Course Guide - USAID Teacher Education Project

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How this course guide was developedAs part of nation-wide reforms to improve the quality of teacher education, the Higher EducationCommission (HEC) with technical assistance from the USAID Teacher Education Project engagedfaculty across the nation to develop detailed syllabi and course guides for the four-year B.Ed. (Hons)Elementary and two-year Associate Degree in Education (ADE).The process of designing the syllabi and course guides began with a curriculum design workshop(one workshop for each subject) with faculty from universities and colleges and officials fromprovincial teacher education apex institutions. With guidance from national and internationalsubject experts, they reviewed the HEC scheme of studies, organized course content across thesemester, developed detailed unit descriptions and prepared the course syllabi. Although the coursesyllabi are designed primarily for student teachers, they are useful resource for teacher educatorstoo.In addition, participants in the workshops developed elements of a course guide. The course guideis designed for faculty teaching the B.Ed. (Hons) Elementary and the ADE. It provides suggestions forhow to teach the content of each course and identifies potential resource materials. In designingboth the syllabi and the course guides, faculty and subject experts were guided by the NationalProfessional Standards for Teachers in Pakistan 2009 and the National Curriculum 2006. The subjectexperts for each course completed the initial drafts of syllabi and course guides.Faculty and student teachers started using drafts of syllabi and course guides and they providedtheir feedback and suggestions for improvement. Final drafts were reviewed and approved by theNational Curriculum Review Committee (NCRC).The following faculty were involved in designing this course guide: Shabana Saeed, GCET (F)Rawalakot; Saima Khan, University of Education, Lahore; Khalid Pervez, GCET Kasur; Dr. ShahidFarooq, IER University of the Punjab, Lahore; Muhammad Zaman, BoC Sindh, Jamshoro; MuhammadRauf, IER University of Peshawar; Noor Alam, GCET (M) Lalamusa; Shereen Taj, University ofBalochistan, Quetta; Zakia Ishaq, GCEE (F) Pishin ; M. Nadeem, RITE (M) DI Khan; Zohra Khatoon,University of Sindh; Shoukat Usmani, GCET (M) Muzaffarabad; Ijaz-Ur-Rauf, GCET Shahpur Sadar,Muhammad Asim, University of Karachi; Rashid Ahmed Noor, RITE (M) Peshawar; MuhammadRafique, GCET Mirpur; Farjana Memon, GECE (W) Hyderabad; Abdul Khaliq, BoC, Quetta;Muhammad Wasim Uddin, RITE (M) Haripur; Muhammad Afzal, University of Education, Lahore; GulMuhammad, GCEE Quetta; Shabana Hyder, GECE (W) Hussainabad, Karachi; Dr. Iqbal Majoka,Hazara University; Ibad Ur Rehman, GCET (M) Jamrud; Ghulam Abbass, University of Education,Lahore; Safia Khatoon, GCET(F) Jamrud; Maria Akhtar, Fatima Jinnah Women University, Rawalpindi.Subject expert guiding course design: Loretta Heuer, Senior Research and Development Associate,Education Development Center (EDC).Date of NCRC review: 3 March 2012NCRC Reviewers: Dr. Imran Yousuf, Arid Agriculture University, Rawalpindi; Dr. Tayyab, FoundationUniversity, Islamabad.
Subject: General MathematicsCredit value: 3 credit hoursPrerequisite: SSC MathematicsSyllabus: General MathematicsThis course provides opportunities for prospective elementary teachers to strengthentheir mathematical knowledge and skills and to gain confidence in their understanding ofmathematics. An important outcome of this course is for prospective teachers to be ableto teach mathematics successfully in the elementary grades.Research-based knowledge about good math instruction provides a solid base ofinformation for educators to use as they identify mathematics skills students need todevelop, as well as teaching strategies and instructional approaches that best support thedevelopment of these skills. The course is designed based on what research tells usabout good math instruction.The overall organization of the course is divided into four units:1. Number and Operations2. Algebra and Algebraic Thinking3. Geometry and Geometric Measurement4. Information HandlingEach unit of study has a consistent design or organization and is meant to maximize timeon learning for prospective teachers.1. Content: Most one hour sessions will begin working on a math problem.Prospective teachers will engage in solving and discussing a math problem andsharing approaches and solutions. The content has been developed to so thatprospective teachers will engage in mathematics in depth to help them connectconcepts within and across the four units.2. Pedagogy: In each lesson prospective teachers will actively engage in doingmathematics in order to experience approaches to teaching and learning maththat they can use when they teach. They will recognize that there are oftenmultiple ways of approaching a problem and in some instances more than onecorrect answer. The instructor will present questions that stimulate curiosity andencourage prospective teachers to investigate further by themselves or with theirclassmates.The course will also examine how children learn and develop mathematicalunderstanding and skills and how the way children think influences the teachingof mathematics in the primary, elementary, and middle grades.3. Assignments: Students are expected to continue learning about math and theteaching of math after class. There will be assignments to stretch prospectiveteachers content knowledge and to learn more about teaching math. Assignmentswill take many forms including independently solving math problems and schoolbased tasks.
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Page 7 and 8: Semester OutlineUnit 1: Numbers and
Page 10 and 11: Suggested Resources:These resources
Page 12 and 13: Unit 1 Number and OperationsWeek 1,
Page 16 and 17: Recall the various models of additi
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Page 20 and 21: Faculty Preparation for Upcoming We
Page 22 and 23: h) The number line model, used earl
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Page 30 and 31: ) Introduce the array or set model.
Page 32 and 33: g) End the class by posing a challe
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Page 36 and 37: • Fact Families: Just as (5, 7, 1
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. Have students devise ratio proble
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e. Rate problems in the real world
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vii. Ask them if there is a consist
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Unitt 1 Number and OperationsWeek 5
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• It is also important that stude
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5. Assignment:l. Have students revi
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2. To model the equation (-4) + (+2
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d. Introduce the idea of directiona
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It is also important for students t
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considered negative if today were a
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Session 2: Algebra as generalized a
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Unit 2 AlgebraWeek 1, Session 1: Pa
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d) Introduce the idea of a pattern
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Later, when y is replaced by functi
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Unit 2 AlgebraWeek 1, Session 3: Th
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• The idea of a pattern rule• T
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Students may also need to refresh t
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d) Help students understand how to:
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Unit 2 AlgebraWeek 2, Session 2: Co
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4. Class Activitiesa) Begin the ses
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Unit 2 AlgebraWeek 2, Session 3: Eq
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Ask if they saw "first differences"
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Unit 2 AlgebraWeek 3: Linear Functi
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Unit 2 AlgebraWeek 3, Session 1: Li
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Unit 2 AlgebraWeek 3, Session 2: Li
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students use crayons or coloured pe
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Unit 2 AlgebraWeek 3, Session 3: Or
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g) Extend the discussion about C =
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Session 2 continues the idea of mul
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c) Leave plenty of time to discuss
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Unit 2 AlgebraWeek 4, Session 2: In
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c) Have students work in pairs for
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d) As in the cartoon below, youngst
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Faculty Preparation for Upcoming We
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3. Class ActivitiesHere are some sa
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Unit 3 GeometryWeek 1, Session 2: C
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Again, listen to the way students a
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\• Quadrilateral Venn Diagram: ht
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figure EFGH."d) Knowing that corres
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g) Note that certain polygons inclu
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"For example, suppose a triangle ha
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Make sure students realize that a s
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Session 2: Angle Sums in Polygons,
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Unit 3 GeometryWeek 2, Session 1: A
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c) Angles can be categorized by mea
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2. How do children think about thes
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This is where the activity, ripping
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than 180°are called reflex angles,
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Unit 3 Geometry,Week 2, Session 2:
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e) There is an angle of 360° aroun
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4) Using the angle sum formula:http
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e) Still other tessellations can be
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d) Children can design their own te
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To finish this activity, distribute
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life situations every day. Therefor
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However, this formulaic model does
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Unit 3 GeometryWeek 3, Session 2: G
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4. Class ActivitiesThese will inclu
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d) Have students chart the results
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Once again students will derive for
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) Have students measure around cyli
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d) After students share their direc
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c) Have students work with boxes an
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Students will extend this understan
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Unit 3 GeometryWeek 5 Session 1: Ge
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Unit 3 GeometryWeek 5, Session 2: S
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Unit 3 GeometryWeek 5, Session 3: I
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Session 3: Displaying Data in the E
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Unit 4 Information HandlingWeek 1,
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time.) Mention that these types of
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Unit 4 Information HandlingWeek 1 S
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How many pets does each icon stand
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line plot to display data accuratel
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3. What is essential to know or do
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Read through the plans for this wee
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Usually, when looking at a line plo
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e) Once youngsters know that there
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Perhaps in students' name length da
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Unit 4 Information HandlingWeek 2 S
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e) A data set that includes negativ
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In situations where the data is ske
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End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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