Eligibility Criteria 1. BA/BSC with CGPA(3) third division not allowed 2. Any other degree equivalent to BA/BSC
No of Semesters (2) Course load per semester (16) credit Hrs Course load per semester (15) credit Hrs Number of Course per semester 1st semester (6) 2nd semester (2+2) Compulsory courses (10) Optional course One Elective courses (2) Total Marks: 1200
Teaching Practice 200 Marks (6 Credit Hours) Practical Skills in Teaching a) Short Term Practice (25) b) Long Term Practice (75) c) Final Lesson (100) 1) All Courses are of 03 credit hours of 100 marks each except the compulsory courses. The course Computer Literacy has 02 credit hours for theory and 01 credit hour for practical i.e.03 hours practical work per week. 2) Each Elective course consists of two parts Part 01 methods (60 marks) Part 02 Contents (40 marks) 3) Distribution of marks for practical skills in teaching is as follow: Short term practice one week (25 marks) Long term practice four week (75 marks) Final lessons two lessons (100 marks)
Scheme of Studies for B.Ed Programme ( 1 year)
Credit Hours 37 Semester I Total Marks 500
S.No Subject C.Code Marks C.Hours 01 Perspectives of Education 1101 100 3 02 Curriculum and Instruction 1102 100 3 03 School Organization and Management 1103 100 3 04 Computer Literacy 1104 100 3 05 Islamic Education/Islamic History 1105 50 2 06 Functional English 1106 50 2
Semester II (Spring) Total Marks 700 S.No Subject C.Code Marks C.Hours 01 Educational Psychology 1201 100 3 02 Individual Project 1202 100 3 03 Assessment Techniques 1203 100 3
Elective Courses S.No Subject C.Code Marks C.Hours 01 Teaching of English 1204 100 3 02 Teaching of Urdu 1205 100 3 03 Teaching of Pashto 1206 100 3 04 Teaching of Arabic 1207 100 3 05 Teaching Mathematics 1208 100 3 06 Teaching of Pak. Studies 1209 100 3 07 Teaching of Chemistry 1210 100 3 08 Teaching of Biology 1211 100 3 09 Teaching of Physics 1212 100 3 10 Teaching of General Science 1213 100 3 11 Teaching of Computer Science 1214 100 3
Semester I B.Ed CORE COURSES Course Title: PERSPECTIVES OF EDUCATION AND CONTEMORARY SOCIAL ISSUES Course Code:1101
Credit hrs:3(3+0) Total marks 100 Objectives:
It is expected that by the end of the course students will be able to: 1. Analyze various perspectives of education, ideologies and values. 2. Discuss the changing role of education with respect to our society. 3. Develop a critical inquiry approach with reference to educational matters. 4. Become active and useful citizens to play their due role in the educational process and national development by practicing the knowledge and skills acquired through this course. 5. Understand the leading philosophies and theories of education 6. Understand whether they (the teachers) have certain philosophies and theories present in their educational experiences? 7. How these philosophies help them examine their beliefs about knowledge, their practice of ethical values in the school and classroom? Course Contents: Unit 01. Development of Education in Pakistan (Issues and Problems) 1.1 The first educational conference 1947. 1.2 Report on National Education 1959. 1.3 The Education Policy 1972-80 1.4 National Education Policy 1979 1.5 National Education Policy 1992 1.6 National Education Policy 1998-2010 1.7 National Education Policy 2009 1.8 Education Sector Reforms of 2001 Unit 02. Philosophical Perspectives 2.1 Educational Philosophy 2.2 Muslim contributions to the educational thought. a) Imam Ghazali b) Ibne Khuldum c) Allama Iqbal 2.3 Selected Modern Philosophies of Education a) Perennialism b) Essentialism c) Progressivism d) Reconstructionism Unit 03. Ideological Perspectives: Ideology and education a) Definition and meaning of ideology b) Role of Islamic ideology in the development of education Unit 04. Economic Perspectives Education and Economic development a) Relation ship between education and development Unit 05. Social Perspectives a) Drug abuse and its prevention b) Environmental education c) Population education d) Education for peace tolerance and human Rights. e) Moral / Religious education f) Culture and Education Unit 6. Psychological Perspectives Theories of Learning a) Theory of Learning by Trial-and-Error b) Conditioning c) Cognitive Approach d) Nature and Nurture e) Creativity BIBLIOGRAPHY 1. Friere, P (1970). Pedagogy of the Oppressed. What we consume Part 10.1 and teachers Hand book (1990) W. W. F and Richmond Publishing Co. 2. Elias, John L. & Merriam, Sharan (1984). Philosophical foundations of education. Krieger Publishing Company. Malabar, Florida. 3. Heslep, Robert D. Philosophical Thinking in Educational Practice (Westport, Conn, Praeger Publishers) 4. Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed. (Boston, Allyn and Bacon, 1997) 5. William, E. Doll, Jr. A Postmodern Perspective son Curriculum (New York) Teachers College Press, 1993) 6. Iqbal, M. Reconstruction of Religions thought in Islam 7. National Education Policies (1972, 1979, 1998-2010) SEMESTER I B .ED CORE COURSES
Course Title: CURRICULUM AND INSTRUCTION Course Code:1101
Credit hrs:3(3+0) Total Marks 100 Learning outcomes At the end of the course, the students will be able to: 1. Understand the concept of curriculum 2. Aware about the process of curriculum development in Pakistan 3. Examine the elements/ components of curriculum development 4. Differentiate between different types of curriculum 5. Write curriculum objectives in behavioral terms 6. Review the critical issues, problems and trends in curriculum development critically the understand contemporary ideological and pragmatic trend in Curriculum
Unit # 1 Introduction 1.1 Conceptual Understanding of Curriculum 1.2 Scope of Curriculum 1.3 Elements of Curriculum Unit # 2 Foundation of Curriculum 2.1 Philosophical Foundation 2.2 Psychological Foundation 2.3 Socio-cultural Foundation 2.4 Economic Foundation Unit # 3 Types of Curriculum 3.1 Subject-Based curriculum 3.2 Teacher-Centered curriculum 3.3 Learner-Centered Curriculum 3.4 Activity-Based Curriculum Unit # 4 Curriculum Design a) Situational Analysis b) Formulation of Objectives c) Selection of Contents d) Methodologies e) Evaluation
Unit # 5 Curriculum Development in Pakistan
5.1 Agencies involved in the process of curriculum development 5.2 Problems of Curriculum Development in Pakistan a) Problems related to Objectives b) Problems related to Contents c) Problems related to Methodologies d) Problems related to Evaluation Unit # 6 Instructional objectives 6.1 Goals, Aims and Objectives 6.2 Importance of Learning objectives 6.3 Identifying behavioral objectives 6.4 Taxonomy of Educational objectives Unit # 7 Instructional Methods and Techniques 1.1 Traditional methods of instruction a) Lecture method b) Lecture demonstration method c) Assignment method 1.2 Modern strategies/ Approaches a) Project method b) Inquiry Approach c) Microteaching d) Programmed Learning e) Team Teaching f) Communicative Approach 1.3 Teaching Techniques a) questioning b) Discussion Unit # 8 Instructional Material 1.1 Importance and Characteristics of audio aids. 1.2 Importance and characteristics of visual aids. 1.3 Description of various aids i.e. into audio, visuals, etc 1.4 Teachers role in the development of low cost material BIBLIOGRAPHY 1. Beane I.A, Toefer C.F & Alessi S.J. (1986) Curriculum Planning & Development Boston and Bacon 2. Farooq, R. A. (1993) Education system in Pakistan. Islamabad: Asia Society for the Promotion of Innovation and Reforms in Education 3. Kelley A. V. (1999) The curriculum: Theory and Practice . London, Paul Chapmen. 4. MC Neil J.D (1990) Curriculum. A comprehensive Introduction, (4th Edition). Los Angeles: Harper Collins 5. Murray P. (1993) Curriculum Development & Design, 5th Edition. 6. Sharma R.C(2002) Modern Methods of Curriculum Organization . New Delhi. SEMESTER I B .ED CORE COURSES Course Title: SCHOOL ORGANIZATION AND MANAGEMENT Course Code:1103
Credit hrs:3(3+0) Total Marks 100 Objectives: After studying the course, the students will be able to: 1. Understand the concept of organization and management with respect to school 2. Understand the concept of school discipline and factors affecting school discipline 3. Identify the need and importance of effective school management 4. Identify the major indicators for effective planning 5. Organize school activities effectively (curricular and co-curricular) 6. Manage to exploit the best use of resources available. 7. Understand how to maintain of school record 8. Know the basic rules of leave, pay and allowances, E & D, codes of ethics Course Contents Unit No. 1 School organization and Management 1.1 School Organization 1.1.1 Concept of School organization, Meaning, Scope and Principles 1.1.2 Organization of School and Community Partnership 1.2 School Management 1.2.1 Meaning/ definition of Management 1.2.2 Basic Elements of Management 1.2.3 Process of management Unit No. 2 Resource Management 2.1 Human Resources 2.2 Physical Resources (School building, Hostel, Dispensary and cafeteria) 2.3 Financial Resources 2.4 Information and learning Resources (Library, A.V. Aids and Instructional Material) Unit No. 3 Approaches to Management and Leadership 3.1 Democratic 3.2 Autocratic 3.3 Laissez - faire 3.4 Qualities of Head Master Unit No. 4 School Records 4.1 Attendance Register 4.2 Leave Register 4.3 Stock Register 4.4 Cash Register (Fee, different kinds of funds) 4.5 Personal files of teachers and other staff 4.6 Other Academic Record (Students Result, Staff meetings etc) Unit No. 5 Classroom Management 5.1 Criteria for student classification 5.2 Need for classification 5.3 Psychological factors of classification and system of examination Unit No. 6 Management of Co-curricular Activities and Timetable 6.1 Definition of co-curricular Activities 6.2 Importance and Scope of Co-curricular activities 6.3 Types of co-curricular Activities 6.4 Time Table Unit No. 7 Human Relations 7.1 Head Master Vs Teachers 7.2 Teacher Vs Students 7.3 Head Master-Teachers Vs Parents 7.4 Mental Health of a teacher Bibliography 1. Afridi, A. (1998). School Organization : Ijaz Publishers. 2. Bovee, C.L. et al. (1995). Management. International Edition. New York 3. Burden, R.P. (1995). Classroom management and discipline: Methods to Facilitate Cooperation Instruction. New York: Longman. 4. Bush, T. B. et al. (1999). Educational Management: Re-defining Theory, Policy and practice. London: Longman 5. Farooq, R. A. (1994) Education system in Pakistan. Islamabad : Asia Society for the Promotion of Innovations and Reforms in Education. 6. Lumicbry, R. P. (1995). Classroom demonstration, administration,, concepts and practice. Third Edition, London: Wadsworth. 7. School and Family Partnership, 2004, Childrens Resources International , Islamabad
Semester I B Ed CORE COURSES
Course Title: COMPUTER LITERACY Course Code:1104
Credit hrs:3(3+0) Total Marks 100 Objectives: After studying this course, the students will be able to: 1. Classify the computers into different categories 2. Describe different functions of computers in Education 3. Develop the skill to use computer in educational settings 4. Communicate through computer with friends, and teachers in and outside the country PART ONE: THEORY MARKS: 50 Unit 01: Introduction 1.1 Definitions and Importance of Computer 1 .2 Basic Concepts of the Computer Hardware 1.3 Input and Output Devices 1.4 Classification of Computers 1.5 Functions of Computer Unit 02: Computer Software 2.1 Concept of Software 2.2 Types of Software 2.3 Applications of Computer in Education Unit 03: Word Processing and Document Handling 3.1. Creating a Document . 3.2 Composing Educational Documents 3.3 Internet Browsing 3.4 Plagiarism 3.5 Email Unit 04: Spreadsheet (Excel) 4.1 Charts and Graphs 4.2 Sum/Subtractions/Multiplication/division 4.3 Sorting. 4.4 Database 4.5 Simulating and Modeling Change Unit 05: PowerPoint 5.1 Composing Presentations 5.2 Delivering Presentations PART TWO: PRACTICAL MARKS: 50 Bibliography 1. Norton, Peter (2003) Introduction to Computers, 5th ed., New York: McGraw-Hill Book Co. 2. Norton, P., and Spragu, D. (2001), Technology for Teaching Allyn and Bacon, Boston. 3. Faden, P.D., and Vogel, RM. (2003), Methods of Teaching, Mc-Graw Hills Boston. 4. Joyce, B., Weil M., and Calhoun, E. (2000), Models of Teaching, 6th ed; Allyn and Bacon, Boston. 5. Sharma, A. (1999), Modern Educational Technology, Prentice-Hall Columbus, New Delhi 6. Sharma, S.R. (2000) Effective Classroom Teaching Modern Methods,Tools and Techniques, Mangal Deep Publications, Jaipur. 7. Norton, P. (2000), Introduction to Computers 5th ed; New York. Mc Graw Hill Book Co.,
Course Title: ISLAMIC HISTORY Course Code:110
Credit hrs:3(3+0) Total Marks 100 Objectives: At the completion of course, the students will be able to: 1. Relate the works and achievement of the holy Prophet Muhammad (SAW). 2. Discuss the character traits of the holy Prophet (SAW). 3. Review the contribution o Hazrat Abu Bakar to the cause Islam. 4. Explain the administrative qualities of Hazrat Umar Farooq. 5. Narrate the life history of Hazrat Usman. 6. Elaborate the reign of Hazrat Ali and his contribution toward Islam. Course Out-line: Unit-1 Life history and achievements of Hazrat Muhammad (SAW) 1.1 Important Events at Makkah. 1) Problem and difficulties faced by the prophet. 2) Migration to Habshah. 3) Shaib-Abi-Talib. 4) Visit to Taaif 5) The year of the mourning 6) Mairag (Journey of the Holy Prophet towards Allah). 1.2 Migration towards Madina. Its events and causes 1.3 1.4 Important events at Madina. 1) The battle of Bader 2) The battle of Uhad. 3) The Battle of Khandak 4) The Treaty of Hudabiah. 1.5 The Conquest of Makkah. Its Causes, events and results. 1.6 Summary of the letters written by the Holy Prophet Muhammad (SAW) to kings of states. 1.7 The last address of the Holy Prophet Muhammad (SAW). His death and character traits. Unit-2 Hazrat Abu Bakar Saddique Unit-3 Hazrat Umar Farooq Unit-4 Hazrat Usman Ghani Unit-5 Hazrat Ali RECOMMENDED READINGS: Hamid-ud-Din Islamic History B.ED. CORE COURSE Course Code:1106 Course Title: FUNCTIONAL ENGLISH
Credit hrs:3(3+0) Total Marks 100 Objectives To enable the perspective teacher to: 1. Understand the functions and structure of English Language, 2. Learn English through methods other than conventional methods like Discussion, dialogue etc. 3. Use English in speaking day today social instruction and collective Expression. 4. Use English in formal as well as informal settings of routine work. Course Contentss: UNIT 01: 1.1 Functions: Use of words vocabulary building 1.2 Formal and informal interaction. 1.3 Structure: Basic to advance from simple present. Present continuous and present perfect. . 1.4 Reading: Comprehension of text (theme and words should knit to gather to enhance the meaning. guessing meaning). 1.5 Writing: Cohesion of text (Generating themes. clarification, identification, sentence formation and kinds) 1.6 Listening: understanding directions. UNIT 02: 2.1 Functions: Discussion (formal informal) (agreement and confirmation) 2.2 Structure: Simple past to past continuous to past perfect. 2.3 Reading: Guessing the meaning of words (scanning and skimping) 2.4 Writing: Joining sentences. 2.5 Listening: Instructions UNIT 03: 3.1 Functions: Dialogue. building (agreement and disagreement: formal and informal) 3.2 Structure: Future. Future Continuous and future perfect. 3.3 Reading: Comprehension Level 3.4 Writing: Sentence and application 3.5 Listening: Common use. informal interaction even plays talk UNIT 04: 4.1 Function: Social interaction: formal interaction. 4.2 Structure Passive 4.3 Reading: Functions in the text (facts and opinions) 4.4 Writing: Informal letters 4.5 Listening: Interview UNIT 05: 5.1 Functions: Individual expression (certainty and uncertainty obligation 5.2 Structure: Reported speech 5.3 Writing: Formal letters 5.4 Listening: Listening to elective UNIT 6: 6.1 Function: Collective expression (preference and intention) 6.2 Structure: Structuring form 6.3 Reading: Comprehension level, understanding, articulation of idea & Interpretation. . 6.4 Writing: Essays. 6.5 Listening: Radio broadcast UNIT 07: 7.1 Function: Individual and collective expression 7.2 Structure: Relation clauses 7.3 Reading: Classification 7.4 Writing: Application and C.V for a job UNIT 08: 8.1 Function: Social expression inform and formal 8.2 Structure: The past perfect and future perfect tenses 8.3 Reading: Themalization. 8.4 Writing: Note taking 8.5 Listening: Argument UNIT 09: 9.1 Function: Professional expressions 9.2 Structure: Present continuous and simple present tenses 9.3 Reading: Facts & opinion 9.4 Writing: Summarizing 9.5 Listening: Story Bibliography Hitton, C. And Hyder, M. (1992) Punctuation and Grammar 1. Sadia, GW and Mordie, W. M. (1994) English Idioms 2. Emony, D.(1995) Improve your Essays. 3. Mathis, B. (1984) Basic Enlis Grammar 4. Mctcaife, j.E. And Astte, C.Correct English 5. PED, J and Coyle. M. (1993) literary terms and criticism
Total Marks 100 Objectives: The study of human Development and learning is very important for professional workers in education generally and for teachers in particular. This course will enable classroom teachers to work effectively with better understanding. At the end of the course it is expected that students will be able to. 1. Identify the types of Psychological questions a teachers can ask and problem s he/she attempts to resolve. 2. Trace the development of a child from birth to adolescence. 3. Measure the development of human learning and adapt teaching to these differences. 4. Explore the development of human learning and factors influencing learning . 5. Identify practical problems related to teaching and learning both in and out of the classroom. 6. Outline briefly different theories of personality and their relationship to schooling. 7. Demonstrate how the effective use of Psychological principles can great a more enlightened curriculum process in schools. Course Contents Unit No 1 Nature of Educational Psychology 1.1 Meaning and Nature of Psychology 1.2 Types of Psychology 1.3 Functions and Scope of Educational Psychology 1.4 Methods of Educational Psychology (Observation and Experiment) Unit No. 2 Child as a Developing Organism 2.1 Growth and development 2.2 Emotional development 2.3 Social development 2.4 Physical development 2.5 Intellectual development Unit No. 3 Learning 3.1 Meaning and Nature of Learning 3.2 Factors Affecting Learning 3.3 Transfer of Learning 3.4 Approaches of Learning a) Behavioral b) Cognitive Unit No. 5 Mental Health and the Classroom 5.1 Mental Hygiene in the Classroom 5.2 Factors affecting the Mental Health of Students Unit No. 7 Intelligence and Individual Differences 7.1 Definition and Nature of Intelligence 7.2 Role of Heredity and Environment 7.3 Importance of Individual Differences 7.4 Different Kinds of Children a) Gifted Children b) Slow Learners c) Emotionally Disturbed Children d) Socially Handicapped Children 7.5 Teaching Learning Strategies and Individual Differences Unit No. 8 Guidance in Schools 8.1 Nature of Guidance 8.2 Role and Functions of Guidance in Educational Programme 8.3 Counseling and its Principles 8.4 Organization of Guidance services in Schools. BIBLIOGRAPHY 1. Hurlock E.B. (1970) Child Development 2. Lindgrin, H.C. (1969) Educational Psychology in the Classroom. 3. Alvi A.H. (1972) Taleemi Nafsiat Lahore Sheikh Ghulam Ali. 4. Cheema . A. D. (1982) Lahore Taleemi Nafsiat. 5. Crow, L.D and Crow, A. (1958) Human Development and learning New York American Book SEMESTER II B ED CORE COURSES
Course Title:INDIVIDUAL PROJECT Course code:120
Credit hrs:3(3+0)
Total Marks 100 A project is an activity having some physical outcome, which also must have some educational value and is to be carried out individually by the students of the Bachelor of Education. It has to be completed within stipulated time. The main purpose of this activity is to put theoretical knowledge gained by the students during studying/coursework into practical use. It may be preparation of charts, models, slides, instructional materials, teaching kits, presentation of study reports, demonstrations, and improvisation of science equipment/apparatus etc. which can be used by teachers, students or in teaching learning process, up to secondary classes. Preparation and presentation of the project in person to the faculty is the responsibility of the student. The department of education will provide guidance to the student in planning, conducting and completing the project. The project must be accompanied by a project report, which is written according to the format provided by the department of education, AWKUM. If a student wants to have a copy of his project report, he can do so prior to the submission of the project to the faculty. A project completed in all respects will be presented to the faculty of education for assessment. The faculty of education will assess the project and may accept, reject, or make amendments in the project concerned. Cheating, copying, providing incorrect information, or having anything contrary to the professional ethics may cause rejection of the project. Once the project is approved and accepted by the faculty of education it will become property of the department of education, AWKUM, Mardan. Final assessment of the project will be made by the following committee.
1. Chairman of the Department. 2. In charge of the Course 3. Project Supervisor
Total Marks 100 Learning out comes After studying this course, the prospective teachers will be able to 1. Understand the concept and nature of assessment 2. Differentiate between standardized and classroom tests 3. Integrate objectives with assessment and evaluation 4. Develop and analyze test items of different cognitive abilities 5. Understand different alternative classroom assessment techniques 6. Interpret test scores and results of other assessment techniques Course Out line Unit 01. Concept of Classroom Assessment 1.1 Distinction between Assessment Evaluation, Measurement and Test. 1.2 Purpose of Assessment and Evaluation. 1.3 Individual and Group Assessment. 1.4 Comparison between standardized and classroom test. Unit 02. Designing Learning Outcomes 2.1 Cognitive Domain 2.2 Affective Domain 2.3 Psychomotor Domain Unit 03. Achievement Tests 3.1 General Guidelines for Test Construction (rules, table of specification etc.) 3.2 Types of test items a) Selection type test items b) Supply type test items 3.3 Item Analysis Unit 04 Qualities of a Good Measuring Instrument 4.1 Validity 4.2 Reliability 4.3 Differentiability 4.4 Practicality Unit 05. Objective Type Test 5.1 Essential features 5.2 Types 5.3 Advantages and Limitations 5.4 Guide lines for writing Objective items. Unit 06. Essay Type Test 6.1 Essential features 6.2 Major Type s 6.3 Suggestions for writing, using and scoring essay items Unit 07. Secondary School Examination in Pakistan 7.1 A critical study of Secondary School Certificate Examinations 7.2 Measures for improving Secondary School Certificate Examinations BIBLIOGRAPHY Smith, Methods of educational measurement, D. New Delhi: commonwealth, 2005 Evolution and development of school educations by James William New Delhi: anmol publications, 2005 Trends in Measurement and Evaluation Technique by George. David New Delhi: Commonwealth, 2003 Gronhund, N.E, and Linn, R. (1990), Measurement and Evaluation in Teaching, Macmillan Company, New Jersey, USA Ebel, RL and Fribbie, D.A, (1994), Classroom Assessment, Mc Graw Hill, N. Y, U.S.A (1991), Essential of Educational Measurement, Prentice Hall, New Jersey, USA. Allan, G. and Skinner, c. (1991). Handbook for research students in social sciences, London: Routiedge Best, J.W (2005) Research Methods in Social Sciences. Bennell, Judith, Evolutional Methods in Research. Continuum, 2003 4. Muhammad Rasheed. Educaitonal Research. National book foundation 2001 SEMESTER II B.Ed Professional Courses (Humanities Group)
Course Title: TEACHING OF ENGLISH Course code:1204
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the end of the course, the students are expected to be: 1. Familiar with the four language skills - Listening, Speaking reading and writing 2. Identify and prepare activities for developing four skills 3. Apply modern methods and approaches in teaching of English 4. Prepare comprehensive lesson plans of Prose, Poetry, Composition and Grammar 5. Prepare audio visual aids and use them effectively 6. Measure and evaluate the students' progress during teaching of English as a foreign/ second language Course Contents: PART 1 METHODOLOGY 40 MARKS Unit 01: Four skills of language learning 1.1. Listening Comprehension Skills 1.1.1 Techniques of developing listening ability 1.1.2. Careful listening habits 1.1.3. Use of Cassette-player for developing listening ability 1.1.4. Using Video-Cassettes for effective listening 1.1.5. Methods of teaching listening 1.1.6. Sub Skills 1.2 Speaking Skills. 1.2.1. 'Favorable classroom environment for speaking 1.2.2. Value of pronunciation and intonation in speaking 1.2.3. Conversation and dialogue 1.2.4. Language games for oral expression. 1.2.5. Vocabulary building 1.3 Reading Skills 1.3.1 Importance of silent and loud reading 1.3.2 Methods of teaching Reading. 1.3.3. Sub skills 1.4 Writing Skills 1.4.1. Techniques of good handwriting 1.4.2. Importance of spelling in Writing 1.4.3. Writing essays 1.4.4. Writing letters and invitations to friends 1.4.5. Writing applications and other official letters Unit 02: Teaching of English 2.1. Teaching of prose. 2.2. Teaching of poems 2.3. Teaching of composition 2.4. Teaching of vocabulary 2.5. Teaching of pronunciation Unit 03: Methods of Teaching English 3.1. Grammar - Translation method 3.2. Direct method. 3.3. Audio-lingual approach. 3.4. Structural approach. 3.5. Communicative approach 3.6. Word building 3.7. Reference skill Unit 04: Teaching of Grammar 4.1. Functional approach towards 'grammar teaching. 4.2. Transformational grammar. Unit 05: Lesson Planning 5.1. Importance of activities in all kinds of lessons. 5.2. Value of different steps in lesson planning approaches based on Teacher's 5.3. Activity - Pupil's Activity. 5.4. Planning Structural lessons. 5.5. Planning a Prose and Poetry lesson. 5.6. Planning a Paragraph, a Story and an Essay. 5.7. Planning a Grammar lesson. Recommended Books: 1. Sheikh, N.A, 1998 Teaching of English as a Second Language Lahore Carvan Book House. 2. A Text Book of English for Class IX and X ,Peshawar Text Book Board Khyber Pakhtun Khwa. 3. Muhammad (1998): Modern Approaches to the Teaching of English of a Second Language, Lahore Majeed Book Depot. 4. Green & Petty (1998): Developing Languages Skills in the Elementary Schools Boston: Allyn & Bacon. 5. Haycraft.J (1983): An Introduction to English Language Teaching. England: Essex Course code:1205 Course Title: Methods of Teaching Urdu
Credit hrs:3(3+0)
Total Marks 100 Aims and Objectives At the competition of the course the students would be able to: 1. Use simple Urdu language and express themselves in simple and easy Urdu. 2. Speak and communicate in foundational Urdu Language. 3. Read and write in simple Urdu about different subjects. 4. Write and explain the different forms of literature with emphasis on letter writing and applications. 5. Get trained in speaking and listening skills with special emphasis on electronic and print media. Methodology. 1. Importance of language with reference to its use in social life and its special use through media. 2. The status of Urdu language in Pakistan 3. The place of Urdu as a medium of instruction 4. The principles of teaching Urdu 5. Linguistic Development (i) The elements and methods of teaching speaking ,importance of pronunciation and its exercise (ii) The elements and methods of teaching reading .Importance of punctuation and practical exercise. (iii) The elements and methods of teaching writing .The importance of dictation and its exercise 6. The use of audio-Visual Aid and their use in the Teaching of Urdu 7. The importance of vocabulary ,exercise of passive and active vocabulary 8. Teaching of composition ,exercise of simple expression ,and writing of Essays, Letter and Application 9. Teaching of Grammar ,the need importance and methods of teaching Grammar 10. Lesson plans of Prose,Poems,Story,Essay and Grammar Contents: The study of the prescribed text book for 9th & 10th classes, Text Book Board, Peshawar. SEMESTER II B Ed PROFESSIONAL COURSES
Course Title: TEACHING OF MATHEMATICS Course code:1208
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the end of the course, the students will be able to: 1. Describe the nature, history and development of mathematics at Secondary level in Pakistan ' 2. Acquire the skills and competencies required for the teaching of Mathematics at secondary level 3. Apply effectively the various methods of teaching mathematics4. Know and use techniques and strategies of teaching mathematics at Secondary Level 5. Make and use teaching aids effectively Course Contents: PART 1 METHODOLOGY Total Marks 40 Unit 01: Introduction 1.1 Nature of Mathematics. 1.2 Place of Mathematics in secondary school curriculum. 1.3 Educational value of Mathematics 1.4 Use of mathematics in every day life. 1.5 Mathematics and other subjects) 1.6 Use of Math in different vocations. Unit 02: Methods of Teaching Mathematics: 2.1 Inductive Method. 2.2 Deductive Method. 2.3 Analytic method 2.4 Synthetic Method. 2.5 Heuristic Method. 2.6 Project Method. 2.7 Problem Solving Method. Unit 03: Techniques of Teaching Mathematics 3.1 Oral work, written work, assigned work. 3.2 Discussions/ Group work. 3.3 Drill and practice. . Forms of classrooms organization (whole class, small group, individual work) Unit 04: Teaching Aids and Mathematics Laboratory 4.1 Importance of teaching aids in mathematics teaching. 4.2 Some important modern teaching aids for Mathematics 4.3 Mathematics laboratory in school.. Unit 05: Measuring Achievements in Mathematics 5.1 Preparation of different type of tests in mathematics. 5.2 Using tests for diagnostic purpose Interpreting test results. Unit 06: Planning Mathematics Learning 6.1 Importance of planning in teaching. 6.2 Planning for the full course. 6.3 Importance of lesson plans 6.4 Qualities of good lesson plan. 6.5 Development of model lesson plans. PART II CONTENTS TOTAL MARKS 40 1. Set (concept of set , type of sets , operation on sets Demorgans Laws , Binary relation, Functions, Cartesian Plan ) 2. System of real numbers 3. algebraic expressions 4. Factorization, HCF, LCM, squire root 5. Matrices 6. Eliminations 7. information handling 8. Trigonometry Note: The contents part may change according to the change in curriculum at stage level. PART III ASSIGNMENT 20 MARKS BIBLIOGRAPHY 1. Sidhu, Kulbir Singh. The teaching of Mathematics. New Delhi: Sterling Publishers. 1989. 2. Kumar Sudhir. Teachina of Mathematics. New Delhi: Anmol Publications Pvt. Ltd. 3. Ouviney, Randall' J. Learning To Teach Mathematics. Melbourne: Merrill Publishing co. A Bell and Howell Information Co. 1989. 4. Fauvel, John and Jeremy Gray (Eds). The History of Mathematics: A Reader: London: Macmillan Press Ltd., 1990. 5. Greer, Brian and Gerry Mulhern, New Directions in Mathematics Education. New York: Routledge. 1989. 6. Lacombe, antony. Mathematical Learning Difficulties in the Secondary School: Pupils' needs and Teacher's Role. England: Milton Keynes,1985. 7. Bentley, Charles and David Malvern. Guide to Assessment inMathematics Education: Macmillan 1983. 8. Orton, Anthony Wain Geoffrey (Editors), Issues in Teaching of Maths, Cassell Villiers House, London, 1994. 9. Leon, Burton and Jaworski, Barbara (Editors) Technology inMathematics Teaching,Chartwe1l1995. Semester II B.Ed PROFESSIONAL (Humanities Group)
Course Title: TEACHING OF PAKISTAN STUDIES Course code:1209
Credit hrs:3(3+0)
Total Marks 100 Objectives: After completing this course, the students will be able to: 1. Explain the concept of Pakistan ideology. 2. Analyze various phases of the Pakistan movement leading to the Achievement of Pakistan. . 3. Discuss the value and, importance of Pakistan Studies in the practical life. 4. Describe the natural & human resources of Pakistan such as high mountains, mighty rivers, and seacoasts, fertile. Land and minerals; honest workers. 5. Present the lessons effectively before the students. Part 1 METHODOLOGY 40MARKS Course Contents: Unit 01: Objectives of teaching Pakistan Studies 1.1. Need and importance of objectives. 1.2. Classification of objectives. 1.3. Objectives of Teaching Pakistan Studies at Secondary level. Unit 02:Curriculum of Pakistan Studies 2.1. Definition and various perspective of Curriculum of Pakistan Studies. 2.2. Elements and Principles of Curriculum development. 2.3. Critical analysis of the present Curriculum of Pakistan Studies. Unit 03: Teaching Methods 3.1. Lecture Method; 3.2. Discussion/Questioning Method. 3.3. Project Method. 3.4. Team Teaching Method. Unit 04: Teaching Techniques 4.1. Importance and functions of questions. 4.2. Characteristics of questions. 4.3. Handling of students answers and questions. Unit 05: Instructional Aids 5.1 Definition and importance of A V. Aids. 5.2 Types of A V. Aids. 5.3 Techniques for using of AV. Aids in the teaching of Pakistan Studies. Unit 06: Lesson Planning 6.1. Need for lesson Planning. 6.2. Characteristics of lesson Planning. 6.3. Lesson Plan for the teaching of Pakistan Studies. Unit 07: Pakistan Studies Teacher and his Classroom 7.1 Qualities desired in the Teacher of Pak. Studies. 7.2 Requirements of Pak. Studies room in the Schools. Unit 08: Evaluation 8.1 Meaning and objectives of Evaluation. 8.2 Characteristics of a good testing programme. 8.3 Evaluation techniques for Pakistan studies. PART II CONTENTS 40 marks Unit 01: Pakistan movement Unit 02: Early problems faced by Pakistan Unit 03: Constitutional development Unit 04: Recourses in Pakistan Unit 05: Pakistani Economy Unit 06: Pakistan in community of Nations Unit 07: Pakistan as a welfare state Note: The content part may change according to change of curriculum at stage level Part III ASSIGNMENT 20 marks BIBLIOGRAPHY 1. Ikram; S.A.; Modem Muslim India & the Birth of Pakistan. 2. Qadri, S. H.; Creation of Pakistan. 3. Bining" D. H.; Teaching of Social Studies in Secondary Schools, 4. Rafi-ullah Shahab: Fifty years of Pakistan. 5. Aslam, M. D. Teaching of Pakistan Studies. 6. Wesley: Teaching of Social Studies in High School. 7. Rauf A. Khan; Teaching of Social Studies for Secondary Classes SEMESTER II B Ed PROFESSIONAL COURSE (Science Group) Course Title: TEACHING OF CHEMISTRY Course code:1210
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the end of the course the students will be able to; 1. Describe the nature, history and development of Chemistry. 2. Develop skills of teaching Chemistry. 3. Acquire skills and competencies required for teaching of Chemistry. 4. Know and use techniques and strategies of teaching Chemistry in classroom. 5. Make effective use of instructional material in classroom teaching. 6. Make effective use of glasswares and chemicals in laboratory. 7. Know and apply evaluation techniques Course Contents: Part I METHODOLOGY Total marks 40 Unit 01: Introduction 1.1 Origin and Nature of Chemistry 1.2 Educational value of Chemistry. 1.3 Use of Chemistry in daily life. 1.4 Correlation of Chemistry with other subjects. Unit 02: Laboratory Management. 2.1 Safety importance of laboratory. 2.2 Safety measures during experiments. 2.3 Proper use of glasswares. . 2.4 Proper use of chemicals. . 2.5 Integration of Laboratory work with classroom teaching. Unit 03: Lesson Planning in Chemistry Unit 04: Teaching Methods 4.1 Demonstration Method. 4.2 Project Method. 4.3 'Discovery Method. 4.4 Synthetic Method. 4.5 Discussion Method. 4.6 Lecture Method. Unit 05: Teaching Aids. 5.1 Need and importance of teaching aids. 5.2 Types of teaching aids. 5.3 Principles for using teaching aids. Unit 06: Teaching approaches and strategies 6.1 Problem solving 6.2 Enquiry techniques 6.3 Creativity 6.4 Practical Activities Unit 07: Measuring Achievements in Chemistry 7.1 Preparation of different types of chemistry tests 7.2 Assessment through practical examination Part II CONTENTS Total marks 40 Unit 01: Introduction to Chemistry Unit 02: Periodic Table Unit 03: Structure of Atom Unit 04: Chemical Bonding Unit 05: States of Matter Unit 06: Hydrogen Unit 07: Sulphur and its Compounds Unit 08: Metal and their Extraction Unit 09: Organic Chemistry Unit 10: Chemical Industries Part III PRACTICAL WORK Total marks 20 Practical work appropriate to the stage level BIBLIOGRAPHY 1. Hassard Jack, (1992) Minds of Science: Middle and secondary methods, New York: Harper Collins Publishers. 2. Postle thwaite Keitte, (1993) Differentiated Science Teaching, Philadelphia: Open University Press. . 3. Levinson, Ralph; Teaching Science, London; Open University Press. 4. Harlen Wymine, (1992) Teaching of Science, London, David Falton Publishers. 5. Monier Martin (Ed.) (1995) .Learning to Teach Science, London, Falmer Press. ' SEMESTER II B Ed PROFESSIONAL COURSE (Science Group)
Course Title: TEACHING OF BIOLOGY Course code:1211
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the end of the course, the students will be able to: 1 understand the fundamentals of Biology 2 develop the skills of effective teaching of Biology 3 make effective use of instructional material in classroom teaching 4 develop a lesson plan and teach accordingly . 5 know and apply evaluation techniques Course Contents: PART I METHODOLOGY MARKS 4 0 Unit 01: Introduction 1.1 Nature of Biological concepts. 1.2 Historical Development of Biology Education. 1.3 Problems faced by the teachers during teaching of Biology. 1.4 Contemporary. Trends and Approaches in Teaching of Biology. . Unit 02: Teaching Approaches and Strategies 2.1 Teaching Approaches: 2.2 Inquiry Techniques. 2.3 Creativity 2.4. Teaching strategies. 2.5 Scope and Purpose of activities in the teaching of Biology 2.6 The nature of school. 2.7 Planning a practical activity of teaching of Biology Unit 03: Teaching Aids 3.1 Need and importance of teaching aids. 3.2 Types of teaching aids. 3.3 Principles for using teaching aids. 3.4 Preparation of specimen and skeleton. 3.5 Museum and herbarium, biological garden. 3.6 Individualized instruction. 3.7 Awareness and use of local resources. Unit 04: Instructional Objectives 4.1 Criteria of formulating 'objectives: 4.2 Practicability. 4.3 Attainability. 4.4 Universality. 4.5 Psychological soundness. 4.6 Significance of objectives 4.7 Objectives (a) General. (b) Specific. (c) Behavioral Unit 05: Teaching Methods 5.1 Lecture method 5.2 Demonstration Method 5.3 Project method 5.4 Other innovative methods Unit 06: Measuring achievements in Biology 6.1 Preparation of different types of tests in Biology 6.2 Assessment through practical examination Unit 07: Lesson Planning in Biology PART II CONTENTS Marks 40 Unit 01: Introduction to Biology Unit 02: Organization of Life Unit 03: Biodiversity Unit 04: Viruses and bacteria Unit 05: Food and Nutrition Unit 06: Respiration Unit 07: Transport in Organism Unit 08: Excretion Unit 09: Coordination and Response Unit 10: Reproduction
Part III Practical Work Marks 20 Practical work appropriate to stage level BIBLOGRAPHY Hassard Jack, (1992) Minds of Science: Middle and secondary methods, New York: Harper Collins Publishers. Postlethwaite Keitte, (1993) Differentiated Science Teaching, Philadelphia: Open University Press. Levinson, .Ralph; Teaching Science, London; Open University Press. Harlen Wymine, (1992) Teaching of Science, London, David Falton Publishers. 5. Monier Martin (Ed.) (1995) Learning to Teach Science, London, Falmer Press. . Semester II B Ed Professional Courses (Science Group) Course Title: TEACHING OF PHYSICS Course code:1212
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the end of the course, the students will be able to: 1. Describe the nature, history and development of Physics. 2. Develop skills of teaching Physics. 3. Acquire skills and competencies required for teaching of Physics. 4. Know and use techniques and strategies of teaching Physics in classroom. 5. Make effective use of instructional material in classroom teaching. 6. Properly plan the practical work for effective teaching of Physics. 7. Know and apply evaluation techniques. . Course Contents: PART 1: METHODOLOGY TOTAL MARKS: 40 Unit 01: Introduction 1.1 Nature of Physics 1.2 Educational value of Physics 1.3 Use of Physics in every day life 1.4 Correlation of Physics with other subjects Unit 02: A.V. Aids in Teaching of Physics: 2.1 Structural/ Non Structural Material 2.2 Practical use of Teaching Material Unit 03: Lesson Planning in Physics: Unit 04: Teaching Methods: 4.1 Demonstration Method 4.2 Lecture Method 4.3 Discussion Method. 4.4 Project Method Unit 05: Teaching Approaches and Strategies, 5.1 Teaching approaches a) Problem solving b) Enquiry Technique' c) Creative Technique 5.2 Teaching strategies a) Activities in Physics teaching b) Planning or Practical activity Unit 06: Laboratory use and Management: 6.1 Importance of Laboratory in teaching of Physics 6.2 Laboratory Management and safety. Unit 07: Measuring achievements of Physics 7.1 Preparation of different types of test 7.2 Using tests and interpreting the result 7.3 Assessment through practical examination PART II: CONTENT TOTAL MARKS: 40 Unit 01: Introduction to physics Unit 02: Kinematics Unit 03: Motion and force Unit 04: Vectors and scalars Unit 05: Newtons law of gravitation Unit 06: Work, power and energy Unit 07: Sounds Unit 08: Lights Unit 09: Electrostatic and electrodynamics Unit10: Nuclear Physics Note: The Content Part may change according to the change in curriculum at the stage levelPRACTICAL WORK TOTAL MARKS: 20 Practical appropriate to the stage level Bibliography 1; Amos; Teaching Science in Secondary School A Reader (2002) 2; Nayak; Teaching of Physics (2004)
Course Title:TEACHING OF GENERAL SCIENCE Course code:1213
Credit hrs:3(3+0)
Total Marks 100 Learning Objectives: After completing the course, the students will be able to; 1. Understand scientific concepts 2. Differentiate between scientific products and scientific process. 3. Understand the underlined principles of science education 4. Apply appropriate methods 5. Techniques for effecting learning Course Contents: Part I METHODOLOGY 40 marks Unit 01: NATURE OF SCIENCE 1.1 Definition of science 1.2 Science as a process: Scientific Method 1.3 Science' as a product: Scientific Knowledge Unit 02: AIMS / OBJECTIVES TEACHING GENERAL SCIENCES 2.1 History of Science Education 2.2 Aims I Objectives of teaching General Science at Elementary level Unit 03: METHODS OF TEACHING GENERAL SCIENCE 3.1 Demonstration cum-lecture method' 3.2 Discovery method 3.3 Project method 3.4 Other innovative method Unit 04: TEACHING 4.1 Teaching approach a) Problem solving b) Inquiry techniques c) Creativity 4.2 Teaching Strategies ' a) Scope & propose of practical activities b) Science laboratory c) Safety measure in laboratory Unit 05: TEACHING AIDS 5.1 Need,& importance of Teaching aids 5.2 Types of Teaching Aids 5.3 Principles of using Teaching Aids' 5.4 Using low cost Teaching Aids Unit 06: CHARACTERISTICS OF EFFECTIVE SCIENCE TEACHING 6.1 Characteristics of lesson planning 6.2 Characteristic qualities of science teacher 6.3 Effective Questioning Unit 07: EVALUATION. 7.1 Designing a Test 7.2 Administering & Scoring a Test 7.3 Interpreting Test Results PART II CONTENTS 40 MARKS CONTENT APPROPRIATE TO THE STAGE LEVEL NOTE: The Content Part May Change According To The Change In Curriculum At Stage Level. PART III ASSIGNMENT 20 MARKS BIBLIOGRAPHY 1) Thurber, w. 1959 Teaching of science in todays secondary Schools. 2) Richardson, J. 1959 Science Teaching Secondary Schools 3) Abdul Ghafoor Malik Teaching Science. 4) S. M Shahid Tadrees Science. 5) UNESCO 1972 Source Book for Science Teaching 6) UNESCO 1972 Teaching of Integrated Science Vol. II 1972 7) Wittich, W. 1968 Audio-Visual Material
Course Title: TEACHING OF GENERAL SCIENC Course code:1213
Credit hrs:3(3+0)
Total Marks 100 Objectives: After completing the course, the students will be able to; 1. Understand scientific concepts 2. Differentiate between scientific products and scientific process. 3. Understand the underlined principles of science education 4. Apply appropriate methods 5. Techniques for effecting learning Course Contents: Part I METHODOLOGY 40 marks Unit 01: NATURE OF SCIENCE 1.1 Definition of science 1.2 Science as a process: Scientific Method 1.3 Science' as a product: Scientific Knowledge Unit 02: AIMS / OBJECTIVES TEACHING GENERAL SCIENCES 2.1 History of Science Education 2.2 Aims I Objectives of teaching General Science at Elementary level Unit 03: METHODS OF TEACHING GENERAL SCIENCE 3.1 Demonstration cum-lecture method' 3.2 Discovery method 3.3 Project method 3.4 Other innovative method Unit 04: TEACHING 4.1 Teaching approach a) Problem solving b) Inquiry techniques c) Creativity 4.2 Teaching Strategies ' a) Scope & propose of practical activities b) Science laboratory c) Safety measure in laboratory Unit 05: TEACHING AIDS 5.1 Need,& importance of teaching aids 5.2 Types of teaching aids ' 5.3 Principles of using teaching aids' 5.4 Using low cost teaching aids Unit 06: CHARACTERISTICS OF EFFECTIVE SCIENCE TEACHING 6.1 Characteristics of lesson planning 6.2 Characteristic qualities of science teacher 6.3 Effective questioning Unit 07: EVALUATION. 7.1 Designing a test 7.2 Administering & scoring a test 7.3 Interpreting test results PART II CONTENTS 40 MARKS CONTENT APPROPRIATE TO THE STAGE LEVEL NOTE: The Content Part May Change According To The Change In Curriculum At Stage Level. PART III ASSIGNMENT 20 MARKS BIBLIOGRAPHY 8) Thurber, w. 1959 Teaching of science in todays secondary Schools. 9) Richardson, J. 1959 Science Teaching Secondary Schools 10) Abdul Ghafoor Malik Teaching Science . 11) S. M Shahid Tadrees Science. 12) UNESCO 1972 Source Book for Science Teaching 13) UNESCO 1972 Teaching of Integrated Science Vol. II 1972 14) Wittich, W. 1968 Audio-Visual Material Course Title: METHODS OF TEACHING PASHTO Total Marks: 100 Course Code: 1206 Credit Hrs: 3(3+0) Aims and Objectives: At the competition of the course the students would be able to: 1. Use simple Pashto language and express themselves in simple and easy Pashto. 2. Speak and communicate in Pashto language 3. Read and write in simple Pashto about different subjects. 4. Write and explain the different forms of literature with emphasis on letter writing and applications. 5. Get trained in speaking and listening skills with special emphasis on electronic and print media. Methodology 1. Importance of language with reference to its use in social life and its special use through media. 2. the importance of Pashto language as a mother tongue 3. Principles of teaching Pashto language. 4. Importance of pronunciation and dictation in speaking, reading and Writing Through exercise. 5. The Importance and use of Audio-Visual Aids in the teaching of Pashto language. 6. Critical appreciation of methods of teaching methods .The importance of passive and active vocabulary. 7. The need importance and teaching methods of composition (essay ,Letter and application writing ) 8. The need, importance and teaching methods of grammar. 9. Lesson plans of prose, poetry, grammar, composition & story. Content The study of prescribed Text book for 9th & 10th Classes, Text Book Board, Peshawar. Course Title: Teaching of Computer Science Total Marks: 100 Course Code: 1214 Credit Hrs: 3(3+0) Objectives: At the end of the course, the students will be able to: 1. Understand the fundamentals of Computer Science. 2. Develop the skills of Effective Teaching of Computer Science. 3. Make Effective use of Instruction Material in Class Room and Computer Laboratory Teaching. 4. Develop a Lesson Plan and Teach Accordingly 5. Apply Evaluation Techniques Course Contents: Part 01 Methodology Unit 01: Introduction 1.1 Nature of Computer Concepts. 1.2 Historical Development of Computer 1.3 Problems Faced by the Teachers during Teaching of Computer Science. 1.4 Contemporary Trends and Approaches in Teaching of Computer Science. Unit 02: Teaching Approaches and Strategies. 1.1 Teaching Approaches. 1.2 Inquiry Techniques 1.3 Creativity 1.4 Teaching Strategies 1.5 Scope and Purpose of Activities in the Teaching of Computer Science 1.6 Planning a Practical Activity of Teaching of Computer Science Unit 03: Teaching Aids 3.1 Need and Importance of Teaching Aids. 3.2 Types of Teaching Aids 3.3 Principles for using Teaching Aids. 3.4 Individualized Instruction Unit 04: Instruction Objectives 4.1 Criteria of Formulating Objectives 4.2 Practicability 4.3 Attainability 4.4 Universality 4.5 Significance of Objectives Unit05: Teaching Methods 5.1 Lecture Methods 5.2 Demonstration Methods 5.3 Project Methods 5.4 Other Innovative Methods Unit 06: Measuring achievements in Computer Science 6.1 Preparation of Different Types of Test for Computer Science 6.2 Assessment through Practical Examination Unit 07: Lesson Planning in Computer Science PART 02 Contents: Unit 1: Introduction of Computer Science as Subject Unit 2: Computer Programming Unit 3: Sub Program and file Handling Unit 4: Graphics Unit 5: Control Statements Unit 6: Input/output Statement Unit 7: Computer Applications Suggested Readings: 1. Joyce,B,Weil M , and Calhoun(2000)Models of Teaching,6th ed: Allyn & Balay Boston 2. Sharma,SR(2000) Effective Classroom Teaching Modern Methods, Tools & Techniqes,Mangal Deep Publication ,Jaipur,India 3. Norton, Peter (2003) Introduction to Computer, 5th edition, New York: McGraw Hill Book Co. 4. Text Books of Computer Science for classes 9th & 10th produced by Phukhtoonkhwa Text Book Board, Peshawar.
Course Title: Methods of Teaching Arabic Course code:1207
Credit hrs:3(3+0)
Total Marks 100 Objectives: At the completion of this course the students would be able to: 1. Make school students understand Arabic Phrases. 2. Understand the meaning of a paragraph when listened 3. Speak and Communicate in foundational Arabic at 9th & 10th Levels 4. Write & explain the different forms of literature with emphasis on letter writing and application 5. Get trained in Speaking and listening skills with special emphasis on electronic & print Media Methodology: Importance of Arabic language with reference to its being the language of Islam & Quran The status of Arabic language in on Country The status of Arabic language in the Arabic Countries The principles of Teaching Arabic Linguistic Development i) The elements and methods of teaching speaking ,importance of pronunciation and its exercise ii) The elements and methods of teaching reading .Importance of punctuation and practical exercise. iii) The elements and methods of teaching writing .The importance of dictation and its exercise The use of audio-Visual Aid and their use in the Teaching of Arabic The importance of vocabulary ,exercise of passive and active vocabulary Teaching of composition ,exercise of simple expression ,and writing of Essays, Letter and Application Teaching of Grammar ,the need importance and methods of teaching Grammar Lesson plans of Prose, Poems, Story, Essay and Grammar Contents: The study of the prescribed text book for 9th & 10th classes, Text Book Board, Peshawar.