Course Outline

University of Education
Course Outlines
(Annual Examinations)

B. Ed. (Elementary)

Compiled by:
HAFIZ ZAIB REHMAN
SESE_MATH
B.Ed. (In-Service) Class 2015-16
Government College for Elementary Teachers (GCET), Kot Lakhpat LHR

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Course Outline

B.Ed. Elementary / Secondary Course Detail

Sr.
No.

Subject

Marks

Introduction to Education

100

Introduction to Computer

100

Classroom Management

100

Assessment

100

Cognition & Development

100

English Language & Communication Skills

100

General Methods of Teaching

75

Teaching Profession

75

Secondary / Elementary School Curriculum

100

10
11

Methods of Teaching English at Elementary/

Secondary Level
Methods of Teaching Urdu at Elementary/
Secondary Level

75
75

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

Course Outline

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. Formal
1.3.2. 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 Philosophy
2.1.2.1. 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. Conservative
2.3.2.2. Progressive
2.3.2.3. Protective

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Course Outline
Part-II Education in Pakistan: Historical Perspective
3. Education in the Sub-continent: Pre-independence Reports
3.1. Charter Act
3.2. Lord Macaulay Report
3.3. 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 Reforms
6.3. 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

Course Outline

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 Phonology
1.1. 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 Skills
3.1. 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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Course Outline

5. Writing Skills
5.1. Mechanics of writing
5.2. Stages of writing: controlled, guided and free
5.3. Composition
5.4. Descriptive writing
5.5. 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 Henry
The 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

Course Outline

GENERAL METHODS OF TEACHING

Objectives
After completing the course, the students will:
understand the importance of the efficient teaching methodology in the overall
teaching 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 teaching
1.4. 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 method
4.3. 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 conference
5.10. 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 planning
7.3. 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 Teachers College Press.

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BED404

Course Outline

INTRODUCTION TO COMPUTERS IN EDUCATION

Objectives
After completion of the course, the students will be able to:
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 devices
2.3. 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 system
4.4. 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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Course Outline

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 directories
7.2. 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 Word
8.2. 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 Tables
9.10. 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 plans
10.6. 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 Publisher
12.1. 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

Course Outline

TEACHING PROFESSION

Objectives
After completion of the course, the students will be able to:
display an understanding of teaching profession as unique, definite, and essential
social 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 Introduction
1.1. 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. Teachers Role as a
6.1. Scholar
6.2. Practitioner
6.3. Researcher
7. Professional Organizations
7.1. Purposes
7.2. Activities
7.3. Types
7.4. 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 programmes
9.2.2. 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 Canada
10.3. Teachers salary package in Australia
11. Teachers Problems and Prospects
11.1. 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

Course Outline

COGNITION AND DEVELOPMENT

Objectives
After completion of the course, the students will be able to:
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 Development
2.1. Definition of development
2.2. Principles of human growth and development
3. Cognitive Development
3.1. Piagets theory of cognitive development
3.2. Educational implications
4. Personal Development
4.1. Eriksons theory of personal and social development
4.2. Vygotikys theory of development
4.3. Kohlbergs theory of moral development
5. Individual Differences
5.1. Physical differences
5.2. 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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Course Outline

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

Course Outline

ASSESSMENT IN EDUCATION

Objectives
After completion of the course, the students will be able to:
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 assessment
1.3. 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 specification
8.3. 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 Childrens Learning. London: David Fulton Publishers

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BED408

Course Outline

SCHOOL AND CLASSROOM MANAGEMENT

Objectives
After completion of the course, the students will be able to:
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 management
1.4. 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 record
3.3.3. 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 instruction
9. 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

Course Outline

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 and
writing)
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 curriculum
1.3. 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 Pakistan
6.1. 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 curriculum
8.4. 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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METHODS OF TEACHING URDU AT ELEMENTARY LEVEL

BED411

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BED412

Course Outline

METHODS OF TEACHING ENGLISH AT ELEMENTARY LEVEL

Objectives
After completing the course, the students will be able to:
develop all the four basic language skills effectively (listening, speaking, reading and
writing)
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 Language
1.1. 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 Grammar
5. 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 aids
7.2. 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

Course Outline

METHODS OF TEACHING SCIENCE

Objectives
After completing the course, the students will be able to:
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 Science
2.1. 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 plan
7. Evaluation
7.1. Types of evaluation
7.2. Preparation of different types of objective tests

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Course Outline

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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Course Outline

BED414 METHODS OF TEACHING MATHEMATICS AT ELEMENTARY LEVEL

Objectives
After completing the course, the students will be able to:
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 Mathematics
1.2. 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 mathematics
3. 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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Course Outline

6. Methods / Approaches of Teaching Mathematics

6.1. Exposition
6.2. Guided discovery
6.3. Co-operative learning
6.4. Games
6.5. Investigation
6.6. 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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