ELEMENTARY EDUCATION

B.Ed 1.5 year

Course Code 8623 Units: 1 – 9

Secondary Teacher Education Department

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

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 (All rights reserved with the publisher)

Edition: First

Year of Printing: 2017

Quantity: 5000

Composed by: Muhammad Shafique

Printer AIOU Printing Press, Islamabad

Publisher Allama Iqbal Open University, Islamabad

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 COURS DEVELOPMENT TEAM

Chairperson Dr. Naveed Sultana

Chairperson,
Department of Secondary Teacher Education

Course Development Dr. Sidra Rizwan

Coordinator
Reviewer Dr. Sidra Rizwan
Ms. Tooba Saleem

Editor Ms. Humera Ejaz

Course Coordinator Dr. Sidra Rizwan

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 COURSE INTRODUCTION
Education demands teaching personnel who have sound professional and
academic background. The specialization in Teacher Education provides an
academic opportunity of education and training to prospective teachers,
administrators and other education practitioners in the country.

This particular course focuses on Elementary Education which refers to

grade levels 1 to 8 and is the first rung of the ladder of education system in
Pakistan. The teaching and training at this level is very significant as it lays the
foundation for subsequent levels. Doubtlessly the teacher’s role is indispensable
in modern pedagogy where the teacher is more a personal guide, a facilitator of
learning, and a coordinator. The teachers should be trained to practice the
methods of instruction which involve open and individual directed learning by
accentuating modernly designed arrangements, collaborative work, and
appreciating individual differences among the students.

This course offered by the Secondary Teacher Education Department is

meant to be specifically helpful for students studying in open distance learning
system of AIOU. It is perceived that both the teacher educators and prospective
teachers will benefit most from this course and will be able to prepare young
learners to face the 21st century with new hopes and eager minds.
A teacher has to organize activities such as planning, providing instructions,
carrying orders and discipline, determining pupil achievements. Grading pupils
and maintaining their classrooms as a social and educational organization.
Without information and interpretation of great variety it is not even possible for
them to carry out such types of activities.

The material presented in this book is useful for learning, instruction, and
assessment. We aim to prepare teachers who can adapt the changing curriculum in
order to cope with the dynamic society by being a problem solver and creative
thinker. They should be able to integrate their own experiences with the
surrounding environment to provide the students with best possible learning
opportunities.

This book is organized in nine units, which includes definition, concept

and scope of elementary education in Pakistan, child development at elementary
level with the knowledge to help elementary teachers to follow the teaching
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learning process at this level. Curriculum at Elementary level, teaching strategies
with different activities for primary students. Instructional technology focusing
different types of Audio-Visual aids, guiding principles to use them, and
development of low cost materials. Classroom related problems which deal with
children who deviate, have any criminal behaviour or have disabilities etc.
Classroom management which is crucial to the teaching learning process. Concept
of measurement and evaluation, types of test, grading, reporting along with
statistical computation and information about problems and issues of Elementary
Education.

OBJECTIVES OF THE COURSE

After completion of this course the prospective teachers will be able to:
1. Explain the definitions concept and scope of Elementary Education.
2. Discuss and compare the two different stages of child development.
3. Define the different methods and strategies for elementary level.
4. Define questioning techniques suitable for elementary level.
5. Use different kinds of instructional aids which are suitable to teach
different subjects at elementary level.
6. Explain different learning deficits in elementary level students.
7. Identify students with special needs and take remedial measures for them.
8. Describe the use of audio-visual aids.
9. Explain classroom management skills related to teaching.
10. Differentiate between measurement and evaluation.
11. Compare standardized achievement test and teacher made test.
12. Understand the importance of female education.
13. Explain the role of private sector at elementary level.
14. Analyze teacher training through distance education.

Dr. Sidra Rizwan

Course Coordinator

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 ACKNOWLEDGEMENTS
Allama Iqbal Open University (AIOU) is pioneer in offering B.Ed (1.5
Year) programme, which is the first initiative of its kind to strengthen teacher
education in Pakistan. B.Ed 1.5 year program is offered to the students who have
already completed at least sixteen years of education. The University is offering
this program in six specialization, one of which is Teacher Education.
The launching of B.Ed 1.5 years was the priority agenda of the Allama Iqbal
Open University postgraduate programs. The Secondary Teacher Education
department is now pleased to present its first B.Ed. 1.5 year program professional
specialization.
The department of Secondary Teacher Education acknowledges and
appreciates the facilitation and encouragement extended by Dr. Shahid Siddiqui
the Vice Chancellor, Allama Iqbal Open University for making the launching of
B.Ed. 1.5 year program possible.
At faculty level, the department cherishes the support of Prof. Dr. Nasir
Mahmood, Dean Faculty of Education in making this launching successful. His
continued efforts and guidance is appreciated.
I would like to acknowledge the course development coordinator Dr. Sidra
Rizwan and the editor Ms. Humera Ejaz who have worked very hard and
diligently for this book to be in your hands. Last but not the least. I would like to
acknowledge all those who have contributed to the course development in one
way or the other.
We will welcome suggestions from teachers, lecturers, teacher educators
and experts to improve the course.

Dr. Naveed Sultana

Chairperson

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 CONTENTS
Course Introduction 4
Objectives of the Course 5
Acknowledgements 6
Course Outline 8
Unit – 1 Elementary Education 21
Unit – 2 Child Development at Elementary Level 55
Unit – 3 Curriculum in Elementary Education 91
Unit – 4 Teaching Strategies for Elementary Education 141
Unit – 5 Instructional Technology 209
Unit – 6 Classroom Related Problems 257
Unit – 7 Classroom Management Skills 275
Unit – 8 Measurement and Evaluation 305
Unit – 9 Problems and Issues of Elementary Education 349

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 COURSE OUTLINES FOR RESEARCH METHODS IN EDUCATION
B.ED 1.5 YEARS PROGRAMME
UNIT - 1 ELEMENTARY EDUCATION
 Definition, Concept and Scope of Elementary Education in Pakistan
 Importance and practice in Comparative Prospective
1. Pakistan
2. India Bangladesh
3. Republic of Korea
4. Japan
5. Canada
 Role of Private and Public Sector Education in Pakistan
 Compulsory Elementary Education

UNIT - 2 CHILD DEVELOPMENT AT ELEMENTARY LEVEL

 The Primary Years
1. Physical motor development
1. Physical Development
2. Motor Development
2. Cognitive and intellectual development
1. Number concept
2. Symbol thought
3. Words
4. Initiative though
5. Dreams
6. Perspective taking
7. Proportional
8. Conservation
I Piaget’s stages of cognitive development
1. Sensori motors
2. Pre-Operational
3. Concrete operation
4. Formal operation
II Information Processing
1. Attention
2. Memory
3. Language

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 III Factors that affect children cognitive development
1. Toys
2. Television
3. Parents
 Personality and Social Development
1. Theories of personality development
1. Piaget theory of cognitive development
2. Kohlberg theory of moral development
4. Freud’s theory of psycho-sexua development
5. Erikson theory of psycho-social development
2. Socialization
1. Forms of Play
2. Role of Television
3. Role of gender
3. Moral development
4. Emotional development
5. Behaviour disorder of childhood
6. The family and child interaction
7. Influence of the parents on their children
1. Authoritarian parents
2. Permissive parents
3. Authoritative parents
4. Divorce
 Middle Childhood
1. Physical & Motor development
1. Physical growth and skills
2. Physical activity helps children develop
3. Handicaps
4. Learning disabilities
2. The cognitive and intellectual development
I Cognitive tasks, skills and process
II The types of cognitive process
(i) Attention process
(ii) Memory
(a) Strategies of remembering
(b) Organization
(c) Imagery
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 (iii) Concrete operation thought
(iv) Conservation
(v) Moral reasoning
III Individual differences in cognition
(i) Intelligence
(ii) Gender difference
(iii) Language Development
3. Personality and Social development in middle childhood
I Self- groups
II Society of children
(i) Peer groups
(ii) Popularity
(iii) Friendship
(iv) Playing games and sports
(v) Helping and sharing co-operating and competing
(vi) Lying and cheating
(vii) Acting aggressively
(viii) Social under standing
(ix) Learning social rules
(x) Solving social problems
4. Adjustment and learning problems of middle childhood
I Sources of adjustment difficulties
(i) Parents
(ii) Social relationship
(iii) School
5. Types of adjustment problem
(i) Aggression
(ii) Regression
(iii) Fears
(iv) Physical symptoms
(v) The family and child interaction

UNIT - 3 CURRICULUM IN ELEMENTARY EDUCATION

 Process of Curriculum Development
1. Situational Analysis
2. Selection of Objectives
3. Selection of Content
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 4. Organization of Contents
5. Methods
6. Evaluation
 Language and Language Skill
1. Factor Affecting Language Development
 The Language Art Components
1. Approaches to Listening
2. Oral language Development
3. Approaches to Written Language Development
4. Reading
 Science
1. Content of Elementary Science
2. Content of Elementary Science Programme
3. How to Teach Science
 Mathematics
1. Content of Mathematics Programme
2. Objectives for Mathematics Programme
3. How to Teach Mathematics
I Discovery learning
II Repetition, reinforcement, application
III Active Learning
IV Mathematics Methods
4. Instructional Material for Teaching Concretely
5. Mathematics Learning and Gender
 Social Studies
1. The Meaning of Social Studies
2. How to Teach Social Studies
3. Selecting and Organizing Content
4. Diversity of Topics and Programmes
I Law Education
II Consumer Education
III Global Education
IV Moral education
5. Aids for Teaching Social Studies
6. Skilled Learned Through Social Studies
I Study skills
II Critical thinking skills
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 III Social participants
 Physical and Health Education
1. Health and Physical Education Programme
2. Content and Activities
3. Objectives of Physical and Health Education
I Physical education
II Health education
4. Activities of Physical Education
I Motor skill development
II Stabilising activities
III Locomotive activities
IV Manipulative activities
5. Physical Education and Physical Fitness
6. Goal of Health Education
7. Objectives of Health Education for Primary and Middle Schools
8. Main Streaming the Physical Education

UNIT - 4 TEACHING STRATEGIES FOR ELEMENTARY EDUCATION

 Lecture Method
1. Planning the Lecturer
2. Delivering the Lecture
3. Follow up the Lecture
4. When to Use the Lecture
 Demonstration Method
1. Major Purposes
2. Role of the Teacher
3. Role of a Learner
4. Use of the Learning Resources
5. Method of Evaluation
 Drill Method
1. Difference between Drill and Practice
2. Scope and Limitation
3. Techniques of Drill and Practice
4. Improving the Techniques
5. Advantages of Drill and Practice
6. Disadvantages of Drill and Practice

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 Project Method
1. Scope and Limitation
2. Steps in Project Matter
3. Planning the Project
4. Conducting the Project
5. Evaluating the Project
 Problem Solving Approach/Inquiry Method
1. Major Purposes
2. Role of the Teacher
3. Use of the Learning Resources
4. Method of Evaluation
 Role-Playing---Games and Simulations
1. Purpose of Role-Playing
2. Basic Role-Playing Procedures
3. Hints for Leading role-Playing
4. Games and Simulations
5. Difference Between Games and Simulations
6. Objectives of Simulations
7. Evaluation of Role Playing and Gaming
 Programmed Instructions
1. What is Programmed Instruction?
2. Need for Programmed Instructions
3. Main Feature of Programmed Learning
4. Basic Principles of Programmed Learning
5. Types of Programmed Learning
I The Linear Programme
(i) Important features of linear programming
(ii) Limitation of linear programming
II Branching Programme
Features of Branching model
Techniques in branching programme
Backward branching
Forward branching
Advantages of branching programme
Limitations of branching programme

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 III Mathematics
(i) Basic steps in mathematical programme
(ii) Principles of mathematic
Techniques of Teaching for Different Subjects Especially for Juniors’ Sections
 Classroom Games, Puzzles and Activities of Primary Years
 Question Techniques
1. Questions that focus on the learning process
2. Questions that focus on specific purpose
3. Handing pupil responses to questions
4. Developing skill in using questions
 Communication
1. Objectives of Communication
2. Forms of Communication
3. Communication for Learning
4. Types of Communications
5. Factor Affecting on Communications effectiveness
 Developing Interpersonal Skill and Teaching Style
1. Fostering Personal Relationship with Students
2. Soliciting Feedback from Students
3. Indirect Classroom Leadership
4. Treating Student Individually

UNIT - 5 INSTRUCTIONAL TECHNOLOGY

 Concept of Educational Technology
 Instructional Technology
 Purpose of Instructional Technology
 Projected Aids and its Kinds
1. Films
2. Film Strips
3. Slides
4. Transparency
5. Over Head Projectors
6. Opaque Projector
 None-Projected Aids and its Kinds
1. Non-Projected two Dimensional Aids
(i) Pictures
(ii) Photographs
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 (iii) Flash cards
(iv) Folding cards
(v) Cartoon
(vi) Maps
(vii) Posters
(viii) Charts
(ix) Flip charts
(x) Graphs
(xi) Chalk board
(xii) Marker Boards
(xiii) Felt Boards
(xiv) Magnetic Boards
2. Non Projected three Dimensional Visual Aids
3. Types of Three Dimensional Aids
(i) Models
(ii) Mock up
(iii) Difference between model & mock up
(iv) Diorama
(v) Exhibits
(vi) Display
(vii) Study Kit
(viii) Specimen
(ix) Real Object
(x) Globe
 Audio-Video Aids
1. Radio
2. Television
3. E.L.V
4. Video
5. Interactive Video
6. Video Text
7. Dial Access
 Activity Aids
1. Computers
2. Computer Assisted Instruction (CAI)
3. E-mail
4. C.D. ROM
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 5. Dramatisation
6. Filed Trips
 Strength and Weakness of Media
 Role of Media and Aids in Elementary Education
 Developing Low Cost Material
 Guiding Principle for the use of A.V Aids

UNIT - 6 CLASSROOM RELATED PROBLEMS

 Students Groups
 Behaviour Problems
1. Anxiety
2. Aggression
 Social Problems
1. Deviation
2. Social Control
 Criminal Behaviour
1. What is Crime?
2. Criminal Behaviour
 Drug Use
 Physical And Sensory Disabilities
1. Mental Retardation
2. Severely and Profound Retarded
3. Trainable Mentally Retarded
4. Educable Mentally Retarded
5. Psycho Social Disadvantages as a Cause for Mental Retardation
 Learning Deficits
1. Attention Deficits
2. Organizational Deficits
3. Memory Deficits
4. Transfer Deficits
 Visual Impairment
1. Causes of Visual Impairment
2. Identification
 Hearing Impairment
1. Identification
2. Causes of Hearing Loss

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  Speech Disabilities
1. Articulation
2. Timing
3. Voice
 Learning Disabilities
1. Definition
2. Dyslexia
3. Minimal Brain Dysfunction
4. General Principles of Instruction for Students with Learning
Disabilities
5. Causes of Learning Disabilities
 Physical Handicaps
1. Characteristics of Children With Physical Handicaps
2. Children with Cardiopulmonary Condition
3. Children with Musculoskeletal Condition
4. Children with these Neurological Condition
 Gifted Children
1. Definition
2. Identifying the Gifted
3. Different Between Gifted and Talented
4. Development Stages of Gifted
5. Approaches to Educating the Gifted

UNIT - 7 CLASSROOM MANAGEMENT SKILLS

 Classroom management as related to teaching
 Basic concepts Related to Classroom Management
1. Management
2. Control
(i) Some general tips for classroom control
3. Discipline
 Types of Classroom Problems and their Solutions
1. Refusing Classwork
2. Stealing
3. Dishonesty in school work
4. Restless students
5. Hostility
6. Students who shout
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 7. Students who are mischievous
8. Truant Students
9. Students who are usually absent
10. Cheating
11. Working with parents
 Punishment
 Classroom Climate
1. The Role of the Teacher in Classroom Climate
 Organizational Aspect of Management
1. Schedule
2. Routine
3. Clarity of direction and goal
4. Physical arrangement
5. Appearance of the classroom
 Personal Dimensions of Management
1. Verbal behavior of the teacher
2. Appearance
3. Interaction
4. Non verbal communication
5. Witness
 Points to keep in Mind
 Care of Equipment and Material

UNIT - 8 MEASUREMENT AND EVALUATION

 Concept of Measurement and Evaluation
1. Measurement
2. Evaluation
 Types of Tests
1. Standardized Achievement Tests
(i) Characteristic of standardized achievement tests
(ii) Standardized achievement tests batteries
Teacher Made Test
(i) Difference between standardized and teacher made tests
(ii) Advantages of achievement tests
Intelligence Tests

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 Planning, Constructing the Teacher Made Test
1. General Guideline for Writing Test Items
 Characteristics of Good Tests
1. Validity
(i) Factor Influencing Validity
2. Reliability
(i) Factor Influencing Reliability Measures
(ii) Difference Between Validity and Reliability
(iii) Methods Used for Estimating Test Reliability
 Measuring Achievement in Elementary Level
1. The Acquisition of Knowledge
2. The ability to Apply Concept and Principles
3. Communication
4. Problem Solving
5. Attitude
 Grading and Reporting
1. Grading
2. Reporting
 Statistical Computation
 Frequency Distribution
1. Limits of Class-Intervals
2. Mid Points Intervals
 Measure of Central Tendency
1. Mean
2. Direct Method
3. Median
4. Mode
 Measure of Variability
1. Range
2. Semi-Inter-Quartile Range
3. Standard Deviation
4. The Co-efficient of Variance, V
 Percentile and Percentile Rank
 Measure of Relationship or Correlation
1. Rank Difference Correlation
2. Product Moment Correlation

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UNIT - 9 PROBLEMS AND ISSUES OF ELEMENTARY EDUCATION

 Female Education
1. Gender roles in Pakistan
2. Importance of female education
3. Rural vs. Urban
4. Role of government in female education
 Dropout
1. Dropout rate increases dramatically after primary schooling
 Curriculum
1. Factor Effecting Curriculum Development in Pakistan
 Health and Family Education
1. Family Life Education during Childhood
2. The Challenges of Teaching HFLE
 Examination System
1. Exam Analysis Report
 Private Schools
1. Medium of Instruction
 Teacher Training
1. Teacher Training Through Distance Education
2. In-service Training Programme

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