Semester: Spring 2022: Course: Teaching of Pakistan Studies

NAME: Sidra ID: 0000130060
COURSE: TEACHING OF PAKISTAN STUDIES
COURSE CODE: 6511
SEMESTER: SPRING 2022
NAME STUDENT: SIDRA
STUDENT ID: 0000130060
COURSE: MA/M.ED
ASSIGNMENT NO.02
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

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Question No.1: Explain 'Discussion Method' by focusing its procedures

and constraints. How can you apply it in teaching Pakistan Studies?
Answer:
Introduction:
As per my knowledge, discussion methods are a variety of forums for open-

ended, collaborative exchange of ideas among a teacher and students or
among students for the purpose of furthering students thinking, learning,
problem solving, understanding, or literary appreciation. Participants present
multiple points of view, respond to the ideas of others, and reflect on their own
ideas in an effort to build their knowledge, understanding, or interpretation of
the matter at hand.
Main Discussion:
Discussion is important to learning in all disciplines because it helps students

process information rather than simply receive it. Leading a discussion requires
skills different from lecturing. The goal of a discussion is to get students to
practice thinking about the course material. Your role becomes that of
facilitator. You design and facilitate the discussion rather than convey
information. If you want to hold a discussion, don‟t do all the talking yourself;
don‟t lecture to the group or talk to one student at a time.
Teaching is a skillful activity which is based on an interaction between the

teacher and the learner. It applies knowledge, and scientific principles for
setting an environment to facilitate students‟ learning. Curzon (2004) describes
that teaching involves the provision of those conditions that directly promote
effective learning. It is through teaching that student becomes familiar with the
values and mannerism advocated and given priority by the society. Whether
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the teacher is teaching at elementary level, secondary or higher secondary

level he/she has not only to impart knowledge (information) but he/she needs
certain skills for dealing with students. Researches conducted on teaching
show that learning atmosphere that is conducive for concept understanding
gives better results in successful learning. A good teacher not only
intellectually challenges students in concept understating, but also supports the
students in their generating knowledge on the basis of learn material.
There are different types of teaching methods which can be categorized into
three broad types. These are teacher-centered methods, learner-centered
methods, content-focused methods and interactive/participative methods.
(a) Instructor/Teacher Centred Methods:
Here the teacher casts himself/herself in the role of being a master of the
subject matter. The teacher is looked upon by the learners as an expert or an
authority. Learners on the other hand are presumed to be passive and copious
recipients of knowledge from the teacher. Examples of such methods are
expository or lecture methods - which require little or no involvement of
learners in the teaching process. It is also for this lack of involvement of the
learners in what they are taught that such methods are called “closed-ended”.
(b) Learner-Centred Methods:
In learner-centered methods, the teacher/instructor is both a teacher and a

learner at the same time. In the words of Lawrence Stannous, the teacher
plays a dual role as a learner as well “so that in his classroom extends rather
than constricts his intellectual horizons”. The teacher also learns new things
everyday which he/she didn‟t know in the process of teaching. The teacher,
“becomes a resource rather than an authority”. Examples of learner-centered
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methods are discussion method, discovery or inquiry based approach and the
Hill‟s model of learning through discussion (LTD).
(c) Content-Focused Methods:
In this category of methods, both the teacher and the learners have to fit into
the content that is taught. Generally, this means the information and skills to be
taught are regarded as sacrosanct or very important. A lot of emphasis is laid
on the clarity and careful analyses of content. Both the teacher and the
learners cannot alter or become critical of anything to do with the content. An
example of a method which subordinates the interests of the teacher and
learners to the content is the programmed learning approach.
(d) Interactive/Participative Methods:
This fourth category borrows a bit from the three other methods without
necessarily laying emphasis unduly on either the learner, content or teacher.
These methods are driven by the situational analysis of what is the most
appropriate thing for us to learn/do now given the situation of learners and the
teacher. They require a participatory understanding of varied domains and
factors.
Specific Teaching Methods:
We can now consider a number of specific methods which can be drawn from
in the course of classroom instruction. It is however, important to note that the
choice of any form of methods should not be arbitrary, but needs to be
governed by the criteria we have already examined. At the same time each
method is not fool-proof, but has its own advantages and disadvantages. That
is why I would recommend the use of complementary methods rather than one
method.
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1. Lecture Method:
A lecture is an oral presentation of information by the instructor. It is the

method of relaying factual information which includes principles, concepts,
ideas and all theoretical knowledge about a given topic. In a lecture the
instructor tells, explains, describes or relates whatever information the trainees
are required to learn through listening and understanding. It is therefore
teacher-centered. The instructor is very active, doing all the talking. Trainees
on the other hand are very inactive, doing all the listening. Despite the
popularity of lectures, the lack of active involvement of trainees limits its
usefulness as a method of instruction.
The lecture method of instruction is recommended for trainees with very little
knowledge or limited background knowledge on the topic. It is also useful for
presenting an organized body of new information to the learner. To be effective
in promoting learning, the lecture must involve some discussions and, question
and answer period to allow trainees to be involved actively.
Preparation and delivery of a lecture:
As stated earlier, during the lecture, the trainees merely listen to the instructor.
It is therefore very important to consider the attention span of trainees when
preparing a lecture. The attention span is the period of time during which the
trainees are able to pay full attention to what the instructor is talking about. It is
estimated to be 15-25 minutes only. It is difficult to hold the trainees attention
for a long period of time and careful preparation of lectures is very necessary.
The instructor should have a clear, logical plan of presentation. He/she should
work out the essentials of the topic, organize them according to priorities and
logical connections, and establish relationships between the various items.
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Careful organization of content helps the trainees to structure and hence, to

store or remember it. When developing a theme in a lecture, the instructor
should use a variety of approaches. A useful principle in any instruction is to go
from the known to unknown from simple to , or from parts to a whole.
Knowing the trainees and addressing their needs and interests is very
important. For example, in explaining technical processes the instructor should
search for illustrations that will be familiar to the trainees. Unfamiliar technical
words should be introduced cautiously. New terminologies should be defined
and explained and examples given.
In order to gain and focus the attention of trainees, the instructor should be
adequately prepared, fluent in his/her presentation and should use various
teaching aids and illustrations such as charts, transparencies, codes and even
the real objects during presentation. Question and Answer periods should be
included in the lecture.
Qualities Of A Good Lecture:
1. A good lecture should not be too long as to exceed the trainee‟s attention
span (up to 25 minutes).
2. A good lecture should address a single theme.
3. In a good lecture technical terms are carefully explained.
4. Familiar examples and analogies are given.
5. A good lecture establishes fluency in technical content.
6. A good lecture uses illustrations and examples.
7. A good lecture builds on existing knowledge.
8. A good lecture employs a variety of approaches.
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2. The Discussion Method:
Discussion involves two-way communication between participants. In the

classroom situation an instructor and trainees all participate in discussion.
During discussion, the instructor spends some time listening while the trainees
spend sometimes talking. The discussion is, therefore, a more active learning
experience for the trainees than the lecture.
A discussion is the means by which people share experiences, ideas and

attitudes. As it helps to foster trainee‟s involvement in what they are learning, it
may contribute to desired attitudinal changes. Discussion may be used in the
classroom for the purpose of lesson development, making trainees apply what
they have learnt or to monitor trainees learning by way of feedback.
Lesson development:
In areas in which trainees already have some knowledge or experience,

discussion may be used to develop the main points to be covered in a lesson.
For example, in safety training many of the procedures and behaviour that
should be observed can be established through discussion with trainees.
Trainees can draw on their experience of working in workshops contract sites
to contribute to the discussion. In discussing some issues, differences of
opinion arise. The discussion can help to clarify the different points of view and
may assist each trainee to define his or her own opinion. Used in this way,
discussion may be more effective in motivating trainees than lectures. Trainees
can see that some importance is attached to their contributions.
Application:
Discussion may also be used, following a lecture or demonstration, to help

trainees apply what they have learned. The instructor can ask questions, that
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help trainees to relate concepts and principles to contexts that are familiar to
the trainees or in which they will ultimately be needed. For example following a
lecture on “types of wood joint”, the instructor may, lead a discussion directing
trainees attention to the places or pieces of furniture where each type is found,
and the reasons for using one type than the other. Used in this way discussion
contributes to the transfer of learning.
Feedback:
The discussion method also provides an opportunity to monitor trainees

learning. The answers provided by trainees and the questions they ask, reveal
the extent and quality of learning taking place. Instructors can use this
information to repeat or modify an explanation to improve learning. They can
also provide feedback to trainees, thereby helping to reinforce learning that has
taken place. Discussion used in this way should follow after other methods of
classroom instruction such as lectures, demonstration or practice sessions.
Conducting a discussion:
Discussion sessions can be led by the instructor, or can take place in groups.
In either case, the goal is to meet the lesson objectives by allowing the trainees
to:
a) Relate relevant personal experiences or events which have occurred in the

work setting.
b) Contribute ideas or personal opinions.
c) Apply what has been learned to familiar situations or solving problems.
d) Express what had been learned.
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Whether the discussion is instructor led or takes place in groups it must be

guided by the instructor. It must be focused on the objectives of the lesson: it is
the instructors responsibility to see that the objectives are met. If it is not
properly guided, a discussion can degenerate into a consideration of
inappropriate or unimportant topics adding confusion rather than clarification to
the lesson.
Conclusion:
Discussion methods are a variety of forums for open-ended, collaborative

exchange of ideas among a teacher and students or among students for the
purpose of furthering students thinking, learning, problem solving,
understanding, or literary appreciation.
Question No.2: Discuss the role of Pakistan Studies teachers. What

measures should be taken for their professional development?
Answer:
Introduction:
The importance of higher education cannot be denied for shaping the civilized
nations. Higher education plays central role in the training and provision of
leaders for different spheres of life including government and other
professions. The economic growth of any country is closely linked with the
system of higher education which provides educated and skilled manpower for
the national economy. Teacher is backbone of any institution including
institutions of higher education if they have to materialize their visions and
missions
Main Discussion:
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Professional development of staff broadly refers to providing enabling

conditions to staff to enhance their productivity in the various dimensions of
their day-to-day responsibilities including those related to their technical and
personal spheres of profession. The professional development of teachers
could be defined as teachers‟ learning: i.e., how they learn to learn, how they
reflect on and make meaning from their learning, and how they apply their
knowledge to support pupils‟ learning.
In educational settings teachers play an important role in achieving the goals

of teaching and learning processes. However, it is due largely to knowledge
growth at an unprecedented speed in the contemporary world that it
becomes increasingly difficult for teachers to keep themselves updated on
the evolving and rapidly growing knowledge in education. Needless to say,
that in their profession teachers have to continuously aspire to grow on an
ongoing basis, otherwise, they run the risk of redundancy and decline in their
professionalism. Hence, the need for them to grow professionally which
could be through engaging in the reflective practices, through self-directed
learning, especially increasing their theoretical understanding of the day-to-
day issues and trying to put their theories into practice, and/or through
availing from time-to-time the formal (i.e. tailor-made) professional
development opportunities to ensure their continuous growth and renewal.
Professional development in the school context:
Learning is an enigmatic process; therefore, it is important to consider how

people learn and how the school-based as well as the external conditions
shape, influence and determine their learning (Belanger, 2011). What we
clearly know today is that learning is guided by our own philosophies of
learning such as behaviorism, cognitivist, constructivism, and social
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constructivism. These theories/philosophies elaborate how knowledge is

perceived, constructed and approached. Teacher professional development
primarily involves the task of enabling teachers to challenge their existing
beliefs and approaches about the „what,‟ „how,‟ „why,‟ and „when‟ aspects of
their learning processes.
What we also know from our experiences of work in AKESP, a prestigious

education providing institution of AKDN, is that schools define and deliver
professional development based on the analysis of their current needs. So,
the needs analysis becomes the first step in determining the goals of teacher
professional development. In fact, the Annual School Improvement Plan
(ASIP) is used as a tool to identify and define the needs. Generally, the
outcomes of the Training Need Analysis (TNA) relate to enhancing teachers
content knowledge, upgrading teachers‟ pedagogical skills, improving their
problem-solving techniques, managing conflicts, engaging teachers in
reflective practice, relating student home tasks with their conceptual learning,
strengthening teachers‟ assessment techniques, helping teachers understand
the twenty-first century leaning skills, and augmenting their leadership skills.
Role of the Head Teacher in managing staff professional development:
School leadership has the pivotal role, of course, after classroom teaching, in
influencing and shaping student learning. In fact, it helps improve teaching
and learning processes indirectly and through their influence on staff
motivation, commitment and working conditions (Leadwood, Harris, &
Hopkins, 2008). Therefore, the school leadership role becomes more
significant in professional development of staff. Literature identifies four areas
where head teachers have substantial impact on teachers learning, these
include: head teacher as instructional leader and learner; the creation of
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learning environment; direct involvement in design, delivery, and content of

professional development; and the assessment of professional development
outcomes (Brede son, 2000).
Other forms of professional development include motivation from head

teacher to improve teacher‟s academic and professional qualifications
through distant learning degree programs. This will result in new learnings for
staff and help create knowledge societies within the school through sharing of
knowledge with colleagues. Also, head teacher could play her/his role in
encouraging teachers to develop reading habits and share their knowledge
from the literature with colleagues and students. In addition, opportunities for
discussions and reflecting on classroom practices in informal sessions also
leads to professional development and knowledge creation. Also, in
institutions like AKESP head teachers and teachers are also encouraged to
design and implement action research projects to improve small yet important
learning aspects related to students. Such innovations from head teachers
always benefit the teachers, which then helps the organization to become a
learning organization.
In-house professional development program:
Head teachers are not indispensable agents and gatekeepers of teacher

learning, but they as leaders and learners become role models, coaches,
facilitators, and guides to move teachers towards greater and higher levels of
independence and professional autonomy (Brede son, 2000). The traditional,
i.e., authoritarian, approach to school leadership style has numerous
undesirable consequences including poor results, dwindling teacher
motivation, misappropriation of financial resources and expanding the gulf
between school and parents. Hence, the need for head teachers to become
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sources of inspiration and encouragement for their teachers, students and

parents. When it comes to providing teachers in-house professional
development opportunities, head teachers need to make the best use of
pedagogical content knowledge expertise available in their schools to conduct
in-house professional development sessions. This requires head teachers to
identify the diverse talents their staff possess. In order to share a practical
example from my own practices as a head teacher in an AKESP school, I
identified that majority of my staff members were not good at using
„prepositions‟ and „adjectives‟ while speaking and writing English. I discussed
this matter with the language teacher at my school who was strong in his
content knowledge. In close collaboration with this teacher we planned and
conducted a professional development session for my schoolteachers.
This session was received very well and appreciated by teachers.

Encouraged by this initiative, we did the same for improvement of math skills
(i.e., average, percentage, and ratio) for all teachers, which was again a
success. Followed by these professional development initiatives were other in-
house sessions on computer literacy, communication skills, pedagogical skills,
subject specific and assessment techniques. The topics of these sessions, in
fact, were suggested by our teachers, which clearly showed their intrinsic
motivation to attend these in-house professional development sessions.
Therefore, it is important for head teachers to practice a leadership style that
transforms the school into a community of learners. Being the most important
person in the school, head teachers are required to earn respect of her/his staff
(as well as from his school community) through humility, possessing strong
mentoring skills and promoting leadership in all the staff
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members by delegating them different roles and responsibilities to play in the

school improvement processes.
Staff encouragement for self-driven PD activities:
Pedagogical leadership is a powerful approach and an effective alternative to

improve schools as it invests in capacity building by developing students
social and academic capital and strengthening teachers intellectual and
professional capital (Sergiovanni, 1998). Here, the role of head teacher is to
create an environment where teachers learn from each other by reflecting on
each other‟s practices. Along with creating a learning-conducive environment,
staff also need encouragement for what they do. This brings motivation to
teachers and has direct impact on teacher productivity. As our experience
shows that some teachers are money-motivated while others find recognition,
appreciation, and rewards as sources of motivation (Gantt, 2014). The
encouragement factor helps teachers to be motivated intrinsically and this
results in better performance and innovation in their work. There is consensus
amongst the researchers today that use of incentives including
„encouragement‟ and „recognition‟ work as engines driving teachers job
satisfaction and motivation, which, in turn, prepare them to work in
collaboration with their other peers and colleagues in and outside schools.
The intrinsically motivated staff not only develop themselves professionally
but also create an environment where they make academic alliances,
discuss, and reflect on each other‟s practices, go for team teaching,
mentoring, and observe classrooms practices and provide feedbacks on each
other‟s work. Hence, they form a community of learners promoting their
intellectual and professional capital, which meets a basic condition needed to
create the knowledge society.
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An appeal to the Head Teachers and teachers on professional

development:
In sum, contrary to the popular notion of always demanding for and relying on
the financial resources to initiate professional development of staff in schools,
it is primarily head teachers personal desire and commitment to make a
difference in the lives of teachers, students and school community, and their
vision and motivation to steer their schools to become the “schools-of-choice,”
that makes all the difference in achieving the goal of staff professional
development. This brief article concludes at offering the following menu of
ideas which might help and guide head teachers in initiating and promoting
the culture of professional development in schools:
 Since „reading‟ is a miraculous process that facilitates and transforms

our professional growth, it is important for heads and teachers to become role
models for their students in „reading,‟ and use their „example‟ to inspire their
students (and their parents) to become avid readers;
 Students of the twenty-first century are good at using technology and

they enjoy learning if technology is incorporated in the lessons they are
taught. Hence, there is a dire need to make teachers informed about
technological advancements and encourage them to use technology and
learning applications through teacher trainings, which should lead to improve
students‟ learning achievements.
 In order to develop the school-based professional development culture,

head teachers must encourage senior teachers to mentor novice teachers to
enhance their pedagogical skills. What is convincingly evident in schools is that
the novice teachers are stronger in content knowledge but in most cases lack
pedagogical skills.
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 Reflection on actions is the key to learning, therefore, head teachers

must make an endeavor to promote a culture of reflective practice in their
schools by engaging teachers, students and staff to critically discuss and
analyses factors facilitating and/or hindering school improvement processes.
 Creating leadership opportunities and assigning teachers (students and

staff) leadership roles could bring more intrinsic motivation, sense of ownership
and a deep sense of joy for being part of the school. Head teachers could form
different school-based committees and delegate roles to teachers to perform in
these committees. Our experiences have repeatedly shown that this initiative
effectively leads to teacher leadership development in schools.
 Teaching is a dynamic profession, it needs heads and teachers to be

proactive planners, strategic thinkers, and agile risk-takers. Head teachers
must encourage teachers to bring innovation in their teaching strategies on an
ongoing basis by introducing team-teaching, micro-teaching, and cooperative
learning techniques.
 One of the hallmarks of the best performing schools is that they have a
culture of compassion, care and growth for all school stakeholders. The head
teachers will be required to review and assess the quality of their endeavors to
promote such an environment in schools. It is always this culture where the
notion of staff professional development blossoms and achieves its noble
goals. It is also noteworthy that the culture of compassion cannot be promoted
overnight, in fact, it takes constant effort and time to nurture and safeguard it
from sliding back to the conventional school milieu.
Conclusion:
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The teachers who aim to develop students instead of teaching them, who help
them become independent, who provide motivation and interest for life-long
learning and urge them to become sovereign learners, is essential in the
education of the future for taking the responsibility in achieving relevant
change.
Question No.3: How can library resources be utilized in the teaching of

Pakistan Studies? Which types of instructional aids can be prepared with
no cost or low cost materials in teaching of Pakistan Studies.
Answer:
Introduction:
Library is one of those resources which are essential to support and strengthen
the educational quality. Over the centuries, libraries are the source of keeping
and distributing the information through books, journals, maps and other
resources that are used by students in their learning process. Unfortunately,
library resources are the most ignored area in institutions of teacher education.
There is hardly any disagreement that libraries in our institutions are deficient
in trained professional staff and material available for supporting student
learning.
Main Discussion:
Over the years, many libraries have supported education efforts by providing
teaching resources, information and referral services. A more active approach
has been taken by libraries offering educational classes or one-to-one tutoring
programs. Many libraries have outreach programs designed to meet the needs
of specific groups of people with limited educational skills. Library resource
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materials are distributed to the institutionalized, including those in prisons,

hospitals, rehabilitation centers, and group homes for the elderly and disabled.
In addition, some libraries offer programs for groups at risk for education-
related problems. Adolescents have been targeted because lack of education
has been associated with other problems including crime, pregnancy,
unemployment, drug and alcohol abuse, and school failure. After-school and
summer educational programs have sought to encourage young people to
become employable, contributing members of the community and generally to
raise their self-esteem. Strategies have included homework help sessions,
peer tutoring, and peer-group reading sessions.
Families have been targeted because lack of education seems to be passed

from one generation to the next: children whose parents are functionally
uneducated are twice as likely as their peers to be functionally uneducated. In
family educational programs, emphasis is on the parent's role as the child's
first teacher. Parents, who may have been inspired to seek education training
by concern for their children, are taught interactive language activities for use
with infants and young children. Some libraries invite entire families to share in
reading activities and book talks, with each member borrowing a book to take
home.
Man's quest for knowledge has led to the creation and accumulation of
tremendous amount of information. This quest for knowledge knows no bounds
and limits and is never satisfied. It has continued since the dawn of civilization
to the modern age. This hard-earned knowledge and information is valuable for
the entire mankind and therefore liable to be preserved. With the invention of
paper man has been able to convey this knowledge to others by writing books.
Thousands of manuscripts have been written by the wise men of the earlier
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times but many of them were destroyed due to the lack of proper means of
preservation. With the invention of printing press, it became easier to preserve
the knowledge in the form of printed documents. This led to the generation of a
large number of books. The need for the preservation and dissemination of
information led to the establishment of more and more libraries. Thus libraries
acquired a great importance in the civilized society for education and research.
Libraries play a vital role in the development of any society by enhancing the
cause of education and academic research. They cater to the information
needs of thousands of peoples.
The development of Science and Technology (S & T) in the last two centuries
has led to an information explosion. Rapid changes have taken place at a great
pace. In order to meet the growing needs of users the library system has been
greatly improved and upgraded to meet the new challenges. The services
offered by libraries have also undergone a great change.
With the advent of new technologies in the field of computers and

telecommunications, revolutionary changes have taken place in the field of
Library and Information Science. The shape of traditional libraries containing a
large number of printed documents is in the process of being transformed to
paper less libraries containing a large number of digitized documents. The
facilities offered by networking have not left libraries untouched. Modern
libraries are not only digitized but networked also. This has led to the creation
of virtual libraries i.e. libraries without walls through which the user has access
to information at anytime, anywhere in the world by using the modern tools of
communications, such as computers and Internet facilities.
Libraries in the new millennium are leaders in knowledge management.

Librarians in universities are innovative in their use of the new information
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technologies to provide access to a range of multimedia sources. Today‟s

libraries teach students the information handling skills to last a lifetime.
A library is a collection of sources, resources, and services, and the structure

in which it is housed; it is organized for use and maintained by a public body,
an institution, or a private individual. It can mean the collection itself, the
building or room that houses such a collection, or both. The term „library „has
itself acquired a secondary meaning: "a collection of useful material for
common use." This sense is used in fields such as computer science,
mathematics, statistics, electronics and biology. It can also be used by
publishers in naming series of related books, e.g. The Library of Anglo-Catholic
Theology(Encarta, 2009).
Libraries are defined as organized collection of published and unpublished

books and audiovisual materials with the aid of services of staff who are able to
provide and interpret such material as required, to meet the informative
research, educational and recreational needs of its users. Libraries are
regarded as agencies through which sources of information of accumulated
knowledge and experiences are selected, acquired, organized, preserved and
disseminated to those who need them. Libraries are essential tools in learning
at any level. It is the intellectual centre of the society containing records not
only the intellectual but also of cultural, economic and social inclination. With
the provision of wide variety of information sources, users of libraries are
exposed to different information with their respective values. They also give
users the opportunity to learn and continue learning throughout their lives
Libraries are established for the systematic collection, organization,

preservation and dissemination of knowledge and information. It is very
important for man to preserve and maintain the valuable knowledge and
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information contained in the books and documents because we want to

preserve our knowledge and wisdom for the coming generations. By
preserving the documents in a library this knowledge can be made available to
others so that they can benefit from it.
Library (institution), collection of books and other informational materials made

available to people for reading, study, or reference. The word library comes
from liber, the Latin word for “book.” (Encarta, 2009) However, library
collections have almost always contained a variety of materials. Contemporary
libraries maintain collections that include not only printed materials such as
manuscripts, books, newspapers, and magazines, but also art reproductions,
films, sound and video recordings, maps, photographs, microfiches, CD-
ROMs, computer software, online databases, and other media. In addition to
maintaining collections within library buildings, modern libraries often feature
telecommunications links that provide users with access to information at
remote sites.
The central mission of a library is to collect, organize, preserve, and provide

access to knowledge and information. In fulfilling this mission, libraries
preserve a valuable record of culture that can be passed down to succeeding
generations. Libraries are an essential link in this communication between the
past, present, and future. Whether the cultural record is contained in books or
in electronic formats, libraries ensure that the record is preserved and made
available for later use. Libraries provide people with access to the information
they need to work, play, learn, and govern.
People in many professions use library resources to assist them in their work.
People also use library resources to gain information about personal interests
or to obtain recreational materials such as films and novels. Students use
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libraries to supplement and enhance their classroom experiences, to learn

skills in locating sources of information, and to develop good reading and study
habits. Public officials use libraries to research legislation and public policy
issues. One of the most valued of all cultural institutions, the library provides
information and services that are essential to learning and progress.
Conclusion:
Successful educational system depends exhaustively on the accessibility and

utilization of information sources and services. In this regard, academic
libraries are providing knowledge and information resources for teaching,
learning and research. Academic libraries are rapidly supporting and
encouraging adapting new form of teaching and learning exercises.
Question No.4: Prepare a four stage lesson plan on "Pakistan

Movement".
Answer:
1. Instructor’s Name:-
2. Subject: - Pakistan Studies
3. Topic: - Pakistan Movement
4. Period:-
5. Data:-
6. General Objectives
1. To develop sense of patriotism into the students
2. To increase knowledge about Pakistan
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3. To review the role of Muslims in establishing Pakistan
7. Specific Objectives
1. To explain the importance of Lucknow Pact
2. To review the role of Pakistan Resolution as a turning point in political

career of the Indian Muslims.
8. Previous Knowledge
Students are well aware about the prominent personalities of the Pakistan who
did their strong efforts for establishing Pakistan.
9. Teaching Aids
Duster, Writing Board, Pointer, Marker (Blue/Black), Charts, Model,

Text book, Real Object, Maps, Flag of Pakistan
10. Introduction
Ask the following questions from the class;
17. When Quaid-i-Azam became the president of Muslim League?
1. 1916
17. When Quaid-i-Azam got separation from congress?
1. 1920
17. When Liaqat Ali khan joined Muslim league?
1. 1924
17. When Chaudry Rehmat Ali Khan coined a word „Pakistan‟?
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1. 1933
Q. Who presented Pakistan Resolution?
A. Molvi Fazal-ul-Haq
11. Statement of the Aim
Gentlemen! In this period, we shall discuss about Pakistan Resolution.
12. Development
Ask the following questions from the class;
Q. Where was Pakistan Resolution passed?
A. Minto Park (Iqbal Park)
Q. When Pakistan Resolution was presented by Molvi fazal-ul-Haq?
A. 23rd march, 1940
Q. What was the Pakistan Resolution?
A. No constitutional plan would be workable in this country or acceptable to the

Muslims unless it is designed on the following principles, namely that
geographically contiguous units are demarcated into regions which should be
so constituted, with such territorial readjustments as may be necessary, that
the areas in which Muslims are in majority as in the north western and eastern
zone of India, should be grouped to constitute independent states in which the
constituent units shall be autonomous and sovereign.
Q. What was the Muslim‟s reaction after presenting Pakistan Resolution?
A. Indian Muslims welcomed Pakistan Resolution.
Q. What was the reaction of Hindus on Pakistan Resolution?
A. They condemned Pakistan Resolution.

24
Q. What was the importance of Pakistan Resolution for Indian Muslims?
A. It proved as a turning point for the Indian Muslims and it united Muslims at
one platform.
Q. How did Pakistan Resolution bring change in British Government attitude?
A. The passing of Pakistan Resolution compelled the British government not

to take any step against the interest of the Muslims.
Q. What was the achievement of Indian Muslim after Pakistan Resolution?
A. They established Pakistan.
13. Recapitulation
Go over the main points f the lesson.
14. Consolidation
Invite the class to ask questions and then ask the following questions from the
class;
Q. Who presented Pakistan Resolution?
Q. How can we say that Pakistan Resolution was the turning point into the life
of the Muslims?
Q. What was the reaction of Hindus after Pakistan Resolution?
15. Homework
Write a note on Pakistan Resolution and explain the efforts of Muslims

leaders.
16. Conclusion
Gentlemen! In the next class, we shall study about Ideology of Pakistan.
25
17. Supervisor’s Remarks
Question No.5: Critically analyze essay and objective type tests in

teaching of Pakistan Studies. Which type of test is more appropriate and
why?
Answer:
Introduction:
Although Pakistan Studies is a compulsory subject from Class IX up to the

university level, it is an astonishing fact that many of the students are unaware
of important historical figures and events.
Main Discussion:
There is no need to teach about those selected topics at each level. Instead
the need is to include more topics, which could be informative, as well as
beneficial, for the students. Besides history, there should be topics of current
issues and problems which our country is currently facing. Human rights and
its importance must be taught to eradicate social evils and problems which our
26
country is facing. Moreover, the content presented in the book should not mold
students to become narrow-minded and parochial. Aims should be to open the
faculty to accept past follies and learn to rectify the mistakes. This would create
enlightenment in students and encourage them to get what their ancestors did
not achieve.
It is highly important that textbooks are free from indoctrination and any kind of
bias or stereotyping and should give actual facts and figures. This does not
mean that textbooks should only contain facts and figures, rather they should
be presented in an interesting way so that students enjoy learning and reading
books. It should create and develop interest towards the subject and help
widen their outlooks and open new vistas of knowledge. There should be a
variety of questions, as well as activities, for learners so that they can learn
with fun. References and sources must be given in the books for further study.
I hope the implementation of suggestions will be beneficial in attaining the
objectives of teaching of Pakistan Studies. Authorities concerned should do the
needful.
Essays can test higher-level cognitive skills. Objective exams can also test
higher-level skills, but on a more limited basis. For any test, the content and
style of the questions should be determined by the course objectives. When
objectives require students to apply knowledge, analyze data or situations,
synthesize, or evaluate, the essay can be an effective test. Because essays
address higher-level cognitive processes, you can individually direct students
in their thought processes. However, when objectives ask students to describe,
to list, or to recognize, the essay exam is probably not useful.
Students study more efficiently in preparing for an essay test. Research has
shown that students generally spend less time on rote memorization of
27
material when they study for an essay exam rather than a multiple-choice
exam (e.g., Mayer 1975; Shave son and Stern 1981). Instead, students tend to
generalize and conceptualize the material, using facts as support material
rather than as ends unto themselves. Students are al so more apt to retain
concepts and generalizations than isolated facts and details.
Essays allow students to practice their writing. Many students can graduate
from college without having had much practice in writing. Unfortunately, many
of these students discover too late that their writing skill in the "real world"--
whether it is in the form of a memo, a proposal, or a report--is the difference
between success or failure in their profession.
Essays can individualize your instruction. Your feedback on an essay can help
students form insights into the subject material, organizational skills, and
writing skills. Your comments can also be an important motivator.
Essays provide valuable feedback to you. Sometimes objective test scores do

not portray your students' learning. Essays, however, can reveal the depth and
breadth of students' knowledge, as well as erroneous conclusions that are
drawn.
Essays are (very) time-consuming to grade. To garner the full benefits of

including essays on your tests, you must allot sufficient time to read and
comment on the students' responses. Simply scanning a response and
assigning it a numerical grade will not close the learning cycle. Students
quickly learn how to study for your exams! If they perceive that you fail to grade
their responses adequately (as indicated by your written comments and
suggestions), students will not bother to study at a higher level for the next test,
but will instead return to memorizing facts.
28
Sometimes an essay question is not representative of the content covered. An

example: In an introductory course in human physiology, which has just
covered blood, the circulatory system, and the immune system, seven of the
ten essay questions are about the circulatory system.
If you use essays, you must use course objectives to determine the content of
the questions. By referring to objectives, you will not make the mistake of
focusing too narrowly on one aspect of content.
The essay exam often has grading reliability problems. Unlike the multiple-
choice format, the essay is a subjective form of evaluation. And teachers often
introduce biases into their grading. If you know whose paper is being
evaluated, the grade may reflect personal feelings for that student, or may
reflect influence from past grades. For example, if the student received an A on
a past exam, you may tend to give a higher grade than is actually deserved on
this exam (and vice versa if a student had received an F). Also, grades given
on first papers may differ significantly from those that are graded later. Other
influences include your general mood and stress level at the time of grading,
the time of day, and your feelings about the subject of the essay.
Preparing an Essay Question or Exam:
These suggestions may help you maximize the benefits of an essay test:
Carefully select those course objectives that can be evaluated through an

essay. Cognitive objectives stressing memorization of facts, names, or
definitions should not be measured by essays. Essays should require students
to analyze hypothetical data, solve sample problems, or compare and contrast
concepts.
29
Phrase the question clearly. After reading the question, the prepared student
should know exactly what you expect. If a question's wording is ambiguous or
too vague, unprepared students can draw upon the related knowledge they
have and write an answer, while claiming (correctly) that they misunderstood
what you desired.
Control the level of students' response. If you want more than just a recitation
of facts in an essay, word the question so that more is demanded. Read the
following examples of essay questions:
When were Medicare and Medicaid established?
How have Medicare and Medicaid contributed to the current U.S. trends of
increased demand for health services, increased costs of health care and
physicians' services, and longer hospital stays?
What do you suppose might have occurred in the field of health care in the
U.S. if Medicare and Medicaid had never been established?
Although all three questions request information on Medicare and Medicaid,

the first two require only recitation in writing an answer. The third question,
however, requires a knowledge of the first two questions and requires the
student to analyze rather than recite.
Write essay questions that sample the content covered. Many professors
permit students to choose several essays from a list. Although you may believe
this choice benefits the prepared student who may be weak in one area,
actually the unprepared student benefits more from this practice because it
encourages students to "place a bet" and to omit studying some key areas of
content. By allowing choice, you also create different exams, which decreases
the content validity and the grading reliability.
30
Inform students of the grading criteria. You must decide what evaluative criteria
will be used. It is important to share this information with students before they
write the essay. If you will be grading for language usage, spelling, and
grammar, tell them. If you desire a minimum or maximum number of words, tell
them. If you desire a certain format, specify it ahead of time.
Share examples of good and weak essays with students. Students can benefit
greatly from seeing what is expected of them. In groups, have students apply
the grading criteria to several sample essays you provide. Discuss their
judgments and yours.
Ten Tips for Grading Writing and Reducing Bias
What can you do to improve the reliability of your grading of responses to

essay questions? Following is a list of suggestions:
1. Cover the names of the students. Most teachers attempt to treat all students
fairly. However, it is human nature to like some students more than others, or
to actively dislike some students as individuals. This personal bias can affect
the reliability of the grades. Grading can be influenced by the performance of
the student on earlier exams, by the amount of class participation, and by the
student's attitude toward the course and the teacher.
2. Familiarize yourself with the general performance level on the exam before
you begin to grade. Randomly sample exams and read them thoroughly to
determine the general level of performance. This practice will keep your
evaluations from being unduly influenced by the quality (whether excellent or
poor) of one specific paper.
3. List the points you believe should be discussed in each essay. Such a list
can keep you from being "bluffed" by students who are exceptionally
31
accomplished writers, or highly clever and verbal. Unprepared students often

select one aspect of a question, or an aspect tangential to the question, and
elaborate on that one point to the extent that a reader may become immersed
in the writing style, overlooking the insufficiency of the answer. A list of
expected points can assist you in assessing objectively the breadth and depth
of the response. You can get help from your students in developing these
criteria (Everett 1994). Ask them what they believe is important in the
assignment, what they would expect to read if they were grading it.
4. Do not attempt to grade all exams in one sitting. As stated earlier in this
article, a major disadvantage of essays is the time required to grade them.
When you begin to tire of reading the responses, you naturally become too
critical or too generous in your grading, which affects the reliability of the
grades.
5. Grade only one question or topic at a time. Each question on an essay

exam, or each essay question included in an objective test, should be graded
separately. Reading an entire exam and then trying to assign a grade also
affects the reliability of the grades. By grading exams by individual questions,
you will be better able to concentrate on the quality of each individual response
and how it compares to other students' responses.
6. Write comments on the exams. Point out the good as well as the bad.
Comments indicate that you actually read the exam. Also, they serve as an
explanation of why you assigned a particular grade. Comments such as
"Expand," "What about . . . ," or "How do you conclude this?" readily indicate
weakness to the students. When commenting, adopt a no confrontational
attitude by assuming that you and the student share a common enterprise.
Write to convince the student: be direct in your criticisms, but be dispassionate
32
and never engage in ad hominem attack. Ask yourself whether your

disagreement with the student's writing is based on specialized knowledge you
possess because of your education and training. If so, then offer that
knowledge to the student. Don't simply bash the student for not knowing
something that "everyone knows." Maintain an appropriate perspective on the
writing assignment, i.e., don't fixate on remarks that may be tangential to the
principal point/s of the composition (Moore 1992). Finally, realize that you do
not necessarily improve a student's writing by writing an "overwhelming"
number of comments on an essay (Moore 1992).
7. Before you assign grades, sort your papers into piles. By sorting papers into
piles corresponding to A's, B's, C's, etc., you can quickly check through the
piles to ensure that there are no changes to be made. This practice assists you
in making decisions about "borderline" papers.
8. Discuss the test with the students. Feedback is a critical element in the
learning cycle. Testing provides you with an opportunity to give feedback to
your students. In addition to written comments on the essay exam, you should
allocate class time to discuss the question and the responses. This practice
reinforces the testing process as a part of learning.
9. Have colleagues read the papers. This is an effective way of improving the
grading for team-taught courses and for teachers teaching different sections of
the same course. If you and a colleague differ greatly in scoring a question,
reevaluate the response to the question. It is very important, of course, to tell
your students about such dual grading arrangements. You could even improve
the feedback to your students by having the different graders identify their
comments by different colored inks.
33
10. If students do not meet your established criteria for a question, consider
retesting them on the concepts. After providing feedback on the incorrect
answers and time to restructure their concepts, allow students to rewrite their
responses. Without an opportunity to revise their response, any comments you
make have little effect on improving subsequent writings (see Do her 1991, for
a more thorough discussion). After all, the ultimate objective of education is
learnig, not simply receiving a grad
Conclusion:
Student writing, regardless of subject, is only one-half of the equation. The

other half is learning through studying the teacher's thoughtful critique of the
writing. Bashing may be brought about unintentionally by a teacher's
misunderstanding a student's perspective, reasoning, background, or personal
values. Constructive critiquing is an art that must be learned and then
practiced.
34

Semester: Spring 2022: Course: Teaching of Pakistan Studies

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NAME: Sidra ID: 0000130060

COURSE: TEACHING OF PAKISTAN STUDIES

COURSE CODE: 6511

SEMESTER: SPRING 2022

NAME STUDENT: SIDRA

STUDENT ID: 0000130060

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

Question No.1: Explain 'Discussion Method' by focusing its procedures

As per my knowledge, discussion methods are a variety of forums for open-

Discussion is important to learning in all disciplines because it helps students

Teaching is a skillful activity which is based on an interaction between the

the teacher is teaching at elementary level, secondary or higher secondary

(a) Instructor/Teacher Centred Methods:

(b) Learner-Centred Methods:

In learner-centered methods, the teacher/instructor is both a teacher and a

(c) Content-Focused Methods:

(d) Interactive/Participative Methods:

Specific Teaching Methods:

A lecture is an oral presentation of information by the instructor. It is the

Preparation and delivery of a lecture:

Careful organization of content helps the trainees to structure and hence, to

Qualities Of A Good Lecture:

2. A good lecture should address a single theme.

3. In a good lecture technical terms are carefully explained.

4. Familiar examples and analogies are given.

5. A good lecture establishes fluency in technical content.

6. A good lecture uses illustrations and examples.

7. A good lecture builds on existing knowledge.

8. A good lecture employs a variety of approaches.

2. The Discussion Method:

Discussion involves two-way communication between participants. In the

A discussion is the means by which people share experiences, ideas and

In areas in which trainees already have some knowledge or experience,

Discussion may also be used, following a lecture or demonstration, to help

The discussion method also provides an opportunity to monitor trainees

a) Relate relevant personal experiences or events which have occurred in the

b) Contribute ideas or personal opinions.

c) Apply what has been learned to familiar situations or solving problems.

d) Express what had been learned.

Whether the discussion is instructor led or takes place in groups it must be

Discussion methods are a variety of forums for open-ended, collaborative

Question No.2: Discuss the role of Pakistan Studies teachers. What

Professional development of staff broadly refers to providing enabling

In educational settings teachers play an important role in achieving the goals

Professional development in the school context:

Learning is an enigmatic process; therefore, it is important to consider how

constructivism. These theories/philosophies elaborate how knowledge is

What we also know from our experiences of work in AKESP, a prestigious

Role of the Head Teacher in managing staff professional development:

learning environment; direct involvement in design, delivery, and content of

Other forms of professional development include motivation from head

In-house professional development program:

Head teachers are not indispensable agents and gatekeepers of teacher

sources of inspiration and encouragement for their teachers, students and

This session was received very well and appreciated by teachers.

members by delegating them different roles and responsibilities to play in the

Staff encouragement for self-driven PD activities:

Pedagogical leadership is a powerful approach and an effective alternative to

An appeal to the Head Teachers and teachers on professional

 Since „reading‟ is a miraculous process that facilitates and transforms

 Students of the twenty-first century are good at using technology and

 In order to develop the school-based professional development culture,

 Reflection on actions is the key to learning, therefore, head teachers