1.

Course Description
This course involves field experiences for trainee teacher in a classroom/school setting.
This experience encompasses the application of effective teaching theories, techniques
and skills by trainee teacher in a classroom/school setting. This course provides
opportunities to trainee teacher for classroom teaching/school based experiences. Besides
classroom teaching, this experience will also assist trainee teacher in learning classroom
management skills. This course consists of workshop of 01 week duration and teaching
practicum of 06 weeks duration. Teaching practicum requires trainee teacher to spend
144 hours in a school during 06 weeks of teaching practicum. The trainee teacher will
work 04 hours per day in the school during 06 weeks of teaching practicum. Site approval
form for the school, where a prospective teacher wants to perform teaching practicum,
must be submitted for approval to respective regional center of the Allama Iqbal Open
University. The submission of Site Approval Form for approval of practicum school must
be completed at least 04 weeks prior to the start of teaching practicum. The respective
regional center of the University will issue a teaching practicum letter to trainee teacher
in the name of head of that school. The purpose of this letter would be to facilitate trainee
teacher to get permission for teaching practicum in the school.

2. Course Learning Outcomes

At the end of Teaching Practice-II, the trainee teacher would be able to:
 Collaborate with teachers of the school for establishing professional relationships.
 Utilize feedback from teachers of the school in a non-defensive manner.
 Reflect on teaching practice.
 Develop lesson plans for teaching using appropriate instructional methods and
techniques.
 Implement lesson plans for effectively delivering the content to students.
 Identify the learning needs of students.
 Establish learning environment to meet the cognitive and affective needs of
children.
 Utilize appropriate techniques for assessing students’ learning.

3. Components of Teaching Practice (II)

Teaching Practice (II) consists of the following components:
 Workshop of 07 days duration
 Teaching Practicum of 06 weeks duration
 02 Final Lessons / *Presentation of Practicum Report
 Professional Portfolio (a record of all the Lesson plans performed by trainee
teachers and proof of attendance record during teaching practicum)

1
 *Presentation of practicum report is only for those students who have selected
specialization courses from “Leadership and Management”.

Note: Students who have selected specialization courses from “Educational

Technology and Evaluation”, “Teacher Education”, “Science Education”,
“Inclusive Education” and “Reading” will consult section “Teaching
Practicum” (Page No. 06) for further details. Students who have selected
specialization courses from “Leadership and Management” will consult section
“School Management Practicum” (Page No. 14) for further details.

Plan of Action
The schedule of workshop, teaching practicum and final lessons will be communicated to
trainee teacher through a letter from the university. The trainee teacher is required to
attend compulsory workshop before teaching practicum. The trainee teacher is supervised
by the tutor and resource persons during the workshop. The tutor will keep the record of
names of trainee teacher, their phone numbers and email addresses by filling Students’
Bio Data Form (see appendix I) for future correspondence. The tutor will arrange the
resource persons for sessions during workshop. The tutor will also make arrangements
for final lesson presentation of trainee teachers after workshop and teaching practice. At
the end of workshop, the tutor will submit the workshop report (see appendix II),
workshop progress report of students (appendix III) and student bio data form to the
regional office/center of the university as soon as possible.

After the successful completion of workshop of 07 days duration, the trainee teacher will
present 02 final lessons before a panel. The panel will consist of tutor, supervisor and
expert(s). The panel will rate the trainee teacher on a number of components of lesson
planning and presentation (mentioned in the rubrics for lesson planning and presentation
given on Pages 12-13).

For teaching practicum, the trainee teacher will intimate the respective Regional Center
of the university about the school where he/she would perform teaching practicum by
filling the Teaching Practicum Site Approval Form (given in appendix IV) and
submitting in the respective Regional Center. The regional office/center of the university
will prepare a Teaching Practicum Letter (see appendix V) for the trainee teacher. The
trainee teacher would submit the Teaching Practicum letter to the school where he/she
would perform teaching practicum. However, the trainee teacher must ensure about the
availability of opportunity for teaching practicum at that school before the submission of
Teaching Practicum Site Approval Form. This process must be completed atleast 04
weeks prior to the start of teaching practicum.

At the end of teaching practicum, the trainee teacher will present two final lessons before
a panel. The panel will consist of tutor, cooperating teacher and expert(s). The panel will
rate the trainee teacher on a number of components of lesson planning and presentation
2
(mentioned in the rubrics for lesson planning and presentation given on Page 12-13). The
responsibilities of all the agencies involved in the course, are as follows:

Table 1: Responsibilities of the Stakeholders

S/No Stakeholder Responsibilities

1. Regional Centre i. To facilitate trainee teachers to perform teaching practice in a school
ii. To monitor the teaching practicum by trainee teacher
2. Tutor i. To make necessary arrangement for conducting workshop and final lessons
presentation
ii. To ensure the smooth progress of workshop
iii. To make arrangements for monitoring the teaching practicum of trainee
teacher by coordinating with the Regional Center of the University.
3. Cooperating i. To train trainee teachers by providing them hands-on experience
Teacher(in school) & ii. To provide guidance for development of professionalism among trainee
Supervisor(in teachers
workshop) iii. To observe lesson presentation by the trainee teacher during workshop
iv. To monitor and assess the performance of trainee teacher
v. To provide feedback on the performance of trainee teachers
vi. To give suggestions to trainee teacher for improving his/her teaching
performance
vii. To supervise trainee teacher for reflection on his/her teaching performance
4. School Administration i. To assign a cooperating teacher to a trainee teacher
ii. To provide resources including classrooms, electricity, AV aids and furniture
i.e., table and chair etc., for teaching practicum of trainee teacher
iii. To ensure the availability of opportunities for providing teaching and
administrative experience to trainee teachers
5. Trainee Teacher i. To demonstrate professional behaviour depicting punctuality, responsibility,
dedication, respect, integrity, teamwork and self-reflection during the
workshop and teaching practicum
ii. To seek guidance from tutor, cooperating teacher and school teachers in
performing teaching and administrative tasks
iii. To work collaboratively with teachers on teaching and administrative tasks
iv. To co-plan and co-teach with teachers of the school
v. To plan for performing teaching, management and assessment
responsibilities in the classroom
vi. To reflect on his/her teaching practice
vii. To develop a portfolio containing lesson plans taught by the trainee teacher
and proof of attendance record for teaching practicum

4. Assessment
As there is no written exam in the course, the trainee teacher will be assessed by the
cooperating teacher and the tutor on his/her performance within classroom/school. The
trainee teacher will discuss and get feedback about his/her performance from his/her tutor
and cooperating teacher throughout the workshop. During teaching practicum, the trainee
teacher can also seek guidance from the teachers at the school. The lesson planning,
teaching performance in the classroom and classroom/school management skills of the
trainee teachers will be assessed in the course. Additionally, final lessons and portfolio
containing lesson plans will also contribute towards assessment of trainee teacher during
3
this course. Portfolio contains lesson plans taught by the trainee teacher and proof of
attendance record for teaching practicum.

For trainee teacher with specialization courses in Leadership and Management, will be
assessed on their final report containing reflective journals of day-to-day activities and
presentation on it. For further details, trainee teacher with specialization courses in
Leadership and Management must consult the last portion of manual entitled “School
Administration Practicum”.

Marks Distribution & Passing Marks

Passing marks in Teaching Practice (II) are 50%. The passing marks in final lesson and
portfolio components are also 50%. The percentage for various components is as follows:

Table 2: Marks Distribution for Teaching Practice-II

S/No. Components Marks Allocated Workshop/Practicum

01 Workshop 15 marks distribution
95 % & above 10 marks
02 Two Final Lessons / *Practicum 60 (302=60) 90-94% 09 marks
Report 85-89% 08 marks
03 Portfolio 25 80-84% 07 marks
Total Marks 100 Below 80% Does not
Passing Marks 50 qualify

* For students with specialization courses in “Leadership and Management”,

practicum report and its presentation will be assessed in place of final lesson I
and final lesson II.

5. Behaviour Expectations from Trainee Teachers

There are some behaviours that a trainee teacher must exhibit during workshop and
teaching practicum.

a. Responsibilities: Workshop and teaching practicum are full time responsibilities.

Therefore, any other assignments or responsibility may not be taken during the
workshop and teaching practicum period.
A trainee teacher is expected to be physically present in the workshop and teaching
practicum site for the specified time period. Trainee teacher will perform all
curricular and co-curricular activities as may be suggested by a teacher/school
within the territory of school.
b. Absences: Absence due to illness or personal emergency must be timely notified to
the school and the regional office/center of the university. 80% attendance
separately for workshop and teaching practicum is compulsory to pass the teaching
practice-II. Two absences are permitted during teaching practicum. If a trainee
teacher was unable to maintain 80% attendance during workshop or teaching
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 practicum, then it would result in failing the course “Teaching Practice II”.
Attendance record of trainee teachers during teaching practicum is to be maintained
by the school and the trainee teacher. The trainee teacher will submit the
attendance record along with its portfolio to regional office/center of the university
at the end of teaching practicum.
c. Cell Phones: Phone calls, messaging or Facebook are not allowed during the
workshop and at the teaching practicum site. All cell phones must be turned
off/switched on silent during the workshop and the teaching practicum site. If
trainee teacher feels the need to use his/her cell phone, he/she must first get
permission of the head teacher for it.
d. Communication: Communication must be on regular basis between trainee
teacher and regional center of the university. The concerned regional center will
manage to visit practicum school on regular intervals during teaching practicum.
The purpose of this visit would be to ensure the successful completion of teaching
practicum in school by the trainee teacher.
e. Confidentiality: Trainee teacher must maintain the confidentiality concerning
pupil records and any other information related to concerned classroom/school. The
permission from school administrator must be obtained before collecting and
sharing any school related information to anyone outside the school.
f. Corporal (Physical) Punishment: Trainee teacher must not use corporal
punishment in the classroom.

5
 Teaching Practicum
{For Students with Specialization courses in “Educational Technology and Evaluation”,
“Teacher Education”, “Science Education”, “Inclusive Education” and “Reading”.

6
6. Workshop
Workshop is a mandatory part of Practice Teaching (II). Attending workshop is
compulsory to pass the course of Teaching Practice (II). The purpose of the workshop is
to equip trainee teachers with the strategies, skills and techniques for effective teaching
practicum. The workshop will be of 07 days with 05 hours duration per day. It carries 40
marks for attendance and classroom participation during the workshop. The trainee
teacher will deliver two final lessons at the end of workshop. One final lesson will
carry 30 marks.

Table 2: Marks Distribution for Workshop

S/No. Components Marks Allocated

01 Attendance & Class Participation 40
02 02 Final Lessons 60 (302=60)
Total Marks 100
Passing Marks 50%
Aggregates of Workshop Marks in Total Marks of Teaching Practice-II 15%

Workshop will be conducted before teaching practicum. The workshop includes training
on components like:

 Lesson planning
 Lesson presentation
 Development of AV aid/art work
 Classroom management skills
 Classroom assessment skills
 Practical issues of teaching and learning in the Classroom
 Preparing portfolio

The tentative program for the workshop is given below. However, minor amendments
can be made to make adjustment to local circumstances.

Table 3: Program of Workshop

Day Activity Responsibility Time Duration

01 Session-I: Inauguration of the Officer from concerned Regional 02:00 p.m. to 01 Hour
Workshop Centre of the University/Faculty 03:00 p.m.
Member in case of Workshop in
Main Campus
Session-II: The Purpose, Pattern, Supervisor(s)/Tutor 03:00 p.m. to 01 Hour
Schedule of Workshop & Practicum 04:00 p.m.
Session III: Professionalism in Supervisor(s)/Tutor 04:00 to 05:00 01 Hour
Teaching: Dress Code, Behaviour, p.m.
Attitude and Interaction with
Students & Teachers
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 Session-IV: Lesson Planning & its Resource Person 05:00 p.m. to 01 Hour
Components 06:00 p.m.
Session-V: Formulation of Tutor,Supervisor 06:00 p.m. to 01 Hour
Objectives 07:00 p.m.
02 Session I: Selection of Teaching Resource Person 02:00 p.m. to 01 Hour
Method (Lecture, Cooperative 03:00 p.m.
Learning, Discussion, Problem-
solving and activity method) for a
Lesson
Session II: Exercise on Selecting a Tutor, Supervisor(s) & Trainee 03:00 p.m. to 01 Hour
Teaching Method for a Lesson Teachers 04:00 p.m.
Session III: Development & Use of Tutor, Supervisor(s) & Trainee 04:00 p.m. to 01 Hour
AV Aids Teachers 05:00 p.m.
Session IV: Exercise on Tutor, Supervisor(s) & Trainee 05:00 p.m. to 01 Hour
Development & Use of AV Aids Teachers 06:00 p.m.
Session V: Exercise on Formulation Tutor, Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
of Objectives Teachers 07:00 p.m.
03 Session I: Classroom Management Resource Person 02:00 p.m. to 01 Hour
Skills 03:00 p.m.
Session II: Questioning & Activities Tutor, Supervisor(s) 03:00 p.m. to 01 Hour
to Pace a Lesson 04:00 p.m.
Session III: Lesson Planning, Tutor,Supervisor(s) & Trainee 04:00 p.m. to 01 Hour
Discussion & Queries of Trainee Teachers 05:00 p.m.
Teachers
Session IV: Lesson Planning & Tutor,Supervisor(s) & Trainee 05:00 p.m. to 01 Hour
Presentation by Trainee Teachers Teachers 06:00 p.m.
Session V: Lesson Planning & Tutor,Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
Presentation by Trainee Teachers Teachers 07:00 p.m.
04 Session I: Classroom Assessment: Resource Person 02:00 p.m. to 01 Hour
Developing Test Items 03:00 p.m.
Session II: Exercise on Developing Tutor, Supervisor(s) 03:00 p.m. to 01 Hour
Test Items 04:00 p.m.
Session III: Presentation by Trainee Tutor, Supervisor(s) & Trainee 04:00 p.m. to 01 Hour
Teachers (5-6 minutes for each Teachers 05:00 p.m.
Lesson)
Session IV: Lesson Presentation by Tutor, Supervisor(s) & Trainee 05:00 p.m. to 01 Hour
Trainee Teachers (5-6 minutes for Teachers 06:00 p.m.
each Lesson)
Session V: Lesson Presentation by Tutor, Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
Trainee Teachers & Discussion (5- Teachers 07:00 p.m.
6 minutes for each Lesson)
05 Session I: Time Table & Resource Person 02:00 p.m. to 01 Hour
Preparation of a Sample Time 03:00 a.m.
Table for a Class/School
Session II: Preparation of a Sample Tutor, Supervisor(s) 03:00 p.m. to 1 Hour
Time Table by Trainee Teachers for 04:00 a.m.
a Class/School
Session III: Exercise on the Tutor, Supervisor(s) & Trainee 04:00 p.m. to 01 Hour
Development of Test Items Teachers 05:00 p.m.
Session IV: Lesson Planning & Tutor, Supervisor(s) & Trainee 05:00 p.m. to 01 Hour
Presentation by Trainee Teachers Teachers 06:00 p.m.
Session V: Lesson Presentation by Tutor, Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
Trainee Teachers Teachers 07:00 p.m.

8
 06 Session I: Incorporating Action Resource Person 02:00 p.m. to 01 Hour
Research into Teaching Practice 03:00 p.m.
Session II: Practice on Conducting Tutor, Supervisor(s) 03:00 p.m. to 01 Hour
Action Research & Queries of 04:00 p.m.
Trainee Teachers
Session III: Practice on Conducting Supervisor(s) & Trainee Teachers 04:00 p.m. to 01 Hour
Action Research & Queries of 05:00 p.m.
Trainee Teachers
Session IV: “Balancing it All” Supervisor(s) & Trainee Teachers 05:00 p.m. to 01 Hour
(Summarizing the activities of 06:00 p.m.
previous 05 days)
Session V: Discussion & Reflection Supervisor(s) & Trainee Teachers 06:00 p.m. to 01 Hour
on Workshop 07:00 p.m.
07 Session I: Final Lesson Tutor, Supervisors(s) & Expert(s) 02:00 p.m. to 01 Hour
Presentation by Trainee Teachers 03:00 p.m.
Session II: Final Lesson Tutor, Supervisors(s) & Expert(s) 03:00 p.m. to 01 Hour
Presentation by Trainee Teachers 04:00 a.m.
Session III: Final Lesson Tutor, Supervisors(s) & Expert(s) 04:00 p.m. to 01 Hour
Presentation by Trainee Teachers 05:00 p.m.
Session IV: Final Lesson Tutor, Supervisors(s) & Expert(s) 05:00 p.m. to 01 Hour
Presentation by Trainee Teachers 06:00 p.m.
Session V: Final Lesson Tutor, Supervisors(s) & Expert(s) 06:00 p.m. to 01 ou
Presentation by Trainee Teachers 07:00 p.m. r

7. Teaching Practicum
The trainee teacher would be present at teaching practicum school from 8:30 a.m. to 1:30
p.m. spending at least 04 hours/day at the teaching practicum site. Every week, the
trainee teacher will gradually take more responsibilities thus leading to assuming full
range of responsibilities in 5th and 6th week of teaching practicum. Attendance of trainee
teacher must be maintained on daily basis by the school at teaching practicum school.

8. Activities during Teaching Practicum

The activities that a trainee teacher is supposed to perform at practicum school are given
with explanation below:
a. Performing Co-curricular and administrative tasks assigned by the school
within the School
b. Teaching in the Classroom:
The trainee teacher would develop at least 40 lesson plans and teach them in the
class during the teaching practicum. The duration of each lesson will be equal to
one period in the school.

The format of the lesson plan is given below:

 Preliminary Section: It contains information about title of the lesson, date of
teaching the lesson, name of the trainee teacher, his/her registration number,
subject name form which topic has been selected for teaching, topic to be taught,
class and number of students.
9
 Objectives of the Lesson: There would be general and specific objectives in the
lesson plan. The general objectives would be related to purpose of teaching the
subject from which a topic for lesson has been selected. The specific objectives
reflect the target behind teaching the particular topic.
 Teaching Method: The teaching method which would be used to teach a particular
topic must be suitable for teaching that topic. And teaching method must also be
helpful for achieving the general and specific objectives of the lesson.
 AV aids: AV aids to be used for teaching the topic of the day must be in
accordance with the subject and topic of the lesson. And it is also helpful for
achieving the general and specific objectives of the lesson.
 Previous Knowledge Test: Previous knowledge test would involve asking
questions from children to test their previous knowledge. The purpose of previous
knowledge test is to relate the lesson of the day with previous knowledge of the
students.
 Announcement of the Topic: The trainee teacher would announce the topic of
lesson in such a way that would arouse interests of the students.
 Presentation: Presentation of lesson would be in two parts: questions/activity
would be asked from students after every part for formative evaluation of the
lesson. During presentation, easy words should be used. The style of presentation
of lesson must be appropriate to age, background knowledge and mental level of
students. Formative evaluation will keep the lesson fresh in the minds of students.
 Recapitulation (Evaluation): Summative evaluation will be carried out at the end
of the lesson. It will be helpful to inform teacher about how much he/she is
successful in achieving the objectives of the lesson.
 Homework: The students must be assigned brief but interesting homework for
practicing the lesson of the day in more detail.

Sample lesson plans are given in appendix VII. The trainee teacher will teach, manage
and assess the students’ performance for three or more subjects in the 5th and 6th week of
teaching practicum. He/she will also keep the written record of lesson plans in his/her
portfolio. The portfolio will be evaluated at the end of teaching practicum.

9. Schedule of Teaching Practicum

A general plan of teaching practicum is given below. The tutor, cooperating teacher and
the trainee teacher must ensure to follow this plan.

Table 3: Schedule of Teaching Practicum

S/No Week Tasks to be Performed

1. Week 01  Awareness about school resources, school records, community
relationships, discipline procedures and policies
 Information about school system by interviewing a school teacher
and student(s)
10
 2. Week 02  Working on tasks (lesson-planning, copy checking, test
development, guiding a group of students, invigilation or paper-
checking) assigned by school administration/cooperating teacher
 Observing the teaching of school teacher for teacher-student
interaction and flow of lesson
3. Week 03  Co-teach lessons with a teacher of school for one subject every day
4. Week 04  Assuming the responsibility for lesson planning
 Teaching and assessment of one subject (full lesson) throughout the
week
5. Week 05  Assuming the responsibility for lesson planning
 Teaching and assessment of three core subjects (full lesson)
throughout the week (Maths, Urdu, Science/ General Studies etc.)
6. Week 06  Continue to assume the responsibility for lesson planning
 Teaching and assessment of three core subjects (full lesson)
throughout the week while carrying out the various teaching and
nonteaching activities under the supervision of cooperating teacher
at the school

10. Final Lessons

At the end of teaching practicum, the trainee teacher would be required to prepare two
final lessons and present it before the panel. The panel will consist of tutor, cooperating
teacher and expert(s). The marks allocated to trainee teacher during final lessons will add
up in his/her final score for the course “Teaching Practice-II”. Therefore, successful
presentation of two final lessons is compulsory for a trainee teacher to pass the course.

11. Rubrics for Lesson Planning and Presentation

The scoring guidelines for lesson presentation during final lessons is given below in the
table. In this table, there are four levels of performance for each component of lesson
planning and presentation. The indicators of performance for each level (beginning,
developing, proficient & accomplished) is given in the respective columns against each
component of lesson planning & presentation. The lowest level is called beginning. A
trainee teacher who performs at beginning level will get 01 mark for a particular
component of his/her lesson plan and presentation. The developing, proficient and
accomplished levels carry 02, 03 and 04 marks, respectively. The trainee teacher will be
assigned marks in the same way for all the components mentioned in table. The marks
obtained by trainee teacher on various components will be added to get a single score.
The score obtained by a trainee teacher in a lesson on the basis of these rubrics will be
aggregated for 30 marks (reserved for final lesson in assessment of course) by the
following formula.
sum of scores obtained on different components of lesson
Marks of Final plan
Lesson = × 30
52

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Table 4: Rubrics for Lesson Planning & Presentation
S/ Component of Beginning Developing Accomplished Exemplary
No. Lesson (1 Mark) (2 Marks) (3 Marks) (4 Marks)
1. Objectives Lesson Some of the lesson Lesson objectives Lesson objectives are
objective(s) lack Objective(s)are clear are clear, clear, measurable &
clarity; No & measurable; some measureable and connected to the goals of
connection to objectives have connected to the the subject; lesson
goals of the connection to the goals of the subject objectives cover the
subject goals of subject gradual progress of
learning of topic.
2. Introduction Limited or no Inadequate attempt Introduces the Introduces the lesson by
attempt to gather to gather students’ lesson by sharing sharing the purpose of the
students’ attention attention or set a purpose of the lesson and relevance of
for the lesson/set purpose for the lesson and lesson to students’ life in a
a purpose for the lesson relevance of lesson student friendly language
lesson to students’ life
3. Use of Limited use of Incomplete or Accurate and Accurate and appropriate
Technology & technology and inaccurate use of appropriate use of use of technology/AV aids;
AV Aids AV aids in the technology/AV aids technology/AV aids Technology/AV aids are
lesson appropriate for the lesson
and the subject taught
4. Instructional No match Limited match Clear match Clear and accurate match
Method between the between lesson between lesson between lesson objectives
lesson objectives objectives and the objectives and the and the instructional
and the instructional method instructional method method used for delivering
instructional used for delivering used for delivering the lesson; trainee teacher
method used for the lesson the lesson explains the lesson
teaching the keeping in view individual
lesson differences and
background knowledge of
the students
5. Procedure Lesson plan has Limited match Lesson plan has Lesson plan has clear and
no match between procedures clear match between accurate match between
between and objective(s); procedures and procedures and
procedures and limited examples objective(s); objective(s); multiple
objective(s); no provided to students adequate examples examples are provided for
support to for guided or are provided for guided or independent
students for independent guided or practice of the lesson;
guided or practice; Lesson independent practice thorough details of
independent plan has missing of the lesson; teacher’s action provided
practice of the necessary details for sufficient details for in a step-by-step manner
lesson; Lesson teacher’s actions teacher’s actions in a
plan has missing step-by-step manner
necessary details are provided in the
for teacher’s plan
actions
6. Communication Do not Sometimes Communicates Communicates directly
communicate with communicates with directly with with students through
students; do not students; Sometimes students; uses multiple modes of
address the addresses the needs verbal and nonverbal communication; Students
needs of students of students modes of initiates communication
communication
7. Dealing with Little attempt to Lesson presented in Lesson presented in Plan before hand for
Student explain lesson in a variety of ways but a variety of ways but necessary strategies for
Diversity a variety of ways not linked to appropriately linked lesson presentation in a
learners’ to learners’ variety of ways and linking it
characteristics characteristics to learners’ characteristics
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8. Evaluation of No evaluation Evaluation technique Formative (during Formative (during lesson)
Lesson technique is provided for the lesson) and and summative (after
(Recapitulation) provided/used for lesson but it summative (after lesson) evaluation
lesson or inaccurately lesson) evaluation technique are provided in
evaluation measures lesson technique are the lesson and have clear
technique do not objective(s) provided in the relationship to all the
measure lesson lesson and are lesson objective(s)
objective(s) related to the lesson
objective(s)
9. Closure Lesson finishes Lesson ends with a Teacher reviews Students reviews the
without a review; limited/insufficient lesson by lesson by summarizing
Focus on just review; Focus on just summarizing and/or and/or sharing what they
putting the putting the reviewing what was learnt from the lesson;
components of components of taught; some of the teacher restates the
lesson in lesson in order/move students were purpose of the lesson and
order/move from from one to another engaged in closing connect it with closure of
one to another activity rather than the lesson. lesson
activity focusing on student
learning
10. Questioning Questions asked Questions asked Most of the Questions asked from
from students are from students are a questions are open students are open in
closed in combination of open in nature; requires all nature; requires all
structure; and closed students to respond students to respond by
questions do not questions; some making use of reasons
invite thoughtful questions invite
response; few thoughtful response
students get from students; Most
opportunity to of the students get
respond opportunity to
respond.
11. Organization Does not consider Consider time Assigns reasonable Assigns reasonable time
of time allocation of time allocations for time allocation to allocation to achieve
for achieving various components achieve lesson lesson objectives and
lesson objectives of lesson but those objectives adjust the time if student
times may be either needs a more or less time
too long or too short for mastery of a concept
for a lesson objective
12. Monitoring Do not review Sometimes review Review student work Systematically review
Student Work student work student work during during the lesson in student work during the
during the lesson the lesson but does a way that provides lesson in detail; use it as a
not make any information about foundation step to
reference to during student progress and progress in the lesson
the lesson use it as a reference
in the lesson
13. Professional Lesson plan Lesson plan has 5-7 Lesson plan is Formal write-up of lesson
Write-up of contains 08 or errors in clarity of written in a good way plan is followed; there is a
Lesson Plan more errors in writing, spelling & but has 1-4 errors in clarity of writing with no
clarity of writing, usage of grammar clarity of writing, spelling and grammatical
spelling & spelling & usage of errors.
grammar grammar

13
 School Management Practicum

{Developed by EPPSL Department}

{For Students with Specialization Courses in
“Leadership & Management”}

14
Workshop (School Management)

Learning Outcomes
After completion of this workshop students will be able to:
 To develop school vision and mission statement
 To make, approve and execute school budget
 To supervise teaching and learning process
 To manage school financial and human resources
 To write a report

Workshop is a mandatory part of this course and at least 80% attendance is required. The
purpose of the workshop is to equip the prospective school leaders with the strategies,
knowledge, and skills of different areas of school management and administration. It will
prepare them for the six weeks practicum activities. The workshop will be of seven days
with five hours duration per day. The students will present their plan of action for the
practicum. Marks distribution for various activities in workshop is given below:

Table 4: Marks Distribution for Workshop

S/No. Components Marks Allocated
01 Attendance & Class Participation 40
02 Presentations of Two Action Plans 60 (302=60)
Total Marks 100
Passing Marks 50%
Aggregates of Workshop Marks in Total Marks of Teaching Practice-II 15%

Workshop will be conducted before the practicum. The workshop includes training on
components like:

 Financial management of schools

 Physical resource management
 Personnel management
 Instructional supervision
 School development/improvement
 School Community
 Maintaining School Records

The tentative program for the workshop is given in table 1, below. Minor amendments
can be made to make adjustment to local circumstances.

15
Table 3: Program of Workshop

Day Session Activity Responsibility

01 Session-I Inauguration of the workshop Officer from concerned Regional Centre of
the University/Faculty Member in case of
Workshop in Main Campus
Session-II The purpose, pattern, schedule of the workshop Supervisor(s)/Tutor
and practicum
Session III Academic colander Supervisor(s)/Tutor
Session-IV School council/SMC/PTC/ -rules and regulations, Resource Person
formation, roles, and meetings
Session-V School Budget- complete process Resource Person
02 Session I Forms used in the preparation of budget Resource Person
Estimates.
Session II Budget approval and execution Tutor, Supervisor(s) &Trainee Teachers
Session III Maintenance of school Record Resource Person
Session IV Understanding the concept of educational Tutor, Supervisor(s) &Trainee Teachers
leadership and management
Session V Approaches to leadership / Leadership styles Tutor, Supervisor(s) &Trainee Teachers
03 Session I Developing school Vision and mission Resource Person
Session II Managing Teaching and Learning Processes Resource Person
Session III Instructional supervision models Tutor,Supervisor(s)& Trainee Teachers
Session IV Making a School Development Plan Tutor,Supervisor(s)& Trainee Teachers
Session V Human Resource Management of school Tutor,Supervisor(s)& Trainee Teachers
04 Session I Managing Conflicts Resource Person
Session II Parents and community participation in school Resource Person
management
Session III Presentation by students Tutor, Supervisor(s) &Trainee Teachers
Session IV Presentation by students Tutor, Supervisor(s)& Trainee Teachers
Session V Presentation by students Tutor, Supervisor(s)&Trainee Teachers
05 Session I What is an action plan? Resource Person
Session II How to make an action plan? Resource Person
Session III Presentation by students Tutor, Supervisor(s), and students
Session IV Presentation by students Tutor, Supervisor(s) and students
Session V Presentation by students Tutor, Supervisor(s), and students
06 Session I Incorporating Action Research into school Resource Person
administration
Session II Practice on Conducting Action Research and Resource Person
Queries of Trainee Teachers
Session III How to write the practicum report Supervisor(s)&Trainee Teachers
Session IV Format of the practicum report Supervisor(s) and students Teachers
Session V Discussion & Reflection on Workshop Supervisor(s), and students
07 Session I Final Presentation of Action Plan Tutor, Supervisors(s), Expert(s), and
students
Session II Final Presentation of Action Plan Tutor, Supervisors(s) and Expert(s)
Session II Final Presentation of Action Plan Tutor, Supervisors(s), Expert(s), and
students
Session IV Final Presentation of Action Plan Tutor, Supervisors(s), Expert(s), and
students
Session V Final Presentation of Action Plan Tutor, Supervisors(s), Expert(s) and
students

16
12. Final Presentation – Practicum Report
At the end of practicum, the trainee teacher will prepare a practicum report and present it
before the panel. The panel will consist of tutor, cooperating teacher and expert(s). The
marks allocated to the trainee teacher after assessing their practicum report and
presentation will be added up with their final scores for the course “Teaching Practice-
II”. Therefore, successful presentation of the practicum report is compulsory for a trainee
teacher to pass the course.

13. Making Field Notes and Journal

After completion of the seven days workshop student will go to respective selected
schools. They will actively participate in the school administration for six weeks. The
trainee teachers are required to maintain field notes journal for each day of the practicum.
The following guidelines should be considered while writing the journal. While making
the field notes journal students are advised to follow the Gibbs reflective model. Gibbs’
reflective cycle encourages you to think systematically about the phases of an experience
or activity, and you should use all the headings to structure your reflection. Gibbs'
reflective cycle can be very useful in making you think through all the phases of an
experience or activity.

During the practicum sessions in school the trainees should observe carefully the events
happening in their schools. Applying the Gibbs model they are required to prepare report
for all days they attended their respective selected school during the six weeks practicum.

17
14. The Practicum Report
Students are required to make a report of the practicum. The report should consist of 40
to 50 pages. The following are the details related to format of the report.

1. Title Page
The title page of the report will include:
Name of the organization
Name, ID, and session of the trainee teacher
Submission date of the practicum report
Name of the University
AIOU logo
2. Letter of Undertaking (sample will be provided)
3. Scanned copy of the practicum certificate (provided by the school where practicum
was conducted)
4. Dedication (Optional)
If you want to dedicate your work to someone, you may write the dedication note
under this section of your internship report.
5. Acknowledgement
In this section you acknowledge the help and support of all those who helped you
in completion of your practicum and the report e.g. tutor, supervisor, teachers,
principal, and your family members
6. Executive Summary
Executive summary previews every section of the report in a short form. It can be
called as micro image of the report. It helps the reader to get a quick glance at the
report before reading it in detail. Everything important that you have done,
discovered and concluded should be mentioned but briefly and concisely.
7. Table of contents
List the important headings and sub headings in the report with page numbers. Also
make a separate list of tables and figures in the table of contents if you have used any.
8. Overview of the Organization (word limit: min. 500 words)
 Brief history and Introduction of the school
9. Organizing the field note journals according to the following headings. They may
organize the field notes in chapters.
 Financial management of schools
 Physical resource management
 Personnel management
 Instructional supervision
 School development/improvement
 School Community
 Any other
10. Last chapter of the report will be Conclusion and plan of action. The students will
present plan of action to the panel of evaluators.

18
 APPENDIX I
STUDENT BIODATA FORM (WORKSHOP)
S/No. Student Name Phone Number Email Address
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

19
 APPENDIX II
WORKSHOP REPORT

1. Program: B.Ed. (1.5 years)

2. Duration of the Workshop: 07 days
3. Name of the Institution(where Workshop was conducted) .........................................
4. Name of the Tutor .......................................................................................................
5. Qualification of the Tutor............................................................................................
6. Designation of the Tutor .............................................................................................
7. Name of the Supervisor...............................................................................................
8. Qualification of the Supervisor ...................................................................................
9. Designation of the Supervisor .....................................................................................
10. Total Number of Students in Workshop .....................................................................
11. Number of Failure Students in Workshop...................................................................
12. Timings of the Workshop from............................ to ...................................................
13. Difficulties Faced During Workshop ..........................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
14. Suggestions for Improving Workshop ........................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................

________________ ________________ ________________

Regional Director Tutor Supervisor

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 APPENDIX III
PROGRESS REPORT OF STUDENTS
Final Final Total Marks
Name Workshop Portfolio
S/No. Roll No. Lesson I Lesson II (Obtained out
of Student (15 Marks) (25 Marks)
(30 Marks) (30 Marks) of 100)
1.
2.
3.
4.
5.
6.
7.
8.
9.

* For students with specialization courses in “Leadership and Management”, practicum report will be assessed in place of
final lesson I and final Lesson II.

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 APPENDIX IV
TEACHING PRACTICUM SITE APPROVAL FORM

This form must be completed and submitted to the concerned Regional Office/Center of
the Allama Iqbal Open University for approval at least 04 weeks prior to the start of
teaching practicum.

Student Name:.......................................................................................................................

Registration No: ....................................................................................................................

Name & Address of School: .................................................................................................

Phone Number of School: .....................................................................................................

Principal/Head Teacher Name: .............................................................................................

22
 APPENDIX V
TEACHING PRACTICUM LETTER

Respected Head of the Institution,

Mr./Ms./Mrs. ___________________________________ is a student of B.Ed.

(1.5 years) under registration number_______________ in Allama Iqbal Open
University, Islamabad. He/she is needed to perform teaching practicum in the school as a
requirement of his/her degree program. Kindly facilitate him/her by providing this
opportunity in your institution.

Director,
Regional Center_______________,
AIOU, Islamabad.

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 APPENDIX VI
FORM FOR FINAL LESSON PRESENTATION

Name of Trainee Teacher: ....................................................................................................

Roll No. of the Student: ........................................................................................................
Subject: .................................................................................................................................
Date: ......................................................................................................................................

Marks for Final Lesson (sum

S/No. Dimension Rubric Score
of Rubric Score/52  30)
1. Objectives
2. Introduction
3. Use of Technology/Av aids
4. Instructional Method
5. Procedure
6. Communication
7. Dealing with Student Diversity
Evaluation of Lesson
8.
(Recapitulation)
9. Closure
10. Questioning
11. Organization of Time
12. Monitoring Student Work
13. Professional write-up of Lesson

Comments:

Supervisor ..................................................... Evaluator.................................................

Evaluator ....................................................... Tutor .......................................................

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 APPENDIX VI (A)
SAMPLE LESSON PLAN 01

Name of the Teacher: Class: 6th

Subject: General Science No. of Students: 25
Duration of the Lesson: 30 min. Date: ..........................................
Topic of the Lesson: Our Environment

General Objectives: AT the end of this lesson, students would be able:

1. To know about the importance of environment.
2. To execute various steps for keeping environment clean.
3. To identify the importance of living organisms in the
environment.

Specific Objectives:
1. To define the term ‘environment’.
2. To enumerate the living and nonliving components of
environment.
3. To explain the relationship between the living beings of
the environment.
4. To exemplify the importance of various components of
environment for one another.

Teaching Method: Lecture-cum-inductive/deductive Method

AV Aids: Blackboard, Chalk, Textbook, Chart, Pictures of living and non-living things.

Previous Knowledge:
1. What is the difference between living and non-living
things?
2. How many types of living beings are there?
3. What would be examples of non-living beings?
4. What do we obtain from the sun?(light & Energy)
5. What is the nature of light and energy?
6. Can we live without water?
7. What are the needs of living beings to live?
(Oxygen, water, food, a place to live)

Announcing the topic: Today, we are going to learn about “Our environment”.

25
Introduction:

Give two minutes to children to notice and tell various living and non-living beings in the
classroom and the school. Write down the names told by students on the blackboard (air,
water, soil, plants, trees, birds, light, sun, children etc.).

Are all these things present in our home? Yes, nearly at all places, the various living and
non-living make up environment together.

Presentation:

Now show a chart to students with the following main elements and pictures of living and
non-living beings.

Figure 1: Components of Environment

(Formative Evaluation) Question: What are the main components of environment?

Now tell about the importance of plants in the environment. Plants prepare food on which
other living beings depends. Plants are called producers. Now draw the diagram of food
chain and explain to students about the inter-dependence of various living beings on each
other. In the environment, energy travels from green plants to herbivores (animals eating
plants) then to carnivores (animals eating animals) and finally to omnivores (animals
who eat both plants and animals).

Now, explain the importance of green plants (producers) that they produce oxygen and
regulate the temperature of the environment. Also tell about the importance of water in
the environment for all the plants and animals that without it, life is impossible. Also
mention the importance of soil for the living beings in the environment.

26
Review:
 What benefits we get from plants? (Ask children to write it down on blackboard
when they speak about it)
 What are the sources of energy in the environment?
 What are the man-made sources of energy?

Summative Evaluation (Recapitulation)

1. What do you mean by environment?
2. Give some examples of natural elements.
3. Are we also included in natural elements of environment?
4. Is human being a producer or consumer?
5. Who are the producers? What do they do?
6. How carnivores (animals who eat other animals) are dependent on plants?

Homework:
1. Arrange following living beings in the sequence of food chain.
Lion, Goat, Rabbit, Owl, Green plant
2. Write down benefits of light and heat from sun.
3. What benefits can be obtained if we grow more plants?

27
Appendix VI (B)

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