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1. The Online Programme
for School Improvement
We Team 481 consist of four experienced and enthusiastic
members belonging to Pakistan, Nepal, and Lithuania.
Team 481 Members
Introduction
Rytis Jezukevicis
Lithuania
Aashiq Lama
Nepal
Muhammad
Umar Gul Khan
Pakistan
Tariq
Mehmood
Pakistan

2. Our Mentor
Iveta Hlinkova Slovakia

3. A Synopsis of Our Work

4. We identified, uncovered and set our goals and
main challenges, which we and other teachers
face everyday at our classrooms or schools.
We defined our unique challenges which we
want to solve together and presented them
to the learning community.
We moved deeper in order to clarify our
challenge with the helpful support of our
mentor and the given library resources..
Phase 1: Opening Phase
Phase 2: Identify your Team's Specific Challenge
Phase 3: Research the Problem Phase

5. We tested and refined the resource
we developed with our team.
We made final refinements to our
resource in the context of peer feedback.
Phase 4: Design a Teaching Resource
Phase
Phase 5: Put your
Resource to the Test Phase
Phase 6: Finalize Your Resource
we found our own solution and created
a teaching resource.

6. Our Achievements in this Course

7. We became part of an international community of
innovative education professionals and teachers.
We learned from education experts from around
the world.
We received guidance from a Mentor throughout
the entire programme.
We improved our teaching and solved real
problems that we face in our daily work.
We discovered resources that could help prepare
our students for 21st century careers.

8. OUR SMART GOAL

9. What do We want to accomplish?
We want to accomplish/ influence the training of teachers in such a way that they can
impart Critical Thinking skills to students clearly and effectively.
Why is this goal important?
This goal is important because students without the 21 century skills will be left behind in
the race of success and progress in our contemporary world.
Who is involved?
Teachers, Administrators and students are involved in this process of teachers training. It is
considered best that this training will be carried out at our own schools.
Where is it located?
It is campus based in Pakistan, Nepal, and Lithuania.
Which resources /limits are involved?
All available resources at our schools to teach Critical Thinking Skill will be involved,
moreover online resources pertaining to our challenge will be utilized to chalk out teachers
training modules.

10. Measurable
Our goal is measureable in the sense that we will be able to track our progress through
Online/Classroom assessments.
Achievable
We can achieve this goal by utilizing our resources mentioned above with or with out
financial aspect of Teachers Training process.
Relevant
Our goal matches with our needs i.e. to impart 21st century skills to the students. Thus
we are confident enough that we will achieve our goal in the current socio-economic
conditions of our regions.
Time-bound
Our goal is time bound in the sense of a formal foundational training course, which will be
of 02 weeks duration.

11. Our Teaching Resource
Teachers Training : To inculcate Critical Thinking Skills to Students

12. Introduction

13. There are four sets of 21st century skills i.e. Learning and
Innovation Skills, Knowledge, Information, Media and
Technology Literacy Skills, Life Skills, and Citizenship Skills.
Critical Thinking skill is only as our SMART GOAL because it is
very vital skill in the sense that all other competencies of 21st
century skills are subject to Critical Thinking Skill.
At the end of each week participants will be evaluated through
quiz tests.
We have refined our Teaching Resource in the context of
feedback received from our target groups.
We have divided our Teaching Resource into following segments
for clarity and convenience of Readers.

14. Pre-Training Planning of Teachers Training Programme

15. We will establish a small scale training wing at our
schools comprising of :
Training program Manager
Training Coordinator
Administrative Assistant
They will be competent enough to design and develop
the training material for effective implementation
keeping in view the training logistic checklist.

16. Checklist includes:
Training Schedule
Training structure
Number of
Training days
Length of
session
Supplies
onsite

17. Needs Assessment of Teachers’ Training Programme

18. We shall conduct a Needs Assessment of our Training Programme keeping in view the following characteristics
of teachers participating in the course:
Teachers current role in the school.
Teachers’ knowledge gap i.e. what
they know how to do and what they
need to know to carry out their
roles successfully as trained
teachers.
To assess whether this training will
help to fill this Gap if any.
To conduct surveys of participant
teachers.
Observation and interviews of
participant Teachers to determine
their needs.

19. Design of Teachers Training Programme

20. Objectives to be achieved

21. After this
short
instructional
course:
Participant
teachers will
acquire basic
understanding
of critical
thinking skills.
Participant
teacher will be
able to
implement in
their classes
through
guided
activities and
worksheets.
Participant
teachers will
be able to
devise their
own activities
and
worksheets to
impart these
skills to
students.

22. Method of Teaching

23. Lectures (with question / answer period)
Debates, Presentations
Task Groups
Group Discussions
On Job Training

24. Syllabus Week 1

25. What is thinking?
What is critical thinking?
Why is it important to teach
critical thinking skills to
students?

26. Teaching Material and Resources Week 1

27. • what_is_thinking.pdf
• what_is_critical_thinking.pdf
• why_is_it_important_to_teach_critical_thinking.pdf
• Critical_Thinking_Workbook_1.pdf
• Activities
• developing-critical-thinking-skills.pdf
• You Tube
• https://youtu.be/6OLPL5p0fMg
• https://youtu.be/dItUGF8GdTw
• Website
• http://fdjpkc.fudan.edu.cn/_upload/article/10/90/88bc33024683a8
0cd4da88fc41f0/b44b90d4-3455-4eca-9e9c-31011233c3d1.pdf

28. Syllabus Week 2

29. Does Thinking have parts ?
A Brief History of the Idea of Critical
Thinking
The Stages of Development in Critical
Thinking
How do we begin to “teach” critical
thinking?

30. Teaching Material and Resources Week 2

31. Does_Thinking_has_parts.pdf
A_brief_history_of_Critical_Thinking_.pdf
http://westsidetoastmasters.com/resources/thinking_tools/ch06.html
https://www.criticalthinking.org/ctmodel/logic-model1.htm
The_Stages_of_Development_in_Critical_Thinking_(1).pdf
https://ww2.kqed.org/mindshift/2016/11/06/three-tools-for-teaching-critical-thinking-and-problem-
solving-skills/
https://www.edutopia.org/practice/solving-real-world-issues-through-problem-based-learning
http://www.wikihow.com/Teach-Critical-Thinking
Activities
81-Fun-critical-Thinking-activities.pdf(http://videa.ca/wp-content/uploads/2015/07/81-Fun-critical-Thinking-
activities.pdf)

32. Schedule of Training

33. Day Topics to be Covered
01 Orientation
02 What is thinking?
03 What is critical thinking?
04
Why is it important to teach critical thinking skills
to students?
05
Critical Thinking Work Book Activities, Evaluation,
Group Discussions
Week 1

34. Week 2
Day Topics to be Covered
01 Does Thinking has parts ?
02 A Brief History of the Idea of Critical Thinking
03 The Stages of Development in Critical Thinking
04 How do we begin to “teach” critical thinking?
05
Critical Thinking Work Book Activities,
Group Discussions, On Job Training
Week 2

35. Delivery of Teachers’ Training Programme

36. It is a very important phase in which we shall ensure
that accurate identification of course participant, their
training needs.
We shall ensure that we have a carefully crafted training
plan at hand with well managed training details and
thorough and relevant material to be presented by a
prepared trainer.
A lesson planner has been provided to be used while
conducting the teachers training.
Daily_Lesson_Plan_Template_341.pdf

37. Evaluation of Teachers Training Programme

38. Training evaluation will take place throughout each phase of the
training process, not as a last step.
This kind of ”formative” or process evaluation will help us to ensure
that we have developed the training with great thought and analysis
at each step.
The most obvious and frequent kind of evaluation will be carried
out immediately after training; participants will complete a course
evaluation form following the training but before leaving the site.
Evaluation can also take place at the end of each day of training
through quick ”How did it go?”
These evaluations measure how participants use their newly acquired
information and skills in their professional roles.

39. https://www.msb.se/RibData/Filer/pdf/26433.pdf
http://www.mybrain.co.uk/public/extra_article_17.php
http://www.criticalthinking.org/pages/our-concept-and-definition-of-critical-thinking/411
http://www.criticalthinking.com/articles/teaching-critical-thinking-skills
http://www.schrockguide.net/uploads/3/9/2/2/392267/critical-thinking-workbook.pdf
http://www.criticalthinking.org/pages/a-brief-history-of-the-idea-of-critical-thinking/408
http://www.hrdpress.com/
Online Resources Used

40. We would like to express our deep feelings of thankfulness, respect and
gratitude to all Honorable Speakers, Associates, Mentors, Teachers, and
Technical staff of pisa4u program who gave us the golden opportunity to do
this wonderful online course free of cost on the topic of school improvement.
We are also very thankful to Iveta Hlinkova our Mentor who also helped us in
doing a lot of research work, provided us guidance and we came to know
about so many new things. We are really thankful to her and all pisa4u Team.
We would also like to thank pisa4u community and our friends who helped us
a lot by sharing their ideas in finalizing this project within the limited time
frame.
Acknowledgement

41. Questions and Answers

42. Thank you
very much
for watching
the
presentation