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Page 1: JICA報告書PDF版(JICA Report PDF) - 31 ﻪﻤﻴﻤﺿ1 Report of In-School Training Handbook Development Workshop Yumiko Ono Aim: To develop in-school training handbook as a tool

31 ضميمه

Page 2: JICA報告書PDF版(JICA Report PDF) - 31 ﻪﻤﻴﻤﺿ1 Report of In-School Training Handbook Development Workshop Yumiko Ono Aim: To develop in-school training handbook as a tool
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32 ضميمه

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• Music …………… • Pupils’ sound (noise) • School bell (sound) • Tone of opening the door of school office • Tone of turning the pages of textbook  

Head master: Najib jan, you are very busy in reading text book and you can’t see any one,   Laugh – laugh…. 

     Really ‐‐‐‐‐‐‐ you are very busy  

Teacher:  sorry I have problem in teaching mathematic subject and I am afraid that how could I teach students.  

Head master: I have good news for you  

     Teacher: Mmmm… what good news?!  

     Teacher2: Is there any workshop or what else? 

      Head  master:  No,  for  teachers  to  precede  the  teaching  process  easy  and effectively,  and  achieve  the  specific  objectives  in  each  lesson  or  at  the  end  of education  year, MOE  printed  G4‐G6  teacher  guides  by  technical  and  financial cooperation of JICA/ Japan organization to help teachers in teaching.     

     Teacher: you didn’t tell, what teachers’ guide is?  

      Head master:  those  teacher  guides  are written  for  each  subject  separately from G4 to G6, and is like a lesson plan. 

      Teacher:  very  good,  how  can we  use  the  teacher  guides,  and  how we  can have it? 

      Head master:   for each  lesson of the text book there  is a guide written  in TG, that  includes even  lesson objectives,  lesson activities, homework questions and their solution,  these are all  the  things  recorded  in TG and also  for each science and  math  subject  there  are  DVDs,  which  includes  all  the  experiments,  are attached to science and math TGs. And good news is that now all teachers’ guides are in DEDs and we can contact to DED to receive them for our schools and start using of them. Teacher1: Oh, my god that is great. 

• Teacher2: that is great!  

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33 ضميمه

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1 Badakhshan Baharistan Baharak / Badakhshan 88.72 Badgghis Hanzala Badghis 91.43 Baghlan Taraj-Mir Puli-e-Khomri 91.34 Balkh New Bahari-Balkh Balkh / Balkh 89.05 Bamyan Bamiyan Bamiyan / Bamiyan 88.06 Daikundi Nilli Nilli / Daikundi 88.57 Farah8 Faryab Qoyash Maymana / Faryab 89.09 Ghazni Jahghori Jahghori / Ghazni 90.010 Ghor Sada-e-Adalat Chaghcharan / Ghor 91.411 Helmand Muska Lashkargah / Helmand 94.312 Herat Neday Sobh Ghoreyan / Herat 91.513 Jawzjan Armaghan Shiberghan / Jawzjan 89.914 Kabul City Sada-e-Zan Kabul City / Kabu 96.315 Kabul Province Qara Bagh Qara Bagh / Kabul 91.316 Kandahar Speen Boldach Kandahar 96.017 Kapisa Sada-e-Nijirab Nijirab / Kapisa 96.018 Khost ZwanGhan Khost City / Khost 99.719 Kunar20 Kunduz Jayhoon Imam Sahib / Kunduz 88.521 Laghman Kawoon Ghag Mehtarlam / Laghman 90.022 Logar Mili-Paygham Mohammad Agha / Logar 94.023 Nangarhar Nargis Jalalabad / Nangarhar 88.624 Nimroz Sada-e-Dost Zarang City / Nimroz 78.925 Nooristan Barg i Matal26 Paktia Pakita Ghag Gardiz / Paktia 94.227 Paktika Paktika Ghag Sharan / Paktika 88.028 Panjshir Khurasan Bazarak / Panjishir 88.929 Parwan Sade-e-Solh Jabalussaraj / Parwan 96.730 Samangan Sada-e-Haqiqat Samangan 91.031 Sar i Pul Banoo Saripur City / Saripur 87.732 Takhar Takharistan Talqan / Takhar 88.833 Uruzgan34 Wardak Yawali Ghag Sayed Abad / Wardak 88.535 Zabul

No.Frequency

FMLocationProvince Name of Radio

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1

Report of In-School Training Handbook Development Workshop

Yumiko Ono

Aim:

To develop in-school training handbook as a tool which supports the in-school training which

teachers learn together in a school by using teachers' guides

Objectives of the workshop

1. To find out why the teachers’ guides are not used in classrooms

2. Based on the findings, to think about problems of the traditional training system

3. To think about contents of the handbook as a supporting tool with considering new teacher

training system as continuing school-based teacher professional development

Period: May 30, 2009 to June 10, 2009 (9 days)

Time: 13:30 – 14:30

Participants: 12 persons

Name  Affiliation Ghulam Rabaniludin  CTD Rabia Mansoor  CTD (Physics) Husinia Tareen  CTD (Biology) Wahida Sydiqi  TTC Homa Azimi  TTC Wazhma Meeran  TTC Shapairai Wardak  TED Nezamuddin  CTD (Math) Mehnaz Tokhi  CTD (Math) Jamshid Zaynal  CTD (English) Sima jan  TED Atiq Ahmad Shinwari  CTD (Science) 

May 30

The aim and objectives of the workshop were explained and then the participants introduced

themselves. The sample of teachers’ guides was distributed. An assignment “Think reasons why

teachers do not use the teachers’ guides” was given.

May 31

The participants were divided into two groups. Each group wrote the reasons why teachers do not

use teachers’ guides on Post-it (small piece of paper) and then grouped the similar reasons, and then

find out the relations of the groups. The participants from TTC were not interested in the activity

because they did not join the teachers’ guide development workshop and teachers training. The

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2

participants did not understand the “label work” and they copied the same things on the big paper.

Therefore, the plan of the workshop was changed and all participants worked together instead of

group-work. The copy of a part of ”Global perspectives on teacher learning: improving policy and

practice” (2007) published by UNESCO was distributed. But they said they did not have time to read

because of busy.

June 1

They continued the activity from the previous day, and they presented the findings. Their analysis

from the label work was not satisfied and they need more training. They have not experienced to see

problems structurally. Japanese expert and our staff showed the problems divided into three

categories, such as problems of Ministry of Education and Provincial Education Department

(teachers’ guides have not delivered yet), of teachers’ guides themselves (heavy, words difficulty),

and of teachers (regarding subject matter and social and economical). They agreed that INSET is

needed in order to solve the problems regarding subject matter.

June 2

Based on the label work, after showing clearly that understanding of subject matter which is a part of

the problems of teachers would be discussed, it is explained that learning of teacher have already

started before becoming teacher with the UNESCO data. He/she learns how to teach from his/her

teacher, teaching in a classroom depends on his/her experience more than what to learn in PRESET,

teaching experience in first year is important to improve his/her teaching after all, INSET has two

purposes, getting qualification and his/her ability growth. The one which aims the ability growth is

called Professional development which includes a seminar and workshop. The participant from TED

who has experienced TEP trainer explained the TEP workshop. It was cascade type, 26 days training,

four 90-minute sessions a day, focus on teaching method, conducted in school, and able to

participate only once. Also participants told that there are workshops which are conducted by other

NGOs. Then the STEP expert told them that teachers in Kabul have many opportunities to take

workshops, but the performance of students is not good enough. One of the reasons is the process of

professional development. UNESCO data shows that it should focus on subject matter, be

teacher-participated type, correspond to national policy, be for long term, help to reform (mental,

network, learning group, resource center, etc), and co-teachers from the same school could

participate. Then it concluded that a continuing school-based teacher professional development is the

main way of a teacher training from now on.

June 3

We showed G4 science and math test and asked difficulties and other comments

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Students have not be familiar with answering the name of body parts

30 minutes is not enough to answer all questions

Fractions are difficult

Written test is difficult

Told that all questions came from the textbook, time of 30 minutes might be short, but all students

took it under the same conditions. Next explained the place where the test was given, and asked

them to guess the average score. Out of 12 participants many guessed 12, 10, or 8, and only two of

them guessed lower score such as 4 or 6. Showed the result and asked them to think and discuss why

the test score in Kabul was low in groups.

As a result, they said that there are too many students in a class, one period of lesson is short because

of 3 or 4 shifted system, school environment is bad, teacher are proud of themselves and do not

listen to others, quality of teacher is low, there are class which does not have a teacher, monitoring of

administration is weak, teacher goes to classroom without preparation because he has higher

qualification.

Japanese expert pointed out that one possible factor is that the average age of students in Kabul is

one less than of Badakhshan. And the Japanese expert explained that other reasons are that the lesson

time in Kabul is shorter than other places, and teacher does not use time effectively. It concluded that

using teachers’ guides makes the lesson objectives clearly, and a teacher could use time effectively if

he follows the lesson flow in the teachers’ guides, and it is very important to distribute and to

promote using teachers’ guides.

 

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Topic What is Teachers' Guide?Objectives The participants understand what teachers' guideLearning MateriUser's Manual: Chapter 3

Teacher's Guide, G4-6 Mathematics

Time Kabul/JICA ChagcharanCheck visual and audio condition. Depending onthe connectibility, only audio from Kabul side.

Prepare name cards with grade they teach

Connect computer to monitor screenBlank paper

0 Greeting: Building rapportGood afternoon. My name is Hassan, STEP 2Facilitator.It's nice to see teachers in Chagcharan.Good afternoon. My name is ProfessorChikamori, STEP 2 expert.Isn't it nice that we can see and hear each othereven when we are so far apart?Befor we star, could you quickly introduceyourselves?

Participants introduce by themselves.

(When finishes) Thank you.5 Introduction of Session objective

I think all of you know why we are here today.(Ask one of the participant about the objective ofinteractive TV session.

One participant answers.

Yes, today, you will learn what teachers' guidesare. Why and how it is developed, and what itTomorrow, we will conduct some demonstrationlesson using this Teachers' Guide.Any question? (if any, answer quickly. Don'tspend too much time)

10 Why TG was developed?Mr/Ms A, when did you receive new math A answers.All of you us new math textbooks? All answer.What is the characteristics of new mathIn other words, how are they different from oldtextbooks?(Ask one or two participants. Should be differentfrom previous ones)

Good: it is more visually attractive. It is printed incolors, more pictures.More important is that new Afghan nationalcurriculum framework encourages teachers topromote active learning using textbooks.Teachers' guides are developed for teachers whoare not familiar with the idea but who are eager tohelp students learn better and more.

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20 Exploration of TG: Framework and StructureLet's open TGs and find out how it is organized.Please make 2 groups of 5 teachers.I give you 10 minutes to look at the guide Participants explore TG and find out the general structure of TG.Take a note how TG is organized, whatinformation each lesson plan has.Later, I will ask you how TG is organized.(Give 10 minutes to explore TG)(Skype camera shows how teachers work)

30 Group A, what did you find? Group A: one teacher shares their finding.35 Group B? Group B: one teacher shares their finding.

40(Shows a chart of TG organization and lessonplan structure)Yes, both groups captures the important aspectsof TG.This is the overall framework of TG.(Explains the items listed in page 5 of user'smanual; Chapter 3. Remind chapter endFrom your experience, what information looksuseful for you to teach?

Volunteers answer.

45 Any question about general structure and lesson Q and A

55I'd like to ask Prof. Chikamori to comment ontoday's session.

Listen

60 ConsolidationToday, we quickly studied what is TG and how TGis organized and structured.Please take a look through TG and come backwith more questions tomorrrow.Thank you for your active participation.

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Feedback on TG Use Workshop from Ghor TTC Lecturers

I have a positive opinion about skype session and hope to make longer the time of training and also

pay an amount of money for participants.

It was very good skype session, but we wish to implement more effectively for school teachers.

This training will solve the problem of teacher; therefore for implementation of this program we

need the following items:chairs and table, teaching items

A lot of useful issues have been written in the teacher’s guideline book for teacher’s help during

teaching.

- So the teachers must be use from this book for their daily plan.

- Such kind of workshops should be held constantly.

- Give some more time in the workshop.

At the end I propose to set up such training in Ghor province in the future as well.

1. In my point of view such type of trainings are more important and fruitful for teachers.

2. The teacher’s guideline book was really good for the teachers of Teacher Training Center and we

learned vital issues in the teachers’ guideline.

3. This training was the first and with high attractive.

4. This type of trainings should have continuing in the future.

1. This was the first time for me to see Skype session and it was interesting.

2. Regarding the Teacher’s guideline, we familiarized with more new info.

3. Due to we wasn’t familiar with online session, we emphasize on live study in the future.

We have positive opinion about this training and the activities which are done through Skype and

ask teacher’s idea is very useful a benefit as well as they for their current teaching and also it’s a

good direction for the students which they want to be teacher in the future.

Whatever that we discuss about an issue that issue become clear and specific.

- If the training continues it would be good to discuss on scientific issues.

- It would be better to conduct such trainings for school teachers.

- If the teacher’s teach this program presently it could be fruitful.

- Meanwhile, it would be nice to keep relationship between didactic and Education departments.

Even though it is effective, but action and performance is unavailable, if our teachers exactly use

from this kind of instruction for teachers, the lessons would be effective.

So our main demand is to prepare such kind of necessary facilities make them accessible for the

teachers, and it might not be accessible to the teachers after a couple of years, these book should be

accessible to the teachers as soon as possible.

The lessons for today was partly effective and some unknown issue of teacher’s guideline were

dissolved, so the Afghanistan teacher’s specially Ghor province that they are deprive even some

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number of schools didn’t have accessibility to blackboard and chalk, How they can use from inside

issues? Once a gain we appreciate from your cooperation.

It was very good skype session it is very useful for teachers especially for school teachers they

can…. Their students they can keep theme active in the class and also they can use from different

methods during their teaching.But we have some problems in Ghor province in education area.

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37 ضميمه

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June 15

Report of Skype Distance Workshop on TG Use

Date:June 14, 2010 13:55-14:22 June 15, 2010 13:38-14:30

Venue:JICA Afghanistan office meeting room (Kabul)/Chagcharan PRT meeting room (Ghor)

Participants: Kabul: Ms. Taguchi (JICA Afghanistan), Prof. Chikamori, Hassan, Hanifa, Zia(STEP2) Chagcharang:Mr. Imau, Mr. Osman Yaqubi, Ghor teachers

Government employed students in Teacher Training Center.No Name Father's Name Department Semester Related School

1 Sayfadin Abdul Rauf Dari Third Sultan Allawadin Ghori2 Khaliqdad Sakhidad Social Third Akhtakhana school 3 Mohammad Abdulhaq Social science First Sufak School 4 Sohaila Jan Mohammad Dari First Daray Qazi school 5 Gull Chira Ghulam haidar Dari First Sultan Razia high school 6 Ghulam Hazrat Ghulam Mohyadin Mathematic First Kasi high school 7 Mohammad Nabi Ghulam Rassol Religious subject First Qutus school 8 Abdul Ahmad Abdul Ahad Social science First Madrasa school 9 Kishmer Janbaz Pashtu First Sultan Allawadin Ghori

10 Mohammad Haidar Mohammad Azam Dari Third Tasraqay high school 11 Ahmad Aqah Mohammad Social science First Taqay temor high school 12 Farzana Ghulam Ali Dari First Sultan Razia high school 13 Roshan Abdul Karim Dari First Sultan Razia high school

Translated by: Mohammad Osman Yaqubi

1. Overview and Aim Following the Skype distance lecture for Ghor TTC lecturers on June 8th, two-day workshop on TG use for 13 in-service teachers (2 female teachers/11 male teachers) was conducted on June 14 and June 15. The aim of this lesson was as follows:

①Understand the background, structure, and framework of teachers’ guides ②Experience a lesson using TGs

2.Implementation Process 2-1 June 14 (Mon)

1)The session facilitated by Ms Hanifa started five minutes after the Skype was connected at 13:50.

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2)After the self-introduction, group activity started at 14:00. Participants in three groups took note on what they found by checking the content and the structure of teachers’ guides.

3) Presentation was done by each group after 10 minute group activity. 4)Once the facilitator was about to explain the structure of teachers’ guide, the Skype

suddenly disconnected. The connection did not recover after one hour, which resulted in the cancellation of further session.

2-2 June 15 (Tue) 1)Right after the connection started at 13:38, the session started with the last part of previous

day (the above 4)).

2)Only one math teacher among participants started a model lesson on Math. Seeing the lesson content extended to the planned lesson plan, Prof. Chikamori requested Mr. Hassan to point this out. The lesson stopped in the middle once Mr. Hassan pointed out as requested by Prof. Chikamori.

3)As a result of this, the post-lesson conference was not fully conducted. Lastly, free discussion started.

3.Evaluation 3-1 Cause of interruption of model lesson It was Prof. Chikamori’s careless request that stopped the implementation of session as

described in the manuscript. Although the implementation method of model lesson is still an issue to be discussed, no comment during the lesson should be made.

3-2 Issues particular to distance lecture Sound and pictures are mostly satisfactory for Skype. The computer screen was projected on the meeting room wall. Due to the low dissolution of picture, it is still hard to see the detailed facial expression and its change. For this reason, interaction between participants and facilitator is not necessarily smooth which we cannot help avoiding in the use of Skype. Although these issues are largely caused by both hard and soft aspects such as connection speed and capacity as well as the experience, some measures need to be considered for improvement.

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Feedback on TG use Workshop from Ghor Teachers

June 14

1. New printed books familiar teacher’s with teaching plan.

2. In my point of view the new printed books are good facility for teachers and students.

3. As I have read the books of grad first and fifth they are more difficult for students.

I have nothing to say due to for capacity building of teachers and children of this country we hope to

conduct more training.

As I have read the Mathematic book of class six, the point which were interesting for me at the first

page of book the teaching time was mentioned 45 minute, so during these 45 minutes students and

teacher will not be free and also prevent from time losing as well.

In my point of view if the teachers implement this book they will never face to any problem.

As we have studied the mathematic guidance of class six, so everything which has been written in

the previous education development curriculum and new education development curriculum has five

main point which really important as follow.

1. The purpose of each lesson is clear.

2. The activities of students are specified.

3. The activities of teachers are specified.

4. The question that must be answered in class mentioned.

5. In every lesson the students have homework.

I am sure that after the finishing of this workshop I can teach everything which I taught to the

school, therefore I am new employed teacher it helps me to use better methods of teaching to the

school.

My wish is to receive these books as soon as possible to implement in the school and desire from

Japanese Embassy to teach us Computer courses and after that we could teach for students in the

schools due to in Ghor province we have lots of problem with computer.

The new printed books have lots of interesting issues like, Teaching plan, Point of teaching and also

purpose of teaching. The students have portion and teachers are observer w are happy about the new

printed books.

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The teacher’s guideline book was good which all the interesting issues have been added in that the

students can learn very well.

The new teacher’s guideline printed on the best quality and all the guidance that was important for

teachers it’s clearly mentioned in this book.

We are happy regarding this session and also we hope to set up such training in the future as well.

The new printed books are very difficult, because they are consist of everything, and the students

activity plan is easy learning, but in some religious subjects that were printed before they were

consist of everything but the new prints are shortened, so what is the reason? Also the new printed

books are not bulky and the books for classes (first, second, third) are very different because they

consist of difficult works so the teachers are complaining about the teaching materials.

We studied the teacher’s guideline book very exact and solved the problems.

The problem is there that some new things difficult added to the new books.

1. The aim of the lesson added very well.

2. Subject of lesson.

3. The lesson plan determined.

June 15

I have a positive idea regarding the teacher’s guideline and it’s helpful for the teachers to teach

lesson on the right way and hope to prolong the time of this training.

The training was interesting, but the period was less so we wish to continue this kind of training in

the future as well.

This program was really great program, but the time was limited I propose to prolong the period of

training and also give perdiem for participants and once again I appreciate the holders of this

program particularly JICA office.

We are happy about such type of trainings and thanks for the publishing of Teacher’s guideline.

This training was interesting and we wish to prolong the period in case of possibility and we hope

from JICA to pay an amount of money for the participants.

I am happy for conducting of such trainings for teachers and we wish from JICA to pay 50 USD for

the participants of training for encouraging them.

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I am totally satisfied with this training and wish to continue in the future and also it would be good

to provide perdiemfor participants of skype session.

The training was perfect, but the time was limited if in the future you are conducting this type of

training the time must be longer for us to learn something and also provide perdiem as teachers

have low salary it can be an aid for them.

1. After the conducting of such trainings it would be fine to give perdiam for the participants and

it encourage the teacher’s to be on time and follow up the lessons.

2. I am sure if the JICA provide perdiam for participants of this training it will be100 percent

benefit.

This was a great program, but the time was limited, if you continue in the future it would be

fine.And I appreciate from the organizer of this program.

出典:STEP2 内部資料

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INSET II workshop report (11th day)

Date: (2010-09-02) Venue: TTI (Teacher training institute) Time: 7:00 – 12:00 Topic: Teacher’s Guide introduction No of Participants: 56 (annex 1)

- The participants (G1-G6) were prearranged in 2classes. (Group A and Group B) - Facilitators allocated for each class: Group A (Mr. Hassan and Mr. Zia) Group B (Mrs. Hanifa and Mr. Rafi)

Time Activities 07:00–07:40 - Recitation of Holly Quran by one of the participants

- After greeting and self-introduction, we briefly communicated about STEP (1&2) activities.

- Then participants introduced themselves one by one (name, assignment, subject and province).

- Distribution of program handout and then objectives of session introduced.

07:40– 8:10 - We divide the participants into 5 groups (5 or 6 members), and delivered one set of G4 TGs to each group.

- Then we asked them to discuss about differences of old and new education curriculum in their groups. (10min)

- One participant from each group declared result of their group work in turn.

- Then, facilitator talked about teacher’s problems in teaching and necessity of TG development based on new textbooks.

08:10-09:10 - Since all groups have all grade 4 TGs, so the facilitator

assigned each group to work on one chapter of math and science TG (2groups worked on science and 3 groups worked on math in the Class A). In class B (3groups worked on G-4 Dari TG and 2groups worked on science TG).

- After a look on TGs, participants wrote their findings and result of their group work in a chart (20 min)

- Then one member from each group presented (each group 10 min)

09:10-09:45 - User’s manual chapter 2 and 3 handouts distribution in ClassA (classB distributed user’s manual before group work on TGs).

- Detailed introduction of teachers guide by facilitator, referring to presented charts by participants. And focused the missing points of participants

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- Then we asked volunteer to teach a model lesson using grade 4 science teachers’ guide.

Names of volunteer Teachers: Class A, Sayed Nader (JACK Team leader in Badakhshan province)

Class B, Jamshid (JACK Team leader in Takhar province) - We gave the option of teaching lesson to volunteer teachers;

finally, they selected these topics (Domestic animals in Class A and plants in class B).

- Dear participants; you should act as G4 students during model lesson and take note (Facilitator said)

09:45-10:15 - Break

- Preparation for model lessons by both teachers. Namely, making teaching materials and studied lesson plan in TG

10:15-11:00 - Model lesson 11:00-11:40 - Called for regrouping in the same groups

- assigned groups to write their comments and comparison about:

• The lesson taught by their colleague (by using TG) • The science lessons they already observed during their

observation in the classes in their relevant areas (without TG). (suggested by Prof. Ono)

- Then one member from each group presented what they wrote in charts.

11:40-12:00 - Wrap up and review of today’s session by facilitator - Asked participants to write their comments about today’s

sessions in papers - Recollected their comments - The end

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(Annex 1) Group (A)

No Name Assignment Organization Province 1 Ghulam Rabani P.M Jack Kundoz 2 M.Zahier TL Jack Badakhshan 3 Asadullah TL Jack Badakhshan 4 Naqibullah TL Jack Badakhshan 5 Abdul Kabir P.M Jack Takhar 6 Abdul Qudos TL Jack Samangan 7 Abdul Khalil C.M Jack Baghlan 8 Jan Mohammad T.M Jack Baghlan 9 M.Raza TL Jack Baghlan

10 Sultan.M TL Jack Baghlan 11 Masood T.M Jack Baghlan 12 Aminullah C.M Jack Baghlan 13 Sayd Nader TL Jack Badakhshan 14 Ubaidullah TL Jack Badakhshan 15 Sayd Naser TL Jack Badakhshan 16 M.Akbar Jack Badakhshan 17 Sayd Danish Jack Badakhshan 18 Abdul Khalil Jack Badakhshan 19 M.Sharif Jack Badakhshan 20 Shafiqullah Jack Badakhshan 21 Jawid Jack Kunar 22 Hazrat sayed Jack Kunar 23 M.shafiq Jack Kunar 24 Yahyakhan Jack Kunar 25 Najebullah Jack Baghlan 26 Abdul Nasir Jack Badakhshan 27 Zaidullah Jack Badakhshan

Group (B) No Name Assignment Organization Province

1 Zabihullah DTL Jack Kundoz 2 Shafiqullah Jack Kundoz 3 Fazulrahman DTL Jack Kundoz 4 Ubaidullah Jack Kundoz 5 Sarajudin Jack Kundoz 6 AbdulMusauer DTL Jack Takhar 7 SaydAkram DTL Jack Fariab 8 Esmatullah Jack Fariab 9 M.Askar DTL Jack Fariab

10 M.Timor DTL Jack Fariab 11 Ahmad Khalid DTL Jack Fariab 12 Naqibullah DTL Jack Fariab 13 Ehsanullah DTL Jack Faryab 14 Sayd kamal DTL Jack Faryab

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15 Abdul Salam S.T Jack Samangan 16 M. Unuos TL Jack Samangan 17 Zuhrudin DTL Jack Takhar 18 Abdulbasir DTL Jack Takhar 19 Firozkhan TM Jack Takhar 20 M. Najib DTL Jack Takhar 21 Ahmadullah TM Jack Noristan 22 Zar Alam PM Jack Noristan 23 Abdulhaq PTL Jack Noristan 24 Akram khan DTL Jack Baghlan 25 M. Naim PM Jack Baghlan 26 Jamshid PM Jack Takhar 27 Abdul Salam DTL Jack Kundoz 28 M. Afzal ST Jack Kundoz 29 Abdul Bashir CM Jack Takhar 30 Zia U llah DTL Jack Noristan

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15/06/2010, chikamori/STEPII  

The session framework of Teachers’ guide (TG) sessions in the UNICEF workshop (Draft‐1) 

 1. Morning session (2 hours: timing will be finalized later)      1‐1 Topic: What is the Teachers’ Guide?     1‐2 Objectives: Participants can understand TG in terms of the following issue;             ‐Purpose of development in relation to the New Curriculum Framework               ‐Framework and structure     1‐3 Outline of session 

                ‐Introduction of session objective together with the objective of afternoon session.         ‐Lecturing, and questioning and answering about the purpose of development of TG 

through the comparison between old and new textbook.     ‐Group working (4~5 participants/group) on the learning of framework and structure of 

TG including exploring and discussing the general framework and structure of TG in a group, and presenting the outcome by each group. 

    ‐Discussion for consolidation: Reflecting on the learning of morning session   ‐Picking up health related topic from the chapters of G4, G5 and G6 science text book for the model lesson: The health related topic are picked up from the sections of following chapters of G4, G5 and G6 science textbook; 

               G4:                   Chapter 6    Cleanliness                   Chapter 7    Disease and its cause                   Chapter 8    First aid               G5:                   Chapter 9    Germ and parasites                   Chapter 10 Narcotics and intoxicating substance               G6:                   Chapter 7    Cause and type of infectious disease                   Chapter 8    Narcotics and intoxicating substance    2. Afternoon session (2 hours: same as above)      2‐1 Topic: Let’s try a model lesson using TG     2‐2 Objectives: Participants can understand how to use TG for teaching through practice.     2‐3 Outline of session             ‐Introduction of session: Using lesson plan from a TG to conduct a model lesson.             ‐Selecting a volunteer to role play a teacher: The rest of participants role play as 

students.               ‐Selected volunteer conducts his or her model lesson and the rest of participants 

behave as children.             ‐Post‐lesson reflection             ‐Discussion for consolidation regarding the facilitation of session as a trainer 

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Day-1 روز اول Topic What is Teachers' Guide?Objectives The participants understand what teachers' guide is.Learning Material User's Manual: Chapters 2 and 3

Teacher's Guide, G4 TG (Chapter 6 Cleanliness)G4 Science textbook ( Chapter 4)

Time/min STEP facilitator Master trainer

Greeting: Building rapportGood morning. My name is Hassan/Hanifa/Zia, STEP 2 Facilitator.It's nice to see youBefor we start, could you quickly introduce yourselves? Participants introduce by themselves.(When finishes) Thank you.Introduction of Session objectiveI think all of you know why we are here today.Ask some participant about the objective of the morning/the first session.

Participants answers.

Yes, today, you will learn what teachers' guides are. Why and how it is developed, and what it contains.In the afternoon session/the second session we will conduct some demonstration lesson using this Teachers' Guide.Any question? (if any, answer quickly. Don't spend too much time)Why TG was developed?(To all the participants) Please look at G4 science textbook (Chapter 6 printout).

All the participants looks at the printout.

(5 min after, to Mr./Ms. A) Please tell me/us what characteristics of science textbook have.

A answers.

(Ask one or two participants) the same question as above.

One or tow participants answer.

Confirming hand-outs (Print-outs of chapter 3 of user's manual and chapter 6 of G4 science textbook and G4 science TG) are ready to use.Afetr the session is over, complete sets of user's manual and TG 4 science will be given to master trainer for their facilitation in the UNICEF workshop.

Dari translation

Before session starts

0~5

5~10

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(To all the participants) Is anyone who can answer the difference between new and old textbooks?

Someone can answer.

(Even if noone can answer) Good: it is more visually attractive. It is printed in colors, more pictures.More important is that new Afghan national curriculum framework encourages teachers to promote active learning using textbooks.Teachers' guides are developed for teachers who are not familiar with the idea but who are eager to help students learn better and more.(To all the participants) Please read the chapter 2 and the first paragraph of chaper 3 (before the difference between G1-G3 TG and G4-G6 TG) of TG user's manual.

Participants read the chapter 2 and the first paragraph of chapter 3 of user's manual.

(To all the participants) Please ask any question about the reason why TG was developed. If someone asks, facilitator gives answer.

Someone may ask his or her question.

Exploration of TG: Framework and StructureLet's open TGs and find out how it is organized.Please make 2 groups of 5 teachers.(After qrouping is over) I give you 10 minutes to look at the guide carefully.Take a note how TG is organized, what information each lesson plan has.Later, I will ask you how TG is organized.

(Give 10 minutes to explore TG)Participants explore TG and find out the general structure of TG.

60-65 Group A, what did you find? Group A: one teacher shares their finding.65-70 Group B? (Same question) Group B: one teacher shares their finding.

(Shows a chart of TG organization and lesson plan Yes, both groups captures the important aspects of TG.This is the overall framework of TG.(Explains the items listed in page 5 of user's manual; Chapter 3. Remind chapter end questions.From your experience as a teacher, what information looks useful for you to teach?

Volunteers answer.

85-90 Any question about general structure and lesson plan? Q and A

90-100

Reflection on the learning in this session:I will give you 10 min and please discuss what you have learned in this session.(Give 10 min to discuss the learning in the session)

Participants discuss and write down their learning on a white paper.

100-105 Group A, What did you learn? Group A: one participants shares their discussion.105-110 Group B? (Same question) Group B: one teacher shares their discussion.

ConsolidationIn this session, we studied what is TG and how TG is organized and structured.Please choose 2 voulnteers from each group who will play a teacher and a student in a demonstration lessons in the next session.

Particpants choose 2 volunteers.

Thank you for your active participation.

10-40

70-85

110-120

40-60

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Day-2 روز دوم

TopicLet's compare the lessons without and with using TG.

ObjectivesThe participants not only familiarize themselves with TG use but also realize its positive effect.

Learning Material Lesson transcript-1 (indicated in the reference part)Teacher's Guide, G4 TG (Chapter 6 Cleanliness, pp. 117-118; G4 science textbook: pp.86-87 5th lesson of Chapter 6)

Time/min Facilitator ParticipantsIntroduction after greetingIn this 2nd/afternoon session, we will have the two demonstrations of the lesson. The lesson topic is cleanliness in a house and environment. It is the last lesson of chapter 6 of G4 science textbook.In the first demonstration, we use the actual lesson transcript in an Afghan school.

In the second lesson, we use the lesson plan in the G4 TG of the same lesson.

Then compare two lessons to understand not only how to use TG but also how effective TG is to the lesson.Do you understand what we do in this session?Please ask any question (If any question, facilitator answers).

Someone ask, if he or she has a question.

As I said, in the first part of this session, we will see the actual lesson in one Afghan school without using TG .

Listen

Did group A already select two volunteer to role play a teacher and student? If not, facilitator ask to choose two volunteers.

Group A chooses the volunteers, if they didn't.

Volunteers read the corresponding part of lesson transcript to a teacher and student. The rest of you carefully litsen to them with looking at the transcript.A teacher teaches a lesson as prescribed in a lesson plan.Clear? (answer if any question)

Who play a teacher and student from Group A? Please raise the hand.

Two volunteers selected from the group A raise their hands.

(If it takes time or they did not select, Hassan/Hanifa/Zia names a teacher and student from Group A)

(To the volunteers as well as participants) I will give you 10 minutes to read through the transcript of the lesson.

Volunteers and participants read the transcript.

Model LessonNow, please start.

(Watch the lesson without interruption)

Role play: Volunteer teacher reads the teacher's part and student reads students's part of the transcript. The rest of participants follow their reading with looking at the transcript.

0-5

5-20

20-35

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(After the demonstration), to volunteers Chag chag chag!

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The second demonstrationDid group B already select one volunteer to role play a teacher and student? If not, facilitator ask to choose two volunteers.

Group B chooses one volunteer, if they didn't.

(To the volunteers) For the time constraint, please skip the part of 5 min of the lesson plan. I will give you 15 min to read the rest of part of lesson plan of the lesson (Cleanliness in a house and environment). So please read the lesson plan to prepare for the lesson.(To the rest of participants) Please read the lesson plan of TG to understand how to behave as a student.Model LessonNow, please start.

(Watch the lesson without interruption)

Reflection

Thank you so much. Let's give the teacher chak-chak.

From now we reflect on the two demonstrations of lessons

I will ask all of you to write 1 different things between two lessons and 1 positive effect of the TG to the lesson.

Self analysis and write the difference and positive effect of TG.

Sharing reflection

May I ask Ms. or Mr. C to write comments for us? Ms. or Mr. C writes comments on a blank paper.

First, let's compare the two lesson and share the difference between the two lessons.Each of you say 1 different thing.For effective time management, please make it short.(Take turns until all comments are shared).Next, please share the positive effect of TG on the lesson.(Take turns. Cut if one person dominates and takes too long time)

115-120

I'd like to hear from Ms. or Mr. D (Hassan/Hanifa/Zia names) how she/he found TG. What is TG useful? Helpful? If so, how and where? Could you be specific? Depending on the time, if possible, Hassan/Hanifa/Zia requests to present another participant's on TG usefulness.

(Ms. or Mr. D presents his or her comments)

Thank you again for your active participation.We hope these sessions helped you to understand what TG is and how useful it is to promote more active learning.Please fill out evaluation form about this session.

35-50

50-85

120

95-115

85-95

Participants read the lesson plan of TG.

Role play: Volunteer teacher reads the teacher's part and student reads students's part of the transcript. The rest of participants play a role of student.

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3. Case studyAs having been described in the last part of section 2, in order to create lessons with new methods and to putthem into practice, experience is the most important. However, to acquire the effective experience,preparation is essential. Case study which will be shown below is one of those methods based on exploringthe natural, social and artificial environment through concepts, senses and motion. According to NewCurriculum Framework, case study is defined that “students explore a certain topic/situation/phenomenoncomprehensively, taking into consideration all the valuable aspects that could facilitate understanding andproblem solving”. “Certain topic/situation/phenomenon” which is above-mentioned is the following lessonin science at an elementary school. Based on statements of a teacher and students in this science class, theideal lessons and pedagogical strategies which have been described should be considered. This activitycorresponds to the definition of case study.Lesson transcript-1Teacher: helloStudents: stand upTeacher: bring the homework by turnStudents: this isTeacher: why your homework is lessTeacher: open your books pleaseTeacher: what was your last lesson?Students: cleanness of clothsTeacher: greet our new lesson is House cleanness and environament cleannessStudents: yesTeacher: who can read this lesson?Student: I, I, I…Teacher: you read and the others listen to understand well.Students: In a clean and fresh house every thing and material of the house are located in regular place.Here is no place for growth of microbes around a clean house. Clean house are build as the sunshine in it. At the yard of clean house beauty trees should be planted in a fair places. Hens and otherdomestic animals which are transferring diseases should be kept away from the house in a suitableplace. Dirt and garbage should be burial or burn away from the house in a fair place.Teacher: another studentStudent: In a clean and fresh house every thing and material of the house are located in regular place.Here is no place for growth of microbes around a clean house. Clean house are build as the sunshine in it. At the yard of clean house beauty trees should be planted in a fair places. Hens and otherdomestic animals which are transferring diseases should be kept away from the house in a suitableplace. Dirt and garbage should be burial or burn away from the house in a fair place.Teacher: I am describing the new lesson for you to understand betterTeacher: the house a place that you live there and environment is the round and round of your house,neighbor, streets are called environment, so we are saying cleanness of house and environment. Weshould clean our environment as our house if the environment be unclean the house also could not beclean thus the fly and another things will come from environment and the fly is cause of sick andillness. As you know the fly is the cause of transferring disease and microbes and it is the reason ofcreation sickness.In a clean and fresh house every thing and material of the house are located in regular place. Here isno place for growth of microbes around a clean house. More over clean house should be buildingas the sun shine in it. Because the sun shine is good for prevention of microbes. Even the sun shine isgood for human body too. And for our cloths is good to put the cloth under the sun shine for 15-30minutes. The bed and the sleeping cloth should be put under the sun shine every week because thesun shine remove the microbes and disease.At the yard of clean house beauty trees should be planted in a fair places. Hens and other domesticanimals which are transferring diseases should be kept away from the house in a suitable place.Another issue is that whenever we keep hens we must to keep them in fair place. So hens alsotransfer the flue to the human.Dirt and garbage should be burial or burn away from the house in a fair place.

Reference to the 2nd session of UNICEF WS (Cited from Biology Teaching Methodology Textbook I-6, pp.33-35 in English version)

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Teacher: this is our lesson I hope you understand and please do these issues in your daily life.Teacher: now I am asking you some question that you understand or not?Teacher: What is the effect house and environment cleanness on health?Students: cleanness takes us away from any kinds of microbes and we look clean and pure.Teacher: yes the speech of your classmate is all right and you keep your cloth and body clean.

This class is the sixth lesson of Chapter 6 of G4 and its title is “Cleanness in a house and environment” (I-4,Table 2). As shown in Table 2, objectives of this lesson are as following 3 points;1- Students should know how to keep clean the house.2- Students should know the effect of house and environment cleaning on their health.3- Students should know how to prevent the dirt from their house environment and it around.Based on the statements of the teacher and students and objectives of this lesson, following two issues,namely, “connection between the teaching methods used in this lesson and achievement of its objectives” and“good points, challenges to be improved and its solutions” will be discussed below.

(1) The teaching methods used in this lesson and its purposeThe teaching methods used in this lesson are “lecturing” and “question and answer session“. In order toachieve objectives 1-3, teacher offers students “the knowledge regarding purposes, means and advantage ofkeeping clean home and its environment” through lecturing. Then, to make sure the effect of lecturing, thequestion along with objective 2, “What is the effect house and environment cleanness on health?”, wasmade in “question and answer session”. However it is not clear whether objective 1 and 3 have beenaccomplished by the teacher’s lecturing.p. 35(2)Good points, challenges to be improved and its solutionsIt is praiseworthy that students are encouraged to participate in class through reading textbooks and makingquestions, rather than teacher talks one-sidedly. However, there are some challenges to be improved, forexample, reading a textbook and teacher’s lecturing occupy most of the lesson so it lacks variety oflearning activity, and the teacher did not check accomplishment of other 2 objectives.Now, how should these two challenges be improved? Regarding the first one, a textbook and TG suggestthat students are divided into groups and have group work and group discussion supposing that a classroomis a house and how to keep it clean. Through these group work and group discussion, students are expectedto be able to consider learning tasks as their own challenges, based on what they hear and see in their dailylife (motivation/positive reinforcement). After this kind of discussion, students will listen to teacher withmore interest and attention, and acquire new knowledge and understanding on the basis of what they havediscussed (constructive approach).As Purpose 1 and 3 are strongly linked, a textbook suggests that a question “how could house and itsenvironment be kept clean?” can evaluate the accomplishment of both objective 1 and 3. TG also indicatesfollowing questions can evaluate students’ understanding.1- What is the effect of home and environment cleanness on our health?2- How can say that which kind of home is said clean home?3- Where should be kept domestic hens and other domestic animals?answers:1- Because that the microbes do not grow up in a clean home and environment and they can notcause diseases.2- Clean home is called to the home that all things are in proper place and arranged.3- It should be kept in a proper place away from home.Question 1 suggested by TG is about benefit on health by keeping clean, and this is also asked in the class.Question 2 and 3 are to evaluate understanding about criteria for judging cleanness and concrete methodsof cleaning. These questions make it possible to judge if objective 1 and 3 have been achieved to someextent. For information, model answers shown in TG are also noted.Without making these questions for evaluation, however, if that group work and group discussion,“supposing a classroom is a house, and having discussions how to keep it clean”, as mentioned previously isheld, it is possible to see students’ understanding related to objective 1 and 3 by making them present theirdiscussed results in class. If checking students’ understanding during the class is possible, objectives of alesson can be achieved by discussion among students in what they have not understood well. Therefore,group discussion is not only a teaching method but also an evaluation method of students’ understandingsduring lessons. By utilization of this sort of evaluation during lessons (formative assessment), it is expected

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to conduct lessons correspond to students’ understanding more (learner-centered approach).

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42 ضميمه

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No Name Province Organization Task1 Moh.Yonus Paktiya AWEC Treaner2 Mula.Khan Paktiya AWEC Team Leader 3 Said Padesha Paktiya AWEC PTL4 Nazer Moh Paktiya AWEC Senior5 Sardar Paktiya AWEC Team Leader 6 Said Hassan Paktiya AWEC Project Manager7 Ghulam Mahyodin Paktiya AWEC Team Leader 8 Zadran Paktiya AWEC Team Leader 9 Abdul Ghafor Paktiya AWEC Team Leader 

10 Hamish Ali Paktiya AWEC Team Leader 11 Hashim Khail Paktiya AWEC Team Leader 12 Moh.Yosif Paktiya AWEC Team Leader 13 Salim Paktiya AWEC Team Leader 14 Gul Agha Paktiya AWEC Team Leader 15 Ghulam Nabi Paktiya AWEC Team Leader 16 Bakht Gul Paktiya AWEC Team Leader 17 Moh.Khalid Paktiya AWEC Team Leader 18 Moh.Rahman Paktiya AWEC Team Leader 19 Moh.Nabi Paktiya AWEC Team Leader 20 Raz Mohammad Paktiya AWEC Team Leader 21 Sayal Khan Paktiya AWEC Team Leader 22 Besmullah Paktiya AWEC Team Leader 23 Sayeed Gul Paktiya AWEC Team Leader 24 Samar Gul Paktiya AWEC Team Leader 25 Asadullha Paktiya AWEC Team Leader 

No Name Province Organization Task1 Abdul Rahman Logar COAR senior Treaner2 Moh.Qasim Logar COAR Team Leader 3 Farid Ghor STARS Team Leader 4 Said Farid shah Ghor STARS Team Leader 

Islamic republic of Afghanistan                                      Ministry of Education                                                      Teacher 

Education Department                                 (DT3)Program     INSET2 attendance sheet (Provincial trainers training)       

Islamic republic of Afghanistan                                      Ministry of Education                                                      Teacher 

Education Department                                 (DT3)Program     INSET2 attendance sheet (Provincial trainers training)       

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5 Moh.Salar Ghor STARS Team Leader 6 Haji Bullah Ghor STARS Team Leader 7 Hayatullah Ghor STARS Team Leader 8 nooruhman Ghor STARS Team Leader 9 Moh.Salim Zabul JACK senior Treaner

10 Moh.Nabi Zabul JACK Team Leader 11 Moh.Qaseem Logar COAR Team Leader 12 Moh.Akbar Logar COAR Team Leader 13 Ghulam Farah HTAC Team Leader 14 Abdul Wahid Farah HTAC Team Leader 15 Ahmad Wali Farah HTAC Team Leader 16 Salim Mohammad Farah HTAC Team Leader 17 Shaista Gul Logar COAR Team Leader 18 Hazrat Gul Logar COAR Team Leader 19 Moh.Haron Logar COAR Team Leader 20 Moh.Sadiq Logar COAR Team Leader 21 Najibullah Logar COAR Team Leader 22 Moh.Wasil Logar COAR Team Leader 23 Rozada Zabul JACK Team Leader 24 Moh.Arif Zabul JACK Team Leader 25 Abdul Qadim Zabul JACK Team Leader 26 Moh.Nahim Zabul JACK Team Leader 27 Sakhi Ghor STARS Team Leader 28 Said Gul Ghor STARS Team Leader 29 Bahram khan Zabul JACK Team Leader 30 Abdul Rahim Farah HTAC senior Treaner

No Name Province Organization Task1 Qaurban Ali Bamyan COAR senior Treaner2 Moh.Zahir Bamyan COAR senior Treaner3 Moh.sarda Bamyan COAR senior Treaner4 Ezatullah Bamyan COAR senior Treaner5 Moh.Lateef Bamyan COAR Team Leader 6 Moh.Sarwar Bamyan COAR Team Leader 7 Moh.Dawood Bamyan COAR Team Leader 8 Sayed Riza Bamyan COAR Team Leader 9 Moh.Nadir Bamyan COAR senior Treaner

10 Sayed Amin Bamyan COAR Team Leader 11 Ahmad Jawed Bamyan COAR Team Leader 12 Kamaluddin Zabul PTL Team Leader 

Islamic republic of Afghanistan                                      Ministry of Education                                                      Teacher 

Education Department                                 (DT3)Program     INSET2 attendance sheet (Provincial trainers training)       

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13 Habibullah Badkhis COAR Team Leader 14 Abdul Hamid Badkhis COAR Team Leader 15 Mohsinullah Badkhis COAR Team Leader 16 Hidayatullah Badkhis HTAC Team Leader 17 Asadullah Badkhis COAR Team Leader 18 Abdul Lateef Badkhis COAR Team Leader 19 Samad Bamyan COAR Team Leader 20 Mohammad Bamyan COAR Team Leader 21 Moh.Hamid Badkhis COAR Provincial Manager 22 Moh.Nohman Badkhis CIC senior Treaner

No Name Province Organization Task1 Abdul Samad Laghman ADA senior Treaner2 Mirwais Laghman ADA senior Treaner3 Said Abas Laghman ADA Team Leader 4 Abdul Qaheer Laghman ADA Team Leader 5 Moh.Mosa Laghman ADA Team Leader 6 Habibullah Laghman ADA Team Leader 7 Rafiullah Laghman ADA Team Leader 8 Miraqa Laghman ADA Team Leader 9 Navid Kapisa ADA senior Treaner

10 Abdul Mutalib Kapisa ADA Team Leader 11 Mohmadullah Kapisa ADA Team Leader 12 Jamshid Laghman ADA Provincial T.L13 Fazludin Laghman ADA Team Leader 14 Moh.Sediq Kapisa ADA Team Leader 15 Abdul Mateen Kapisa ADA Team Leader 16 Khalil Rahman Kapisa ADA Team Leader 17 Abdul Wakil Kapisa ADA Team Leader 18 Ezatullah Kapisa ADA Team Leader 19 Shamsullah Kapisa ADA senior Treaner20 Abdul Munir Kapisa ADA senior Treaner21 Shamsullah Kapisa ADA Team Leader 22 Abdul Habib Kapisa ADA P.T.L23 Mia Rahim Laghman ADA Team Leader 24 Najibullah Laghman ADA Provincial Manager 25 Abdul saboor Kapisa ADA Provincial Manager 26 Abdul Hai Kabul ADA senior Treaner27 Moqim Khan Kabul ADA senior Treaner

Islamic republic of Afghanistan                                      Ministry of Education                                                      Teacher 

Education Department                                 (DT3)Program     INSET2 attendance sheet (Provincial trainers training)       

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No Name Province Organization Task1 Enayatullah Paktika AWEC Team Leader 2 Said Abas Paktika AWEC Team Leader 3 Moh.Shafiq Paktika AWEC Team Leader 4 Darya khan Paktika AWEC Team Leader 5 Abdul Alim Paktika AWEC senior Treaner6 Niaz Mohammad Paktika AWEC Team Leader 7 Saleem Khan Paktika AWEC Team Leader 8 Moh.Asef Nimroze COAR P.M9 Rahmat Gul  Nimroze COAR senior Treaner

10 Nazer Mohamad Paktika AWEC Team Leader 11 Asadullah Paktika AWEC senior Treaner12 Abdul Qayom Logar COAR Team Leader 13 Abdul Hafiz Logar COAR Team Leader 14 Sayed Jan Nimroze COAR Team Leader 15 Ainullah Nimroze COAR P.T.L16 Abdullah Nimroze COAR Team Leader 17 abdul Hamid Nimroze COAR Team Leader 18 Ghulam faroq Hilmand HAFO Team Leader 19 Said Wasef Hilmand HAFO P.T.L20 Ahmad Khalid Hilmand HAFO Team Leader 21 Moh.Qasem Hilmand HAFO Team Leader 22 Moh.Said Arizgan ANCC P.T.L23 Ahmad Zia Arizgan ANCC Master treaner24 Haron Arizgan ANCC Team Leader 25 Abdul Hamid Arizgan ANCC Team Leader 26 Zabihullah Arizgan ANCC Team Leader 27 Rafiullah Arizgan ANCC Team Leader 28 Ezatullah Arizgan ANCC Team Leader 29 Ajab Gul Arizgan ANCC Team Leader 30 Nasim Shah Paktika AWEC Team Leader 31 Moh.Anwar Paktika AWEC Team Leader 32 Abdul Hadi Paktika AWEC Team Leader 33 Sediqullah Paktika AWEC PTL34 Aziz Rahman Nimroze COAR Team Leader 35 Rahmatullah Paktika AWEC Team Leader 36 Meraj Paktika AWEC senior Treaner37 Ahmadullah Paktika AWEC Team Leader 

Islamic republic of Afghanistan                                      Ministry of Education                                                      Teacher 

Education Department                                 (DT3)Program     INSET2 attendance sheet (Provincial trainers training)       

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43 ضميمه

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May 19, 2009

Pre-workshop for development of TG development guideline Mr. Akio Matsuzaki

(Naruto University of Education)

1. Introduction

On May 18, the kick-off workshop for “Teachers’ Guide development guideline workshop” was

organized with writers and editors of teachers’ guides at Curriculum, Development, and Textbooks

Compiling Department (CTD). The purpose of this workshop is to review the guidelines for

development and revision of teachers’ guides when new textbooks are developed.

2. Process of workshop

After the speech of the Deputy Minister of Education, the project team briefly presented the

program of the workshop. Next, Mr. Motoyama explained about “TG framework” and “guidelines.”

Guideline is what he added explanation to some items of TG framework.

In the morning (10:30-12:00), participants brainstormed about the thoughts, issues, and points to

be improved which they had found when writing the teachers’ guides. The national staff in charge

of facilitation of the workshop was asked to collect opinions from all the participants. Mr. Motoyama

and Mr. Matsuzaki categorized them and put the post-it of key words in each item.

In the afternoon (13:30-15:00), the discussion was made, focused on “2. Knowledge for a

Teacher to teach the lesson in the chapter (Background knowledge)” and “Conclusion/Closure” in

“3-1-8. Lesson Flow” that had been pointed out most as key words.

As for “2. Knowledge for a Teacher to teach the lesson in the chapter (Background knowledge)”

whose guideline is described as “Be careful to write knowledge for ALL lessons in the chapter,

including for lesson 1, lesson 2, lesson 3, and so on,” participants discussed on the description of

guideline related to “in each lesson.” The experts suggested that not only the content in textbook but

also what teachers should know about mathematics beforehand be reflected, using an example of

mathematics.

With respect to “Conclusion/Closure,” the experts proposed that space of “Conclusion/Closure”

be left blank by focusing on the key words related to Summary, “Teacher should write.” In

response, participants suggested to include the order of content to be reflected in

“Conclusion/Closure” and points to consider in selection of content, as well as pointed out that it is

necessary to present guideline of the assessment criteria of quiz done during a lesson.

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3. Conclusion

Due to the limited availability of time, the exercise for revision of teachers’ guide based on the

new guidelines developed during this workshop was not conducted. Although this workshop could

not reach a point of completing new guidelines, it successfully provided a viewpoint necessary to

review teachers’ guides. Also, viewpoints of teachers’ guides writers including some issues faced in

the process of teachers’ guide development were presented.

It will be necessary to review the objective for development of teachers’ guide under the

common aim since there was no unified understanding of teachers’ guides so far. Moreover, it is

necessary to consider whether teachers’ guideline is standardized for each subject or subject-based

by reflecting the different features of subjects. TG1-TG3 developed during STEP1 are different from

TG4-TG6 during STEP2. Especially, the latter shows lesson flow assuming the practice of one-hour

lesson, focused on the practice. As “School teachers’ comments” was pointed out as key word, the

TG development and revision will be necessary by involving teachers who actually teach in

classroom.

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TG Revision Guideline Workshop (1st week)

Prof. Yumiko Ono

Goal: To develop TG revision guideline in accordance with the future revision of textbook

Objective of this workshop:

1. Building consensus on TG framework TG

2. Building consensus on the necessity of revision of TG1-TG3

3. Making a work plan for revision

4. List up the necessary work items for each revision activity

Period:May 30, 2009~June 10, 2009 (Total 10 days)

Time:9:30~12:00

Participants:19 people

Name Department Parwin Qarizada Lali G6 Writer Science Mir Saifullah Hashimi G4 Writer Science Frozan Khamosh G5 G6 Writer Pashto M. Aziz Tahrik G5 G6 Writer Pashto Mirwais Zadran G4 Writer Pashto Aminullah Najand G1-6 Writer Pashto M. Suhrab Dedar G4 Writer Pashto Wazhma Mehrzad G5 G6 Writer Dari Maryam Munaza Kohistani G5 G6 Writer Dari Gulam Sarwar Baghlani G1-6 Writer Dari Shakila Shams G1-3, 5 6 Writer Dari Mir Naqibullah G4 G6 Writer Math Abdul Kabir G4 G6 Writer Math Freshta Kazimi G5 G6 Writer English Sayed Nematullah G4 G5 Writer English Shir Mohammad Rawnaqi G4-6 Writer Social Studies Abdul Malik G5 Writer Social Studies Faizullah Faiez G5 G6 Writer Pashto Mohamed Rafiq Editor Social Studies

Pre-workshop for development of TG revision guideline Prior to the workshop, the pre-workshop was conducted with facilitation of Mr. Matsuzaki and Mr.

Motoyama on May 18, 2009. First, they explained the framework of TG and selected main items of

the framework based on the handout. Next, participants pointed out some issues and points to be

improved which they faced when they were writing teachers’ guides, and these opinions were

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summarized with several key words.

In the afternoon, the discussion was made for developing the guideline, focused on the following

points that had been pointed out most as key words.

1. Knowledge for a teacher to teach the lesson in the chapter(Background knowledge)

2. Conclusion/Consolidation by teacher in a lesson flow

1) is the guideline that explains the background knowledge which teachers should have when

teaching a specific chapter. The background knowledge presented in the teachers’ guide is not

sufficient as it was prepared based on the TG writers’ knowledge. Therefore, the expert suggested to

reflect “knowledge necessary for teachers” considering the academic and specialty knowledge into

teachers’ guides.

As for 2), experts suggested to leave the space for lesson summary blank so that teachers can fill

out the space. In response, participants pointed out that it is necessary to consider the order and

selection of what is included in the summary rather than leaving it blank.

It became clear that the common understanding on for whom and for what TG had been developed

was not yet shared among participants. Therefore, it is necessary to review the policy of developing

TGs with the common objective as well as to consider how to reflect the subject-specific features

and difference in structure of textbook into TGs.

1st week (May 30, 2009-June 3, 2009)

May 30

The list of points suggested by participants regarding TG framework items during the pre-workshop

on May 18 was presented to participants.

1. Concept map

Not the concept map but the relationship between lessons that consist of units is presented on

the first page of each unit. Therefore, the word “Unit structure” will be used rather than

“concept map.”

2. Background knowledge

The discussion was made on where to write background knowledge and whether it is necessary in

every lesson. The Japanese expert proposed to ask for assistance from lecturers at TTC and at

Kabul University of Education so that academic and systematic knowledge can be included in the

background knowledge, however, no one agreed with the proposed idea.

Background knowledge comes first in each chapter (unit) in all subjects but languages.

Since background knowledge is the learning material for teachers, it should be written no

matter how technical it may be found.

Information should be collected from some reference readings and internet.

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Teachers are instructed to refer the applicable page to check the background knowledge in each

lesson.

3. Objective and important points to achieve objective

Consider the objective in TG as lesson objective

The reason why the current textbook has the lesson objective is that the development of TG was

not expected at the time when textbooks were developed. Although the lesson objective in textbook

is different from that in TG in some cases, the focus should be given to the achievement of objective

presented in TG.

4. New concept

Not only concept and new words but also the definition should be added.

Some words have more than one meaning. In this case, only the meaning that applies to the

lesson should be written, and other meanings should be presented in the background

knowledge.

5. Teaching methodology

6. Necessary teaching aid

Think about the activity implementable using materials that are available in Afghanistan

Present alternative teaching aid wherever possible

7. Lesson flow

It is good to show the lesson flow in the lesson plan.

Even though some activities such as teacher’s greeting is the same in every lesson, it should be

written all the time.

It is necessary to review the previous lesson in order to check students’ understanding. If it

turns out that many students do not understand, it is necessary to teach it again.

8. Homework

In addition to the very short time available for one lesson, teachers spend much on checking

attendance and homework. If the review of the previous lesson, the teaching period becomes

extremely short. Checking the homework can assess students’ understanding of the previous lesson.

However, participants do not seem to fully understand the purpose of homework, being obsessed

with a certain stereotype about the teaching style (checking homework, review of the previous lesson,

presentation of new lesson, asking a few students to solve sample questions, assessment, and

assignment).

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May 31

The lessons using TGs (G3 Dari lesson with a female teacher and G5 math lesson with a female

teacher) were observed at STTC experimental school, and the post-lesson conference was conducted

with teachers afterwards.

At the post-lesson conference, the teacher in charge of the lesson was asked to explain how much

their lesson were following the lesson plan of TG first, and then what kind of change was made for

what reason if they made some changes. In addition, they stated good points and points to be

improved about TGs. Next, participants pointed out good points about the lesson observed.

June 1

As it seemed that not all participants fully understood the idea of group work, they were asked to

discuss over the following topics by reviewing G1-G3 framework based on the lesson observation

and group work in a subject group.

The discussion topics are:

1) The G3 TG framework is different from G5 TG framework. What kind of change is necessary

for TGs of G1-G3 G3 based on the observation of lessons using TG3 and TG5?

2) Suggest some points to consider and specific advice when revising TGs.

3) TG3 Dari and TG5 math instruct to conduct group activities.

What kind of group activity were students doing in a group?

What is the purpose of the group work? In other words, why is group work necessary in

certain cases?

What kind of advice would you suggest for the effective group activity?

Each group shared the discussion result with another afterwards. The consensus was made that the

same framework of G4-G6 would be included in TG1-TG3 when being revised.

June 2

In order to clear all misunderstandings on group work, handout was prepared based on what Mr.

Matsuzaki and Mr. Motoyama used at TTC. Reading the following five cases presented on the

handout, participants discussed by examining the suitability of group activity in each case. The

expert explained cases when group work is suitable; i.e. when teacher wants students to present

various opinions and when cooperation within a group is necessary to achieve the assigned task.

1) Practice writing new words

2) Draw a map of Afghanistan on a card

3) Conduct scientific experiment

4) Learn multiplication tables

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5) Teacher asks students “what is statistics?” in the first lesson of the unit.

Each subject team tried to plan some good examples of group work during the remaining period,

which clarified that objective of group work is not fully understood.

June 3

The following is the feedback from the Japanese expert in response to the example of group

activity that was presented by a group. It is necessary to allocate enough time for individual to

understand because acquirement of basic knowledge and competence is a must for all. Since group

activity takes time, it is used only when teachers find it necessary to achieve the lesson objective.

Group activity is related to the lesson objective.

The discussion on the rough process of TG revision is made in the last half of the session.

Obtain feedback from teachers who were using the old TGs

Check the composition of content by comparing old and new textbooks

Find the new content that needs to be newly included in TGs

Check hours allocated to each unit and chapter

Prepare the unit composition

Prepare a lesson plan based on the framework prepared for one-hour lesson

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Report on the observation of lessons of Teaching Methodology of Biology

Prof. Yumiko Ono

Prof. Ono and Prof. Chikamori observed lessons of Teaching Methodology of Biology by Ms.

Rausia, the biology lecturer at STTC, from June 8 till June 10. The lesson topics were

Lesson 1 (Content of biology and its relation with other areas), Lesson 2 (Reasons of learning

biology), and Lesson 6 (Difficulties in teaching biology in Afghanistan) in the lecture note of

teaching methodology of biology that were developed with Ms. Rausia’s participation.

The lesson is structured in a patterned way, which consists of the review of previous lesson,

presentation of the lesson objective, presentation of assignment, group activity, presentation, and

wrap-up. Not only the lecturer but also students seemed to be used to group work, and they were

expressing their opinions in an active manner.

As the lecturer is sufficiently competent in terms of volume of her voice, her speaking speed,

standing position, eye contact, active communication with students, and tolerant attitude to

students’ opinions, she can be a great model for other teachers. According to her, her teaching stile

is always “active learning” that greatly satisfies students in general.

On June 10, after the lesson, the post-lesson conference was conducted with lectures. The lesson

flow was as follows:

10:12 Greeting, checking attendance

10:15 Questioning for introduction

10:18 Explaining the lesson objective by showing the paper of it on the blackboard

10:20 Distributing handouts(about the problems of biology education in Afghanistan)

10:23 Checking that everyone finished reading

10:25 Presenting video (Lesson video of G7 that points out the importance of observation and

shows the sketch of plants)

10:37 Asking opinions about the video and group discussion about the problems

10:46 One reason per one groups is presented (five in total)

10:49 Instructing to discuss in a group on the possible solution of the raised problems

10:55 One person from each group gives presentation of the solution

11:00 Summary and assignment

The lecture commented as follows:

Good points about lessons:

- All students made positive comments

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- Each activity was conducted in a satisfactory manner

- The whole lesson was satisfactorily conducted based on the lesson plan

Points to be improved

- No issue was found

- If more time had been available, she could have encouraged students to give more opinions

and categorize them into groups. Moreover, her own idea of possible solution could have been

presented.

Comments by Japanese experts

- The lesson flow as well as the objective was clear.

- The lecture smoothly conducted the lesson with her full understanding of lesson flow.

- The lecturer is equipped with excellent teaching skills (speaking speed, volume of voice, and

standing position etc)

- The lesson structure is patterned in a positive sense.

- The writing of the lesson objective was not large enough for students in the back to read. How

do you prepare in a place where photocopier is not available? (She answered that writing on

the blackboard)

- As the teaching time is limited, it was suggested to prepare category-based worksheets of

questions regarding teachers, textbooks, and learning environment etc.

- Although everyone was expressing his/her opinion actively in a group, the presenter seemed

to be fixed. Therefore, teacher could appoint persons to give presentation in some cases.

- Since many TTCs do not have equipment of video, instead of watching video, that time (12

minutes) could be allocated for other activity. The lesson should be what is doable even in a

place where facility is not sufficiently equipped.

- The topics of observed lesson were suitable for group work. However, depending on the lesson

objective, individual work becomes more suitable in some lessons. In this case, how to

conduct active learning will become an issue to be considered.

Thoughts

As often seen in the post-lesson conference in developing countries, the lecture reacted to given

comments in a defensive manner as she was not used to receiving comments from observers.

Although the given comments were not critique but suggestions of alternatives, the lecturer pointed

1) No photocopier is available, 2) There’re too many students to prepare handouts, 3) No craft

paper and pens are available. If this applies to STTC, none of TTCs in provinces could conduct

lessons prepared in lecture note. The lecturer commented that even STTC lecturers would find it

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difficult to conduct a lesson suggested in lecture note and no one would practice it. It is necessary

to include some tricks that would rather encourage them to use and try the lecture note in spite of

these difficulties. It was not clear how much the writer of lecture note has understood about this.

Another concern is that the lesson has developed a certain pattern. According to the lecturer, the

advantages of group work are 1) it is possible to draw out various opinions from students, and 2)

students can be trained to find a compromise through discussion when they generate different

opinions. If the lecturer believes that the negotiation skills are important, it is necessary to see what

kind of scene is prepared to use negotiation skills in lecture note. For this purpose, a task that is

designed to cause a clash of opinions needs to be included.

The experts suggested the environmental problems as an example of this. By making students to

discuss to find a compromise between development and environmental problem with evidence,

students will be able to grasp the environmental problems from more various perspectives as well

as to practice closing the gap between different opinions. Since lecturer’s teaching skills is quite

high, it will be important for her to seek what kind of question should be asked to individuals or

groups in order to deepen the lesson content.

Video on obsevation of nature Group discussion Presentation

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June 12, 2009

Report on the trial lesson of Teaching Methodology of Biology 1. Date: June 11, 2009 9:15 AM-10:13 AM 2. Venue: Laboratory at STTC 3. Lecturer: Ms. Rawzia

4. Lesson title: The proper use of laboratory equipments in teaching biology:Lecture note Lesson 7

5. Participants: G13 29 students of STTC (male 12, female 17)

Outline of the trial lesson As a activity of Component 2 of STEP2, the trial lesson was conducted for the development of lecture note of Teaching Methodology of Biology that has been developed. The lesson content is based on the lesson 7 of lecture note that was already developed. Although the target of the lesson is G14 students, the lesson in General Biology targeting at G13 students was utilized. Two Japanese experts (Prof. Ono and Prof. Chikamori) observed the lesson and recorded in on the video. The outline of the lesson is recorded by Prof. Chikamori as follows;

0915 ・Attendance and collection of assignment (review of yesterday’s lesson) ・ Review of yesterday’s lesson by asking questions

0918 ・Explain the lesson outline after showing the lesson objective on the blackboard

0920 ・Explain how to use the microscopes (Activity 1) 0925 ・Divide into groups, and learn the name of each part by actually checking

the microscope 0930 ・One student draw a sketch of the microscope and points the name of each

parting the sketch (individual activity) 0940 ・One student puts the sketch on the blackboard to present the result of his

individual work by pointing at each part and calling the name of it. ・Other students share the sketch with others 0942 ・After how to change objective lenses with different magnification is

explained, the exercise of observation using microscope started (Activity 2). The lecturer gave necessary advice while walking around in a classroom.

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2

0955 ・Questions and answers about the result of observation 0958 ・How to put the microscope back after observation is explained. 1000 ・Ask questions for the assessment of objective achievement 1003 ・Demonstrate how to use magnifying glass and distribute one to each

students for exercise 1005 ・Explain how to use spirit lamp by showing ignition and extinction 1010 ・Ask questions for the assessment of objective achievement 1013 ・Announce the lesson topic of next lesson and finish the lesson

2.Comments by observer (Prof. Chikamori) Unlike the past three trial lessons focused on discussion about biology and its teaching method, the topic of this trial lesson was the use of such observation equipment as microscope, magnifying glass, and spirit lamp that are used in the biology experiment. In this sense, more detailed and individualized technical teaching is required. Considering the fairly limited time of lesson period, scarcity of available equipment, and lack of teaching staff, the lesson tends to be more like what is suggested in the lesson outline in general. On the other hand, this trial lesson is highly evaluated, considering these limitations. At the discussion with the lecturer after the lesson, the following comments were given. ・ Even if the lesson was aimed for the understanding of how to use microscope,

students would be more interested in the lesson using the biological specimen that is easily available such as stamen. On the other hand, the achievement of lesson objective might not be easy as it requires time to prepare specimen. In deciding what kind of materials/specimen is used, it is necessary to keep in mind the achievement of lesson objective, considering of some factors such as limitation of time.

・ Based on the observation of past four lessons, it was proved that the lecturer’s teaching competence is quite high. It will be necessary for her to review her own class by herself to learn on her own in order to further improve teaching skills.

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47 ضميمه

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2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson not by questioning but orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified.0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening to explanation ,answering to the question, problem solving, experimenting and presenting by individual and/or group work, and so on).

1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at the end oflesson.1: Lecturer evaluated the work and understanding of the students through the assessment either during or at the end oflesson.0: Lecturer did not evaluate the work and understanding of the students in the lesson.Comments on the lesson

Observer                                                                                 

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson). Grade mark

Subject/ Lecturer:                                                                               /

Grade mark

Number of students (Female/Male):                                                                                (F              /M                 )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grade mark

Grade mark

Grade mark

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):Time of Observation (Whole lesson time) :                 :                ~                      :                                     (                  min)Name of TTC/City/Province :                                                                       /                                    /

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48 ضميمه

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June 24, 2010

Report on Monitoring in Bamyan

1.Period: June 17, 2010- June 22, 2010

2.Names:

Japanese experts: Prof. Yonezawa, Prof. Chikamori, Ms. Yamaguchi

National staff:Hassan, Hamid, Hafizullah

3.Outline

3-1 Visit to Bamyan PED(BPED)(June 17)

The project team visited BPED for the permission to visit schools. Due to the absence of Director,

the team collected some information educational administration and management at provincial level

with Deputy Director.

3-2 Visit to Monitoring Schools (June 19-June 23)

The project team visited four out of five schools which BPED selected as monitoring schools (T

opchi, Bamiyan Boys, Bamiyan Girls, Taiboti) for the following report and survey. One school has

been removed from monitoring schools due to the internal problem at school.

(1) The project team shared the average score of math/science baseline test conducted at the time

of G4-G6 TGs in November 2008 and May 2009 as well as that of endline test conducted in

October 2009 with the principal of each monitoring school. The reported results are presented

in Appendix 1.

(2) The project team also encouraged principals to promote the use of TGs. Especially they were

requested to instruct teachers to hand over TGs when the teaching grades and subjects are

changed. The reasons for this are as follows:

・ Like in other areas, there are many cases where TGs are kept at home without being used

once the teaching grades and subjects are changed.

・ As three out of four schools have new principals, it was necessary to raise their awareness

on TGs.

(3) Data collection and supplemental survey on TG impact

・Identification of names of math/science teachers at the time of baseline test (April-November

2008)

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・Video shooting for lesson assessment as endline data

■ Findings for TG promotion and TG impact during monitoring at schools

Although specific survey on TG use is not conducted, the brief talk with principals and visit to

schools gave us impression that TGs including those for G1-G3 are not as extensively used as

desired. Even a few teachers who were actually holding TGs were seen, only one teacher looked to

be using TG.

This teacher was teaching G4 science at Bamyan Girls High School. The endline test result from

this class is remarkable not only in Bamyan city but also nationwide. Telling this result, the project

team asked why such good result is obtained. His immediate response was “This might be because

many teaching methods are taken during lessons.”

Not only this response but also his attitude shows that he is fully aware of his own teaching as well

as much interest in the relationship between his teaching and students’ performance. In this sense,

teachers whose cognitive level is high regarding teaching method and its effect may be fully utilizing

TGs. This may be only one special case, but this should be taken into account for the further

promotion of TG use.

Also, we met one teacher trainer who visits several schools with financial assistance from

UNICEF at Tai Boti on June 21. We have met another trainer from Save the Children two years

before. The science test result from this school is much higher than the average of Bamyan, but such

external assistance might explain such result. When examining the impact of TGs, it is also

necessary to consider the availability of external assistance at each school.

Moreover, unless regular visit to schools such as monthly or fortnightly visit is made to advise and

supervise teachers, the primary aim of TGs may not be accomplished. In this process, it seems a key

to finding such teachers whose cognitive level is high and appoint him as a core to promote the use

of TGs.

3-3 Lesson Observation at Bamyan TTC and Biology Model Lesson

(1) Lesson observation (June 19-June 21)

The permission for lesson observation and biology model lesson was provided by the deputy

director, Mr. Farhad, of Bamyan TTC on June 17. In addition, timetable was checked to make a

schedule for lesson observation. In addition, the lesson assessment sheet was used for lesson

observation. Findings from lesson observation are as follows:

・Lesson is performed at certain level

・ The characteristics of each lecturer is strongly reflected in each lesson

・ The assessment result varies, ranging from one till seven out of ten.

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As the observed lessons are more general, it is necessary to observe lessons on teaching method of

math/physics/chemistry/biology.

(2) Biology Model Lesson by STEP2 Expert (Prof. Yonezawa)

1. Objective

In relation with activities for improvement of lessons at TTC, a model lesson is conducted in order to

improve TTC lecturers’ skills for experiment and to demonstrate the development of lessons

including experiment.

2.Venue

Bamiyan Teacher Training College (BTTC)

3. Date

Jun 21, 2010 15:40-17:00

4.Target

About 60 students in the class of Mr. Momen Nazari, BTTC

5.Theme and significance

Theme: How to make specimen for observing cell division

Significance:There are almost no experiment and practical activity conducted in science lessons

at primary schools in Afghanistan. While one reason is pointed out as the lack of laboratory and

equipment, another reason is that no experiment is implemented in the lessons of teacher training

curriculum. A lecture on how to prepare a specimen for observation of cell division of onion

seedlings using a microscope, which is the fundamental equipment for experiment in biology, is

provided.

6.Outline of lesson

After explaining the necessary conditions in selecting the materials for observation of cell division

as well as the condition of staining solution and showing how to prepare the specimen in front of

students, he let students come front and observe the specimen using microscope.

Although the regular teaching hour was over when the observation was finished, quite a few

students still showed their willingness to try preparation of the specimen. The first group of about

ten students who have learned how to prepare the specimen explained to other groups and observed

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the slide glass which they made on their own using microscope. The observation was not necessarily

sufficient as there was only one microscope available.

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Appendix 1

Lesson plan to General Biology class in Bamiyan TTC

Date: 15:40 - 16:30 at June 21, 2010 Place: Lecture Room in Bamiyan TTC Lecturer: Prof. Yonezawa of Naruto University of Education Students: Around 70 persons in INSET course Lesson Topics: How to make specimens for observing cell division Purpose of lesson: After lesson, students should be able to prepare good specimens

suitable for observing cell division Resources: Microscope, Slide glass, Cover slip, Forceps, Needle with stalk, Petri-dish

(for germination of onion seeds), Watch glass or any kinds of shallow dish or bottle made by glass or plastic (2) (one for staining of materials, another one for rinsing of stained materials), blotting (or filter) papers, Wooden toothpick (for spreading cells well)

Reagents: 0.5% acetic violet solution for staining, 1 mol/L HCl for maceration (reagent for softening cell walls), 50% glycerol solution for mounting (reagent to avoid drying )

Time table of lesson:

Time

Lecturer

Students

Evaluation

0 min

5 min

10 min

Greeting, Introduce himself and explain topics and purpose of lesson.

Explain the procedure of experiment and demonstrate to prepare mixture of staining

solution, to dip onion seedling into staining solution. (during staining)

Greeting to lecturer

Listen to lecturer's explanation and observe the details of procedure.

Listen to lecture's explanation and write on

Take their notice for lecturer's explanation, or not.

Take their notice for lecturer's explanation,

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20 min

25 min

30 min

50 min

Explain the point to choice materials and staining solution.

Demonstrate to make specimens. Demonstrate to observe specimen under a microscope.

Let students observe the specimen switching them

State the conclusion.

their note important poin

ts. Look the lecturer's demonstration. Look the lecture's demonstration Observe the cell division under a microscope.

Listen to lecturer's conclusion

or not.

Look carefully the lecturer's demonstration

, or not.

Look carefully the lecturer's demonstration

or not. Identify the some stag

es of mitosis, or not.

(EXAMPLE of WORK SHEET for TTC STUDENTS)

Observation of cell division and chromosomes in the root tip cells of onion seedling

Your Name:

1. Plant Material - Seedlings of onion (Allium cepa L.) with 5-20 mm of root length Why do you use onion seedling as a material of the observation of cell divisions:

2. Staining solution & Reagents - 0.5% Acetic violet solution (RED-cap bottle ) - 1 mol/L HCl (41.5 ml of conc. HCl mess up to 500 ml with dist.

water)(YELLOW-cap bottle) - 50% glycerol solution (GW)(WHITE-cap bottle)

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What condition do select the suitable staining solution for observing cell divisions:

3. Equipments Microscope, Slide glass, Cover slip, Forceps, Needle with stalk, Petri-dish (for germination of onion seeds), Watch glass or any kinds of shallow dish or bottle made by glass or plastic (2) (one for staining of materials, another one for rinsing of stained materials), blotting (or filter) papers, Wooden toothpick (for spreading cells well) List up vessels which you can use instead of Petri dish and watch glass:

4. Procedure - Prepare onion seedlings with 5-20 mm of root length (3 days after sowing on the

wet cotton or filter paper using Petri dish (or any kind of dish with cover) at 25 C or 4 days at 20 C).

- Mix 7 parts of acetic violet solution and 3 parts of 1mol/L HCl in a watch glass. - Immerse root tips of seedlings into the mixture for 10-15 min at room temperature

(fixation, maceration and staining are done at the same time). - Wash root tips with water in a watch glass for 1 min or more (maximum 30 min). - Excise a root tip (about 1 mm or less) and leave it on a slide glass, then put one

drop of GW on it. - After put a cover slip on the sample, tap it with a toothpick for cell spreading. - Squash hardly the slide between a blotting paper with a thumb. - Observe under a microscope.

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List up regarding points during preparation of speciemen:

5. Observation Draw interphase, prophase, metaphase, anapha and telophase nucleus (chromosomes), and two daughter nuclei stage in each square.

(Interphase) (Prophase) (Metaphase)

(Anaphase) (Telophase) (Two daughter nuclei)

6. Write your notice on the cell division in onion root tip cells (Chromosome number, cell plate, etc.)

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Appendix 2 نين دارالمعملي محصلی براینمونه چوکات کار

و کروموزوم هایمشاهده انقسام حجره و ازيدرحجره جوانه پ

:ديسيخود را بنواسم :یمواد نبات .1

متری مل20 -5شه يبا طول ر) پايوم سيال(از ي جوانه پ-: دي نمائی مواد مشاهده درانقسام حجره استفاده مثياز رابحيچراشما جوانه پ

یزيمحلول رنگ آم. ولتيک وياست% 0.5محلول - )سرپوش بوتل سرخ(ک بنفش ي محلول است0.5 - آب مقطر آماده ی مل500زاب نمک را با ي تی مل41.5غلظت (زاب نمک يتر تيل/ مول 1 -

)سرپوش زرد بوتل ()ديساز )ديسربول سف ()GWب، ن آيگلسر% (50رول يمحلول گلس -

: ديکني شده انتخاب میزي محلول رنگ آمی مشاهده انقسام حجرویکدام حالت مناسب را برا

ليوسا. 3 یبرا(ش، ي دی ساقه، پترید، فورسپس، سوزن همراي، کورسلایيشه يد شي سلا،کروسکوپيم.

)جوانه زدن تخم ها یزي شستن مواد رنگ آمیگر براي دیکي مواد و یزي رنگ آمی برایکي (یشه ساعت دوعديش.

) گسترش حجرات یبرا ( یکاغذ فلتر، دندان خلال جوب) هيتصف(ا يلکه دارکردن ) شده ديکنيشه ساعت استفاده ميش و شيترديکه در عوض پيزيا هرچي لست کردن لوله

ن يتمر. 4ن يروز گذاشتن درب 3ز بعد ا(د ي متر آماده سازی مل20- 5شه ياز را به طول ري پیجوانه ها ⋅

روز به حرارت 4ا يد ي گری درجه سانت25ش به حرارت يديا کاغذ فلتر نمدار در پتريپارچه کتان نم دار .دي گری درجه سانت20شه ساعت ين شيتر را در بيل/ مول 1زاب نمک ي حصه ت3ولت ويک وي حصه محلول ات7 ⋅

.ديمخلوط نماقه به حرارت اتاق ي دق15- 10 یلول مخلوط بران محي جوانه هارا در بیشه هاينوک ر ⋅

).ردي گی همزمان صورت میزيت، ترنمودن و رنگ آميتثب(د يفروبر .ديبشو) قه ي دق30حد اعظم (شتر يا بيقه وي دق1 مدت یشه هارا همراه با آب براينوک ر ⋅

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جایيشه يد شي سلاید و بالايجدا نما) ا کمتر ي متر ی مل1باً به اندازه يتقر(شه را ينوک ر ⋅ .ديش علاوه نماي بالاGWک قطره يد، بعد يده

نمونه گذاشته، و جهت هموار شدن حجرات با چوب خلال دندان آنرا ید را بالايبعد کورسلا ⋅ .ميزنيضربه م

.دين کاغذ فلتر با انگشت بزرگ خود فشار دهيد را دربيسلا ⋅ ديکروسکوپ مطالعه نمايتحت ما ⋅

م آماده کردن نمونه د درموضوع نقاط درهنگايلست نمائ

مشاهده -5 از یکيدر ) کروموزموم ها (ديرسم نما رازي و تلوفهستهز، و يز، انافيتافيز، ميپروفز، ي انتر ف

.مربع ها

(Interphase) (Prophase) (Metaphase)

(Anaphase) (Telophase) (Two daughter nuclei)

.ديسيرا بنو) رهي و غینمبر کروموزوم، بشقاب حجر(شه ي ریادداشت خود را در مورد انقسام حجروي. 6

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Appendix 1

Test data of Topchi School 

Data: Topchi

Number of students Mean SD Number of students Mean SDG4 41 41 18.2 42 17 19.3G5 45 36 18.3 35 38 15G6 32 28 13.4G6 30 25 17.5 38 36 15.3

G6Total 62 26 15.5 38 36 15.3

Number of students Mean SD Number of students Mean SD

G4 48 2.8 2.19 45 2.3 2.1

G5 45 2.42 1.79 35 2.5 1.43

G6 29 1.24 1.5G6 32 1.28 1.44Total 61 1.26 1.46

Math

Baseline (May 2009) Endline (Oct. 2009)Science

38 2.66 2.02

Baseline (May 2009) Endline (Oct. 2009)

Bamiyan Total 

Number of students Average test score Number of students Average test scoreG4 326 26.4 298 29.9G5 283 25.2 255 29.6G6 341 18.1 265 24.1

ScienceEndline (Oct. 2009)Baseline (Nov. 2008, May 2009)

Test Data of Bamiyan Boys High School 

Class Number of students Average test score Class Number of students Average test score

G4A 37 0.8

G4C 36 0.3 G4C 34 2.68

G4D 46 3.1 G4D 25 4.36

G4H 33 0.3 G4E 32 1.81

G5A 22 3.1

G5B 19 0.9

G5B 30 1.9 G5C 21 1.2

G6A 42 2.9 G6B 27 0.37

G6D 26 2.1 G6C 25 0.4

G6H 39 1.9 G6D 19 2

Full score: 15 points

MathBaseline (Nov. 2008) Endline (Oct. 2009)

BamyanBoysschool

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Class Number of students Average test score Class Number of students Average test scoreG4A 35 24 G4A 41 30G4B 43 22 G4B 34 22G4C 35 21 G4D 25 31G4D 37 14G4E 43 29

G5C 21 33G5D 19 34

G5A 31 24 G5E 26 29G6A 41 16 G6B 26 21G6C 27 15 G6C 24 21G6D 38 7 G6D 19 18

ScienceBaselien (Nov. 2008) Endline (Oct. 2009)

BamyanBoys

Bamiyan total 

Number of students Average test score Number of students Average test scoreG4 326 26.4 298 29.9G5 283 25.2 255 29.6G6 341 18.1 265 24.1

ScienceEndline (Oct. 2009)Baseline (Nov. 2008, May 2009)

Test data of Bamiyan Girls High School 

Class Number of students Average test score Class Number of students Average test score

ND ND ND G4A 22 1.3

ND ND ND G4B 19 0.22

ND ND ND G4C 21 1.72

G5A 25 1.4

G5A 30 2.4 G5B 22 1.0

G5B 45 1.2 G5C 27 2.4

G5D 37 0.7 G5D 16 1.1

G5H 28 1.1 G5E 30 1.5

G6B 37 1.3

G6A 38 1.2

G6H 30 1.2 G6A 20 0.65

G6D 29 2.3 G6C 24 0.71

Full score: 15 point

Endline (Oct. 2009)

BamyanGirlsschool

MathBaseline (Nov. 2008)

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Class Number of students Average test score Class Number of students Average test scoreND ND G4A 20 59ND ND G4B 18 42ND ND G4D 24 52

G5A 30 28G5B 42 10 G5C 27 34G5D‐01 37 38 G5E 30 19G5D‐001 25 15 G5D 16 39

G6A 19 27G6A 36 15 G6B 26 30G6B 37 18 G6C 25 31G6D 31 13 G6D 18 21

Endline (Oct.  2009)

BamyanGirlsschool

ScienceBaselien (Nov. 2008)

Bamiyan Total 

Number of students Average test score Number of students Average test scoreG4 326 26.4 298 29.9G5 283 25.2 255 29.6G6 341 18.1 265 24.1

ScienceEndline (Oct. 2009)Baseline (Nov. 2008, May 2009)

Test data of Tai boti School 

Class Number of students Average test score Class Number of students Average test score

G4A 26 2.4

G4A 44 4 G4B 31 3.2

G5A 19 2.2

G5A 29 2.6 G5B 20 4.2

G6A 19 2 G6A 31 2.68

Full score: 15 point

Endline (Oct. 2009)

Tai botischool

MathBaseline (Nov. 2008)

Class Number of students Average test score Class Number of students Average test scoreG4A 26 23

G4A 47 31 G4B 32 26G5A 19 46

G5A 29 13 G5B 20 44G6A 19 18 G6A 31 33

Tai botischool

ScienceBaselien (Nov. 2008) Endline (Oct. 2009)

Bamiyan Total 

Number of students Average test score Number of students Average test scoreG4 326 26.4 298 29.9G5 283 25.2 255 29.6G6 341 18.1 265 24.1

ScienceEndline (Oct. 2009)Baseline (Nov. 2008, May 2009)

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Appendix 2(1/2) Math (Bamiyan)

ClassTeacher' nameApril‐Nov. 2008)

ClassTeacher's name(April‐Nov. 2009)

G4A Khudada G4A khudada 1 NoG5A Khudada G5A khudada 1 NoG6A Khudada NoG6B Khudada G6A khudada 1 NoG4A BegumG4C Begum G4C Jaweed 0G4D Begum G4D Jaweed 0G4H Begum G4E Jaweed 0

G5A Fatima janG5B Fatima jan

G5B Fayeeza G5C Fatima janG6A Fayeeza G6B Husain Ali ?G6D Fayeeza G6C Husain Ali ?G6H Fayeeza G6D Husain Ali ?ND G4A Haji Sajad 1ND G4B Haji Sajad 1ND G4C Haji Sajad 1

G5A Areefa ?G5A Areefa G5B Areefa ?G5B Areefa G5C Areefa ?G5D Areefa G5D Areefa ?G5H Areefa G5E Areefa ?G6B AreefaG6A AreefaG6H Areefa G6A Areefa ?G6D Areefa G6C Areefa ?

G4A Maruka G4A M. Ghadeer ?G5A M. Ghadeer ?

G5A Maruka G5B M. Ghadeer ?

G6A Maruka G6A Aziza 1Could not seeher or leftschool.

No

Couldnot seeher or leftschool.

No

Could not seehim or leftschool.

No

Change teachinggrade (G1‐3) and

subject

Bamyan Giralsschool

TG Use,1‐yes; 0‐No

Math

Bamyan Boysschool

Tai boti school

Topchi school

Baseline Endline Present teachingstatus at June

2010

Video shootingin June 2010

Left school No

Couldnot seehim or leftschool.

Teaching in BBHWill ask on 23/06 No

No

Teaching in BGH 22/06: G4 Math

Appendix 2(2/2)

Science

G4A 41 Ali Ahmad G4A 42 Ali Ahmad 1 No

G5A 45 Ali Ahmad G5A 35 Ali Ahmad 1 No

G6A 32 Ali Ahmad No

G6B 30 Ali Ahmad G6A 38 Ali Ahmad 1 No

G4A 35 NusrudinG4B 43 Nusrudin

G4C 35 Nusrudin G4A 41 Hassan 1G4 Sci. & Math inBBH

21/06: G4 Sci.23/06: G4 math

G4D 37 Nusrudin G4B 34 Nusrudin? ?

G4E 43 Nusrudin G4D 25 Nusrudin? ?

G5C 21 ma Jan (Fatima Rza 1

G5D 19 ma Jan (Fatima Rza 1

G5A 31 Nusrudin G5E 26 ma Jan (Fatima Rza 1

G6A 41 Nusrudin G6B 26 Fathima HematiG6C 27 Nusrudin G6C 24 Fathima HematiG6D 38 Nusrudin G6D 19 Fathima Hemati

ND G4A 20 Amen Jan 1

ND G4B 18 Amen Jan 1

ND G4D 24 Amen Jan 1

G5A 30 NazifaG5B 42 Nazifa G5C 27 Amen Jan 1

G5D‐01 37 Nazifa G5E 30 Amen Jan 1

G5D‐001 25 Nazifa G5D 16 Amen Jan 1

G6A 19 Ghalum Haider 1

G6A 36 Nazifa G6B 26 Ghalum Haider 1

G6B 37 Nazifa G6C 25 Ghalum Haider 1

G6D 31 Nazifa G6D 18 Ghalum Haider 1

G4A 26 Wahedullah 1

G4A 47 Bibi Halema G4B 32 Wahedullah 1

G5A 19 Habiba 1

G5A 29 Bibi Halema G5B 20 Habiba 1

G6A 19 Bibi Halema G6A 31 Habiba 1

Present teachingstatus at June

2010

Video shootingin June 2010

Change teachinggarde (G1‐3) and

subjectTopchi school

SchoolBaseline Endline

Class N

Bamyan Girlsschool

TG Use0‐No1‐Yes

Tai boti school

ClassTeacher's name(April‐Nov. 2009)

NTeacher's name(April‐NOV 2008)

Bamyan BoysNeed to confirm

to NSNo

23/06 G5 Sci.Will ask her on

23/06

Need to confirmto NS

Teaching sciencein BBH

Teaching Math &Sci in BGH

20/06: Math

Need to confirmto NS

Left school

Teaching sciencein BBH

22/06: G6 science

Teaching sciencein Tai boti

22/06: G4 Sci.

No

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Appendix 3

2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified.0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works including homework,and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

Observer                                                                                 

Subject/ Lecturer:                                                                               /

Grademark

Number of students (Female/Male):                                                                                (F              /M                 )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):Time of Observation (Whole lesson time) :                 :                ~                      :                                     (                  min)Name of TTC/City/Province :                                                                       /                                    /

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

Grademark

Grademark

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Appendix 4 ssessment

(1) (2) (3) (4) (5)

BamiyanGeneralMath

33 (M: 22, F:11)

01

01

12

22

11

▶Lesson strcuture actually is with flow from theory

to practice using exercise but "Introdcution" is notidentified (rater‐1: ck)▶Lesson progress  is  better, but I could notunderstand the purpose of topic, ax+b (rater‐2:yy)

BamiyanGeneralBiology

58 (M: 37, F: 21)

MomenNasari

00

20

10

00

00

▶Just talking with a few question (rater‐1:ck)▶He only talked himself, and didn't give to any

questions  and exercises  (rater‐2: yy)▶He should show to students  any kind of picturesof the Algae and Fungi  (rater‐2: yy)▶He should summarize some characters  of algae

and fungi  in Table (rater‐2: yy)

BamiyanGeneralphysics

62 (M:41, F:21)

NashimiHabibi

01

01

22

22

21

▶Using a rock and a cup of water, hand‐onexperiemnt is  introduced at the beginning of lesson(ck).▶The lesson structure is identified with its  clearflow l ike math lesson for theory to practice and thereturning to theory for consolidation (ck).▶Leeson is well  structured bu the performance that

each student pick up stone from water cannot beunderstood. The relationship between topic of"water pressure" abd this  performance cannot beunderstood (yy).

BamiyanGeneralchemistry

62 (M:41, F:21)

Bamiyani01

21

11

12

10

▶Warm and relax atmosphere the leaturer created

greatly enhansed students to ask question duringlesson (ck).▶More practical  works  including exercise have to

be introduced (ck).▶I think he taught "Periodic table" in the lesson buthis  aim can not be understood (yy).▶He should give some homework to students  to

assess  students' understanding (yy).

BamiyanGeneralphysics

35NashimiHabibi

0 0 ND ND1 (duringlesson)

▶Reflection on yesterday's  lesson through groupwork (7 students/group). Grouping was  done bynumbering of students  from 1 to 5.

BamiyanGeneralchemistry

around 60 Bamiyani 0 2 1 1 1 ▶Same as  yesterday's  lesson on periodic table

RemarkNumber of

students  (M, F)TTC Subject Lecturer

Grade mark of view point

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49 ضميمه

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Lesson Observation and Biology Model Lesson at STTC 1. Lesson Observation (June 28-June 30)

The permission for lesson observation and biology model lesson was obtained from Mr. Tokhi, the Director of STTC as well as the timetable of math/science lessons was checked for fixing the schedule for lesson observation. The planned schedule was as follows:

June 28 (Mon) 2nd: General Math 3rd: General Chemistry 4th: General Biology June 29 (Tue) 2nd: General Chemistry 3rd: General Physics 4th: General Math June 30 (Wed) 2nd: General Biology 3rd: General Physics 4th: General Math However, due to the examination period and change of classrooms, observed are only six lessons including General Math and General Chemistry on 28th, General Biology and General Physics on 29th, and General Physics and General Biology on 30th. The lesson assessment sheet was use for lesson observation. Some findings from lesson observation are as follows:

・ As estimated that the teaching is conducted based on the new TTC curriculum, many students activities were performed in lessons. However, teaching style varies in accordance with subjects, as well as lecturers’ personal characteristics seem to be reflected in some of the lessons.

・ Regarding the assessment, all except general chemistry have gained more than six out of ten. There was a lesson which has given full score, 10 points. In other words, teaching is more well-organized and structured and teaching level is higher than Bamyan TTC.

・ Since observed lessons are more general, it is still necessary to observe lessons of teaching methodology on math/physics/chemistry/biology.

2. Biology Session by STEP2 Expert (Prof. Yonezawa) (1) Objective

In relation with activities for improvement of lessons at TTC, a model lesson is conducted in order to improve TTC lecturers’ skills for experiment and to demonstrate the development of lessons including experiment. (2) Venue Sayed Jamuldin Teacher Training College (STTC)

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(3) Date June 3 (Sat) 8:00-8:50(S3), 10:00-10:50(S2), 10:50-11:40(S1) (4) Target 145 students of General Biology class from Science Course at STTC ( 3 classes: S1 – S3, 45 students/class) (5) Theme and Significance Theme: Cell division and How to make specimen for observing cell division Significance: There are almost no experiment and practical activity conducted in science lessons at primary schools in Afghanistan. While one reason is pointed out as the lack of laboratory and equipment, another reason is that no experiment is implemented in the lessons of teacher training curriculum. A lecture on how to prepare a specimen for observation of cell division of onion seedlings using a microscope, which is the fundamental equipment for experiment in biology, is provided. (6) Overview Although it was an initial plan to let students make specimen for observation of cell division, the lecture on each stage of cell division was given with photos of cell division (Annex 3) because it turned out that no microscope was available due to the absence of laboratorian. After the self-introduction, the cell division is largely classified into two, and each period is sub-categorized to three or four periods. After the explanation, when students were questioned to count the chromosomal number, their responses varied from 14 up to 24. The lecturer explained that the chromosomal number is not odd but even, and confirmed the answer was 16. In the first class, the lecturer demonstrated how to prepare specimen to observe with microscope. However, as there was no microscope available for observation, only oral explanation was given in other two classes.

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Annex 1

2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified.0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works including homework,and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

Observer                                                                                 

Subject/ Lecturer:                                                                               /

Grademark

Number of students (Female/Male):                                                                                (F              /M                 )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):Time of Observation (Whole lesson time) :                 :                ~                      :                                     (                  min)Name of TTC/City/Province :                                                                       /                                    /

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

Grademark

Grademark

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TTC lesson assessment                   

Grade mark of view pointDate & 

Time TTC  Subject 

Number of 

students 

(M, F) 

Lecturer(1) (2) (3) (4) (5)

Remark 

28/06/10 

08:50‐09:40

Sayed 

Jamuldin

General 

Math 

34 

  (M: 21, 

F:13) 

Noori 

Naja 

0

1

2

2

1

1

2

1

2

1

▶The lesson objective was communicated orally and lecturer reflected on the 

contents of previous lesson briefly. (rater‐1:ck) 

▶Although the consolidation of lesson was not clearly identified, the lesson was 

structured to some extent: the introduction consisted of introduction and 

reflection on the previous lesson contents, and the development was composed of 

various kinds of lecture’s and student’  activities: lecturing, question and answer, 

providing exercise, presentation of solution by students. (ck) 

▶Lecturer checked the students’  works as well as their understanding.(ck) 

▶Students listened and concentrated well not only to the explanation but also 

student’s presentation of solution of problem on the blackboard.    (ck)                       

▶I hope the lesson has more clear structure, in particular, the consolidation.(ck) 

▶  Before entering today’s topic, lecturer explained on the contents of earlier 

lesson. (rater‐2:yy)                                                                                                     

▶  Lecturer checked the students’ work by rounds among students. (yy)                     

▶  Lecturer might to give clear object of today’s lesson not only by oral speaking, 

but also by writing on the black board. (yy)         

▶  During lesson, on the today’s topics, lecturer might to give one or more 

exercises to students. (yy)   

Annex 2

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28/06/10 

10:00‐10:50

Sayed 

Jamardin

General 

Chemistry 

33 

  (M: 12, F: 

21) 

Abdul 

Jan 

_

_

_

_

_

_

2

_

0

_

▶This lesson was performed by learners‐centered style, which is a new style of 

lesson in Afganistan.(yy) 

▶Teacher’s comments to student’s lesson were appropriate.(yy)           

▶Two students had two lessons with different topics in one lesson hour, so the 

time of later lesson was lack. Teacher should control the lesson time of each 

student.(yy) 

▶After lesson, teacher should confirm the students’ understanding on each 

topic.(yy) 

▶The lesson primarily consisted of the students’ presentation on the chemical bond 

and oxidation number in front of their classmates and making comments on the 

presentation by lecturer. This lesson style is effective to make students involving in 

the lesson. (ck) 

▶Students concentrated on the presentation of students and comments of lecturer 

carefully. (ck) 

▶  I am very happy to observe this type of lesson in TTC in Afghanistan.(ck)     

▶More discussion between lecturer and students as well as between students is 

recommended.(ck)

29/06/10 

08:50‐09:40

Sayed 

Jamuldin

General 

Biology 

43 

  (M:11, 

F:32) 

Rawsia1

2

2

2

2

2

2

2

2

2

▶The lesson was well‐structured consisting of introduction, development and 

consolidation parts. (ck). 

▶Time management was also well‐considered 

▶Students listened and concentrated well not only to the explanation by lecturer 

but also student’s presentation and involved well in the discussion as well. (ck).   

▶More wide variety of students have to be picked up when questioning, as picked 

up students were rather fixed for the question.(ck) 

▶The lesson was well prepared, because VTR related to the topic (Nutrition of 

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organisms) was used, and teacher performed group activity of students on the 

topics.(yy) 

▶Students worked and discussed actively during group work.(yy) 

▶Teacher well summarized to student’s presentation using the white board.(yy)   

▶Teacher should check and prepare some markers for the white board, as markers 

which teacher used were not good.(yy)

29/06/10 

10:00‐10:50

Sayed 

Jamuldin

General 

Physics 

46? 

  (M:14, 

F:32) 

Nazia 1

1

2

1

2

2

2

2

2

0

▶Student’s activities were taken in this lesson. (yy) 

▶Teacher gave the appropriate comments to the student’s presentation.(yy)   

▶As many topics were treated in this lesson for 40 min, teacher might confirm the 

students’ understanding to the topics at the end of lesson.(yy) 

▶Teacher might give home work to students for making sure students’ 

understanding.(yy)   

▶The lesson was well‐structured consisting of introduction, development and 

consolidation parts. (ck). 

▶Students listened and concentrated well not only to the explanation by lecturer 

but also the presentation of students who were requested to show the solution of 

problem by the blackboard writing.(ck) 

▶The observer hopes the lecturer to be more attentive to the understanding of 

students whom the lecturer did not pick up (ck).

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30/06/10 

0850‐9:40 

Sayed 

Jamuldin

General 

Biology 

45? 

  (M:13, 

F:32) 

Rawsia1

2

2

2

2

2

2

2

2

2

▶This lesson was well constructed, because teacher’s explanation and students’ 

activities were well combined. Students also joined actively to the lesson and to 

group work.(yy) 

▶Teacher used effectively the model of cell and the drawing cited in textbook.(yy)     

▶In this topic, any practical works should be performed for deeply understanding 

of students.(yy)   

▶The relationship between the lecturer and the students seems friendly. 

(rater‐3:oy) 

▶The teaching is very interactive and uses a variety of learning activities. (oy) 

▶The use of table was also effective.(oy) 

▶  Maximize the instructional time so that the students could learn more in 

quantity and deeper in quality. The session lasted 42 minutes, though the allocated 

time is 50.(oy)     

30/06/10 

10:00‐10:50

Sayed 

Jamuldin

General 

Physics 

47? 

  (M:13, 

F:34) 

Nazia 2

1

2

2

1

1

2

1

1

1

▶Student’s activities were taken in this lesson. (yy) 

▶Teacher gave the appropriate comments to the student’s presentation.(yy)   

▶Well explanation with the topics might make as an introduction.(yy) 

▶Teacher might give home work to students for making sure students’ 

understanding.(yy) 

▶The lecturer communicated the objective at the beginning of the session. This 

helps the students prepare for the new learning. (oy) 

▶The lecturer used a variety of learning activities, such as listening to explanation, 

answering questions, problem solving. (oy) 

▶When students were answering, other students tried to take it over. The lecturer 

signaled the students to wait and gave enough time for students to express their 

own thinking. (oy) 

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▶The session finished without consolidation. Since the session lasted only 40 

minutes, the instructor could have spent a few minutes to wrap‐up the session. 

(oy) 

▶During the presentation of the session, and in the wrap‐up, the lecturer could 

help students with difficulty by giving individual help with detailed explanation or 

by reminding the connection between today’s session with the previous one. (oy) 

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Annex 3 2ضميمه

.عکس برداری ميکروسکوپی دورۀ تقسيم حجروی در نوک ريشۀ پياز

A :مرحلۀ(از انترفG1 ( ،B : انترفاز) مرحلۀS( ،C : انترفاز) مرحلۀG2 ( ،D : ، پروفاز مقدمE : ، پروفاز وسطیF : پروفاز ) equatorial plate نمای جانبی ، تنظيم شدن کروموزومها در صفحۀ دو محوری يا (ميتافاز : Gمؤخر ،

H : ، انافاز مقدم I : ، انافاز مؤخر:J اشای صفحۀ حجره در بين هستچهتم( تيلوفاز ( ،K :مرحلۀ دو هستۀ دختری . . مايکرومتر نشان ميدهد10 است Aخط يا ميلۀ که در شکل

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Annex 4

چطور بسازيم يک نمونۀ را برای انقسام حجره مواد نباتی .1 ملی متر20 -5با طول ريشه ) اليوم سيپا( جوانه پياز - :نباتی برای مشاهده تقسيم حجرات جسمی دارای برتری های ذيل می باشدمنحيث مواد ) تخم های پياز( پياز -

کروموزوم ها ) 16= دانه 2(و تعداد کم ) 10umبيشتر از (جسامت بزرگ ⋅ )در مورد جاپان(به ساده گی از کمپنی های تجاری بدست می آيد ⋅ جوانه ميزند د در پتری ديش) درجه سانتی گری25 روز و به درجه حرارت 3در مدت (به آسانی ⋅ به ساده گی مقدار زياد آن مورد تجربه قرار ميگيرد ⋅

مواد کيميايی. 2 استيک ويولت% 0.5محلول -

.حل نمايد% 30 ملی استيک ايد 100را در ) يا جنتيان يا کرستال ويولت( گرام پودر ميتايل ويولت 0.5 ⋅ دربين بوتل نصواری نگهداری گردد ⋅

) ملی آب مقطر آماده سازيد500 ملی تيزاب نمک را با 41.5غلظت (ليتر تيزاب نمک/ مول 1_ وسايل. 3 ميکروسکوپ. ) ملی مترx 18 18(سلايد شيشه يی، کورسلايد. پنست، سوزن با سوزن دانی. )برای جوانه زدن تخم ها(پتری ديش ها . شيشه ساعت دو عدد. بوخلال دندان چوبی يا چوب های باريک و نوک تيز بم. کاغذ فلتر.

)GWگلسرين آب، % (50محلول گلسيرول .

طرزالعمل.4بعد از روز گذاشتن دربين پارچه کتان نم دار يا کاغذ فلتر ( ملی متر آماده سازيد 20-5جوانه های پياز را به طول ريشه ⋅

.د درجه سانتی گري20 روز به حرارت 4 درجه سانتی گريد يا 25نمدار در پتريديش به حرارت .ليتر را در بين شيشه ساعت مخلوط نمايد/ مول 1 حصه تيزاب نمک 3 حصه محلول اتيک ويولت و7 ⋅تثبيت، ترنمودن و رنگ ( دقيقه به حرارت اتاق فروبريد 15-10نوک ريشه های جوانه هارا در بين محلول مخلوط برای ⋅

).آميزی همزمان صورت می گيرد .بشويد) دقيقه 30حد اعظم ( دقيقه ويا بيشتر 1نوک ريشه هارا همراه با آب برای مدت ⋅ GWجدا نمايد و بالای سلايد شيشه يی جادهيد، بعد يک قطره ) ملی متر يا کمتر 1تقريباً به اندازه (نوک ريشه را ⋅

.بالايش علاوه نمايد . ميزنيمبعد کورسلايد را بالای نمونه گذاشته، و جهت هموار شدن حجرات با چوب خلال دندان آنرا ضربه ⋅ .سلايد را دربين کاغذ فلتر با انگشت بزرگ خود فشار دهيد ⋅ تحت مايکروسکوپ مطالعه نمايد ⋅

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مشاهده و تشريح .5

.مورفولوژی هستۀ هر مرحله را با استفاده اشکال فوق تشريح و توضيح نماييد.

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Annex 5

مشاهده انقسام حجره وی و کروموزوم ها درحجره جوانه پياز

:خود را بنويسيداسم :مواد نباتی .1

ملی متر20 -5با طول ريشه ) اليوم سيپا( جوانه پياز -: چراشما جوانه پياز رابحيث مواد مشاهده درانقسام حجره استفاده می نمائيد

محلول رنگ آميزی. استيک ويولت% 0.5محلول - )ش بوتل سرخسرپو( محلول استيک بنفش 0.5 - )سرپوش زرد بوتل () ملی آب مقطر آماده سازيد500 ملی تيزاب نمک را با 41.5غلظت (ليتر تيزاب نمک / مول 1 - )سربول سفيد ()GWگلسرين آب، % (50محلول گلسيرول -

: کدام حالت مناسب را برای مشاهده انقسام حجروی محلول رنگ آميزی شده انتخاب ميکنيد

وسايل. 3 )برای جوانه زدن تخم ها(، کورسلايد، فورسپس، سوزن همرای ساقه، پتری ديش، سلايد شيشه يی،يکروسکوپم. لکه دارکردن يا ) يکی برای رنگ آميزی مواد و يکی ديگر برای شستن مواد رنگ آميزی شده(شيشه ساعت دوعدی . )برای گسترش حجرات ( کاغذ فلتر، دندان خلال جوبی ) تصفيه( ردن لوله يا هرچيزيکه در عوض پيترديش و شيشه ساعت استفاده ميکنيد لست ک

تمرين . 4روز گذاشتن دربين پارچه کتان نم دار يا کاغذ فلتر 3بعد از ( ملی متر آماده سازيد 20-5جوانه های پياز را به طول ريشه ⋅

. درجه سانتی گريد20 روز به حرارت 4 درجه سانتی گريد يا 25نمدار در پتريديش به حرارت .ليتر را در بين شيشه ساعت مخلوط نمايد/ مول 1 حصه تيزاب نمک 3 حصه محلول اتيک ويولت و7 ⋅تثبيت، ترنمودن و رنگ ( دقيقه به حرارت اتاق فروبريد 15-10نوک ريشه های جوانه هارا در بين محلول مخلوط برای ⋅

).آميزی همزمان صورت می گيرد .بشويد) دقيقه 30حد اعظم ( دقيقه ويا بيشتر 1ه با آب برای مدت نوک ريشه هارا همرا ⋅ GWدهيد، بعد يک قطره جدا نمايد و بالای سلايد شيشه يی جا) ملی متر يا کمتر 1تقريباً به اندازه (نوک ريشه را ⋅

.بالايش علاوه نمايد .ل دندان آنرا ضربه ميزنيمبعد کورسلايد را بالای نمونه گذاشته، و جهت هموار شدن حجرات با چوب خلا ⋅ .سلايد را دربين کاغذ فلتر با انگشت بزرگ خود فشار دهيد ⋅ تحت مايکروسکوپ مطالعه نمايد ⋅

لست نمائيد درموضوع نقاط درهنگام آماده کردن نمونه

i. مشاهده .کی از مربع ها در ي) کروموزموم ها (رسم نمايد را و تلوفيزهستهپروفيز، ميتافيز، انافيز، و انتر فيز،

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(Interphase) (Prophase) (Metaphase)

(Anaphase) (Telophase) (Two daughter nuclei)

.را بنويسيد) حجری و غيرهنمبر کروموزوم، بشقاب(يادداشت خود را در مورد انقسام حجروی ريشه . 6

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50 ضميمه

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July 21, 2010

Report of Activities in Mazar-e-sharif 1.Period: July 10 (Sat) – July 13 (Tue)

2.Participants: Prof. Ono, Prof. Yonezawa, Mr. Rafiullah Shapoor, Mr. Hafeezullah Samsor 3.Overview In addition to visit to Balkh PED, visit to monitoring schools in Mazar-e-sharif, and lesson observation at Balkh TTC (BTTC), the meeting with GTZ, who has been intensively working in the northern Afghanistan, was held. The model lesson at BTTC by Prof. Yonezawa was not conducted due to the limited time schedule. 3-1 Visit to Balkh PED(July 10) National staff obtained the permission for visit to school from the PED Director in the morning of July 10th. 3-2 Visit to monitoring schools (July 11-July 13) During the visit to five monitoring schools (Fatima-e Balkhi Girls’ High School, Isteqlal Boys’ High School, Mohammad Sediq-e(Siddiq) Shahid High School, Hashim Barakht High School及びUlmarab High School)where both baseline and endline tests were conducted, the results of math/science tests and the problems found during the analysis of results were shared with principal of each school.

(1) Sharing the results of baseline/endline tests The results of math/science baseline test conducted at the time of G4-G6 distribution (May 2009) as well as those of endline test conducted in April-May, 2010 were reported to the school principals by showing the average score of each school compared with average scores of Mazar-e-sharif city and those of all five monitoring areas. (2)Problems found based on the analysis of baseline/endline test results were reported as follows:

・Although the test questions were basically selected from the textbooks, the score is not necessarily good. Especially, math test score is quite lower than the science test score.

・ In G4 math test, the rate of correctness was significantly lower in the addition and subtraction with carrying-over/carrying down.. This can be explained by the fact that G4 students were not fully equipped with G1-G3 basic competence.

・The lesson period is quite limited and much shorter than regular teaching period. (In most cases, only 25-30 minutes were allocated for one teaching period. )

(2) Utilization of TG and school training In response to the above proposal, principal and teachers explained that insufficient learning environment (lack of classroom, chair, desks, and teaching materials) and the low quality of teachers (less experienced teachers teach in lower grade classes), poverty of families/community are the main cause of such result. However, Japanese experts stated that these problems need long time to be solved, and in order to overcome these problems, utilization of TG especially among G1-G3 teachers and the school training to promote the use of TG are strongly recommended. In addition, instructing teachers to give TGs to other teacher when teaching grade/subject are changed was requested.

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3-3 Lesson Observation at Balkh TTC(BTTC) (1) Lesson Observation (July 11~July 13)

National staff visited BTTC in prior to the arrival of Japanese experts to check the time table and to obtain the permission for lesson observation. When checking the use of teaching resources of teaching methodology that had been provided by Ms. Okamoto in the past May, it turned out that the deputy director had kept them. One set out of two was given to lecturers of general math, general physics, general chemistry, and general biology.

At the lesson observation at BTTC, Japanese experts conducted lesson assessment to use its result as baseline data before distribution of teaching resources, lesson note, and student resource book of teaching methodology. In addition, video shooting was conducted by national staff to analyze the lesson flow, the use of blackboard, questions by lecturer, and response from students.

(1) -1 July 11 On the morning of July 11, two Japanese experts, two STEP2 national staff, Mr. Maeda from JICA Mazar liaison office, and Dr. Zabiuhullah from JICA Mazar liaison office visited Balkh TTC and met the director Mr. Abdul Sami Quraishi and Deputy Directorm Mr. Mohannad Younus to explain the purposed of visit as well as the objective of development of teaching resource, lecture note, and student resources book for the promotion of their utilization. The director responded that he would promote its utilization when they are distributed. The lesson observation of general chemistry started at 8:20 am. Following the review of previous lesson (structure of atoms), the lecturer started to explain the periodic chart. After explaining how to read the chart and the meaning of periodic chart, 48 students were grouped into five to solve the assigned questions as a group. After that, one person from each group presented the result with feedback given from the lecturer. At the end, lecturer gives questions to a few selected students to check students’ understanding before finishing the class. Since this teaching method is identical as what lecture note presents, the lecturer, Ms. Zarghona, explained that she had prepared lesson plan by herself using the lecture note that she had received previous day. It was the first time for her to include such students’ activity into her lesson, but the Japanese experts told that students have highly evaluated this method.

She acknowledge that her teaching style in the past was what is called “talk and chalk” mainly focusing on taking to students. Considering this, her skills to prepare lesson plan based on the lecture note and teach based on that are highly competent.

The lesson of general biology by Ms. Farzana was observed at 10:20 am. The number of students is around 100, and Japanese experts were quite interested in how she was going to give lessons.

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First, following the review of previous lesson, lecturer let students read the textbook of today’s lesson topic. And then, three student came in front to present the homework using the chart prepared by them, and lecturer gave back feedback on the presentation. The charts prepared by three students were different: one only with letters, one with figure, and one with charts from internet or some other textbook. However, there was no question from other students, and the comment from lecture did not encourage students to ask questions.

During the break between general biology and general chemistry, Japanese experts visited library and science laboratory. There were sufficient books in shelves, and it was crowded with so many students visiting during the break.

The laboratory, that looked more like for experiment preparation, had biology sample kit sas well as some equipment. As there was no water system, whether experiment can be conducted was questioned. Some equipment are being requested for donation to GTZ.

The equipment list gave an impression that these equipments are not selected to conduct specific experiment. Besides, it

seemed that microscope was never used in the past. However, the laboratorian explained that one microscope had been made by G14 students. The structure is quite simple, but it has light source as well as reflection mirror to adjust the focus by changing the distance between two lenses. In order to strengthen such students’ competence, improvement of laboratory with electricity and water is necessary.

Female student presenting at the General Biology

Science laboratory

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(1)-2 July 12 The lesson of organic chemistry was observed on July 12.

The topic of general physics lesson was “Work” and the lesson content was to calculate the amount of work when pulling the object. The lesson introduction started with the picture shown in left, however, the lesson development itself was not related to this introduction. Rather it was mainly focused on the calculation of amount of work with the degree of stretch of springs. Although the lecturer let students calculate the amount of work by giving the experimental equipment, students did not seem to fully understand why this method was taken to calculate the amount of work.

The lesson of organic chemistry that started at 10:20 was lectured by Head teacher of Science Department, Mr. Monor. The lesson itself was quite similar to the previous lesson of general physics. It was more focused on checking the memory of students. (1)-3 July 13

Due to the change of timetable, lesson of general physics was observed. The lecturer is different from the one who was observed on 12th, but the lesson topic as well as the used chart were the same. However, the lesson development was more refined and the understanding of topic is better than the previous lesson. After the explanation of lesson content, three groups were given experimental equipment as well as the memo of how to conduct experiment with explanation. Other students were also given assignment. One person from each group that conducted experiment explained the experimental result in front, and received

questions from students and comment from lecturer as well. This teaching method is also introduced in the developed lecture note, but whether the lecturer referred to it is not confirmed.

(1)-4 Result of the lesson observation The observed lesson at BTTC was, due to the time constraint and timetable, only five: One lesson of general chemistry, two lesson of general physics, one lesson of general biology and one lesson of organic chemistry. Although most of the lessons had students’ activity whose primary aim is to encourage students’ initiative, it was more focused on lecturer’s one-sided explanation. Nevertheless, as previously mentioned, Mr. Zarghona, the lecturer of general chemistry, prepared lesson plan by herself to develop her lesson. She herself stated that the lesson flow was the same as what is presented in Lecture Note, and that the students’ evaluation was quite high.

The fact that the lecture note of teaching methodology was applied to the lesson in general chemistry shows that the possibility of application of lecture note. We expect similar lecture note to be developed in each special subject.

As seen in the lesson of organic chemistry on July 12, there are a few cases where 50 minute of lesson period was not fully used. This clearly suggests that the lecturer does not manage lesson time properly, which TTC director needs to consider. Also, this is related to their less-organized timetable which does have only 20 minute break between 2nd and 3rd lessons. Therefore, there is no time for students to move to other classrooms or to the washrooms. As a result of this, many

Picture drawn by student as introduction of general

physics

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students come late for class, and knowing this, teachers also come late. In order to solve this problem, it is suggested that ten minute break be taken between each lesson and that all teachers should strictly start the lesson as scheduled.

(2) Lesson Assessment by Japanese Experts Two Japanese experts conducted lesson assessment on observed lessons as attached. The general impression is as follows:

・ Lesson is conducted at some certain level, but each lecturer’s characteristics are strongly reflected in the teaching style. ・ The assessment score ranges from three to ten.. The lecturer who prepared lesson plan using teaching resources

developed by STEP2 received high score, but there are a few lecturers whose assessment is quite low due to their “Talk and Chalk” style of teaching. In this sense, not only teaching materials of “teaching method” of subject, but also teaching resources of all subjects seem necessary.

・ As all the observed lessons tend to be quite general with focus on subject content, it is not easily possible to argue in the same manner of lessons of “teaching methodology of subjects.” However, the fact that one lecturer tried to improve her lessons referring to the developed teaching resources gives us expectation that the teaching method can be improved by the utilization of teaching resource of “teaching method.”

(3)Lesson Analysis of Videos

3-4 Exchange of Information with GTZ Mazar Officer

The project team exchanged information and ideas with Mr. David Majido, GTZ Mazar officer in the GTZ project office located in BTTC at 15:30 on July 12.

①GTZ has been working on the support to TTCs in three pilot provinces in northern Afghanistan since July 2005. In 2008, Balkh and Sari Pul were added. For the next three years, the support to TTCs in northern five provinces is planned for the implementation. This assistance is aimed to fully execute and promote the new curriculum introduced at TTCs two years ago in collaboration with TED Director, Ms. Wardak. The Balkh TTC school building was built by German financial assistance. With focus on girls’ education, GTZ is now building dormitory for women.

②Total 30 staff are working in northern five provinces. Usually, they dispatch one international expert with one in-service

teacher. For instance, Balkh TTC has experts on English, Pedagogy, and Biology. In Kunduz, there are for experts on science, math, education management, and general education. The recruitment criteria are holding masters degree and substantial teaching experiences. In Kabul, there is one coordinator (biology) and he takes frequent trips for supervision in northern five provinces.

③Balkh TTC has five satellite schools where the level of lecturers is quite law in terms of both knowledge and skills.

Although they attend seminar and workshop in Mazar-e-sharif, experts normally give training on them. As cascade system does not seem to be effective, they conduct continuously and regularly provide fortnightly trainings for capacity building.

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④ One national staff recruited as a master trainer has a role to follow-up the activities in TTC by checking the use of hands-on materials introduced in seminar. The criteria of this position are working experience in the field of education, working experience in international organizations, being flexible, and good command of English, and being pro-active for work.

⑤Balkh TTC selects ten experimental schools where teaching exercise as well as training of teaching method of math and science are conducted for teachers at experimental school. The person in charge is Ms. Kristina. They receive positive feedback of students’ understanding and communication with them from experimental school principals regarding TTC students who have been educated under the new curriculum. However, monitoring and evaluation have not been extensively conducted, and evaluation is mostly subjective. The person in charge of monitoring has a plan to collect data in accordance with the plan.

⑥Mr. David himself has implemented the program for principal’s capacity building last year including making annual plan for TTC management.

⑦Emphasizing on the cooperation with other donors, GTZ welcomed STEP2 activities to support TTCs. STEP2 has informed them that there is a workshop on the use of developed teaching materials of teching method on

August 1st.

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Appendix 1

Itinerary of Mazar-e-sharif trip

Date Morning Afternoon

09.07.2010 Departing from Kabul by car(Mr.Hafeezullah Samsor/Mr. Rafiullah Shapoor)

Arriving in Mazar-e-Sharif by car (Mr.Hafeezullah Samsor/Mr. Rafiullah Shapoor)

10.07.2010 Visiting Balkh PED (Mr.Hafeezullah

Samsor/Mr. Rafiullah Shapoor)

Departing from Kabul at 12:00 and arriving in Mazar-e-Sharif at 13:00 by UN flight (Ms. Ono/Mr. Yonezawa)

Visiting Balkh TTC (Mr.Hafeezullah Samsor/Mr. Rafiullah Shapoor)

Visiting JICA Mazar office Hotel check-in

11.07.2010 Lesson observation and Video shooting at Balkh TTC 08:20-09:10 Chemistry 10:20-11:10 Biology

Sharing test results at monitoring schools (Fatima-e Balkhi, Isteqlal)

12.07. 2010 Lesson observation and Video shooting at TTC 09:30-10:20 Physics 10:20-11:10 Chemistry

Sharing test results at monitoring schools (Mojammmad Sediq-e Shahid, Ulmarab)

13.07.2010

Sharing test results at monitoring schools (Hashim Barakht)

Lesson observation and Video shooting at TTC

09:30-10:20 Physics 10:20-11:10 Math (Video shooting only)

Departing from Mazar-e-sharif at 14:45 and arriving in Kabul at 15:50 by Kam Air flight (RQ402) (Ms. Ono/Mr. Yonezawa)

14.07.2010 Leaving Mazar-e-sharif by car (Mr.Hafeezullah Samsor/Mr. Rafiullah Shapoor)

Arriving in Kabul by car (Mr.Hafeezullah Samsor/Mr. Rafiullah Shapoor)

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マザリ出張報告 付属資料4

2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified.0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works including homework,and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

Observer                                                                                 

Subject/ Lecturer:                                                                               /

Grademark

Number of students (Female/Male):                                                                                (F              /M                 )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):Time of Observation (Whole lesson time) :                 :                ~                      :                                     (                  min)Name of TTC/City/Province :                                                                       /                                    /

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

Grademark

Grademark

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Appendix

Lesson plan to general chemistry class in Balkh TTC Date: 11/07/2010 Place: Lecture Room of Balkh TTC Teacher: Zarghona Lesson topic: Periodic system of elements Objectives: Knowledge: Students know:

- what is the structure of the periodic system of elements. - what is the relation of atomic structure with the periodic system.

Skill: At the end of lesson, students should be able to: - explain the periodic table of elements. - explain the relation between atomic structure and periodic system of elements.

Lesson materials: chapter- notebook, pen, chalk or marker, tape and periodic table of elements Time table of lesson:

Time Teacher’s activities Students’ activities 10

min Greeting, check the class arrangement, attendance sheet and homework, then evaluate the previous lesson:

1- Explain atomic number. 2- Why atom is naturalized in common state? 3- Give information about atom.

Write lesson topic and describe objectives.

Students help teacher at class arrangement. Give answer to question.

15 min

1st activity: Give detail information about periodic system of elements

Listen to teacher’s explanation.

15 min

2nd activity: making group Each group should draw atomic structure of elements of one period, based on the increase of atomic number.

Students participate in class activity and discuss in a group, and present the result of group work.

10 min

3rd activity: teacher collects lesson and explains the summary of lesson.

-

Students listen to lesson summary and then are asked some questions about lesson from teacher.

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Evaluation:

- How many original groups are in periodic table? - What is difference between period and group? - Which kind of characteristics do groups show? - How elements are organized in the periodic table? - How many valence electrons do potassium (K) has and which is number of period of potassium?

Homework:

- Specify the location of oxygen element in the periodic table. - How many protons, neutrons, electrons and valence electrons do oxygen has?

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51 ضميمه

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06/OCT/2010 

 

Tentative Report on the Monitoring of Lessons in Balkh Teacher Training College   

 

Kensuke Chikamori 

STEP2/JICA Expert 

 

Executive Summary 

Balkh TTC lecturers are working actively on conducting the lessons of math and science 

teaching methodologies and math problem solving by using the STEP developed teaching 

materials. In particular, it is worthy of mentioning that the lessons of BTM lecturer are the 

right lesson the STEP developed BTM material is aspiring. 

 

Based on the assessment data by lesson assessment rubric, basic teaching skill of Balkh TTC 

lecturers is comparatively high in the point of view of both the lesson structure and 

organization of learning activity in a part of development. 

 

Based on the observation data, it needs to improve the knowledge and skill regarding the 

contents through a continuous training and supports for Balkh TTC lecturers to ensure more 

effective and efficient use of STEP developed materials in the lessons of science teaching 

methodology. 

 

1. The aim of our visit 

As part of Strengthening Teacher Education Project phase 2 (STEP2) funded by Japan 

International Corporation Agency (JICA), The Teacher Training College (TTC) Teaching Material 

Workshop was held in Sayeed Jamuldeen TTC in Kabul city on the 1st and 2nd August 2010. In 

this workshop, STEP 2 distributed its developed TTC teaching materials including teaching 

resource, lecture note and student resource book of math and science teaching methodology 

and math problem solving to the participated 144 TTC lecturers from 33 provinces in 

Afghanistan. Balkh TTC sent totally four lecturers, one for each subject of physics, chemistry, 

biology and math to the workshop. From 28 September through 4 Octber, I and two STEP2 

Afghan staffs visited Balkh TTC. The aim of our visit is to monitor the usage of teaching 

materials in the lessons of math and science teaching methodologies and math problem 

solving.   

 

 

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2. Lesson observation and assessment 

  2‐1 Outline of lessons observed 

Table 1 summarizes the outline of lessons observed. We observed 10 lessons that includes 

two lessons of physics teaching methodology (PTM), two lessons of chemistry teaching 

methodology (CTM), three lessons of biology teaching methodology (BTM), two lessons of 

math teaching methodology (MTM) and one lesson of math problem solving (MPS) from the 

30th September through the 4th October. Lessons are conducted by totally five lecturers, one 

for each subject. The lecturer of MTM is male but the other lecturers are female.   

 

In PTM, CTM and BTM, a total of 206 students participate in the seven classes by a total of 

seven lecturers. The lecturer‐student ratio is 1:29 (19‐45). The number of female student 

(130) is higher than that of male students (76). The average male to female student ratio is 1: 

1.7. In MTM and MPS, a total of 133 students participate in three classes conducted by a total 

of three lecturers. The average lecturer‐student ratio is 1:44 (43‐45). The number of female 

student (67) is nearly the same as that of male student (66). The average male to female ratio 

is 1:1. The average lesson time is 48 min (30‐55 min).   

 

Table 1 Observed lessons and the assessment data of observed lessons in Balkh TTC 

(1)Communica‐tion ofobjective

(2)Reflection onpreviouslesson

(3)Lessonstructure

(4)Organiza‐tionof part ofdevelopment

(5)Evaluationoflearning

29/09/2010 A (F) PTM 30 32 (18;14)Lesson 1: Expression of

physical  quantity and unit3 1 NA* 1 2 1 5/8

30/09/2010 B (F) BTM 55 19 (5; 14)Lesson 2: Contents  of

Biology and its  relation tothe other subjects

3 1 NA* 2 2 2 7/8

A (F) PTM 50 31 (8; 23) Lesson 2: Energy 2 1 2 2 2 2 9/10

C (M) MTM 55 45 (23;22)Lesson 1: Importance ofMathematics and its

learning

1 1 NA* 2 2 0 5/8

C (M) MTM 45 45 (23;22)Lesson 1: Importance ofMathematics and its

l i

1 1 NA* 1 1 0 3/8

B (F) BTM 50 23 (6; 17)Lesson 2: Biology teaching

in school3 1 2 2 2 2 9/10

D (F) CTM 47 46 (21;25) Lesson 1: Avogadro number 3 2 NA* 2 2 0 6/10

D (F) CTM 50 30 (6; 24)Lesson 8: Making

laboratory equipments3 1 0 2 2 1 6/10

E (F) MPS 50 43 (20; 23) Lesson 1: Numbers 2 0 NA* 1 2 2 5/8

04/102010 C (F) BTM 50 25 (12;13)Lesson 8:

Use of Microscope, loope,alcholic lamp

3 1 0 2 2 2 7/10

BTM: Biology Teaching Methodology; CTM: Chemistry Teaching methodology; PTM: Physics Teaching Methodology; MTM: Math Teaching Methodology; MPS: Math Problem Solving; F: Female, M: Male;  NA*: Not assessed because the lesson is the first lesson

Total/Full  Mark

Concistency oflesson to lecture note0: None1:  Objective only2: Objective and part of activity 3: Objective andalmost all activity

02/10/2010

03/10/2010

Date ofObservation

 Lecturer(Gender)

SubjectCorresponding lesson

 in lecture note

Number ofstudents(M ; F )

Assessment by Lesson assessment rubric

Whole lesson time(min)

 

 

All the lessons are conducted primarily based on the lecture note of each subject developed 

by STEP2, although its extent varies in each subject. In comparison with lecturers who are 

teaching MTM or MPS, lecturers teaching PTM, CTM and BTM generally implement their 

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lessons more faithfully to the lesson contents and plans of the corresponding lecture notes as 

indicated by high coincidence values and its average (2.9). Chemistry and biology lecturers, in 

particular, make their great efforts to conduct the lessons to the lecture note as faithful as 

possible. Biology lecturer’s lessons are right lessons that we are aspiring through the 

development and distribution of TTC teaching materials.   

 

2‐2 Findings of lesson assessment and observation   

Ten lessons are assessed focusing not on knowledge or skill regarding the subject content but 

primarily on basic teaching skills of each lecturer with the lesson assessment rubric 

developed by STEP2 (Appendix 1). The assessment data is also given in Table 1. 

 

Lecturers tend to pay little attention to write his or her lesson objective on a blackboard with 

brief explanation of it at the beginning of lesson. When the lesson primarily consists of 

hand‐on activity such as hand‐making of balance or using microscope, lecturers are likely to 

be inattentive to the reflection on the previous lesson   

 

Many lessons are well structured with 3 parts: Introduction, development and consolidation. 

In many lessons, the part of development is well organized by a variety of learning activities 

such as “questioning and answer”, group activity with problem solving and practical works, 

and presentation. Some lecturers are interested in evaluating student’s learning not only at 

the end of lesson but also during lesson by various measures. They take questioning, and 

checking student’s work and the content of presentation during and at the end of group 

activity as the primary measures. 

 

For knowledge and skill regarding the content of STEP materials, I have noticed the following 

issues during my observation in science teaching methodology lessons; 

 

Some lecturers are likely to have few interests in making advice of scientifically 

correct procedure to students, for example, in the measurement of the length and 

time to estimate the walking velocity, when focusing on a specimen under a 

microscope, analyzing and discussing experimental data. 

 

As some lecturers are likely to pay little attention to unit expression and handling, 

they tend to leave the miscalculation or mishandling of scientific values by students 

without any comments on it. 

 

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Note: 

1‐I discussed and exchanged the ideas of the educational supports in Afghanistan with Ms. 

Elke Tiede, Team Leader North, Basic Education Program for Afghanistan (BEPA) at JICA MZR 

office, and with Ms. Christiane Althoff, Teacher Trainer, German Development Service at her 

office in Balkh TTC during my stay in Mazari‐e‐Shariff. 

 

  2‐As part of support from STEP2 to Balkh TTC lecturers who are teaching math and science 

teaching methodologies and math problem solving, question submission system is arranged 

by the collaboration of JICA MZR office, as suggested by Mr. Hiroshi Maeda, JICA MZR office. 

Through this system, STEP2 can keep contact with Balkh TTC lecturers. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Appendix 1: Lesson assessment rubric 

2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified. (no consolidation)0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works, and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .(checking students' works during not at the end of lesson)

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

Observer                                                                                 

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

Grademark

Grademark

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy): 

Time of Observation (Whole lesson time) :                  ~                                        (                 min)

Name of TTC/City/Province :                                       /                      / 

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

Subject/ Lecturer:                                                  / 

Grademark

Number of students (Female/Male):                           (F              /M          )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

 

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52 ضميمه

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1

15/OCT/2010 

 

Tentative Report on the Monitoring of Lessons in Bamiyan Teacher Training College   

 

Kensuke Chikamori 

STEP2/JICA Expert 

 

Executive Summary 

In order to monitor the status of use of STEP 2 developed TTC materials, We observed five 

lessons that includes one lesson of chemistry methodology (CTM), two lessons of math 

teaching methodology (MTM) and two lessons of math problem solving (MPS) from 9 

through 11 October.   

 

STEP developed TTC materials have not been shared with students in any observed 

lessons of CTM, MTM and MPS in Bamiyan TTC, although we got the one positive 

response from one lecturer to the materials and the appreciable change in MTM lesson 

that was conducted 2 days after MTM lecturer received the materials from us. 

 

According to the lesson assessment and observation including the lesson structure, 

organization of a part of development, the evaluation in the lesson and the total to full 

marks ratio (0.5‐0.6), Bamiyan TTC lecturers have some level of basic pedagogical skills. 

But almost of them are apt to pay little attention to communicate their lesson objective at 

the beginning of lesson as well as to reflect on the previous in relation to the present 

lesson content. 

 

MPS lesson observation strongly suggested the necessity to develop the TTC specific 

lesson assessment rubric from the viewpoints of attitude of lecturer and lesson 

atmosphere in addition to the subject content knowledge and skill. 

   

1. The aim of our visit 

As part of Strengthening Teacher Education Project phase 2 (STEP2) funded by Japan 

International Corporation Agency (JICA), The Teacher Training College (TTC) Teaching Material 

Workshop was held in Sayeed Jamuldeen TTC in Kabul city on the 1st and 2nd August 2010. In 

this workshop, STEP 2 distributed its developed TTC teaching materials including teaching 

resource, lecture note and student resource book of math and science teaching methodology 

and math problem solving to the participated 144 TTC lecturers from 33 provinces in 

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Afghanistan. Bamiyan TTC sent totally four lecturers, one physics and biology lecturer for each, 

and two chemistry leacturers to the workshop. From 7 through 12 Octber, I and two STEP2 

Afghan staffs visited Bamiyan TTC. The aim of our visit is to monitor the usage of teaching 

materials in the lessons of math and science teaching methodologies and math problem 

solving.   

 

2. Lesson observation and assessment 

  2‐1 Outline of lessons observed 

Table 1 summarizes the outline of lessons observed. We observed five lessons that includes 

one lesson of chemistry methodology (CTM), two lessons of math teaching methodology 

(MTM) and two lessons of math problem solving (MPS) from 9 through 11 October. Lessons 

are conducted by totally three lecturers, one for each subject. All the lecturers are male and 

no one attended the TTC teaching material workshop. 

 

Except for MPS lesson on 11 October (data was not collected), a total of 100 students 

participate in the 4 classes by a total of 4 lecturers. The lecturer‐student ratio is 1:25 on 

average (13‐35). The number of female student (34) is lower than that of male students (66). 

The average male to female student ratio is approx. 1: 0.5. The average lesson time is 43 min 

(20‐55 min).   

 

Table 1 Observed lessons and the assessment data of observed lessons in Bamiyan TTC 

(1)Communica‐

tion ofobjective

(2)Reflection onpreviouslesson

(3)Lesson

structure

(4)Organiza‐tionof part of

development

(5)Evaluation

oflearning

A (M) CTM 38 13 (9;4) None 0 0 0 2 2 1 5/8

B (M) MPS 55 29 (18; 11) None 0 0 2 1 2 1 6/10

C (M) MTM 20 35 (22 ;13 ) None 0 1 0 2 1 1 5/10

C (M) MTM 45 23 (17; 6) None 0 0 0 2 2 2 6/10

B (M) MPS 55 NC None 0 NA* NA* NA* 1 1 2/4

BTM: Biology Teaching Methodology; CTM: Chemistry Teaching methodology; PTM: Physics Teaching Methodology; MTM: Math Teaching Methodology; MPS: Math Problem Solving; F: Female, M: Male;  NA*: Not assessed because the lesson began; NC: Not collected data.

11/10/2010

Total/Full  Mark

Concistency oflesson to lecture note0: None1:  Objective only2: Objective and part of activity 3: Objective andalmost all  activity

Date ofObservation

 Lecturer(Gender)

SubjectCorresponding lesson

 in lecture note

Number ofstudents(M ; F )

Assessment by Lesson assessment rubric

Whole lesson time(min)

09/10/2010

 

 

2‐2 The status of use of STEP2 developed materials 

STEP developed TTC materials have not been shared in any observed lessons of CTM, MTM 

and MPS. For CTM, we submitted the one set of CTM material on 7 October and asked him to 

use the material in his lesson on 9 October. Although Bamiyan TTC sent two chemistry 

lecturers to the workshop in August and both of them received the materials for CTM, 

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unfortunately they did not share their received materials with the CTM lecturer. He 

commented in the post‐lesson discussion with us that he hopes he could use the materials 

from the beginning of his CTM lesson. For MTM and MPS materials, we submitted those 

materials on 9 October to two math lecturers and asked them to use these materials in their 

responsible lessons. But also unfortunately, its use could not be observed in the lessons of 

both subjects. 

Only physics lecturer who attended the workshop in August in Kabul shared student resource 

book of physics teaching methodology with his students in his lesson of general physics. He 

also conducted one of experiments (Reflection of light, lesson 11: Light‐Geometric optics, 

p.70) in the lecture note.   

   

2‐3 Findings of lesson assessment and observation   

Five lessons are assessed focusing not on knowledge or skill regarding the subject content but 

primarily on basic pedagogical skills of each lecturer with the lesson assessment rubric 

developed by STEP2 (Appendix 1). The assessment data is also given in Table 1. 

 

Lecturers tend to pay little attention to communicate the lesson objective by write it on a 

blackboard with brief explanation at the beginning of lesson as well as the reflection on the 

previous lesson in relation to the present lesson.   

 

In almost all lessons, 3 parts of introduction, development and consolidation can be observed 

to some extent. Except for one out two MTM lessons and two MPS lessons, the part of 

development is organized by a variety of learning activities such as “questioning and answer”, 

group discussion and presentation.   

 

According to the total to full marks ratio (0.5‐0.6), Bamiyan TTC lecturers has some level of 

basic pedagogical skills. 

For MTM lessons, in particular, the 1st lesson is totally different in the variety of learning 

activity and lesson time from the 2nd lesson. The 1st lesson is merely composed of lecturing 

and questioning and answering with a few discussions. Its time is only 20 min. Contrarily, the 

second lesson is conducted combining variety of learning activities: group discussion on the 

challenge in teaching math in a secondary school in Afghanistan, presentation of its outcome, 

and questioning and answer based on the presentation. It may be due to our developed 

material that we gave him 2days before the 2nd lesson. But the lesson content is not 

coincided with any contents of lecture note. 

 

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  Both the MPS lessons seem to be teacher‐centered or one‐sided approach on the surface. But 

the lecturer explains very carefully the details in solving process step by step for one problem 

in each lesson. In addition, approximately in every 5 min, he provides his students with the 

time to write down the solving process on a white board. These may indicate that he places 

his primary emphasis on the student’s understanding in his lesson. I felt the intellectual 

stimulation from both the lessons. He conveys the pleasure of learning mathematics to 

students through the lesson.   

 

Although the assessment result is not well based on our developed lesson assessment rubric, 

his lessons may be regarded as student‐centered in an essential manner. We have to explore 

the way of evaluating the lesson in TTC from the viewpoints of attitude of lecturer and lesson 

atmosphere in addition to the subject content knowledge and skill. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Appendix 1: Lesson assessment rubric 

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2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified. (no consolidation)0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works, and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .(checking students' works during not at the end of lesson)

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

Observer                                                                                 

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

Grademark

Grademark

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy): 

Time of Observation (Whole lesson time) :                  ~                                        (                 min)

Name of TTC/City/Province :                                       /                      / 

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

Subject/ Lecturer:                                                  / 

Grademark

Number of students (Female/Male):                           (F              /M          )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

 

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Report on the Monitoring of Lessons in Nangarhar Teacher Training College 

 

1.Participants

Prof. Kensuke CHIKAMORI (STEP2 expert), Ziaulhaq Sahar, and Mohamad Naser (STEP2 N/S) 

 

2.Period

Oct 14, 2010 (Thu)‐ Oct 20, 2010(Tue)   

 

3.Place

Jalalabad city, Nangarhar province 

 

4.Site of visit

Nangarhar TTC 

 

5.Purpose

  1) To assess the lessons of Nangarhar TTC lecturers by lesson observation 

2) To promote the use of developed Teaching resource, Lecture note (LN), and Student 

Resource Book (SRB) on “Teaching methodology of science” “Teaching methodology of math” 

and “Solving Math Problems” which were distributed at TTC workshop  

6.Outline

1.Nangarhar TTC- Meeting with Deputy Director and Head of Science Department

    According to the Deputy Director of Nangarhar TTC, Mr.Abdul Abad Addtsh, the first 

semester starts in early September and ends in early January whereas the second semester 

starts in late January and continues up to late May.   

    The Head of Science Department, Mr.Wali Imam Ulfat, who has been working at TTC for 

three years, explained that there are 11 science classes (PRESET: 6, INSET: 5) with 370 

students. Among 5 INSET classes, 2 classes are held in the morning and 3 in the afternoon. 

The numbers of chemistry, physics, and biology lecturers are five, three, and four 

respectively. The information about the teaching method of math is provided as follows:   

 

①  One teacher each is in charge of physics, chemistry, and biology. The lessons are held 

three times a week.   

②  One teacher teaches each subject (three teachers in total) although TED ordered that 

one lecturer teacher three subjects.   

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③The last year’s lecturers are Mr. Momannd (Biology), Mr. Bakhtier (Physics), and Mr. Ulfat

(Chemistry). 

      Mr.Ulfat, who did not participated in the workshop held in August, responded that he 

had heard about the workshop although he had not seen any material when asked about 

the TTC materials distributed at the workshop. Mr. Momand and Mr. Mansoor expressed 

their strong need for Pashto version of the materials. As Dari version is still foreign to 

students, in order to promote the use of developed materials, it is necessary to distribute 

Pashto version by later January when the lesson starts. Prof. Chikamori strongly encouraged 

the use of distributed materials since Nangarhar TTC is expected to be a targeting site of 

STEP3 after the end of STEP2 in December. While the need of workshop for 16 lessons was 

expressed, Prof. Chikamori explained that it is necessary to develop a lesson that meets the 

needs and situation of Nangarhar TTC together with Japanese and Afghan sides.     

Based on the lesson timetable, the lesson observation schedule is prepared as follows:     

JTTC observation schedule

Day /Date Time SubjectTeacher’sname

Pre/Ins Class

08:00 – 08:50am

GeneralChemistry

Ahmadzai preset 13 b

08:50 – 09:40am

MathematicSadaat preset 13 b

09:50 – 10:40am

GeneralPhysics

Mansor preset 13 b

13 a13 b

 pm

GeneralChemistry

Ulfat inset 13 b

13 a13 b

 am

General MathYousuf Mati

13 a13 b

 pm

Generalchemistry

Shair Haider Inset 13 b

 pm

GeneralPhysics

Mrs. Qandigul

Inset

Sunday17/10/2010

Tuesday19/10/2010

 pm

GeneralBiology

Zyarat Gul inset

 am

Generalchemistry

Ulfat preset

2.Training of N/S on TTC lesson assessment

Prof. Chikamori trained national staff (Mr. Zia) for lesson assessment for the concern that 

he might  be  able  to  go  outside  in  case  of  any  security  incident.    The  reliability  of  his 

assessment was confirmed.   

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Rater

(1)Communica‐

tion ofobjective

(2)Reflection onpreviouslesson

(3)Lesson

structure

(4)Organiza‐tionof part of

development

(5)Evaluation

oflearning

Chikamori 1 2 2 2 2 9/10

Zia 1 2 2 2 2 9/10

Chikamori 1 0 2 1 1 5/10

Zia 0 0 1 0 1 2/10

Chikamori 0 0 2 2 2 6/10

Zia 1 0 2 2 1 6/10

BTM: Biology Teaching Methodology; CTM: Chemistry Teaching methodology; PTM: Physics Teaching Methodology; MTM: Math Teaching Methodology; MPS: Math Problem Solving; F: Female, M: Male;  NA*: Not assessed because the lesson began; NC: Not collected data.

11/10/2010

3

0

0

C (M) MTM 20 35 (22 ;13 )

C (M) MTM 45 23 (17; 6)

None

None

B (F) BTM

Total/Full  Mark

Concistency oflesson to lecture note0: None1:  Objective only2: Objective and part of activity 3: Objective andalmost all  activity

Date ofObservation

 Lecturer(Gender)

SubjectCorresponding lesson

 in lecture note

Number ofstudents(M ; F )

Assessment by Lesson assessment rubric

Whole lesson time(min)

03/10/2010

09/10/2010

55 19 (5; 14)Lesson 2: Contents  of

Biology and its  relation tothe other subjects

 

 

3. Lesson Observation at Nangarhar TTC

1-1 General Chemistry

The  lesson on General Chemistry by Mr. Ahmadzai  (PRESET,  Science Class B, G13) was 

observed at a  tent classroom  located  in  the school yard. The  lesson  topics was “Property of 

Materials” and the lesson flow was as follows:   

8:10 The lecturer explains about density after writing “d=m/v” followed by the 

explanation of three states of the matter with drawing of a candle.   

8:24 Explanation of difference between chemical and physical transformation 

8:29 Chemical reaction is explained with a formula: H+O→HO 

8:30 One student was appointed to present the periodic table and point at H. The lecturer 

explains the structure of electron with the atomic number of H. The same explanation 

followed with Oxygen. How water is produced with hydrogen and oxygen is demonstrated 

with Octet Theory. 

8:34 Complete the chemical reaction formula: 2H2+O2→2H2O based on the discussion. 

8:38 Mass conservation was explained with the completed formula of chemical reaction 

8:40 After writing down Na+Cl→NaCl, the lecturer started the explanation as in the case 

of production of water. However, due to the lesson time constraint, such explanation as 

why Na becomes Na+    and Cl becomes Cl-    and that it is right to write    Na++Cl‐→NaCl 

8:48 Wrap‐up and Q and A 

8:50 End of lesson 

 

The first part was mainly explanation using some drawings, but more questions were 

asked in the last part of lesson. Even though the Rubric assessment result is not as high, 

the lesson itself would have been better with the better conclusion about “NaCl.” The 

assessment result is attached in the next page.     

 

1-2 General Mathematics

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Lesson of “General Mathematics” of Mr Yusaf Mati ( PRESET, PRESET, Math class‐B, G13) 

was observed. Mr. Yusaf is a physics letucer as well, and participated in the distance lecture. 

The lesson flow was as follows:   

 

8:55 Attendance 

8:57 Explanation of    and how to express it on the number line. 

9:05 Applying the method of putting    on the number line, how to put    on the 

number line was demonstrated. A circle was drawn using a string. 

9:10 Students were instructed to write down on their notebook. 

9:14 The lecturer asked students to put    on the number line. Walking around 

desks, he provided necessary advice and instructions.   

9:23 A student presented his answer on the blackboard. 

9:28 The right answer was presented (applause) and the lecturer instructed students 

to copy it on their notebook.   

9:30 Whether it is a rational number of not was asked and a student answered. 

9:32 Lecturer instructed students to put    on the number line, and a student 

wrote down his answer on the blackboard.   

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2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified. (no consolidation)0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works, and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .(checking students' works during not at the end of lesson)

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

1.Good points1) Good lesson flow2) Using many illustrations to explain the lesson content

2. Recommendations to improve lesson1) More careful and compact explanation of  the reaction between Na and Cl without any skip2) Atomic theory approach when teaching the difference between chemical and physical changes for its clearpresentation to the students

Observer       K.Chikamori                                                                          

1

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

1

Grademark

Grademark

1

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):  17/10/2010

Time of Observation (Whole lesson time) :    0800   ~   0850                                   (      50           min)

Name of TTC/City/Province :  Nangarhar TTC   /  Jalalabad   / Nangarhar

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

?

?

Subject/ Lecturer:     General Chemistry     / Mr. Ahmadi

Grademark

Number of students (Female/Male):        51                   (F              /M 51   )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

 

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9:37 The lecturer gave assignment: 1) expression of  on the number line, 2) Think 

about whether it is a rational number of not.   

9:45    The lesson ended. 

 

Although  the  lecturer  speaks  fast,  his  lesson  was  quite  understandable  and  very 

well‐structured with a clear  lesson  flow  including explanation of basic  solution,  individual 

instruction,  and  assessment  of  students’  understanding  although  the  score  of  Rubric 

assessment is low.     

After the lesson, a student started complaining about their learning environment where 

enough desks and chairs are not available and too much noise and heat annoy students.    In 

response, Prof. Chikamori shared his thoughts as follows: 

1) The teaching environment at Naruto University Education seems to be sufficient with air 

conditioning and necessary equipment. However, there are so many problems found. In 

this  sense,  the  improvement  of  learning  environment  in  terms  of  physical  condition 

does not necessarily solve all the problems.   

2) No  matter  how  bad  the  environment  may  be,  teaching  starts  with  a  lecturer  and 

students.  This  is  evident  in  a  fact  that  Prof.  Chikamori  understood  the Mr.  Yosef’s 

lecture even  if he did not understand Pashto at all. Based on his 5‐year experience  in 

STEP2, he learned that the most important thing for teachers is to think and understand 

what lesson is, who students are, and who teachers are.     

 

As  a  conclusion,  Dari  expression  “Qatra  Qatra  Darya  Meshawad”  was  shared  with 

students to encourage students to work together.   

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2: TTC lecturer communicated the objectives of the lesson  by writing on the blackboard.1: TTC lecturer communicated the objectives of the lesson orally.0: TTC lecturer did not communicate the objectives of the lesson. 

2: Lecturer reflected on the previous lesson by asking several questions about the contents of previous lesson.1: Lecture reflected on the previous lesson orally.0: Lecturere did not reflecct on the previous lesson.

2: introduction, development and consolidation were clearly identified in the lesson.1: either introduction or consolidation was not identified. (no consolidation)0: no lesson structure was identified.

2: Lecturer organized the part of development with more than three kinds of learning activities (listening toexplanation , answering to the question, problem solving, experimenting and presenting by individual and/or groupwork, and so on).1: Lecturer organized the part of development with two kinds of learning activities of listening to explanation, andanswering to the question.0: Lecturer organized the part of development only with explaining lesson content.

2: Lecturer evaluated the work and understanding of the students  through the assessment both during and at theend of lesson by using various measures (raising hands, questioning, checking students' works, and so on).

1: Lecturer evaluated the work and understanding of the students through the assessment either during or at theend of lessonby using various measures (raising hands, questioning, checking students' works including homework,and so on). .(checking students' works during not at the end of lesson)

0: Lecturer did not evaluate the work and understanding of the students in the lesson.

Comments on the lesson

1. Good points1) Careful and comparatibly understandable lesson2) Lesson structure is clear with good flow: Basic way of solving, excising and individual teaching , presentation andevaluation of student's understanding

2. Recommendations to improve lessonNot any specific recommendation.

Observer     K. Chikamori                                                                            

2

(3) How to structure lesson

(4) How to organize the part of development

(5) How to assess/evaluate learning

Grademark

1

Grademark

Grademark

2

Lesson observation and assessment sheet for TTC Lesson

Date of Observation (dd/mm/yyyy):  17/10/2010

Time of Observation (Whole lesson time) :    0850              ~    0940                                  (    50             min)

Name of TTC/City/Province :     Nangarhar TTC      /   Jalalabad                   /  Nangarhar

(2) How to reflect on the previous lesson at the beginning of lesson (Applicable to the lessons from the 2nd lesson).Grademark

0

0

Subject/ Lecturer:           General math                                       /  Mr. Yusaf mati

Grademark

Number of students (Female/Male):       31                (F              /M  31        )                                         

(1) How to communicate the lesson objectives at the beginning of the lesson.

 

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2.Meeting with Mr. Tajwer Khan

    Due to the cancellation of a lesson of “General Physics, ” Prof. Yonezawa talkwed with Mr. 

Tajwer Khan (the head of math department) and Mr. Wahidullah who is going to teach lesson 

of “teaching method of math.” Mr. Tajwer asked a following question:   

 

“I have never head of STEP. Actually teachers at school are facing difficulty conducting 

lessons based on the new curriculum because the volume and level of content are 

beyond both students’ and teachers’ level. Now what kind of assistance is going to be 

provided by STEP?” 

   

The provided answers are: 

①  In order to support school teachers, teachers’ guides have been developed by STEP. Also, 

the assistance to TTCs has been provided with an aim of delivering its outputs to students 

eventually.   

②JICA is now currently planning and developing a new project although the current STEP2 is 

over in December. Prof. Chikamori and other team members would like to propose based on 

the past experiences.   

 

 

 

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54 ضميمه

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Summary of Monitoring Findings at Bamyan, Balkh, and Nangarhar TTCs 

1.Introduction

STEP2  organized  a  two‐day  TTC material workshop  on  “Teaching Methodology  of Math” 

“Teaching Methodology  of  Science”  and  “Solving Math  Problems”  at  STTC  in  Kabul  city  on 

August 1st and 2nd, 2010.    The participants were all TTC math/science lecturers who teach the 

said subjects. At the workshop, each participant received teaching resource, Lecture Note (LN), 

and Student Resource Book (SRB) on Teaching method of Physics, Chemistry, and Biology (PTM, 

CTM, and BTM) and Teaching Method of Math (MTM), and Solving math problems (SMP). The purpose of this monitoring is to find out the following three points about the TTC materials 

provided at the workshop.   

1) Use of distributed materials in actual lessons 

2) If it is in use, reaction and feedback from lecturers 

3) If it is not in use, background/reason for not being used.   

This report is mainly focused on the comparison of visited three TTCs. 2.Overview of Monitoring

The following monitoring was conducted with two national staff during the visit to TTCs located 

in each province capital as presented in Table 1.   

2-1 Sharing of TTC materials among lecturers and their use

The interview with head of science and math department and other TTC lecturers were carried out 

in order to find out whether the workshop participant has shared with other colleagues and 1) Use 

of distributed materials in actual lessons.   

2-2 Monitoring of use of TTC materials

The  interview,  lesson observation,  and Rubric  assessment was  conducted  to  receive  reaction 

and  feedback  from  lecturers who  are  actually using distributed TTC materials  after  the  lesson 

timetable  was  checked.  The  permission  was  obtained  from  each  lecturer  prior  to  the  video 

shooting of the lessons.   

2-3 Study on social, education, and cultural environment of each TTC

Such data  and  information of  social  environment  surrounding  TTC, number of  students per 

class  and  ratio  of male/female  students,  and  availability  of  external  assistance were  collected 

through interview with TTC directors, deputy directors, and others who also assist TTCs.   

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2-4 Activity to promote the use of TTC materials developed by STEP2

The use of developed TTC materials was promoted with the following activities;   

1) Not  only  lectures  who  teach/will  teach  the  lessons  but  also  heads  of  math  and  science 

departments were directly briefed about the structure of TTC materials, development process, 

content and its use.   

2) The method of utilization of material introduced in the “Teaching Method of Chemistry” and its 

effectiveness were shared with lectures using the actual object. 

3) Explanation and advice regarding the effectiveness and utilization of materials were presented 

during lesson observation.   

2-5 Exchange of ideas with other international institutes providing assistance to TTCs

Ideas and opinions were exchanged with persons working on BEPA(Basic Education Program 

for  Afghanistan)/GTZ  that  provide  assistance  to  Balkh  TTC  and  Aga  khan  Foundation  that 

provided assistance to Bamyan TTC for future collaboration and cooperation with STEP3.   

 

3.Overview of Monitoring Result

3-1 Sharing among TTC lecturers and use of materials in actual lessons

As  presented  in  Table  1,  the  workshop  participant  has  shared  with materials  with  his/her 

colleagues at Balkh TTC  immediately after the workshop. They started using  in their  lesson after 

the permission was obtained from TED. On the other hand, such sharing was not seen at Bamyan 

and Nangarhar  TTC. As  the  teaching  calendar  is different  from other  two,  it was  impossible  to 

judge its use at Nangarhar TTC.   

Table1 Sharing of TTC materials and use in lessons 

TTC  Location  Period of visit  Sharing  Use in lessons 

Balkh  Mazar‐e‐sharif city  Sep 28‐Oct 5  Both science and math 

materials  are  shared 

among lecturers. 

In active use. 

Bamyan  Bamyan city  Oct 7‐Oct 12  Not shared.  Only one lecturer uses 

but not constantly 

Nangarhar  Jalalabad city  Oct 14‐Oct 20  Not shared.  N/A 

The two reasons why the materials were not used at Bamyan TTC were explained as follows:  1) Workshop participants did not share the materials with other colleagues 

2) No instruction was provided from TED regarding the use of materials in lessons. 

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3-2 Monitoring of use of TTC materials

21 lessons were observed and assessed during this visit. Table 2 presents the lesson duration, 

number of  students per class, and average of assessment  scores of  five  items. In comparison 

with other TTCs, Balkh TTC tends to have longer lesson period and more students in a class. In addition,  it  is common  in all  three TTCs  that assessment  item 3  (lesson structure) and  item 4 

(organization of part of development) have higher points than other items. On the other hand, 

the score of item 1 is lower at Bamyan and Nangarhar TTCs.    Nangarhar TTC has higher points 

at  item 2  (reflection of previous  lesson) and  item 5  (evaluation of  learning during and end of 

lesson) than in other TTCs.   

Table 2 Lesson duration, number of students per class, and assessment result

TTCNumber ofLessonsobserved

Averagewhole lessontime (min)

Averagestudent

number/class

(1) Communica‐tion of objective

(2)Reflection on

previous  lesson

(3)Lesson structure

(4)Organiza‐tion of

part ofdevelopment

(5) Evaluation oflearning

Total/Full  Mark

Balkh 10 48.2 33.9 1 1 1.7 1.9 1.2 0.68Bamiyan  5 42.6 27.0 0.25 0.5 1.8 1.6 1.2 0.54Nangarhar 6 45.3 28.8 0.2 1.8 1.6 1.7 1.7 0.7

The ratio of total points out of full score (10) at Balkh TTC and Nangarhar TTC  is quite similar 

whereas that at Bamyan TTC is lower by approximately 0.2 (Figure 1). In addition, unlike that of 

Bamyan and Nangarhar TTC lecturers as Figure 2 presents, the plotted figure of assessment result 

of Balkh TTC lecturers is almost a complete pentagon. 

0.0 

0.2 

0.4 

0.6 

0.8 

1.0 

Balkh Bamiyan  Nangarhar

Ratio of total score to full mark

TTC

Figure 1 Ratio of total points out of 10 (full score) (average)

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4

0

0.5

1

1.5

2

(1) Communica‐tion of objective

(2)Reflection on previous lesson

(3) Lesson structure

(4) Organiza‐tion of part of development

(5) Evaluation  of learning Balkh

Bamiyan 

Nangarhar

Figure2 Rader chart plot about assessment result of five assessment items

These results suggest the following conclusion: 1) Lessons  of  lecturers  at  all  TTCs meet  the  desirable  level  in  terms  of  lesson  structure  and 

organization of part of development. 

2) Comparing  the  ratio  of  aggregated  points  out  of  full  points,  the  teaching  competence  of 

Balkh and Nangarhar TTC lecturers is relatively high. On the other hand, that of Bamyan TTC 

is rather low. 

3) Lecturers at  three TTCs show  less  interest  in  the communication of  lesson objective at  the 

beginning of lesson. 

4) Compared with other  two TTCs,  lessons at Balkh TTC are quite comprehensive  in  terms of 

five assessment  items. On  the other hand,  there  is one or are  two clear  issues out of  five 

found at Bamyan and Nangarhar TTCs.   

3-3 Study on social, teaching, and cultural environment at TTC

The  table 3  shows  that each TTC has different  characteristics  in  light of  social environment, 

availability of external assistance, male/female composition of class, and languages.     

Table 3 Comparison result

Social environment  Male/female composition TTC 

Regional  Security 

External 

assistance 

Learning 

env’t  Lecturer  Student 

Language 

Balkh  Urban  Relatively 

stable 

Assistance 

from GTZ: 

German 

Teacher 

trainer is 

located at 

TTC 

Lessons are 

held in TTC 

building   

Female 

teachers are 

majority 

(1:7) 

Female 

students are 

1.4 times as 

many as 

male 

students. 

Dari 

Bamyan  Rural  Stable  Assistance  Some rooms  All male  Female  Dari 

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for female 

dormitory by 

Aga Khan 

foundation. 

are rented 

from 

Madrassa. 

New building 

is completed 

next year. 

students are 

about a half 

of male 

students. 

Nangarhar  Urban  Fairly 

unstable 

No specific 

assistance is 

provided.   

Lessons are 

held inside 

of tents.   

All male  Female 

students are 

less than 1/3 

of male 

Pashto 

In other words, TTCs are regionally diverse even with the same purpose of “teacher education.” 

Therefore, the  table  3  strongly  suggests  that  it  is  necessary  to  fully  consider  such  regional diversity into assistance policy and strategy when assistance multiple TTCs.  3-4 Activity to promote the use of materials developed by STEP2

To encourage lecturers to be aware of TTC materials and to utilize them in the lessons in varios 

opportunities is acutely needed.  3-5 Exchange of ideas with other international institutions supporting TTCs

Both  BEPA/GTZ  and  Aga  Khan  Foundation  showed  their  willingness  to  cooperation  and 

collaborate with STEP2  for TTC assistance.  It  is necessary  to get TED’s  involvement  in order  to 

establish more specific cooperation and collaboration strategy.  4.Conclusion

The data and information collected through interview and meeting with Director, Deputy Director, 

students, and  lecturers of visited three TTCs as well as those working on TTC assistance as well as 

lesson observation clearly presents the diversity of TTCs in terms of internal/external situation. How 

to grasp this diversity and how to incorporate it into assistance development and implementation is 

a key to the successful TTC assistance in the future.   

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June 1st, 2009

Prof. Kensuke Chikamori

Report on the 1st TV lecture on Teaching Method of Physics

1.General background

・Date:May 26, 2009 12:50-14:50 (two hours)

・Lecture topic:Physical Quantity and Unit (Physical quantity and units)

・Lecturer:Assoc. Prof. Honda Akira(STEP2 expert, Assoc. Prof, Faculty of School Education,

Graduate School of Naruto University of Education: Science Education

Course)

・Assistant:Prof. Yoshihiko Yonezawa(STEP2 expert, Professor of Faculty of School Education,

Naruto University of Education: Science Education Course)

・Attendants:

Whida Khawaja M. Qayum (Ms): SJTTC lecturer

Mohammad Sahlim (Mr): SJTTC lecturer

Nasim Habibyi (Mr): Bamiyan TTC lecturer

Ghazan Far (Mr): Science Center

Hakima (Ms): Science center

・Interepreter

Deeba (Ms): Lecturer at Kabul University

Prof. Kensuke Chikamori(STEP2 expert)

2.Outline of the lecture

In terms of the importance of units in natural sciences, especially in physics, Assoc. Prof. Honda first

pointed out that it is very important to pay attention not only to the numerical values but also to their

units. Next, the session continued based on the lesson flow of the Lesson 1 of lecture note that Assoc.

Prof. Honda revised.

・SI unit is the most natural scientific and universal.

・The historical background of definition of1m

・The historical definition of 1 m is very convenient for us to think about the length of materials as it

allows us to connect the size of the earth with the materials surrounding us. Moreover, learning

about units enhances our sense of quantity. Therefore, from the perspective of science education,

this learning is regarded very important.

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・ Participants were asked to fill out the worksheet with the width and depth of the meeting room

using the prepared 1meter scale.

・ In response to the reported measured values, Assoc. Prof. Honda explained the meaning of

expressing the physical quantity of measured result by units, using the chart drawn on the

blackboard. Expressing each length in the unit of length, “m,” shows how many 1 m is

equivalent of the length.

・ Participants calculated the area using the measured value.

・ Asoc. Prof. Honda explained that the area of the meeting room 14.8m2 is equivalent with 14.8

units of 1m2 square. In addition, this unit of area, m2, can be obtained by multiplying the

unit of length “m.” This explains that other units of various physical quantities can be obtained

with basic units of SI units.

・ As this example, the activity was performed to consider the unit of velocity. One participant

walked from one side to another side along one wall, and measured the time of this walk using

the stopwatch of the cell phone. The speed of walk was calculated based on the definition.

・ From the perspective of units, the physical quantities using units and the background law of

physical phenomena can be understood.

・ The next session topic on June 9th will be “Motion Graph.”

Prof. Yonezawa commented as follows;

・ The session was smoothly proceeded.

・ It’d be ideal if the activity result of participants can be checked by the university side (Japan) by

moving the camera. The use of paper should be considered as well.

・ Preliminary meeting might be helpful if time is available.

3.Points to be noted

(1) Achievement of lesson: It seems that participants have learned more about units that had been

considered as mere symbols through concrete activities. It was especially impressive when one of

the participants raised his voice when area and its units were explained using a figure.

(2) Questions: Only the last question was directly related to the lecture content. Others include

measurement of velocity of light, formula expressing velocity of light, and the definition of unit

of length in ST units.

(3) Problems related to the remote lecture using TV conference: Pictures and sound were both

functioning. It is suggested that the next session be recoded in video for the purpose of sharing

with other TTC lecturers.

4.Attendant’s reflection (Mr. Nasim Habibyi: Bamiyan TTC lecturer)

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The report on the reflection of the session is prepared by Mr. Nasim Habibyi, Bamyan TTC lecturer

as presented in Attachment 2. This report does not clearly present what kind of learning was

acquired because it was mainly about the subjective description of the session. However, judging

from his strong willingness for participation in the next session, it seems that he positively evaluates

the session. It will be necessary to prepare questionnaire sheets to bring out learning and findings

of participants.

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Handout1 Teaching Resource of Teaching Methodology of Physics

Lesson 1

Topic : Physical quantities and their units

Objective : to understand how to express physical quantities

Knowledge : Students understand the units for physical quantities, types of units, relationship between units and their importance in measurement.

Skill : At end of this lesson students can: 1- measure a lot kinds of physical quantities of objects. 2- acquire the concept and importance of units of physical quantities. 3- differentiate definitions between fundamental units and derived

units.

Teaching materials: Board, markers, measuring tapes, stopwatches(, a mass of stones, scales)

Background information for teachers: Since physic is one of methods that describe natural phenomena, it consists of

useful knowledge that has a close relationship with human life. Using physics based on experiments and observations, you can discuss changes in the state of matter or substances. Physics has various fields depending on the phenomena dealt with as follows: mechanics, wave, thermodynamics, electromagnetism, optics and quantum mechanics or depending on the objects as nuclear physics, atomic physics, solid state physics and astronomy. Since science consists in describing nature, it is necessary to express qualities and quantities of objects. Therefore, you need methods to define units of quantities.

A physical quantity is a certainly specified amount that you can estimate by measurement e.g. length, mass, time and so on. It is described in the form of a product of a number and a unit, and the number without the unit is meaningless. A unit is a standard quantity in terms of which the quantities of the same kind are expressed. The units of length, mass and time are meter, kilogram and second, respectively. All physical quantities can be expressed using other physical quantities taking account of physical laws and relationships between quantities. In consequence, seven fundamental units are chosen so that you can describe all kinds of units. Other units which are called derived units are expressed by products and quotients of the fundamental units. The system which provides the rules for how to use and apply the units is called SI (System International) Units. It should be noted that there are 20 prefixes used besides 7 fundamental units in the SI Units in order to express the physical quantities concisely with precision without the long digits. The fundamental units and prefixes are listed in Table 1-1 and 1-2, respectively.

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Since it is very difficult for students to understand the current definitions of the fundamental units in the SI Units, the teachers should know the historical background of the establishment of the SI Units and tell it to them. The SI Units comes from the Metric System. The teachers are expected to explain the first definition of the units of length in meter, mass in kilogram and time in second in the Metric System. They must also explain the definition of Celsius temperature and the conversion of this temperature into the absolute temperature. These four definitions are practical and useful for getting the sense of the fundamental quantities of 1 m, 1 kg, 1s and 1 °C (1K) and for getting ability to compare quantities in relation to daily life.

Student’s background and lesson outline: The TTC students already know the contents of general physics, simple mechanics and

optics and electricity and relationship between these fields. In this lesson, the students learn how physical quantities make an appearance around them, how to measure and express the quantities with their proper units and how to manipulate the both of the measured values and their units.

Table 1-1. Fundamental units in SI units. quantity name symbol definition

length meter m The meter is the length of the path travelled by light in vacuum during a time interval of 1/299,792,458 of a second.

mass kilogram kg The kilogram is the unit of mass; it is equal to the mass of the international prototype of the kilogram.

time second s The second is the duration of 9,192,631,770 periods of the

radiation corresponding to the transition between the two hyperfine levels of the ground state of the cesium 133 atom.

electric current ampere A

The ampere is that constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circular cross-section, and placed 1 meter apart in vacuum, would produce between these conductors a force equal to 2x10-7 newton per meter of length.

thermodynamic temperature kelvin K

The kelvin, unit of thermodynamic temperature, is the fraction 1/273.16 of the thermodynamic temperature of the triple point of water.

amount of substance mole mol

1. The mole is the amount of substance of a system which contains as many elementary entities as there are atoms in 0.012 kilogram of carbon 12; its symbol is "mol." 2. When the mole is used, the elementary entities must be specified and may be atoms, molecules, ions, electrons, other particles, or specified groups of such particles.

luminous intensity candela cd

The candela is the luminous intensity, in a given direction, of a source that emits monochromatic radiation of frequency 540x1012 hertz and that has a radiant intensity in that direction of 1/683 watt per steradian.

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Lesson flow:

Activity 1: Students are divided into 5 groups

Activity 2: The teacher introduces the fundamental and derived units taking accounts of the metric system and explains the relationship between units considering physical laws.

Activity 3: The groups are given a task of measuring the distances between face to face walls in the two perpendicular directions of the classroom using measuring tapes. The student writes the results in terms of meter that is a fundamental unit.

Activity 4: The teacher gives the groups a task of making a product of the above two lengths and the students finding the derived unit for area and write the result value in square meter.

Activity 5: Students walk straight from one wall to another wall of the classroom with measuring the spent time using a stopwatch.

Activity 6: Students are given a task of making the division of the length by the walking time and finding the derived unit for speed. This task ends up with writing the value of the walking speed with the unit.

Activity 7: Students’ opinions are taken up.

Table 1-2. SI prefixes. factor name symbol factor name symbol 1024 yotta Y 10-1 deci d

1021 zetta Z 10-2 centi c

1018 exa E 10-3 mili m

1015 peta P 10-6 micro µ

1012 tetra T 10-9 nano n

109 giga G 10-12 pico p

106 mega M 10-15 femto f

103 kilo k 10-18 atto a

102 hecto h 10-21 zepto z

101 deka da 10-24 yocto y

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Worksheet:

1- Each group measures the distance between face to face walls of classroom and writes the value below.

4.43m

2- Each group measures the distance between face to face walls in another direction of classroom and writes the value below.

3.36m

3- Students calculate the area of the classroom.

4.43m×3.36m=14.8m2

4- Each group measures the walking time between the two walls in the first measured direction of the classroom and writes the value below.

6.13s

5- Students find the walking speed and write the value below.

4.43m/6.13s = 0.70m/s

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Lesson plan:

Time Teacher’s activities Students’ activities Evaluation points

2 min Greeting. Greeting

3 min To mention the outline and objective of this lesson.

To listen and write the important points.

3 min Activity 1 (To tell the students to

make groups for the measurement)

To determine groups immediately.

12 min

Activity 2 (To explain units.)

To listen and write the important points.

Students know how to express physical quantities.

10 min

To explain the measurement of length in detail.

Activity 3 (To measure lengths.)

Students participate actively n their groups and write the value of the lengths.

5 min Activity 4 (To tell the student to

derive a new physical quantity and check the calculated result.)

Activity 4 (To calculate the value

of the area in a derived unit.)

Students understand the derived unit for area and express the value correctly.

5 min To explain measurement of time, what a speed is and how to find the value of a speed.

Activity 5 (To measure time spent

in a walk.)

Students participate actively n their groups and describe the value of the time.

5 min Activity 6 (To tell the students to

determine the value of speed and check the calculated result.)

To calculate the value of the speed.

Students understand the derived unit for speed and express the value correctly.

5 min Activity 7 and to give homework.

To give questions and to understand what to do in the homework.

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Evaluation: Students get the concept of the SI Units (or the metric system). They understand the

definition of the fundamental units and the usefulness of derived units. They can measure physical quantities and derive another physical quantity from the measured quantities, which involves expressing the physical quantities with the proper units and comparing the quantities of same kind in different objects.

Homework: 1- Express the length of 7 m in terms of km, cm, mm and m.µ . 2- Express the length of 240 cm in terms of km, mm and m.µ .

3- If a car travels a distance of 60 m in 20 s, calculate the speed of the car in terms of m/s and convert this value into the value in km/h.

Attachment 2 Report on TV conference session by Mr. Nasim Habiby, Physics lecturer of Bamiyan TTC 1. Definition of Physical Quantity Definition of physics is the knowledge about the nature and it is also called as quantitative knowledge. Thus we have to recognize physical quantity in unit. Without recognizing physical quantity in unit, it has no meaning. For example, just “5” has no meaning but if I say “5 m”, it is meaningful. The quantitative representation of physical quantity consists of 2 parts: numerical and unit parts, for example, 5 m, 60 kg, and so on. But yesterday, Japanese professor did not mention about mass. 2. Definition of meter Prof. mentioned about the historical and international/universal current definition of the unit of length: m. “1 m” is defined as 1/107 of the distance between the North Pole and Equator of the earth. International definition of “m” is 1/299,792,458 of the length of path that light travels for 1 sec. So, distance between North pole and Equator was found on the basis of the speed of light d=c*t This international definition is found after French revolution. 3. Definition of time Time is measured by second. It is defined by atomic clock: vibration of atom of Ce133. 4. Teaching About length, teacher will teache the students its unit by using speed of light. When the students understood the unit of length of “m”, he teaches the activity how to measure the length. Students measure the length and width of the room. It is practical work. Teacher tells students 5.5 m includes 5.5 times of unit of length of “1 m”. By using the activity, teacher. can teach the unit of area. By using it, teacher can teach also the derived unit. The activity of measuring walking speed, teacher can teach another derived unit. After measuring the time for walking time for longer length of the room, calculate the speed: Definition of time=length/time (m/s) やや内容に首を傾げたくなるような点がありますが、原文からそうなのか、英語への翻訳でそうなったかについては定かではないので、注意してください。今後活動群2では、この翻訳の課題解決を早急に求められることと覚悟しています。

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June 10, 2009

Prof. Kensuke Chikamori

Report on the 2nd TV lecture on Teaching Method of Physics

1. General background

・Date:July 9, 2009 12:55-14:55 (two hours)

・Lecture topic:Motion and its graph (position, velocity and acceleration)

・Lecturer:Assoc. Prof. Honda Akira(STEP2 expert, Assoc. Prof, Faculty of School Education,

Graduate School of Naruto University of Education: Science Education

Course)

・Assistant:Prof. Yoshihiko Yonezawa(STEP2 expert, Professor of Faculty of School Education,

Naruto University of Education: Science Education Course)

・Attendants:

Whida Khawaja M. Qayum (Ms): SJTTC lecturer

Mohammad Sahlim (Mr): SJTTC lecturer

Nasim Habibyi (Mr): Bamiyan TTC lecturer

Mohammad Yusef (Mr): Jalalabad TTC lecturer

Ghazan Far (Mr): Science Center

Hakima (Ms): Science center

・Interepreter

Deeba (Ms): Lecturer at Kabul University

Prof. Kensuke Chikamori(STEP2 expert)

2.Outline of the lecture

Assoc. Prof. first presented the outline of today’s lecture. The main points are:

・ There are various motions found in our daily life. The today’s session topic is expression of

these motions with formula and graphs.

・ The formula and graphs are the equivalent of languages in natural science. Therefore, it is

necessary and important to become familiar with the expression of scientific phenomena using

formula and graphs in the field of natural sciences.

Next, the activity about uniform motion was conducted based on the activity plan in the lecture note

of Lesson 4 revised by Assoc. Prof. Honda. A part of worksheet about this session is presented as

below.

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Worksheet: Students need graph papers for motion graphs in addition to this worksheet.

1- Students draw a velocity-time graph of a uniform motion given with the value of constant velocity and draw a straight line connecting the datum points. Graph papers are separately provided.

2- Students express numerical formulae for the motion and fill out table 4-1. (An example from the data described in the postscript of the lesson flow section is shown below.)

Table 4-1. Velocities and positions of a uniform motion.

Time (s) Velocity (m/s) Position (m) Time (s) Velocity (m/s) Position (m)

0 0 4

1 5

2 6

3 7

Velocity = Position =

3- Students draw a position–time graph of a uniform motion on an attached graph paper and make sure the agreement between the slope of this position line and velocity.

4- Students draw a velocity–time graph for which the data are listed in table 4-2 and find the value of acceleration from the slope of the velocity curve. (The table 4-2 is only one example and the teacher can show other examples.)

The main activity flow is as follows;

・ Definition of uniform motion: Uniform motion is the motion with constant velocity

・ Participants were asked to complete the Table 4-1 that expresses the relationship between time

and position with presumption that the velocity of uniform motion is 4 m/s (Activity 1 and

Activity 2 in worksheet)

・ With the time-position data regarding the uniform motion in Table 4-1, participants created a

time-position graph.

・ Based on the created graph, participants learned about the physical meaning of uniform motion.

The objective of this learning is that students learn that the uniform motion can be expressed

with the formula x=vt and that the velocity can be expressed with the slope of the line in the

graph.

・ Based on the data on Table 4-1, the graph was created to show the relationship between time and

velocity. Moreover, participants learned that the area of a square whose sides are time and

velocity respectively expresses the position.

・ Lastly, regarding the expression of motion using formula and graph, Assoc. Prof. Honda

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encouraged participants to get familiar with these types of expression by repeating the leaning of

this session.

3.Points to be noted

�Achievement made in lecture

・ Participants derived the formula of uniform motion by creating a graph using concrete data and

by examining the created graph. It seems that they have fully understood that physical

phenomena can be expressed with graphs and formula.

・ When the change of slope in case of the increase in velocity was questioned, almost everyone

answered that the slope would be wider. This would suggest that the objective of the session was

achieved at this point. Some participants showed the reaction of realization when it was

explained that the position can be expressed with area of a square based on the graph of time and

velocity.

・ As mentioned above, the objective of this session seems to have been achieved at this point.

�Question

・ There are two questions raised; ”How can the velocity which is expressed as differential of x in

the formula of x=vt be shown on the graph?” “In the formula of uniform motionx=vt+x0,

does this meanx0 itself or have specific value?”

・ As for the first question, Assoc. Prof. Honda explained that the slope of tangent line at each

point is the differential value, and this is the velocity, using the graph of general motion of time

and position. Regarding the second question, it was explained that x0 will be given certain

value when the location of standard point to measure the position is different from the starting

point of motion.

�Overall conditions to conduct session

・ Both picture and sound were functioning.

・ As the preparation was delayed, only a part of the session was recorded.

・ It will be necessary to consider sharing the recorded video with other TTC lecturers and persons

in Science Center who could not attend.

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April 23, 2010

3rd Distance Lecture on Teaching Methodology of Physics for TTC lecturers

Prof. Honda, Prof. Chikamori, Ms. Morita

JICA/STEPⅡ

1.Outline

1-1 Rehearsal

The rehearsal of distance lecture was conducted at the 1st floor in JICA Afghanistan office from

14:00 till 16:00 on March 29. Participants are listed as follows:

・ Naruto University of Education: Prof. Honda, Prof. Yonezawa, Prof. Ono, Ms. Miyasaka,

Ms. Yamaguch

・ Afghanistan: Prof. Chikamori, Ms. Morita, Ms. Taguchi

The following activities were conducted at the rehearsal.

①Checking the connection

②Meeting for the following day: Both university side and Afghan side have discussed on how to

present the experiment including the camera work.

2. Preparatory session and distance lecture

2-1Preparatory session

(1)Outline

Prior to the distance lecture, the preparatory session was conducted at 10:00 am up to 11:30 am in

STEP2 office for distance lecture. Participants are as follows:

Mr. Mohammad Sahlim(STTC)

Ms. Wahida Seddiq(STTC)

Mr. Mohammad Yusaf (Nangarhar TTC)

Mr. Nasim Habibyi(Bamyan TTC)

Mr. Najila Salam (Science Center)

Mr. Mir Mohammad Rza Ghazamfar(Science Center)

Mr. Mansoor Zahirzai (Nangarhar TTC)

Mr. Aminullah Urish (STTC experimental school)

All but Mr. Urish are in charge of physics education in each institute.

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At the preparatory session, handout prepared from the teaching resources of teaching methodology

of physics was distributed and three groups conducted the experiment of reflection using mirror. The

aim of this preparatory session is to inform the content of experiment to the participants.

1)Attach double-clips at the bottom edges of mirror, and attach triangle rulers to the backside of

mirror.

2)Select three observation points and draw a line to connect each point with the virtual image of

the object.

3)Extend the straight line to seek the intersection point.

In theory, these three lines should cross at one point. A group of TTC lecturers have received the

almost satisfactory result. On the other hand, other two groups have obtained more than two

intersection points. Although there are several reasons which we could think that have caused the

result, participants were requested to think about what kind of questions they would ask in the

distance lecture on the following day.

2-2 Distance lecture

Distance lecture was conducted at JICA Afghanistan office from 13:00 till 15:30 on March 30 by

connecting with the Naruto University of Education. Participants are as follows:

・ Naruto University of Education:Prof. Honda, Prof. Yonezawa, Prof. Ono, Ms. Miyasaka,

Ms. Yamaguchi, Mr. Takeda

Afghanistan: Prof. Chikamori, Ms. Morita, Ms. Deeba, Mr. Naser, seven participants who have

attended the preparatory session except Ms. Wahida

(1)Outline

The distance lecture started at 13:00 as scheduled once participants were seated.

(2)Participants’ reaction

Participants conducted experiment as instructed by the lecturer. Unlike the preparatory session,

only two points were selected as observation points. Besides, by drawing lines along with the both

sides of mirror, the location of mirror was more correctly presented.

Participants put pins at the intersection point crossed by the observation points and two lines

connecting to the virtual image. By moving the observation point, participants observed that this pin

and the virtual image cross from above as well as from side. This observation seems to have

interested the participants.

Also, the lecturer demonstrated that since the mirror has thickness, light is reflected not on the

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surface but on the backside of mirror. Based on this, participants were able to confirm that the

incident angle and reflecting angle are equal for the first time.

3.Post-lesson session

At 10:00 am on March 31, STTC, Nangarhar and Bamyan TTC lecturers have attended the

post-lesson session with the purpose of strengthening the understanding of the previous session.

①The lecturer repeated the session from previous day. Bamyan TTC as well as Nangarhar TTC

lecturers gave an impression that they have fully understood what to do for what purpose.

②Using the protractor, participants confirmed that incident angle is equal to the reflection angle.

③Regarding the experimental error in the lecture from previous day, participants drew straight lines

and reviewing the refraction of glass.

④After the experiment, participants were requested to utilize the teaching resources and lecture note

in the next semester and provide us the feedback after its use.

⑤ Questionnaire(Appendix-1)

4.Wrap-up

In the experiment of reflections of light using mirror, “how to show the experiment” to the

participants was regarded as the key to the successful session at this distance lecture. Therefore, all

kinds of efforts were made by arranging camera work, lighting, and visual aids so that the image can

be shown as if the experiment was being performed just in front of participants. Thanks to these

efforts, participants looked quite satisfied with the lecture content and seemed to gain the confidence

about the result of their experiment. This experiment is relatively easy to understand in theory as

well as to conduct in practice. Participants found this experiment very interesting since it contains

quite a lot to learn, including refraction and experimental errors, in a relatively simple manner.

During the interview at the post-lecture session, most of participants stated that they would like to

perform this in their home TTCs and there are few experiment introduced in the textbook which they

are using for the teaching method of physics. We wish a day would come as early as possible when

the developed teaching resources and lecture note are distributed for the utilization in actual classes.

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Appendix‐1(Result of questionnaire filled by participants)

Evaluation Questionnaire result on JICA Net-Distance Learning Seminar "STEPII" seminar on "Physics Teaching Methodology"

MohammadYousof

AminullahUrish

WahidaSiddiqi

NasimHabibi

MohammadSalim Adrak

MansoorZahiri

NajlaMir

MohammadRaza

Part 1 Questions on the Content AspectsQ1-1 The session addressed my specific learning needs. 5 5 5 5 4 5 5 5 4.875Q1-2 I aquired new knowledge through the session. 5 5 5 5 4 5 5 5 4.875Q1-3 I aquired useful information for my job through the session 5 5 5 5 5 5 5 5 5.000Q1-4 I enjoyed the session 5 5 5 5 5 5 5 5.000Part 2 Questions on the conduction of session.Q2-1 Preparation DVD for lecture was helpful. 4 5 5 5 5 4 4.667Q2-2 Interaction among leaturers and participants was effective. 5 4 4 4 4 3 4.000Q2-3 The session conducted in an effective way. 5 5 5 5 5 4 4.833Part 3 Questions on the technical aspects.Q3-1 Video transmission quality was good. 5 5 5 5 4 4 4.667Q3-2 Sound quality is good. 4 5 5 5 4 4 4.500Q3-3 Physical arrangement of classroom was good. 5 4 4 4 5 4 4.333Part 4 Questions on effectiveness of distance learning.Q4-1 Distance learning session is effective for this project "STEPII". 4 5 5 5 5 4 4 4 4.500Q4-2 Distance learning session is efficient for this project "STEPII". 4 5 5 5 5 3 4 4 4.375

5: Strongly agree; 4: Agree; 3: Neutral; 2: Disagree; 1: Strongly disagree

What were the high and low points of the program?

MeanQuestions

Part 5

Evaluation Score of Participants

It was completely practical and specially about mirror, it was clear and logical, interesting and knowledgeable (Urish)

1- the experiment ended very easily, with simple method and was very useful2- supplementary lesson was very useful, also the lecture was very good and useful3- no weak point seemed in it (Yousof)

1- The experiment had positive result (Wahida)

1- The good points are that the experiment carried out simply and precisely and all the participants overcome on getting positive result2- Weak points: some were not interested (Nasim)

1- The carried out experiments with simple material, different methods of this session was useful2 - If more time is given to afghan teachers questions and this program have long will be much better (Salim)

Since we didn’t have any note or know anything about this program, despite that the program was interesting (Mohammad Raza)

If such program continues for a serial of days the seminar will good to know more topics practically and prepare chapter note and give it to students (Mir Mohammad Raza)

It is better to give information regarding the topic before conducting the seminar (Najla)

Part 6

I have a suggestion on this kind of useful conference that if a detail full information given to us on experiments before the conference for some days will very useful (Mansoor Zahiri)

The distance lecture should be continuously and such physic seminars are useful because we have very much problem in practical section (Wahida)

The training of distance lecture should continue in order to carry out simple experiments precisely and also the simple material which uses in it is very interesting and we can use suchsimple materials (Nasim)

Comments and Advice (Please write any comments and advice)

if 15days or 1 month seminars hold in Afghanistan or Japan in practical experiment and practically show teachers the experiments (Salim)

If the period of such seminar get long and many experiment get done will become more sufficient and usefulIf such experiment done at other subjects such as math and geometry will be very nice(Yousof)

It should always make a logical and knowledgeable to make higher education (Urish)

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Mr. Adel Momand (Jalalabad TTC) Mr. Husaini Said Rafi (Science Center)

Mr. Mohammad Momen Nasare (Bamyan TTC) Ms. Rawsiah Ayamudin (STTC)

Ms. Shghla Ahmad (Science Center)

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January 8, 2010

Distance Lecture on Biology Teaching Method for TTC lecturers and Science Center

Prof. Yoshihiko Yonezawa

Prof. Kensuke Chikamori

JICA/STEP2

1.Outline

1-1 Rehearsal

The rehearsal was done at the meeting room of JICA Afghanistan office from 1:00 PM till 2:30 PM

(5:30 PM till 7:00 PM in Japan) on January 5, 2010 with the following participants.

・Naruto University of Education:Prof. Yonezawa(Science Education)、Assoc. Prof. Honda

(Science Education), Ms. Miyasaka(JICA-Net producer/NHK Enterprise),

Mr. Takeda(JICA-Net producer/SSC)

・Afghanistan:Prof. Chikamori, Ms. Yamaguchi(STEP2)、Ms. Tafseera(interpreter)

The content of rehearsal is as follows:

〈In Afghanistan〉

1) Positioning of microscope, seating of participants, and operation of camera

2) Arrangement for distance lecture: preparation of name holders for Afghan participants,

presentation of sketch

3) Interview by NHK Tokushima

4) Shooting: In addition to web-cam, portable camera is used to shoot participants. This video will

be taken back to Japan and shared with others.

〈In Naruto〉

1) Positioning of lecturer and main camera, preset of zooming, positioning of supplementary

camera, checking of equipment

2) Checking of participants’ names and their institutions, selection of respondents of questions and

those who will perform the practice

3) Request of camera operation by Afghan side

4) Checking of the video recording procedure of distant lecture

5) Checking and revising of lesson flow

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2. Preliminary session and Distance lecture

2-1Preliminary session

(1)Outline

Prior to the distance lecture, the preliminary session was conducted at the STEP office in TED

from 10:00 am till 11:30 am on January 6 with the following participants.

Ms. Rawsiah Ayamudin(STTC)

Mr. Adel Momand (Jalalabad TTC)

Mr. Mohammad Momen Nasare(Bamyan TTC)

Mr. Shghla Ahmad (Science center)

Mr. Husaini Said Rafi (Science center)

All the participants are in charge of biology education in each institution.

At the preliminary session, participants watched the teaching video which had been prepared since

November 2009. The content of the video was the use of magnifying glass and that of microscope.

After watching the video, Prof. Chikamori demonstrated the following practice on the use of

magnifying glass.

1) Presentation of the specimen (gladiolus soaked in red ink since January 4th)

2) Presentation of the method of cutting the stem with the blade for observation using magnifying

glass

3) Preparation of specimen and observation with magnifying glass

(2)Participants’ response

Most of them showed their strong interest and curiosity, especially in the method of preparing

simple specimen using Scotch tape.

Preliminary session

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2-2 Distance Lecture

The distance lecture was conducted from 1:00 PM till 3:00 PM (5:30 PM till 7:30 PM in Japan),

connecting the JICA Afghanistan office and Teaching skills room at Naruto University of Education

with the following participants.

Naruto University of Education:Prof. Yonezawa(Science Education)、Assoc. Prof. Honda

(Science Education), Ms. Miyasaka(JICA-Net producer/NHK Enterprise),

Mr. Takeda(JICA-Net producer/SSC), and other TV crews

Afghanistan:Prof. Chikamori, Ms. Yamaguchi, Mr. Naser(STEP2), Ms. Tafseera(interpreter)

Other five participants

(1) Outline

After the participants seated as arranged during the rehearsal, the lecture was started at 1:00 PM

and proceeded based on the prepared script. The participants worked on assembling the microscope,

removing specimens from the pollen of gladiolus, examining the specimens and drawing them under

the direction of Prof Chikamori and Prof Yonezawa. Each participant examined under the

microscope and drew the specimen which they removed by themselves. There were some

participants who were not used to sketch as examining the specimens under the microscope nor to

clean the lens in the proper manner after use and clear the microscope. However, Professor

Yonezawa gave them appropriate advice through the screen by videoconference system.

Following the lecture, Ms. Fujime from NHK Tokushima interviewed with Ms. Rawsia, Mr.

Momand, and Mr. Momen from TTCs for 30 minutes. In the end, they filled out the questionnaire to

finish the session.

4.Post-lesson teaching

Prof. Chikamori provided post-lesson teaching to Jalalabad and Bamyan TTC lecturer in order to

strengthen the understanding of their learning during previous sessions at 10:00 am on January 7.

The content is as follows:

1) Basic use of microscope (assembling of lenses and cleaning )

2) Preparation of specimen using pollen and the stem of gladiolus soaked in red ink for three

days

3) Observation of pollen specimen with objective lenses

4) Observation of the stem with naked eyes and its application to the lessos

Especially in 4), it was strongly emphasized that various things can be found even by the observation

with naked eye, and more significance was given on the learning based on the observed-evidence.

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May 13, 2010

2nd Distance lecture on Teaching Method of Biology to TTC lecturers and scienc center officers

1.Overview

1-1 Rehearsal

The connection test was conducted at the meeting room, JICA Afhanistan office from 1:30 pm

to 3:30 pm on May 11, 2010. Participants are as follows:

・ Naruto University of Education:Prof. Yonezawa, Prof. Honda, Prof. Chikamori, Ms.

Miyasaka, Mr. Takeda

・ Afghanistan: Prof. Ono, Mr. Suda, Ms. Yamaguchi

〈Afghanistan〉

1)Test connection with external video and its positioning

2)Preparatory meeting for implementation: checking seating

Although the test connection of supplementary external video was failed at first, using the video

camera manufactured for the use in Afghanistan made the connection possible.

〈Naruto University of Education〉

1) Positioning of lecturer, main camera, Preset of camera, and positioning of supplementary

external camera

2) Checking the participants’ names and their institutions.

3) Testing the camera operation in Afghanistan

2.Preparatory Session and Distance Lecture

2-1Preparatory Session

(1)Overview

Prior to the distance lecture, the preparatory session was conducted from 9:30 am till 11:30 am at

STEP 2 office, TED. The participants are listed as follows:

Ms. Rawsiah Ayamudin(STTC)

Mr. Adel Momand (Nangarhar TTC)

Mr. Mohammad Momen Nasare(Bamyan TTC)

Ms. Shghla Ahmad (Science Center)

Mr. Husaini Said Rafi(Science Center)

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All are working in the field of biology education.

At the preparatory session, lesson flow of distance lecture, flower diagram, and appendices of

TTC textbook on Teaching Methodology of Biology on the use of magnifying glass (F-3), use of

tweezers (F-4), and observation of tomato stems using magnifying glass (F-9). Ms. Rawsia explained

the topic of distance lecture “The observation of flower structure using magnifying glass.”

Ms. Rawzia briefly conducted a lecture on flower structure to other participants, followed by

discussion among them. It was observed that participants voluntarily went out to pick up some

flowers outside to observe them using tweezers and magnifying glasses.

2-2 Distance lecture

Distance lecture was conducted connecting JICA Afghanistan office with Naruto University of

Education from 1:00 pm till 3:00 pm on May 12, 2010. Participants are listed as follows:

・ Naruto University of Education:Prof. Yonezawa, Prof. Honda, Prof. Chikamori, Ms.

Miyasaka, Mr. Takeda

・ Afghanistan: Prof. Ono, Mr. Suda, Ms. Yamaguchi, Mr. Ziaulhaq Saher (STEP2), five

participants of preparatory session

(1)Overview

The connection was made possible at 1:00 pm as planned, but the actually lesson started at

1:30 pm as seating of participants, setting up of external camera, and pre-setting of main camera

were required as well as the temporary disconnection was happened. The lesson content was

prepared as the manuscript, but as the interpretation required time, the lecture did not proceed as

originally planned. During the distance lecture, observation of brassicaceous plant and explanation

of flower diagram and flower formula was conducted. The last half of the lesson, observation of

caryophyllaceae plants was decided to be carried out next day. Lastly, Prof. Yonezawa explained

about how to classify dicotyledonous plants and monocotyledonous plants.

(2)Response of participants during lecture

Although most of participants stated that they had conducted lesson/experiment using

magnifying glass before at the beginning of lecture, they faced difficulty handling flowers due to

its size. Some of the questions raised during the lecture were

・ Why are there two groups of four stamens and two sepals in petals in the flower diagram of

brassicaceous plant?

・ In the flower formula of brassicacear plants, why only one stamen is indicated by the number of

carpel?

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(3)Reflection of the distance lecture

【Connection】

・ Pictures and sounds received at Naruto were relatively clear. ・ Power-point of flower diagram and the miniature of flower parts were presented clearly to

participants.

・ By using external camera as well as the main camera, it became possible to observe

participants’ hand movement.

【Structure and flow of lecture】

・ Participants look satisfied to have an opportunity to directly ask Japanese experts regarding what

they wonder in their daily life.

・ The flower selected for the observation was too small for participants to handle

・ As participants have almost no experience in handling small objectives, it turned difficult for

them to cut segment

・ A participant from Bamyan TTC should have been seated closer to the camera as he did not

seem to understand well.

・ As lecturing through interpreter requires much time and loses participants’ focus, the lecture

should be focused on only one topic rather than a few different topics.

4.Post session

In order to check and strengthen the understanding of the distance lecture, Prof. Ono asked TTC participants (Nangarhar/Bamyan) about the good points about the lecture as well as selection of flowers suitable for observation on May 13, 2010. Next, participants observed caryophyllaceous to prepare flower formula and flower diagram under Ms. Rawsia’s

facilitation.

Participants from Science Center and from Nangarhar TTC conducted the observation and sketch

without any difficulty. On the other hand, Mr. Nasare (Bamyan TTC) seemed to require

strengthening of fundamental skills such as careful observation and visual presentation.

Lastly, Prof. Ono explained that “calyx” is used instead of “sepal” as caryophyllaceae plan has all

the sepals attached.

3.Conclusion

Despite the selection of flowers made based on the lesson objective, unfortunately, handling such

small flowers actually turned difficult and awkward for participants who are not used to conducting

experiment. Nevertheless, the objectives of the session were satisfactorily achieved through the

follow-up session on the next day by reviewing the previous day’s session and conducting the same

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experiment using caryophyllaceous flowers instead that are in appropriated size for participants to

handle. In the end, some participants expressed that they had gained new and useful knowledge by

learning flower formula and flower diagram.

The manuscript prepared by Prof. Yonezawa in advance, as in the previous session, made it

possible to use main camera and external camera effectively based on the understanding of lesson

flow. Using external camera in Afghanistan enabled Prof. Yonezawa to check Afghan participants’

hand movement, resulted in more interaction of distance lecture.

In the past, Prof. Chikamori provided technical assistance by facilitating preliminary teaching,

distance lecture, post teaching. However, this time session was conducted without the facilitation of

Japanese expert. Although it was impossible to provide the details of lesson content and

supplementary explanation to participants due to the absence of Japanese biology expert, the active

attitude of Afghan participants should be noted that was shown when they voluntarily went outside

to collect flowers, started observation of flowers, initiated a discussion, and taught each other, and

we highly expect this shown initiative to be further strengthened.

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Evaluation Questionnaire result on JICA Net-Distance Learning Seminar "STEPII" 2nd seminar on "Biology Teaching Methodology"

Shugla Rawsia Husaini Momand NasarePart 1 Questions on the Content AspectsQ1-1 The session addressed my specific learning needs. 3 5 4 4 5 4.2Q1-2 I aquired new knowledge through the session. 3 5 4 5 5 4.4Q1-3 I aquired useful information for my job through the session 4 5 4 5 5 4.6Q1-4 I enjoyed the session 3 5 3 5 5 4.2Part 2 Questions on the conduction of session.Q2-2 Interaction among leaturers and participants was effective. 4 5 4 5 4 4.4Q2-3 The session conducted in an effective way. 3 5 4 5 5 4.4Part 3 Questions on the technical aspects.Q3-1 Video transmission quality was good. 4 4 4 5 5 4.4Q3-2 Sound quality is good. 4 4 4 4 5 4.2Q3-3 Physical arrangement of classroom was good. 3 5 4 5 4.25Part 4 Questions on effectiveness of distance learning.Q4-1 Distance learning session is effective for this project "STEPII". 5 4 4 5 5 4.8Q4-2 Distance learning session is efficient for this project "STEPII". 3 4 4 5 5 4.8

5: Strongly agree; 4: Agree; 3: Neutral; 2: Disagree; 1: Strongly disagree

What were the high and low points of the program?Luck of necessary materials for doing experiment (Shugla)Time of video conference is too short (Rawsia)It's good to have a goor interpreted to interpret directly from Japanese toFarsi (Husaini)There's no low points, but the flower diagrams/formula were good(Momand)The workshop time was very short, but it was very useful and veryeffective (Nasare)Comments and Advice (Please write any comments andadvice)This workshop be conducted for many days (Rawsia)Comunication was very weak. I couldn't get all speech of teacher and thelesson point was unclear. The interpreter should know Japaneselanguage and know biology subject (Huaini)The workshop time was too short ad we hope to extend the workshoptime in the future because we couldn't do more than one or twoexperiments (Nasare)

Part 6

Evaluation Score of Participants MeanQuestions

Part 5

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Cod No Name Subject Province Contact NoB - 1 M,Momin Biology Bamyan 0771186893B - 2 M.Akram Biology Ghazni 0797969032B - 3 Ab.Qaum Biology paktika 0774585032B - 4 Ab.Fahim Biology Baghlan 0700616348B - 5 M.Ajmal Biology Logar 0796723515B - 6 Merwais Biology Noristan 0798972894B - 7 Ab.Wakil Biology Farah 0794872542B - 8 Alimadad Biology Ghazni 07070703619B - 9 Normuhamad Biology Parwan 0700899140B - 10 Said Ayazullah Biology Takhar 0700718981B - 11 Shafiullah Biology Khost 0707397635B - 12 Adil Biology Nengarhar 0700586425B - 13 Shawali Biology Kunar 0771021753B - 14 M. Tayb Biology Jozjan 0786714190B - 15 Amanullah Biology Uruzgan 0707335941B - 16 Abogul Biology Helmand 0799271615B - 17 Ab. Wahid Biology Badghis 0700395428B - 18 Shairahmad Biology Paktia 0700282913B - 19 M. Qasim Biology M.Wardak 0787771960B - 20 Nasrin Biology Faryab 0772883182B - 21 Nargis Arab Biology Heart 0796850190B - 22 Yasamin Biology Balkh 0796619526B - 23 Enjila Hemat Biology TED 0799203516B - 24 Nahid Ahmadi Biology TED 0799343082B - 25 Najwa Shams Biology TED 0799410275B - 26 Said Moqim Biology KabulB - 27 Adeba Biology Kabul 0700846094B - 28 Wahidullah Biology Kandahar 0773030420B - 29 Rawzia Biology STTC 0778824108B - 30 Atiqulla Biology Kandahar 0796208577B - 31 M.Arif Biology Badakhshan 0776524209B - 32 M.Wais Biology Saripul 0772841634

Attendance Sheet of Biology

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Cod No Name Subject Province Contact NoP - 1 Nasim Physic Bamyan 0799887328P - 2 Maiwand Physic Paktika 0795580299P - 3 Azizullah Physic Baghlan 0798231520P - 4 M. Alam Physic Ghoor 0796077P - 5 Aminullah Physic Nooristan 070088708P - 6 Sebghatullah Physic Kundoz 0787699851P - 7 Ajab Khan Physic Khost 0799628765P - 8 M. Mabi Physic Khost 0799150025P - 9 Monid Ahmad Physic Logar 0774272950P - 10 A. Qadir Physic Takhar 0799116342P - 11 M. Zarif Physic Kapisa 0775161041P - 12 Ghulam Rabani Physic Orozgan 0796226163P - 13 Abdul Rabani Physic Heart 0799418387P - 14 M. Yusof Physic Ningarhar 0700396465P - 15 Amayatullah Physic Parwan 0708277036P - 16 Kamaludin Physic Faryab 0775939416P - 17 Mansor Physic Ningarhar 0796986395P - 18 Juma din Physic Kunar 0708958948P - 19 Abdul Masoud Physic Panjshir 0775200521P - 20P - 21 Sayed Hassan Physic Jozjan 0778194303P - 22 Besmillah Physic TED 0778843941P - 23 Nuradin Physic Sar-e-pul 0786816702P - 24 M.Yasin Physic Badakhshan 0707954300P - 25 Shaghasi.Z Physic TED 0787417702P - 26 Fazel Rahman Physic Maidan Wardak 0799830560P - 27 Ahmad Physic TED 0799384845P - 28 Najibullah Physic TED 0772763545P - 29 Rahima Physic Balkh 0775413979P - 30 Hanayon Physic Ghazni 0774361609P - 31 Shah Abdullah Physic Paktia 0772940410P - 32 Ali Physic Farah 0794364933P - 33 Masooda Physic Sar-e-pul 0786455567P - 34 A. Raqib Physic Kapisa 0799248288P - 35 M. Juma Physic Laghman 0707758073P - 36P - 37 M. Hashim Physic Kandahar 0700375014P - 38

Attendance Sheet of Physic

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Cod No Name Subject Province Contact NoM - 1 Moh. Azam Math Kunduz 774690934M - 2 Ab. Wali Math Paktia 773093486M - 3 Ab. Wahid Math Baghlan 708596881M - 4 Moh. Ibrahim Math Paktia 706623610M - 5 Ali Math Ghor 798253299M - 6 Ajab khan Math Zabul 797830314M - 7 Ab. Bashir Math Farah 795561424M - 8 Muheb ullah Math Logar 777002532M - 9 Samim ullah Math Nimroz 708845484M - 10 MathM - 11 Adib ullah Math Urozgan 700557542M - 12 Ab. Maqsood Math Nooristan 796704250M - 13 Ab. Salam Math Parwan 785294240M - 14 Ab. Aziz Math Helmand 799579008M - 15 Moh. Naheem Math Takhar 707452627M - 16 Gulam Siddiq Math Faryab 799453410M - 17 Fawad Durani Math Khost 799204207M - 18 Wahidullah Math Nangarhar 787262505M - 19 Ashaqullah Math Laghman 787739501M - 20 Faizullah Math Jozjan 735864730M - 21 Sayad Mohammad Math Dikondi 708295625M - 22 Azizullah Math Bamyan 774371909M - 23 Ab. Khabir Math Panjshir 775998082M - 24 Jahid Hassan Math Dikondi 774057278M - 25 Ashaq` Math Dikondi 778065968M - 26 Ismayel Math Kunar 772008608M - 27 Aynullah Math Badghes 772158593M - 28 Bahramuddin Math Badghes 797564682M - 29 Wahidullah Math Badakhshan 705502623M - 30 Wahidullah Math Maidan Wardak 774870786M - 31 Faiz Mohammad Math TED 700215822M - 32 Moshtaba Math Panjshir 774164311M - 33 Rafhat Math Heart 789884911M - 34 Liloma Hassan Math Balkh 799479020M - 35 Taminullah Math Sarepul 789362498M - 36 Moh. Tahir Math Ghazni 797414306

Attendance Sheet of Mathematics

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Cod No Name Subject Province Contact NoC - 1 Ghyasudin Chemistry Laghman 0799 27 71 71C - 2 Mujib u Rahman Chemistry Kunduz 0797 72 35 53C - 3 Abdul Ghani Chemistry Baghlan 0776 18 72 55C - 4 Abdul Basir Chemistry Kunduz 0799 05 78 29C - 5 Wahidullah Chemistry Zabul 0795 17 27 48C - 6 Malikuddin Chemistry Logar 0700 14 04 72C - 7 Najeebullah Chemistry Ghor 0794 59 19 01C - 8 Gula jan Chemistry Khost 0799 37 84 84C - 9 Abdul Raqeeb Chemistry Panjshir 0775 84 32 40

C - 10 Zamin Gul Chemistry Paktika 0775 42 51 00C - 11 Sefatullah Chemistry Nooristan 0775 16 51 00C - 12 Hameedullah Chemistry Takhatr 0776 52 28 03C - 13 Shair Haidar Chemistry Ningarhar 0775 67 89 52C - 14 Najeebullah Chemistry Kunar 0774 67 27 52C - 15 Ghulam Hazrat Chemistry Kabul 0799 31 27 30C - 16 Moh. Jawad Chemistry Daikundi 0795 02 35 21C - 17 Abdul Qadeer Chemistry TED 0799 81 23 17C - 18 Ramazan Chemistry Jawzjan 0786 41 55 06C - 19 Farhad Chemistry Hirat 0798 41 48 84C - 20 Moh. Yaseen Chemistry Parwan 0707 73 14 2C - 21 Hafizullah Chemistry Faryab 0799 61 58 74C - 22 Mohammad Chemistry Bamyan 0772 27 36 74C - 23 Faridullah Chemistry Laghman 0776 68 57 00C - 24 Abdul Khalil Chemistry TED 0700 26 79 27C - 25 Abdul Rahman Chemistry Paktika 0798 46 19 49C - 26 Said Abdullah Chemistry Badghis 0797 56 70 12C - 27 Zarghoona Chemistry Balkh 0797 45 14 35C - 28 Zehra Chemistry Ghazni 0774 32 64 52C - 29 ChemistryC - 30 Tamem Roshan Chemistry Maidan Wardak 0700 67 23 83C - 31 Najeebullah Chemistry Laghman 0700 61 88 68

Attendance sheet of Chemistry

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TTC Material Workshop Report

1.Introduction

The two day workshop was held at STTC in Kabul city on August 1st and 2nd, 2010 in order to share teaching resources, lecture note, and student resource book on “Teaching Method of Science,” “Teaching Method of Math” and “Solving Math Problems” with TTC lecturers across the country. The total number of participants was 144.

This document is prepared to report the overview of workshop, characteristics of participants, and result of questionnaire with participants.

2. Outline

2-1 Preparation (July 31)

STTC lecturers (Physics, Chemistry, and Mathematics) who were engaged in development of TTC materials as well as Bamyan TTC lecturers and Nangarhar TTC lecturers who have participated in distance lecture, and Ms. Deeba who was going to be a workshop facilitator attended the preparatory meeting at STEP office on July 31, 2010.

2-2 1st day (August 1)

The recitation and national anthem were followed by 1) Opening speech by Rahmati TED deputy director and Mr. Watanabe, Deputy Representative

of JICA Afghanistan office 2) Orientation about the workshop 3) Questionnaire survey about participants: institution, gender, education background, working

experience at TTC, teaching subject, objective of participation, expectation for workshop (Attachment 1)

4) Brainstorming about “Objective of Teaching Methodology” to identify participants’ thought through following activities:

・ Ask participants to raise hands of participants who are in charge of teaching method of math or science

・ Participants write down their own ideas about objective of teaching methodology on post it.

・ Share their ideas with those sitting next ・ Some participants presented their opinions and ideas

5) Presentation of developed TTC materials

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The DVD was prepared by Prof. Matsuzaki to briefly explain the math materials as attached in Attachment 2. Besides, Prof. Chikamori made presentations on science materials as presented in Attachment 3.

After lunch and break, participants who were grouped into math group and science group prepared for the 2nd day by reading the distributed materials.

2-2 2nd day (August 2)

In the morning, each subject group conducted the session using developed TTC materials. The selected topics are as follows:

・Biology:How to use microscope and preparation of specimen ・Chemistry:Paper model and its use in lessons ・Physics:Experiment on reflection of light ・Teaching Method of Math:Subtraction of fraction ・Solving Problems of Math:Solution of numbers Japanese experts directly facilitated Biology and Chemistry sessions as summarized as follows. The

table 2.1 is the overview of biology session.

Biology

The following experiment using 40 x objective lenses was conducted as STTC kindly offered 12

microscopes.

- Cleaning of objective lens - Observation of pollen using Scotch tape - Observation of epidermal cell of onion - Explanation of cell division and preparation of specimen for its observation

Table 2.1 Summary of Biology Session

TTC materials workshop 02‐08‐2010 morning 09:09 09:15 

Speech of Prof.Yonezawa about today’s workshop. Namely how to use microscope truly? And how take out the lens of microscope and clean that? 

09:15 09:17 

He gives time for the teachers to take out the lens of microscopes.

09:17 09:22 

The groups practice on experiment means they take out the lenses and clean that.

09:22 09:25 

Practice on cleaning lenses of microscopes with methanol by Prof.Yonezawa with teacher Mohmand and teacher Nazari. 

09:25  Practice of experiment by teachers in groups.

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09:33 09:33 09:36 

Prof.Yonezawa request the teachers for closing back the lenses of the microscopes again.

09:36 09:38 

Explanation of Prof.Yonezawa about looking of pollen grains of the flower under microscope. 

09:38 09:50 

The teachers practice on experiment. 

09:52 09:56 

Explanation of Prof.Yonezawa about looking of plant cell with microscope.

09:57 10:10 

Practice of the teachers about looking of plant cell with microscope by helping of Prof.Yonezawa, teacher Mohmand and teacher Nazari.

10:10 10:40 

Break for breakfast.

10:40 10:46 

Explanation of Prof.Yonezawa and teacher Rawzia jan about cell division. 

10:46 10:48 

Taking the teachers opinions about the number of chromosomes in sample lesson. That 16 was the right answer. 

10:48 10:52 

Continuation of the explanation about cell division (prophase,metapase, anaphase and telophase) by Prof.Yonezawa and teacher Rawzia jan.   

10:52 11:01 

Explanation of the experiment about sowing of onion seed in Petri dish by Prof.Yonezawa and teacher Rawzia jan.   

11:01 11:15 

Practice on making solution for observing of cell division under microscope by teachers.

11:15 11:18 

Showing of cutting onion root and looking of that under microscope by Prof.Yonezawa. 

11:18 11:22 

Practice on looking onion root about cell division by Prof.Yonezawa in each group.

11:22 11:36 

Practice of the teachers on above experiment. 

11:36 11:38 

The teachers asked the question from Prof.Yonezawa about the structure of gene?

11:38 11:50 

Explanation of Prof.Yonezawa about gene structure. 

11:50 11:52 

One of the teachers asked Prof.Yonezawa that there isn’t centriolein plant cells so how can them divide.

11:52 12:00 

Answer of Gulam Faroq one of Qandahar’s TTC lecturer by Prof.Yonezawa. 

Chemistry The following activities were conducted at Chemistry session: - Preparation of paper model: Participants prepared the paper model of oxygen, hydrogen,

nitrogen, and carbon that had been prepared beforehand. - Prof. Chikamori explained how to make simple molecular by connecting these paper model

parts. Some participants started before the explanation. - Model lesson was conducted using paper model based on the lesson plan. Unfortunately, the

volunteer was quite new to TTC, the lesson itself was uncompleted.

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- Prof. Chikamori explained that the worksheet can help lecturers conduct lesson smoothly and demonstrated the lesson.

- Active discussion was made among participants at the post-lesson conference. - The participant from TED, Mr. Khalil, commented that the materials are quite well developed

and would be distributed at some point when some questions about TTC materials were raised among participants.

In Math and Science, in addition to STTC lecturers who were engaged in material development and participated in Japan training, Bamyan TTC lecturers and Nanagarhar TTC lecturers who had received assistance for practical teaching through distance lecture from Japanese experts had actively involved in the facilitation. It should be noted that these two sessions were successfully conducted in Dari without any translation or any technical assistance from Japanese experts.

In the afternoon, two separate groups of math and science reviewed and reflected the workshop. Very

active discussion was made as reported in Table 2.2. After the questionnaire about the participants’

evaluation of workshop, Ms. Taguchi from JICA Afghanistan office made a closing remark to

conclude the workshop.

Table 2.2 Reflection session at Science Group

TTC materials workshop 02‐08‐2010 afternoon  01:40  Starting of afternoon program. 01:41 01:43 

Teachers’ opinions: teacher Nazari from Bamyan told that we learned more things from today’s workshop like pollen grains of the flowers and cell division process under microscope. 

01:43 01:45 

Teacher Wasa from Sar‐e‐pul told that today’s workshop was very useful for them but if its time was much and also if it was during the vacation of the TTCs it would be very good.

01:50 01:54 

Teacher Narges Arab from Herat: I am very happy to get part in such kind of workshop; it was very useful for us especially in biology experiments that we learn more things and was really the best.

01:56 02:11 

One of the teachers from TED told that this workshop was just a workshop of introducing methodology of chemistry, biology, math and physics that we couldn’t spend many days in just introducing these methodology books. But let us say that we will have long workshops in different fields. TED teacher told TTC lecturers that these books are not complete yet and it will take a short time to be complete, after completion of them they print it in Dari and Pashto languages and distribute for you. And also said thank you to Prof. Chikamori and other Japanese specialists for their hard working.     

02:11 02:15 

Teacher Normuhamad from Baghlan said if we want to improve the lessons and experiments quality in TTCs, we should prolong the time of laboratory experiments in TTCs to produce good teachers for schools. And they also teach good students in science field for our society.     

The workshop program is presented in Attachment 4.

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3.Summary of Questionnaire Result

The result of questionnaire is summarized as follows: 1) Participants - At least one person participated from all but one provinces (33 provinces) and at least one TTC lecturer from about a half of these provinces participated in four subject sessions. - Male participants account for about 90% and almost all participants graduated from four-year undergraduate. As about 80% of participants have worked for TTC for one-four years, the typical participants is characterized as “relatively young male graduated from four-year university.”

2) Ideas about Lesson on Teaching Method The common idea that the aim of teaching method is not teaching the content but teaching how to teach subject and how to use teaching materials is almost shared among participants.

3) Purpose of participation and expectation for workshop - Most of participants had an objective of “leaning new teaching and materials about teaching method” and the aim of workshop and their purpose are quite compatible. - Participants’ expectation for workshop is “effective and adequate demonstration of experiment, new teaching method and teaching materials” and it is highly consistent with the primary aim of TTC material development.

4) Evaluation of workshop 1) Participants gave relatively high evaluation on fulfillment of participants’ purpose of participant

and usefulness for TTC teacher education. On the other hand, the fulfillment of their expectation is relatively low, as seen especially in math group.

2) There are many participants who ask for more time in the second-day session whereas they considered the first day program as waste of time. They highly evaluated the 2nd day’s effect and impact on TTC teacher education and capacity building for TTC lecturers and students.

3) Many participants requested for extension of the workshop period, continuous implementation, and holding workshop at provincial level.

4.Conclusion

It was a great pleasure to receive such many participants from provinces in spite of the last minutes announcement of the workshop. As this clearly presents, it is a fact that TTC lecturers’ expectation for workshop was quite high. Along with the new TTC curriculum and increase of number of TTCs, the number of TTC lecturers is also on increase. Under this situation, it is highly likely that young lecturers with less experience feel strongly pressured to conduct teaching with such

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various contents. Facing this situation, those lecturers may find the workshop organized by international institutions quite attractive. However, this type of workshop is not designed to solve the facing problems at individual level. In addition, based on the questionnaire result, participants have found the TTC materials quite useful whereas they may face difficulty finding out how to use them in their lessons when they go back home where laboratory and equipment are not sufficiently available. This workshop was designed to introduce very simple experiment and teaching of “Teaching Methodology ” that does not need laboratory and other experiment equipment. No other than very persistent activities to encourage the use promote use of these developed TTC materials at each TTC. For this, utilization of local human resources is essential. Needlessly, local human resources are important from viewpoints of security situation as well as smooth communication. It is evident in a fact that young lecturers from Bamyan TTC and Nangarhar TTC who have participated in model lessons conducted by Japanese experts during monitoring and distance lecture conducted in Kabul city played a key role and made great contribution in the workshop as facilitators. The active utilization of local human resources is again emphasized as a main fundamental drive and their capacity development is acutely necessary for further project activities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Attachment 1 :Questionnaire Sheet   

0. Registration number:                                                        

1. TTC :                                                                                         

2. Gender:                                                                                                             

3. Qualification :                                                                                                                

4. Teaching experience in TTC                                                                                     

5. What are you teaching now in TTC? Please write the name of subject such as general math, general science, ect.

6. What is your aim of participation in this workshop?

7. What is your expectation to this workshop?

8. Please circle the appropriate number after each statement and then add your comment

Low High8‐1 How do you rate the achievement of your aim? 1 2 3 4Comment:

Low High8‐2 How do you rate the fulfilment of your expectation to this workshop?  1 2 3 4Comment:

Low High8‐3 How do you rate the workshop to help you do your teaching in TTC better?          1 2 3 4Comment:

►►►  Questions at the end of workshop

Inquiry to Participants of TTC material WS by STEP II/JICA

►Plaese response to the following questions at the start and then the end of workshop.Your input will help us to evaluate our efforts.

►►Questions at the start of workshop

 

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Attachment 2: DVD Presentation (Teaching Method of Math/Solving Math Problems) 

 [Self Introduction etc…] Nice to meet you, ladies and gentleman. My name is MATSUZAKI Akio. I have worked in Naruto University of Education. My major is mathematics education, ICT education, and international education cooperation. This is Qaseem Hammad. He is a translator from English to Dari. Now he has learned mathematics education in Naruto University of Education as a graduate school student. Unfortunately I cannot attend the workshop. So I would like to introduce and explain the books of mathematics education via this video clip. At first, I would like to explain about “Method of Teaching Mathematics”. [Method of Teaching Mathematics] I wrote the textbook of “Method of Teaching Mathematics”. Lecture Note for TTC teachers written by Said Jamaludine TTC teachers is based on this textbook. There is a lesson plan in Lecture Note in each lesson, and TTC teacher can instruct with referring this lesson plan. In addition, there are assignments for evaluation after lesson plan. Links or relations between lessons are shown at the beginning of each section and chapter. And Students Resource book are edited according to Lecture Note. Solving Mathematics Problem is also same introduced in after this. [Structure] Method of Teaching Mathematics is constructed from three chapters. The title of chapter I is ‘Nature and Scope of School Mathematics’. In the chapter I the students learn objectives, aims, and contents of mathematics teaching in the level of compulsory education (grade 1 - grade9) in Afghanistan. The title of chapter II is ‘Teaching Materials and its Development in Mathematics Education’. In the chapter II the students learn teaching contents with referring domains. Domains in primary level are ‘Numbers and Calculations’, ‘Quantities and Measurements’, ‘Geometric Figures’, and ‘Quantitative Relations’. Domains in lower secondary level are ‘Numbers and Expressions’, ‘Geometric Figures’, ‘Functions’ and ‘Data Handling’. The students learn links between grades or relations between domains through the flow chart of the teaching contents. The title of chapter III is ‘Planning, Implementing and Improving Mathematics Lesson’. One of characteristics of this subject is this chapter III. The subject “Method of Teaching Mathematics” consists of 32 periods, and this chapter III is planned 13 periods. At the first part in this chapter, the students will learn about how to make and improve lesson plan. At the second part in this chapter is 8 periods, and students will implement demonstration lesson in these periods.

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After the students learn how to write lesson plan, they observe demonstration lesson by TTC teacher. At that time, the teacher based on improved lesson plan. [Solving Mathematics Problem] The subject “Method of Teaching Mathematics” consists of six chapters; chapter 1 is ‘Numbers’, chapter 2 is ‘Ratio and Proportion’, chapter 3 is ‘Algebraic Expressions’, chapter 4 is ‘Linear Equations’, chapter 5 is ‘Inequalities Problems’, and chapter 6 is ‘Second Degree Equations’. Students’ Resource Book consists of three parts; background, problems, and homework. In background, basic knowledge or properties of mathematics related with each period are raised. TTC teacher instructs through suitable examples. At that time, the teacher should select examples from each problem or make examples. You can find these examples in Lecture Note. So I recommend selecting examples from many problems in Lecture Note. [Final] I hope that you can use these materials (Lecture Notes and Students Resource Books) for your students with considering carefully. Thank you very much.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3 Power Point Presentation (Teaching Method of Science) 

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Attachment 4 

TTC Teaching Resource Workshop -tentative Program (as of July 29, 2010) Date: August 1st 2010 (Sun) – August 2nd (Mon) Objective: To familiarize TTC science lecturers with hands-on experiment for the implementation in their lessons To give TTC math teachers ideas of lessons on “Teaching Method of Math”/ “Solving Problems of Math” through model

lessons Participants: TTC lecturers teaching either “Teaching method of math” or “Solving Problems of math”

TTC lecturers teaching “Teaching method of physics” TTC lecturers teaching “Teaching method of biology” TTC lecturers teaching “Teaching method of chemistry”

Venue: STTC, Kabul city Day 1 (August 1st) Time Topic/ Contents Expected Output Speaker/ Facilitator 08:15-09:00 Registration STEP2 staff 09:00-09:20 Opening remarks Representative from MOE(TBA)

Resident Representative from JICA Afghanistan

09:20-09:35 Explanation of session objective and activity

To understand the objectives of workshop and planned activities

Prof. Chikamori

09:35-11:35

Labeling work on “Methodology of Teaching”

To recognize what the lesson of “Methodology of Teaching” is through labeling work

Prof. Chikamori/STEP2 staff

10:25-10:45 Refreshment 11:45-12:15 Presentation of developed teaching

materials of “Science Teaching Methodology” (Physics/Biology/Chemistry)

To know the structure of STEP2 teaching resources, lesson plans and student resource books To grasp a basic idea on how to use STEP2 teaching resources, lesson plans and student resource books

Prof. Chikamori/Prof. Yonezawa

12:15-12:30 Presentation of developed teaching To know the structure of STEP2 teaching resources, lesson Prof. Matsuzaki (DVD

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Time Topic/ Contents Expected Output Speaker/ Facilitator materials of “Teaching Method of Math” and “Solving Math Problems”

plans and student resource books To grasp a basic idea on how to use STEP2 teaching resources, lesson plans and student resource books

presentation)

12:30-14:00 Lunch and Moving to each working session venue 14:00-15:00 (Math, Physics, Biology and

Chemistry group) -Reading corresponding parts in the textbook, lecture notes and student’s resource book to the activity (Biology) or model lesson of each subjects of methodology of teaching (Physics, Chemistry, Math Teaching methodology, Math problem solving) in the morning of Day-2. -Q and A

To grasp some ideas of lesson on “Solving Math Problems” and “Teaching Method of Math” using developed teaching materials To grasp some ideas of activity lesson on “science teaching methodology” using developed teaching materials

Ms. Alia Atiqullah (STTC) Ms. Brishna M. Jamal (STTC) Ms. Najia Dor Mohanna (STTC)

Ms. Rawsia Ayamudin (STTC) Ms. Adina Siddiq (STTC)

Ms. Wahida Nahyer (STTC)

Mr. Ghulam Azrat Agsirgar (STTC)

Mr. Mohammad Sahlim(STTC)

Ms. Wahida Seddiq(STTC)

Prof. Yonezawa/Chikamori 14:50-15:10 Reflection in each group and

Announcement of tomorrow’s session

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Day 2 (August 2nd) Time Topic/ Contents Expected Output Speaker/ Facilitator 08:15-09:00 Registration STEP2 staff 09:00-10:20

(Math group) Model Lesson on addition, subtraction of common fraction numbers in “Teaching Method of Math” (50 min), and Post-lesson conference (30 min). (Science group) Hands-on experiment and teaching material development Biology: How to use microscope and to prepare specimen (1) Chemistry: Making “Paper molecular model” and its use in chemistry Physics: Experiment on reflection and its application to classroom lesson

To grasp an idea of lesson on “Teaching Method of Math” using developed teaching materials To experience a series of biological observation with a microscope from preparation to reporting the result. To experience teaching material development To experience physics experiment from its preparation

Ms. Alia Atiqullah (STTC) Ms. Brishna M. Jamal (STTC) Ms. Najia Dor Mohanna (STTC)

Ms. Rawsia Ayamudin (STTC)

Ms. Adina Siddiq (STTC)

Ms. Wahida Nahyer (STTC)

Mr. Ghulam Azrat Agsirgar (STTC)

Mr. Mohammad Sahlim(STTC) Ms. Wahida Seddiq(STTC)

10:20-10:40 Refreshment 10:40-12:00 (Math group) Model Lesson on

solution of questions regarding numbers in “Solving Math Problems”, (50 min) and Post-lesson conference (30 min). (Science group) Hands-on experiment and model lessons.

To grasp an idea of lesson on “Solving Math Problems” using developed teaching materials

Ms. Nasira Abdul Rahman (STTC)

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Time Topic/ Contents Expected Output Speaker/ Facilitator Biology: How to use microscope and to prepare specimen (2) Chemistry: Making “Paper molecular model” and its use in chemistry lesson (50 min) and post-lesson conference (30 min). Physics: Experiment on reflection and its application to classroom lesson (50 min) and post-lesson conference (30 min).

To experience a series of biological observation with a microscope from preparation to reporting the result. To experience model lesson according to the lesson plan in STEP developed lecture note using “Paper model”. To experience model lesson on reflection according to the lesson plan in STEP developed lecture note on reflection or characteristic of light.

Ms. Rawsia Ayamudin (STTC)

Ms. Adina Siddiq (STTC)

Ms. Wahida Nahyer (STTC)

Mr. Ghulam Azrat Agsirgar (STTC)

Mr. Mohammad Sahlim(STTC)

Ms. Wahida Seddiq(STTC)

12:00-13:30 Lunch 13:30-14:20 Reflections on the present WS

(Math group) (Science group)

To exchange ideas on the assessment of lessons conducted in the present WS

Facilitator: Prof. Chikamori/ Prof. Yonezawa/ STEP2 national staff

14:20-14:30 Move to the auditorium 14:30-15:15 Questionnaire for evaluation

Sharing the workshop output in each subject working group Closing remarks

Prof. Chikamori/Prof. Yonezawa/ STEP2 national staff TBA

 

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T.R.W 001

T.R.W 002

T.R.W 003

T.R.W 004

T.R.W 005

T.R.W 006

T.R.W 007

T.R.W 008

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maths methodology:how can we use lesson material that the sudents know better by methods.

aim from maths methodology is how can get students more things in shorttime.By using methodology train students intelligent and reach to aim soon.So TTC students can explean a topic well for students at school.

we can use better methods for physics that we perform practical works,becuas physics subject teachs practical for students, by practical ways wecan understand students.we teach methodlogy for this, that how to teach deffrent subjects todefferent methods.We can know biology, physics, chimestry and math subjects by teaching methodology.If we are not familiar with methodology we can not teach non subjects wellits teach will be defecient.

we teach methodology of biology for this reason that we know better aboutcreate of living things and also it's evolution and should know it's characters.methodology is a guide for biology and also others subjects teachers.When a teacher use deffrent methods in the class students will understandedbetter.Aim: by methodology teacher can find skill at biology and chemistrysubject. By methodlogy each teacher can easy lesson for students andstudents get full knowlege from it.by methodolgy teacher can preforme practical works in the class.

methodology is a guide for biology and also others subjects teachers.When a teacher use deffrent mehtod in the class students will understandbetter.Aim: by methodology teacher can find skill at biology and chemistrysubject. By methodlogy each teacher can teach lesson easily. by this methodology teacher canpreform practical works in the class.

TTC teaching resorce workshop Date: 1-2/augest/2010

methodology is knowledge which studay methods of subjects.We studay methodology for this reason that we teach lesson better andprevint from time wasting, so we know enviroment materials and non enviroment materials for preform practicalworks.So practice deffrent topics of bilogy subject and divides students to deffrentgroups in the class for this to pave the way for better understanding of students.

methodology of biology :- we studay biology methodolog to solve defecult issues in biology subject.- To make intrast of students to biology subject.- to understanding well of students to biology subject by defferent ways.- it's shows ways that we can teache's well bilogy.- explean topics of biolgy by methodology.

we teach methodlogy for this to undrstant teachers that how to teach subjects and how can we understandstudents to new methods and we can use defferent methds.If we not familiar with deffrent methods, we can not teach subjects wery well.

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my aim about methodology is: by methodology we should solve studentsproblumes and should increas students interest to lesson and understandstudents well, so lesson result should be good.

methodology is system for knowledge.Those teachers use methodology, they can understand students very well.Those teachers use methodology her or his lesson will be effective.

aim from maths methodology is how can get students more things in shorttime.By using methodology train students intelligent and reach to aim soon.So TTC students can explean a topic well for students at school.

aim of teaching methodology is reach students and teacher to their aim, anda students how to write a formula, how to read a sentence or others, astudent should write correctly chemical formula.And methodology is necessary in lab.

aim from maths methodology is : have specipec plan for lesson expleanspecipec issues, particepat of students in lesson.By methodology teacher can understand students well.aim of teaching methodology: when we teach math methodology, studentsknow maths very well and students can understand well and can help's tostudents.By methodology students can learn a topic theory and practical.

biology and chemistry teaching method:aim of chemistry subject: at first student should know definition of chemistry,what is chemistry, discuss from what?Students should understand symbol, elements, how can use chemicalequation at enviroment, so how can use chemistry in daily life and shouldknow compund of chemical materials, it's characteristics and it usage.

physics teaching methodology:aim: understanding of students and it's aim is which method we should useto understand studes very well.We should use that method to partecipats students in activity.Methodology is necessary for each subject.biology is a wide science, becuas we should use deffrent methods forbiology.Method explean those way that a teacher reach very easy to her/ his aim,we can say method is a sample way to reach the aim.Methodology is very necessary for biology subject, becuas by usingmethodology we can teach easy and we can know students effective.so teacher can teach to students more issues in short time.result:teacher should know; teachs chemistry for what, why teachs it, which kinddoes teachs it, where we should use chemistry?

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methodology helps biology and chemistry teachers in teaching.By methodology teacher can teachs and understands students easily.Teacher can use those methods for students to understand students, sostudents can understan lesson very well.By using methodology teacher can summarize lesson for students.so teacher should use teaching methodology in chemistry and biologylaboratory.

aim from teaching methodology of physics subject is use of methods thata teacher use which methods to teache very well.Method is useful for a good teaching, and solve a defecult problum for us.Methods that we can in physics subject are practical and labroratorymethods.so aim from physics teaching method is know provision of nature and use itin science subjects.1- aim from maths teaching methodology are use defrent methods of teachingfor understanding of students.2- however we teachs methodology in TTC for students,but we did not havemethodology books, thegenral directration of teaching education give for usmaths and others subjects books but unfortunatly they don't give memethodology books, we don't know which method we use for these subject.

biology teaching method:aim from biology teaching methodology is understanding of students, andrelation between new and previous lesson, so porticipation of students inlesson to understand all lesson, so lesson relation to inviromental materials.If we teach correct to TTC students, we will present sound teacher to society. at future they can sound teach toschool students.

aim of teaching methodology:- show lesson very well to students.- reach to aim well.- by utilization of methodology students may not become tired.- students become enthusiastic to lesson.- lesson never don't remember from students, the issue me be clear forstudents students reach to aim early.aim from chemistry teaching methodology is expleans and evidents chemistry knowledge.How can we teachs chemistry for TTC students.

when we teachs physics teaching mehodology we can perform practical andtheory lesson very well and teacher can understand students well.We have a methodology book in our TTC , but it's ot teachs for studentsbecuas we don’t have time for it.aim from maths teaching methodology:maths subject has need to deffrent methods, to understanding of students.If a teacher at futuer becom teacher he / she must be know deffent methodsfor maths subject, he/she can't will be able to teach maths, students could'tunderstand maths.we teachs methodology for TTC students to learn defrents methods.And search better way for teaching.Basic aim from teaching methodology is better ways for teaching.Without methodology teachers can't teachs and he/she will faced with problum.If ateacher be professional in a sbject, if he/she does't know teachingmethodology, he/she will not teachs.

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T.R.W 001 my aim is that to teach according teaching plan and teach practicaly and thericaly to persent better teaching for the students, my idea is that I teach chemistry subject, chemistry teaching methods should bePrepare practicaly and thericaly up to the e

T.R.W 002 Knowledge of teaching methods of math is Necessary for the students in field of math, becouse without knowing of teachingmethod of math the teacher cant transfer the topic to the stuedents, learning of teaching method of math is necessary for all math

T.R.W 003the aim of math teaching method is students should become Familiar with better teaching methods

T.R.W 004the aim of math methodology is to transfering of Knowledge in better way and also teacher could teach more issues in short time

T.R.W 005 the aim of teaching methodology of physic is to make students capable on what ever they love studied as in theory and helps themteach in a better and Successful way

T.R.W 006 for this reason we teach chemistry teaching methodology, when our students become teachers in school, will have the ability toteach Chemical concepts and related chemistry issues in a better way

T.R.W 007 teaching method is the way and path of teaching, for better teaching we need teaching method, and student understanding welland teacher well teach simple and easy

T.R.W 008 the aim of science teaching method is that we can teach in different subjects in differnet ways and transfer it to the student verywell, and we use differnet ways of teaching, which is useful we should improve it,

T.R.W 009 the aim of teaching methodology in TTC of Heraat is: our students will be the future teachers in our country so they should learndifferent methods and ways of teaching, to teach better, and teaching method is the only way to reach in our aim,

T.R.W 010 why methodology is important and what is its purpose? Methodology is the way of knowledge to aproch our TTC's goals efficientlyand effectively, it would be hard to teach subject with out Appropriate way and method

T.R.W 011 my name is hanyatullah samim teacher of parwan TTC: the aim of teaching methodology is key method, that how to teach better orhow to teach students it is just key method

T.R.W 012 the aim of physics teaching methodology is: 1- teaching method in facility in learning understanding have more importence.2- if wedon’t use Necessary method of lesson for each issues the lesson will be not done effectively.and the teacher will not reach

T.R.W 013 teaching method is the way of teaching, and learning of way and path of teaching is necessary for all good teachers, and teachingmethod is the only fundamental subject in each field, so teaching of it is necessary for all fields, if we know better teachi

T.R.W 014 the aim of teaching method of math is: that we can use from simple teaching way, and we prepare our teaching plan of math fromthe teaching method,

T.R.W 015The aim of teaching methodology is: teaching of quick and right learning.And the aim of chemistry teaching methodology is: first the students will know the new methods of chemistry for making model ofteaching materials. The exact time in which the teach

T.R.W 016 The aim of chemistry teaching methodology is: our students which are the future teachers of our country could use the differentmanner and methods by previous readiness. Making plan and materials for presenting of modality and better lesson for being effe

T.R.W 017Methodology is the way of reaching to the original aims that is use by different kinds.The aims of methodology in science section (chemistry and biology subjects): use the manners of practical and theoretical, lecture,functional groups, taking of contin

T.R.W 018 The aim of biology methodology is: we should use different ways and manners to present live lesson to the students. As we knowthat biology is the subject which always works with alive creatures so we should use practical and experimental methods to solve

T.R.W 019 the aim of chemistry teaching method is: Finally we reach to this result all the subject according to capacity of TTC teachers andcapacity of school teachers, system of this teaching method in this workshop is necessary for all the teachers

T.R.W 020 I teach methodology subject becouse I want to learn about teaching method and way of using the teaching method and I teach mystudents the way of teaching method they become familiar with rule of methodolog, that they will persent Professional teacher

T.R.W 021 the aim of methodology is to teach students in a better way, that the teachers should teach to the students from different ways ofteaching, such as practical, lecture, ask and answer and gourp methods, that the students could learn the lesson in a easy

T.R.W 022 the aim of teaching methods in different subjects is Particularly in chemistry field, it is for imporvement the capacity of teachers andstudents, that the students become familiar with the way of teaching chemistry which has Ling age with Environmental,

T.R.W 023 the aim of teaching methods is: how we should transfar the lesson in a better way to the students, and in a short time we shouldgive better infromation to the students, and teach the students different methods, and we should not waste the time of lectur

TTC teaching resorce workshop

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T.R.W 024 the aim of methodology is that the teacher could teach better and make the lesson intersting and simple arrange the class, with outteaching method he or she could not teach very well and not reach to the aim

T.R.W 025 teaching metod of physic should be use from lecture method experment examples, that the students should learn and understandit very well, without experments physic is meaning less.

T.R.W 026 The aim of math teaching method is to teach the students how to teach, and it makes the students to work on an object by differentmethods. And also they learn different methods and use lesson plan completely. And they can transfer a good lesson to the st

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Biology and chemistry methodology:The aim of these methodologies are: 1- we can teach our lesson’s object by easy ways.2- The teacher made him/her self to teach the lesson object to the students as good as possible.3- The teacher should keep more metho

T.R.W 028 The aim of methodology subject is to teach the special subject, the teacher should know and teach the students by differentmethods to be useful for the students and they know the lesson well. Each subject has it's special teaching method according to th

T.R.W 029The aim of teaching methodology is: it has more importance and makes the lesson easy and effective for the students. Using ofmethodology make the students to learn and teach approximately 80/90% by their sense. Without using methodology teacherbecame de

T.R.W 030 the aim of teaching methodology in physic subject in TTC is, the students should become familiar in Professional way of teachingmethodology, that after Graduation they should teach their Professional subject in a better way with good methodology which

T.R.W 031 teaching method is the method of style or way, such as gourp work, lecture, practice methods, using from the teaching flip chartwhich related to the lesson, laboratory work, using from Model, like model of heart and human skeletal, and give information f

T.R.W 032 the aim of teaching method in each subject like math is, that students should familiar with new teaching methods and to achive thedifferent way of teaching to understand the students, and those subjects which we teach we should learn the teaching mehod o

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1- The aim of teaching methodology is to give the students to understand the lesson well and teach the lesson in a short timecompletely.2- Teaching math from doctrine and rolls of teaching method.3- We can use good method to reach our goals by using te

T.R.W 034The aim of biology methodology: by using biology teaching method we can transfer all good points and subjects of the lessoneasily for the students.And also we can use different methods for example: practical, group work, lecture and description methods.

T.R.W 035 The aim of biology methodology is: biology teaching method is generally like: lecture, experiments, practical and laboratory works.That we can reach to our aim by using that. And teaching material which we provide should be according to the lesson subjec

T.R.W 036 In lecture method the subjects analyzes and the students become familiarized with the subjects. In discussion method the subjectsbecome clear between the students. Group work is good for developing of students learning and practical learning put the stud

T.R.W 037 the only aim of teaching method is that we can use the related issues of physic and math in a simple way and we present thedifferent new methods to the students about the lecture on students level, like lecture, ask and answer, group work, discussing met

T.R.W 038 the aim of methodology subject in all Fields like math, science are, for example we prepare the teaching method of physic for thestudents from physical problem, methods, and aim that will be related to the issues, and the students will have the ability t

T.R.W 039 the aim of teaching methodology of math and teaching method of math are, that the future teacher know about the new way ofteaching to teach better in short time and to use from Audio video system and from therical and parctical ways,

T.R.W 040The aim of teaching methodology of science subject like Chemistry We teach to the TTC students how to use their objective and occupational reserves in schools. For example in chemistry subjectwe teach the students from which methods and which kinds of m

T.R.W 041 Our aim from teaching of chemistry methodology is to teach the students well and trade objective and technical skills in chemistryto transfer their ideas and experiments to the other students. So our basic aim from this chemistry methodology is better le

T.R.W 042 The aim of methodology is transferring of an object from theoretical or experimental way. And each subject can not be successfulwithout methodology. And also in pedagogy methodology is basic and essence root. A teacher can not transfer an object to the s

T.R.W 043 We teach science subject methodology to know about our special subject’s of teaching method. and also for this reason to teachand transfer our special subject’s ideas to the students well, from one side we teach in better way and other side teaching beco

T.R.W 044 the aim of teaching methodology in real it is the way and path, like the aim of methodology in biology subject how can we teachbiology from which way we can reach to the aim and how can we transfer the issues in a better way for the students, biology su

T.R.W 045 I teach teaching method of math for this reason, that school teachers could teach math subject in a better way for the students,finally aim teaching method in TTC's are to improve education in the countary.

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T.R.W 046 the aim of teaching method of biology is key method, and how can we teach in a better way how to add better topic in the lessonhow to teach in short way, and aim of methodology is that the students know the way of short and effective teaching that they c

T.R.W 047 the aim of teaching methodology Is for better searching and learning, and teaching methods helps students to learn the lesson in abetter way, in math subject there is different methods like daily gourp work, the aim of methodology is that the students wi

T.R.W 048the aim of science teaching methodology is, that It improve teacher and students Knowledge and help teacher how to maketeaching plan, teaching method, in biology subject we teach for the TTC's students how to use practical, therical, video system,teachi

T.R.W 049 the aim of teaching method in math subject is to clear the way and aim of the lesson, like when a teacher want to inter the calssthey have aim and Preparation from before and he Motivate the aim for the students that the use from new way, new methods, a

T.R.W 050 the aim of teaching method of physic is, that we use the teaching method of physic to transfer the lesson for the students well, andwe should help student in making fourmul model chart, related to the lesson

T.R.W 051 The aim of physics teaching method for the student is: this method explains the object to the students deeply in a short time andwe can use the experiments, charts and models for the students and we can prevent wasting the time in this method. And we can

T.R.W 052Teaching method of science and chemistry:The aim of chemistry teaching method is to use the positive features in lesson fixation and also it is good for the students to takepart and learn better and easy. And the aim of chemistry teaching method is: ho

T.R.W 053The aim of teaching and comprehension of math methodology for the students:The students can solve their problems by using this methodology.The aim of teaching math methodology for the students is to think about the ways of solving their social and envir

T.R.W 054Method means the way of reaching to the aim. The teachers reach to the aim when he /she know the methodology of his/hersubjects. When a teacher teach his/her subject if know methodology of that subject he/she can teach better and teaching will beinteres

T.R.W 055Methodology is a word made of two Greek words, that method means way or manner and logy means teaching. So a teacher mustknow doctrine, basis and ways of good teaching to make the lessons interesting and easy for the students and control from the rotof

T.R.W 056Biology methodology is clears the objects to students for example: the teachers want to explain an object for the students, how cana teacher reach to the aim? And how can a teacher teach an object to the students better?So we know that methodology is a

T.R.W 057 Teaching method in physics subject: for this reason we use objective and practical methods and ways, generally practical work inscience subject has practical feature. The aim of teaching method in physic is to improve objective sight and ideas of the stu

T.R.W 058 methodology is a general and Professional subject, we teach methodology to know about the way, method, and path of theteaching, and to teach it for the students to use this method in future, like in biology subject how can we interduce a plant or a ani

T.R.W 059 math is one of the part of general sicence subject and also very effective and key method subject, we teach this subject for theTTC students to learn these methods a way of teaching and use it for school students, our aim of teaching this methodology

T.R.W 060 the aim of math teaching method is, to teach in better way from new mehods that the students get the lesson in easy way, and weshould teach in short time more issues, before intering the class the teacher will have a method and regarding the lesson shoul

T.R.W 061 the aim of teaching methodology is, that the teacher get ready for the Preparation of effective teaching materials, that transfer thelesson compeletly to the students, methodology can give ability for the teacher can make good teaching materials for the

T.R.W 062 the basic aim of teaching chemistry is, that the teacher can teach new ways and path of teaching for the students , and teachstudents the better teaching ways, for example what is chemistry,

T.R.W 063 the aim of teaching methodology is, that the student become familiar with the new teaching method and ways of teaching, thatstudents could take the benfit of these new teaching way in future when the become a school teacher

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T.R.W 064 The aim of methodology is: to reach us to the final aim by using different manners. And explain about some scales for example:affection and taking part of the students, self learning method of the students and else. A biology teacher should teach the stu

T.R.W 065 Methodology study the different ways of teaching and it teach the chemistry subject lessons by different ways and methods for thestudents. Thereupon the students learn one of these ways and methods to achieve to the original aim. There are different meth

T.R.W 066In math teaching method should use from group, students’ center method, students active work methods. Because in mathteaching we can not use lecture method so we should use above methods for teaching mathematic subjects and also the studentswill underst

T.R.W 067 Methodology of physics (physics teaching method): for example if the aim of teaching was pollution first we should know that whatis pollution? What does it mean? And what are the different between things pollution? And after that it explains about the ob

T.R.W 068Aim: because math is the natural language so a student should know the importance of math lesson in his/her daily life.And also it teaches the students how to surround the ways or path of his/her special subject.

T.R.W 069The aim of teaching methodology of physics is very important and has more importance in TTC’s because each subject has itsown method. So learning of physics methodology is very important for development of students’ platform which will graduate fromTTC

T.R.W 070 The aim of methodology is that by which method and way should I teach the students to transfer them more things form an objectin a short time? And what ever I want transfer to them. For example how to clarity? In this case we should use practical method

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64 ضميمه

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Participant's Response to TTC Teaching Resources Workshop Questionnaire CHEMISTRY

8‐2.  Fulfilment of Expectation 8‐3. Benefit of WS to teaching in TTC4.Teaching

experience inTTC

5. Name of allteaching subject

6. Aim of participation 7. Expectation to the WS Rating Comment Rating Comment Rating Comment

C‐1 Laghman male master 18 yearsOrganic chemistry,General Chemistry,

To learn organicchemistry and generalchemistry …and to familiar withLab equipments andfind the ability of usingthem

I expect specific chemistry models to get useto

3it should be continouslyconducted, we learned manythings

3

some of our problemssolved. And we recommendJica to send such kind oflecturers for the TTCstudents in Afghanistan

4

It was a little useful. Therewas no teaching materials inthis workshop, should bedonate

C‐10 Paktika male BSc 2 years

General chemistry,organic chemistry,Generla biology andhuman anatomy

To recognize teachingmaterials.To know how to usethem.To find the ability ofconducting goodlessons by usingappropriate teachingmethods and tounderstand students aswell

my expectation from this workshop is thatlecturers have  to use good teachingmethods in teaching to understand students

4

we reach the objectivespractically in this workshop. we observed and learned allthe materials practically.

4

the problems we had, solvedin this workshop, and itmakes changes in ourteaching too.

4

The content of this workshop is very helpful for the currentlessons in TTC. We have to usesuch methods that  easilyunderstand students. Both theory and practical methods are useful.

C‐11 Nooristan male BSc 2 years

General chemistry,analytical chemistry,Organic chemistry,Physical chemistry,chemistry teachingmethod

to obtian generalinformation in my fieldand to learn newmethods

my own aim from this workshop is topresent  qualified teachers to society

3 We get our aims very well 3

our expectation from thisworkshop was to solve ourproblems in teaching andthese materials enough, butstill some problems remain,we hope in the future theywill be solving.

4

these materials will be veryhelpful for us in the teachinge.g. paper model of moleculeand etc

C‐12 Takhar male BSc

chemistryI also taughtPsychology,methodology,education curriculumand teaching method

to acquire betterteaching  methods andto be more familiarwith teaching materials

such kind  of workshop is helpful, but 2day istoo short time, should be prolonged

4

the aim I had could notachieved in this short timeworkshop, I hope in the futureyou should more think aboutimproving the quality ofworkshop and use moreexperiments in science subjects

3I hope to consider about  Labmaterials for each TTC

2

this workshop realy maketeaching interesting, becauseof using localy availiablematerials usage

C‐13 Nangarhar male BSc 6 months

General Chemistry Iand II,  organicchimestryandchemistry teachingmethodology

To get new teachingmethods of chemistry,to learn doing someexpirments practicaly,and to have a idea froma sample lesson

enlarge workshop daysmost important is chemical expeirmentspractical work,‐ the materials are needed in Pashto

4we achieved our objective, butnot completely, becauseworkshops need more time

3

these workshops are veryhelpful for us, but if work inLab, it will become moreuseful

2there is no doubt that thisworkshop was very helpful forus in Teaching in TTC

C‐14 Kunar male BSc 4 years

General chemistry Iand II, Chemistryteachingmethodology and lifeenvironement.

to become a qualifiedand skilled lecturer andto be beneficial forpeople

I expect practical works in chemistry and inthe future we hope these books in Pashtotoo.

3

we did practical works andachieved many things, in thefuture we need the same kindof workshop

4

we hope more days in thefuture, and  more practicalworks. The lesson have to beinterpreted into pashto

3this lesson was very useful forme, because we canunderstand students too.

C‐15 STTC male master 34 Years

Aromatic chemistry,Organic chemistry,General Chemistry,Methodology

Since I wrote someparts of methodology,so I will check it onlectureres fromproviences

in the future 16 lessons with experimentshave to be teach in workshop

4 4 4

C‐16 Dikondi male BSc 16 moths

General chemistry,organic chemistry,analytical chemistry,Physical chemistry,general biology

To develop capacity andto familiar withteaching methods andexperiments of thelessons

My personal expectation from thisworkshop is to conduct interesting issuesand give us necessary directions andguidance

4

my evaluation from thisworkshop is positive. Thelecturer (facilitator) clearlyenglighten on methods, basedon his own academicexpereinces,  so we allunderstand the issues

3

the expectations can beevaluated while the issuesare interesting, nice andmethodic for students guide

4

we can use this workshop forbetter teaching andcommunication betweenstudents, to learn andunderstand better.

C‐17 TED male Master 31 years Chemistry

to obtian experiences ofDevelopment of skills,and science teachingmethods

continuation of workshop, and poviding longtime workshops for seeking scienceexperiments

4 we could reach our objectivesBased on chemistry principals

3this was good, but long time and continuedworkshop should be plane.

4

this workshop was verybeneficial, the teachingmaterials of methods arehelpful for TTC lecturers

Responses at the start of Workshop (Day‐2: 02/08/2010)

0.Registrationnumber

1.Name ofTTC

2. Gender 3.Qualification

Responses at the start of Workshop (Day‐1: 01/08/2010)8‐1. Achievement of aim

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C‐18 Jawzjan male BSc 3 yearsGeneral chemistry Iand II, organicchemistry

objective is learning,introduction,conducting good lessonand practicalexperiments

I expect to establish Lab in TTCs and conductworkshop in proviences

2

objective acheivment wasgood, and could make ourlessons effective, by using thismethod some issues cantransfer easily, but simpleissues

1

due time constriction, theissues did not explainedbasically and clearly,lecturers have manyproblems. but it was a  betterworkshop. In the future weexpect it in proviences.

4

conducting frequentworkshops for lecutrers isvery helpful, they share theirpractical experiences andlearn from each other. Andacquire new teachingmethods

C‐19 Herat  male BSc 1 year

Analytical chemistry,foundamental ofeducation,Psychology

to familiar with Lab andits equipments inChemistry teaching

I expect one or two sample lesson fromexperienced lecturer

4

to reach the objective is theaim of person, key points of anissue should be considered andstudy about

4

I recommand the staff of thisprogram to think about Labs,and provide chance ofgetting master degree

4

It says, relation of primarycommunities with moderncommunities are necessary.We want such kind ofworkshops to be plane in allthe eductaion feild

C‐2 Kunduz male BSc 1 semester

General chemistry,organic chemistry,Psychology, teachingmethodology,assesment

My aim is to improvemy qualification andcapacity, to teachstudents in better ways

my hope is to use modern materials inEducation curriculum, and we need boththoery and practical activities facilities

4

we completey understandusage of paper model ofmolecules, our some problemssolved

4

some of the expectations Ihad from workshop fulfiled,we worked practicaly, thatwas good

4I evaluate this workshop verywell, some teaching methodproblems solved

C‐20 Parwan male BSc 3 yearsGeneral chemistry,practice teaching

to recognize teachingmaterials.To know how to usethem accordingscheduale

our expectation from this workshop is toguide us about recognition of teachingmaterials and their usage

3

we can reach the objectivewhile we use methodology inteaching. By using method canreach the objective

3

our expectation from thisworkshop about usage ofmaterials. and to prepareteaching materials for TTCs

4

we appreciate making suchkind of workshops. This kindsof workshops help in teachingspecialized subjects

C‐21 Faryab male BSc 4 years

General chemistry Iand II,  analyticalchemistry, Physicalchemistry,

To familiar withchemistry teachingmethods and to buildup capacity

I hope to respect and appreciate personalityand nationality of lectureres

4we reach the objectives whilewe go on aware

4 Very good 4 very good

C‐22 Bamyan male BSc 4 years

General chemistry Iand II,  analyticalchemistry, Physicalchemistry,

To learn practicalexpirements, that wewill do it during lesson

expirment practical work is a need, shouldbe taught for us

4Usage of Paper model wascompletely new for me

3We expected manyexpirments

4 I evaluate it good

C‐23 Laghman male BSc 4 monthsgeneral biology,general chemistry,methodology

to increase ourinformation and tolearn teaching ways of ateaching issue

practical works should be focused more 3we utilized very interesting andhigh level methods

4we learned good ways ofanalyzing and teachinglessons

4

yes, after this workshop wecan teach science subjects byusing new experiences andmethods to students

C‐24 TED male master 20 years responsible for TTCCurriculum

To develop capacity andto improve teachingquality

to get use to academic and methodic skillsof Japaness experts

4

Participation in each workshophas valuable impacts oncapaciy development andquality

4

from exchange ofexperiments betweenfacilatators and participantswe acquired ourexpectations

Surely, Participating in thisworkshop is  helpful for betterteaching.

C‐25 Paktia male BSc 1.5 year

Biology, chemistryteachingmethodology,practice teaching andmethodology

to get moreinformations

To be start on time, and finish on time,contains practical and theoritical learningand respect of other participants comments.

3

I think we achieved our aim,although  these materials needmore time, but we achievedsome of  our objectives

3what we were expectingfrom this workshop, did notfulfile due time limitation

3these materials can help us alittle

C‐26 Badakhshan male BSc 3 years ChemistryTo acquire moreinformation

To be start on time, and finish on time,contains practical and theoritical learningand to learn new issues

4 i reach the desired objectives 3I expect such kind ofworkshops in the future

4As I see it is very very usefulfor teaching in TTC

C‐27 Balkh female BSc 2 yearsGeneral chemistry,anorganic chemistry,assesment

my personal aim is tolearn active learningand usage of simpleteaching supplementrymaterials in chemistryteaching.  Also to learnhow to conductteaching activitiesbetter e.g  group work,individual work and etc.

my hope is  to learn effective ways of usingsimple environmental teachingsupplementry materials, from this workshopand the future workshops. And thenevaluate the results of what we learned

4

I think acheivement of my aimsis high, because I  used thesebooks  in teaching in my TTC,and the students was verysatisfy and I reached theobjectives very well.

3

yes, we learned some usefulcontents from thisworkshop, but as the timewas too short, so we couldnot learn more

4by utilizing these books andtheir contents, we can helpour TTC

C‐28

Mohammad

HashimMaiwand

wal(Ghazni)

female BSc 5 years

General Chemistry Iand II,  organicchimestry Iand II, analyticlchemistry andchemistry teachingmethodology

My personal aim is tolearn new teachingmethods of chemistryandcould use them inour teaching

I hope to learn new and better things 4

using the teaching methods of(chemistry teachingmethodology), we couldachieve the objectives better

3

Although workshop durationwas too short, but I think weachieved our expectations,and become familiar withsome teaching methods

3

the issues taught in thisworkshop, we couldimplement them in TTCs aswell

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C‐3 Baghlan male BSc 3 years

General Chemistry,analytical chemistry,foundamental ofeducation, IImethodolygy andfounamental ofpsychology

to Learn Chemistryteaching methods andmethod of doingexpereince in Lab

to Learn new information about Chemistryteaching methods and method of doingexperience in Lab

4

having dicision is the first stepfor achievment the goal andsuccess. But with clearmethods

3

the chemistry workshophave to be done in Lab, andit needs more time2‐ in 2 days workshop it cannot be done

3

Workshop time should beenlarged in the future, andhave to be practical and Labwork

C‐31 Laghman male BSc 1 year

General chemistry,Biology,methodology,Psychology,assesment

to familiar withteaching methods andusage of teachingmaterials

we expect more workshops with prolongedduration

4 3 4

C‐32 Kapisa male BSc 4 months

General Chemistry I,general chemistry II,organic chimestry Iand II, assesment andexamination

 obtain some teachingmethods and also tosolve my problems

my expectation is that this workshop will beconducting with good quality

3

this workshop was good, wegot more, we familarized withchemistry teaching method,and paper model was goodmotivation .

3our problems in this bookand other books, solved.

2

the teaching method whichour instructor used, was good,I hope to use it duringteaching in TTC

C‐33 Urozgan male BSc 2 years

Organic chemistry,General Chemistry,analytical chemistry,anorganic chemistry

My aim is to learnteaching methods. Thatwhich teachingmethods I should use tounderstand thestudents

workshops have to be conductedcontinously for TTC lecturers, To knowvarious teaching methods

Our aim was teaching methods,that I think we achieved it

In my guess it was verygood, because this workshopsolved our some problems

 this workshop contents helpwith us in TTC, both lecturerand students problems will besolved.

C‐4 Kunduz male BSc 1 semesterGeneral chemistry,Organic chemistry,practice teaching

my aim is to learn goodexperiences, that wecould use  in the future,and  have good impacts

my hope is  preparation of good teachingmaterials for new corricullum and practicalwork

4we have to check what we gotfrom this workshop

4we got sceince materails, touse them in our lessons

4

C‐5 Zabul male BSc 3 years Chemistry (Lab)To learn new teachingmethods and teach  tostudents

We thanks Jica for conducting this workshopfor us, we hope more workshops

4we understand chemistryteaching method completelyand we solved our problems

3the expectation I had fromthis workshop fulfiled verywell, we are happy from

4This was very good workshop,thanks from Jica

C‐6 Logar male BSc 5 yearsGeneral chemistry,Organic chemistry,

to acquire newmethods aboutchemistry teaching andtransfer to students

my expectation from this workshop is tolearn new teaching methods

3

it was better if this workshopcontinued few more days,because still many problemsremains, and also we needmaterials for making papermodels

2

looking to securitysituation we could do some of these activitiesin TTC and schools

3

Maybe this workshop isuseful, it relates the securitysituation of each area, thelecturer and students coulduse the methods

C‐7 Ghor male BSc 1.5 yearGeneral chemistry,organic chemistry,analytical chemistry

To build up myqualification,  tofamilair with teachingmethods and materials

my expectation from this workshop is tofamilair with teaching methods andmaterials correctly, and their properutilization.

0at the end of lesson askingquestions from students

0

my hopes achievements wascomparatively good, but notmy all expectations fulfiled,because of time constriction.

I am able to utilize contents ofworkshop in better andappropriate way in TTC

C‐8 Khost male BSc 1 year

General chemistry 1and organicchemistry II, AlsoDari, practiceteaching

Aim is to familiarexperiments and skills,capacity development,and also exchange ofideas betweenparticipants andworkshop facilatators

My hope is the appropriat and well deliveryof workshop contents to us

3it should be for more days, andI want  workshop that can solveour many teaching problems

3the expectation I had fromworkshop is good

3yes, this workshop can be veryhelpful for teaching in TTCs

C‐9 Panjshiar male BSc 1 year

General Chemistry I,general chemistry II,analytical chemistry,Physical chemistry,organic chimestry,

To Learn Chemistryteaching methods andexperiment materailsfrom expeirencedinstructors.

I hope doing some chemical experements byinstructors

2we get the objective if wediscuss the issues with TTCqualified lecturers

2 workshops for TTC lecturerspermenantly

3participating in workshops,TTC lecturers obtain furtherexpereinces

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Participant's Response to TTC Teaching Resources Workshop Questionnaire MATH

8‐2.  Fulfilment of Expectation 8‐3. Benefit of WS to teaching in TTC4.Teaching

experience inTTC

5. Name of allteaching subject

6. Aim of participation 7. Expectation to the WS Rating Comment Rating Comment Rating Comment

M‐ 36 Ghazni M 16th grade  3 years

G‐math I & II, linearalgebra I & II, Modernalgebra I & II, Analyzegeometry,fundamentalgeometry, probability

familiarity with teachingmaterials and moreguidance of teachersregarding teaching andbetter teachingmethods

to solve our problems that wehave in these subjects

3during two days we areintroduced to these two bookswhich was good

3it become very good whenthe material given

3by using from workshop andavailable materials we can dogood teaching

M‐ 16 Faryab M 16th grade  3 years

Analytic geometry,modern algebra I, II,probability theory, G‐math I and mathteachingmethodology

to acquire informationregarding mathteaching and implementof that in TTC lessons

I hope teachers use good andinteresting topics of math andI well implement whatever Ilearn the workshop, I expectthat failed base workshopshould be conducted for allTTC lectures for 2‐3 months

3

we learnt whatever was writtenin the book regardingmethodology, and the methodsthat teachers use was also goodand our problems solved tosome extend

2

the inserted topics of thisbook are good but if theworkshop time was long(two or three months) baseof field teachers' problemwill be solved

3

according to the expectationof high positions we use themethods and ways that wehave learnt which arediscussion, question andanswer, relation betweenteacher and student methods

M‐ 35 Sar‐e‐Pul M 16th grade  1 year G‐ math, physics

to get informationregarding  mathteaching methods andalso better use ofmaterials

to learn new topics andlaboratory works

3if we have long‐termworkshops

2

the inserted topics of thisbook are good but if theworkshop time was long(two or three months) baseof field teachers' problemwill be solved

1

according to the expectationof high positions we use themethods and ways that wehave learnt which arediscussion, question andanswer, relation betweenteacher and student methods

M‐ 5 Ghour M 16th grade  3 years

G‐math I & II, linearalgebra I, modernalgebra I, analyticgeometry

to learn the newteaching methods andto change the teachingstyle from theory topractical

Learn math practically and atleast its works be specific byusing tools

2by using such workshop incaseof correct use of topic we canachieve the aim

1nothing obtained or fulfilledfrom this workshop

3if the time of the workshopprolongs it will be moreeffective

M‐ 3 Baghlan M 16th grade  1 year

Modern algebra I, II,electric and magneticphysics, mechanicalphysics, generalmath,

Math teachingprinciples

to learn new topics andlaboratory experiments

2 by using such workshops topics 2to some extend we havelearn from this workshop

3if the time of the workshopextend it will be moreeffective and helpful

M‐ 29 BadkhshanM 16th grade  2 yearsprobability, analyticgeometry, statistics,modern algebra

to learn new and bettermethods in order to becapable to teachstudents in better way

to learn better  methods thetrainer should deliver themethods and material in goodand well way to participantsthat they could use them infuture

3

we can proceed our lesson bythe methods which werepresented here and we hope todo it as it expects

3we couldn’t fulfill ourexpectation that we camewith

3we can deliver the lessonlearnt from the workshop toothers

M‐ 23 Panjshir M 16th grade  2 yearsGeneral math,modern algebra

the capacity building ofteachers

I hope such workshopsconduct more in order to addto teachers knowledge

3

by model lesson and otherteachers discussion we couldachieve our goals to someextend

3

I would like you to hireprofessional and expertteachers for such workshopsto solve others problems.

3expert teachers can give morestrength to the workshop

M‐ 32 Panjshir M 16th grade  3 years

Analysis I, II, modernalgebra, statistics,general physics andmath teachingmethodology

to transfer our learningof this workshop toschool teacherscorrectly

I think short‐term workshopsare not useful for capacitybuilding and if possible pavethe way of education forteachers in Japan like forMaster degree

3within two days workshop thetopics and necessary materialwas good

3

we expected to have thematerial which we havereceived from this workshopand I have  fulfilled myexpectations

4

we have received the materialand as well questions andanswers took place which willhelp us in teaching

Responses at the start of Workshop (Day‐2: 02/08/2010)

0.Registrationnumber

1.Name ofTTC

2. Gender 3.Qualification

Responses at the start of Workshop (Day‐1: 01/08/2010)8‐1. Achievement of aim

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M‐ 30 Wardak M 16th grade  2 years

General math,analysis, probability,geometry analysis,math solvingproblems, mathteachingmethodology

to add something to ourknowledge andeducation in order toteaching students inbetter way

I hope this workshop addsomething to our experienceand learn good math teachingmethods

3 nil 3 nil 2 nil

M‐ 9 Nemroz M 16th grade  2 years

Modern algebra I,linear algebra I,analysis I, geometryanalysis, generalmath I, generalphysics I

to learn good teachingmethods and deliverback to students

I hope such workshopsconduct more in order to addto teachers knowledge

4we have achieved our aims bylearning methods

4the expectation we had hasfulfilled

4this workshop was useful andwe could get most of it

M‐ 2 Paktia M 16th grade  4 yearsGeneral math,problem solving andanalysis

to obtain the skill ofmath problem solvingmethods

capacity building 4the model lesson which haspresented by problem solvingteacher was useful

4we have acquire our aim andgot familiar with problemsolving materials

4 it helps us a lot

M‐ 31 TED M 16th grade  30 years

I don’t teach at TTCnow but I am workingas academic memberof capacity buildingof TED

to obtain moreinformation from thisworkshop

it should start and end atspecific time and scientificand theoretical topics shouldbe explain and describe

4 nil 3 nil 4 nil

M‐ 8 Logar M 16th grade 2 months

general math,algebra, teachingmethodology,curriculum andPashto

the capacity building ofmy teaching and bringpositive change to myteaching methods

to have the completematerial of the workshop anddeliver the program as goodas possible

2we had many aims but timewas short, the time wasted butwe couldn’t achieve our aim

2we had so much expectationto be fulfilled by thisworkshop but we couldn’t,

4

I have took  advantage of thisworkshop to some extendwhich are methods andteaching objectives

M‐ 13 Parwan M 16th grade 2 years

modern algebra I,general math IIteachingmethodology

to learn knew and goodmethods of mathteaching

since math teaching subject isimportant such workshopsshould be long‐term

3

this workshop was good andalso the supplementaryteaching material are almosthelpful

3

this workshop should dopractical math for teachersbecause most of teachersknow math in theory notpractically

3this only solved problemsregarding the teachingmaterial (chapters)

M‐ 15 Takhar M 16th grade 4 yearsGeneral math I, II,proximity,data/statistics,

complete awarenessregarding  teachingmethods of mathsubjects

the time of such workshopsshould be long

2

to some extend we can awareourselves about the topics ofthe book and we could shareour experiments with otherrespected teachers

3

to some extend ourexpectation didn’t fulfilldespite that we are happyfrom this workshop whichcause the capacity buildingof teachers

3we can deliver the lessonlearnt from the workshop toothers

M‐ 19 Laghman M 16th grade 1 yearGeneral math I, II,proximity,data/statistics,

to learn new teachingmethods andimplemented

I hope that the books getwritten by simple words

3I hope the books prepared inPashto language too

3

to some extend it was usefulbecause there wereproblems in teachers'teaching

3as the time was shorttherefore  it cannot be veryuseful

M‐ 33 Heart F 16th grade 4 years

Analytic geometry,general math,modern math,students teaching

to obtain skill regardingmath teachingmethodology andscience subjects

useful presentation forteaching material and clearexplanation for each topic

4positive attempt took place andpositive points learnt to achievethe objective

3it was good because theexplanations were useful

3

it was good but the conditionis unfair at province compareto Kabul city therefore it is notpossible to work the topicscompletely at province level

M‐ 25 Daikundi M 16th grade 2 years

General math I,general physics I,analytic geometry,modern algebra

capacity building andfamiliarity with teachingmethods

to get familiar with goodteaching methods

we achieve the aim when weparticipate in workshops

our expectation fulfills whenwe participate in moreworkshops

if workshops don’t take placeand positive points don’tdeliver to teachers they willdefinite face problems

M‐ 7 Farah M 16th grade 9 years

General math I, II,geometry, physics I, Imath teachingmethodology

to acquire informationregarding mathteaching and implementof that in TTC lessons

good books should be madeand printed for AfghanistanTTC teachers in order theyteach well at class

M‐ 28 Badghis M 16th grade 1 year

linear algebra,modern algebra,general physics I,fundamental ofgeometry andanalytic geometry

familiarity with newteaching methods

familiarity with material andnew methods

3we acquire complete familiaritywith teaching material

4

to some extend ourexpectation fulfilled andhope that in next workshopsour problems get solved

3it workshop helped us to solvestudents problems atprovinces

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M‐ 27 Badghis M 16th grade 1 yeargeneral math I,probilities, analysis,general physics I

familiarity with newmethods and teachingstyles

we want to complete thisworkshop well and getpositive result.

3

when we have workshopsaccording to our field andsecond when we have goodmaterial in hand

2

the expectation that we hadto solve our problems didn’tfulfill but expectation fulfillaccording to the possibilities

3this workshop helps us toteach correctly at TTCs

M ‐21 Daikundi M 16th grade 3 years math subjects

familiarity with TTCmaterial regardingteaching methods andpromote of teachingskills

we expect to get usefulinformation and guidancefrom the conductors of thisworkshop and deliver them toDaikundi students

4since the target of workshopwas introduction of books weare introduced well

4

again the expectation ofparticipants were familiaritywith developed material theexpectation I think hasfulfilled

4

it is natural that during everyworkshops academic andprofessional topics arediscussed and questions andanswer takes place which areuseful and helpful

M‐ 18Nangarhar

M 16th grade 4 years

General math, mathanalysis, probability,data, math teachingmethodology

how to practically usethe math subjectteaching methodologyand how to deliver thenew teaching methodsto students

I hope that math subjectstaught practically with newuseful teaching methods anduse the local material

2 2 2

M‐ 22 Bamyan M 16th grade 4 years

General chemistry,general physics,organic chemistryand science teachingmethods

to follow up the JICAeducational programs

long‐term workshops in andout of Afghanistan

3when theory is carried out aspractical

3when the topicsimplemented practically

2it is helpful and useful when itis long‐term workshop

M‐ 14 Helmand M 16th grade 1 year

General math, mathanalysis, mathteachingmethodology, mathproblem solving

to get familiar with thesubjects we areteaching

to get familiar with goodteaching material andmethod and deliver them tostudnets

4in order to achieve the aim weshould get most of theworkshop and implement them

3we have learnt so muchthings form this workshop

4 yes it is helpful for us

M‐ 6 Zabul M 16th grade 1 yeargeneral math,general physics,modern algebra

to learn new methodsand get familiar withother teaching activities

I hope that JICA continuouslyconduct workshops forteachers and distribute booksto help us.

3

truly, the result we got fromthis workshop was interestingnamely we have obtain veryuseful information

4the methods that we wantedto know we have learnt inthis workshop

4

truly, we can apply all theinformation that we acquirefrom this workshop to TTCstudents

M‐ 1 Kunduz M 16th grade 4 years Math analysisto acquire mathteaching skills

capacity building 4different questions are askedfrom students regarding thelesson

2My expectation was that wemight learn some newmethods

4by having a regular plan wecan apply all the concernedmethods

M‐ 11 Urzgan M 16th grade 2 yearsmath, geometry,trigonometry, physics

to learn new methodsand get advantage ofteachers experience inorder to teach well

to solve my problems which Ihave in teaching and alsolearning new good methods

4we are satisfy of this two daysworkshop and achieved our aim

4

the problems that I had facedduring the teaching thisworkshop has solved all ofthem

4

the two days workshop washelpful regarding teachingmethods and hope suchworkshop take place in futuretoo

M‐ 20 Jowzjan M 16th grade 2 yearsgeneral math I,trigonometry,geometry analysis

to get informationregarding  mathteaching methods andalso better use ofmaterials

to learn new topics,laboratory works

3if we have long‐termworkshops

3

we expected to have thematerial which we havereceived from this workshopand I have  fulfilled myexpectations

4

we have received the materialand as well questions andanswers took place which willhelp us in teaching

M‐ 17 Khust M 16th grade 1 year

general algebra,modern algebra,linear algebra, mathanalysis, mathteachingmethodology,geometryfundamentals andmath problem solving

to build my capacity andalso awareness of TEDworks for Afghanistaneducation

I expect from such workshopsto solve our problems that weface at teaching time

1

this two days workshop whichwas regarding introducing ofteaching material was notnecessary than the problemswe have in different subjects

2 1

M‐ 4 Paktika M 16th grade 3 years

Math I, modernalgebra, geometryanalysis, linearalgebra

to know teachingmaterials and introducethem to students

we expect to get usefulinformation and guidancefrom the conductors of thisworkshop and deliver themstudents

4we understand so manyobjectives which were aboutpractice and problem solving

to be evaluate well it helps us in teaching

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M‐ 12 Nooristan M 16th grade 2 years

General math,geometry analysis,analysis I, generalmath II, teachingmethodology

to acquire theprofessional methodsand skills of teaching

to completely understand theteaching skills and deliverback to my colleagues andstudents

2

no completed achieved the aimbecause the prepared plandidn’t implement well due tolack of time

2

the time was not enough toget familiar with the teachingmaterials therefore wecouldn’t get much use of it

3

this workshop can be usefulfor use when have teachingmaterial at TTC and theteaching time be long

M‐ 10 Kandahar M 16th grade 3 years

General math I, II,data, project andresearch, modernalgebra I and II

to solve the problemswe have and getfamiliar with mathteaching methodology

to solve our problemsif such workshops conducted byexperience teachers will beuseful

1it will be good when thereare experience teachers andlong time

1

the workshop contents wasgood but it had problem oftime  and some otherprofessional problems

M‐ 24 Daikundi M 16th grade 1.5 yearsgeneral math I,geometry analysis,general physics

the time of workshopshould be long, in shorttime its impact is less, toobserve model lesson

model lessons by expertteachers in case of havingtime

4when regular and plannedprograms run by the conductorswe can achieve the aim

4

long time should beconsidered, most ofworkshops should beregarding problem solving

2 workshops helps a lot

M‐ 26 Kunar M 16th grade 2 years

Analysis II, generalmath I, linear algebraI, modern algebra I,light physics andthermodynamic

make  myself a greatteacher in order to workfor my country

such workshops should beconducted more and timeshould be long in order use itbetter

2we didn’t achieve the aim itwas only waste of time

2we expect to learn mathteaching methodology if notdon’t conduct workshops

2

this workshop has helped usnothing because time wasshort, the entire one daywasted in introduction andsecond they only two lessonsconducted which wasn’t baseon methods

M‐ 34 Balkh F 16th grade 3 years Analysis I, II

we want to learn newand different methodsand deliver them backto students

I hope the workshop shouldbe useful and practical workshould be considered formath subject

3since the target of workshopwas introduction of books weare introduced well

3

again the expectation ofparticipants were familiaritywith developed material theexpectation I think hasfulfilled

3

it is natural that during everyworkshops academic andprofessional topics arediscussed and questions andanswer takes place which areuseful and helpful

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Participant's Response to TTC Teaching Resources Workshop Questionnaire PHYSICS

8‐2.  Fulfilment of Expectation 8‐3. Benefit of WS to teaching in TTC4.Teaching

experience inTTC

5. Name of allteaching subject

6. Aim of participation 7. Expectation to the WS Rating Comment Rating Comment Rating Comment

P‐3 Laghman M Bachelor 6 years

G Physics I &II,Electricity,Mechanics & wave,psychology, G math I& II, Geometry andteachingmethodology

To learn Physicsteaching principles

To learn new physicslaboratorial experiments

4Most of laboratorial issueswere conducted in simple wayby using local materials

4

The workshop was very goodbut time was very short itwas useful and I am 100%satisfy

4

If the books are used andlong‐term workshopsconducted it will be 100%effective

P‐30 Ghazni M Bachelor

Since 1 month ago Iwas hired, but tillnow I don’t teach anysubject

to get familiar with TTCteaching materials,better teachingmethods

conducting of suchworkshops regularly andbetter guidance

3

As familiarity of TTC material isthe main objective of thisworkshop so we could getfamiliar with these materials

4

To get familiar with accurateusage of teaching materialstherefore to some extendwe could get ourexpectations and it was avery useful workshop

4

The usage of TTC teachmaterial and better teachingof these material and wecould use from the workshopand help us to implementthem at TTC

P‐31 Paktia M Bachelor 2 & 5months

G physics I & II,thermodynamic,electricity,mechanism, opticwave, analysisgeometry

To promote educationlevel, skills andexperiments

To learn new experimentsand methods

4We ask one or two students ifthey response correctly wehave achieved our objective

4

Workshop was very usefuland fruitful at its limit andattracted me towardexperimental things that Ididn’t think of it

4 It was good and we gain

P‐19 Panjshir M Bachelor 1 year

G Physics I &II,Electricity, Magnetic& wave, heat andthermodynamic,optic light

To learn physicsteaching method andacquire experiencefrom JICA experts thenconducting them backto TTC students inaccurate and fine way

To help us in teaching physicsand solve our problems

3when we have  necessary andbetter material and completepreparation

4

This workshop was good anduseful and we could learnfrom great lecturesexperience

4

helped us in teaching and wecan use local and naturalmaterial for experiments andcarry out on students

P‐11 Kapisa M Bachelor 2 years

G Physics I &II,Electricity, Magnetic& wave, heat andthermodynamic,optic light

To learn physic teachingmethodology andexperimental tools fromJICA experts and thenpresent our learning'sto students in its goodand correct way

It has helped us in physicsteaching and solve most ofour problems

4we can evaluate our objectiveapproach when we prepare alesson topic in short time

3

I would like to thanks all theco‐worker of TTC teachingmaterial workshop which isconducted by JICA project

4

It can be helpful when suchworkshops for physicsteaching material beconducted by expert andprofessional teachers that wecould learn some experimentsfrom them

P‐ 22 TED M Bachelor 4 years I teach physicsto develop physicsteaching skills

I hope to learn new thingsabout physics teachingmethodology in thisworkshop

2because the available book wasnot correctly edited

2

we expected that we couldlearn several complicatedexperiments of physics butunfortunately only oneexperiment conducted

4This workshop helps us to usethe simple local material forexperiments

P‐ 1 Bamyan M Bachelor 3 years

G Physics I &II,Electricity, Magnetic& wave, heat andthermodynamic

To follow upeducational programsand experiments of JICAworkshops

the experiments which arenecessary in teaching flow

3

It is useful if such workshopcontinue and this workshopdespite of short time it wasgood for introduction ofteaching methodologymaterials

4

The entire experimentswhich took place in thisworkshop wasunderstandable and usefuland we founds its ability totransfer such issues tostudents

2the workshops with moreexperiments, availablematerial and long time

P‐ 21 Jawzjan M Bachelor 4 yearsGeneral physics I & IIand geometryanalysis

to get familiar withteaching materials

I expect that the workshopbe at least 5 days in order tolearn all its goals andobjectives

4

When we know teachingmethods, use local materialsand could solve studentsproblems we can approach toobjective

3we expected that laboratoryexperiments take place inthis workshop

4this workshop helps us a lot toteach subjects

Responses at the start of Workshop (Day‐2: 02/08/2010)

0.Registrationnumber

1.Name ofTTC

2. Gender 3.Qualification

Responses at the start of Workshop (Day‐1: 01/08/2010)8‐1. Achievement of aim

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P‐13 Heart M Bachelor 2 years

General physics,electric, magnetic,general math,geometry analysis,modern algebra

Familiarity with newteaching methods atlower grades

I would like the Japaneseexperts to conduct and lessonin order to get full advantage

2I could reach to our objectivesto some extend during twodays short time

2

the number of model lessonwas less of what weexpected we expected to usefrom Japanese expertexperience that we couldn’t.

2I hope at future workshops weget better advantage and helpus in teaching

P‐ 14 Nangarhar M Bachelor 5 years

General math, linearalgebra, generalphysics, electricphysics, math andphysic teachingmethodology

To understand theteaching material andimplement it

I expect that more workshopsshould be conducted like thisand a completed subjectspecific training should be forTTC lecturers

3by familiarity with teachingmaterial

4The contents implementednicely, the workshop periodwas short

4 we evaluate very useful

P‐ 15 Parwan M Bachelor 3 years Physic subjectsintroduction of TTCmaterial and goodteaching methods

Familiarity with teachingmaterial and its usage

4

when our lesson or experimentis satisfactory or whateverobjective we have besatisfactory, we have reachedto our goal.

3

the result of our expectationfrom experiments ormethodology subject wasgood despite short time

4

we deliver our acquireknowledge and information toour students and they learnthe lesson as practicalteaching

P‐ 4 Ghuor M Bachelor 4 years

General physics I,thermodynamic,psychology,fundamental, generalmath and etc

to learn the teachingmethodology of physics,math and othersubjects and also getadvantage ofexperiments

Learning and experimentalcapacity building for freshteachers

4the workshop program wasgood from start to the end

3The expectation that we hadfrom this workshop despiteshort time it was fair

3To some extend it is useful toour future

P‐ 23 Sar‐e‐pul M Bachelor 1 yearMechanical physics,light physics, electricphysics

familiarity with physicsteaching methodologyand TTC studentscapacity building

to some extend myexpectations fulfilled

4through methodology, longterm seminars which focusesmuch on experiments

3

Our expectation will fulfillwhen at least 50%experiments of physicstopics conducted

3it is good that such trainingcontinue that we couldn’ttraining the students

P‐ 12 Urzgan M 14th grade 2 yearsGeneral math,physics, evaluation,students teaching

to learn good and newprinciples of physicsubject and use them inour teaching

I expect from this workshopthat it should be conductedat provinces where theconditions are very poor

4by using all my possibilities andwork hard for our countryteachers

4we have learnt methodslessons and will use them inour teachings

4

The workshop was valuablebut unfortunately the timewas short I hope that aserious cooperation should bedone for TTC Labs andmaterials

P‐ 9 Logar M Bachelor 2 years

General physics,analytic chemistry,physics chemistry,Methodology,electric physics andmagnetic

to teach differentsubjects correctly tostudents

I hope that the period ortime of such workshopsshould be long

4Natural every workshop isuseful to teachers and theyacquire enough information

4beside theory informationfor science subjects,laboratory work also done.

4

I know that every teacher hasindividual method but it weget more experience that wellbe good

P‐18 Kunar M Bachelor 2 years

Electric, wavephysics, Analysis I,linear algebra, mathsolving problems,living environment

to know the sciencesubject teachingmaterial and use themat teachings

As science subjects stands onexperiments there should beexperimental tools orequipments introduction tooand learn their usage

3more practical work should bedone

2local and less price materialshould be used in suchworkshops

3such workshops should beconducted so we could gethelp in our teachings

P‐ 6 Kunduz M Bachelor 1 yearLight, optic wave,electric physics andlinear algebra

to learn new things orteaching methods onexperiment

to know teaching methodspractically

4everyone get advantages fromthis workshop is very good

4if the workshop becontinuously and with highquality will be much good

4the workshop was good butthere was practical work

P‐ 37 Kandahar M Bachelor 42 years

light, electric,mechanical, waveand thermodynamicphysics

to learn new teachingmethods and scientificskills

to learn new things in orderto implement them in future

4

if the person intend to learnhe/she can learn from suchworkshops and use and infact Ihave learnt many things

4I evaluate 100% and hope itcontinues

4

this workshop was veryimportant and useful and Iwill use from its experimentsin my lessons

P‐ 29 Balkh F Bachelor 3 yearsphysic subjects,general math,

learning methods forcapacity building andlearn new skillspractically

I expect that topics should beexplained clearly in particularthe experiments and wecould get it

3the good ways and methods inteaching

2the time or period ofworkshop should beextended

4

such workshops should beconducted and experimentscarry out by experts that wecould transfer them to ourstudents

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P‐ 33 Sar‐e‐pul F Bachelor 4 years

Physics subjects,general physics,mechanical physicand light physics

to find the newteaching methods forprimary schools

I hope is the capacity buildingof educational level ofstudents

4I can solve some of myproblems through thisworkshop

2

some insufficient problemssolved and some defectscompleted and manypractical problems did notcarried out.

4we hope that such workshopcontinue that we could learnfrom modern science

P‐ 18 Khust M Bachelor 1 yeargeneral physics,mechanical physics

my personal aim is toget familiar with foreigncountry educationsystem

I wish that the period andtime of workshop prolongedthat we use better

3to some extend we haveachieved our aim

2our expectation was that theconsidered things carriedout

3this workshop helps us inteaching methodology

P‐ 7 khust M Bachelor 4 years

General physics,thermodynamic,electric magnetic,electric and etc

to learn new teachingmethods to use andteach good

we hope to learn from thesemethods and implemented inthe class to students

3in order to achieve the aim weshould see trainings andparticipate in such workshops

3I expect to do theexperiments in thisworkshop

2 yes it helps us a lot in teaching

P‐ 16 Faryab M Bachelor 1 year

General physics I andII, optic physics,educationalfundamental andmethodology andevaluation

this workshop is verygood for promotion ofteachers' understandingand knowledge to solvetheir teaching problems

we want that the workshoptime expand and this time ofcurrent workshop was tooshort

in my opinion we can achieve aspecific and certain aim whenwe have enough knowledgeand interest toward that issue

long‐term workshop is usefulso long time should beconsidered for suchworkshops

this workshops has positiveeffect on teachers theirknowledge and informationregarding to their professionalincreases

P‐ 24Badakhshan

M Bachelor 2 years

General physics, lightand electricityphysics and generalmath

how to teach physics atschools and TTC

to learn the new methodsand ways of teaching physics

3

since physic experimentsconducted and model lessonpresented these helped us toachieve the aim

3since the time was short so itwas difficult to study all thetopics of the book

3

the workshop was a goodguide for teachingmethodology by different newways

P‐ 10 Takhar M BachelorGeneral physics I & IIand geometryanalysis

Familiarity with physicsexperiments during theteaching

conduct of such workshops inmore that two days causegood capacity development

3interest ness of topics andexistence of teachers

3

the existence of teachingmaterial, appropriate placefor the workshop and activeparticipation of participants

3availability of lecture notes,compositions, and clarity ofexperiments in simple form

P‐ 26 Wardak M Bachelor 2 years

General physics,thermodynamic,electric physics andhistory, psychology

to promote educationlevel and to knowteaching materials

the introduction of newlaboratory equipments forexperiments

3to achieve the aim we shouldknow methods

4 to have experiment lab 4

P‐ 17Nangarhar

M Bachelor 2 yearsgeneral physics I andII, thermodynamic,wave and optic

to acquire moreinformation aboutteaching methodology

I hope that the contents ofthis workshop implementedin a good form

3it was positive we got enoughinformation about thematerials and their usage

3

so many things has fulfill thecontents was easy andimportant and implementable

4

the interest of students willincrease toward sciencesubject and will help teachersin experiments

P‐ 2 Paktika M Bachelor 1 yearGeneral physics IIand II

to know the teachingmaterials and transferthem to students

such workshops should beconducted to other teachersas well in order that they alsoknow these material andtransfer to their students

positivepositive because theprogram was implementable

our problems become lessand students attention will beattracted

P‐ 5 Nooristan M Bachelor 2 yearsGeneral physics I,thermodynamic,optic and light

to acquire generalinformation about myprofession

to implement the material ina good way

3 positive 4positive because theprogram was implementable

Teachers problems willdecreases and studentsattention will attracted

P‐ 25 TED M Bachelor 10 years PhysicsScience and mathteaching materialdevelopment

the continuity of suchworkshops from JICA

3

Teachers understood to use thesimple material in experimentsand basic experiments shouldbe conducted

4

it was very good to do thehard and difficultexperiments of the TTCtextbooks

4 it is useful to some extend

P‐ 35 Laghman M Bachelor 2 yearsGeneral physics 1and 2, psychology

to get advantage of theworkshop

such workshops should beprolonged

3  through practical works 3

time was good for onlyintroduction but forexperiments the time shouldbe long

3it was interesting and we canuse it in our teachings

P‐ 34 Kapisa M Bachelor 4 years

General Physics I & II,thermodynamic,students teachingand evaluation andcurriculumdevelopment

to get familiar withgood methods to usethem in TTC lessons andto be successful in ourteaching

after the workshop teachingmaterial should be submittedto us in order to use themand have good method

3we can achieve the aim whenwe teach big volume lesson inshort time with good methods

3

I would like to thanks all theco‐workers of JICA forconducting such workshopand I have learnt many newthings in this workshop

4

we get the benefit of suchworkshop when it conduct byexpert teachers that we getadvantage of it

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Participant's Response to TTC Teaching Resources Workshop Questionnaire 

8‐2.  Fulfilment of Expectation 8‐3. Benefit of WS to teaching in TTC4.Teaching

experience inTTC

5. Name of all teachingsubject

6. Aim of participation 7. Expectation to the WS Rating Comment Rating Comment Rating Comment

B1  Bamyan male 16th   3 yearsBiology, anatomy, palntphysiology, palnt, echology

attending in all seminarand workshop of JICA

we need long time  workshopin the future

about the workshop whichconducted by step project welearn good experment and it wasnew for us

our expect will achive whenwe attend long time workshopand we can bring goodachivement for our students

this workshop was good for usand we learn new methodologyto teach our students

B2 Ghazni  male 16th   2 yearsGeneral Bology, plant, plantPhysiology , echology,teaching education

knowing about newexperments and methodsof biology

our expectation is that theactivite should be aproperatefor implement in TTC  andschool in provence

we could learn good and newthings and it was useful for usbut the time of the workshop istoo short

in these two days in thisworkshop we learn new things

those things which we learnfrom forghner and localteachers were very useful andwe will  do it prcticaly to schooland TTC

B3 Paktika male 16th  1 yearchemistry, biology, Generalbiology first, Generalbiology second

in this workshop my aimwas that to learn aboutteaching materials

my personal aim is that tolearn new method and transferit to the other TTC's teachersfor better teaching

we reach to our aim it is positiveit was good we did manypractical works

this kind of traning help us verywell

B4 Baghlan  male  16th  3 years

General chemistry,anatomy, plant physiology,mental health,fundamental education

learning of biologyteaching method andLaboratory experments

we learn new teaching methodof biology

we reach to our aim becouse welearn new teaching method

this workshop was good thecontent was useful

it was good and we learn newmethod

B5 Logar  male  16th  one semester 

General biology, echology,evaluation, teachingmethod of biology, organicchemistry

we hope to learn newmethods from thisworkshop that we can doit practicaly for thestudents, and we shoulduse from this methodthat we reach to our aim

this kinds of workshop shouldbe conducted in each month

we learn many new things fromthis workshop we did practicalwork and we are able to teachthis experment for the students

we reach to  our aim it wasvery nice traning, we shouldget the benfit from thisworkshop, doing of practicalwork and we should solve ourproblem,

this workshop help us very welland we should teach thismethods and experments in theclass for the students

B6  Norstan  male  16th  2 years General Biology, plant,anatomy, physiology

in this workshop mypersonal aim is that toimprove my teachingmethods, that we canteach effectively  in theTTC's

my personal aim is that toPresented a Professionalteacher for our country, thatour country improve like othercountries,

those methods which Japaneseexperts  use are positive, and weshould use it as well,

all the things were good in theworkshop but the time wasshort, if the time was long itwill be very effective for us

regarding  this workshop nowwe have the capability  to teacheffectively that  studentsUnderstand  it well

B7 Farha  male  16th  8 yearsmethod of biology,methology, Generalbiology, pland, animal

our hope from this workshop isthat  it should be conductedContinuously , that we canteach new and good methodsfor the students

attending in this workshop, welearn objective it was very goodfor evaulation and we reach toour aim

our hope were learning ofdifferent methods and wereach to our aim

learning of new methods andtransfar it for the TTC studentby me

B8 STTC male  16th in practical way

8 years

teaching  biology andchemistry experments inLaboratory

my aim to attend in thisworkshop was that tolearn parctical work  newmethods to teach for thestudents

 learning of new expermentswhich is teaching by JICAexperts

to reach the aim we should  donea lot of  work

this workshop was very usefulfor us

from this new methods whichwe learn now we have theability to teach well

B9 parwan  male  16th  5 years 

anatomy, plant Generalbiology, Fundamental,Curriculum  Developmentof methodology,

our aim is to becomeFamiliar with newteaching materials andunderstanding the usageof teaching materials

our aims are that, this kinds ofworkshop should be conductedRepeatedly and also newteaching materials should beinterduced

in the second day we just didtwo experments but first day wasjust waste  time

this kind of workshop shuoldbe conducted for the Capacitybuilding  of teachers

two experments which havedone in the second day waseffective for the teaching thefirst day was weak

B10 Takhar  male  16th plant physiology, Zology,plant, General biology,

learning of new teachingmethods of biologysubject

my personal hope is that theworkshop time should be longand we can get more thingsfrom it

on that time we achive to ourhope that you are  conductedlike this workshop more

my evaluation from thisworkshop is positive, I hope toIncrease  the time of workshop,

B11 Khost  male  16th  16 yearsGeneral Biology, plant,anatomy, physiology

Familiarity with newmethods experments andMaterials in sciencesubject

I hope those things which Ilearn here I transfar to studentsin TTC

I evaluate my aim it is positivemy aim was practical workand they did it very well so itis positive

these kinds of seminar is veryuseful for us and it help us toteach in a good way

Responses at the start of Workshop (Day‐2: 02/08/2010)

0.Registrationnumber

1.Name of TTC 2. Gender 3.Qualification

Responses at the start of Workshop (Day‐1: 01/08/2010)8‐1. Achievement of aim

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B12 Nangharhar  male  16th  2 yearshuman anatomy,physiology, echology,teaching method of biology

to learn new expermentsand how to use the newbooks

our hope from this workshop isthat those questions which wehave slove here, and bringingchanges in our teaching andexperment and  lecture noteshould be in pashto versionalso

our aim in this workshop ispositive,and we want moreIssues  from lecture note

the workshop time is short weneed more Focus on newlecture note, the clear topicsImplement was useful

we evaluated positive 

B13 Konar  male  16th  4 years 

General Biology, plant,teaching method ofbiology, teachingeducation, evaluation

I want to be Professionalteacher and slove afghanstudents problem thatafghan stand on theirown foot

these kinds of educationworkshop should be conductedin the future and the timeshould be longer

on that time we can reach to ouraim that the time of workshopshould be longer

the time of workshop shouldbe longer and for each subjectwill be different method

it will help with us and weshould have Laboratory room intheir own TTC  and it is positive

B14 Jawazjan  male 16th 2 years

General Biology, plant,agriculture, peace edcation,living envoirment , Basic ofeducation

Correct  usage ofeducation methods ofscience subject andFamiliar with teachersand  new experments

Laboratory  kit should beavilable for TTC teachersacording to text book

from these kind of seminar wenever get our aim becouse theydidn’t use more experment andwe don’t have matrial so it dosnthave benfit for us

didn’t use more expermentand we don’t have matrial soit dosnt have benfit for us

these kind of workshop dosnthelp us becouse there is no newthings for us just waste our time

B15 Orzghan  male  16th  1 year

General Biology, humananatomy physiology, plantphysiology, plant,evaluation, Curriculumdevelopment, basic ofeducation, exceptionaleducation,

my  personal aim fromthis workshop is: to learnnew method and newexperment that use it fora better teaching andbring ease in ourteaching, and student getbenfit from teaching

my privite hope from thisworkshop is to understandmethod of teaching that weuse in our daily teaching, andwe hope you are conductingthis kinds of workshop in thefuture

we reach to our aim very wellbecouse we become  Familiarwith teaching matrials of TTC

we reach to our aim very wellbecouse we were Involve  full

this workshop was very usefulfor our teaching becouse nowwe learn how to teach well

B16 Helmand  male  16th  2 years

Biology, chemitery, plantphysiology, Biochymy,analytical chemestry,science method, humanphysiology, organicchemistry, non organicchemistry

I want to familiar withnew teaching methodsand new experments andabout teaching materials

the workshop that conductedfor us we got the benfit from itmore things become clear forus

we reach to our aim we Performdifferent kinds of practical workand they are useful for us

it was nice but the time wasshort

we evaluated it very wellbecosue we did many practicalwork

B17 Badghise male 16th 3 years

General biology, firstGeneral chemistry, secondGeneral chemistry, plant,Zology,

learning of biologymethod and Familiarwith laboratory  teachingmaterial for betterteaching

these kinds of workshopsshould be conducted inholidays, and the basicchallenge of TTC  is luck oflearning experment

we need long time workshopbecouse in the first day onlyinterduction and second day wasgood and we hope that you areconducting this kinds ofworkshop in future

long time traning could helpTTC lectures to transfer theirlearnings in workshop to G1 ‐G12 students better, becousethe TTC lecturer isrepresantative of MOE for thetraning of childs of thiscountry

if this kind of workshop willconduct I will be able toincrease the level of mystudents and the easy and shortways of teaching them, theteaching materials we recived inthis workshop are very useful

B18 paktia  male  16th 3 yearsGeneral biology, anatomy,plants

using skill andexpermental fromjapanes experts

the time and days of theworkshop is short  it should belong

it was very good and we getmore things from it

it was very useful and the timeshould be long

it help us to teach in good way 

B19 Mahdan wardak  male  16th 3 years

General biology,methodology, teachingeducation, Agriculture ,current history

I want to be Familiarwith new methods andexperments now Iunderstood it, andUnfortunately  the timeof workshop was shortthey didn’t answer all ourquestions

we hope that the content ofworkshop delieverd to usSuccessfully

we become Familiar with newteaching material

it was good  excellent 

B20 Faryab female 16th 2 years

Genral plant, educationmethod, biology,anatomy,humanphysiology,psychology,developmentalpsychology, educationcurrculam developemt,education psychology

my personal aim is toincrease the level of my teacing professional capacity

these kinds of workshopsshould be conductedContinuously, that all theteacher get benfit from it andtime of the workshop shouldbe longer

the workshop was very good weget the benfit from it specialyfrom practical work

I solve some of my problem inthis workshop but some of itleft

this kind of presented workshopis very effective for the teachersand I hope it will be continuoslyspecialy in lebrotary parcticalwork

B21 herat female  16th 3 yearsplant phsysiology,methodology, Evaluation ,fundamental of education,

I want to use thevaluable methods of JICA,for building my Professcoal  capacity I aminterested in yourworkshop

teaching objective clearlydiscribing good and usefulteaching material

I am felling well becouse fromthis way  I reach in myProfessional hopes

I fell well the evaluation andthe practical work were doingintersting

we hope to conduct this kind ofworkshop in the future that wecan take the Advantage

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B22 Balkh female  16th 3 yearsplant phsysiology, Generalbiology, Curriculum. zology

my personal aim is thatto learn new methodsand skills for betterteaching and learing ofbiology experment

I wish that i learn all the newtopics and experments that beeffective

our aims are that new expermentand practical work learingacroding to our  lesson topics

from this wrokshop our hopeswere that to use moreexperment and practical workbut they use only onepractical work

if this kind of effective seminarconducted about the newmethods, new experments, newpractical work it will help us inteaching.

B23 TED female  16th 20 years

I teach in the SayedJamalidin TTCs Branch thebellow subjects Cythology,Zology, teaching method,plant physiology, echology,as part time

my aim is that to learnnew methods in acadimicpart

my aim is that to learn newthings in biology part specialyteaching materails teachingmethods

we get our objectiveObservation of onin cromosme

we are expecting  morepractical work

we can do the experment 

B24 TED female  6th 8 yearssometimes I teach thesesubjects in sayed jamalidinplant physiology, zology,

aim of the workshop isthe interdoucing of TTCteaching matrial so weshould learn and teachfor school teachers

the contents of this workshopshave to be clear and iussesshould be

B25 TED female  16th 15 years 

sometimesi teach thesesubject in sayed jamalidinanatomy, physiology,teaching method, biology,

my aim is that toimprove my Knowledge,and the practical worksshould be use more inbiology subjects that thestudent mind and thinkbe improve

these seminars are veryNecessary for the teachers,becouse the learn newmethods and skill

the experment use very good andwe got it, and we learn theexpermental of onin  membraneland onin sed and flower plume

our aim is that the time ofworkshop should be longerthat we learn more in sciencesubject.

practical works are very usefuland it should be use more thatwe can teach in good way inthe TTC

B27  STTC female  16th 3 yearsGeneral Biology,Environment

learning of teaching planand new methods

learning of new teachingmethods

since students don’t have thecapibility of complicated andsaphisticated teaching, there forthey need traning like thisworkshop.

B28 Qandahar  male  16th 2 years General Biology, Zology,first Evaluation  secondEvaluation

to learn new methodsand new skills

the time of workshop shouldbe longer that the use moreexperments

it is Positive  and very useful it was very good  it help us in teaching 

B30 Qandahar  male  16th 1 year

plant physiology, echology,psychology, humananatomy, teaching method,General Biology,

my aim for Participatingin this seminar is thatFamiliarity of Honorableteachers and Familiarityof new teaching methodsof Science  and newexperment and we learnmany things from thisworkshop

my aim is that if in the futureworkshop they give chance forthe new teachers it will be nicebecouse they are new and theydon’t know about theMaterials  to much it will benice

participating in these kinds ofworkshops we can reach to ouraims

if they solves teachersproblems it will be nice

it help us in teaching and wecan use it in TTC

B31  Badkhshan male  16th 2 years General Biology,physiology,

familiarity with newmethod of biology

getting information abouteducation method

infact this was a good workshopwe learn many things

in practical activities we couldsee cell and chromosome ofonion and that we deeplyunderstand the concept

from this seminar I got newmethods that I can teach it tothe students

B32 Saripul  male  16th 3 yearsGeneral Biology, anatomy,physiology, plant, practiceteaching, Zology

I got information aboutmethod of Biology and Iknew how to useSupplementary teachingMaterial

these kinds of workshopsshould be conducted onholidays becouse the studentsmiss their Lecture

I got the Ability  in practical workof Laboratory and also gotinfromation about teachingmethod of Biology

these kinds of seminar shouldbe conducted on holidaysbecouse the students misstheir Lecture and the time ofthe workshop should belonger

laboratory Materials should beinterduction that it will be easyfor them to do it in their ownTTC's

B33 Kapisa  male  16th 3 years

General Biology, plantphysiology, humananatomy, Fundamentaleducation,

familiarity with newmethod and teachingmethod and also learningof experment fromhonorable teacher

my aim is that these kinds ofworkshops about teachingmethod are useful for theteachers

I evaluate   how to reach to theaim becouse they do theexperment Practically andTheory cal

I am  80% agree withevaluation and we have alitledifficulty with theexperements because it isslow and if we want we can doatlest 10 experements in aday.

at the end in the Reflection theteachers ask and asnwer thequestion it helps the teacherand also these kinds ofworkshop is very good for theteacher

B34 Kandahar  male  16th 3 yearsGeneral plant, anatomy,human physiology, GeneralBiology

for improvement of skillsand  it is useful for thelearning

we want the time of workshopshould be longer

we reach to our aims but wehave some problems

very good this workshop was good for usbecouse from this workshop wecan teach well in the class