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    of 79
    is hereby notified that on the recommendations. of the Board of Studies in Education, the Vice-Chancellor in anticipation of the approval of U other relevant beslies. has approved the Syllabi and Courses of Reading for M.A. lducation (Henentary and Secondary) & M.Ed (General and Science), under Annual 8; for AMlitiated Col ssion 2006. wet Academi The Syllabi and Courses of Reading is attached herewith. vide Annexure “A°. Sd/- Admin Block Prof. Dr. Muhammad Nacem Khan QUAID.E-AZAM CAMPUS, REGISTRAR Lahore, No. / GZ OY —Ihead. Dated: G F— /2007, Coy Atte shove in fever acl Uatelllonin for interned aig ah accion: 1. Dean, Faculty of Education 2. ‘The Director. Institute of Education & Research, 3. Members of the Board of Studies in Hducation, 4, Chairperson, PCC 5. Principals of AMMitiated Colleges 6. Controller of Uxaminations 7. Deputy Controller (Secrecy) 8 ‘Treasurer 9, Deputy Registrar (General) 10. AR. Statutes) 11, Secretary to the Vice-Chancellor 12, Secretary to the Reyistrar 13. Information Cell ifsx Bs pi eghraehe for Registrar 2, Annet _ We ERY) 4 “Sune 73007 Deputy Registrar ‘Academic University of the Punjab Lahowe Subject: Scheme of Studies of Annual System of M.A Fdueation (Elementary and Secondary) & M.Ed (General and Science) of Affiliated Colleges Reference letter No. 1/2329/AF dated 26-02-2007. (Copy attached) As per decision of the University, affiliated colleges have to shift to annual system of examination, The colleges affiliated to the University of the Punjab in Education was asked vide above refereed letter to provide syllabus of Annual Examination, ‘The Board of Studs in Education has developed the syllabus as per requirement Copy ofthe same is ached fornication wt pat ul fe Prof. Di fafiz Muhammad Iqbat Director IER and ‘Convenor Board of Studies in Education Ce: Deputy Registrar Affiliation for Registrar M.A. Education Secondary Core Courses: "Title of the Course — | Foundations of Education | —Baucational Paychotogy & Guidance ‘Research Methods in Education Curriculum & Instruction Insiruction Technology & Comper Applicaton in Education | 40780 | "Educational Leadership and Management in Secondary Schools Professional Courses | Any two courses fiom the following Teaching of Chemistry | ‘Teaching of Physies Teaching of Biology | Teaching of Math Teaching of Urdu or English or Arebic Teaching of Social Studies ‘Teaching of Islamic Studies ‘Teaching of Pakisian Studies ‘Teaching of Home Economics | | a) Educational Administration | 1) Educational Law | » vi) | ») Educational Psychology, iy ii) ii) iv) ©) Curriculum iy ii) iit iv) “d) Islamic Education i) ii) ity iy) ») vi) vii) separately) Teaching Pracice: Six weeks duration ( Supervision and Evaluation of Secondary Schools Human Resource Management ‘Comparative Educational Administration Education Planning and Financing Human Development Personality Theories Psychology of Exceptional Children | ‘Theory and Application of Psychological Testing Patterns of Curriculum Curriculum Change Student Activities | Comparative curriculum Istamization of Education Trends and Developments in Muslim Education Planning and Financing in Mustim Education Islamization of Social Seiene=s History of Mustim Education Islamization of Applied Sciences Islamization of Longuages & Literature Distribution of Courses Paetit | © Part 1 jucation | i Tnsttuction ‘Technology & Computer 1. Foundations of F | | 2. Educational Psychology & Guidanee Application in Education | 3. Research Methods in Education 2:3 Methods of Teaching ( Two courses) 4, Curriculum and Instruction 4-5 Acca of Specialization ( Two courses) 5. General Methods of Teaching 6-7. Teaching Practice 6. Educational Assessment & Evaluation 7. Educational Leadership and u Guidelines for Student Teaching Practice (200 Marks) Duration of teaching practice will be of six weeks with minimum 100 lessons ‘Teaching practice will be in relevant subjects and level Student teacher will plan and teach minimum 100 lessons Student teacher will observe 20 lessons and write criticism Student teacher will organize 5 co-curricular activities in practicing schools Faculty supervisor will be overall responsible for teaching practice and will be responsible for the following: a. Coordination of teaching practice b. Supervision of teaching practice Evaluate student teacher in both subjects of teaching practice, ativity organization ee. dl. Faculty supervisor will award masks cut of 50 in each subjects There will be a cooperative supervisor for a siadent teacher from the staff of the practicing school. He will award marks out 625 in each subject. Two model lessons will be delivered by student teacher. An external examiner appointed by the univers ly will award marks oat of 25 for each delivered model lesson, n 77 CURRICULUM FOR M.A. Education Secondary Under annual system UNIVERSITY OF THE PUNJAB LAHORE ves SCHEME OF STUDIES Part One “PAPER Ts COURSE TITLE ~ TOTAL NUMBER ___ MARKS f 100 zi ‘ducational Psychology & Guidance Methods of Teaching | TOTAL | | Marks _| 0] | | | Yaper3 | (2) Teaching of Social Studies | 2) Teaching of Islami Stadies |G) Teaching of Mathmaties | @) Teaching of English/Urdu/Arabie | (3) Tenehing of Pakistan studies | (6) Teaching of Home Economics | (7) Teaching of Chemistry | (8) Teaching of Physies 7 | __(8) Teaching of Biology __ — Paper 4” | Teaching Practice ix week duration in each oF wo & | methods of teaching studied at soeo adaryntary level Fores | i - a Paper | Two eourses From area oF spcalization & Paper? | Note: ‘Students have to select one group from the fou areas of specializations 79 [roan | Aves of Specializatan” [Comes 2 Ay Educainal Adininisteton Any wo of Tis SHOWS (1) Educational Law: | (2) Human Relations in Organizations (3) Supervision and Evaluation of Elementary Schoo! | | 2} umes Resource Development (5) Comparative Educational Administration | | (6) Educational Planning and Fin [Rip oats | ; (1) Human Devetopment ia 2) Persorality Theories | | |G) Psychology of exceptional Children (4) Theories aod Applications of Psychological Testi 7 7 | Cuneta ‘Any two ofthe flow es | 1 Patteras of Curriculum | | Q) Curriculum Change (3) Student Aciivities 4) Comparative Curviculum D shame | Any two of the followings | \ (2) |slanszatien of Applied Sciences \ |G) lamivaticn of Languages & Literature | {8} Tends nc Development in Mes Eduction \ | (3) slamizatcn of Social Sciences ! | 6) Planning sd Financing in Muslim Fdueation | (?) History of “tuslim Education Part - Paper-L ge aper: FOUNDATION OF EDUCATION hilosophieat Founulations Concept of talcation ature and Functions of Philosophy lationship detseen Education and Philosophy Various Phitesupies wih focus on thei hase principles al educational implications eatin Realism Hrgmatisn ‘he Contribution of various eductinnal thinkers Fauci: Lina Ghia ye-e-Khaldoon Allama iil vissea John Dewey ober Hutchins Istamie Foundations ‘ini and objectives of Pdation in Iam Sources of know kee inflame ological ¥oundations of Fdveaton in Pakistan Islamivation ot Eucarion in Pakistan Social Foundations Kelatonship between education and society Social ¥unctisns af Education Heonomie Kouulations ‘he concept af Heanomics af ecucation Fducation as un investment Jnplications for economies of education in Pakistan Historical Foundations {brie Account oF British fdueational Poiey in SSalmeontinent ar the following headings A rie review of education in the sub-continent before the English nt Macaulay's Minutes Wood's Dispatch Hunter Commission Indian University Aet Saor Commision Harts Commitee Sargeant Scheme 2 LloPak Development of the idea of National Education in the Sub-Comtinent Institutions of National dation Dar-t-Uloem Deoband, Jamia Mila Islan, Nodvat-ul-Ulama Feaductiom in Pakistan ip dueational Conference Naviwal Comision on Flueation Fiction Policy ew Tiducational Policy National Falcon Policy education Policy | cation Sector reforms ay wn 1959) 1970 i972 1978 1998 gr Part Paper-II Educational Leadership and Management In Secondary Schools On completion of this course person will have enough knowledge about basic concepts theories and models of Fducational Administration and Supervisi expected that the person will be able to work as administrator of any Fduccati Institution competently Hducavon: Detinition and explanation Management Administration & Supervision: Definition, Differences and explanation POSD CoRB: Planning : Definition Why we plan Planning process Kinds of Planning Types of planning: Organization Structure Basie concepts of Organizational structure Why people from organizations Characteristics of an effective onyanization Necd of Administration Development of Administrative Theory What isa theory ssival organization theory Scicntitie management “Administrative management Huinan relation approach The hawthorne siviies Fichavioral seience approach ‘The indivical and the organization Development of administrative thought Sysient theory Conflict management Eneetive tine maragement Man: Interpersonal relationships Managenient of stat development mnvent of school records nient schoo! environment (with special reference to Islam) Manauing, Behavior/schoo! discipline Classrooin management Budget Stall Fvatvation Leadership ane! Lcadership theories Paxie System Model A System view of schoo! adminisiration Educational administration: Definition and explanation Principles of an effective educational organization and administration Some roles of an administrator Some qualities for a competent administitor Administrative Process: Motivation Communieation Decision Making Leadership heoties and Models of administration DiNtcrence between theory and a Model Introduction to Theories of Administration Great Man theory Charismatic Theory Social systens theory Situational theory Path Goal theory Litt Cyele theory Theory X-¥ Theory / Personal Quatlties thoory/teait theory Models of sulministration: Formal Models: Authoritarian/Autocratie Model System Model Hiesurehical Movel Derweratic Model asses faire Mode) otal quality management: The educational perspective Islamic concept of administration (Mushawari Model of administration) The use of Information technology in administration Classroom management Feat bay Educational Administration: Concepts and practices By Lunenburg and Omnstin Theories of Educational Management By Tony Bush Further Readings: Burdea P (1995) Classroom management and discipline, New York Longman Hoy. W. K, & Miskel G.C (1996) Educational adi ministration : pructice (Sed). New York: Me Graw Hills In, Lneory researeh and Robbins. $.P (1996) The adem alive pro ys Peentics Text books, Educational Administration: Concepts and practices By Lunenburg, and Orastin Theosies of educational Management By Tony Bush Further Readings: Burden P (1995) Classroom nranagement and discipline, New Yi Longman Hoy, W. K, & Miskel G.C (1996) Hducational administra practice (5! ed) New York: Me Graw Llills Ine Vheory research and Robbins. S.P (1996) ‘Uh ministrative proeess Sydney: Prentice Hall Part-1 Paper-3 CURRICULUM AND INSTRUCTION Concept of Curiewlum .tducation and Cursiculumt Relationship b.Definition of Curriculum eHow Curriculum difters form: Syllabus Course oF Stay Educational Progranume Teaching" lasiruetion Level of Curriculum, Level oF Curriculum Types of Currieutum € Scope of Curriculum Basie Hlements of curriculum Curriculum Development 4. Nature and Meaning of Curriewtum b.Need for Planning, Curriculum Des ypment Levels Calure and Curriculum Development «Nature and Meaning of Culture b.Basie Hlements of Culture Culture core and persistent life situation 4.Culturat root of the euericulum =. Cultural change and Curriculum Factors and Forces Influencing Curriculum Developr vent Internal forees: ‘Teacher Pupil School Environment ete 5. lexternal frees: Contemporary life Technology, knowledge Ideology Heonomies Pressure yroups, Legal consteaints Foundations/Bases of Curriculum Philosophical Bases b.Psycholowical Bases © Sociological Bases 4. eonomie Bases Curciculun Development Process Analysis of Sitatation b. Formulation of Aims and Objectives ©. Selection of Learning Exper dl. Seleetion of Content © Orsanization of ’xperiences and Content F Selection of Feaching-learning Strategies ge bvaluation Organizing for Curriculum Development 4A Cunsiculum Development ory b. Organization Personnel ization model Fornsalating Curricular Objectives 8. Fducational Aims Soures b Validation of Faucational Object © Classification of Objectives-Blooms Taxonomy 4. Preparing instruetional objectives Selection of learning xperiences and Content 4. Selection of appropriate learning experiences veiple isk es Development ta Developmental of Piaget b. Selection of Contenu’Subjeet matter ‘Conceptual frame work Basie ‘Themes or Key ideas © Principles of Selection of Experiences and Cortent Procedures af Content Selection a. Judue mental procedure b. Analytical Procedure ©. Consensual Procedure «Experimental Procedure Organization of Experiences ant Content a. Organization Approaches Curicuium Development in Pakistan Planning Process in Pakistan ‘cies Responsible for Currignium Development at na Provineial level ©. Critical evaluation of the Situation fonal and HeXt Books}: Lanwton, Denis School Curriculum Panning, London: Hodder & Stoughton 1980 Further Readings:- 1 Nichols. Andrey and 8. Howard Nichols. Developing a Curriculum: Practical Guide, London: Garage Allen & Unwin, 1978. 2 Saylor J.G,W.M. Alexander and A.J. Lewis, Curriculum Planning for Better eaching and Learning. 4" ed. Tokyo: Holt Saunders Japan, 1981 2. Smith B.O. W.0 Stanley and J.4, Shores, Fundamental of Curriculum Development 4. Taba Hid Curriculum Development: Theory and Practice. New Yark Hareourt Brace & World Ine,, 1962 S. Venable 1.€ Patterns in Secondary School Curriculum, New Yack: Harper & Row. 1958 6 Wheeler, D.K Curriculum Process, ad {onden: Hodder & Stoughton, 19367 Part sy Paper-4 Assessment and Fvaluation Introduction overview of assessment and evaluation Definition o the terms, test mensuremeni and assessment General Prineiples of assessment Assessment and the Instructional process !ypes of testing und Assessment procedures Preparing Instructional Objectives Instructional Objectives Selecting instructional Objectives Haxonomy of Fducation Objectives Methods of stating Instructional Objectives insteuction vs. Behavioral Objectives ining for Classroom Vest Importane/purpose of ela Planning a classroom test Defining Objectives. Specifying content Preparing blue prints/mester charts Preparing test ten room test ‘est hems Selection Type (Objective types) Multiple choice questions (Characteristics, uses. Advantage: for Construction) true false Questions Matching items ‘Completions lems, Supply ype (hssay typed Limitations Rules For Advantages¢t imitations Rules for Construction Evaluation/scoring Issues of Quality in Assessn y idity Relibality ‘ i ge Elementary St ssevsin Frequeney Disaibution I ypes of Seales Continuous and Discreet Series Drawing up frequency distribution Graphic representation of frequeney distibution Measures of Central tendeney Caleulation of Arithmetic Mean Calculation of Median Caleulation of Mode Measures of Variability Trends and Issues Portiolie Assessment Dynamic Assessment Computer ussisted assessment and evaluation References. Ebel. R Land Frisdie D.A (1986) ken CUS Printice atl wl Measurement, Englewood Gay, LR. (1985). Haueational valuation dnd Mesurement; Competencies for Analysis and Application, New York Maemitlian Publishing Co. Growalun N. #& Lina Robert L. 2000) Mes York Macmillan, Assessment in Teaching New Hopkins. C.D an Antest, R. (1990) C Peacock Publishers tne. suremen( and Evaluation: hasea Uhomadike. RL. and Hayen, 1.P, (1977) Meas Education, New York Macmillan surement and Eva uation in Psychology: and Vhomdike, B.W, (1975) Measuring Educ: Now York Harcourt Bree Josanoviek’ nal Outcomes: Fundamentals o!"Testing, Wiresma. W. and urs, $.G (1990) E Bacon cational Measurement and Testing. New York Ww Paper-5 RESEARCH METHODS IN EDUCATION INTRODUCATION TO EDUCATIONAL RESEARCH + Meaning and definition of education research © The Seientitie method © Purposes and features of reseateh ‘+ Application of the scientific methods in education W HS OF RESEARCH Basie verses applied research + Historical researel © Descriptive research © Correlationa! researeh sal comparative research mental research, © Action research © Qualitutive and Quantitative Researeh RESEARCH PROBLEM * Selection = Sources © Charseteristies/eriteria © Statement REVIEW OF RELATED LITERATURE = Defination purpose und seope * Preparation © Sources © Absinieting © Reporting RESEARCH HYPOTHESIS OR QUESTIONS ‘© Definition and purpose * Chartcieristics © Types of Itypotheses ‘+ Stating the hypothesis/question SAMPLING * Definition and puspose * Techniques oy sampling © Probability Sampling Techniques Random sampling © Stratified sanspling sampling Systematic sampling © Non-probability sampling techniques © Convenience samplin; 2. » Purposive! damental sanipting Spowball sampling > Quota sampling RESEARCH INSTRUMENTS. * Purpose of research instrar © Characteristies of research insiraiments © Validity = Reliability © Usability © Construction of Instruments © Questionns + Obs © Rating seale Tests {and their types) RUSEARCIH TYPES (DETAIL DISCRETION) Historical Research, # Descriptive research © Correlational researeh + Causal-comparative research © bxperimental research COLLECTION AND ANALYSIS OF BATA Data Cotfeetion + Scoring coding and tabutstion of data © Dati Analysis © Interpretation of data SEATISTICS IN EDUCATION © Need of Statistical Analysis, # Levels of measurement # Descriptive Statist + Iferential statisties © Parametric te © Non-para WARITING RESEARCH PROPOSAL AND REPORT * General rules for writing and (ping + Format and style Types of research reports + Theses and dissertations © toumals Anicle # Papers read at proteesional meetings aS s Recommended Fexthooks Gay. L.R (1996) Educational ose ‘s for analysis and application, New York: Macmitian Publishing Co, Cohen. 1. and Manian $ (1994). Res Routed ‘education, London: ADDITIONAL READING 1 Anderson, G. (1990), Hund Falmer Press, tals of al research London: The Boll. G (19940), Action reseateh sp London. Fulton Publishers development 1 J.W and James V.K (1996) Resea Hall Ine _New Delhi: Prentice Frankel, J. and Norman E.W (1993), How London : Routledge. sign and evaluate re arch in education, Keeves. LP. (Eds) (1988). Educational research methodology and measurement: An intemational handbook. Oxford: Pergamon Pres. Fuck. M. (1999), Your student research project. Hampshire: Gower Publishing Ltd Wiersma, W, (1995) Resear n Allyn and Bacon Ine jon. Boston: Seat, D. and Usher, R. (Fas), (1996), London: Routledge. derstanding educational research Part It ve Paper-6 Educational Psychology & Guidance Introduction Meaning of the Following terms: © Education © Psychol © Hdueational Psychology et © Learning © Nature an Nature controversy about learning # Educational Psychology as a diseipli * Methods of Fducational Psychology Growth and development Lew ¢ Dilference between growth and development + Principies of growth and developmeat © Types of development © Cognitive © Moral © Emotional social © Factors related to growth and development ‘© Preand post natal development * Behaviorist theories © Classival conditioni © Operant conditioning Classroom application earning Theories © Cogninve theories © Gestalt Psychology # Piageis theory of cognitive development # Stages of cognitive development © Mechanism of cognitive development © Factors affecting cognitive development © Criticism of Piaget theory Js Intervention in cognitive development possible # Information processing model/approach as 2s ‘© Classroom application of cognitive theory + Comparison between behavioris Learning theories ‘¢ SociaVhumanistie theory # Classroom application Leamer and the © AM camming ve Factor affecting Aaviety Self-esteem Motivation © Estragesion-Introversion = Memory Gernlet © Age, Sex and social Factors © Cognitive level Stoxly habits Inst-uetional Strategies # Dinvet instruction » Discovery lea © QUIT model (Classroom Management: Creating Learning Environment Man . snient concerns in classroom »Liffein elisseoom # Managing the classroom © Methods of control yee andl Counseling * Dilfrence between Guidance and Counseling” + Objectives of guidance + Principics of guidance ¢ Objectives of counseling, + Principles of counseling ¢ Services of guidance and counseling © Levels of counseling. # The Counseling Process # Directive and non-directive counseling Cancer Counseling © Stages of carver choice © Dynamic factors in earcer planning ua (Books with Mark say be used as text) Advy. PS. (1988) Cognitive aeceleration review and prospects International Journal of Seisnee Valueation 10.2.121.34 Amerson JK (1990) Cognitive Psychology and its Implication (3 ed) New York Anita 1. Walls (1998) tducational Psychology (7! ed) Boston: Allyn and Bacon, Bell-Gredler MJ: (1986) Leaning and Instruction: ‘Theory into Practive. New York Maciilan, Fontana, David, (1981) Psycholo ichers London: Macmillan avell. 11 Miller. P and Miller. § (1993) Cognitive Development (3° ed) New Fersoy: Prenvee Hall ‘gbil 1LM (1997) Behaviorism and conyitiviem: Their relevance and implications for Teachers Bull-tin of Education and Research vol xix No.1 bul, Mand Shayer M. (2000) Accelerating the Development of Formal Thinking in “akistan Secondary School Students: Achievement Elfeets and professional Development issues, Journal of Reseatch in Science Teaching Vol.37 No.3 pp.25 2m Reitly RR and Lewis F.1 (0991) Educational Psycholopy: Application for Classroom Joaring and ingtuetion New York: Macmillan Sprinthal NA and Sprinthal 8.C (1990) tducational Psychology: A developmental Apprach (3 cd) Singapre: Me Grew-ilill ‘Wadsworth B. j (1989) Piayets of Theroy of cogn tive und Affective Development (4! ed) New York: Longman, Vest books # ‘ducational Adwninistration: Concepts and prac Vheories of Vaducational Mans 's By Lunenburg and Grnstin, wement By Tony Bush ucther Readings: Burdea P (1998) Classroom management and. Longman Hoy. W'. K. & Miskel G.C (1996) 1'ducational administration : ‘Theory research and practige (3" ed) New York: Me Graw fills lac. Robbins. 5.1 (1996) the administeative process Sydney: Prentice {all Part Methods of Tene! 6 ae Paper7 Key behaviors contributing to effective teaching. Helping bchaviors related to effective teaching lecture Method! | ypes modified lorms Principles Presentation J2valuuation Advantages Limitations Recommendations Discussion Method: Vypes Approwhes io Planning Sumegy Phases ‘Techniques for Leading Giscussion (Managing a discussion) Questioning/ Answering Techniques: Purposes Levels Procedure Techniques Charatetisties the Pedagogy of student & Heacher Question ‘Symposium Forum Panel Use Advantages valuation Demonstration Meth Appropriateness Responsibilities of the demonstrator & learner Eval Advantages Disadvantages, the Assignment Method: {pes Criteria Procedure, Advantages Fuvoria! Method: Focus Stractue, Principles. Application, Advantages Limitations. Suggestions. Micro-Feaching Method:- Use Hlements Prineiples Operation & Steps Phases of Procedure Characteristies Ecaluation (Merits & erities) i Programmed Instruetion= Focus Structure, Principles. Application, Advaniages, [ imitations. Su tions Team ‘Teaching Methods: Features Characteristic Features, Principles, Factors, Merits, Demerits Prayject Meth Lypes, Hssentials Aspects Steps, Charsicteristics Limitations, Teachers’ tole Aciivity & Play way Method: Importance, types advantages 6. Res ca . Aggarwal 4.0. (1998) eacher and Education in a ‘Vikas Publishing House D developing society Borich. G.1D (1996) L:ftective Teaching Methods 3" Faition, Prentice Hall TIS, (Clark 111, & Starr Is (1986) Secondary and Middle School Teaching Methods 3" Edition Macnniliar; Publishers New York. Dillon J. (1986) Questioning & ‘Te: Croom Him | hing A Manual Practice dG, Btain, Lowrnan J (1984) Mastering the Fechniques Of Teaching Jossey Bars Inch, California Mobily $B. (1995) Improving University & College Ti APH hing, lishing corporation New Delhi Nada VK (1998) Modern Tech Anmo} Publish ues of Teaching Vol.3 . New Dei Walkin 1. 1982) ional ‘Techniques & Practice Study Guidle (1999) ies code No.846 Unit 1-9 MA, jon/M. d Allama Iqbal Open University Tt Allied Materiat (1999) echnique Stategies: Course Code No.846. M.A. * Fdueation AVama Igbal Open University Islamabad Course Code 834, Allied Material on Education Technology Compiled by Dr. M.Rashid. ALOU, Islamabad, Course Code No.834 Uni Educational ‘Technology Study Guide D.N.F 1-9 fiducation Department AIQU Islamabad. fet ee Parti Paper-t {nsteuctional Technology and Compater Application in Education Seetion-t Instructional Pechnology Coniems Nature ot instruc:ional Fechnot Meanings of instructions Various concepts of instructional technology Relationship between different aspoets of iustnictiona esperiences, technology cone of Instructional media Concept and need Criteria for selection of Instructional Media 'ypes of tnstructional aids Projected and no projected ails Auio, visual und audiovisual aids Printed media Types and Usag Graphic materials Types and Us ‘ee ronie and non-electronic media Types and Usage Reseurce’ centers and their usage Low cost and no cost materials Jypes and Usape Use of instructional technology: for group and individu red teaching Text hunky ed Educational Administration: Concepts and practices By J unenbury and Ornstin Theories of Educational Management By Tony Bush Farther Re Longman Hoy. W. K. & Miskel G.C (1996) Educational adi practice (S" edy New York: Me Graw Hills Ine. Robbins. $.P (1996) The administrative process fen Instruction Technology & Computer in Education cctivn-It ions ia Ede: Computer Appt ion Syllabus Introduetion to Computer © Invroduesion © What is computer? # Data and Information Characteristies of Computers # Types of Computers # Analoge Computers © Digital Computers ‘© Hybrid Computers Classification of Computer Super Computers Jin Frame Computers Mini Comput Miero Computers olution of Computers ©The Mark-l Computers The Atanasoil’ Berry Computers © The ENIAC © The EDSAC + The Manchester Mark-1 © The UNIVAC+L Comnputer Hardware * Basie Computer Organization * Basie Operations © Input Unit © Out pur Unit + Arithmetic Logie Unit Contre! nit # Control Processing Unit n Put Deviews © Key Board = The Mouse Jay Stick © Scanner wes © Track Bal Phones & Voice recognition Digital Camera # Barcode Reader/Light Pens ‘© Touch Sereens © Touch Card Readers = CD-Rom Payers Our Put Deviees © Printers © Video (CRIS) © Pen Plotters © Hlectrostatie Plotters # Voice Synthesizers © Input-Output devices Lnput-Output devices © Disk Drives (Floopy Hard) ¢ Maynetic Tape Drives # Moderas (Extemal Internal © Intoduetion to windows operat Booting of a computer ‘Components of GUL # Use ef mouse (Lett & Right Click) © Starting 2 Program in windows © Using my comput Shot Dow Process, File Management * Searching a file Numbers Systems © Non-positional number system © Positional number system * Decimal Number systers © Binayy Number tem Octal number system Hexadecimal nuinber stem ‘Conversion fom one number system to another © Converting to decimal from another ba + Converting from hase 10 to anew base + Converting from a base ether than 10 a base other * Binary to Octal conversion, © Octal t Binary Conversion Binary to Hexadecimal Conversion © Heaadecimal 10 Binary Conversion © Function Numbers Computer Sofware © Whatis software? # Relationship between Hardware and © Types of Sotiwvare © Sysiem Software © Operating © Programming Language Pranstarons © Service Software Application Software # Productivity Software Business Software + Fucation Software © Hotertuinment Software Operating System unetions of the Operating S: + Functions of the Operating System Firm Ware GUL A its advan stem MS Word default type size ‘The basics of entering text Now printing characters Opening editing an sa Creating « new documents Searching in a document jing documents MS Word + Formatting (Character, Font, Change Case © Working with indents © Bulley and numbering # Crating tabs Headers and Footers * Page Breaks MS Word © Table ereation © Table Editing © Mid Lena Esai Storage © Pimary Storage © Storaye capacity Pars graph) a “es = RAM © ROM © PROM + FPROM © Dillerence of siorage and memory © CACHE MEMORY, + Ports Maynetie Disks © The Floppy Disks: © Hard Disk © Compaer Disk (CD) + Video or (Versatile) Disk (DVD) * Inuoduction of MS-Excel # My-lixec! Serven © Data emiering # Fixing of row or ceolume + Tite © Format © Fermula © Fanetion Son tiher © Chart MS-Power Po + huteoduetion i tntertiae + Startup of MS Power po! File Format * Designing Slides Shale Show Use Computes * Computer Assisted Instruction (CA2) © Packages used for CAL © Computer Managed Learning (CML) Internet # Internet Based E-mail Email Address * Advantages and Disadvantages of E-mail © Inicmet # Advantages of Internet + Muin tacilities offered by Internet as a 6 Aree Network (LAN) Arex Network (WAN) # Scurching websites for education session-ll # Scarchiny websites for clementary education vearching websites for elementary education Data Communication + lotroduction to Dats Communication # Elements of Data Communication Systm * Data Communication Protocols © Data transmission Modi Simple mode ilaif Duplex mode + Full Duplex Mode SPSS (Software) |. instructional Aids/Resources White Board and white Board Markers, On transpareney sheets (useable with laser printer) 4. Multimedia 5. Saftware: MS-Of% 6 Compter Lab Pacil 7. Photocopy facility 8, Primer 5, Package related to elemertary education 11, Leaching strategies lectures JL, Slides on MultimediavOtP 12. Demonstration, 13. Hands on Labs 14, Group Discussion 15, Question Answer Session jes to students atrd the resource person. ext Books Other Readin 1 1 Sinah, P.K (1992) Compter Fundamentals New Delhi: Jatwara Dazya Ganj Mata-Toledo A.R Cushman K.P (2000), {nizeduction to computer seienee. New York Me Graw-Hlill Simonson M.R (1977) Education Computing Founclution, Upper Saddle River N.L.Mervill Grothe David, 2001) Dosivindows suudy guide, New Delhi: BPB Publications “P? “7 Maynard J. (1984) computer programming mud simple great Britain Richard clay Burley M.8 (1985) wing computers USA: SRA Sanders D.1 (1985) computers Foday New York: Me Graw Hill Sebid I (1987) Theory and Problems of invoduetion to computer Seience Singapore: Me Grav Hill Carzll Jim etal (1997) Inert Handbook, Ontacio® Prentie ital In. 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Importance of Maths in Curriculum Educational values of Maths ims and Objectives of Teaching Maths Aims of Teaching Maths at Secondary Level dL Objectives of Teaching Maths with special reference to Bloom's Taxonomy of Educational Objectives Relation of Maths with other Subjects Methods of Teaching Maths Significance of Methods of Teaching (How do students learn Mathematies) Lecture, Analytical and Synthetic, Inductive and Deduetive, Hensisti. Problem Solving, Project and Activity Teaching Aids and Metts Laboratory Use of Mathematies Textbook and Library Books ‘Techniques of Teaching Maths 1h. Oral work ie, Questioning in the Classioom i. Group work/Group Discussion i. Drill in Maths k. Home work Assignments mn, Self study in Mathematics n. Review of work and its importance in teaching of Mathematics Concept Teaching in Maths %, m, 1 1a Re iv. Concept Deti +. Concept Development ‘i, Dilferent Techniques to develop concepts ad evaluation of understand concept Misconceptions in Mathematies +. What is Misconeeptio Vi. Techniques to remove Miseonception Measurement, Assessment and Evaluation in Maths \. Difference between Measurement and Evaluation Mi What isa Test Git Qualities of Good Test Vii, Use of Test Results ‘The Mathematics Teacher \ ii. Qualities of a Good Teacher ai Te bing of Maths at Seeondary Level ix, Veaching of Practical Geometry S. Good/Weak points inthe Teaching Maths Lesson Plan \. Introduction Vis Qualities of Good Lesson Plan Vi Components ofa Lesson Plan vill. Model Lesson Plans on Teechang of Algebra and Geometry Mathematics Edueation in Twenty Century ii, Atitude towards Mathematies Learning iv. Mathematics Education for a New Ceatury ference Books: Techniques and Enriehment Units, by Alfred S. Pesamentier Classeoom Management (2"' Edition) Metheds and Technique for Elementary and Secondary teachers by Johanne Kasin Strategies for EM re Teaching (tl Edition} by Allan C. Omstein Wb TEACHING METHGDOLGIES Part two Paper 2&3 ‘Teaching of Social Studies Contents 1 Ratio ie for Teaching Social Studies the Developmental Tasks of Seconda Educating children for a different Changing our vision devetoping 9 national and a global sense of citizenship Global connections: one aim of social studies curriculum The child's ability to lear about ethers near and far 2. Discovering the Essence of Social Studies Social Studies in search of definitions Social Swudies and Child with special needs Goals of Sucial Studies Fdueation Characteristics ofan effective Sociat Studies Curriculum, jetting Ready to Teach Socia! Studies Planning Social Studies experiences for adolescent ehifdren Knowledge about the child—the essence of DA teaching Key developmental milestones for adolesvent Social and emotionel development during adolescent years 4 Plan ing Developmentally Appropriate Social Studies Planning and Teaching Appropriate Social Stucies Planning Social St Experiences Do we know why children are doing what they 20? Objectives are important, but ehflcren are the scason for teaching Sources of learning objectives Engaging parents in the planning process i? The community as a curricular source Select nga planning strategy Getting teady to plan social Studies experiences using the DAP perspective Thematic Teaching The project approach Learning Centers eciinology in the Classroom Learning About Past and Present Developin of History Exploring key elements of History The many worlds of History’ Geography and Phe Young Chita i Geography in the ildhood Curriculum, Fostering Geographic Knowledge LHuilding Global Connection dough Geography Themes and skills in Geography Creating an appropriate Geography Currieuluia Helping Children builé knowledge aboat the physical environment Making Soci lly Responsibie Citizens Building a Community Fostering positive values and social sills in Chiléren Developing Civie and Social Responsibilities Nutting Civie responsibility in Children Preparing Children to Make Informed Choices Building the “Outside World” into Elementary Education Classroom |.eaming about Economies Fecoming Environmentally Responsible Citizens Guidelines for Environmental Education Teaching about Special Socfal Issties us Text Books:1Wilma Robles de Melendez, Vesna Beck and Melba Fletcher. (2000), Teaching Social Studies in Early Education. United Kit.gdom: Delmar 4 Reference Material Larotimek, Joba, (1983). Social Studies in Elementary education. London: Macmillan Savage. Tom V and Armstrong, David G. (1987). Effective Teaching in Elementary Soeia! Studies. New York: Macmillan 5 TEACHING METHODOLGIES Part wo Paper 2&2 ‘Teaching of Islamic studies Contents 1 Rationale for Teaching Islamiyat The Developmental Tasks of Secondary Years Rational for Islamiyat Global Connections The child's ability to learn about others near andi far Discovering the Essence of Islamiyat What is Islamiyat? Islamiyat and adolescent Education Goals of Teaching of Islamiyat Characteristics of an effective Curriculum of istaniyat at Getting Ready to Teach Isl scat children Planning Istamiyat experiences adc Planning Developmentally Appropriate Ista ii, Planning and Teaching Appropriate Istamtiyat iii, Planning Islamiyat Experien X._Do we know why children are doing what they do? Objectives are important. but children are the reason for teaching si. Sources of learning objectives ents in the planning pro si, Engaging ss

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