b.ed course outlines

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University of Education

Course Outlines(Annual Examinations)

B. Ed. (Elementary)

Compiled by:

HAFIZ ZAIB REHMANSESE_MATHB.Ed. (In-Service) Class 2015-16

Government College for Elementary Teachers (GCET), Kot Lakhpat LHR


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B.Ed. Elementary / Secondary Course Detail

Sr.

No.Subject Marks

1 Introduction to Education 100

2 Introduction to Computer 100

3 Classroom Management 100

4 Assessment 100

5 Cognition & Development 100

6 English Language & Communication Skills 100

7 General Methods of Teaching 75

8 Teaching Profession 75

9 Secondary / Elementary School Curriculum 100

10Methods of Teaching English at Elementary/

Secondary Level75

11Methods of Teaching Urdu at Elementary/

Secondary Level75

12 Methods of Teaching Elective I 75

13 Methods of Teaching Elective II 75

14 Teaching Practice 100

Total Marks 1250


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BED401 INTRODUCTION TO EDUCATION

Objectives

After completion of the course, the students will be able to:

• understand the meanings, elements, and types of education• analyze the foundations of education in philo-psycho-socio perspectives

• understand and evaluate the system of education in Pakistan

Contents

Part-I Meanings and Foundations of Education

1. Introduction

1.1. Meanings of education

1.2. Scope of education

1.3. Types of education

1.3.1. Formal1.3.2. Non-formal

1.3.3. Informal

1.4. Elements of Educational Process

1.4.1. Aims

1.4.2. Curriculum

1.4.3. Pedagogy

1.4.4. Evaluation

2. Foundations of Education

2.1. Philosophical

2.1.1. Meaning and Scope of Educational Philosophy

2.1.2. Areas of Educational Philosophy2.1.2.1. Epistemology

2.1.2.2. Ontology

2.1.2.3. Axiology

2.1.3. Educational Philosophies

2.1.3.1. Perennialism

2.1.3.2. Essentialism

2.1.3.3. Progressivism

2.1.3.4. Islamic

2.2. Psychological

2.2.1. Meaning and Scope of Educational Psychology

2.2.2. Role of Psychology in:

2.2.2.1. Curriculum

2.2.2.2. Pedagogy

2.2.2.3. Evaluation

2.3. Sociological

2.3.1. Explaining Educational Sociology: Meaning and Scope

2.3.2. Sociological roles in education

2.3.2.1. Conservative2.3.2.2. Progressive

2.3.2.3. Protective

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Part-II Education in Pakistan: Historical Perspective

3. Education in the Sub-continent: Pre-independence Reports

3.1. Charter Act

3.2. Lord Macaulay Report3.3. Wood Despatch

3.4. Wiliam Hunter Commission Report

3.5. Calcutta University Commission Report

3.6. Dr. Zakir Hussain Report

4. Muslim Education Movements: Pre-Independence

4.1. Deoband

4.2. Aligarh

4.3. Nadwatul Ullema

4.4. Jamia Millia Islamia

4.5. Anjamane Himayat-e-Islam

5. Education in Pakistan

5.1. First Education Conference 1947

5.2. Commission on National Education 1959

5.3. The New Education Policy 1969-70

5.4. The Educational Policy 1972-80

5.5. National Educational Policy 1979

5.6. National Education Policy 1992

5.7. National Education Policy 1998-2010

6. Education in Pakistan

6.1. Establishment of University of Education in Pakistan

6.2. Education Sector Reforms6.3. National Plan of Action for Basic and Non-formal Education 2004

6.4. Proposed Educational Policy 2007

Suggested Books:

Allama Iqbal Open University (2002). Foundations of Education. Code : 6500. Islamabad.

Allama Iqbal Open University)

Farooq, R.A. (1993). Education System in Pakistan. Islamabad: Asia society for promotion of Innovation and reform in education

Ornstein, A.C. and Levine, D.U. (1995). An Introduction to the Foundations of Education:

Boston: Houghton Mifflin Company.

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BED402 ENGLISH LANGUIGE COMMUNICATION SKILLS

Objectives

After completing the course, the students will be able to:• develop all the four basic language skills effectively (listening, speaking, reading and

writing).

• exploit literary text for building proficiency in English language as target language.

• use authentic material for the purpose of communication.

• develop fluency in the use of English as a foreign language

• develop accuracy in the use of English as a foreign language.

• develop linguistic and communicative competence.

Contents

1. Phonetics and Phonology1.1. Introduction

1.2. Vowel sounds

1.3. Consonant sounds

1.4. Phonetic symbols / script

1.5. Transcription practice

2. Listening Skills

2.1. Global listening

2.2. Discrete listening

2.3. Activities based on authentic material

2.4. Activities based on literary text

3. Speaking Skills3.1. Stress and intonation

3.2. Dialogues formation and practice based on authentic material

3.3. Dialogues formation and practice based on literary text

3.4. Class-activities for developing speaking skills

3.5. Short speeches

3.6. Gap activities

3.7. Role play

3.8. Discussions

4. Reading Skills

4.1. Reading comprehension

4.2. Skimming

4.3. Scanning

4.4. Reading speed

4.5. Faulty reading habits

4.6. Strategies to enhance reading speed

4.7. Activities to develop reading based on authentic material

4.8. Activities to develop reading based on literary text

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5. Writing Skills

5.1. Mechanics of writing

5.2. Stages of writing: controlled, guided and free

5.3. Composition

5.4. Descriptive writing5.5. Narrative writing

5.6. Expository writing

5.7. Production based on authentic material and literary text and literary text terms

Suggested Readings:

The following short stories and poems:

Short Stories

Gift of Maggie by O’ HenryThe Necklace by Maupassant

The Last Lesson by Alphonse Daudet

The New Constitution by Saadat Hassan Manto

Poems

Lucy Gray by William Wordsworth

Ode on Grecian Urn by John Keats

Wild Swans at Coole by W. B. Yeats

Stopping by Woods by Robert Frost

Suggested Books:

Allen, W. S. Living English Structure. Longman

Mir. S. S. Skill Worker. Caravan Book House

Swan, M. Practical English Usage. Oxford University Press

Thomson and Martinet. Practical English Grammar . Oxford University Press

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BED403 GENERAL METHODS OF TEACHING

Objectives

After completing the course, the students will:

• understand the importance of the efficient teaching methodology in the overallteaching learning process.

• appreciate the characteristics of various innovative methods of teachings.

• understand various theories of teaching.

• select / develop the model of effective teaching in local context.

Contents

1. The Concept, Features, Planning and Principles of Teaching

1.1. Concept of teaching

1.2. Principles of teaching

1.3. Features of teaching1.4. Planning of teaching

2. Introduction to Teaching Strategies

2.1. Meaning and concept of tactics, strategies, techniques, and methods.

2.2. Determining a strategy for instruction

2.3. Criteria for determining strategy

3. Introduction to Teaching Taxonomies

3.1. Blooms’ Taxonomy

3.2. SOLO Taxonomy

4. General Methods of Teaching

4.1. Lecture method

4.2. Recitation method4.3. Discussion method

4.4. Demonstration method

4.5. Heuristic method

4.6. Project method

4.7. Activity method

4.8. Problem solving method

4.9. Inductive method

4.10. Deductive method

4.11. Drill method

4.12. Question answer method

4.13. Group differentiated method

5. Innovative Methods of Teaching

5.1. Micro-teaching

5.2. Simulation method

5.3. Programmed instruction

5.4. Computer assisted instruction

5.5. Team-teaching

5.6. Peer-tutoring

5.7. Individualized instruction

5.8. Cooperative learning

5.9. Tele conference5.10. Role play / Simulations

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6. The Principles of Selection of Methods

6.1. Factors which determine the method to be used

6.2. Principles of selecting appropriate method

7. Lesson Planning

7.1. Introduction to lesson planning

7.2. Approaches to lesson planning7.3. Types of lesson planning

7.4. Evaluation of lesson planning

Suggested Books:

Ornstein, A.C. (1991). Strategies for Effective Teaching. Harper Collins

Richard, V. (2001). Handbook of Research on Teaching. Washington DC: American

Educational Research Association.

Smith, B.O. (1983). Elements of Teaching. New York: Columbia Teacher’s College Press.

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BED404 INTRODUCTION TO COMPUTERS IN EDUCATION

Objectives


• describe basics of computer• use computers in education as teaching tool

• prepare lessons plans, classroom presentation and organize data using computers

• use internet and e-mail for educational purposes.

• develop a portfolio by using computers

Contents

1. Brief History of Development of Computers

2. Computer Hardware

2.1. Central Processing Unit

2.2. Primary memory devices2.3. Secondary memory devices

2.4. Input devices

2.5. Output devices

3. Computer Software

3.1. System software

3.2. Application software

3.3. Programming languages

4. Operating System

4.1. What is operating system?

4.2. Classifications of operating system

4.3. Types of operating system4.4. Functions and services

5. Exploring your Operating System: MS Windows

5.1. Starting Windows

5.2. Using mouse and keyboard

5.3. Windows desktop and its components

5.4. My Computer, its components and functions

5.5. Windows Explorer

5.6. Using Windows help

5.7. Files and Folders

5.7.1. Introduction

5.7.2. Organization

5.8. Searching a file or a folder

5.9. Creating a new folder

5.10. Starting an application

5.11. Editing the file

5.12. Saving the file

5.13. Moving text and switching between programmes

5.14. Copying text between two applications

5.15. Moving Windows

5.16. Closing an application

5.17. Shutting down Windows

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6. Internet Explorer

6.1. What is internet?

6.2. What is World Wide Web?

6.3. What is information technology?

7. Using Directories and Web Search Engines

7.1. Using directories7.2. Using search engines

7.3. Creating work cited documents

7.4. Refining your search

7.4.1. Using Boolean Logic

7.4.2. Searching by phrase

7.4.3. Using Truncation

7.5. Exploring Encarta

7.6. Exploring copy right laws related to computer and software use

7.7. Using E-mail

8. Using MS Word for Educational Applications

8.1. Overview of the MS Word8.2. The writing process

8.3. Developing ideas and content

8.4. Producing drafts

8.5. Developing editing skills

8.6. Adding voice

8.7. Checking for sentence accuracy

8.8. Organizing and publishing

8.9. Writing across the curriculum

8.10. Creating forms

8.11. Using MS Equation Editor

8.12. Using mail merge

9. Using MS Excel in Classroom

9.1. Overview of the MS Excel

9.2. Setting up rows and columns for entering data

9.3. Adding and deleting rows and columns

9.4. Creating simple calculations

9.5. Using the built-in formulas in Excel

9.6. Copying data or formulas

9.7. Formatting a worksheet

9.8. Formatting cells

9.9. Using Pivot Tables9.10. Using appropriate charts and graphs

9.11. Educational Applications of Excel

9.11.1. Creating a graphic grid

9.11.2. Creating a time table

9.11.3. Creating a time line

9.11.4. Problem Solving

9.11.5. Marinating student evaluations

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10. Developing Unit Plans

10.1. Developing unit plan template

10.2. Searching unit and lesson plan resources

10.3. Developing right questions

10.4. Blooms’ Taxonomy

10.5. Developing objectives for unit plans10.6. Sharing Unit Plans

11. Developing Multimedia Presentations

11.1. Creating an outline

11.2. Saving the presentations

11.3. Formatting the Slides

11.4. Adding Slide animation

11.5. Inserting a picture, recording a voice narration and videos

11.6. Enhancing a presentation

11.7. Setting up a show to run automatically

11.8. Sharing a multimedia presentation on unit plans

12. Using MS Publisher12.1. Developing a newsletter

12.2. Developing a brochure

12.3. Developing a website

Suggested Books:

Candau, Debbie et al. (2006). Intel Teach to the Future. Karachi: Intel Corporation

Cashman S. (2005). Integrating Technology in Classroom. New York: McGraw Hill.

Norton, Peter. (2003). Computing Fundamentals. New York: McGraw Hill

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BED405 TEACHING PROFESSION

Objectives


• display an understanding of teaching profession as unique, definite, and essentialsocial service

• bring about change in behavior and attitudes towards successful teaching-learning

process

• recognize it a mark of learned profession which emphasizes both duties and rights

• consider that without extensive education there is no respected profession

• develop, on the whole, a firm commitment that teaching profession is responsible for

the quality of its unique, definite, and essential social service and for the enforcement

of standards in the continuous performance of the teachers

Contents

1. Teaching Profession: An Introduction1.1. Education

1.2. Teaching

1.3. Profession

1.4. Teaching profession

1.5. Segments of teaching profession

2. Characteristics of Teaching Profession

2.1. Characteristics of a profession

2.2. Characteristics of teaching profession

3. Teaching Profession: Responsibilities

3.1. Professional responsibilities

3.2. Ways for fulfillment of responsibilities

4. Duties and Right of Teachers

5. Characteristic of a Good Teacher

6. Teacher’s Role as a

6.1. Scholar

6.2. Practitioner

6.3. Researcher

7. Professional Organizations

7.1. Purposes

7.2. Activities

7.3. Types7.4. Professional teacher organizations in Pakistan, USA and UK

8. Professional Code of Ethics

8. Defining code of ethics

8.1. Purposes of a code of ethics

8.2. Principles for developing a code of ethics

8.3. Fundamentals for developing a code of ethics for teachers

8.3.1. Teachers’ responsibilities to the students

8.3.2. Teachers’ responsibilities to the colleagues and teaching profession

8.3.3. Teachers’ responsibilities to the parents of students and community

8.4. Procedure for development a code of ethics for teachers

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9. Teacher Education in National Context

9.1. Backgrounds

9.1.1. Before independence

9.1.2. After independence

9.2. Structure of Teacher Education in Pakistan

9.2.1. Pre-Service teacher education programmes9.2.2. In-Service teacher education programmes

9.3. Teacher education institutions in Pakistan

9.3.1. Government Colleges for Elementary Teachers

9.3.2. Government Colleges of Education

9.3.3. Departments / Institutes in Public and Private Universities

9.3.4. Government Colleges of Education

9.4. Teacher education programmes in Pakistan

9.5. Programmes offered by University of Education, Lahore

10. Status of Teachers in International Context

10.1. Teachers’ salary package in USA

10.2. Teachers’ salary package in Canada10.3. Teachers’ salary package in Australia

11. Teachers’ Problems and Prospects11.1. Teachers’ problems

11.1.1. Personal problems

11.1.2. Professional problems

11.2. Teachers’ prospects

Suggested Books:

Ornstein, A. C. & Levine, D. U. (2006). Foundations of Education. Boston: Houghton

Mifflin Company

Combs Arthur W., and Others (1994). The Professional Preparation of Teachers. Boston:

Allyn and Bacon Inc.

Richy W. Robert (2000). Planning for Teaching: An Introduction to Education. New York:

McGraw Hill Book Company

Venkataiah, N. (2007). Moral Education. New Delhi: A P H Publishing Corporation

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BED406 COGNITION AND DEVELOPMENT

Objectives


• explain the different terminology used in this schedule• describe different principles and methods of learning

• take effective measures for the smooth running of the classroom teacher

• prepare an action plan for his/her class management by using the psychological

principles

• identify the different types of personality traits

• guide his/her students in solving problems of daily life

Contents

1. Educational Psychology: Meaning and Scope

2. Human Development2.1. Definition of development

2.2. Principles of human growth and development

3. Cognitive Development3.1. Piaget’s theory of cognitive development

3.2. Educational implications

4. Personal Development

4.1. Erikson’s theory of personal and social development

4.2. Vygotiky’s theory of development

4.3. Kohlberg’s theory of moral development

5. Individual Differences

5.1. Physical differences5.2. Sex differences

5.3. Age differences

5.4. Socio economic differences

5.5. Intellectual and academic differences

6. Learning

6.1. Definition of learning

6.2. Social cognitive view

6.3. Cognitive view

7. Motivation: Definition, Types & Theory

7.1. Behaviorist view

7.2. Cognitive view

7.3. Humanistic view

8. Managing the Learning Environment

8.1. Goals of classroom management

8.2. Classroom management and discipline

8.3. Persistence of management problem

8.4. Planning: the key to preventing management problem

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9. Preventing Problem

9.1. Teacher characteristic

9.2. Student characteristic

9.3. Physical environment

9.4. Beginning of the school year

9.5. Essential management skills

Suggested Books:

Child D. (2006). Psychology and the Teacher . New York: Continuum

Shantrock, John. W. (2006). Educational Psychology. New York: McGraw Hill

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BED407 ASSESSMENT IN EDUCATION

Objectives


• differentiate measurement, evaluation and assessment.• discuss various techniques of continuous / formative / summative assessment and

evaluation.

• develop different types of valid and reliable tests.

• construct, select, assemble and administer appropriate test items.

• describe characteristics of a good test and interpret test scores statistically.

Contents

1. Introduction to Measurement, Assessment and Evaluation

1.1. Concept of measurement

1.2. Concept of assessment1.3. Concept of evaluation

1.4. Relationship: measurement, assessment and evaluation

1.5. Need for assessment

1.6. Types of assessment

2. Selective Type Test

2.1. Alternative response items (merits and demerits)

2.2. Multiple choice items (merits and demerits)

2.3. Matching type test (merits and demerits)

3. Supply Type Test

3.1. Completion type test (merits and demerits)

3.2. Short answer type (merits and demerits)3.3. Restricted response test (merits and demerits)

3.4. Extended response test (merits and demerits)

4. Comparison between Essay Type and Objective Type

5. Types of tests

5.1. Teacher made test

5.2. Standardized test

6. School Assessment System in Pakistan

6.1. National Education and Assessment System

6.1.1. Purpose

6.1.2. Procedure

6.2. Punjab Education Commission

6.2.1. Purpose

6.2.2. Tests

6.2.3. Interpretations of test scores

6.2.4. Role of Teachers and Head Teachers

6.2.5. Using NEAS and PEC data for school and teacher improvement

7. Characteristics of a good Test

7.1. Developing classroom based tests

8. Test development

8.1. Planning of the test

8.2. Table of specification8.3. Selection of appropriate test items and their administration

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9. Interpretation of Test Scores

9.1. Interpretation by percentage (norm and criterion reference)

9.2. Interpretation by measure of central tendency and frequency

9.3. Marking: grading and reporting the results

Suggested Books:

Gronlund, N. E. and Linn, R. L (1995) Measurement and Assessment in Teaching. (7th

edition). New Jersey: Merill and Imprint of Prentice Hall.

Haladyna, T. M. (1994). Developing and Validating Multiple Choice Test Item. Hillsdale:

Lawrence Erlbaum.

James, D. M. (1994). Assessing Children’s Learning. London: David Fulton Publishers

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BED408 SCHOOL AND CLASSROOM MANAGEMENT

Objectives


• prepare effective school leaders• perform the administrative functions effectively and efficiently

• manage the classes properly

• create an effective teaching learning environment in classroom as well as in school

• use management skills for internal and external efficiency of school

Contents

1. Concept of Administration, Management and Supervision

1.1. Objectives and aims

1.2. Trends in administration

1.3. Theories of management1.4. Principles of supervision

2. School Plant Management

2.1. Building size, shape, design, construction and maintenance

2.2. School library, laboratories, and playground

2.3. School environment (common principles)

3. School Record

3.1. Concept and objectives

3.2. Fundamental elements, salient features and practical aspects

3.3. Kinds of records to be maintained

3.3.1. General record (about school, staff, students)

3.3.2. Financial record3.3.3. Educational record

3.3.4. Equipment record

3.3.5. Correspondence Record

3.3.6. Account books

4. Time Management

4.1. School timetable

4.2. Guiding principles

4.3. General rules

5. Ethical Aspects

5.1. Commitment to profession

5.2. Expectations from a teacher

6. School Community Relationship

6.1. Need for cooperation

6.2. Participation by the parents in school programme

7. Model of Classroom Management

7.1. Introduction

7.2. Ecological influences on behavior

7.3. Seating arrangement of classroom

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8. Aspects of Classroom Management

8.1. Classroom management and instructional technology

8.2. Teaching through cognitive techniques

8.3. Teaching through hand on activities

8.4. Using interact factor of students

8.5. Behavior modification through curriculum and instruction9. Teachers’ Role

9.1. Different roles of teacher

9.2. Teacher and classroom management

9.3. Teachers merits

10. Managing Schools

10.1. School timing, assembly, attendance

10.2. Duties and authorities of school head

10.3. Financial rules

10.4. Teaching of different subjects

10.5. Managing co-curricular activities

Suggested Books:

Arthur, M., Gordon, C. and Butterfield, N. (2003). Classroom Management . Australia:

Nelson Australia

Gentzler, Y. (2005). A New Teachers Guide to Best Practices. California: Corwin Press

Govt. of the Punjab (2004). Dastoor-ul-Amal: Elementary, Secondary and Higher Secondary

Schools Punjab. Lahore: AH Printers

Veer, U. (2004). Modern School Organization. New Delhi: Anmol Publications Pvt. Ltd.

Yadav, S. (2005). School Management and Pedagogies of Education. New Delhi: Anmol

Publications Pvt. Ltd.

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BED410 ELEMENTARY SCHOOL CURRICULUM

Objectives

After completing the course, the students will be able to:

• develop all the four basic language skills effectively (listening, speaking, reading andwriting)

• understand the concept and types of curriculum

• differentiate between syllabus, curriculum, and course

• comprehend the elements of curriculum

• analyze the pattern of curriculum organization

• know the process of curriculum development in Pakistan

Contents

1. Concept of Curriculum

1.1. Concept, nature and scope of curriculum1.3. Difference among curriculum, syllabus, course and educational program

1.4. Elements of the curriculum (objective, content, teaching method and evaluation)

2. Foundation of Curriculum

2.1. Philosophical, ideological and historical foundations

2.2. Psychological foundations

2.3. Socio-cultural foundations

3. Types of Curriculum

3.1. Core curriculum

3.2. Teacher centered curriculum

3.3. Learner centered curriculum

3.4. Activity based curriculum

3.5. Integrated curriculum

3.6. Significant curriculum for elementary school children

4. Elementary School Curriculum

4.1. Organizing the curriculum

4.2. Elementary school curriculum areas

5. Sources of Curriculum, Materials with Reference to School Curriculum

5.1. The selection of curriculum materials

5.2. Organization of curriculum materials

5.3. Teacher as curriculum developer

6. Development of Elementary Curriculum in Pakistan6.1. Process of curriculum development in Pakistan

6.2. Factors affecting curriculum development in Pakistan

6.3. Overview of curriculum of Classes 1-VIII

7. Instructional Material for Elementary Schools

7.1. Textbooks

7.2. Workbooks

7.3. Teacher manuals

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8. Evaluation in Elementary Schools

8.1. Introduction

8.2. Types of evaluation

8.2.1. Summative

8.2.2. Formative

8.3. Evaluating curriculum8.4. Revamping curriculum

9. Issues in the Curriculum at Elementary Level

Suggested Books:

Bhyth, W. A. L. (1984). Experience and Curriculum in Primary Education. London: Croom

Helm

Edigar, Marlow and R, D.B. (2004). Relevancy in Elementary Curriculum. New Delhi:Discovery Publishing House

Olivia, P. F. (1997). Developing the Curriculum. New York: Longman Inc.

Saylor, G. (1984). Curriculum Planning for Better Teaching and Learning. New York: Holt.

Rinehart and Winston

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BED411 METHODS OF TEACHING URDU AT ELEMENTARY LEVEL

تدریس ردو

پر

سطح

یلیمنٹری

مقاصد

:تدریس اردو کے اس کورس کو پڑھنے کے بعد زیر تربیت اساتذه اس قابل ہو جائیں گے کہ

(لسانیات) کی مبادیات کا علم حاصل کر سکی1 اردو زبان .

ذریعے درست اظہار خیال کی صالحیت پیدا کر. اردو زبان کی بنیادی اور الزمی مہارتوں کے2

سکیں

تدریس اردو میں استعمال ہونے والے طریقہ ہائے تدریس کی مدد سے اردو کی تدریس کو مؤثر.3

اور دلچسپ بنا سکیں

4.سکی

بنا

گوار

خوش

اور

دلچسپ

لیے

کے

طلبہ

کو

تدریس

سے

مدد

کی

ذرائع

جدید سبقی منصوبہ بندی کے ذریعے طلبہ کی صالحیتوں کو نکھار سکی.5

ئش کے جدید تقاضوں سے آگاه ہو سکیںجائزه اور پیمزیر تربیت اساتذه.6

نصاب کا خاکہ

. زبان کی تفہی1

. حروف تہجی کی ساخت اور پہچان کے طریق1.1

پہچاآوازوں کذریعذولسانی طریقے.2.1

3.1.کی

حروف

آواز

طریقادائیگہم

درست

کا

جملے کی اقسا4.1 جملے بنانا . الفاظ بنانا

زبان د نی کی مہارتیں.2

لکھنا پڑھنا بولنا سننا

تدریہائطریقہ.3

پڑھ کر)ادائیگ. زبان کی1.3 لکھ کر بول کر (سن کر کی عملی مشق

تدریس نظ.2.3

بذریعہ رول پلے

گا

ئیکیبذریعہ

(کر

گا

)(تقریری اور مظاہراتی طریقہ)ذریعحرکات و سکنات کے

تشریحی و توضیحی طریقہ

تدریس نثر.3.3

برجستہ (صحیح تلفظ )اور معیاری لہجے کے ساتادائیگقرات از معلم

الفاظ کے (الفاظ کی درستی ) عبارت کی تفہینمقرات از طلبہ

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کے طریقےتدریس نش.4

. مباحثی طریقہ1.4

سمپوزی.2.4

پینل بح.3.4

جواسوال و.4.4

غیر رسمی بحث.5.4

رسمی بح.6.4

سیاحتی طریقہ.7.4

مطالعکتب بر

(قوا طاہر اشرفی)انشائسفینہ اردو

عبدالحئقواردو

مولوی

ڈاکٹر فرمان فتح پوری تدریس اردو

ڈاکٹر سلیم فارانی اردو زبان اور اس کی تعلیم

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BED412 METHODS OF TEACHING ENGLISH AT ELEMENTARY LEVEL

Objectives


• develop all the four basic language skills effectively (listening, speaking, reading andwriting)

• understand and apply the psychological principles of language learning

• teach at elementary level by imparting real life training during the course of studies

• teach english language with latest pedagogical techniques

• develop communicative competence

• prepare a comprehensive lesson plan keeping in view the modern approaches of teaching english

Contents

1. Importance of English Language1.1. English as an international language

1.2. Language of higher professions

1.3. Language of world knowledge

1.4. A rich store house of literature

1.5. Cultural value of English

2. Language teaching methodologies

2.1. Grammar translation method

2.2. Direct method

2.3. Audio lingual method

2.4. Audio visual method

2.5. Communicative approach

2.6. Experiential Method

2.7. Eclectic approach

3. Developing English language Skills

3.1. Listening skills

3.2. Speaking skills

3.3. Reading skills

3.4. Writing Skills

4. Teaching of grammar

4.1. Prescriptive Grammar

4.2. Descriptive Grammar5. Teaching of pronunciation and vocabulary

5.1. Important aspects of English vocabulary

5.2. Techniques of vocabulary expansion

5.3. Principles of teaching pronunciation

6. Lesson Planning and presentation

6.1. Preparation

6.2. Presentation

6.3. Practice

6.4. Production

7. Audio Visual Aids

7.1. Importance and use of audio visual aids7.2. Developing low cost teaching material

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8. Assessment and Evaluation

8.1. Summative and formative assessment

8.2. Characteristics of a good test

Suggested Books:

Gerry, A. (1981). Teaching of English. London: Collins

Colin Dawson (1984). Teaching English as a Foreign language. London: Harrop

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BED413 METHODS OF TEACHING SCIENCE

Objectives


• understand the general objectives of teaching science at elementary level• understand scientific concepts

• differentiate between scientific products and processes

• understand the underline principles of science education

• apply appropriate methods and techniques for effective learning

Contents

1. Definition of Science

1.1. Scientific method

1.2. Advantages and disadvantages of scientific method

2. Objectives of Teaching Science2.1. Types of objectives; general and specific

2.2. Educational Objectives; Blooms’ Taxonomy

3. Methods of Teaching Science at Elementary Level

3.1. Lecture demonstration method

3.2. Problem solving method

3.3. Project method

3.4. Inquiry method

4. Techniques of Teaching

4.1. Team teaching

4.2. Field trips

4.3. Group discussion

5. A. V. Aids

5.1. Traditional A. V. Aids (chalk boards, globes, models, charts, bulletin boards, tape recorder)

5.2. Overhead projector

5.3. Multimedia projector

5.4. Computer

6. Lesson Planning

6.1. Explaining lesson plan

6.2. Importance of lesson planning

6.3. Steps of lesson plan

6.4. Samples of lesson plan7. Evaluation7.1. Types of evaluation

7.2. Preparation of different types of objective tests

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8. Organization and Management of Laboratory

8.1. Maintenance of laboratory items

8.2. Maintenance of stock, perishable, permanent, consumable stock.

8.3. Annual checking of stock register

8.4. Safety Rules during working in science laboratory

Suggested Books:

Jevons, F. R. (1969). Teaching of Science. Britain: Allen Runwin

Melooghlin, C. (1984). Teaching Science. Bringhamton: Food Products Press

Owen, C. B. (1964), Methods for Science Master. London: MacMillion

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BED414 METHODS OF TEACHING MATHEMATICS AT ELEMENTARY LEVEL

Objectives


• understand the scope and sequence of mathematics in grades1-8• solve mathematical problems which have a practical value in life situations

• use techniques for using manipulative materials as instruments for enhancing

development and learning

• use appropriate inquiry strategies for teaching mathematics

• foster a positive attitude toward mathematics and learning

• assess students learning

Contents

1. Introduction to Teaching of Mathematics

1.1. Nature of teaching of Mathematics1.2. Philosophy of teaching of Mathematics

1.3. History of teaching of Mathematics

2. Objectives of Teaching of mathematics

2.1. Mathematical Problem Solving

2.1.1. Mathematical problem solving

2.1.2. Criteria for successful problem solving in elementary mathematics

2.1.3. Role of the teachers to promote these criteria in elementary students

2.2. Mathematical Reasoning

2.2.1. Meanings of mathematical reasoning

2.2.2. Drawing logical conclusions about mathematics

2.2.3. Using models, facts, properties and relationships to explain thinking and

justifying solutions

2.3. Mathematical Connections

2.3.1. Link conceptual and procedural understanding

2.3.2. Recognizing relationships among different topics in mathematics

2.3.3. Using mathematics in other subject areas and in real-world applications

2.4. Mathematical Communication

2.4.1. Relate physical materials, picture, mathematical language, and symbolic

representation to mathematical ideas and situations

2.4.2. Representing discussing, reading, writing and listening to mathematics

as vital part of learning and utilizing mathematics3. Theoretical Foundations for Mathematics Education

3.1. Cognitive theories

3.2. Theories into practice

4. Scope and Sequence of Elementary Mathematics Curriculum

4.1. Expectations from the elementary school children

4.2. Development of mathematics curriculum throughout the elementary level

5. Writing Behavioral Objectives in Mathematics with Reference to Blooms’ Taxonomy

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6. Methods / Approaches of Teaching Mathematics

6.1. Exposition

6.2. Guided discovery

6.3. Co-operative learning

6.4. Games

6.5. Investigation6.6. Laboratory approach

6.7. Problem solving

6.8. Problem posing

6.9. Simulation

6.10. Inductive

6.11. Deductive

6.12. Analytical

6.13. Synthetic

7. Teaching Learning Aids

7.1. Importance

7.2. Types: Unstructured, Structured, Proportionate, Non-proportionate

8. Use of Technology

8.1. Using calculators, computers, and World Wide Web in learning and application

9. Assessment and Evaluation with Reference to SOLO Taxonomy

10. Lesson Planning and Delivery

Suggested Books:

Billstein, R., Libeskind, S., Lott, W.J. (2000). A Problem Solving Approach to Mathematics

for Elementary School Teachers. New York, Addison Wesley Longman.

Broomes, D. et. al. (1996). Teaching Primary School Mathematics. Jamica: Ian Randle.

Grouws A. D. (2007). Handbook of Research on Mathematics Teaching and Learning. New

York: Information Age Publishing

Zevenbergen, R. and Wright, D. S. (2005). Teaching Mathematics in Primary Schools.

Sydney: Allen and Unwin.

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