Sr no Module

1 Pre-class preparation
2 Framing learning activities
3 Learner-centered facilitation
4 Feedback
5 Content
Description
How can we make sure that we have prepared well for the class? This
module
How do focuses
we ensureon that
whatwe theare
teacher
settingneeds to do
up each before
activity inthe class
a way to be
that
facilitates
How can we seamless
accountlearning? Thisneeds
for different module focuses onThis
of learners? howmodule
to define
focuses
on
Howthe kinds of pedagogical
do weofprovide meaningful practices
feedbackthe teacher can
to the learner? employ to
Overview the junior and senior demo videos. ContainsThis module
explicit
focuses on enabling the
descriptions of each section.learner to identify actionable areas of development
Generative Topics
1. Lesson plan
2.
1. Junior
Simpledemo content
and clear instructions
2. Learning objectives
1. Scaffolded activities 2. Developmentally
appropriate
1. learningfeedback.
aids 3. Independent
3. Co-constructing
Body language, voice and confidence
2.
4. Areas
Ethos, of development
pathos, logos
Understanding Goals
Preparation for a class by practicing a detailed lesson
plan, becoming
A learning familiar
activity that iswith the technological
founded on clear andplatform,
simple
instructions,
Scaffolded activities, developmentally appropriateallows
along with effective demonstrations, discuss
learning
Feedback aids, independent
consists student
of actionable activities,
steps that and
senior students engage with the concept of aethos,
learner
can follow to improve on their areas
pathos and logos to create a speech. of development
 Segment Name
Introduction
Lesson Plan
Assessment
PS Platform Interaction
 Voice
Pre-class preparation
The lesson plan is a detailed outline of the teacher's actions and the student's responses
throughout the class.
Please complete The lesson plan should contain a time stamps and include any
the quiz.
<TBC by PS staff>
 Text/ Visual
Pre-class preparation
Lesson Plan
You are assigned to teach the demo class to a student in 3rd
grade. In conversation with the parent, you discover that the
 Tech interaction Aids

Demo outline
Teacher fills in response on the platform.
 Segment Name
Introduction
Simple and clear instructions
Simple and clear instructions
Assessment
Learning Objectives
Learning Objectives
Assessment
Teacher Demonstrations
Teacher Demonstrations
Assessment
End of Module Assessment
 Voice
Framing learning activities
Before starting an activity, be sure to outline how to perform the activity in a clear way.
Use appropriate gestures and cues to make it easier to remember the instructions. Make
Thank you for watching the video! Please take a few moments to take this short quiz.
Learning Objectives

Please take this short quiz before we move into the next segment.
It is important to demonstrate parts of the activity to the student to give them a sense of
confidence and understanding of what they are expected to perform. While the teacher
Please take this short quiz before we move onto the next segment.
Congratulations! You have completed the module on Framing Learning Activities.
Please practice the following before we move onto the next module:
 Text/ Visual
Framing learning activities
5 rules of stating simple and clear instructions:
1. Outline
Video: the steps
Minutes to perform an activity in a clear way.
8.35-10
Video
MCQ: name: zoom_1.mp4
1. Which objectives
Learning of the following
are: are true for giving the students simple
1. clearMinutes 6.10-8.26
Video:
Video name: SeniorDemo.mp4
MCQ:
1. Learning
Teacher objectives should contain:
Demonstrations
Video: Minutes 3.05-4.02
Video name:
Relfection SeniorDemo.mp4
question:
How
Usingdid
thethe teacher
lesson demonstrate
plan, practice thethe use of body
following as perlanguage,
the
guidelines in this module:
 Tech interaction Aids

Teacher plays video on the platform.

MCQ:
Teacher should select all responses that
Teacher plays video on the platform.
MCQ:
Teacher should select all responses that
Teacher plays video on the platform.
Reflection question can be responded to in a
text
Link box onjunior/senior
to the the platform demo
if possible.
outlines. Senior/junior demo outlines.
 Segment Name
Introduction
Scaffolded activities
Scaffolded activities
Scaffolded activities
Assessment
Developmentally appropriate
learning aids
Assessment
Graphic organizers
Graphic organizers
Graphic organizers
Assessment
Independent student activities
Independent student activities
Assessment
Engaging learners
Assessment
End of Module Reflection
 Voice
How can we account for different needs of learners? This module focuses on the kinds
of pedagogical
Scaffolding practices
an activity the teacher
means to buildcan employ to
on learning in accomodate
an increasingvarying learninglevel
or decreasing levels,
of
rigor. This could mean that you start by something simple and easy to do and
Watch the demo video and take down notes on how scaffolding has taken place in thisslowly
lesson.
Please take this short quiz before we move onto the next segment.
Learning aids are any videos, pictures or stories that you use in a class to support
learning.watch
Please Learning aids should
the videos bemeant
that are developmentally appropriate
to be included to ensure
in the senior thatand
classes theread
student
the stories
Graphic in the junior
organizers classes and
or checklists areanswer the following
essentially quiz. tools that help a student
mind-mapping
understand the thought process they need to engage in
This is what the graphic organizers or checklists look like forto perform a task.
the demo The graphic
classes. They
contain a detailed broken down thought process that allows the student to observe
Please watch the demo video to see how a graphic organizer is introduced in a lesson. what
Please complete this short quiz before we move onto the next section
Independent student activities are the cornerstone of learner-centric facilitation. This is
where
Pleasethe students
watch the twogetdemo
to practice
videoswhat they have learned
of independent student and discover
activity theirdown
and note own needs
your
observations on the following:
Please write down your responses to the following prompts:
1.
TheWhich
mainclass
outcomedid the teacher
of the demospend
class more time onlearners
is to engage student through
activity? all of the
pedagogical
Please reflecttechniques mentioned in this module. Teachers should focus on building
on the following:
How can you
You have use positive
completed reinforcement
the module to engage the
on Learner-centric learner?Please take a few
facilitation.
moments to reflect on the prompts on the screen.
 Text/ Visual
Learner-centered facilitation
Scaffolded activities
Note down the scaffolding techniques that you can observe in
the demo.
Video: Minutes 16.36-18.59
Video name: zoom_1.mp4
Q: You are conducting the story game with a student in the
demo class where each of you
Developmentally appropriate say a sentence
learning aids to build a story.
Pick any one scenario and respond to the questions:
Graphic organizers
<please insert the graphic organizers and checklists for senior
and junior
Video: demo23-24
Minutes classes here for the teacher to view>
Video name:
Reflection zoom_0.mp4
question:
Why are graphic
Independent organizers
student important? How can they aid in
activities
Video Minutes: 30.15-38.50
Video
Pleasename: zoom_1.mp4
write down your responses to the following prompts:
1. Which class did
Engaging learners the teacher spend more time on student
Please reflect on the following:
How can you
Reflection use positive reinforcement to engage the
question:
What are your takeaways from this module?
 Tech interaction Aids

Teacher will play the video on the platform.

Teacher will fill in response in the text box.

<please link the videos and stories that are Senior videos of Malala and
used in the lessons here> Greta + both stories used in

Teacher watches video

Teacher enters response into a text field.

Teacher will watch both videos

Teacher will enter responses in the text field
on the platform.
Teachers will type in response.
 Segment Name
Introduction
Co-constructing feedback
Co-constructing feedback
Strengths
Areas of Development
Feedback
Feedback
Assessment
Feedback to parents
 Voice
How do we provide meaningful feedback to the learner? This module focuses on
enabling
In the demothe class,
learnerwetowill
identify
focusactionable areas ofofdevelopment
on two elements feedback: and concrete strengths
1.
ToActionable
co-constructstrengths
feedback, you can use the following prompts:
1. Can you tell me
Strengths are anything whatthat
youthe
didstudent
well in this
hasactivity?
done well. Make sure you highlight specific
actions and encourage them to keep repeating
Areas of development are anything that the student this in the next
needs activity. Be sure to phrase
to improve.
itPlease
as "something
watch thisthat canofdoa better"
video instead
demo class andofnote
saying
down thatinstances
they did not
of: do something
1. Co-constructing feedback
Please complete this short quiz before moving onto the next segment
<TBC by PS staff>
 Text/ Visual
Engaging learners
Elements of strong feedback:
1. Actionable
Phrases strengths
to use:
1. Can you tell me what you did well in this activity?
Strengths
Areas of development are anything that the student needs to
improve. Be sure
Please watch this to phrase
video of aitdemo
as "something
class andthat
notecan do
down
instances
Video of: 10.29- 13.02
Minutes:
Video name: zoom_0.mp4
MCQs:
1. What are the elements of good feedback?
 Tech interaction Aids

Teacher will watch the video

MCQ:
Teacher should select all responses that
 Segment Name
Lesson Flow
Introduction
Story Building Game
Story Building Game
Assessment
Body Language, Voice, Confidence
Body Language, Voice,
Confidence:
Body Language, Voice,
Confidence:
Body Language, Voice,
Confidence:
Body Language, Voice, Confidence
Assessment
Beginning, Middle, End
Identify beginning, middle and end
Identify beginning, middle and end
Assessment
Make a story
Make a story
Assessment
 Voice
In this module, we will cover in detail, the lessons for the junior demo classes. The demo
class
You beginbegins your with a simple
lesson withstory
a quickbuilding exercise
introduction of that
whoisyou
meant to create
are and a segue
use the promptsintoon
the
Thescreen
objective to encourage
of this game the
is student
to build to shareusing
a story a bit about themselves.
a picture as a prompt.Please
Each present
person
will take turns to say one sentence and slowly build the
Please watch the demo video on the story building game and note down your story. The person who is not
observations.
Please complete this short quiz before moving onto the next section.
The next section is meant to build a foundation for using body language, voice and
confidence
To learn more in public
about speaking.
body language, voice and confidence, we will play a game on
guessing
In the nextthe expression.
activity, the teacher will show the student 4 emotion cards-one each of
happy, sad, angry, excited.
This section will end with a feedback The student has toMake
session. imaginesurewhy
youthe child is feeling
co-construct that way
feedback and
highlight strengths and areas of development
Please watch the demo video on body language, voice and confidence and note down
your
Please observations.
complete this short quiz before moving onto the next section.
This section is meant to enable the students to use the concept of beginning, middle and
end
The andfirst construct
activity in their own story.
this section is a read aloud of a story. Here, the objective is to do a
simple identification of the
Please watch the demo video on the readbeginning, middle andand
aloud endnote
of a down
story and
yourpractice the body
observations.
Please complete this short quiz before moving onto the next section.
This is the indepedent student activity section. Here, the teacher will show the student a
picture
Please and watch they
thehave
demo tovideo
makeon their own story
creating theirwith
ownastory
beginning,
and notemiddle
downandyourend. Make
observations.
Please complete this short quiz before moving onto the next section.
 Text/ Visual
Lesson Flow
<present demo class slides on introduction>
Story building game
Video minutes: 00.10- 8.00
Video name:
Reflection zoom_1.mp4
questions:
1. What
Body are someVoice,
Language, learner-centric
Confidencetechniques that you noticed
<present slides on guess the expression game>
<present slides on make your own story>
<present slides on feedback>
Video minutes: 8.35- 16.67
Video name:
Reflection zoom_1.mp4
questions:
1. What are
<present some
slides on learner-centric techniques
beginning, middle thatlearning
end till the you noticed
objectives>
<present slides on beginning, middle end till the end of story
about
Video Aiman's
minutes:bag/ the30.10
17.00- bee story>
Video name:
Reflection zoom_1.mp4
questions:
1. What are
<present some
slides on scaffolding
beginning, techniques
middle end that you
till the end noticed in
with the
picture prompt and
Video minutes: checklist to write the story >
30.14-42.46
Video name:
Reflection zoom_1.mp4
questions:
1. What are some learner-centric techniques that you noticed
 Tech interaction Aids
Cue to download lesson outline. Junior demo outline
Teacher browses through the slides. Junior demo class presentation
Teacher browses through the slides.

Teacher will fill in responses.

Teacher browses through the slides. Junior demo class presentation
Teacher browses through the slides.
Teacher browses through the slides.
Teacher browses through the slides.

Teacher will fill in responses.

Teacher browses through the slides.
Teacher browses through the slides.

Teacher will fill in responses.

Teacher browses through the slides.
 Segment Name
Lesson Flow
Introduction
Story Building Game
Story Building Game
Assessment
Body Language, Voice, Confidence
Activity: Greta Thunberg’s speech
in the Language,
Body UN ClimateVoice,
ActionConfidence
Summit/
Assessment
Body Language, Voice, Confidence
Body Language, Voice, Confidence
Ethos, Pathos, Logos
Body Language, Voice, Confidence
Assessment
Ethos, Pathos, Logos
Independent speech
Ethos, Pathos, Logos
Independent
Assessment speech
 Voice
In this module, we will cover in detail, the lessons for the senior demo classes. The
demo classyour
You begin begins withwith
lesson a simple story
a quick building exercise
introduction thatare
of who you is meant to the
and use create a segue
prompts on
the screen to encourage the student to share a bit about themselves. Please
The objective of this game is to build a story. Each person will take turns to say one present
sentence and the
Please watch slowly
demobuild the story.
video on theThe person
story who
building is not
game able
and to add
note downa your
new sentence
observations.
Please complete this short quiz before moving onto the next section.
The next section is meant to build a foundation for using body language, voice and
confidence
In in publicthe
the next section, speaking.
students will watch a video of either Malala or Greta and identify
indicators of body
Please watch language,
the demo videovoice andactivity
on this confidence.
and noteYoudown
should encourage
your them to note
observations.
Please complete this short quiz before moving onto the next section. Be sure to debrief
the activity
In this onceyou
section, it iswill
complete.
give the student a written text of Greta Thunberg/ Malala's
speech and ask them
Please watch the demo video to narrate
onitthis
using the techniques
activity that they
and note down your have noted down.
observations.
This section is meant to enable the students to use the concept of ethos, pathos and
logos
Pleasetowatch
craft their own speech.
the demo video onYou
thiswill beginand
activity by note
introducing whatobservations.
down your ethos, pathos and
Please complete this short quiz before moving onto the next section. Be sure to debrief
the
Thisactivity once it is complete.
is the indepedent student activity section. Here, you will ask the student to pick a
topic on a social issue
Please watch the demo video that they
oncare
this about
activityand
andencourage
note downthem
yourto craft their own
observations.
Please complete this short quiz before moving onto the next section.
 Text/ Visual
Lesson Flow
<present demo class slides on introduction>
Story building game
Video minutes: 1.00-6.05
Video name:
Reflection SeniorDemo.mp4
questions:
1. What
Body are someVoice,
Language, learner-centric
Confidencetechniques that you noticed
<present slides on body language upto graphic organizer>
Video minutes: 6.10-16.15
Video name:
Reflection SeniorDemo.mp4
questions:
1. What are
<present some
slides on learner-centric
body languagetechniques
showing thethat you noticed
speech written
down>
Video minutes: 6.17-19.35
Video name:
<present SeniorDemo.mp4
slides on eths, pathos, logos upto graphic organizer>
Video minutes: 20.39-31.08
Video name:
Reflection SeniorDemo.mp4
questions:
1. What are
<present some
slides on learner-centric techniques
eths, pathos, logos that
upto the you noticed
end>
Video minutes: 31.10-45.52
Video name:
Reflection SeniorDemo.mp4
questions:
1. What are some learner-centric techniques that you noticed
 Tech interaction Aids
Cue to download lesson outline.
Teacher browses through the slides.
Teacher browses through the slides.

Teacher will fill in responses.

Teacher browses through the slides.
Teacher browses through the slides.

Teacher will fill in responses.

Teacher will browse through the slides.