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2022
PGCC
EYE
I totally believe in Albert Einstein’s words about facilitator’s
ability i.e. “It is the supreme art of the teacher to awaken joy
in creative expression and knowledge”.
Written By: Habiba Rana
The City School Khanewal
Contents
Introduction: ……………………………………………………………………………….. 1
Rationale: ……………………………………………………………………………………. 2
Lesson Implementation and Evaluation: …………………………………………. 2
My learning and Reflection ……………………………………………………………. 5
Future Implication and Actions:……………………………………………………… 8
References: ……………………………………………………………………………….. 10
Introduction:
Commencing with my professional learning journey, As a Pre-junior teacher in The
City School, it would be wrong if I say that I am flawless. But, every new day I have
worked hard to be the best version of myself. After PGCC, every single day I
applied the theories of different educationists and psychologists like iJean Piaget,
ii
Dylan William, iiiRoss Morison into my lessons. I learnt a lot in the course, as an
enabler the main thing which got stuck in my mind is that “ivNutbrown and Page
(2008) suggested that high quality planned experiences for children can best be
provided by skilled and knowledgeable adults who know and understand the
children’s interests, with whom children have secure and trusting relationships.
The key person is ideally placed to carry out this role as he/she will be attuned to
the individual behavior of the children and to be facilitator for their patterns of
play” (Nutbrown, 2011). Moreover, in my opinion, my role is of an enabler, which
as an early year practitioner an incredibly rewarding role. An enabler provides
opportunities/environment to the learners; they do not tell what to think but
how to think. The one, who observe the strengths of her learners, assign
differentiated tasks according to interest, boost up self-esteem, helps in
improving High Order Thinking and polish the skills. I further want to explore that
how to improve the fluency, pronunciation and accent of speaking in learners.
1
Rationale:
I believe that learners cannot think beyond
the box until focus of instructions shifts
from facilitator to the learner. There is a
need to stop spoon-feeding (teacher
centered learning) and put responsibility of
learning, exploring, creating, assessing and
evaluating onto learners’ shoulders
(Student centered class). It will enhance
learner’s self-determination, his/her ability
to think critically (High Order Thinking),
learn without limits and problem-solving
abilities. I agree to vJean Piaget’s theory of cognitive development. I started
providing enabling environment to learners as according to Piaget, they actively
construct knowledge about surrounding, I provided them more opportunities of
free and structure play as according to Piaget learners learn by doing things with
their hands, as they are creative and like to play and explore. Piaget believes that
a child loves to be independent and his learning undergoes development by his
own self-centered and focused activities.
Lesson Implementation and Evaluation:
1st Lesson:
Learning
Objective
Value
Integration
Observe changes across the four seasons by drawing Time
trees (sun, snow, leaves atleast 3 changes)
35 mins
Humility – Learners will be encouraged to help their
team mates and use courtesy words.
Starter
Activity
I will commence with asking a question how many of 5 min
you have trees in your gardens/lawns. How the trees
look like these days? I will encourage them to notice and
recall details of changes in leaves. While this Q/Ans
session will be going on I will note down responses of
2
Learning
Activity
Plenary
Assessment
kids. Then, I will let them guess the topic. After sharing
learning objective with them I will throw a HOTvi
question that ‘What will happen if there is no tree in our
area?’
Being enabler I will provide 3 pre-prepared chart papers 27 min
having 4 boxes with 4 headings to 3 group’s i.e.
1. Draw a tree. Draw flowers in the tree. Draw a sun
and clouds in
the sky.
2. Draw a tree.
Draw lots of
leaves in the
tree. Draw a big
sun in the sky.
3. Draw a tree.
Draw
some
leaves in the tree. Draw leaves falling off the tree. Draw
leaves on the ground. Draw clouds in the sky.
4. Draw a tree with no leaves. Draw snow on ground.
Draw a cloud in the sky with snow falling.
(time bound)
Teacher’s Explanation: I will explain the changes in all
four seasons and label their names (flashcard). Link
with English.
vii
AFL: Quick Quiz
1. Name four seasons.
2. How can you identify that summer season is
going on?
Extension Task: Learn the names of four seasons from
vocabulary wall and write on tear off pad.
Volunteer’s presentation.
3 min
Learners’ ability to listen to instructions and draw
3
Opportunity
changes across 4 seasons.
Evaluation
WWW: Activity was age appropriate as the learners
were able to read statements and draw. Implemented
as per plan. Displaying winner group’s chart paper in
classroom boosted up learners’ interest in teamwork
based activities.
EBI: Activity could have been better if performed
outside the classroom. Next time it will be outdoor.
Learners gave responses on HOT question like there will
be no shady area, there will be no garden. Need of
talking about global issues spotted.
2nd Lesson:
Learning
Objective
Value
Integration
Starter
Activity
Learning
Activity
1.Recognise addition statement signs + and =
2.Add Numbers up to 20 using addition machine
Grace- By bringing honour by participation
Time
35 mins
I will hide flashcards of + and = sign in classroom and 4 min
ask 2 groups of learners to find flash cards of
mathematical signs on count of 10. Then,
mathematical statement of addition will be
introduced and learning objective will be shared.
Learners will be provided with 2 addition machines. In 25 min
pairs, they will throw balls from 2 sides having + sign
in between them and get a total in the box labeled as
equal.
Then, they will write their addition mathematical
statement on laminated sheet.
HOT: Make any 2 addition facts using 6 and 4.Why we
cannot question any fact?
4
Plenary
Assessment
Opportunity
Evaluation
Differentiation: 2 addition
machines, for emerging
learners’ ice-creams sticks
and pre-prepared addition
statements.
Extension: Worksheet
AFL: During activity by
observing statements of every pair.
Jeopardy game
6 min
Learners’ ability to add by symbols and addition
machine (up to 20).
WWW: Addition machines enhanced learners’
interest. Visual, auditory and kinesthetic all learners
participated in enabling environment. Auditory
learners added by listening voices of pearl dropping
sound.
EBI: They would have written their statements on
tear-off pad. Instead of pair work it could be
individual task.
My learning and Reflection:
Q: What skills have I learned from this course as an Early Year Practitioner?
What other skills do I need to develop?
Ans: As an Early Year Practitioner, the main thing which inspired me and
enhanced my skills is that we are basically enablers who can make the learning
journey of our learners better by adding up chunks of viiihigh order thinking, freeplay as by Lev-Vygotsky A child’s greatest achievement occur during play,
structured play, smart observations
(observing learning styles and schema),
5
boosting up self-esteem, ixAssessment for learning, feed forward comments,5Es
(Model by Roger Bybee) in General Knowledge, effective circle times by
following golden rules of circle time, eliciting, xSMART objective using xiBloom’s
Taxonomy, lesson plan as per TCS format and evaluation.
From August 15 till date, I am working on the most needed objective (Action plan)
according to me i.e., Student Centered classroom. During this journey I faced a
lot of challenges; the most highlighted one is discipline. To overcome this, I
started assigning classroom jobs to learners of class 1 and surprisingly the idea
worked. Now, we do differentiated tasks meeting all the needs of auditory, visual
and kinesthetic learners. Moreover, following the principal no.4 of Maria
Montessori I tried my level best to generate prepared environment i.e. xiienabling
environment for learners. This practice made my students more independent and
habitual of thinking and exploring. As per my experience, pre-prepared resources,
good observation, realistic lesson plan, introduction of exciting self-assessment
tool and clear instructions are the key needs of a student-centered class.
My other target is Time management, I am working on this skill too but the
learners sometimes take more time in writing/activity. I am planning hard to cope
up this weakness. I hope more age appropriate tasks will help me in this.
Q: Which theories of learning have inspired me? How have these theories
helped me in practice?
The theories which inspired me the most are:
1. xiiiJean Piaget theory of cognitive development: This theory focuses on
child’s intellectual growth. It helped me in identifying what should be
taught and when. While introducing new ideas Piaget’s notion of
assimilation and accommodation helped me a lot.
Personal experience: I was introducing use of compass in classroom to
identify directions. I had already
observed the schema, learning
Self-Actualization
style and understanding of my
Esteem needs
learners which is basically called
Social needs
6
Safety needs
Physiological needs
assimilation. So, I modified whatever information they had about directions
and planned differentiated activities according to schemas.
2. Maslow’s Hierarchy of needs: According to Maslow, we can achieve an
individual’s full potential and creativity by fulfilling basic needs,
psychological needs and self-fulfilling needs. I observed that when we fulfill
all the needs of our learners they come up with extraordinary
performances.
Q: What I have done to make classroom environment more conducive to
children’s learning and development?
Ans: To facilitate learners, I have made a vocabulary wall in my
classroom, on which I paste new vocabulary words every week as
per Topic’s requirement. I have displayed a lot of student work to
boost up learner’s self-esteem. To improve creative writing,
sharing thoughts and writing up ideas I have a writing corner in
my classroom. For improving reading and sitting silently I have a
reading corner in my classroom. For
behavioural development I have a
Classroom Jobs Chart. Moreover, I do
set my resources in my classroom every
week according to the activities of the
week.
Q: What are the teaching strategies that inspired me the most?
1. Timed, realistic and Smart lesson plan
2. Differentiated tasks
3. Cross-curricular links
4. Assessment for learning
7
5. Visualization
6. Pre-prepared resources
I am applying all of them.
Q: How have I used AFL as a tool in my classroom?
In 1994 Caroline Gipps introduced the term Assessment for Learning. AFL raises
learner’s educational standard and learning.
I have used AFL tools for:
o Self and peer assessments
o Observations
o Sharing Learning Intentions and Success criteria
o Questioning using PPPB technique
o Feed forward Oral and written comments
Q: How have I included play by observing schema in classroom?
Ans:. I will explain play in classroom with an example i.e. I hid chunks of story title
page in playground keeping observed schemas of learners in mind. One piece of
puzzle was enclosed in hut; one was on slide, one under the swing etc. Learners
searched for chunks according to schemas and the two with connecting schema
joined chunks of puzzle. In this way, they played and learnt title and characters of
story.
Future Implication and Actions:
Priority
Priority #1
Objectives
By the end
of October, I
Student
will be able
Centred class to conduct
•
•
Strategies
Resources
Indicator
Effective lesson
planning
Classroom
rules
for
1.Head teacher
2.Observation
format
3.Pre-prepared
lesson
Observation
format
8
Timelines Success
criteria
From 15th
of August
till 25th of
Pictures/videos October.
Today is
15th of
October
and
75 % of
my
an effective
student
centred class
•
•
•
•
•
•
•
•
•
Priority #2
To improve
Time
management
skills
By the end
of October,
overall time
management
will be
improved
•
•
•
•
•
lessons
were
student
centred.
Will
achieve
90% by
the end
of this
month.
avoiding chaos material/resource Lesson
planning
Clear
Instructions
Well organized
and
Preplanned
activities
High
order
thinking
development
by posing open
ended
questions
Individual
educational
plan
Enabling
environment
Appropriate
intervention
Feedback and
feedforward
comments
Rewards
Reflection
SMART
OBJECTIVE
Age
Appropriate,
need and
ability based
activities
Pre-prepared
resources
Effective lesson
planning
Relevant high
order
1.Lesson plan
2.Clock
3.Head Teacher
Observation
4.Lesson
Evaluation
5.Reflective log
will be created
9
Lesson
Evaluation
Reflective log
Lesson plan
From
15th of
August
till 15th
of
October.
80% of
my
lessons
were
within
planned
time till
Oct 10.
•
•
questioning
within
activities
Time allocation
for every task
Lesson
evaluations
Note: A few pictures of key moments, evaluation, observations, Afl tools,
feedbacks and student work display have been inserted in assignment as an
evidence. Rest of evidences are attached in portfolio.
References:
i Mcleod, S. (2022). Jean Piaget’s Theory of Cognitive Development. [online] Simply Psychology.
Available at: https://www.simplypsychology.org/piaget.html.
ii Sherrington, T. (2019). Revisiting Dylan Wiliam’s Five Brilliant Formative Assessment
Strategies. [online] teacherhead. Available at: https://teacherhead.com/2019/01/10/revisitingdylan-wiliams-five-brilliant-formative-assessment-strategies/.
iii www.facebook.com. (n.d.). Log in or sign up to view. [online] Available at:
https://facebook.com/TeacherToolkit [Accessed 30 Oct. 2022].
ivNutbrown, C. (2011). Key Concepts in Early Childhood Education and Care. [online] Google
Books. SAGE. Available at:
https://books.google.com.pk/books?id=WUtdBAAAQBAJ&printsec=frontcover&dq=early+child
hood+philosphy+free+books&hl=en&sa=X&ved=2ahUKEwjmi-aP7%20xAhWGTsAKHSiUAdQQ6AEwAHoECAwQAw#v=onepage&q&f=false [Accessed 23 Oct.
2022].
v Main, P. (n.d.). Jean Piagets theory of Cognitive Development. [online] www.structurallearning.com. Available at: https://www.structural-learning.com/post/jean-piagets-theory-ofcognitive-development-and-active-classrooms.
vi
Ed.D, R.M.C. (2017). Advancing Differentiation: Thinking and Learning for the 21st Century.
[online] Google Books. Free Spirit Publishing. Available at:
https://books.google.com.pk/books?id=3yMdDgAAQBAJ&printsec=frontcover&dq=advancing+
10
differentiation+thinking+and+learning+for+the+21st+Century&hl=en&sa=X&redir_esc=y#v=one
page&q=advancing%20differentiation%20thinking%20and%20learning%20for%20the%2021st%
20Century&f=false [Accessed 30 Oct. 2022].
vii Glazzard, J., Chadwick, D., Webster, A. and Percival, J. (2010). Assessment for Learning in the
Early Years Foundation Stage. [online] SAGE Knowledge. London. Available at:
https://sk.sagepub.com/books/assessment-for-learning-in-the-early-years-foundation-stage
[Accessed 30 Oct. 2022].
viii Conklin, W. (2012). Higher-order thinking skills to develop 21st century learners. Huntington
Beach, Calif.: Shell Education.
ixGullo, D.F. (2005). Understanding Assessment and Evaluation in Early Childhood Education.
[online] Google Books. Teachers College Press. Available at:
https://books.google.com.pk/books/about/Understanding_Assessment_and_Evaluation.html?i
d=DBnUsHa9t3sC&redir_esc=y [Accessed 30 Oct. 2022].
x Mitchell, S.A. and Walton-Fisette, J.L. (2022). The essentials of teaching physical education :
curriculum, instruction, and assessment. Champaign, Il: Human Kinetics, Inc.
xi Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational
goals. Handbook 1, Cognitive Domain. New York: Longman.
xii Pacey.org.uk. (2021). Creating enabling environments. [online] Available at:
https://www.pacey.org.uk/working-in-childcare/spotlight-on/creating-enablingenvironments/#:~:text=An%20enabling%20environment%20plays%20a.
xiiiWadsworth, B.J. (1971). Piaget’s Theory of Cognitive Development: An Introduction for
Students of Psychology and Education. [online] Google Books. McKay. Available at:
https://books.google.com.pk/books/about/Piaget_s_Theory_of_Cognitive_Development.html?i
d=ov1hfBq08AsC&redir_esc=y [Accessed 30 Oct. 2022].
11
Course Title: P.G.C.C (2023)
Employee Number: 21755
Date of Submission: October29,2023
Tutor Name
Ma’am Sadia Farid Khan
My Professional Context
After completing my PGCC, and teaching in The City School for several years I am
experienced enough to teach students in a more efficient and advanced manner. My professional
experience has enabled me to design the required activities and how to develop students’
concepts by applying different techniques.
As an educator, I am responsible to design proper lectures for the students on a daily
basis, plan regarding different assignment for helping material for delivery of quality lessons in
the classroom. It is also my responsibility to understand the use of effective teaching practices to
create a stimulating learning environment to support conceptual understanding.
As a part of the institution it is my responsibility to facilitate the students by providing
them emotional and psychological support. It is crucial to ensure that every student in the
classroom is getting equal access to resources and no one is facing discrimination. This safe
classroom environment is crucial to improve learning of the students. Along with teaching and
managing class, checking and grading of assignments is another matter of great concern.
Rational
According to me assessment is method to measure level of students learning
or even a teacher can check his/her success of execuation of lesson plan.
Different scholars have their different opinions about assessment for
learning.
Based on the work of many scholars (e.g., Delclos, Vye,
Burns, Bransford, & Hasselbring, 1992; Poehner, 2007),
assessment is defined as a process for documenting, in
measurable terms, the knowledge, skills, attitudes, and
beliefs of the learner.
Another saying about assessment is
“Assessment is today`s means of modifying tomorrow`s
instruction.” – Carol Ann Tomlinson
I agreed with saying of Carol that assessment makes clear what are weaknesses and what are
strengths. It helps teacher to cover weak area of student and further enhance their learning. It will
also help me to check my plan that weather I am planning lesson accordingly or nor. It will also
improve my planning. I will try to improve my lesson planning by using different strategies of
AFL and activities. As I choose objective about “Assessment For Learning” in my action plan.
As in class, there are different students with different mental abilities so their comprehension
level is also very different.
After PGCC I focused on Different startgies of AFL to judge their learning like.
• Direct observation
• Questioning
• Feedback
• Self-assessment
• Peer- assessment
• Hand signals
• Traffic lights
• Open ended questions
Although peer assessment help students to learn in more effective way. Feedback is also plays
vital role in students learning. Young children use hand signals and traffic lights more efficiently
but traffic lights are light bit tricky for students to show their learning position.
On the other hand open ended questions helped a lot in creating their higher order thinking.
Critical thinking is the most important skills for kids. Now a days classrooms are filled with
memorization and drills rather than teaching students to think.
American philosopher, psychologist, and educator,
John Dewey (1859–1952) called this “reflective
thinking”1. Dewey defined critical thinking as active,
persistent, and careful consideration of a belief or
supposed form of knowledge. It involves actively
subjecting ideas to critical scrutiny, rather than
passively accepting their face value.
Think critically is one of the students’ most impoetant area to be
developed. Teacher should asked stuends openended question so
that a child can think rather than he/she can answer yes or no.
Bell Hooks: “Critical thinking requires us to use our
imagination, seeing things from perspectives other than
our own and envisioning the likely consequences of our
position.”
Bloom’s taxonomy helps to develop higher order thinking in students step by step.
Personal Action Plan
The major actions needed to improve my professional performance are; integrating use of
advanced techniques of AFL, adaption of effective activities which may help to respond to
multiple students at a time, and improvement in students’ critical thinking. Thus, the action plan
for the professional improvement is attached in Evidence and References.
Lesson Implementation and Evaluation:
Lesson plan 1
Lesson Objectives
Learning outcomes (what would
learning look like by the end of the lesson)
Students will be able to
Students will be able to
Students will be able to identify “p” and
tell 2 words related to “p”.
identify “P”.
tell 2 to 3 vocabulary words.
Learning Activities:
Starter: teacher will show a parrot as intriguing image.
3 mins
Students will sing rhyme Colourful parrot flap its wings. /p/, /p/, /p/
Whole class activities.
7mins
Teacher will tell a story to students. Once upon a time parrot was going to have a party.
He wrote the names of all his friends on a piece of paper with a purple pencil. Her friend
penguin came to help her. They put piece of pineapples in pink plate. They also put
pancake in frying pan. When the all friends came they played the game peter the cat.
Then students will explore the new sound “p”.
Teacher will show flash card of “p”. vocabulary will be recalled.
Students will
• Will colour vocabulary.
• Solve worksheet
• Sort out “p”.
Higher Order Thinking:
20mins
– Encourage students to think what will happen if we will change phoneme p with s or a in words.
Like pizza-sizza or pink-sink e.t.c.
Cross-curricular Link: UW
I will ask students to think and tell name of country started with P or name of fruit and colour. Helthy
discussion will be done about purple colour and healthy and unhealthy food.
Differentiation:
– Use visual aids like flash cards to help strugglers to identify phoneme P it can be on vocabulary
card. It can be done in different part of lesson as visual and auditory learners will learn through story and
flash cards and kinesthetic will learn through activities.
Assessment Opportunities: Passing ball activity will be done. Students will tells sounds of
phoneme p and vocabulary..
5mins
Homework: (incomplete classwork cannot be assigned as homework)
Lesson Evaluation: (reflect on what went well and what needs to be improved in the next lesson
vis-à-vis students’ progress)
www: 98% students respond well while telling sound and vocabulary. Learners enjoyed story.
Activities were age appropriate. Implemented as per plan.
EBI: I felt that students can be more response and active by touching objects in circle time story.
Next time I will make sure that students will touch the real life objects. Students respond well for
HOTs
Lesson plan 2:
Lesson Objectives
Learning outcomes (what would learning look
like by the end of the lesson)
Students will be able to
Studnets will be able to develop the ability to
Students will be able to identify and name
recognise and name secondary colours.
Secondary colours.
Learning Activities:
5mins
Starter: Engage: – Show a picture or a video clip of a rainbow to capture students’ attention and
spark their curiosity. – Ask students if they know what colors make up a rainbow and write their
responses on the board.
Whole class activities.
Introduce the concept of secondary colors by explaining that they are made by mixing primary
colors together. – Pose the question: “Can you think of any colors that are made by mixing two
primary colors?”
5mins
Explore: – Provide students with three small cups and primary color water (red, blue, and
yellow).(ingroup) – Instruct students to mix the primary colors to create secondary colors (red +
yellow = orange, blue + yellow = green, and red + blue = purple). – Encourage students to discuss
the colour that they genrate – Allow students to experiment with different ratios of primary colors to
create different shades of the secondary colors.
10mins
Explain: – Gather students together and discuss their findings from the explore phase. – Lead a
class discussion on the concept of secondary colors, emphasizing that they are created by mixing
two primary colors. – Introduce the names of the secondary colors (orange, green, and purple) and
write them on the board
10mins
Higher Order Thinking:
– Encourage students to think critically and creatively as they mix colors and explore different shades
and tones.
Cross-curricular Link:Expressive art
Connect the concept of secondary colors to art by incorporating a hands-on art activity where students
create a painting using only secondary colors.
Differentiation:
– Use visual aids, such as color wheels or pictures, to reinforce the concept and help students
visualize the mixing process. – Provide opportunities for students to ask questions and clarify any
misconceptions
Assessment Opportunities:
Evaluation; Use a formative assessment, such as observing their participation during discussions
and activities, to gauge their understanding of secondary colors.
5mins
Homework: (incomplete classwork cannot be assigned as homework)
Lesson Evaluation: (reflect on what went well and what needs to be improved in the next lesson
vis-à-vis students’ progress)
WWW: Most amazing part was colouring mixing and discussion about rainbow colours. There
was opportunity for all kind of learners visual , auditory and kinesthetic.
EBI: it can be more benefited if every learner can do it individually not in group. So next time I
will provide opportunity to every student to mix colours and explore.
My learning and Reflection:
Q: What skills have I gained through this PGCC and what further skills do I believe I
should emphasis on developing for my career in this field?
Q: Which theories of learning have been specially stimulating me, and in what
ways have these theories affected and served for my teaching method?
Q: How have I formed a classroom environment that encourage children’s
learning?
Q: Which teaching strategies have left the most deep effect on my teaching
method, and how have they affect my instructional methods and
communication with students?
Q: How have I integrate Assessment For Learning as a tool in my classroom to
support students’ knowledge and development?
Evidence and Reference
Action Plan
The City School –
Action Plan Template
Participant’s name: Sidra Amjad
rity
Objectives for
Actions /
her
the area of
Strategies
s
for professional
development
elopmen identified
School: TCS Khanewal Campus
Resources
Indicator
(Tools
or Timelines
metrics to measure or
judge
the
achievement of the
success criteria)
Success
criteria
rity #1
s
cular
rity #2
I will be able to
I will improved by
create
•
meaningful
cross curricular
link.
•
•
•
•
I will be able to
improve
I will be improved by
•
with the learning
learning
outcomes
and
Other subject,
Coordinatio
n.
• Peer
discussion
Meeting with SL,
SM
•
•
Evaluation
Lesson
Observation
Feed back
Self reflection
21st Aug to
Improveme
1st
developing
Oct2023
Self-review
meaningful
cross curr
Co teachers
link.80% to
Subject leaders
Curriculum
Rubric
•
•
AFL
strategies linked
objectives
Discovering
new
connections
with real
life.
Collaboratio
n with other
teacher.
Peer
discussion
Peer
observation
Coordinatio
n meeting
•
•
Real life,
•
Lesso
n plan
Works
heets
Differ
ent
AFL
techni
ques.
•
•
•
Self reflection
Evaluation
Feed back
21st Aug to
I will improv
30 Oct 2023
AFL
startgeies.85
90%
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