B.

Ed Secondary
2.5 Years Program
Semester 3

Sr No. Course C. Hrs

19 Content I (Selected Discipline I) Islamic studies 3
20 Content II (Selected Discipline II) General Mathematics 3
21 Human Development and Leaning ( Foundation ) 3
22 English III (Technical Writing and Presentation Skills) Compulsory 3
23 Research Method in Education (Professional) 3
24 Teaching Practice 3
Total Credit Hours 18
Title of Course: Islamic Studies
Credit Hours: 3

Course Description:
The course has been designed To provide Basic information about Islamic Studies. Being the
part of the Islamic republic of Pakistan we need to develop Islamic awareness and values
among the young generation. Thus the course is the part of the programme.

Course Outcomes:

This course is aimed at:

1. To enhance understanding of the students regarding Islamic Civilization

2. To improve Students skill to perform prayers and other worships
3. To enhance the skill of the students for understanding of issues related to faith and
religious life.

Course Outline

Unit 1 Introduction to Quranic Studies

1) Basic Concepts of Quran
2) History of Quran
3) Uloom-ul -Quran

Unit 2 Study of Selected Text of Holly Quran

1) Verses of Surah Al-Baqra related to Faith (Verse No-284-286)
2) Verses of Surah Al-Hujrat related to Adab Al-Nabi (Verse No-1-18)
3) Verses of Surah Al-Mumanoon related to Characteristics of faithful (Verse No-1-11)
4) Verses of Surah al-Furqan related to Social Ethics (Verse No.63-77)
5) Verses of Surah Al-Inam related to Ihkam(Verse No-152-154)

Unit 3 Study of Selected Text of Holy Quran

1) Verses of Surah Al-Ihzab related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) related to thinking, Day of Judgment
3) Verses of Surah Al-Saf related to Tafakar,Tadabar (Verse No-1,14)

Unit 4 Seerat of Holy Prophet (S.A.W)

1) Life of Muhammad Bin Abdullah ( Before Prophet Hood)
2) Life of Holy Prophet (S.A.W) in Makkah
3) Important Lessons derived from the life of Holy Prophet in Makkah

Unit 5 Seerat of Holy Prophet (S.A.W) II

1) Life of Holy Prophet (S.A.W) in Madina
2) Important Events of Life Holy Prophet in Madina
3) Important Lessons Derived from the life of Holy Prophet in Madina

Unit 6 Introduction To Sunnah

1) Basic Concepts of Hadith
2) History of Hadith
3) Kinds of Hadith
4) Uloom –ul-Hadith
5) Sunnah & Hadith
6) Legal Position of Sunnah

Unit 7 Selected Study from Text of Hadith

Unit 8 Introduction To Islamic Law & Jurisprudence
1) Basic Concepts of Islamic Law & Jurisprudence
2) History & Importance of Islamic Law & Jurisprudence
3) Sources of Islamic Law & Jurisprudence
4) Nature of Differences in Islamic Law
5) Islam and Sectarianism

Unit 9 Islamic Culture & Civilization

1) Basic Concepts of Islamic Culture & Civilization
2) Historical Development of Islamic Culture & Civilization
3) Characteristics of Islamic Culture & Civilization
4) Islamic Culture & Civilization and Contemporary Issues

Unit 10 Islam & Science

1) Basic Concepts of Islam & Science
2) Contributions of Muslims in the Development of Science
3) Quranic & Science

Unit 11 Islamic Economic System

1) Basic Concepts of Islamic Economic System
2) Means of Distribution of wealth in Islamic Economics
3) Islamic Concept of Riba
4) Islamic Ways of Trade & Commerce

Unit 12 Political System of Islam

1) Basic Concepts of Islamic Political System
2) Islamic Concept of Sovereignty
3) Basic Institutions of Government in Islam

Unit 13 Islamic History

1) Period of Khlaft-E-Rashida
2) Period of Ummayyads
3) Period of Abbasids

Unit 14 Social System of Islam

1) Basic Concepts of Social System Of Islam
2) Elements of Family
3) Ethical Values of Islam
 Reference Books:
Ahmad Hasan, (1993), “Principles of Islamic Jurisprudence” Islamic Research Institute:
Islamabad: Pakistan, International Islamic University.

Bhatia, H. S. (1989) “Studies in Islamic Law, Religion and Society” New Delhi: Deep & Deep
PublicationsDr. Muhammad Zia-ul-Haq,

(2001). “Introduction to Al Sharia Al Islamia” Islamabad, Pakistan: Allama Iqbal Open

University

Hameed ullah Muhammad, “Introduction to Islam Mulana Muhammad Yousaf Islahi,” Hameed
ullah Muhammad, , “Emergence of Islam” , Islamabad: IRI. Hameed ullah Muhammad, ,
“Muslim Conduct of State” Islamabad, Pakistan: Hussain Hamid Hassan, u leaf
Publication.

Mir Waliullah, (1982), “Muslim Jrisprudence and the Quranic Law of Crimes” Islamic Book
Service.

Title of Course: General Mathematics

Credit Hours 3

Course Description:
School mathematics is often presented as a set of steps to be followed in a particular order.
Students can follow procedures without understanding (and perhaps not caring to understand) how
the steps are connected and why they work. Then, they may rightly see this doing-withoutt- -
understanding as a useless skill-even though correctly applying the procedures can lead to success
on many standardized tests, which are developed to have predictable, standard, easy-to-grade
answers.

Course Outcomes:
After completion of this course the student will be able to:
1. Understand the use of the essential tools of basic mathematics;
2. Apply the concepts and the techniques in their respective disciplines;
3. Model the effects non-isothermal problems through different domains;

Course Outline:

1. Algebra:

Preliminaries: Real and complex numbers, Introduction to sets, set operations, functions, types of
functions. Matrices: Introduction to matrices, types of matrices, inverse of matrices, determinants,
system of linear equations, Cramer‟s rule. Quadratic equations: Solution of quadratic equations,
nature of roots of quadratic equations, equations reducible to quadratic equations. Sequence and
Series: Arithmetic, geometric and harmonic progressions. Permutation and combinations
Introduction to permutation and combinations, Binomial Theorem: Introduction to binomial
 theorem. Trigonometry: Fundamentals of trigonometry, trigonometric identities. Graphs: Graph of
straight line, circle and trigonometric functions.

2. Statistics:

Introduction: Meaning and definition of statistics, relationship of statistics with social science,
characteristics of statistics, limitations of statistics and main division of statistics. Frequency
distribution: Organisation of data, array, ungrouped and grouped data, types of frequency
series, individual, discrete and continuous series, tally sheet method, graphic presentation of
the frequency distribution, bar frequency diagram histogram, frequency polygon, cumulative
frequency curve. Measures of central tendency: Mean medium and modes, quartiles, deciles
and percentiles. Measures of dispersion: Range, inter quartile deviation mean deviation,
standard deviation, variance, moments, skewness and kurtosis.

Recommended Books
Kaufmann. J. E., „College Algebra and Trigonometry‟, PWS-Kent Company, Boston, Latest
Edition.
Swokowski. E. W., „Fundamentals of Algebra and Trigonometry‟, Latest Edition.

Walpole, R. E., „Introduction of Statistics‟, Prentice Hall, Latest Edition.

Wilcox, R. R., „Statistics for The Social Sciences’,

Title of Course Human Development and Learning

Credit Hours 3
Course Description
This course focuses on developing effective secondary school teachers and head teachers. 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 teachers. The course covers knowledge about school management;
organization; function of head teachers, record keeping and school-community relations related
issues and matters.
Learning Outcomes
 After studying this course, students will be able to understand:
 Basic concepts in human development, growth and learning;
 Process of human development and its classroom application;
 Various aspects and stages of human development;
 Different approaches to human learning.
 Individual differences and their effect on teaching learning.
Course Outline:
Unit 01 Introduction
1.1 Definitions of Human Development and Growth
1.2 Difference between Growth and Development
1.3 General Principles of Human Development
1.4 Factors influencing Human Development
1.5 A framework for studying Human Development

Unit 02 Physical Development

2.1 Concept and definition of individuals
2.2 Physical Development from Infancy to Adolescence
2.3 Physical Characteristics of Learners of all school levels
2.4 Role of Teacher in Physical Development

Unit 03 Intellectual Development

3.1 Intellectual Development from Infancy to Adolescence
3.2 Intellectual Characteristics of Learners of all school levels
3.3 Role of Teacher in Intellectual Development

Unit 04 Social Development

4.1 Social Development from Infancy to Adolescence
4.2 Social Characteristics of Learners of all school levels
4.3 Role of Teacher in Social Development

Unit 05 Emotional Development

5.1 Emotional Development from Infancy to Adolescence
5.2 Emotional Characteristics of Learners of all school levels
5.3 Role of Teacher in Emotional Development

Unit 06 Moral Development

6.1 Morality as Rooted in Human Nature
6.2 Morality as the Adoption of Social Norms
6.3 Moral Reasoning
6.4 Development of Morally Relevant Self-Control
6.5 Correlates of Moral Conduct

Unit 07 Language Development

 7.1 Definition and Components of Language
7.2 The Stages of Language Development
7.3 Biological and Environmental Influences on Language Development

Unit 08 Human Learning

8.1 Definition and Concept of Learning
8.2 Process of Learning
8.3 Factors Affecting Learning
8.4 Thorndike’s Laws of Learning
8.5 Transfer of Learning

Unit 09 Approaches to Learning

9.1 Behavioral Approach
9.2 Cognitive Approach
9.3 Social Learning Approach
9.4 Humanistic Approach

Unit 10 Individual Differences

10.1 Sources and Types of Individual Differences
10.2 Dealing with Academic Ability Grouping
10.3 Differences in Learning and Thinking Styles
10.4 Effects of Individual Differences on Learning
10.5 Role of Teacher to organize individual differences in classroom

Recommended Books:
Arif, H.A. (2003). Human Development and Learning. Lahore: Majeed Book Depot.
Berk, L.E. (2006). Child Development (7th Edition). Pearson Prentice Hall: Pearson Education,
Inc.
Dembo, M.H. (1994). Applying Educational Psychology (5th Edition). New York: Longman.
Farengra, S.J. and Ness, D. (2006). Encyclopedia of Education and Human Development.
Newyork: Pentagon
Lysoght, T. (2000). Handbook of Child Development Australia: Thomson
Mehnaz, A. (2007). Assessing children’s Development through observation. Children’s Global
Network Pakistan.
Ormrod, J.E. (1998) (Educational Psychology Development learners. New Jersey: Prentice Hall.
Salkind, N.J. (2008). Encyclopedia of Educational Psychology. California: SAGE
Santrock, J.W. (2001). Educational Psychology. Boston: McGraw-Hill
Vander Zanden, J.W. (1997) Human Development (6th Edition). New York: The McGraw-Hill.
Woolfolk, A. (2004). Educational Psychology (9th Ed.). Singapore: Pearson Education, Inc.

Course Title: English III (Technical Writing and Presentation Skills) Compulsory
Credit Hours: 03
Course Instructor
Course Description:

This course is basically a preparatory course, aiming on basic academic style and technical
writing It is particularly designed to provide prospective teachers a brief introduction to what
academic writing is all about. The purpose of this course is to provide prospective teachers with
an understanding of stylistic and genere conventions, and to offer them multiple opportunities to
practice various aspects of academic writing in order to improve the overall quality of their
academic writing.

Course Outcomes

At the completion of this course, prospective teachers will be able to:

I. To identify and demystify the conventions and practices associated with academic

2 Explain the academic essay as an academic style of writing

3. Demonstrate understanding of the structure of an academic essay

4. Plan and write the main types of academic essays with reduced number of errors in grammar,
usage, and punctuation produce edited, properly formatted essays.

Course Outline

Unit 1: An introduction to Academic Writing

1.1 Nature of an academic Writing
1.2 Difference between academic writing and other kinds of Writing
1.3 Essential Features of academic writing (Style, Clarity, coherence, grammatical accuracy
etc.)
1.4 Purpose of Academic Writing
1.5 Audience of Academic Writing
1.6 Process of writing (prewriting, writing. Editing and rewriting)
1.7 Some Common Grammatical Errors in student writing
 Not putting a main verb in each sentence
 Lack of pronoun agreement in sentences
 Unclear use of indefinite reference words-pronouns such as it, they, that, those
 Inconsistent use of tenses/modes
 Influence of speech on writing
1.8 Use of Appropriate language in academic writing (Formal language, Direct language,
Simple terms. Action verbs)
Unit 2: Writing Various Types of Academic Essays
2.1 Structure of an academic Essay
 An introduction
 A body containing a number of paragraphs
 A conclusion
2.2 Expository Essay
 What is it?
 Key features of an expository essay
 Practice writing an expository essay
2.3 Persuasive Essay
 What is it?
 Key features of a persuasive essay
 Practice writing a persuasive essay
2.4 Analytical Essay
 What is it?
 Key features of an analytical essay
 Practice writing an analytical essay
2.5 Argumentative Essay
 What is it?
 Key features of an argumentative essay
 Practice writing an argumentative essay
Unit 3: Writing a Research Report
3-1 Developing and organizing a research report
3-2 Writing Introduction section
3-3 Writing literature review
3-4 Writing methodology section
3-5 Writing findings and recommendations
Unit 4: Format and Presentation of an Academic Essay
4.1 How should your academic essay and research report look like?
4.2 Format of an Academic essay or paper (Font. Spacing. Indents or Break.
Alignment,Section
Headings. Title and Page numbers)
4.3 Cover Page
4.5 First Page
4.6 Introduction. Main Body and Conclusion
4.7 Reference list
4.8 Illustration tables graphs

Textbooks and References

Elbow, Peter. Writing with Power Techniques for Mastering the Writing Process. New York:
Oxford UP. 1998. W. W. Print.
Writing Advanced by Ron White. Oxford Supplementary Skills. Third Impression 1992. ISBN
019 4354073 (particularly suitable for discursive, descriptive, argumentative and report
writing)
College Writing Skills by John Langan. Mc-Graw-Hill Higher Education. 2004.
Patterns of College Writing (4th edition) by Laurie G. Kirszher and Stephen R. Mandell. St.
Martin's Press.

Useful Links
Essay Writing: The Essential Guidehttp://www.theory.org.uk/david essavwriting.pdf - David
Gauntlet, Leeds University Institute of Communication Studies
Advice on Academic Essay Writinghttp://www.writing utoronto.ca advice - University of
Toronto, Canada.
Citing Referenceshttp://www.bournemouth.ac.uk/library/citing references/docs/Citing Refs.pdf
Harvard referencing style-University of Bournemouth Academic Services.

Course Title: Research Methods in Education (professional)

Credit Hours: 03
Course Instructor

Course Description
This course aims to help Student Teachers develop a basic understanding of educational
research. Its purview will be on improving teaching and learning practices in primary
classrooms. This course will cover features of educational research in general, while the main
focus will be on developing Student Teachers' understanding of action research and preparing
them to conduct it in a school setting.
Course Outcomes

After the completion of this course, Student Teachers will be able to:
1. Define what research is and identify different types of research

2. Describe the importance of action research for improvement in classroom practices

3. Review literature for research purposes

4. Identify data collection tools

5. Explain data analysis procedures

6. Prepare a research proposal.

Course Outline:
Unit 01 Introduction (Week 1-2)
1.1 What is Research
1.2 The importance and need for research
1.3 Types of Research Methods
1.4 Historical Research
1.5 Descriptive Research
1.6 Casual Comparative Research

Unit 02 Action Research: Types and Reflective Practices (Weeks 3-4)

2.1 Action Research
2.2 Participatory
2.3 Collaborative
2.4 Reflective Practices
2.5 Critical Thinking
2.6 Induction and Deduction
2.7 Assumptions and Revisiting Ideas

Unit 03 Literature Review (Week 5-6)

3.1 Concept and meaning of Literature Review.
3.2 Information Sources
i. Primary Sources
ii. Secondary Sources
3.3 Forms of Literature Review Sources
3.4 Digital Sources
3.5 Paper Sources
3.6 Material Sources
3.7 The Importance of and Need for Literature Review Clarity and Focus
3.8 Broaden knowledge base of Research

Unit 04 Research Methodology (Weeks 7-9)

 4.1 Research Design
4.2 Population Sampling
4.3 Data Collection Tools
4.4 Data Collection Procedure

Unit 05 Data Analysis and Interpretation (Weeks 10---11)

5.1 Qualitative Analysis
5.2 Coding
5.3 Arranging Data according to themes and patterns
5.4 Qualitative Analysis
5.5 Statistical Tools

Unit 06 Findings, Summary and Recommendations (Weeks 12-13)

6.1 Findings and drawing conclusions
6.2 Summary
6.3 Recommendations

Unit 07 Referencing and Writing a Research Proposal (Weeks 14-16)

7.1 Research Proposal
7.2 Content of Research Proposal
7.3 Referencing
7.4 APA reference format with type of reference
7.5 Summing up and conclusion
Textbooks and References:
Wiersma, W. (2000). Research methods in education. Boston:Allyn and Bacon.
Creswell, J.W. (2008). Research design: Quantitative and mixed methods approaches. Thousands
Oaks, CA:Sage Publications.
Flower, F.J. (2008). Survey research methods: Applied social research methods. Thousand Oaks,
CA: Sage Publications.
Marshall, j.c. (2010). Classroom test construction. Boston:Addison-Wesley.
McNiff,J., Lomax, P., &Whitehead, J. (1996). You and your action research projecy. New York:
Routledge.
Salkind, N.J. (2006). Exploring research, New Jersey: Pearson Prentice –Hall.

Course Title: Practice Teaching

Credit Hours: 03
Course Instructor
Course Description:

This course includes two important parts:

• A school placement in an elementary school

• A seminar that meets regularly

School placement

The practicum experience should provide secondary grade Student Teachers with a prete
placement in an elementary school. This teaching practice builds on experience from semester
when Student Teachers worked with children at two different grade levels. As in semester 3,
practicum should provide Student Teachers with carefully sequenced and supervise experiences,
with Student Teachers gradually assuming responsibility for teaching severd subjects with the
whole class, starting with one subject in week 3, and picking up an addition class in week 4 and
an additional class in week 5. Thus, for the last two weeks Student Teacher should assume full
responsibility for at least three classes.

During the practicum, Student Teachers are expected to critically select and use appropriate
materials, resources (including persons in the community), and technology, and to have
experiences with classroom management and a variety of evaluation techniques(including
authentic assessment) 2. Collaboration with other Student Teachers and professionals in the
school setting should be encouraged in order to develop team-building skills and utilization of al
resources to enhance children's learning.

Ideally, groups of three or four Student Teachers are placed in each school. Avoid having too
many Student Teachers in one school and more than one Student Teacher per class (unless they
are doing an activity or assignment that requires them to work together).

Opportunities for peer coaching as well as coaching by the Cooperating Teacher and a College
University Practicum Supervisor are provided. Student teachers should be encouraged to take
advantage of any opportunities to interact with parents and to develop skills for communicating
with parents under the guidance of the Cooperating Teacher.

Seminar
A weekly seminar will accompany the practicum to help Student Teachers link the content of the
pre-service program content to practice. The seminar should provide Student Teachers an
opportunity to clarify and revise their teaching goals and their beliefs about a wide range of
educational issues. Although the seminar should be related to and build upon classroom
observation and teaching experiences, it should be focused on inducting Student Teachers into
professional practice. Habits of thinking that provide the foundation for continued growth as a
teacher are as important as strategies for solving immediate classroom issues and problems. The
seminar should also provide a forum for Student Teachers to share and resolve problems or
challenges they are experiencing during their practice. Student Teachers will be asked to
complete several types of assignments. Most, but not all of these assignments will be directly
linked in some way to classroom experiences.

For example. Student Teachers will:

Present an analysis of own or a peer's teaching Conduct an observation focused on specific

classroom or an individual child

Try out a particular method and reflect on its success in achieving its purpose practices

Conduct an interview with a teacher and a child. All of the assigned tasks should be flexible
enough to allow for adaptation to a wide variety of classrooms.

Course Outcomes

Student Teachers will be able to:

1. Reflect on and learn from teaching practice

2. Collaborate with peers, the cooperating teacher, and college/university practicum supervisor,
establishing professional relationships

3. Invite, accept, and utilize feedback from the cooperating teacher, peers, and the
college/university supervisor in a non-defensive manner.

4. Produce and implement plans for teaching and learing tnat rerlecr the use of appropriate
instructional methods and strategies that meet the needs of all children within the context of the
practicum classroom
5. Utilize appropriate instruments or techniques for assessing chiidren's learning and their
learning needs

6. Recognize cognitive and affective needs of children and establish learning environments and
use activities appropriate to meeting those needs.

Course Outline

Week 1: Introduction to the school and classroom context

• Complete the Student Teacher Checklist provided in your handbook.

• Meet with the Cooperating Teacher to discuss how he or she plans for instruction,
expectations, and the like.
• Complete non-observational assignments, which will provide you with an opportunity to
familiarize yourself with the school, staff, school rules, policies, etc. The assignments you are
required to complete will depend on your current placement.

If you are completing this practicum at a different school than the one you worked in during
semester 3, you will need to complete the assignments provided in your handbook:
o Inventory of school resources
o Community/co-curricular engagement
o Discipline procedures and policies
o Cooperating Teacher interview
o Interview a child/children
o Classroom management

If you are at the same school that you were in during semester 3 but working with a different
teacher, you need to complete the assignments provided in your handbook.
o Cooperating teacher interview
o Interview a child/children
o Keep a log of daily activities.
o Record daily reflections see the forms provided in your handbook
o Conduct classroom observations, which will provide the Sade Teacher opportunity to
learn how the Cooperating Teacher engages with the children using verbal behaviour
and tom pace a lesson.
o As requested by the Cooperating Teacher, work with children who and extra help and
will small groups of children to carry out the teacher's plans
Week 2: Assisting the teacher in classroom instruction as requested and assuming
responsibility for planning, teaching, and assessing at least part of the lesson.

 Co-plan and co-teach with the Cooperating Teacher.

 Work with children who need extra help.
 Complete any non-observational assignments still outstanding.
 Complete classroom observations, which will provide you with an opportunity to
observe children's engagement through their verbal responses and what types of verbal
interaction occur in the classroom (selective verbatim).
 Work with small groups of children to carry out the teacher's plans.
 Co-teach lessons with the Cooperating Teacher.
 Find out about the assessment, including what strategies the teacher uses.

Week 3: Assuming responsibility for planning, teaching, and assessing at least one lesson
Co-plan full lessons with the Cooperating Teacher.
• Co-teach lessons for one subject matter each day.
• Work with children who need extra help.
• Conduct classroom observations that will provide you with information on how to use:
questions effectively to engage children. You should also consider using the observation tools
provided in your semester 3 handbooks to learn about other aspects of teaching and learning.
• Prepare for a formal observation by your Cooperating Teacher using the Formal Observation
Cover sheet. Pre-observation Guide, and Post-observation Reflection
• Prepare for a formal observation by your College University Supervisor using the Formal
Observation Cover sheet, pre-observation guide, and Post-observation reflection sheet.
• Prepare for a midway triad meeting
• Use the Notes for Self-Assessment indicating all the evidence you have collected and how
this meets the NPSTP.

Week4: Assuming responsibility for planning, teaching,and assessing in two subjects

 Continue activities, taking over responsibility, for planning and teaching and assessing
one subject (full lesson) throughout the week.
 Co-plan and co-teach all other subject with the cooperating teacher .
 Prepare for a formal observation by your college university practicum supervisor using
the formal observation cover sheet .pre-observation guide and post observation
 reflection.
Week 5: Assuming responsibility for planning, teaching, and assessing at least three subjects
• Continue activities above, taking over responsibility for planning, teaching, and assessing
three core subjects with the whole class throughout the week (Math’s, Urdu, Science, General
studies).
•Co-plan and co-teach all other subjects with the Cooperating Teacher.
• Prepare for a formal observation by your Cooperating Teacher using the Formal Observation
Cover sheet. Pre-observation Guide and Post-observation Reflection.
• Prepare for a formal observation by your College/University Practicum Supervisor using the
Formal Observation Cover sheet. Pre-observation Guide, and Post-observation Reflection.

Week 6:Assume additional responsibilities as agreed with the Cooperating Teacher

• Continue planning, teaching and assessing the three core subjects throughout the week and
add additional subjects as agreed upon with the Cooperating Teacher.
 Co-plan and co-teach all other subjects with the Cooperating Teacher.
• Prepare for a formal observation by your College/University Supervisor using the Formal
Observation Cover sheet. Pre-observation Guide, and Post-observation Reflection.
• Prepare for a final triad meeting.
• Prepare a Professional Portfolio, addressing the NPSTP. (Use the rubric provided in your
handbook as a guide.)
The practicum seminar
The seminar runs parallel to your experience at school. Student Teachers may expect to
issues such as:
 Practical issues of teaching and learning in their field placements
 Language learning
 Different perspectives on how to organize and manage a classroom
 Planning units of instruction
 Content-specific instruction
 Selecting and using assessments of learning
 How to use standards for elementary school corrected teaching practice
 Identifying the hidden curriculum in the classroom
 Creating classroom environments that recognize physical, emotional affected social
and intellectual needs of children.
 Non-instructional roles of the teacher
 Working with parents and community
 Distribution of Course

Week # 01 Introduction to the school and classroom context

Week #02 Assisting the teacher in classroom instruction as requested and assuming
responsibility for planning, teaching, and assessing at least part of the
lesson.
Week 3: Assuming responsibility for planning, teaching, and assessing at least one
lesson
Week4: Assuming responsibility for planning, teaching,and assessing in two subjects
Week 5: Assuming responsibility for planning, teaching, and assessing at least three
subjects
Week 6:Assume additional responsibilities as agreed with the Cooperating Teacher

MID TERM EXAMINATION

The practicum seminar

END TERM EXAMINATION

ASSESSMENT INSTRUMENT WITH WEIGHTS

S.NO Items Marks

1. Mid Term Exam 30
2. End Term Exam 30
3. Internal Evaluation Breakdown
Lesson Plan 15
Teaching Practicum 15
Workshop 10
Total 40 40
Grand Total 100