LONG TERM TEACHING

PRACTICE/INTERNSHIP

CODE No: 6463

Department of Early Childhood Education and

Elementary Teacher Education
Allama Iqbal Open University
Islamabad
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 (All rights Reserved with the Publisher)

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mechanical, photocopying recording, scanning or otherwise, except as permitted
under AIOU copyright ACT.

First Printing ...................................... 2019

Quantity..............................................
Printer................................................. Allama Iqbal Open University
Publisher ............................................ Allama Iqbal Open University, Islamabad

For information:
Allama Iqbal Open University, Islamabad
www.aiou.edu.pk

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 COURSE TEAM

Chairman Course Team:

Dr. Fazal-ur-Rahman

Course Development Coordinator:

Dr. Muhammad Samiullah

Course Team: Dr. Rahmatullah Bhatti

Dr. Muhammad Athar Hussain

Dr. Syed Nasir Hussain

Ms. Mubeshra Tufail

Mr. Salman Khalil

Writers: Dr. Muhammad Samiullah

Mr. Salman Khalil

Reviewer: Dr. Fazal-ur-Rahman

Course Coordinator: Dr. Muhammad Samiullah

Composing: Zahid Javed Bajwa

Layout: Asrar ul Haque Malik

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 CONTENTS

1. Course Description............................................................................. 1

2. Course Learning Outcomes................................................................ 1

3. Components of Long Term Teaching Practice .................................. 1

4. Plan of Action .................................................................................... 2

5. Assessment ......................................................................................... 3

6. Behaviour Expectations from Trainee Teachers ................................ 4

7. Workshop ........................................................................................... 5

8. Teaching Practicum ........................................................................... 9

9. Activities during Teaching Practicum ............................................... 9

10. Schedule of Teaching Practicum ....................................................... 10

11. Final Lessons ..................................................................................... 11

12. Scoring Rubrics for Final Lessons and Presentation ......................... 11

13. Appendix I, Student Bio Data Form (Workshop) .............................. 13

14. Appendix II, Workshop Report.......................................................... 14

15. Appendix III, Result Report of Students............................................ 15

16. Appendix IV, Teaching Practicum site Approval form ..................... 16

17. Appendix V, Teaching Practicum Letter ........................................... 17

18. Appendix VI, Form for Final Lesson & Presentation ........................ 18

19. Appendix VI (A), Sample Lesson Plan 01......................................... 19

20. Appendix VI (B) Sample Lesson Plan 02 .......................................... 22

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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 02 week duration and teaching
practicum of 08 weeks duration. Teaching practicum requires trainee teacher to spend
200 hours in a school during 08 weeks of teaching practicum. The trainee teacher will
work 05 hours per day in the school during 08 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 Long Term Teaching Practice, 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 Long Term Teaching Practice

Long Term Teaching Practice consists of the following components:
 Workshop of 14 days duration
 Teaching Practicum of 08 weeks duration
 02 Final Lessons
 The record of all the Lesson plans performed by trainee teachers and proof of
attendance record during teaching practicum.

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4. 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 14 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 final lessons and presentation
given ahead).

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
(mentioned in the rubrics for final lessons and presentation given ahead).

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The responsibilities of all the agencies involved in the course, are as ahead:

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 register containing lesson plans taught by the trainee teacher
and proof of attendance record for teaching practicum

5. 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 management skills of the trainee
teachers will be assessed in the course. Additionally, final lessons and lesson plans will
also contribute towards assessment of trainee teacher during this course. Passing marks in

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Long Term Teaching Practice are 50%. The passing marks in final lesson and lesson
plans components are also 50%. The percentage for various components is as ahead:

Table 2: Marks Distribution for Long Term Teaching Practice

S/No. Components Marks Allocated Workshop marks

01 Workshop 15 distribution
02 Two Final Lessons 60 (302=60) 95 % & above 15 marks
03 50 Lesson Plans 25 90-94% 14 marks
85-89% 13 marks
Total Marks 100
Passing Marks 50 %
80-84% 12 marks
Below 80% Does not
qualify

The course consists of three components. Every trainee teacher must have to qualify
each component separately with 50 % marks. Trainee teacher will have to
REAPPEAR in the course if s/he is unable to qualify any component.

6. 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. Two absences are permitted during teaching practicum. If a trainee
teacher was unable to maintain 80% attendance during workshop or teaching
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 lesson plans 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

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 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.

7. Workshop
Workshop is a mandatory part of Long Term Teaching Practice. Attending workshop is
compulsory to pass the course of Long Term Teaching Practice. 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 14 days with 05 hours duration per
day. It carries 15 marks for attendance during the workshop. The trainee teacher will
deliver two final lessons at the end of workshop. One final lesson will carry 30 marks.

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 lesson plans.

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

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Table 3: Program of Workshop

Day Activity Responsibility Time Duration

01 Session-I: Inauguration of the Officer from concerned Regional Centre 02:00 p.m. to 01 Hour
Workshop of the University/Faculty Member in 03:00 p.m.
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: p.m.
Session-IV: Dress Code, Behavior, Supervisor(s)/Tutor 05:00 p.m. to 01 Hour
Attitude 06:00 p.m.
Session-V: Interaction with Supervisor(s)/Tutor 06:00 p.m. to 01 Hour
Students & Teachers 07:00 p.m.
02 Session-I: Lesson Planning & its Resource Person 02:00 p.m. to 01 Hour
Components 03:00 p.m.
Session-II: Formulation of Tutor, Supervisor 03:00 p.m. to 01 Hour
Objectives 04:00 p.m.
Session III-IV: Selection of Resource Person 04:00 to 06:00 02 Hour
Teaching Method (Lecture, p.m.
Cooperative Learning, Discussion,
Problem-solving and activity
method) for a Lesson
Session V: Exercise on Selecting a Tutor, Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
Teaching Method for a Lesson Teachers 07:00 p.m.
03 Session I: Development & Use of Tutor, Supervisor(s) & Trainee 02:00 p.m. to 01 Hour
AV Aids Teachers 03:00 p.m.
Session II: Development of Low Resource Person 03:00 p.m. to 01 Hour
Cost/ No Cost Material 04:00 p.m.
Session III: Use of Internet on Resource Person 04:00 to 05:00 01 Hour
Portable Devices as AV Aids 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 Resource Person 06:00 p.m. to 01 Hour
Development of Low Cost/ No Cost 07:00 p.m.
Material
04 Session I: Preparation of Table of Supervisor(s)/Tutor 02:00 p.m. to 01 Hour
Specifications 03:00 p.m.
Session II: Determining Student Supervisor(s)/Tutor 03:00 p.m. to 01 Hour
learning Outcomes 04:00 p.m.
Session III: Balancing Time and Supervisor(s)/Tutor 04:00 to 05:00 01 Hour
Student Learning Outcomes p.m.
Session IV: Exercise on Supervisor(s)/Tutor 05:00 p.m. to 01 Hour
Formulation of Table of 06:00 p.m.
Specifications
Session V: Exercise on Formulation Supervisor(s)/Tutor 06:00 p.m. to 01 Hour
of Table of Specifications 07:00 p.m.
05 Session I: Use of Cognitive Domain Supervisor(s)/Tutor 02:00 p.m. to 01 Hour
in Formulation of Objectives 03:00 p.m.
Session II: Formulation of General Supervisor(s)/Tutor 03:00 p.m. to 01 Hour
Objectives 04:00 p.m.
Session III: Formulation of Specific Tutor, Supervisor(s) & Trainee 04:00 to 05:00 01 Hour
Objectives Teachers p.m.
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 Session IV: Use of Action Verbs in 05:00 p.m. to 01 Hour
Objectives 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.
06 Session I: Classroom Management Resource Person 02:00 p.m. to 01 Hour
Skills 03:00 p.m.
Session II: Discipline without Using Supervisor(s)/Tutor 03:00 p.m. to 01 Hour
Harsh Language and Corporal 04:00 p.m.
Punishment
Session III: Exercise on Resolving Supervisor(s)/Tutor 04:00 to 05:00 01 Hour
Conflicts in Classrooms p.m.
Session IV: Questioning & Activities Supervisor(s)/Tutor 05:00 p.m. to 01 Hour
to Pace a Lesson 06:00 p.m.
Session V: Questioning & Activities Tutor, Supervisor(s) 06:00 p.m. to 01 Hour
to Pace a Lesson 07:00 p.m.
07 Session I: Lesson Planning, Tutor, Supervisor(s) & Trainee 02:00 p.m. to 01 Hour
Discussion & Queries of Trainee Teachers 03:00 p.m.
Teachers
Session II: Lesson Planning & Tutor, Supervisor(s) & Trainee 03:00 p.m. to 01 Hour
Presentation by Trainee Teachers Teachers 04:00 p.m.
Session III: Lesson Planning & Tutor, Supervisor(s) & Trainee 04:00 to 05:00 01 Hour
Presentation by Trainee Teachers Teachers 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 Planning & Tutor, Supervisor(s) & Trainee 06:00 p.m. to 01 Hour
Presentation by Trainee Teachers Teachers 07:00 p.m.
08 Session I: Classroom Assessment: Resource Person 02:00 p.m. to 01 Hour
Developing Test Items 03:00 p.m.
Session II: Alignment of Test Items Resource Person 03:00 p.m. to 01 Hour
with Table of Specifications 04:00 p.m.
Session III: Developing Different Resource Person 04:00 to 05:00 01 Hour
Types of Test Items in Test p.m.
Session IV: Guidelines for Writing Resource Person 05:00 p.m. to 01 Hour
Good Test Items 06:00 p.m.
Session V: Exercise on Developing Tutor, Supervisor(s) 06:00 p.m. to 01 Hour
Test Items 07:00 p.m.
09 Session I: Presentation by Trainee Tutor, Supervisor(s) & Trainee 02:00 p.m. to 01 Hour
Teachers (5-6 minutes for each Teachers 03:00 p.m.
Lesson)
Session II: Lesson Presentation by Tutor, Supervisor(s) & Trainee 03:00 p.m. to 01 Hour
Trainee Teachers (5-6 minutes for Teachers 04:00 p.m.
each Lesson)
Session III: Lesson Presentation by Tutor, Supervisor(s) & Trainee 04:00 to 05:00 01 Hour
Trainee Teachers & Discussion (5- Teachers p.m.
6 minutes for each Lesson)
Session IV: Lesson Presentation by Tutor, Supervisor(s) & Trainee 05:00 p.m. to 01 Hour
Trainee Teachers & Discussion (5- Teachers 06:00 p.m.
6 minutes for 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)
10 Session I: Time Table & Resource Person 02:00 p.m. to 01 Hour
Preparation of a Sample Time 03:00 p.m.
Table for a Class/School
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 Session II: Preparation of a Sample Tutor, Supervisor(s) 03:00 p.m. to 01 Hour
Time Table by Trainee Teachers for 04:00 p.m.
a Class/School
Session III-IV: Lesson Planning & Tutor, Supervisor(s) & Trainee 04:00 to 06:00 02 Hour
Presentation by Trainee Teachers Teachers 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.
11 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 to 05:00 01 Hour
Action Research & Queries of p.m.
Trainee Teachers
Session IV: Practice on Conducting Resource Person 05:00 p.m. to 01 Hour
Action Research & Queries of 06:00 p.m.
Trainee Teachers
Session V: Practice on Conducting Resource Person 06:00 p.m. to 01 Hour
Action Research & Queries of 07:00 p.m.
Trainee Teachers
12 Session I: “Balancing it All” Supervisor(s) & Trainee Teachers 02:00 p.m. to 01 Hour
(Summarizing the activities of 03:00 p.m.
previous 05 days)
Session II: Resolving Problems in Supervisor(s) & Trainee Teachers 03:00 p.m. to 01 Hour
Developing Lesson Plans 04:00 p.m.
Session III: Checking Final Lesson Tutor 04:00 to 05:00 01 Hour
and Improving p.m.
Session IV: Checking Final Lesson Tutor 05:00 p.m. to 01 Hour
and Improving 06:00 p.m.
Session V: Discussion & Reflection Tutor, Supervisor 06:00 p.m. to 01 Hour
on Workshop 07:00 p.m.
13 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 hour
Presentation by Trainee Teachers 07:00 p.m.
14 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 Hour
Presentation by Trainee Teachers 07:00 p.m.

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8. Teaching Practicum
The trainee teacher would be present at teaching practicum school from 7:30 a.m. to 1:30
p.m. (from opening to closing time of the school) spending at least 05 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.

9. 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 50 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.
 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
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 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.

10. 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 4: 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)
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

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11. 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 “Long Term Teaching Practice”. Therefore,
successful presentation of two final lessons is compulsory for a trainee teacher to pass the
course. The scoring rubrics for final lessons and presentation is as ahead:

12. Scoring Rubrics for Final Lessons and Presentation

The scoring guidelines for lesson presentation during final lessons is given below in the
table. In this table, there are three levels of performance for each component of lesson
planning and presentation. The indicators of performance for each level (beginning,
developing, & 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 and accomplished levels carry 02 and 03
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.

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Table 5: Rubrics for Final Lessons & Presentation

S/ Component of Beginning Developing Accomplished

No. Lesson (1 Mark) (2 Marks) (3 Marks)
1. Objectives Lesson objective(s) lack Some of the lesson Lesson objectives are clear,
clarity; No connection to Objective(s)are clear & measureable and
goals of the subject measurable; some connected to the goals of
objectives have the subject
connection to the goals of
subject
2. Use of Limited use of technology Incomplete or inaccurate Accurate and appropriate
Technology & AV and AV aids in the lesson use of technology/AV aids use of technology/AV aids
Aids
3. Instructional No match between the Limited match between Clear match between
Method lesson objectives and the lesson objectives and the lesson objectives and the
instructional method used instructional method used instructional method used
for teaching the lesson for delivering the lesson for delivering the lesson
4. Communication Do not communicate with Sometimes communicates Communicates directly with
students; do not address with students; Sometimes students; uses verbal and
the needs of students addresses the needs of nonverbal modes of
students communication
5. Dealing with Little attempt to explain Lesson presented in a Lesson presented in a
Student Diversity lesson in a variety of variety of ways but not variety of ways but
ways linked to learners’ appropriately linked to
characteristics learners’ characteristics
6. Evaluation of No evaluation technique Evaluation technique Formative (during lesson)
Lesson is provided/used for provided for the lesson but and summative (after
(Recapitulation) lesson or evaluation it inaccurately measures lesson) evaluation
technique do not lesson objective(s) technique are provided in
measure lesson the lesson and are related
objective(s) to the lesson objective(s)
7. Closure Lesson finishes without a Lesson ends with a Teacher reviews lesson by
review; Focus on just limited/insufficient review; summarizing and/or
putting the components Focus on just putting the reviewing what was taught;
of lesson in order/move components of lesson in some of the students were
from one to another order/move from one to engaged in closing the
activity another activity rather than lesson.
focusing on student
learning
8. Questioning Questions asked from Questions asked from Most of the questions are
students are closed in students are a open in nature; requires all
structure; questions do combination of open and students to respond
not invite thoughtful closed questions; some
response; few students questions invite thoughtful
get opportunity to response from students;
respond Most of the students get
opportunity to respond.
9. Organization of Does not consider Consider time allocations Assigns reasonable time
time allocation of time for for various components of allocation to achieve lesson
achieving lesson lesson but those times objectives
objectives may be either too long or
too short for a lesson
objective
10. Professional Lesson plan contains 08 Lesson plan has 5-7 errors Lesson plan is written in a
Write-up of or more errors in clarity of in clarity of writing, spelling good way but has 1-4 errors
Lesson Plan writing, spelling & & usage of grammar in clarity of writing, spelling
grammar & usage of grammar

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 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.

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 APPENDIX II
WORKSHOP REPORT

1. Program: ADE (3 years)/ B.Ed. (4 years) ...................................................................

2. Duration of the Workshop: 14 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
RESULT REPORT OF STUDENTS
Lesson 2 Final Total Marks REMARKS
Name Workshop
S/No. Roll No. Plans Lessons (Obtained
of Student (15 Marks)
(25 Marks) (60 Marks) out of 100)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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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 08 weeks prior to the start of
teaching practicum.

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

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

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

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

Principal/Head Teacher Name & Signature: .........................................................................

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 APPENDIX V
TEACHING PRACTICUM LETTER

Respected Head of the Institution,

Mr./Ms./Mrs. ___________________________________ is a student of B.Ed. (4 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:

Total Marks for Final Lesson

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

NOTE: FOR ASSESSING EACH LESSON, SEPARATE FORM WILL BE USED.

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”.

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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.

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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?

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 Appendix VI (B)
Sample Lesson Plan 02

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