‫ِبِس م الل ِہ‬

‫الَر حٰمن‬
‫ُم‬ ‫ي‬ ‫ِح‬ ‫الر‬
 GOVERNMENT OF SINDH
SCHOOL EDUCATION & LITERACY DEPARTMENT

PROVINCIAL INSTITUTE OF TEACHERS

EDUCATION (PITE) &

SINDH TEACHERS EDUCATION DEVELOPMENT

AUTHORITY
(STEDA)

Initial Professional Development

Induction Training

Of Primary School Teachers

PHASE VII

VENUE GHS Pacca Chang

Portfolio of
Mr. Attaullah

Master Trainer

Mr. Zafar Ali

Ms. Naeem Fatima
 Mission

 To empower students to reach their

full potential by providing a

supportive and inclusive learning

environment that fosters academic

excellence, creativity, and critical

thinking.
 Vision

 To inspire a love of learning that

extends beyond the classroom,

preparing students to become

compassionate, curious, and

engaged members of society who

make a positive impact in the world.

 Philosophy

 I believe that every student is unique

and deserving of respect, care, and

individualized attention. I am

committed to creating a safe,

stimulating, and student-centered

environment that encourages active

learning, creativity, and growth. I

strive to inspire curiosity, build

confidence, and develop essential

skills for success in an ever-changing

world. Through empathy, patience,

and dedication, I aim to make a

lasting positive impact on the lives of

Day 01: Teacher's Role as
Facilitators

 **Opening Ceremony:**

 On the first day of the training, we began with

an opening ceremony. The program started with

the recitation of the Holy Quran. Haji

Mohammad Ashraf Khaskheli, the President of

GSTA Sindh, was the chief guest for the

occasion.

 **Training Focus:**

 The topic for Day 01 was "The Teacher's Role as

Facilitator." During this session, we learned that

the teacher's primary role is to facilitate the

learning process for students. We explored the

concept that teaching is a profession, not

merely an occupation. Key aspects covered

included:
 - The teacher as a facilitator who helps students learn
and grow.

 - The distinction between teaching as a profession and

other roles.

 - The importance of maintaining records, understanding

timetables, annual plans, and schemes of study

 Before this training, we viewed the teacher

primarily as an instructor. However, the training
reshaped our understanding, emphasizing that a
teacher is also a leader and a learner who grows
alongside their students.

 **Challenges Faced:**

 On the first day, we encountered several

challenges:

 - There were no specific arrangements for training

registration; we had to procure registration forms
from the outside market.

 - We were not provided with necessary stationery

materials or training manuals, which impacted
the smooth execution of the day's activities.

 Despite these challenges, the training was

insightful and broadened our perspective on the
teacher's role.
 **Day 02: Reflective
Practice and Teaching
Portfolio**

 The day began, as usual, with the recitation of

the Holy Quran. On the second day of training,
we delved into the concept of teaching
philosophy, something we were previously
unfamiliar with. We learned that it is essential for
every teacher to understand their own teaching
philosophy, as a well-defined philosophy is crucial
for providing quality education.

 In addition, we explored Gibbs' Reflective Cycle,

which was also new to us prior to this training.

 **Challenges**

 On the second day, we encountered a challenge:

we did not receive the training manual. This
made it difficult for us to fully engage with and
absorb the training content.
 Day 03: Student Role
as an Active Learner

 The day began with the recitation of the Holy

Quran. The Master Trainer then took feedback
from the trainees about the previous day’s
session, allowing various participants to share
their thoughts and reflections. Afterward, we
delved into the day's topic.

 Today's focus was on the 21st-century learning

framework. We explored strategies to prepare
students to become critical thinkers, emphasizing
the importance of nurturing students who solve
problems rather than create them. The goal is to
equip students to contribute positively to society
rather than becoming a burden.

 While the session was highly insightful, it is

unfortunate that, even after three days, we have
not yet received the training manual. This
ongoing issue has made it challenging to fully
engage with the material.
Day 04: The 21st Century
Learning Framework and
Skills

 As usual, the day began with the recitation of the

Holy Quran, followed by the Master Trainer

gathering feedback on the previous day's session.

Today’s focus was on the 21st-century learning

framework and the essential skills needed for

modern classrooms. While we were somewhat

familiar with these skills before the training,

today’s session provided us with a deeper

understanding and more practical insights into

how to apply them effectively in the classroom.

 There were no significant challenges today.

However, the high temperature made it

uncomfortable to stay in the classroom, but

despite this, I remained focused and successfully

completed the lesson.

 Day 05
Topic: Role of School Education & Literacy
Department and Its Allied Institutions/Organizations
and National Professional Standards for Teachers

 The fifth day of training focused on understanding the role

of the School Education & Literacy Department along with
its allied institutions and organizations. Additionally, the
importance of National Professional Standards for Teachers
was highlighted. The session began with the recitation of
the Holy Quran and a Naat, creating a spiritual atmosphere
for learning. Each trainee shared reflections from the
previous day's experiences, fostering a collaborative
learning environment.

 The trainer provided an informative briefing on the

operational aspects of school admission and the
management of attendance registers. This was particularly
insightful, as it allowed trainees to understand the
practicalities involved in student enrollment and
attendance monitoring. Moreover, the session covered the
roles of various institutions working alongside the
Department of Education, which was new and valuable
information for many trainees. The discussion also touched
upon the appropriate age for student enrollment in the first
class, an essential detail for maintaining compliance with
educational policies.

 However, despite the valuable content, the learning

environment was less than ideal due to poor weather
conditions and inadequate ventilation in the classroom,
making it difficult for participants to concentrate.
 The training session on the role of the School
Education & Literacy Department and its
associated institutions was highly informative.
Trainees gained a deeper understanding of the
administrative responsibilities that come with
managing a school, particularly in relation to
student enrollment and attendance policies. The
new information about the role of allied
institutions broadened the trainees' perspective
on the interconnectedness of different
educational bodies.

 Despite the challenging physical environment, the

session provided critical insights that are
essential for the effective management of
educational institutions. This knowledge is
expected to significantly improve the
administrative functions of schools when applied
in practice.
 Short-Term Goals:
 Immediately apply the enrollment and attendance
policies learned during the training to ensure proper
student management from the start of the
academic year.

 Engage with the school administration to discuss

potential improvements in classroom conditions,
focusing on ventilation and comfort.

 Long-Term Goals:

 Establish a routine for regular interaction with allied

institutions and organizations to ensure continuous
support and resource sharing for the school.

 Implement ongoing professional development

sessions for staff, focusing on the National
Professional Standards for Teachers, to maintain
high teaching standards.

 By integrating these practices into the school’s

operations, we anticipate a marked improvement in
student enrollment, attendance, and overall educational
quality. Addressing the physical challenges of the
learning environment will further enhance both teaching
and learning experiences.
 Day 06
Topic: Understanding the National
Curriculum Framework, Curriculum,
Scheme of Studies, and Syllabus

 On the seventh day of the training program, the focus was

on deepening our understanding of the National
Curriculum Framework, the curriculum itself, the scheme
of studies, and the syllabus. The session was highly
interactive, beginning with a reflection on the previous
day's learnings, followed by group discussions on critical
educational concepts.
 Activities and Discussions:
 Reflection on Previous Day's Learning:
 The Master Trainers (MTs) began by inviting us to share
reflections from the previous day. This exercise helped to
reinforce our understanding and allowed us to express how
the concepts learned were being internalized and applied in
our teaching practices.
 Differentiation Between Curriculum, Syllabus, and
Scheme of Studies:
 We were divided into groups to discuss and differentiate
between three essential components of education:
curriculum, syllabus, and scheme of studies. Each group
shared their views on these terms, which led to a collective
understanding of the distinctions:
 Curriculum: A comprehensive plan that outlines the educational
goals, content, teaching methods, and assessment strategies
across different grades and subjects. It is a broader concept that
guides the overall educational process.
 Syllabus: A specific document that details the topics and
subtopics to be covered in a particular subject or course. It is a
part of the curriculum and serves as a roadmap for teachers and
students.
 Scheme of Studies: A framework that organizes subjects and
courses across different grades, indicating the sequence in which
they should be taught and the time allocated to each.
 Discussion on Curriculum Development and
Implementation:
 MTs then guided us to discuss the curriculum development
and implementation process. After reviewing the handout
provided, we engaged in a thoughtful conversation about
how curricula are developed, revised, and implemented in
our educational system.
  The discussion also touched upon the roles of various
bodies, particularly highlighting the changes brought
about by the 18th constitutional amendment in Pakistan.
It was informative to learn how the responsibility for
curriculum development has shifted from the federal
government to provincial governments.
 The role of Sindh’s Provincial Curriculum Wing, now led
by the Chief Curriculum Advisor, and the Directorate of
Curriculum, Assessment & Research in Jamshoro were
also explored. This was crucial in understanding how
curriculum development is now a provincial
responsibility and how these institutions collaborate to
ensure effective curriculum implementation.
 Analyzing Terms from Textbooks and SLOs:
 MTs instructed us to identify specific terms from
textbooks and analyze how Student Learning Outcomes
(SLOs) are articulated within them. This activity was
designed to connect the theoretical aspects of
curriculum development with practical examples from
our teaching materials.
 Reflections:
 The differentiation between curriculum, syllabus, and
scheme of studies clarified how each component plays
a distinct yet interconnected role in the educational
process. Understanding these distinctions is crucial for
effective teaching and curriculum implementation.
 The insights into the curriculum development process
post-18th amendment highlighted the decentralization
of education in Pakistan, providing us with a clearer
picture of the current educational governance
structure in Sindh.
 The group discussions and activities fostered a deeper
appreciation for the complexities involved in
curriculum development and the importance of
aligning teaching practices with the intended learning
outcomes.
 Conclusion:
 The session was invaluable in enhancing our
understanding of key educational frameworks and
processes. Moving forward, the knowledge gained
today will inform our approach to curriculum planning
and execution, ensuring that our teaching aligns with
both provincial guidelines and the broader educational
goals.
 Day 07
Topic: Alignment of Textbooks with
Curriculum (English, Science, and
Mathematics)
 Session Overview:
 On the eighth day of the training, we focused on the
critical topic of aligning textbooks with the
curriculum, specifically in the subjects of English,
Science, and Mathematics. This session was
particularly enlightening for me as I entered with
limited understanding of curriculum and its
alignment with textbooks.
 Initial Thoughts and Learning Journey:
 Before this session, I had very little knowledge
about how textbooks should be aligned with the
curriculum. My previous experiences in primary
school were marked by teachers who focused solely
on completing the course material, often neglecting
the national and provincial curriculum guidelines.
There was a noticeable gap in understanding that
Student Learning Outcomes (SLOs) should be
systematically followed through benchmarks to
achieve educational objectives.
 Key Takeaways:
 Understanding the Importance of Alignment:
 The session highlighted the importance of aligning
textbooks with the curriculum to ensure that the
content taught in classrooms effectively meets the
educational standards and goals set by the curriculum.
This alignment is crucial for ensuring that students
acquire the necessary knowledge and skills at each
grade level.
 Role of SLOs:
 We learned that Student Learning Outcomes (SLOs) are
central to curriculum alignment. SLOs provide specific,
measurable goals that students are expected to
achieve. The curriculum serves as a guide for what
should be taught, while textbooks are the tools that
help achieve these learning outcomes.
 Application to English, Science, and
Mathematics:
 In English, the alignment ensures that language skills
are developed progressively, with each chapter
building on the previous one to enhance students'
reading, writing, and comprehension skills.
 For Science, the alignment guarantees that concepts
are taught in a logical sequence, allowing students to
build a solid foundation in scientific principles and
apply them in practical contexts.
 In Mathematics, the alignment is vital for developing
problem-solving skills, with each topic building upon
the last to ensure a coherent understanding of
mathematical concepts.
 Reflection on Past Teaching Practices:
 Reflecting on my past experiences, I realized that the
lack of alignment in teaching practices during my
primary school days likely hindered effective learning.
Teachers, focused on completing the syllabus, missed
the opportunity to follow the curriculum’s structure
and ensure that all SLOs were met.
 Impact on Future Teaching:
 With this newfound understanding, I am confident
that aligning textbooks with the curriculum will
lead to better educational outcomes. This
alignment ensures that teaching is purposeful and
structured, guiding students towards achieving the
intended learning objectives. I am now more
equipped to ensure that my teaching not only
covers the course material but also meets the
curriculum standards, ultimately enhancing student
learning.
 Conclusion:
 This session has been transformative in my
understanding of how textbooks should be used in
conjunction with the curriculum to achieve
educational goals. Moving forward, I am committed
to applying these principles in my teaching practice
to ensure that my students receive a well-rounded
and effective education.
 Day 08
Topic: Alignment of Textbooks with
Curriculum (Urdu, Sindhi, Social Studies, and
Islamiat/Ethics)
 Session Overview:
 On the ninth day of the training, we continued our
exploration of aligning textbooks with the curriculum.
Building on the reflections from Day 08, where we focused on
English, Science, and Mathematics, today’s session extended
the discussion to the subjects of Urdu, Sindhi, Social Studies,
and Islamiat/Ethics. This session further deepened our
understanding of how curriculum alignment ensures effective
teaching and learning across different subjects.
 Reflections from Day 07:
 The insights gained from the previous day’s focus on English,
Science, and Mathematics were invaluable. Understanding
the significance of aligning textbooks with the curriculum in
these subjects clarified how structured teaching can lead to
better educational outcomes. This understanding set a strong
foundation for today’s session, as we shifted our attention to
Urdu, Sindhi, Social Studies, and Islamiat/Ethics.
 Key Takeaways:
 Alignment in Language Subjects (Urdu and Sindhi):
 The session emphasized that aligning Urdu and Sindhi textbooks
with the curriculum is essential for developing students'
language skills, including reading, writing, comprehension, and
expression. The curriculum provides a structured progression of
these skills, ensuring that students gradually build proficiency in
both languages.
 In both Urdu and Sindhi, it is crucial that textbooks offer content
that is culturally relevant and reflective of students’ linguistic
backgrounds. This alignment helps in preserving and promoting
linguistic diversity while meeting educational standards.
 Social Studies:
 The alignment of Social Studies textbooks with the curriculum
was highlighted as a way to ensure that students gain a
comprehensive understanding of history, geography, civics, and
culture. The curriculum provides a framework for teaching these
subjects in a way that promotes critical thinking and a deeper
understanding of societal issues.
 By aligning Social Studies textbooks with the curriculum,
teachers can ensure that students are not only memorizing facts
but also engaging with content that helps them understand the
world around them and their role as informed citizens.
 Islamiat/Ethics:
 The alignment in Islamiat or Ethics is vital for fostering
moral and ethical values in students. The curriculum
outlines key concepts and teachings that are essential
for students’ moral development, and textbooks serve
as a tool to convey these lessons effectively.
 For Islamiat, alignment ensures that religious teachings
are presented in a way that is consistent with the
educational goals set by the curriculum, promoting a
balanced understanding of Islamic principles.
 In Ethics, the alignment helps in teaching universal
moral values that are applicable to all students,
regardless of their religious background. This subject
plays a crucial role in character building and ethical
reasoning.
 Application and Future Teaching Practice:
 The continuation of the topic from Day 08 into these
additional subjects reinforced the importance of
curriculum alignment across all areas of study. I now
recognize that this alignment is key to delivering a
cohesive and comprehensive education. By ensuring
that textbooks in Urdu, Sindhi, Social Studies, and
Islamiat/Ethics are aligned with the curriculum, I can
better support my students in achieving the
intended learning outcomes.
 Moving forward, I will be more diligent in reviewing
textbooks to ensure they are in line with the
curriculum and that my teaching methods
effectively bridge the two. This approach will help
foster a more holistic educational experience for my
students.
 Conclusion:
 Today’s session solidified the understanding that
curriculum alignment is not just important in core
subjects like English, Science, and Mathematics, but
across all subjects, including Urdu, Sindhi, Social
Studies, and Islamiat/Ethics. This alignment is
essential for providing students with a well-rounded
education that meets both academic standards and
personal development goals.
 Day 09
Topic Child Development

 Session Overview:
 The ninth day of our training began with the
recitation of the Holy Quran, followed by a
reflection on the previous day's learnings. The
focus of today’s session was on understanding
child development, its stages, and the importance
of these concepts in teaching and learning. We
also delved into the topic of student learning
disabilities, gaining valuable insights that will
inform our future teaching practices.
 Group Activity: Role Play on Stages of Child
Development:
 Reading and Preparation:
 The Master Trainers (MTs) provided us with Handout
10.1, which we read within a 10-minute period. This
handout offered detailed information on each stage
of child development, setting the stage for the
group activity.
 Group Formation and Role Play:
 We were then divided into groups, with each group
assigned a specific stage of child development to
explore. Our task was to role-play scenarios that
depicted the characteristics and behaviors typical of
children at our assigned stage.
 This activity was highly engaging and allowed us to
internalize the developmental milestones by acting
them out. It also provided a visual and experiential
understanding of how children think and behave at
different ages.
 Reflection on Learning Disabilities:
 During the discussion, we also touched upon
learning disabilities, recognizing that some students
may not follow typical developmental patterns.
Understanding these disabilities is crucial for
creating inclusive classrooms where all students can
succeed. We discussed strategies for identifying and
supporting students with learning disabilities,
ensuring that they receive the necessary
accommodations and interventions.

 Conclusion:

 Today’s session on child development was both

enlightening and practical. The role-play activity,
in particular, helped solidify our understanding of
the various stages of development and how they
impact learning. Moving forward, this knowledge
will be instrumental in guiding my approach to
teaching, ensuring that I am responsive to the
developmental needs of my students.
 Day 10
Students Learning Styles

 Session Overview:
 The tenth day of training began with the recitation of
the Holy Quran, followed by reflections on the
previous day’s learnings. The Master Trainers (MTs)
outlined the objectives for the day, which focused on
understanding students' learning styles and
individual differences.
 Activities and Learning:
 Reading and Group Discussion:
 We were asked to read Handout 14.1 on Individual
Differences. This handout provided valuable insights
into how students learn in diverse ways.
 After reading, we formed groups to discuss our
agreements and disagreements on the concepts
presented. This discussion highlighted the variety of
perspectives and reinforced the importance of
recognizing individual learning styles in the classroom.
 Board Activities:
 The MTs conducted activities on the board to
demonstrate different learning styles and how they
manifest in students. These activities made it easier to
grasp the concept of individual differences and how
they can impact teaching and learning.
 Key Takeaways:
 Understanding individual differences is crucial for
adapting teaching methods to cater to various
learning styles.
 Recognizing and addressing these differences can
lead to more effective and inclusive teaching
practices.
 Conclusion:
 This session enhanced my awareness of the diverse
learning styles in the classroom and the importance
of tailoring instruction to meet these individual
needs.
 Day 11
Learning Domains – Bloom’s Taxonomy

 Session Overview:
 Day 11 began with the recitation of the Holy Quran,
followed by reflections on the previous day's
learnings. The focus of today’s session was on
Bloom's Taxonomy and its learning domains.
 Group Activity and Discussion:
 We were divided into subject-specific groups and
asked to read Handout 9.1, which provided an
overview of Bloom’s Taxonomy and its different
types.
 Each group shared their understanding of the
taxonomy with the entire class, and the MTs provided
additional insights and clarification.
 Key Takeaways:
 Bloom's Taxonomy: A hierarchical model used
worldwide to classify educational goals and
objectives. It provides a common language for
curriculum design and assessment.
 Three Domains of Bloom’s Taxonomy:
 Cognitive Domain: Involves mental skills and
knowledge acquisition.
 Affective Domain: Relates to emotions, attitudes, and
values.
 Psychomotor Domain: Focuses on physical skills and
motor activities.
 Conclusion:
 This session enhanced my understanding of Bloom's
Taxonomy and its importance in educational planning
and assessment. I am now better equipped to design
lessons and assessments that address all three
domains of learning.
 Day 12
Student-centered Pedagogies

 Session Overview:
 Day 12 began with the recitation of the Holy
Quran, followed by reflections on the
previous day's learning. The focus of today’s
session was on exploring student-centered
pedagogies.
 Discussion and Group Activity:
 The session started with the MTs asking
about our experiences with past teachers'
pedagogies. Each participant shared what
they remembered and felt about their
teachers’ methods.
 We were then divided into two groups: one
group discussed what they liked most about
their teachers, while the other group shared
what they disliked the most.
 Key Takeaways:
 Teacher-Centered vs. Student-Centered
Pedagogies:
 Teacher-Centered: Traditional approach
where the teacher is the primary authority
and students are passive learners.
 Student-Centered: Modern approach
where students actively participate in
their learning process, with the teacher
acting as a facilitator.
 Conclusion:
 This session helped me understand the
importance of student-centered pedagogies
and how they can enhance student
engagement and learning outcomes.
 Day 13
Assessment and its Types

 Session Overview:

 Day 13 began with the recitation of the Holy

Quran, followed by a reflection on the previous
day's learning. The focus of today’s session was
on understanding assessment and its various
types.

 Key Takeaways:

 Assessment Overview:

 We explored the purpose and importance of

assessment in the educational process,
emphasizing its role in measuring student
learning and guiding instruction

 Conclusion:

 This session deepened my understanding of the

different types of assessments and their
significance in enhancing student learning
outcomes.
 Day 14
Classroom Management

 Session Overview:
 Day 14 began with the recitation of the Holy Quran,
followed by reflections on the professional learning from
the previous day. The session focused on the concept of
classroom management.
 Discussion and Activity:
 Classroom Management:
 The MTs discussed the notion of classroom
management and guided us through Activity 15.1,
which involved reflecting on our experiences with
classroom management during our primary school
years.
 Personal Reflections:
 We shared our memories about classroom aspects
like seating arrangements, cleanliness, desk
organization, teacher’s handwriting, reading corners,
learning environment, punishment, and teacher-
student interactions.
 Importance and Elements:
 The session concluded with a discussion on the
importance and key elements of effective classroom
management, emphasizing its role in creating a
positive and conducive learning environment.
 Conclusion:
 This session provided valuable insights into the
significance of classroom management and how it
influences the overall learning experience.
 Day 15
Lesson Planning

 Session Overview:

 Day 15 began with the recitation of the Holy Quran, followed

by reflections on professional learning from the previous
day. The session centered on the importance of lesson
planning in teaching and learning.

 Key Takeaways:

 Importance of Lesson Planning:

 I learned that well-planned lessons are crucial for clarity,

timing, and student engagement. Effective planning
ensures that lessons are meaningful and that students
remain active and interested.

 Discussion and Activity:

 We discussed and answered questions from Activity

16.1, deepening our understanding of lesson planning.

 What is a lesson plan? It’s the instructor’s roadmap

outlining what students need to learn and how it will be
accomplished during class.

 Why do teachers need a lesson plan? It helps

teachers enter the classroom prepared, ensuring that
lessons are focused and discussions are meaningful,
preventing loss of student focus.

 Conclusion:

 This session reinforced the importance of lesson planning as

a key element in delivering effective and engaging
instruction.
 Day 16
Integration of Technology to teaching
and learning

 Session Overview:
 Day 16 began with the recitation of the Holy
Quran, followed by reflections on the previous
day’s learnings. The focus of today’s session was
on integrating technology into teaching and
learning.
 Key Takeaways:
 Importance of Technology Integration:
 We explored how incorporating technology can
enhance the teaching and learning experience by
making lessons more interactive and engaging.
 Technology Tools and Techniques:
 We discussed various technological tools and
techniques that can be used in the classroom,
including digital presentations, educational apps,
and online resources.
 Practical Application:
 The session included practical examples of how
technology can be seamlessly integrated into lesson
plans to support and enrich student learning.
 Conclusion:
 Today’s session highlighted the benefits of using
technology in education and provided practical
insights into effectively incorporating it into
teaching practices.
 Day 17
Multigrade teaching

 Session Overview:
 Day 17 began with the recitation of the Holy Quran and
Naat Sharif. The objectives for the day were outlined by
the Master Trainers (MTs), focusing on the concept of
multigrade teaching.
 Key Activities:
 Discussion on Multigrade Classrooms:
 We were asked to share our experiences related to
multigrade classes. Although some participants had
personal experiences, many of us were new to the
concept of multigrade classrooms.
 Group Activity:
 The MTs divided us into three groups, each assigned
two topics related to multigrade teaching. The groups
discussed and prepared to represent these topics to
the class.
 Key Takeaways:
 Understanding Multigrade Teaching:
 We gained insights into the dynamics and challenges of
teaching in a multigrade classroom, where students of
different ages and grade levels are taught
simultaneously.
 Practical Insights:
 Sharing experiences and discussing strategies helped
us understand how to effectively manage and teach in
a multigrade setting.
 Conclusion:
 Today’s session provided a comprehensive overview of
multigrade teaching and its implications, enhancing our
understanding and readiness to handle such classroom
environments.
 Day 18
Cross-Cutting/ Emerging Themes

 Session Overview:
 Day 18 began with the recitation of the Holy Quran and
Naat. The objectives for the day were discussed briefly
by the Master Trainers (MTs), who also introduced the
concept of cross-cutting themes.
 Key Activities:
 Introduction to Cross-Cutting Themes:
 MTs provided clues and guidance on understanding
cross-cutting themes, leading us to grasp their
definition, importance, and integration strategies.
 Conceptual Understanding:
 We learned how cross-cutting themes are integral to
teaching and learning, and how to effectively
incorporate them into lesson plans.
 Practical Insights:
 Participants noted down key ideas and strategies for
handling situations related to cross-cutting themes,
enhancing our ability to address these themes in our
teaching practice.
 Key Takeaways:
 Definition and Importance:
 Cross-cutting themes are overarching topics that link
different areas of learning, providing a holistic view
and deeper understanding.
 Integration Strategies:
 Effective strategies for integrating these themes into
lessons were discussed, helping us connect various
subjects and enhance the learning experience.
 Conclusion:
 Today’s session enriched our understanding of cross-
cutting themes and equipped us with practical strategies
for their integration into teaching and learning.
 Day 19
Co-Curricular Activities / Emerging Themes

 Session Overview:

 Day 19 began with the recitation of the Holy Quran.

The focus was on co-curricular activities and their

role in education.

 Key Takeaways:

 Importance of Co-Curricular Activities:

 Discussed how these activities complement academic

learning and contribute to students' overall

development.

 Integration of Emerging Themes:

 Explored how emerging themes can be incorporated

into co-curricular activities to enhance engagement

and learning.

 Conclusion:

 The session highlighted the value of integrating co-

curricular activities with emerging themes to enrich

the educational experience.

 Day 20
Micro Teaching and practicum

 Session Overview:

 Day 20 began with the recitation of the Holy Quran. The

focus was on microteaching.

 Key Takeaways:

 Microteaching Concepts:

 We learned about the characteristics, skills, and cycle of

microteaching.

 Lesson Planning:

 In pairs, we prepared lesson plans for Sindhi and Urdu

languages.

 Microteaching Practice:

 Conducted microteaching sessions in blocks, observed by

peers who provided feedback.

 Conclusion:

 Today’s session enhanced our understanding of

microteaching and provided practical experience in

lesson delivery and feedback.

 Day 21
Micro Teaching and practicum (Continued)

 Session Overview:

 Day 21 began with the recitation of the Holy

Quran. The focus was on further practice of

microteaching.

 Key Activities:

 Lesson Plan Preparation:

 In pairs, we prepared lesson plans for English and

Social Studies using textbooks.

 Microteaching Practice:

 Conducted microteaching sessions in blocks, with

peers observing and providing feedback.

 Conclusion:

 The session reinforced our microteaching skills

and improved our ability to prepare and deliver

effective lesson plans.