.

1st Term

6 months

End of 1st term

End of 1st term

2.

2nd Term

6 months

End of 2nd term

End of 2nd term

Yearly work Plan for Social Studies Grade: No of Chapters: S.# Term X Area No. of Chapters/ Units Allocated Time Revision Evaluation Cocurricular Activities - Study tour - Exhibition -Quiz competition Debates

1.

1st Term

6 months

End of 1st term

End of 1st term

2.

2nd Term

6 months

End of 2nd term

End of 2nd term

- Plantation - Cultural events - Religious events - Traditional - Festivals

(Yearly Plan for Islamiat (Slabes 2006

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Education
YEARLY PLAN OF STUDY HST Grade IX Term Months April Distribution of Text Books Definition and meaning of Education. 1st Term General concept of education. Islamic concept of education Distribution of Scheme of study May Islamic concept of education Scope of education as a discipline Function of education for development of individual society Assignment June Vacation Unit/Topics

July August

Vacation Function of education for development of individual society Meaning and definition of human development Co-curriculum Activities

September

Meaning and definition of human development Infancy, Early childhood and Childhood Projects

October

Adolescence development

i) physical and

ii) mental

Co-Curriculum activities Presentations November Meaning and definition of learning Revision of course, Assessment Reporting/Parents day 2nd Term December Biological factors influencing learning Individual differences in learning Presentations January Meaning and definition of home, school and society. Agencies of education and their relationship Formation of society February Relationship between school, community and society Way to promote home, schools and community relationship March Assignment Presentation Co-curriculum activities

Revision of work, Assessment and Reporting

History missing Time table

Daily diary
Teacher Daily Diary
Date/Day Class Period Subject Activities Comments Strengths Gaps

Class Teacher: _____________

Head Teacher: ______________

Performance Evaluation Report

Performance evaluation reports (PER) is very effective to evaluate and assess teaching learning process. The purpose of the PER is to assess the overall performance of a teacher at the time of delivering lesson plan. A teachers performance will be judged in terms of the
following 16 criteria.

Name________________________________ School___________________________________ Period/Time_______________ Learning goals clear to students. Making linkage to previous knowledge Subject Matter Knowledge Uses appropriate instructional strategies Chooses activities, materials, and resources appropriate for students with special needs Creates an environment that is positive for student learning and involvement Demonstrating key aspect of the activities Promote collaborative skills Date____________ Excellent- 4 Good-3 Fair-2 Average- 1

Use appropriate Instructional Planning and Strategies. Communicates with students accurately and with understanding Effective Communication and Proficient use of information Communication technologies Chooses activities relevant to the prescribed curriculum Uses effective examples and illustrations Uses higher order questioning techniques to promote critical thinking skills Use variety of Assessment techniques Extend and refine knowledge of students (comparing, classifying, analyzing, constructing support) Monitors student progress through a variety of appropriate evaluation techniques Wrap-up the key point of lesson
Name of Supervisor: _ Signature: Date: Signature: Date: Signature: Date: Signature: Date:

Name of Reviewer: _

Appointing Authority:

Employee: _

Assignment Topics

Self Evaluation Tool

Name of Teacher: _____________________________ Subject: _____________________________________ Class: _______________________________________ Topic: _______________________________________ Period: ______________________________________ * Mark () as you think appropriate about your teaching. s.no 1. 2. 3. 4. 5. 6. Items Students motivation: Students active participation: Lesson planning Teachers knowledge on topic: Link of topic with other areas of the subject: Use of resource materials during teaching: Very much Found Found To some extend Not found

7. 8. 9. 10. 11. 12. 13.

Teaching through activities: Use of ICT: Students understanding with topic Maintain class discipline: Maintain punctuality and regularity in class Assessment: Home work:

Evaluate your performance and improve your teaching as desire. Thanks

Proposed Assessment Tools in Different Subjects

Assessment Tools Assessment tools are instrument for measurement or making judgment, based on the interpretation of evidence, to determine how well the student is performing or learning. They include the performance criteria to determine the level of students progress and achievement. Following are the subject wise detail of assessment tools. Subject wise Assessment Techniques and suggested Assessment Tools Subject Science Assessment Techniques Selected Response Multiple choice, true/false, matching, and completion Constructed/Created Response Fill-in-the-blank, word(s)/phrase(s), essays (restricted and extended response), reports, procedure, explanations, short answer sentence(s), paragraph, label a diagram, and graph/table, etc. Performance Assessment Presentation, illustrations, science lab, demonstration, process skills, enactment, project, debate, model, exhibition, table, graph, and portfolio, etc. Suggested Tools scoring rubrics portfolio

Checklist, rating scales Frequency indexes Inventories, and anecdotal notes

Education

Personal Communication Oral questioning (convergent Questions and Divergent Questions), Observations, interview, conference, process description, and checklists, etc. Selected Response Multiple choice, true/false, matching, and completion Constructed/Created Response Fill-in-the-blank, word(s)/phrase(s), essays (restricted and extended response), reports, procedure, explanations, short answer sentence(s), paragraph, label a diagram, and graph/table, etc. Performance Assessment Presentation, illustrations, science lab, demonstration, process skills, enactment, project, debate, model, exhibition, table, graph, and portfolio, etc. Personal Communication Oral questioning (convergent Questions and Divergent Questions), Observations, interview, conference, process description, and checklists, etc. Selected Response Multiple choice, true/false, matching, and completion Constructed/Created Response Fill-in-the-blank, word(s)/phrase(s), essays (restricted and extended response), reports, procedure, explanations, short answer sentence(s), paragraph, label a diagram, and graph/table, etc. Performance Assessment Presentation, illustrations, science lab, demonstration, process skills, enactment, project, debate, model,

Checklist, rating scales Frequency index Inventories, and anecdotal notes

scoring rubrics portfolio

Checklist, rating scales Frequency index Inventories, and anecdotal notes Checklist, rating scales Frequency indexes Inventories, and anecdotal notes

Computer Science

scoring rubrics portfolio

Checklist, rating scales Frequency index Inventories, and anecdotal notes

Mathematics

exhibition, table, graph, and portfolio, etc. Personal Communication Oral questioning (convergent Questions and Divergent Questions), Observations, interview, conference, process description, and checklists, etc. Selected Response Multiple choice, true/false, matching, and completion Constructed/Created Response Fill-in-the-blank, word(s)/phrase(s), essays (restricted and extended response), reports, procedure, explanations, short answer sentence(s), paragraph, label a diagram, and graph/table, etc. Performance Assessment Presentation, illustrations, science lab, demonstration, process skills, enactment, project, debate, model, exhibition, table, graph, and portfolio, etc. Personal Communication Oral questioning (convergent Questions and Divergent Questions), Observations, interview, conference, process description, and checklists, etc. Selected Response Multiple choice, true/false, matching, and completion Constructed/Created Response Fill-in-the-blank, word(s)/phrase(s), essays (restricted and extended response), reports, procedure, explanations, short answer sentence(s), paragraph, label a diagram, and graph/table, etc. Performance Assessment Presentation, illustrations, science lab,

Checklist, rating scales Frequency indexes Inventories, and anecdotal notes

scoring rubrics portfolio

Checklist, rating scales Frequency index Inventories, and anecdotal notes Checklist, rating scales Frequency indexes Inventories, and anecdotal notes

Languages Sindhi/Urdu/English

scoring rubrics portfolio

Checklist, rating scales

demonstration, process skills, enactment, project, debate, model, exhibition, table, graph, and portfolio, etc. Personal Communication Oral questioning (convergent Questions and Divergent Questions), Observations, interview, conference, process description, and checklists, etc.

Frequency index Inventories, and anecdotal notes Checklist, rating scales Frequency indexes Inventories, and anecdotal notes

REFERENCE GLOSSARY NAME OF AUTHORS