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- 3. TARIQ ALI INSRUCTOR: PROVINCIAL INSTITUTE FOR TEACHER EDUCATION KHYBER PAKHTUNKHWA VISITING LECTURER: UNIVERSITY OF PESHAWAR BACHA KHAN UNIVERSITY CHARSADDA QURTUBA UNIVERSITY OF SCIENCE & TECHNOLOGY PESHAWAR RESOURCE PERSON: ACADEMY OF EDUCATIONAL PLANNING & MANAGEMENT ISLMABAD (AEPAM) PAKISTAN ACADEMY OF RURAL DEVELOPMENT(PARD) OXFORD UNIVERSITY PRESS (OUP) ASSOCIATOIN FOR ACADEMIC QUALITY(AFAQ) MUNAWWAR PUBLISHERS BACHA KHAN TRUST EDUCATION FOUNDATION (BKTEF) FATA Education Foundation (FaEF) F.G SCHOOLS, Cadet Colleges HELVETAS.HOPE’87, CESSD MEMBER: LMTF,IPTWG REVIEWER: TBB & PEACE Contact :…. 03347027177 Email ….. tariqpite@gmail.com You tube Channel: Learn to lead with Tariq Ali By: Tariq Ali 3
- 4. 4 Teaching Methodologies & Instructional Strategies for Classroom Management
- 5. To understand: I. Different schools of thought (Approaches to learning). II. Different teaching methods, methodologies & strategies. III.Effective classroom management skills By: Tariq Ali 5
- 6. What makes learning effective? Teaching and Learning International Student Survey (TALIS) 2013 08 Participating countries Australia, Finland, Latvia, Mexico , Portugal, Romania, Singapore and Spain. Findings of the study: Active learning (cooperative learning) Cognitive activation Teacher-directed instructions
- 7. Stages of Learning Dependent Collaborative Independent
- 8. Two main teaching approaches Pedagogy ( Paidis-Child, Ago-Guide) Andragogy (Andrus-Man) (Introduced by Malcolm Knowles, in 1973, published the book: The Adult Learner: A Neglected Species) Pedagogy • Students are blank slates and teachers know more. • Teachers evaluate the learning process. • Learners are motivated by teachers , parents and society to learn. Andragogy • Students come with their own experiences. • Teachers facilitate the learning process. • Learners are self motivated.
- 9. Major schools of thought in Education • IDEALISM (Plato) • REALISM (Aristotle) • Logic-Deductive & Inductive Reasoning • Deductive-(Syllogism & Inference) • PRAGMATISM (John Dewey, Froebel) • BEHAVIOURISM (Pavlov, Skinner) • NATURALISM (J.J. Rousseau) • Individualized Instructions, Multiple Intelligence etc 9
- 10. Activity-1: Individual Task Make a list of the teaching methods you know about .
- 12. Teaching Methods Lecture method Lecture demonstration method Discussion method Assignment method Project method Audio visual method 12
- 14. Advantages of Lecture Method : Student listening skills are developed. Develops communication skills of the teacher Needs no or less equipment or Lab. Learning material is not required.
- 15. •Can we deliver a lecture on body parts like heart , eyes etc? •Can we explain a scientific experiment through lecture? •So what method to be used in such cases?
- 16. Lecture Demonstration Method Lecture Demonstration = words (audio) + performance (visual information)
- 18. 7/9/2023 18 Useful in teaching structures , maps , shapes, parts etc More than one sense is involved. Knowledge becomes permanent.(long term memory).
- 20. Discussion Method is useful for: • Approval of knowledge • Refinement of knowledge • Consensus development • Bringing clarity & Better Understanding • Evaluation purposes 7/9/2023 20
- 21. Principles of Discussion Method 7/9/2023 21 “Respond” rather than “React”. Never lose control of the class Wear a smile to the class. Once agreed/ clarified then no more discussion “The aim of argument or discussion should not be victory but progress” Joseph Joubert
- 22. Advantages of Discussion Method •Training in self-expression & reflective thinking (Metacognition) •Participation by everybody (democratic approach) so learning is made interesting •Spirit of tolerance is inculcated 22
- 23. 7/9/2023 23 Assignment Method Define(d) Objectives No Repetition/ Re- production Develop Stress Define(d) Rubrics
- 24. Advantages 7/9/2023 24 Reinforcement of concepts learnt in class Self & independent study More creative
- 26. Project Method By: Tariq Ali 26 Steps involved in Project Method I. Providing a situation(s) II.Choosing the project III.Planning (Action Plan) IV.Executing the project V. Evaluation of the project VI.Recording of the project
- 27. PROJECT METHOD A project should : Be within the reach of the students & feasible in terms the availability of human and material resources and time limit. Be purposeful, practical with clear, well defined objectives.
- 29. Which Teaching Method will be more useful when:………. & Why? Teaching science topic on body parts. Teaching a novel/story/drama. Teaching social sciences like political science. Developing problem solving & creativity skills of students. Covering a large material in a short time. 29
- 30. ACTIVITY-2: Individual Work (01 min) By: Tariq Ali 30
- 31. By: Tariq Ali 31
- 33. • Minute paper • Peer review • Think -Pair-share • Group work • JIGSAW KWL (Know-Want-Learnt) K(What they Know) W(What they want to now/you want to teach) L(What they have learnt)
- 35. Four Basic Teaching skills •Technical skills •Conceptual skills •Human skills/Emotional intelligence •Communication skills
- 36. (I).Technical Skills • Curriculum , SoS, Syllabus etc. • Lesson Plan (4Ps), • AssessmentTechniques (Item writing, Paper setting, Rubrics, Item-wise analysis etc. ) • Methods , Strategies &Techniques
- 37. (ii) Conceptual Skills • Clarity of the picture in mind •Ask all the expected questions from yourself and answer yourself •Ask yourself if you will be satisfied with this answer? •5 Ps
- 38. (iii) Human Skills/ Emotional Intelligence •Be a Psychologist / Emotional intelligent •Two approaches to understand people •Self report test •Ability tests •Tips for improving EI: Listen ,empathize & reflect •Make classroom inclusive
- 39. (iv) Communication & Presentation skills The 7Cs of effective communication By Cutlip and Center 1952 in their book “Effective Public Relations:. I. Completeness II. Conciseness III.Consideration IV.Clarity V.Concreteness VI.Courtesy VII.Correctness
- 40. • Technical skills will make you more professional • Conceptual skills will give you confidence • Human skills/EI will make you friendly & socially acceptable • Communication skills will help you convey the message properly
- 42. 7/9/2023 42 TARIQ ALI 03347027177 Email: tariqpite@gmail.com You Tube Channel: Learn to lead with Tariq Ali
- 43. & Allah Hafiz
Editor's Notes
- TEACHING METHOD : It is a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. TEACHING TECHNIQUE : It is a well-defined procedure used to accomplish a specific activity or task. TEACHING STRATEGY : It is a long term plan of action designed to achieve a particular goal. TEACHING APPROACH : It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.
- Top ranking countries,2020 Finland Denmark South Korea In an attempt to formulate a comprehensive adult learning theory, Malcolm Knowles, in 1973, published the book The Adult Learner: A Neglected Species. Building on the earlier work of Lindeman, Knowles asserted that adults require certain conditions to learn. He borrowed the term andragogy (and-rè-go´jê) to define and explain the conditions. Moving from Pedagogy to Andragogy … • The andragogic model asserts that five issues be considered and addressed in formal learning. They include letting learners know why something is important to learn, showing learners how to direct themselves through information, and relating the topic to the learners' experiences. In addition, people will not learn until they are ready and motivated to learn. Often this requires helping them overcome inhibitions, behaviors, and beliefs about learning. The following comment by Lindeman gives you a flavour: "...the teacher finds a new function. He is no longer the oracle who speaks from the platform of authority, but rather the guide, the pointer-outer who also participates in learning in proportion to the vitality and relevancy of his facts and experiences."
- Scaffold- A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. (Dictionary.com)
- Andragogy ------------Andrus…………Man…………..Ago……….Guide Pedagogy--------------Paidis…….……Child…………..Ago……….Guide Dimensions of Learning” shortly DOL by Dr. Robert Marzano in 1998 There are five dimensions of learning identified focusing on; the nature of learning, learning process, instruction, curriculum and assessment of the students’ achievement”. Positive Attitude and Perception Acquire and Integrate Knowledge Extend and Refine Knowledge Use Knowledge Meaningfully Habits of Mind
- The definition of idealism is believing in or pursuing some perfect vision or belief. Idealism emphasize that to think about something that does not exist now, but it does not mean it will not exist forever Plato, father of Idealism, espoused this view about 400 years BC, in his famous book, The Republic. Plato believed that there are two worlds. Spiritual world Material world “Idealism holds the order of world is due to the manifestation in space and time of an eternal and spirituality.” The first is the spiritual or mental world, which is eternal, permanent, orderly, regular, and universal. The second is world of appearance, the world experienced through sight, touch, smell, taste, and sound, that is changing, imperfect, and disorderly. Using examples to justify a statement or convince a person about a theory or philosophy is called Logic. Pragmatism: All learning is dependent on the context of place, time, and circumstance. For Pragmatists, teaching methods how things can be improved, modified and changed. Pragmatists look for possibilities Behaviorism: classical conditioning & operant conditioning General Description and specific examples
- Evidence + schema=Inference
- According to B.O. Smith teaching strategy refers to a pattern of teaching acts that serves to attain certain outcomes. A teaching strategy is a purposefully conceived and determined plan of action. The dictionary meaning of tactic is skillful use of available means to achieve an objective.
- Dale Carnegie's Approach contd.. Simplify complex information by “Analogy”. Communicate with greater impact. Respond to difficult classroom situations. Inspire peers & students to embrace change. Dale Carnegie's Approach contd.. Communicate with greater impact: - Word Emphasis: stressing key words, phrases and ideas. Pauses: stop to aid understanding. Pacing: variations in speed of talk. Voice modulation: variations in voice tone. Body Gestures: movement of body relevant to message. Dale Carnegie's Approach contd.. “If you believe in what you are doing, then let nothing hold you up in your work. Much of the best work of the world has been done against seeming impossibilities. The thing is to get the work done.”
- Advantages and disadvantages of demonstration method of teaching Nothing is perfect in this world. This also applies to all the different teaching methods . The demonstration method is a wonderful way to explain things to students and help them learn the necessary skills, yet it has its pros and cons. Pros • This strategy improves the understanding of complex skills and principles. • Students can pay their attention and follow along with the learning process. • Knowledge becomes permanent because this method requires different human senses. • Students are motivated to study and gain necessary skills. • The psychomotor objective is easily achieved through this method. • No time is wasted because students see the process live and understand how to apply theoretical knowledge practically. Cons • Students are not allowed to ask questions or start discussions during the demonstration. • Only technical and training skills can be taught this way. • Universities and colleges often lack the equipment necessary for making the ‘demonstrative’ models. • This method requires a significant effort from the teacher. • The method is limited to particular teaching situations only. Read more: https://www.legit.ng/1142120-definition-advantages-disadvantages-demonstration-method- teaching.html
- Advantages Advantages of Demonstration Method- 1. This Method of teaching serves as model Laboratory Instruction. 2. Demonstrations present subject matter in a way that can be understood easily. They make clear what might otherwise be vague and meaningless. 3. They convince those who might otherwise doubt that a thing could be done, or that they themselves could do it. 4. Demonstration permits the teaching of theory along with practice. They show by example the practical application of knowledge. 5. Demonstration yields a high rate of “takes” to “exposures”. 6. Experiment shown as demonstration points out the matter of observation and indicates the inference. 7. It makes pupils familiar with the nature and use of apparatus. 8. Experiments requiring special skill will merely be shown by the teacher. In this method no time is wasted
- Discussion methods helps in refinement and verification of your knowledge 1. Emphasis on Learning instead of Teaching, Discussion Method emphasises pupil-activity in the form of discussion, rather than simply telling and lecturing by the teacher. Thus, this method is more effective. 2. Participation by Everybody. In this method, everybody participates in the discussion, and therefore thinks and expresses himself. This is a sure way of learning. 3. Development of Democratic way of Thinking. Everybody cooperates in the discussion, and the ideas and opinions of everybody are respected. Thus, there is a development of democratic way of thinking and arriving at decision. 4. Training in Reflective Thinking. Students, during the course of discussion, get training in reflective thinking, which leads to deeper understanding of the historical problem under discussion. 5. Training in Self-expression. During discussion, everybody is required to express his ideas and opinions in a clear and concise manner. This provides ample opportunities to the students for training in self-expression. 6. Spirit of Tolerance is inculcated. The students learn to discuss and differ with other members of the group. They learn to tolerate the views of others even if they are unpleasant and contradictory to each others’ views. Thus, respect for the view points of others is developed. 7. Learning is made Interesting. History is considered to be a dry subject. The learning of history is made interesting through Discussion Method. More effective learning is possible when the students discuss, criticise and share ideas on a particular problem. Active participation by the students in the discussion makes learning full of interest for the students. This also ensures better and effective learning. Limitations 1. All types of topics cannot be taught by Discussion Method. 2. This method cannot be used for teaching small children. 3. The students may not follow the rules of discussion. 4. Some students may not take part while others may try to dominate. 5. The teacher may not be able to guide and provide true leadership in the discussion. In spite of these limitations, Discussion Method is a very useful and effective method for the teaching of History.
- Metacognitive learning strategies enable students to become reflective learners who plan, monitor, and check outcomes, which fosters the skill of inferencing (Kispal, 2008).
- • So that the teachers should identify the selected units / topics as the assignment work. A good • assignment has the following best features and provides a good learning experience. • Assignment must be relevant to the subject taught to the student. • This should reflect the affinities with the subject contents in the text book concerned. • Assignment must be simple and enable the students to complete it within the stipulated time. • Assignment must avoid ambiguous, complex information and instructional structure. • Objectives of the assignments must be clear and definite.
- The benefits of assignment to students are as follows; it reinforces concept learnt in class. motivates students to explore more. helps to complete syllabus on schedule. improves students performance. provide feedback to the teacher about the depth of students' assimilation. provide basis for remedial work.
- J.A. Stevenson ‘A project is a problematic act carried to completion in its most natural setting’. The main objective of this method are learning by doing and learning by living together. Teaching of History Wednesday, 4 December 2013 Project Method Introduction The Project Method of teaching was first propounded by John Dewey. The basic idea of this method is that pupil can learn a lot of things with the help of association and mutual co-operation. This method promotes purposeful activities through a group of pupils and the pupil will work co-operatively. The pupils will work together by forming small groups according to their interest and abilities. The main objective of this method are learning by doing and learning by living together. Definition “A project is a whole hearted purposeful activity proceeding in a social environment”. -Kilpatrick “A project is a problematic act carried to completion in its natural selection”. -Prof. Stevenson “A project is a bit of real life that has been imported into school”. -Ballard Principles underlying Project Method 1. Purposiveness There must be some objective of the project because the pupils do that work with more enthusiasm which has definite and clear objectives. 2. Freedom The pupils are free to select the project. They select the project according to their will and they execute it with the advice of the teacher. 3. Activity The project should be activity centered because the knowledge gained if activity is stable and useful. 4. Reality The project should be real. Only then the pupils would be able to complete it naturally and in real conditions. 5. Utility The project must process the quality of utility because the pupils do the work more interest which is useful for them. Essential Steps of Project Method The following steps are involved in this method i. Providing a situation ii. Choosing the project iii. Planning iv. Executing the project v. Evaluation of the project vi. Recording of the project 1. Providing a situation: In this step, a situation is provided to the students to think over in choosing some project to work on. They may be confronted with a problem while studying in the classroom, participating in co-curricular activities and going on excursion etc. It may force them to think about for choosing some project. 2. Choosing the project: In this second step students try to choose a definite and appropriate project keeping in view of the resources in hand and the nature of the problem faced in the first step. They are properly guided by their teachers in this selection task. Then the aims and objectives of choosing a project are properly discussed through group participation. 3. Planning: The project chosen is again discussed in terms of laying down a plan and procedure for the execution of the project. 4. Executing the project: In this step students are engaged in the execution of the project in a natural way without involving any artificiality. They plan their roles according to their abilities and capacities with a true, social and co-operative spirit. 5. Evaluation of the project: In this step the work done on the project is evaluated from time to time. The line of action and mode of execution may be modified on the results of such evaluation. 6. Recording: A complete record of the work, their planning, discussion on significant aspects, their achievement etc. has to be developed by the pupils at the end. Also they should record the criticism of their own work and the suggestions for the further work. Criteria of a good project A good project can be accessed using the following criteria. v A project should be purposeful, useful and practically applicable to the daily life of the students, with clear, well defined objectives. v The project should help in providing useful and meaningful learning experiences to each member of the group. v The project should be within the reach of the students in accordance with their interest and ability levels. v The project should be feasible in terms the availability of human and material resources and time limit. v The level of complexity of the project should match the ability level of the students. v The learning activities of the project should be life-like purposeful and natural. Merits of project method 1. Psychological method Project method is based on psyc
- Following are the five dimensions of learning as given by Marzano Positive Attitude and Perception Acquire and Integrate Knowledge Extend and Refine Knowledge Use Knowledge Meaningfully Habits of Mind “Positive Attitude and Perception” (Marzano, Robert J., et al. 1997) Positive attitude and perception of the students about class room environment and class room tasks is the first dimension of learning. Without positive attitudes and perceptions, students have little chance of learning proficiently, if at all. There are two categories of attitudes and perceptions that affect learning: (1) Attitudes and perceptions about the learning climate and (2) Attitudes and perceptions about classroom tasks. A basic premise of the Dimensions of Learning model is that effective teachers continually reinforce attitudes and perceptions in both these categories that enhance the learning abilities of the students. (Marzano, Robert J., et al. 1997). For effective instruction in a class room positive attitude and perception of the students is pre-requisite. Friendly and comfortable class room climate and interesting classroom tasks maximize the learning of the students. “Acquire and Integrate Knowledge” (Marzano, Robert J., et al. 1997) Acquiring and integrating knowledge is the second important Dimension of Learning. This dimension deals with “What” and “How” aspects of learning, i.e. the nature of knowledge that students learn in their classrooms. (Marzano, 2009.).Second Dimension of Learning differentiates knowledge into two basic categories. “Declarative knowledge” It consists of information, facts and figures etc. “Procedural knowledge” (Marzano R.J., (1992) It consists of learning skills, procedures and processes etc. For declarative knowledge teacher must guide the students to relate the new knowledge to their previous knowledge, organize the new knowledge and then make this knowledge part of their long term memory. But in case of learning a skill or process, the student must learn a model, devise different sets of steps and finally shape the skill or process for its easy but effective future use. “Extend and Refine Knowledge” (Marzano R. J., (1992) The 3rd Dimension of Learning provides students with opportunity to extend and refine their learnt knowledge by practicing different reasoning processes. These include “Comparing, Classifying, Abstracting, Inductive reasoning, Deductive reasoning, Constructing support, Analyzing errors and Analyzing perspectives”. The teachers are needed to provide chances to each and every student so that he/she can effectively exercise these reasoning processes in order to extend and refine his/her knowledge. “Use Knowledge Meaningfully” (Marzano R. J., (1992) 4th Dimension of Learning focuses on the meaningful use of the knowledge learnt. The learning of the students can be considered effective only if he/she uses the knowledge learnt meaningfully in his/her future life. This dimension of Learning urges teachers to provide opportunities to students so that they practice some of the skills/competencies that enable the students to use their knowledge meaningfully. These competencies include “Decision making, Problem solving, Invention, Experiential, Inquiry, Investigations and Systems analysis”. (Marzano R. J., (1992) “Habits of Mind” (Marzano R. J., (1992) The 5th Dimension is called the “Productive Habits of Mind” that consists of three types of thinking i.e. “Critical thinking, Creative thinking and Self-regulated thinking”. The most effective learners focus on developing these habits while the teachers are supposed to construct academic activities for the students in conducive environment. These mental habits along with their related strategies are given below. “Critical Thinking”(Marzano R. J., (1992) “Be accurate and seek accuracy Be clear and seek clarity Maintain an open mind Restrain impulsivity Take a position when a situation warrants it Respond appropriately to others' feelings and level of knowledge” ( Marzano R. J., (1992) “Creative Thinking” (Marzano R.J., (1992) “Push the limits of your knowledge and abilities Generate, trust, and maintain your own standards of evaluation Generate new ways of viewing a situation that are outside the boundaries of standard conventions.” (Marzano R. J., (1992) “Self-regulated thinking” (Marzano R. J., (1992) “Monitor your own thinking Plan appropriately Identify and use necessary resources Respond appropriately to feedback Evaluate the effectiveness of your actions”(Marzano R. J., (1992) “There were a number of reasons behind the decision to implement the program at the school. It has strong psychological foundations, deeply rooted in the understandings about how students learn, based on the findings in research in cognitive psychology. It represented a uniform methodology and language of learning which ideally could be consistent in its approach throughout the school and it provided an excellent opportunity to encourage the professional development of every member of staff. Moreover, the comprehensive nature of the program appealed, particularly its recognition of the importance of students as life-long learners. Naturally, it was expected that the program would have the effect of improving the learning of students and that this might be reflected in the external examination results”. (Marry Thompson, International Education Journal Vol 1, No 1, 1999) All the five dimensions of learning help promote effective learning of the students. Implementation of this concept is believed to produce desirable results in achieving the academic targets. Without taking these dimensions into account achievement of the set targets is if not impossible but surely difficult. Research is supposed to be carried out in the local schools of Peshawar, in order to assess the extent to which “dimensions of learning” is implemented in these schools and to evaluate the impact it has produced. Five Dimensions of Learning Source: (Marzano, Robert J., Pickering, Debra J., et al. (1997). Dimensions of Learning Teacher's Manual, 2nd ed. Aurora, Colorado: McREL, pp. 1-2, 4-6. The Dimensions of Learning suggests that there are five interrelated aspects of learning that should be addressed in all classroom activities. Each of these five areas reinforces major brain-based research findings. Dimension One reinforces the need to foster alertness in students by creating a classroom that is non-threatening and highly challenging. Dimension Two 3 emphasizes instructional activities that ensure students retain essential declarative and procedural knowledge in their semantic, procedural, and episodic/spatial memory. Dimension Three reinforces neural branching by emphasizing multiple forms of higher-level questioning and student inquiry. Dimension Four encourages providing opportunities to students to apply what they have learned in real-world settings and contexts. This dimension also encourages students to use their stored knowledge in authentic ways. Dimension Five emphasizes the value of the habits of mind, which are extensions of a student’s creation of meaning in response to purposeful learning experiences (Chreist, 2006.) Uses of Dimensions of Learning When using the Dimensions of Learning model comprehensively, the Dimensions can have an impact on virtually every aspect of education (Marzano, 2009.) Mid-Continent Research for Education and Learning research demonstrates how it is important to look at how the Dimensions of Learning can be used by a school not just an individual classroom. It can be used as a tool for staff development during their planning time and as a way to organize diverse in-service experiences for the staff. It is also a structure for planning curriculum and assessment. While it is not important to plan something from every dimension; it is however, important to ask the questions for every dimension during the planning process. To be an effective resource of instructional strategies it is important that teachers thoroughly understand each dimension as they use the new strategies. Instructors who use the Dimensions model to address assessment practices find that instruction and assessment are closely related, but both conventional and performance-based methods assessment need to be utilized to maximize student achievement. (Marzano, 2009.) The most comprehensive use of the Dimension model is an organizational tool that ensures that the entire district is structured around and operates with a consistent attention to learning (Marzano, 2009). Many programs come and go in the field of education, Dimensions of Learning does not appear to be going away as it is being used in over 40 states and has been field tested and improved based on the field feedback which has led to a solid, research-based curriculum tool (Marzano, 2009).
- (Knowledge, skills & attitudes)
- NCRC (National Curriculum Review Committee) at HEC is responsible for review of curriculum at national level In order to impart quality education which is at par with international standards the Curriculum Division of HEC undertakes the revision of curricula after every three years through respective National Curriculum Revision Committees (NCRCs) which consist of eminent professors and researchers of relevant fields from public and private sector universities, R&D organizations, councils, industry and civil society by seeking nominations from their organizations. PREFACE The curriculum, with varying definitions, is said to be a plan of the teaching-learning process that students of an academic programme are required to undergo to achieve some specific objectives. It includes scheme of studies, objectives & learning outcomes, course contents, teaching methodologies and assessment/ evaluation. Since knowledge in all disciplines and fields is expanding at a fast pace and new disciplines are also emerging; it is imperative that curricula be developed and revised accordingly. University Grants Commission (UGC) was designated as the competent authority to develop, review and revise curricula beyond Class-XII vide Section 3, Sub-Section 2 (ii), Act of Parliament No. X of 1976 titled “Supervision of Curricula and Textbooks and Maintenance of Standard of Education”. With the repeal of UGC Act, the same function was assigned to the Higher Education Commission (HEC) under its Ordinance of 2002, Section 10, Sub-Section 1 (v). In compliance with the above provisions, the Curriculum Division of HEC undertakes the revision of curricula regularly through respective National Curriculum Revision Committees (NCRCs) which consist of eminent professors and researchers of relevant fields from public and private sector universities, R&D organizations, councils, industry and civil society by seeking nominations from their organizations. In order to impart quality education which is at par with indigenous needs and international standards, HEC NCRCs have developed unified framework/ templates as guidelines for the development and revision of curricula in the disciplines of Basic Sciences, Applied Sciences, Social Sciences, Agriculture and Engineering. It is hoped that this curriculum document, prepared by the respective NCRCs, would serve the purpose of meeting our national, social and economic needs, and it would also provide the level of competency specified in Pakistan Qualification Framework to make it compatible with international educational standards. The curriculum is also placed on the website of HEC http://hec.gov.pk/english/services/universities/RevisedCurricula/Pages/d efault.aspx ( SoS at university level includes Eligibility criteria Duration Course Credit hours per subject Number of semesters Total marks & marks distribution Practical and theory marks and paper distribution
- Concepts are in curriculum Ideas Images Perception Insight
- The word emotional intelligence was first coined by Wayne Payne in a dissertation in 1985. Keath Beasley used the term Emotional quotient in 1990 Peter Salovey and John Mayer published ‘”Emotional Intelligence” Daniel Goleman book in 1995” Emotional Intelligence: Why it can matter more than IQ”