Scheme of Studies and Course Outlines

BEd Secondary

Department of STEM Education

University of Education, Lahore
2018
 Table of Contents

PROGRAM DESCRIPTION............................................................................................................................... 1
PROGRAM MISSION ...................................................................................................................................... 1
PROGRAM VISION ......................................................................................................................................... 1
PROGRAM OBJECTIVES ................................................................................................................................. 1
PROGRAM OUTCOMES ................................................................................................................................. 2
ENTRY REQUIREMENTS ................................................................................................................................. 2
DURATION OF THE PROGRAM ...................................................................................................................... 2
ASSESSMENT AND EVALUATION................................................................................................................... 2
MEDIUM OF INSTRUCTION AND EXAMINATION .......................................................................................... 2
RESEARCH PROJECT ...................................................................................................................................... 3
DEGREE REQUIREMENTS .............................................................................................................................. 3
CAREER OPPORTUNITIES............................................................................................................................... 3
SCHEME OF STUDIES ..................................................................................................................................... 3
CORE COURSES.............................................................................................................................................. 3
METHODS OF TEACHING COURSES............................................................................................................... 3
Sciences Group ..................................................................................................................................... 4
Arts Group............................................................................................................................................. 4
SEMESTER BREAKUP ..................................................................................................................................... 4
Semester I ............................................................................................................................................. 4
Semester II ............................................................................................................................................ 4
Semester III ........................................................................................................................................... 4
Course Outlines ............................................................................................................................................. 6

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 BEd Secondary
PROGRAM DESCRIPTION
The BEd Secondary program is designed to provide initial teacher training to those young people who
wish to join the teaching workforce. The candidates of this program will get an opportunity to transform
themselves into professional secondary school teachers and to also develop leadership skills. This
program will also enable its candidates to develop and propose solutions to the indigenous problems in
the system of education in Pakistan and to cope with the complex demands of current education
policies and procedures. This program will enrich knowledge, skills, and values in students which are
requisite to effective future education leaders at secondary level in Pakistan.
PROGRAM MISSION
The mission of the program is to produce secondary school classroom teachers having content
excellence, pedagogical competence, commitment, and integrity.
PROGRAM VISION
The vision of BEd Secondary program is to prepare future exceptional secondary school teachers and
educational leaders
PROGRAM OBJECTIVES
Through this program, the students will:
1. learn to create learning opportunities for secondary school students
2. learn to create a classroom environment that enable the students to play active role in the
learning process
3. learn to use information and communication technologies to meaningfully engage the
students in the learning process
4. develop their understand regarding various assessment and evaluation techniques
5. learn and apply various theories related to cognition and learning
6. practice teach in real classroom situations and apply various theories of learning
7. develop their understanding of curriculum development and implementation processes
8. develop their understanding of historical, philosophical, social, and psychological foundations of
education
9. develop leadership and managerial skills
10. understand current issues faced by the system of education at national and regional level
11. learn about characteristics of a profession
12. learn skills that are required to conduct small scale research activities

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PROGRAM OUTCOMES
The program outcomes are detailed below. The graduates of this program will be able to
1. create learning opportunities for secondary school students
2. create a classroom environment that enable the students to play active role in the learning
process
3. use information and communication technologies to meaningfully engage the students in the
learning process
4. use various assessment and evaluation techniques to assess students learning outcomes
5. apply various theories related to cognition and learning in real classroom situations
6. practice teach in real classroom situations and apply various theories of learning
7. implement the intended curriculum
8. use knowledge of historical, philosophical, social, and psychological foundations of education
while planning and organizing learning sessions
9. use leadership and managerial skills to make their schools prominent and effective places in the
society
10. dialogue about the current issues faced by the system of education at national and regional
level and propose solutions
11. demonstrate their professionalism in their professional undertakings
12. conduct small scale research activities to solve their local educational problems
ENTRY REQUIREMENTS
To get admission in this program the applicant must have obtained a degree after 16 years of education
in a school subject from an HEC recognized institution with minimum 2nd division in annual system or
CGPA 2 out of 4 in semester system.
DURATION OF THE PROGRAM
The duration of the program is 3 semesters that shall be completed in 1.5 years.
ASSESSMENT AND EVALUATION
For assessment and evaluation, the University of Education, Lahore regulations shall be followed. A copy
of the same is available at the University website www.ue.edu.pk
MEDIUM OF INSTRUCTION AND EXAMINATION
The medium of instruction and examination will be English except for languages other than English
Language.

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RESEARCH PROJECT
Research project is a compulsory requirement for the award of degree BEd Secondary. The weightage of
thesis shall be 3(0, 3) credit hours. The students may be allowed to complete their research projects in
groups of maximum two students.
DEGREE REQUIREMENTS
The BEd Secondary program is comprised of 3 semesters. The students will be awarded the degree on
completion of all the requirements that are mentioned in this document [courses, teaching practice,
thesis, etc. and the requirements mentioned in the assessment and examination regulations of the
University of Education, Lahore.
CAREER OPPORTUNITIES
The holders of this degree would be able to serve as secondary school teachers, head teachers,
education officers and school supervisors in public and private educational organizations.
SCHEME OF STUDIES
CORE COURSES

EDUC2114 Classroom Assessment 3(3+0)

EDUC4111 Contemporary Issues and Trends in Education 3(3+0)
EDUC3147 Curriculum Development 3(3+0)
EDUC3112 Educational Psychology 3(3+0)
EDUC3111 Foundations of Education 3(3+0)
EDUC1112 General Methods of Teaching 3(3+0)
EDUC2112 Instructional and Communication Technology in Education 2(2+0)
EDUC4114 Long Teaching Practice 6(0+6)
EDUC3126 Research Methods in Education 3(3+0)
EDUC4113 Research Project 3(0+3)
EDUC3133 School Management 3(3+0)
EDUC3141 School, Community and Teacher 3(3+0)
EDUC3121 Inclusive Education 3(3+0)
EDUC3145 Guidance and Counseling in Schools 3(3+0)

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METHODS OF TEACHING COURSES
The students are required to choose two courses from each of the groups. The courses shall preferably
have related to the disciplines (content areas) studied by the students at BS level or one course related
to the discipline (content area) studies at MA/MSc level and one course related to the discipline (content
area) studies at BA/BSc Level
Sciences Group

Course Code Course Title Credit Hours

EDUC2111 Teaching of Mathematics 3(3+0)
EDUC2120 Teaching of Physics 3(3+0)
EDUC2121 Teaching of Chemistry 3(3+0)
EDUC2122 Teaching of Biology 3(3+0)
Arts Group

Course Code Course Title Credit Hours

EDUC1114 Teaching of Urdu 3(3+0)
EDUC2115 Teaching of English 3(3+0)
EDUC3140 Methods of Teaching Islamic Studies 3(3+0)
EDUC2124 Teaching of Pakistan Studies 3(3+0)

SEMESTER BREAKUP
Semester I

Course Code Course Title Credit Hours

EDUC1112 General Methods of Teaching 3(3+0)
EDUC2112 Instructional and Communication Technology in Education 2(2+0)
EDUC2114 Classroom Assessment 3(3+0)
EDUC3111 Foundations of Education 3(3+0)
EDUC3145 Guidance and Counseling in Schools 3(3+0)

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Semester II

Course Code Course Title Credit Hours

EDUC3112 Educational Psychology 3(3+0)
EDUC3126 Research Methods in Education 3(3+0)
EDUC3147 Curriculum Development 3(3+0)
EDUC3133 School Management 3(3+0)
1st course of Methods of Teaching 3(3+0)
2nd course of Methods of Teaching 3(3+0)
Semester III

Course Code Course Title Credit Hours

EDUC3141 School, Community and Teacher 3(3+0)
EDUC4111 Contemporary Issues and Trends in Education 3(3+0)
EDUC3121 Inclusive Education 3(3+0)
EDUC4113 Research Project 3(0+3)
EDUC4114 Long Teaching Practice 6(0+6)

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Course Outlines

6
 Course Code Course Title Credit Hours
EDUC 2114 Classroom Assessment 3(3+0)

Course description
This course emphasizes the link between learning and assessment. During this course, prospective
teachers will develop their knowledge and understanding of formative and summative learning
assessment and how teachers use assessment to inform decisions about teaching and learning. They will
develop a range of practical assessment skills to use in the classroom with students of different ages,
grades and subjects including using questions and tasks to assess learning and giving oral and written
feedback on student work.

Learning Outcomes

After studying this course, the prospective teachers will be able to:

• Understand the concept and nature of assessment

• Differentiate between standardized and classroom tests

• Integrate objectives with learning assessment

• Develop and analyze test items of different levels

• Understand different alternative classroom assessment techniques

• Interpret test scores and results of different assessment techniques

Course Outline

1. Concept of Classroom Assessment

1.1 Distinction between assessment, evaluation, and measurement
1.2 Purpose of assessment
1.3 Individual and group assessment
1.4 Assessment of learning and assessment for learning
2. Achievement Tests
2.1 Measuring lower order thinking
2.2 Measuring complex learning outcomes
2.3 Types of test items
a) Supply type test items (Short Answer, Essay type etc.)
b) Selection type test (Completion, Alternative response, MCQ etc.)
2.4 Definition and Characteristics of good achievement test
2.5 Comparison between standardized tests and Teacher made tests

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3. Developing Scoring Criteria for complex learning outcomes
3.1 Rubrics- concept and importance
3.2 Types of Rubrics
3.3 Developing Rubrics
4. Test Construction
4.1 Defining the learning outcomes (According to Blooms/SOLO Taxonomy)
4.2 General rules for test construction
4.3 Developing table of specification and its importance
4.4 Assembly the tests
5. Test Administration and Analysis
5.1 Administration/conducting the test
5.2 Item analysis and modification
5.3 Test appraisal
6. Interpreting Test Scores
6.1 Percentage
6.2 Ordering and ranking
6.3 Frequency distribution
6.4 Pictorial form (graph, polygon, histogram)
7. Grading and Reporting Results
7.1 Concept of grading – need and importance
7.2 Types of grading and Reporting
7.3 Relative vs. Absolute Grading
7.4 Reporting results to different stakeholder
Recommended Books

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-
Bass.
Ebel, Robert (2004). Essentials of Educational Measurement. India: Prentice hall.
Freeman, Richard, (2004). Planning and Implementing Assessment. New York: Rout ledge Flamer.
Kubiszyn, Tom, (2003). Educational testing and Measurement: Classroom Application and Practice.
United States: John Wiley & sons, Inc.
Kumari, Sarita (2005). Education Assessment, Evolution and Remedial. ISHA Books.
Mehnaz Aziz, (2007) Assessing children’s Development through Observation, Children’s Global network
Pakistan.
Miller, Linn and Groundlund. (2009). Measurement and assessment in Teaching 10th Ed. USA: Pearson
Smith, D, (2005). Theory of Educational Measurement. New Delhi: Commonwealth.

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Smith, D. (2005). History of Measurement and Evaluation. New Delhi: Commonwealth.
Smith, D., (2005). Methods of Educational Measurement, New Delhi: Commonwealth.
Swain, Sanjaya, (2005). Educational Measurement, Statistics and Guidance. Kalyani
Publications.
Thomas A. and K. Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for College
Teachers, Second Edition, San Francisco: Jossey-Bass Publishers.

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 Course Code Course Title Credit Hours
EDUC 4111 Contemporary Issues and Trends in Education 3(3+0)

Introduction
Competent teachers are usually knowledgeable in their respective content areas. Being part of the
education system, teachers need to be aware of the contemporary issues and trends in education.
Issues such as population explosion, HIV/AIDS, Gender Development, sustainable development require a
broad-based knowledge approach for teacher preparation. Therefore, a course on contemporary issues
and trends in education is considered significant to develop an insight among teachers.
Objectives
At the end of this course, the students will be able to:
• argue on the positive and negative impact of the information explosion
• explore the gap between madrassah and mainstream education and identify appropriate
government responses
• identify barriers to the achievement of universal literacy and how these may be removed at the
local level
• discuss the gradually reducing gender disparity in education in Pakistan and its likely
consequences
• analyze the relationship between national curriculum structure and career opportunities

• consider how best environmental awareness can be enhanced through schools

• consider the consequence of the growing privatization of education
Course Outline
1. Introduction to contemporary issues and trends in education
1.1. Meaning, Definition and concept of trend and issues.
1.2. Difference between trends and issues
2. Education as a Complex Enterprise
2.1. Diversity of aims and approaches in education.
2.2. Variety of philosophical approaches to education.
2.3. Education in different periods and societies
3. Madrassah Education
3.1. Madrassah: origin, aims and objectives
3.2. Role of madrassah in 21st century
3.3. System of education in madrassah
3.4. Madrassah reforms in Pakistan

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4. Universal Literacy
4.1. Literacy and individual rights
4.2. Factors affecting program for universal literacy: medium of instruction
4.3. Formal and Non-formal education: Advantages and disadvantages
5. Gender Disparity
5.1. Concept of gender equality
5.2. Factors affecting the status and role of women
5.3. Steps towards reducing gender disparity.
6. Population Education:
6.1. Concept of Population Education.
6.2. Factors affecting Population Education.
6.3. Impact of Population Growth on National Development.
6.4. Roles and responsibilities of family, school, mosque, and community in population
Education.
6.5. Steps towards population planning and welfare.
7. Environmental Awareness
7.1. Types of pollution
7.2. Causes of pollution
7.3. Environmental education
8. Privatization of Education
8.1. Government resources and multiple demands
8.2. Need of private sector education
8.3. Challenges of quality education
9. Information Technology in Education
9.1. New concept of information explosion
9.2. Expanding learning resources
9.3. Information and communication technology (ICT) literacy
9.4. Technology in education

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Recommended Books
Badran, M. (2005). The Gender of Islam, Al-Ahram: Cairo.
Haltak, J. (1990). Investing in the Future, Setting Educational Priorities in the Developing World, Paris,
UNESCO. McGraw-Hill Kogakusha.
Ministry of Education, Curriculum Wing (2010), 13 Modules on Various Core Themes of Population
Education, Islamabad.
Pakistan, Govt: (2003). Education for All, Ministry of Education Curriculum Wing Islamabad.
Sylvester, C. (1994). Feminist Theory and International Relation, in Post Modern Era, Cambridge
University Press.
UNESCO, Pakistan (2004). Quality of education in Pakistan, UNESCO Office, Islamabad.
W. H. O. (2005). Emerging Issues in Water and Infections, U.N.O. Publishers, Philadelphia.
Walt, S. (1992). The Renaissance of Security Students, New York. Colombia Press.

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 Course Code Course Title Credit Hours
EDUC 3147 Curriculum Development 3(3+0)
Course Description
This course is intended to orient the prospective teachers about the principle, process and procedure of
curriculum design and development. The participants will be informed about various foundations on
which the curriculum is based, defining, and delineating the objectives, selection of content, its scope
and outcomes, teaching strategies, curriculum evaluation, design of instructional materials. This course
will also include various factors that affect the process of curriculum development and implementation.
Students will be provided exposure to various curriculum development models and theories to enhance
their understanding. The course will be delivered within the context of existing curriculum and the
bodies and procedures adopted for curriculum development process in Pakistan.
Learning Outcomes
At the end of the course, the students will be able to:
• understand the concept of curriculum
• aware about the process of curriculum development in Pakistan
• examine the components of curriculum development
• differentiate between different types of curriculum
• write curriculum objectives in behavioral terms
• state the critical issues, problems, and trends in curriculum
Course Outline
1. Introduction to Curriculum
1.1. The definition of Curriculum
1.2. Various forms of Curriculum
1.3. Elements of Curriculum: Objectives, Content selection, Curriculum implementation,
evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How Curriculum defers from:
1.5.1. Syllabus
1.5.2. Course of Study
1.5.3. Educational Programme
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of Curriculum
1.6. Foundations of Curriculum
2. Curriculum: Aims, Goals and Objectives
2.1. Distinction between aims, goals & objectives

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 2.2. Taxonomies of educational objectives
2.2.1. Cognitive domain
2.2.2. Affective domain
2.2.3. Psychomotor domain
2.3. Solo Taxonomy of educational objectives
3. Models of Curriculum
3.1. Tyler Model
3.2. Wheeler Model
3.3. Dynamic Model
4. Designs of Curriculum
4.1. Subject-centered Designs
4.2. Learner-Centered Designs
4.3. Teacher-Centered Designs
4.4. Integrated Curriculum Designs
5. Curriculum Development in Pakistan
5.1. Curriculum development processes at elementary and secondary level
5.2. Curriculum Reforms and policies
5.3. Role of teacher in curriculum development process at various levels
5.4. Problems and issues in curriculum development
6. Curriculum Change
6.1. Process of Curriculum Change
6.2. Various issues in Curriculum change
7. Curriculum Evaluation
7.1. School curriculum Evaluation
7.2. Forms of Evaluations
7.3. Curriculum Evaluation Approaches
7.4. Designs for evaluation (CIPP)
8. Future trends in Curriculum Development

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Recommended Books
Beane I.A, Toefer C.F & Alessi S.J (1986). Curriculum Planning & Development. Boston and Bacon.
Farooq, R.A. (1993). Education system in Pakistan. Islamabad: Asia Society for the Promotion of
Innovation and Reforms in Education.
Kelley A.V (1999). The Curriculum: Theory and Practice. London. Paul Chapman.
McNeil J. D (1990). Curriculum: A Comprehensive Introduction, (4th.ed) Los Angeles: HarperCollins
Murray P. (1993). Curriculum Development & Design, (5th ed),
Sharma R.C (2002). Modern Methods of Curriculum Organization. New Delhi:
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New
York: Longmans.
Adeoye, E. A. (2007). Curriculum development: Theory and practice. Lagos: National Open University of
Nigeria.
Bharvad, A. J. (2010). Curriculum evaluation, International Research Journal, 1, 72–74. McKimm, J.
(2007). Curriculum design and development.
O’Neill, G (2010). Programme design: Overview of curriculum models.
Pakistan National Curriculums. Retrieved from http://www.moe.gov.pk/Curriculum.htm
Pasha, S. & Pasha, M. S. (2012). Curriculum development models.
Akhtar, M. (2004). Analysis of curriculum process and development of a model for secondary level in
Pakistan (doctoral dissertation). University of Arid Agriculture, Rawalpindi.
UNESCO (1998). Pakistan: Curriculum design and development.
Dubin, F., & Olshtain, E. (1997). Course design: Developing programs and materials for language
learning. Cambridge: Cambridge University Press.
Nunan, D. (2000). Syllabus design. Oxford: Oxford University Press.
Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston: Allyn & Bacon
Walker, D. F. (2002). Fundamentals of curriculum: Passion and professionalism (2nd ed.). New York:
Routledge.
Wiles, J. W. & Bondi, J. C. (2011). Curriculum development: A guide to practice (8th ed.). Boston: Allyn &
Bacon.
Blenkin, G. M. et al (1992) Change and the Curriculum, London: Paul Chapman.
Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press.
Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman. Stenhouse, L.
(1975) An introduction to Curriculum Research and Development, London: Heineman.
Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.
Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press.

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 Course Code Course Title Credit Hours
EDUC 3112 Educational Psychology 3(3+0)

Course Description
The purpose of this course is to develop learner’s insight. Its unique approach helps student’s teachers
to understand different psychological concepts by encouraging them to examine their own learning and
then showing them how to apply these concepts as teachers. This course concentrates on core concepts
and principles. It gives readers an in-depth understanding of the central ideas of educational psychology.
Learning Outcomes
By the end of the course students should be able to:
• describe in detail the multidisciplinary nature of educational psychology
• familiarize students with basic theories derived from various discipline which are related to
education
• develop critical thinking about and appreciation of education psychology as multidisciplinary
subject
• familiarize with the concept of test development
Course Outline
1. Introduction to psychology
1.1. Schools of thoughts
1.2. Structuralism
1.3. Functionalism
1.4. Behaviorism
1.5. Humanist Psychology
1.6. Nature and function of educational Psychology
1.7. Four-way teaching agenda of educational psychology
2. Fundamentals of Human Development
2.1 Overview of Growth and Development
2.2 The development of Cognitive Functions and Language
2.3 The development of Personality
2.4 The social and moral development
2.5 Factors influencing Child Development
3. Learning Theories and its Applications
3.1 Definition of learning
3.2 Varieties of Learning
3.3 Learning theories
3.4 Learning Process

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1. The Cognitive Processing of Information
4.1 The information processing Approaches
4.2. Memory and Forgetting
4.3. Methods to improve memory
4.4 Complex cognitive processes
4.5. Transfer of Learning
2. Motivation
5.1 The influence of motivation on learning
5.2 Personality factors in motivation
5.3 Environmental factors in motivation
5.4 Motivational Techniques in teaching
3. Intelligence
6.1. Concept of intelligence
6.2. Theories of intelligence
6.3. Individual difference in intelligence
6.4. Integration, mainstreaming, and inclusion
4. Classroom Teaching
7.1 Individual instruction versus group instruction
7.2 Open and humanistic approaches to teaching
7.3 Planning and Management
7.4 Seatwork and Recitation
7.5 Impact of culture and community
5. Classroom learning and Grading
8.1 Assessment approaches
8.2 Innovations in assessment
8.3 Grading and Reporting
8.4 Communication with parents
Recommended Books
Anita Woolfolk, (2018) Educational Psychology, 14th edition. Pearson
Ormrod, Jeane, (2010) Educational Psychology: Developing Learners: Pearson
Santrock, J.W. (2015) “Educational Psychology” 5th edition. Boston: McGraw Hill.

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 Course Code Course Title Credit Hours
EDUC 3111 Foundations of Education 3(3+0)

Course Description
This course enables the students to describe the elements and process of education. The students will
be able to comprehend education in philosophical, psychological, sociological, and economic
perspectives. The course will also enable them to discuss the views of educational thinkers. It will help
students to discuss the educational initiatives from 2002 to date.
Course objectives
After completion of this course, the students will be able to:
• understand and analyze the elements and the process of education
• comprehend the process of education in philosophical, psychological, sociological, and
economical perspectives
• discuss the philosophical thoughts of educational thinkers
• discuss the significant educational initiatives from 2002 to date
Course Contents
1 Concept, Types and Process of Education
1.1 Concept of Education – Meaning, Scope and Importance
1.2 Modes of Education – Informal, Formal and Non-formal
1.3 Elements of the Process of Education
1.3.1 Aims and objectives
1.3.2 Curriculum
1.3.3 Pedagogy
1.3.4 Evaluation
2 Philosophical Perspective of Education
2.1 What is philosophy? Explaining Educational Philosophy
2.2 Branches of Philosophy
2.2.1 Ontology
2.2.2 Epistemology
2.3.1 Axiology
2.3. Styles of Philosophy
3 Educational Philosophies (Assumptions, curriculum, role of teacher and student, classroom
management, and evaluation)
3.1 Perennialism
3.2 Progressivism
3.3 Essentialism
3.4 Social Reconstructionism

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4 Psychological Perspective
4.1 Educational Psychology: Concept and meaning
4.2 Role of Psychology in Learning
4.3 Role of Psychology in Teaching
5 Socio-economic Perspective
5.1 Educational Sociology: Concept and meaning
5.2 Sociological Roles in Education (conservative, critical and creative)
5.3 Social functions of Education
5.4 Education as investment
5.5 Education and economic development
6. Historical Perspective
6.1. Education in Primitive Societies
6.2. Pioneers in Education
6.3. Historical of Muslim Education
6.4. Development of Education in British Period
6.5. Educational movements in history
7. Significant Educational Policies and Initiatives
7.1 National Educational Policies
7.2 Education Sector Reform
7.3 Current education status
7.4 Vision 2025
Teaching and Learning Strategies
• In general, collaborative, and interactive approaches. Discussion/assignments/ presentations,
projects using “learner-centered” methods.
• “Reflective Journals” on each session
• Maintaining course portfolios.
Suggested Readings
Ahmed, K. (1972). Principles of Islamic Education. Lahore: Islamic Publications Ltd.
Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.
Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York: Sage Publications.
Gutek, G. L. (2004). Philosophical and Ideological Voices in Education. Boston: Pearson.
Government of Pakistan, Ministry of Education (2002). Education Sector Reforms Action Plan. Islamabad
Government of Pakistan. (2009). National education policy 2009. Islamabad. Mangal,
S.K. (2012). Advanced Educational Psychology. PHI learning: New Delhi

19
Ornstein, A.C and Levine, D.U (1995). An Introduction to the Foundations of Education. Boston:
Houghton Mifflin Company.
Semel, S. F. (2010). Foundations of education: The essential texts. USA: Routledge

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 Course Code Course Title Credit Hours
EDUC 1112 General Methods of Teaching 3(3+0)
Course Description
The course will help students to develop teaching competencies and skills. The students will be able
to choose and apply appropriate methods of teaching according to their content areas.

Course objectives

At the completion of the course the student will be able to:

• Describe the importance of the efficient teaching methodology in the overall teaching
learning process.

• Appreciate the characteristics of various methods of teachings.

• Select a suitable method or strategy to make his/her teaching effective in local context.

• Apply various teaching methods and strategies during teaching of their subjects.

Course Contents

1 The Concept and Principles of Teaching

1.1 Concept of teaching

1.2 Features of teaching

1.3 Planning for teaching

1.4 Principles of teaching

2 Teaching Methods/ Strategies and their selection

2.1 Concept of methods, strategies, tactics, and techniques

2.2 Criteria for selection of a method/ strategy

2.3 Selection of Method / technique

3 Methods of Teaching

3.1 Lecture Method

3.2 Text Book Reading

3.3 Discussion Method

3.4 Team Teaching

3.5 Demonstration Method

3.6 Project Method

3.7 Activity Method

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 3.8 Story telling

3.9 Problem Solving Method

3.10 Illustration Method

3.11 Drill Method

3.12 Socratic Method

3.13 Simulated Teaching

3.14 Programmed learning

3.15 Micro teaching

4 Lesson Planning

4.1 Introduction to Lesson Planning

4.2 Steps of Lesson Planning

4.3 Types of Lesson Planning

4.4 Evaluation of Lesson Planning

5 Planning Instruction In the relevant Content Area

5.1 Instructional objectives in Behavioral Terms (Blooms Taxonomy)

5.2 Learn to teach different topics in their relevant content area.

Teaching Learning Strategies

• Lecture method followed by discussion and question answer method

• Cooperative learning

• Students are required to prepare and maintain course portfolio

• Assignments and presentations / quizzes based on the content of the course outline and project

• using “do-it-yourself” or “learner-centered” methods.

Suggested Readings

Westwood, P. (2008). What teachers need to know about teaching methods, Australia. Camberwell, Vic.
ACER Press

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 Course Code Course Title Credit Hours
EDUC 2112 Instructional and Communication Technology in 3(3+0)
Education

Prerequisites
Computer Literacy use MS office (Word, Excel, PowerPoint etc.), Ability to compose and send emails,
search and find information online, download video and audio, and participate in social networking
sites such as Facebook. Ability to complete course assignments using a computer, Ability to download
browser plug-ins and download and install computer applications on a computer, Access to a
personal computer (at home, university, or elsewhere), Access to Internet (at home, university, or
elsewhere), A working email address that you check on eight hourly basis (to view many of the
course videos and websites and to get the class/course updates, you will need to register with a valid
email address)
Course Outcomes

The course will enable learners to;

• Understand the meaning, concept, and importance of instructional technology in

education process
• Know the meaning of learning and appreciate what is effective teaching and learning
by using latest instructional technology
• Select, arrange, and use appropriate methods/strategies and material for effective use
of technology

• utilize a range of online communication technologies to communicate effectively with peers and
facilitators.(application)
• utilize a range of Campus/Classroom/Content/Learning management tools for improved
teaching-learning experience. (application)
• model effective use of ICTs to locate, analyses, create, and evaluate information resources to
support teaching and learning process (integration)
• engage students in using digital tools and resources as part of an authentic or collaborative
learning activity (integration)

Course Contents

1. Introduction to Instructional and communication Technology

2. Types of Instructional Technologies
2.1 Synchronous and Asynchronous
2.2 Linear Learning
2.3 Computer-supported collaborative learning (CSCL)

23
3 Role of instructional and communication technology in learning
3.1 Learner centered instruction
3.2 Computer Aided instruction
3.3 Electronic and SMART boards
4 School and Student Administration using Technology
4.1 Resource management
4.2 Learning management systems (LMS)
4.3 Content management Systems (CMS)
4.4 Computer-mediated Communication and collaboration
5. Social computing and networking
5.1 Overview: Social computing
5.2 Social Networking
6. Computer-based learning software
6.1 Microworlds (e.g. Lego Mindstorm, Scrach, Squeak Etoys)
6.2 Virtual Experimentation and Laboratory
6.3 Educational Gamification, Simulation, and gaming
6.4 Presentation software e.g. PowerPoint, Prezi)

7. Assessment tools
7.1 Quizzing tools
7.2 Online assessment
7.3 Designing e-portfolio
7.4 Peer assessment software or modules
8. Tutoring and Training
8.1 Computer-based training software
8.2 Web-based Trainings
8.3 Various groupware
8.4 Collaborative hypertexts such as Wikis
8.5 MOOCS and OERs

Teaching Strategies
Hands-on trainings and workshops
Assignments (as per instructions)
TedTalk like Presentations (as per instructions)
Suggested Books

24
#FormativeTech: Meaningful, Sustainable, and Scalable Formative Assessment with Technology (2017)
by Monica Burns
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (2011) by
Douglas Thomas, John Seely Brown
Amplify: Digital Teaching and Learning in the K-6 Classroom (2015) by Katie Muhtaris and Kristin Ziemke

Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities,
Enhanced Pearson eText with Loose-Leaf Version Edition (What's New in Special Education) (2016) by
Amy G. Dell and Deborah A. Newton
Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (2010) by Will Richardson
Curriculum 21: Essential Education for a Changing World (2010) edited by Heidi Hayes Jacobs
Disruptive Classroom Technologies: A Framework for Innovation in Education (2017) by Sonny Magana
DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (2010) by Anya
Kamenetz
Flip Your Classroom: Reaching Every Student in Every Class Every Day (2012) by Aaron Sams & Jonathan
Bergmann
Google Classroom: The Ultimate Guide To Making Your Classroom Digital (2017 Updated User Guide,
Google Drive, Google Apps,Google Guide, tips and tricks) by Larry Parris
Grown Up Digital: How the Net Generation is Changing Your World (2008) by Don Tapscott
Integrating Educational Technology into Teaching, 6th Ed. (2012) by M.D. Roblyer and Aaron H. Doering
Integrating Technology in the Classroom: Tools to Meet the Need of Every Student (2014) by Boni
Hamilton
Minds Online: Teaching Effectively with Technology (2016) by Michelle D. Miller
One World Schoolhouse: Education Reimagined (2013) by Salman Khan
Out of Our Minds: Learning to Be Creative (2017) by Sir Ken Robinson
Personal Learning Networks: Using the Power of Connections to Transform Education (2011) by Will
Richardson and Rob Mancabelli
Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World (2017) by Ana
Homayoun
Teaching Digital Natives (2010) by Marc Prensky
Teaching STEM in the Early Years: Activities for Integrating Science, Technology, Engineering, and
Mathematics (2013) by Sally Moomaw
The World Is Open: How Web Technology Is Revolutionizing Education (2009) by Curtis J. Bonk
What Connected Educators Do Differently (2015) by Todd Whitaker and Jeffery Zoul

25
 Course Code Course Title Credit Hours
EDUC 3132 Research Methods in Education 3(3+0)

Course Description
This course is designed for B.Ed. candidates to prepare them to situate themselves as researching
professionals and at the same time enhance their own professional practice. Students will engage in a
critical analysis of different research work and relate it to their own context. The units provide students
with the opportunity to engage with the research literature and to establish how different researchers’
techniques help improve the overall classroom situation
Course Outcomes
At the end of the course, the learners will be able to
• Discuss the meaning, nature & scope of research in education
• Situate themselves as researching professionals
• Conduct research in different educational settings
• Write research report and present it effectively
Course Outline
1. The Nature of Educational Research
1.1. Definitions of Educational Research
1.2. Scope and importance
1.3. Scientific method
1.4. Types of Research
1.4.1 By purpose
1.4.2 By method and technique
1.5. Qualitative versus Quantitative research
2. Methods of Educational Research
2.1. Descriptive Research
2.2. Experimental Research
2.3. Historical Research
2.4. Case Study
2.4. Action Research
3. Research Problem
3.1. Selection and statement
3.1.1. Selection/Criteria
3.1.2. Sources
3.1.3. Purpose Statement

26
4. Review of Related Literature
4.1. Need and significance
4.2. Sources (Primary & Secondary)
4.3. Note taking techniques
4.4. Organizing and citation
5. Formulation and Statement of Hypotheses
5.1 Definition and purpose
5.2 Types of hypotheses
5.3 Stating the hypotheses
5.4 Testing the hypotheses
6. Selection of Sample
6.1 Sampling: definition, purpose
6.2 Definition of population
6.3 Probability Sampling
6.3.1 Random sampling
6.3.2 Stratified sampling
6.3.3 Cluster sampling
6.3.4 Systematic sampling
6.3.5 Double sampling
6.4 Non-probability sampling
6.4.1 Convenience sampling
6.4.2 Purposive sampling
6.4.3 Quota sampling
6.4.4 Snowball sampling
7. Types of Instruments
7.1 Tests
7.2 Questionnaire
7.3 Interview Schedule
7.4 Observation Schedule
7.5 Rating Scales and other Instruments
7.5.1 Nominal Scale
7.5.2 Ordinal Scale
7.5.3 Interval Scale
7.5.4 Ratio Scale
7.6 Criterion for the Selection of Instruments

27
8. Data collection procedure
9.Data Analysis Procedures
9.1. Descriptive
9.2. Inferential
9.3 Using Computer for Data Analysis
10. Report Writing
10.1. Writing formats & Presentation
10.2. Referencing and APA
10.3. Academic honesty and Research Ethics
Recommended Books:
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
Creswell, J. W (2014). Research Design 4th Ed, London: Sage Publications Inc.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2014). How to design and evaluate research in education
(Vol. 7). New York: McGraw-Hill.
Neuman. W.L. (2006). Social Research Methods: Quantitative and qualitative approaches 6th Ed. USA:
Pearson Education Inc.
L.R. Gay. (2010). Educational Research 12th Ed. USA: Pearson Education Inc.

28
 Course Code Course Title Credit Hours
EDUC 3133 School Management 3(3+0)

Course Description
This course focuses on developing effective elementary school leaders. The aim of the course is to make
prospective teachers well acquainted with the process of running schools in effective and efficient
manner besides being well versed with the duties and responsibilities of the head teachers. The course
covers knowledge about school management; organization; function of head teachers, record keeping,
and school-community relations related matters.
Learning Outcomes
After completing this course prospective teachers will be able to:
• Manage and plan school academic matters effectively
• Manage and plan school budget matters effectively
• Manage and plan students’ affairs related to co-curricular activities
• Manage library and instructional material related matters
• Manage upward, downward, and horizontal communication
• Manage and plan school – community relationship activities.
• Resolve conflicts among different custodians of school community.
• Maintenance and management of school infrastructure and programs.
Course outline:
1. Introduction
1.1. Definition and concept of organization, administration, and management
1.2. Importance and impact of effective management
1.3. Elements of management
1.4. Basic Management Processes
1.5. Principles of school Management
2. Role of Principal as manager
2.1. Supervisory Roles in school
2.2. Providing instructional leadership
2.3. Working with parents
2.4. Managing supporting staff
3. Planning the curriculum
3.1. Developing and planning yearly calendar for school activities
3.2. Assigning roles to staff
3.3 Monitoring and supervising curriculum

29
 3.4. Curriculum revision and evaluation
4. Managing Health, safety, and co-curricular activities
4.1. Planning activities to promote health and safety measures
4.2. Planning and aligning co-curricular activities with yearly calendar
5. Managing structure and processes
5.1 Management arrangement
5.2. Collective responsibility
5.3. Effective school discipline
5.4. Performance evaluation
5.5. Appraisal processes
6. Managing Communication in schools
6.1. Meetings in school (preparation, conduct and recording the proceedings)
6.2. Establishing a communication network
7. Record keeping in schools
7.1. Attendance record
7.2. Enrollment record
7.3. Examination record
7.4. Financial records
7.5. Maintaining stock registers
7.6. School registers
8. Day to day concerns
8.1. School day activities
8.2. Arranging the classes
8.3. Staffing arrangement
8.4. In time directions to address day needs
8.5. Conflict management
9. Managing School Plant:
9.1. Maintenance of physical aspects (building, library, hostel, playgrounds etc.)
9.2. Management of learning resources
9.3. Educational financing
9.4. Budgeting and Expenditures
Recommended Books:
Burden, P. (1995) Classroom Management and Discipline. New York: Longman.
Hoy, W.K. & Miskel, G.C (1996) Educational Administration: Theory Research and Practice, (5th ed.) New
York: McGraw Hill Inc.

30
Lunenburg & Ornstein, (2004) Educational Administration: Concepts and Practices Tony Bush:Theories of
Educational management.
Robbins, S.P. (1996). The Administrative Process. Sydney: Prentice Hall.
Managing teams in secondary schools/by Les Bell, p. cm. — (Educational management series) includes
bibliographical references and index. ISBN 0-415-03217-2 (Print Edition). —ISBN 0-415-08042-8 (pbk.)

31
 Course Code
Course Title Credit Hours
EDUC 3141 School, Community and Teacher 3(3+0)

Course Description
This course is designed to provide an opportunity to develop awareness about linkage among school,
community, and teacher for effective education program. Through this course the student has an
exploration of interaction between teaching and learning within school and community. The course
emphasized that how to experience the social contact with the community, and how to mobilize
community for the development of the school. The course includes a wider issue include culture,
gender, special needs, equity and equality and collaborative working condition within the school and
community. This course will provide an orientation for the process of socialization and social
development. It’s also emphasize on social factors which may affect education. This course has not only
a theoretical perspective, it has some practical aspects as well like community work, health promotion
activities, and promotion of healthy environment.
Learning Outcomes
After completion of the course, the student will be expected to:
• Discuss relation between school and community.
• Know the process of linkage among the school community and teacher for effective
education.
• Identify the social factors affecting education and how it can support the development of
education.
• Know the role of teachers and school in socialization of student and development of
society
• Enable prospective teachers to contribute in community work, health promotion activities
and endorsement of healthy environment.
Course Outline
1. Society, Community and Culture
1.1. Definition, Structure, and function.
1.2. Individual Status and his/her role in the society
1.3. Social interaction
1.4. Cultural diversity
1.5. Culture and Cultural elements of Pakistani community.
1.6. Role of education in strengthening Pakistani community.
2. Group and Group Dynamics.
2.1. Meaning of group
2.2. Group dynamics
2.3. Types of social groups
2.4. Individual behavior and group behavior

32
 2.5. Role of school and teacher in molding individual and group behavior
3. Socialization
3.1. Meaning and aims of socialization
3.2. Agencies of socialization
3.3. Stages of social development
3.4. Role of school in socialization
3.5. Teacher as role model as participating in community and health activities.
4. Social Institutions
4.1. Definition of social institutions
4.2. Types of social institutions
4.2.1. The family
4.2.2. Economic institutions
4.2.3. Religious institutions
4.2.4. Educational institutions
4.2.5. Play and recreational institutions
5. School and Community
5.1. Relationship between school and community
5.2. Effects of school on community
5.3. Effects of community on school
5.4. A critical analysis of effective role of school and teachers in Pakistani community
6. Social Control
6.1. Definition
6.2. Social deviation, peace, harmony, and tolerance
6.3. Methods of social control
6.4. Role of community, school, and teacher in developing peace, harmony and tolerance
7. Teacher School and Students
7.1. Are teachers born or made?
7.2. Effective and reflective teaching
7.3. Creative and critical teaching
7.4. Teacher Effectiveness
7.4.1. Co-curriculum activities
7.4.2. Clarity in academic and non-academic structures
7.4.3. Creating expressive environment in classrooms.
7.4.4. Reflection or productive feedback

33
8. Technological Change
8.1. Technological change and its impact
8.2. Sources/forces of technological change
8.3. Technology and jobs
8.4. Technology and ethical values
8.5. Utilitarian view of technology
Recommended Books:
Chaudhary, M. Iqbal, Sociology, Aziz Publishers, Lahore: Urdu Bazar.
Hafeez Sabiha, Pakistani Society Volti, R. (2002) Society and technological change (6th ed.) Worth
Publishers.
Mehnaz Aziz, School and Family Partnership, (2007), Children’s Global Network, Pakistan.
Sadker Marya Pollack and David Miller Sadker (2003). Teachers’ School and Society. (6th Ed) McGraw Hill
Book Company New York USA.
Tagga, Abdul Hamid, School, Maashra Owar Ustad. Sarwar, Ghulam Rana, School, Maadrsha owar Ustad.

34
 Course Code
Course Title Credit Hours
EDUC 3121 Inclusive Education 3(3+0)

Course Description
Outcomes
After completing this course, students will be able to
• Demonstrate an understanding of relevant federal and state legislation, regulation, and policies that
pertain to the development of educational programs for students with special needs, including
major categories of disabilities.
• Discuss the concept of least restrictive alternatives and examine the research and rationale(s) for
inclusive education.
• Demonstrate an understanding of the role and responsibilities of the general educator in the design
of Individual Education Programs (IEP), including identification, referral, IEP development, and
implementation.
• Discuss principles of educational assessment for special populations, including testing bias,
sensitivity to cultural and language factors, and the importance of adaptations for English Language
Learners (ELL).
• Demonstrate an understanding of the characteristics and effective applications of collaboration,
including working with families and paraprofessionals in the design and implementation of
assessment and instructional programs for students with disabilities.
• Analyze classroom and student needs in organizing and planning instruction for special populations,
including the design of accommodations and the use of assistive technologies.
Contents
1. Introduction to Inclusive Education
2. Perceptions of Disability
3. Assessing Student Needs
4. Individualized Education Plan Procedures
5. Low Incidence Disabilities
6. High Incidence Disabilities
7. Other Students with Special Needs
8. Strategies for Independent Living
9. Classroom strategies for helping learners with exceptional needs
10. Differentiating classroom learning
11. Role of a powerful, meaningful curriculum in differentiating learning
12. Role of the student and the teacher in a differentiated classroom
13. Instructional Adaptations & Modification

35
 14. Evaluating Student Learning
15. Responding to Student Behavior
16. Support services for exceptional learners
Suggested Readings
Friend, M., & Bursuck, W. (2005). Including Students with Special Needs: A Practical Guide for Classroom
Teachers (4th ed.). Boston, MA: Allyn & Bacon.
Van Brummelen, H. (2009). “How do we embrace and support diverse learners?”, pp. 205-226
(Chapter 7) in Walking with God in the classroom, 3rd ed. Colorado Springs, CO: Purposeful Design
Publications.
Tomlinson, C. A. & Germundson, A. (2007). Teaching as jazz. Educational Leadership 64 (8), 27-
31. Carolan, J. & Guinn, A. (2007). Differentiation: Lessons from master teachers. Educational
Leadership 64(5), 44-47.
Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership 66 (3), 26-30. Tomlinson, C.
A. (2003). Deciding to teach them all. Educational Leadership 61 (2), 6-11. Cameron, L. (2001). Teaching
Languages to Young Learners. Cambridge: Cambridge University Press (pp.21-35)
Gunawardena, C., Wilson, P., & Nolla, A. (2003). Culture and online education. In M. Moore
W.Anderson (Eds) Handbook of distance education (pp. 753-775). Mahwah, NJ: Lawrence
Erlbaum.
Jule, A. (2002). Speaking their sex: A study of gender and linguistic space in an ESL Classroom.TESL
Canada Journal, (19)2, 37 - 51.

36
 Course Code
Course Title Credit Hours
EDUC 2120 Teaching of Physics 3(3+0)

Course Objectives
The course will enable learners to;
• Understand scientific concepts in the subject of Physics
• Differentiate between scientific products and scientific processes
• Understand the underlying principle of Physics education
• Apply appropriate methods and techniques for effective learning in Physics
Course Outline
1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge
1.4. The Purpose of Science Teaching

2. Aims / Objectives Teaching Physics at secondary level

3. Methods of Teaching Physics at secondary level
3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
3.5. 5E Models
4. Approaches of Teaching Physics at secondary
level
4.1. Teaching approach
4.1.1 Problem solving
4.1.2 Inquiry based teaching
4.1.3 Exploration
4.1.4 Observation
4.1.5 Experiment
4.2. Scope & propose of practical activities
4.2.1 Science laboratory
4.2.2 Field work
4.2.3 Safety measure in laboratory

37
5. Teaching Aids in Physics Teaching
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
6. Characteristics of effective Physics teaching
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning
7. Evaluation of physics teaching
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results
Recommended Books:
Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:
Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792
Chiappetta, E. L., & Koballa, T. R., Jr. (2010). Science instruction in the middle and
secondary schools: Developing fundamental knowledge and skills (7th Ed.). Upper
Saddle River, Boston: Allyn and Bacon. (ISBN-13: 9780137153046)
Fay, J. (1995). Teaching with love and logic: Taking control of the classroom.
Golden, CO: Love and Logic Press.
Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking
assessment, instruction, and learning. Thousand Oaks, CA: Corwin Press.

38
 Course Code Course Title Credit Hours
EDUC 2121 Teaching of Chemistry 3(3+0)
Course Objectives
The course will enable learners to;
1. Understand scientific concepts in the subject of Chemistry
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of Chemistry education
4. Apply appropriate methods and techniques for effective learning in Chemistry
Course Outline
1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge
2. Aims / Objectives Teaching Chemistry at secondary level
3. Methods of Teaching Chemistry at secondary level
3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
4. Approaches of Teaching Chemistry at secondary
level
4.1. Teaching approach
4.1.1Problem solving
4.1.2Inquiry techniques
4.1.3Exploration
4.1.4Observation
4.1.5Experiment
4.2. Scope & propose of practical activities
4.2.1 Science laboratory
4.2.2 Lab and field work
4.2.3 Safety measure in laboratory
5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids
5.3 Principles of using teaching aids

39
 5.4 Using low cost teaching aids
6. Characteristics of effective teaching
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning
7. Evaluation of Chemistry Teaching
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results
Recommended Books:
Keith Taber (2012). Teaching Secondary Chemistry. Hodder Education
Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:
Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792
Chiappetta, E. L., & Koballa, T. R., Jr. (2010). Science instruction in the middle and
secondary schools: Developing fundamental knowledge and skills (7th Ed.). Upper
Saddle River, Boston: Allyn and Bacon. (ISBN-13: 9780137153046)
Fay, J. (1995). Teaching with love and logic: Taking control of the classroom.
Golden, CO: Love and Logic Press.
Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking
assessment, instruction, and learning. Thousand Oaks, CA: Corwin Press.

40
 Course Code Course Title Credit Hours
EDUC 2122 Teaching of Biology 3(3+0)
Course Objectives
The course will enable learners to;
• Understand scientific concepts in the subject of Biology
• Differentiate between scientific products and scientific processes
• Understand the underlying principle of Biology education
1. Apply appropriate methods and techniques for effective learning in Biology
Course Outline
1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge
2. Aims / Objectives Teaching Biology at secondary level
3. Methods of Teaching Biology at secondary level
3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
4. Approaches of Teaching Biology at secondary
level
4.1. Teaching approach
4.1.1 Problem solving
4.1.2 Inquiry techniques
4.1.3 Exploration
4.1.4 Observation
4.1.5 Experiment
4.2. Scope & propose of practical activities
4.2.4 Science laboratory
4.2.5 Safety measure in laboratory
5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids
5.3 Principles of using teaching aids

41
 5.4 Using low cost teaching aids
6. Characteristics of effective teaching
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teaching
6.3 Effective questioning
7. Evaluation of biology teaching
7.1 Designing a science test
7.2 Administering & scoring a test
7.3 Interpreting test results
Recommended Books:
Chris R. Brown (2014). The Effective Teaching of Biology. Taylor and Francis
Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:
Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792
Chiappetta, E. L., & Koballa, T. R., Jr. (2010). Science instruction in the middle and secondary schools:
Developing fundamental knowledge and skills (7th Ed.). Upper Saddle River, Boston: Allyn and Bacon.
(ISBN-13: 9780137153046)
Fay, J. (1995). Teaching with love and logic: Taking control of the classroom. Golden, CO: Love and
Logic Press.
Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment,
instruction, and learning. Thousand Oaks, CA: Corwin Press.

42
 Course Code Course Title Credit Hours
EDUC 2124 Teaching of Pakistan Studies 3(3+0)

Course Description
This course will equip prospective teachers with knowledge and skills to teach Pakistan studies. They will
become familiar with the Pakistan studies curriculum and expected student learning outcomes.
Prospective teachers will learn to use a variety of instructional methods that promote active learning of
Pakistan studies including making and using teaching and learning materials. They will plan Pakistan
studies lessons and activities and practice teaching Pakistan studies with peers.
Learning outcomes
• To understand the basic knowledge and skills to teach Pakistan studies.
• To inculcate the instructions methods to promote active learning
• To develop lesson plan and teach accordingly
• To use learning aids effectively
Course Outline
1. Teaching Pakistan studies at secondary level
1.1 Rationale and Importance
1.2 Characteristics of an effective Pakistan studies curriculum
1.3 Goals of Pakistan studies curriculum
2. Learning about past and Present
2.1 Developing a sense of history
2.2 Exploring key elements of history
2.3 The many worlds of history
2.4 Connecting history education with Elementary Education.
3. Aims and Objectives of Teaching Pakistan Studies
3.1 General Aims
3.2 Objectives
4. Pakistan Studies Curriculum
4.1 Definition and Importance
4.2 Contents selection
4.3 Content organization
5. Pakistan Studies Textbooks
5.1 Need and importance
5.2 Criteria for a good Pakistan studies textbook

43
 6. Methods of teaching Pakistan studies at secondary level
6.1. Characteristics of a good teaching method in Social Studies
6.2. Different teaching methods
6.3 Choice of method
7. Planning for teaching Pakistan studies at secondary level
7.1. Development of unit plans on the topics in secondary schools’ curriculum
7.2. Development of lesson plans on the topics in secondary schools’ curriculum
7.3. Microteaching
Recommended Books
MA Khan (2004). Teaching Social Studies in Secondary Schools. Publisher: Commonwealth, New Delhi
Candy M. Beal (6th edition.) Teaching Social Studies in Middle and Secondary Schools. Publisher:
Prentice Hall
Teaching of Pakistan Studies, Allama Iqbal Open University (Code 6511), Islamabad

44
 Course Code Course Title Credit Hours
EDUC2111 Teaching of Mathematics 3(3+0)

Course Description
This course will equip prospective teachers with knowledge and skills to teach math in grades I
through VIII. They will become familiar with the math curriculum and expected student
learning outcomes. Prospective teachers will learn to use a variety of instructional methods
that promote active learning of math, including making and using teaching and learning
materials. They will plan math lessons and activities and practice teaching math with peers.
Learning Outcomes
At the end of the course, the prospective teachers will be able to:
• Describe the nature, history, and development of mathematics at elementary level in
Pakistan
• Acquire the skills and competencies required for the teaching of mathematics at
elementary level
• Apply effectively the various methods of teaching mathematics
• know and use techniques and strategies of teaching mathematics at elementary level
• Make and use teaching aids effectively
Course outline
1. Introduction
1.1 Nature of mathematics
1.2 Place of mathematics in elementary school curriculum
1.3 Educational value of mathematics
1.4 Use of mathematics in everyday life
1.5 Use in the study of other subjects
1.6 Use of math in different vocations
1.7 Aesthetic I cultural value and mathematics
2. 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
3. Techniques of Teaching Mathematics
3.1 Oral work, written work, assigned work, project work

45
 3.2 Discussions/ Group work
3.3 Drill and practice:
Forms of classrooms organization (whole class, large group, small
group, individual work)
4. Teaching Aids and Mathematics Laboratory
4.1 Importance of teaching aids in mathematics teaching
4.2 Some important modern teaching aids for mathematics including computer
4.3 How to set up a mathematics laboratory in elementary school
4.4 How to use teaching aids and mathematics laboratory
4.5 Use of low cost /no cost materials (from classrooms and
surroundings) for teaching of mathematics
4.6 Child centered Activities in mathematics (educational trips, preparation of
materials etc.)
5. Measuring Achievements in Mathematics
5.1 Preparation of different type of tests in mathematics
5.2 Using tests for diagnostic purpose
5.3 Interpreting test results
6. Planning Mathematics Learning
6.1 Importance of planning in teaching of mathematics.
6.2 Planning for the full course.
6.3 Scheme of work.
6.4 Lesson planning.
6.5 Qualities of good lesson plan.
6.6 Development of model lesson plans.
7. History of Mathematics

7.1. Historical review of the development of Mathematics Education.

7.2 Contribution of Muslim Mathematicians.
7.3 Contribution of Hindus and other mathematicians
8. Contents appropriate to the stage level
Recommended Books:
Fauvel, John & Jeremy Gray (1990). The History of Mathematics: A Reader: London: Macmillan
Press Ltd.
Greer, Brian and Gerry Mulhern, (1989). New Directions in Mathematics Education. New York:
Routledge.
Lacombe, Antony. (1985) Mathematical Learning Difficulties in the Secondary School: Pupils’ needs and
Teacher’s Role. England: Milton Keynes,

46
Leon, Burton & Jaworski, Barbara (Editors) (1995). Technology in Mathematics Teaching,
Chartwell.
Orton, Anthony Wain Geoffrey (Editors) (1994), Issues in Teaching of Math, London: Cassell
Villiers House.

47
 Course Code Course Title Credit Hours
EDUC3140 Methods of Teaching Islamic Studies 2(2+0)

COURSE OBJECTIVES
After completion of this course students will be able to:
Explain / discus the importance of Islamic beliefs (Islamic Aqaid) as code for practical life.
Use lecture method for effective teaching of Islamic studies.
Explanation/ use various methods of teaching i.e. translation, discussion, Question and
answer, storytelling methods.
Use the exemplification, project method and Jigsaw techniques.
Use audio visual aids i.e. charts, computer, Multimedia etc.
Use other modern methods/ techniques audio, video lecture of scholars.
Relate the subject of Islamic studies to other subjects.
Use modern methods of Assessment of Evaluation of Students in Subject of Islamic
Studies.
COURSE CONTENTS
1. Introduction of importance of teaching of Islamic studies.
1.1. Islamic studies as a subject
1.2. Importance of teaching of Islamic studies for Pakistani society
1.3. Nature/ Status of Islamic Studies in Schools
2. Teaching system in Islam
2.1. Foundation of Islamic Education System
2.2. Characteristics of Islamic Education System
2.3. Teaching Strategy in the light of Quran
2.4. Hazrat Muhammad S.W as a Teacher
3. Role of Islamic Studies’ Teacher
3.1. Teacher as mentor
3.2. Teacher s Role model for Students
4. Teaching Methods for teaching of Islamic
Studies
4.1. Lecture Method
4.2. Discussion/ Jigsaw
4.3. Translation Method
4.4. Project Method
4.5. Drill and Practice

48
 4.6. Demonstration method
4.7. Story Telling Method
4.8. Text Book
5. A.V Aids for Teaching of Islamic Studies
5.1. Projected Aids (Projector, multimedia, Overhead projector
5.2. Non-Projected Aids
5.3. Lesson plans
6. Assessment and Evaluation in Islamic Studies
6.1. Meaning and Concept of Assessment and Evaluation
6.2. Types of Evaluation
6.2.1. Formative
6.2.2. Summative
6.3. Test and Examination in Islamic Studies
6.3.1. Subjective
6.3.2. Objective, Short Answer, MCQs, True Fall etc.
6.3.3. Oral and written tests
TEACHING STRATEGIES
The assignments and projects will be based on the content of course outline.
Both preparation and presentation of assignments and presentations will be given due weightage in
terms of classroom discussion and assessment.
SUGGESTED READINGS
Sadar uden Islahe, Islam aik Nazar Men,
Dr. Liaqat Ali Khan Niazi, Islam ka Nizam-e- Hayat, Lahore, Sang-e- Mel Publications
Tadrees-e- islamyat B.Ed, Muzamal Ahsan Shaikh , Lahore, Mujeed Book Depo
Dinyaat , Molana Abu Ila Ali Mawdawe

49
 ‫‪Course Code‬‬ ‫‪Course Title‬‬ ‫‪Credit Hours‬‬
‫‪EDUC 1114‬‬ ‫تدریسِِاُردوِ‪Teaching of Urdu‬‬ ‫)‪3(3+0‬‬

‫‪Course Description‬‬
‫‪Urdu is our national language and taught in Pakistan as a compulsory subject from class one to‬‬
‫‪intermediate. The subject teaching course includes the teaching of prose, poems and‬‬
‫‪grammatical concepts which will develop Urdu language skills in a structured, graded‬‬
‫‪progression.‬‬
‫‪Specific Objectives of course:‬‬

‫ِتدریسِاردوِکےِاسِکورسِکوِپڑھنےِکےِبعدِزیرِتربیتِاساتذہِاسِقابلِہوِجائیںِگےِکہِ‪ِ :‬‬
‫❖ اردوِزبانِ(لسانیات)ِکیِمبادیاتِکاِعلمِحاصلِکرِسکیںِ۔ ِ‬
‫❖ اردوِزبانِکیِبنیادیِمہارتوںِکےِذیعےِدرستِاظہارِخیالِکیِصالحیتِپیداِکرِسکیں۔ ِ‬
‫❖ تدریسِاردوِمیںِاستعمالِہونےِوالےِطریقہِہائےِتدریسِکیِمددِسےِاردوِکیِتدریسِکوِمؤثرِبناِسکیں۔ ِ‬
‫❖ جدیدِتدریسیِتدابیرِاورِذرائعِکیِمددِسےِتدریسِاردوِکوِدلچسپِبناِسکیں۔ ِ‬
‫❖ سبقیِمنصوبہِبندیِاورِاسِکےِمراحلِسےِآگاہِہوِسکیں۔ ِ‬
‫❖ جائزہِاورِپیمائشِکیِاقسامِاورِانِکےِجدیدِتقاضوںِسےِآگاہِہوِسکیں۔ ِ‬
‫نصاب کا خاکہ ‪:‬‬
‫✓ زبانِکیِتفہیمِ‪ِ،‬تدریسِزبانِاورِاردو ِ‬
‫✓ حروفِتہجیِکیِساختِاورِپہچانِکےِطریقےِ ِ‬
‫✓ ذوِلسانیِطریقےِکےِذریعےِآوازوںِکیِپہچانِ ِ‬
‫✓ ہمِآوازِحروفِکیِادائیگیِکاِدرستِطریقہِ ِ‬
‫✓ زبانِدانیِکیِمہارتیںِ ِ(سننا‪ِ،‬بولنا‪ِ،‬پڑھنا‪ِ،‬لکھنا) ِ‬
‫✓ ِجملےِبنانا‪ِ،‬جملےِکیِاقسامِ ِ‬
‫✓ تدریسِقواعدِاورِاسِکےِطریقےِ ِ‬
‫✓ تدریسِنظمِاورِاسِکےِطریقے ِ‬
‫✓ تدریسِنثرِاورِاسِکےِطریقےِ ِ‬
‫✓ تدریسِانشاءِاورِاسِکےِطریقےِ ِ‬
‫✓ تدریسیِتدابیرِاورِمنصوبہِبندیِ ِ‬
‫✓ سبقیِخاکہِکیِتیاریِاورِاسِکےِمراحلِ ِ‬
‫✓ تحصیلِزبانِکاِجائزہِاورِپیمائشِ ِ‬
‫کتب برائے مطالعہ ‪:‬‬
‫ِطاہرِشادانیِ ِ‬ ‫سفینہِاُردوِ(قواعدِوِانشاء)ِ‬
‫ٔ‬
‫ِمولویِعبدِالحق ِ‬ ‫ِ‬ ‫ِ‬ ‫تدریسِاُردو‬
‫ِڈاکٹرِفرمانِفتحِپوریِ ِ‬ ‫ِ‬ ‫ِ‬ ‫تدریسِاُردو‬
‫ِڈاکٹرِسلیمِفارانیِ ِ‬ ‫ِ‬ ‫اُردوِزبانِاورِاسِکیِتعلیمِ‬

‫ڈاکٹر شاہ بانو‬ ‫تدریس اردہ‬

‫‪50‬‬
 Course Code Course Title Credit Hours
EDUC 2115 Teaching of English 3(3+0)

Course Description
This course will equip prospective teachers with knowledge and skills to teach English in grades I
through VIII. They will become familiar with the English curriculum and expected student learning
outcomes. Prospective teachers will learn the use of different language skills to enhance variety of
instructional methods that promote active learning of English, including making and using teaching and
learning materials. They will plan English lessons and activities.
Learning Outcomes
At the end of the course, the prospective teachers are expected to be:
familiar with the four language skills - Listening, Speaking reading and writing
identify and prepare activities for developing four skills
apply modern methods and approaches in teaching of English
prepare lesson plans of Prose, Poetry, Composition and
Grammar
Effective use of audio visual aids.
measure and evaluate the students’ progress during teaching of English
as a foreign I second language
Course Outline
1. 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

51
 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. Creative writing (essays/paragraphs)
1.4.4. Writing letters and invitations to friends
1.4.5. Writing applications
2. 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
3. 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
4. Teaching of Grammar
4.1. Functional approach towards grammar teaching.
5. Lesson Planning
5.1. Importance of activities in all kinds of lessons
5.2. Value of different steps in lesson planning.
5.3 New teaching approaches; activity based.
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
6. A.V. Aids in Teaching of English
6.1. Need and importance

52
 6.2. Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
6.3. Radio, Cassette player, Language Laboratory
6.4. Television, VCR, Movies
6.5. Slides, Filmstrip, OHP, multimedia Projector
7. Assessment
7.1. Construction of Objective type test.
7.2 Construction of subject type test.
Recommended Books
Cook V. (1991). Second Language Learning and Language Teaching, 2nd ed. London, Arnold
Mohammad. T. (1998). Modern Approaches to the Teaching of English as Second Language,
Lahore: Majeed Book Depot.
Murcia, M.C. (1991), Teaching English as a Second Foreign Language, 2nd Ed. New Bury
House: A Division of Harper Collins Publishers.
Rob Nohand (1993). Conversation, London: Oxford University Press.
Sheikh. N. A. (1998). Teaching of English as a Second Language. Lahore: Carvan Book House.

53
 Course Code Course Title Credit Hours
EDUC 3145 Guidance and Counseling in Schools 3(3+0)

Objectives
After completion of the course, the students will:
develop better adjustment with the environment
analyze their personal, social, emotional, educational problems rationally and suggest the
solutions
understand and tolerate criticism
develop healthy relationship with their family, teachers, and classmates
understand and help others in solving their problems
do career counseling of the students based on their aptitude and performance
Contents
1 Concept of Guidance
1.1 Meaning and nature of Guidance
1.2 Need for Guidance
1.3 Forms of Guidance (informal, incidental, formal)
1.4 Agencies of Guidance (Home, School, Society)
2 Guidance in Schools
2.1 Role of Guidance in educational uplift
2.2 Functions of Guidance in schools
3 Types of Guidance
3.1 Personal Guidance
3.2 Educational Guidance
3.3 Vocational Guidance
4 Guidance Personnel in Schools
(team work, principal, counselor, teacher, resource person , social worker , medical officer ,
psychologist , career master)
5 Seven services of Guidance
5.1 Orientation service
5.2 Individual Inventory service
5.3 General Information service
5.4 Counseling
5.5 Placement service

54
 5.6 Fo0llow up service
5.7 Research and Evaluation service
6 Tools and Techniques of Guidance
6.1 Personal Rapport
6.2 Observation
6.3 Interview
6.4 Psychological tests
6.5 Sociometry tests
6.6 Teacher made tests vs. comprehensive and continuous evaluation
6.7 Questionnaire
6.8 Case study and Cumulative Records
6.9 One –to- one Counseling
6.10 Group Counseling
7 Counseling techniques
7.1 Difference between Guidance and Counseling
7.2 Need for Counseling
7.3 Individual and Group Guidance
7.4 Types of Counseling
7.4.1 Directive (counselor – centered Counseling)
7.4.2 Non-directive (client-centered Counseling)
7.4.3 Eclectic Counseling
8 Counseling Personnel in educational institution
(administrator, dean, Counseling officer, liaison officer, teacher , tutor , advisor , warden, physical
education teacher , librarian , medical staff , parents )
9 Vocational Guidance
9.1 Concept and aims of Vocational Guidance
9.2 Career Development of Young Children
2 New trends in Counseling and Career Planning
11. Effects of Socio-Cultural norms on Guidance and Counseling Teaching Strategies
11.1 Lecture method followed by discussion
11.2 Cooperative learning
11.3 Preparing course portfolios
11.4. Assignments and presentations based on the content of the course outline
Teaching Strategies

Lecture method followed by discussion

55
 Cooperative learning
Preparing course portfolios
Assignments and presentations based on the content of the course outline
Suggested Readings
Arbuckle, D.S. (1961). Guidance and Counseling in the Classroom. Boston: Allyn & Bacaon.
Gibson, R.L. & Mitchell, M.H. (1999). Introduction to Counseling and Guidance (5th Edition).New Jersey:
Prentice Hall
Jones, J.A. (1970). Principles of Guidance (6th Ed). New York: McGraw Hill Peterson, J. Vincent, Bernard,
Nisenhd Z. (2002). Orientation to Counseling (4th Ed). Needham Heights: Allyan & Bacon
Nayak.A.K (2004) Guidance and Counseling New Delhi. A.P.H Publication Corporation

56