This is a ppt on Schedule and its types

1. SCHEDULE
PREPARED BY
NIKKU SAIRA JOJI
MOUNT TABOR TRAINING
COLLEGE

3. A TOOL FOR COLLECTING
DATA
• Contains questions, statements and blank spaces
for filling up responses
• Types: Interview Schedules, Homework Schedules
etc.
• Most important: Interview schedules

4. Types
1.Closed Schedules/ Forced Choice
schedules
Alternative responses are provided for each questions
Respondents can select from the following options or
approximates of his/her attitude. Responses may be
1. Dichotomous ( yes/no, true/ false)
2. Scaled set ( Fully disagree, disagree, agree, totally
agree etc)

5. 2. Open Ended Schedules
• The interviewer provides questions and the respondent is free
to express his/ her response
• Cannel and Kahn(1962) proposed five criteria upon which one
should decide which type of schedule to use.
1. Interview objectives
2. Respondents’ information level
3. Structure of respondents’ opinions
4. Respondents’ motivation to communicate
5. Interviewer’s prior knowledge

6. SCHEDULES
USED IN
SOCIAL
RESEARCH

7. Relating Schedules
Used for sociological or psychological research
Used in cases where attitude or opinion is to be
measured
Different ranks or scales are constructed for this
purpose.

8. Document Schedules
• Used for recording data from written documents like
autobiography, case history, diary or official records
maintained by the government.

9. Interview Schedule
• Interview purpose
• Should be a set of standard questions that the
interviewer has to ask
• Must have blank tables that he/she has to fill up
after getting information from the respondent.

10. OBSERVATION SCHEDULE
• Observation purposes
• Contains specific topics upon which the observer has to
concentrate and the nature of information that he has to record.
• Makes observation more pointed and accurate by clearly pointing
out what is to be observed and how it is to be observed and
recorded

11. PURPOSE OF SCHEDULES
 PROVIDE STANDARDISED TOOL FOR
OBSERVATION INORDER TO ATTAIN
OBJECTIVITY
 The purpose of schedules is to accomplish
recurrent tasks on a regular interval in order to free
the Coveo administrator from having to perform
these basic operations manually. In other
words, schedules maintain the index in its optimal
state and let the Coveo administrator focus on more
important duties.

12. Making a course schedule
While there is no easy formula for devising the course schedule, here are some things
to think about:
1. Consider the time constraints of your particular course: obviously, a 3-hour class
that meets once a week will pose different challenges than a 50-minute class that
meets three times a week.
2. Spread assignments out to help students manage the workload and to avoid an
unrealistic grading burden for yourself.
3. Provide sufficient time between assignments to give students feedback and allow
them opportunities to incorporate it.
4. Take into account religious holidays and special events on campus that may affect
student work.
5. Think about how interruptions (weekends, holidays, etc.) will affect the flow of
your course (for example, you might not want to schedule a film for one class day
and a discussion of it the next, if the viewing and discussion are separated by a
week.)
6. Leave some unscheduled time in your course in case exciting, unanticipated
opportunities present themselves or certain topics or activities take longer than
expected.

13. Some strategies that instructors
use to plan their course schedule
include these:
Write all the dates of class meetings on a flipchart. Then write
different assessments (homework, papers, presentations, etc.) you
are considering on different colored post-its.
 Stick the post-its on the flipchart calendar and move them
around until you find a good balance and distribution, taking into
account the time students need to do the work, the time you need
to mark and return it, and situational constraints like holidays.

14. •Count the number of class days and create a grid with a box for each class day.
• Fill in each box with the activities you tentatively have in mind for that class day, taking into
account the issues outlined above. Plot your assessments and due-dates so that are supported
by your instructional strategies, reinforce your learning objectives, and fit reasonably within the
rhythm and time constraints of the semester.
•Create a grid with three columns. Write your topics in the first column, the instructional
strategies and assessments (homework, discussions, group work, etc.) you are considering in
the second, and the materials or resources (readings, films, slides, equipment, etc.) you will
need for these instructional strategies and assessments in the third column. See where there
are too few or too many activities and add/subtract/reassess as you go.
•You’ll notice that the instructors who employ these strategies revise and tweak their schedules
as they plan until the schedule reflects their objectives for the course, supports the course
structure and teaching strategy, sequences work logically, and distributes it realistically across
the semester.
•Creating a good schedule can be time-consuming, but the thought and effort invested at this
stage will both help you write your syllabus and prevent problems (e.g., time conflicts, student
panic, grading bottle-necks) by helping the course run more smoothly and effectively.

15. Contents
INTRODUCTORY PART