Bed Second semester Solved Final term papers

GSC201 final term

Total 27 questions, 10 MCQ’s and 17 subjectives

Q-1 How can a teacher teach matter to students? 2 marks

Q-2 What is the purpose of teaching science? 2 marks

a) Helping Children Observe

b) Helping Children to Ask Questions

c) Helping Children To Hypothesize

d) Helping Children To Plan and Conduct Investigations

e) Helping Children to Interpret and Analyze

f) Helping Children to Communicate

Q-3 What is the role of students in structured inquiry? 2 marks

Structured Inquiry: Students are given the questions and procedure but collect their

own data and make evidence based conclusions

Guided Inquiry: Students are given the questions but they plan the investigation, collect

and organize their own data and make evidence based conclusions

Open Inquiry: Students generate their own questions, plan the investigation, collect and

organise their own data and make evidence based conclusions

Q-4 How can students calculate the volume of a cuboid? 2marks

Volume = Length × Width × Height

Q-5 Why do solid objects float on water?2 marks

Q-6 What are the affects of Evaporation? 2 marks

1. To bring down temperature 2. Recycle water (b) It makes the atmosphere cool

and etc.

Q-7 In a scientific experiments how do students form hypotheses? 3 marks

When scientists do an experiment, they very often have data that shows their starting ...

educators can assign a quiz to test student understanding of hypotheses.

Q-8 Write any 3 steps of recording the investigation in your own words? 3 marks

Q-9 What are three general phases of matter? 3 marks

Matter normally exists as either a solid, a liquid, or a gas. We call this property

of matter the phase of the matter

Q-10 What preparation does a teacher need to do before students start measuring

density

of water? 3 marks

Q-11 What are scientific practices? 3 marks

Scientific knowledge is acquired through a series of practices/abilities which together

constitute scientific inquiry. These include:

Making predictions base on the tentative explanations or hypotheses

Page 3

r critical review

Q-12 What is the relationship between prior knowledge and learning? 3 marks

Prior knowledge affects how the learner perceives new information. There is widespread

agreement that prior knowledge influences learning, and that learners construct concepts

from prior knowledge (Resnick, 1983; Glaserfeld, 1984).

Prior knowledge affects how a student organizes new information. The goal of learning is

to incorporate new information into the existing organization of schema. A student uses

that existing structure to assimilate new information.

Q-13 What is the importance of prior knowledge and learning in teaching of

science? 5

Building upon prior knowledge is a very important part of teaching and learning.

The prior knowledge of students affects their learning therefore educators must keep this

in mind when they design a lesson.

Teachers need to be aware of children’s prior or existing ideas, of the learning goals and

the nature of the difference between the two when they are planning and teaching so that

they can take appropriate steps to bridge the gap. Children develop ideas, based on their

everyday experiences, about natural phenomena before they are taught Science in school.

Q-14 Matter is made up of tiny particles that cannot be seen, how can teacher

explain the

properties of matter to students? 5 marks

The Properties of Matter. The general properties of matter result from its relationship

with mass and space. Because of its mass, all matter has inertia (the mass being the

measure of its inertia) and weight, if it is in a gravitational field (see gravitation).

Q-15 Write a brief note on types of graph? 5 marks

Making graph is very important skill in science. It isone of the most powerful ways of putting information down and shares it with people. Forunder standing the graph paper, firstly we want to know about the vertical and horizontal Line coming from top to down is vertical and going from left to right is called horizontal

line.

Pictograph ::a pictograph uses an icon to represent quantity of data value in order to decrease the size of graph A key must used to explain the icon. handles large data sets easily to using icons, visually appealing, easy to read, difficult to handle partial icons

Bar graph::A bar graph display discrete data in column can easily compare two or three data sets.uses only discrete data

Circle graph/pie chart:A pie chart displays data as a percentage or friction of whole visually appealing ,hard to compare two data sets

Line Graph:A line graph is used to record continuous data with time usually on horizontal axis .show range,maximium and manimium, gaps and clusters, suitable for small data set,not so appealing visually

When there are a lot of equal blocks of vertical and horizontal lines it is called a “grid”.

Q-16 Write a brief note on how the students learn while measuring length? 5 marks

In the class activity teacher introduced the length notion. For the measurement of length

we use the metric rule.

Q-17What understanding do students need to develop mass and volume? 5 marks

Mass and volume are two units used to measure objects. Mass is the amount of matter an

object contains, while volume is how much space it takes.

1. difference between boiling and boiling point. 2

Boiling is a process through which the water changes its state. And temperature at which

boiling takes place is called boiling point.

2. two uses of bar graph.2 Bar graphs are used to display data in a similar way to

line graphs. However, rather than using a point on a plane to define a value, a bar graph

uses a horizontal or vertical rectangular bar that levels off at the appropriate level.

3. role of students in structured approach. 2

Structured Inquiry: Students are given the questions and procedure but collect their

own data and make evidence based conclusions

4. untis of measuring mass.

Mass depend on the material and volume of the substance or object

The metric unit of mass commonly used are a kilogram or gram.one kilogram is equavilant to thousand gram

The measuring instrument is characterized by range of values it can measure e.g 0 500g or 0 to 1kg in the case of electronic balance

5. define raising question in your own words. 2

Raising questions about an object, event or phenomena is called questioning.

6. what is condensation. 2

Condensation means when a gas changes into liquids

7. when pie chart is used.3

Pie charts are generally used to show percentage or proportional data and usually the

percentage represented by each category is provided next to the correspondingslice of

pie. Pie charts are good for displaying data for around 6 categories or fewer.

8. difference between liter and mili liter. 3

Liters and milliliters volume units conversion factors are listed below. To find out how

many milliliters in liters, multiply by the factor or use the converter below.

1 Liter = 1000 Milliliters

Liter (litre in british english) is a volume unit which equals to 1 cubic decimeter. It is

commonly used in daily life to measure the fluids. 1 liter of water has a mass about 1

kilogram. The abbreviation is "l".

Milliliter (millilitre in british english) is a volume unit in metric system. The abbreviation

is "ml".

9. how teacher helps the students to enhance their observational skills. 3

Science teachers spend time helping students develop their observation skills. Inferring

and observing are closely related, but they are not identical. Observation is what one sees,

inference is an assumption of what one has seen. Observation can be said to be a factual

description, and inference is an explanation to the collected data. It's not a guess. If an

observation can be termed as a close watch of the world around you through the senses,

then inference can be termed as an interpretation of facts that has been observed.

Teachers can start out providing simple observations:

Observation: The grass on the playground is wet.

Possible inferences: It rained. The sprinkler was on. There is morning dew on the grass.

Observation: The line at the water fountain is long.

Possible inferences: It's hot outside. The students just came in from recess.

As you're working to develop these skills, encourage your students to incorporate their

scientific vocabulary into their statements. "From what I observe on the grass,

I inferthat…"

10. find density of 200 grams mineral whose volume is 10 ml.3

D=200g/10ml

D=20ml

11. what are process skills. 3

The ability to make good observations is also essential to the development of the other

science process skills: communicating, classifying, measuring, inferring, and predicting.

The simplest obser- vations, made using only the senses, are qualitativeobservations.

12. what are the guidelines which students should consider while discussion in the

class. 3

Discussions can be an excellent strategy for enhancing student motivation, fostering

intellectual agility, and encouraging democratic habits. They create opportunities for

students to practice and sharpen a number of skills, including the ability to articulate and

defend positions, consider different points of view, and enlist and evaluate evidence.

Explicit ground rules or guidelines can help to ensure a respectful environment for

discussion. The ground rules you use will depend on your class size and goals, but may

include provisions such as these:

speak respectfully to one another, even when disagreeing

avoid using put-downs (even humorous ones)

avoid disrupting the flow of thought by introducing new issues before the discussion of

the previous issue has come to its natural end

keep in confidence any information shared by a student in class

13 and 14 question is same.

write elements of project

A driven question relavent to student lives

Student centered learning

Collaboration/team work

Use of technology for investigation

Interdispinciry/cross dispinciry inquiry

Production of artefacts

Extended time frame

Performance based assessment or evaluation. 5

15. how teacher can motivate students for inquiry based learning. 5

Inquiry based teaching provides continuous opportunities for formative assessment.

While formative assessment is essential when teaching science through inquiry, this

powerful teaching strategy can also be applied effectively to all science teaching

approaches – traditional book centered learning and paper and pencil tests.

16. some case study related question of students problem. 5

17. what is traditional cookbook approach of teaching science. explain 5

Traditional/Cookbook Science: Students confirming previously learnt material through

activities

Structured Inquiry: Students are given the questions and procedure but collect their own

data and make evidence based conclusions

Guided Inquiry: Students are given the questions but they plan the investigation, collect

and organize their own data and make evidence based conclusions

Open Inquiry: Students generate their own questions, plan the investigation, collect and

organise their own data and make evidence based conclusions

EDU406 - Critical Thinking and reflective Practice

Note :if you found any mistakes please correct it and write it in the comments thanks.

Total Question 26

Subjective Question 16

Q1. What are critical characteristics of situated learning for reflective practice?

• Provide authentic context that reflect the way the knowledge will be used in real-life;

• Provide authentic activities;

• Provide access to expert performances and the modelling of processes;

• Provide multiple roles and perspectives;

• Support collaborative construction of knowledge;

• Provide coaching and scaffolding at critical times;

• Promote reflection to enable abstractions to be formed;

• Promote articulation to enable tacit knowledge to be made explicit;

• Provide for integrated assessment of learning within the tasks 5 marks

Q2. Write down seven dimensions that characterize school as learning organization?

5marks

Q3. What is importance of good communication of teacher in classroom?

When communication is effective, both the student and the teacher benefit. Communication makes learning easier, helps students achieve goals, increases opportunities for expanded learning, strengthens the connection between student and teacher, and creates an overall positive experience

Self Esteem

In general, people want to be heard. If a teacher shows interest in a student’s opinions, that student will feel that their thoughts or ideas are appreciated. This increases self esteem and confidence. A confident student is less likely to second guess his answers on tests, and a self-assured student is more likely to speak up in class. Class participation leads to increased learning for the entire class.

Class Performance

Teachers who reward student communication and class participation will notice an improvement in overall class performance. A teacher can gauge the effectiveness of a lecture by student feedback. By asking questions, a teacher can determine if students were able to retain the imparted information. If there are a lack of responses from the class, it is likely that the students were unable to understand the lecture. This can lead to poor performance on exams.

Professional Growth

A degree of communication is required in every profession, and communication skills are necessary at even the most preliminary stages of career growth. For example, an applicant must be able to communicate her skills and abilities during an interview in order to acquire a job.

5marks

Q4. Write down the overview of the approach for reflective practice?

What are the benefits of reflective practice?

Roffey-Barentson and Malthouse (2009) introduce 10 useful ‘benefits of reflective practice’ (p 16) which are summarised below:

1. Improving your teaching practice

If you take the time to reflect on your teaching, and reflect on how different parts of what you do work well, where aspects of your teaching can be improved, and how problems which arise could be solved, that is bound to help you to improve your teaching.

2. Learning from reflective practice

There is a good range of evidence that purposeful reflection helps ‘deep’ learning take place, and for you as a teacher, it will help you to make connections between different aspects of your teaching and what goes on around your teaching. Reflective practice will help you gain new learning and use it in your teaching.

3. Enhancing problem solving skills

When starting off with reflecting on your teaching you may tend to concentrate on problems which arise. By carefully and honestly considering and analysing those problems, you will improve your own capacity to find solutions.

4. Becoming a critical thinker

Critical thinking is about ‘thinking well’, and ‘taking charge’ of your own thinking (Elder and Paul, 1994), and reflective practice will help you recognise and adjust what you think to take account of changes in circumstances, and by doing that help you to be better equipped to find solutions which work.

5. Making Decisions

As you reflect on your practice, you will find you need to make decisions about what to do (or not to do) next. You may well have a number of choices which you have to weigh up, and deciding which one to take can be difficult. If you regularly reflect on your teaching in depth, you are regularly going to come across the need to make decisions, but the results of your reflective practice will help you to make those decisions in a more informed, thoughtful and objective manner.

6. Improving your own organisational skills

You will notice as this section progresses that the benefits of reflective practice can reaching into every aspect of your professional work as a teacher. If you are thinking carefully about what you are doing, identifying possible actions and choices, trying out solutions, and adjusting what you do to take account of the results, this involves a good deal of organisation. By breaking down issues and problems into steps or stages, you will get better at organising your time and your activity to concentrate on the important, ‘solution-focussed’ actions.

7. Managing personal change

Working in education involves managing regular, rapid, pressured and often confusing change, which can be one of the most difficult aspects of being a teacher. If you are using the techniques of reflective practice, which involves, calm, thoughtful, honest, critical and organised thinking and action, this should introduce a calming and less emotional response to that change. As reflective practice is itself focussed on seeking positive improvements and solutions, managing change more effectively should take place.

8. Acknowledging personal values

There will be things which take place within your professional situation as a teacher which you will wholeheartedly agree with, and others which will worry or alarm you. This is because they may agree or disagree with your own personal values such as what you believe in, and what you think is wrong or right. How these are affected by teaching will vary, but you will almost certainly come across major clashes of values as part of your work. Reflective practice is an excellent way of acknowledging and recognising that those values exist and have an effect, but which concentrates on helping you to choose approaches and actions which can help you to resolve those clashes without it adversely affecting the professional balance of your work as a teacher.

9. Taking your own advice

Teachers are often more critical of their own teaching than anyone else, and it could be possible for this to develop into an attitude about teaching which is negative and destructive. The techniques and approaches of reflective practice will place you in a position where you are an informed, positive agent in your own development and improvement and one where you can ‘take your own advice’ with a confidence tht it is reflective, focussed and informed advice.

10. Recognising emancipatory benefits

If you reflect on the nine benefits of reflective practice which have so far been described, you will clearly see that this is a model of practice which represents the teacher as someone with influence over their own teaching and their own destiny as a teacher. This is what is at the heart of reflective practice, and as such it should help considerably to free you from some of the burdens which can weigh teachers down, and refresh your confidence and your teaching 5 marks

Q5. What is john's smith framework for reflective practice?

Topic: 039 – From Theory to practice John Smyth’s Framework for Reflection on action (1993)

Smyth’s framework takes the teacher through a number of phases

· A descriptive Phase

· A Reflective Phase

· An emancipator Phase

The Descriptive Phase

· Descriptive accounts and narrative

The Reflective Phase

· Reflective analysis against adopted theories

· Reflective analysis of the situation

· Reflective analysis of intentions

The Emancipator Phase

· Critique of practice regarding conflicts distortion an inconsistencies

· Engagement in emancipatory and change processes

· Self-critique and emancipation

Smyth operationalizes these phases of reflection for teachers as a set of activities developed from question cues:

Activity: describe

Cue: What did I do?

Smyth proposes reflection for teachers as a set of activities developed from question cues:

Activity: Inform (analysis)

Cue: What does this mean?

Smyth proposes reflection for teachers reflection for teachers as a set of activities developed from question cues:

Activity: confront (self-awareness)

5marks

Q6. Being a teacher how will you explain vision and goal?

Differences between setting a goal and a vision. ... Most of us, often interchangeably, use the terms 'vision' and 'goals' to our own liking. Vision is the destination that one visualises and wants to achieve, but the path is unknown. This is where goals come into play.3marks

Q7. Why constant comparison is necessary in RP?

Definition. The goal of the Grounded Theory approach is to generate theories that explain how some aspect of the social world 'works.' The goal is to develop a theory that emerges from and is therefore connected to the reality the theory is developed to explain. 3 marks

Q8. write down weaknesses/ disadvantages of peer observation?

Advantages

· Both parties can get new ideas.

· It provides instant feedback.

· It causes the teacher being observed to re-think their lesson.

Disadvantages

· The observer is often biased and may give high marks to avoid confrontation.

· Is often only done once so there's no way to compare how the teacher has improved.

· It's often unreliable and un organized. They're only observing one class and the time of day, class, being nervous, and more can affect the observation. In addition, it's usually not video taped, observers aren't trained, and the feedback form isn't valid.

3 marks

Q9. what are three properties of intelligence according to researcher?

Intelligence has been defined in many different ways including as one's capacity for logic, understanding, self-awareness, learning, emotional knowledge, planning, creativity and problem solving. It can be more generally described as the ability to perceive information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context.

Intelligence is most widely studied in humans, but has also been observed in non-human animals and in plants. Artificial intelligence is intelligence in machines. It is commonly implemented in computer systems using program software.

Within the discipline of psychology, various approaches to human intelligence have been adopted. The psychometric approach is especially familiar to the general public, as well as being the most researched and by far the most widely used in practical settings

3marks

Q10. How teacher improve the reflective teaching practice in classroom?

Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their classroom. It can be both a private process as well as one that you discuss with colleagues. When you collect information regarding what went on in your classroom and take the time to analyze it from a distance, you can identify more than just what worked and what didn’t. You will be able to look at the underlying principles and beliefs that define the way that you work. This kind of self-awareness is a powerful ally for a teacher, especially when so much of what and how they teach can change in the moment.

Reflective teaching is about more than just summarizing what happened in the classroom. If you spend all your time discussing the events of the lesson, it’s possible to jump to abrupt conclusions about why things happened as they did.

Reflective teaching is a quieter and more systemic approach to looking at what happened. It requires patience, and careful observation of the entire lesson’s experience. Learning how to learn, as this Udemy course details in full, requires intuition and practice.

3marks

Q11. Define Tacit knowledge?

Tacit knowledge (as opposed to formal, codified or explicit knowledge) is the kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it. For example, that London is in the United Kingdom is a piece of explicit knowledge that can be written down, transmitted, and understood by a recipient. However, the ability to speak a language, knead dough, play a musical instrument, or design and use complex equipment requires all sorts of knowledge that is not always known explicitly, even by expert practitioners, and which is difficult or impossible to explicitly transfer to other users

Tacit knowledge - personal; wisdom and experience; context-specific; more difficult to extract and codify. 2marks

Q12. three example of kinesthetic learning?

Building, imitating, performing

this means you learn by touching and doing. You will:

• Need lots of breaks and will want to move around

• Speak with your hands and gestures

• Remember what was done, but have difficulty with what was said or seen

• Learn through doing activities

• Make comments like: ¾ “How do you feel about this?” ¾ “Let’s move forward together.” ¾ “Are you in touch with what I am saying?”

2marks

Q13. Describe kolb's theory of experiential learning?

David Kolb published his learning styles model in 1984 from which he developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).

4. Active Experimentation (the learner applies them to the world around them to see what results).

Q14. Write down peer supervision and reflective team?

Peer supervision usually refers to reciprocal arrangements in which peers work together for mutual benefit where developmental feedback is emphasised and self directed learning and evaluation is encouraged

2marks

Q15. wrtie down the purpose of Experimentation?

The purpose of an experiment is to test a hypothesis and draw a conclusion. When a scientist has a question about the world or a fact that they wish to prove, they experiment. 2marks

Q16. Elaborate the Guidelines for conducting a pre-observation conference?

A Pre-Observation Conference. In her framework for teaching, ASCD author Charlotte Danielson discusses how understanding the various levels of performance—what teaching looks like at an unsatisfactory, a basic, a proficient, and a distinguished level—can help educators analyze their own performance.5marks.

Paper 2:

Type of reflection …?

There are three main types of reflection offered by Farrell (2007):
1) Reflection-in-action is when teachers are in the classroom teaching in their everyday routine knowledge. Given that teachers carry out such actions everyday they have to employ a kind of knowing-in-action Schön (1983). Knowing-in-action is essential since teachers in KSA continue teaching in the classroom without the thought of our actions or producers we follow. What teachers do in the classroom is unconscious since they are unable to describe what they do and it is quite difficult according to Schön (1983) who indicated that such information frequently is at the unconscious tacit and universalized stage of our feelings (Clark & Yinger, 1979). On the other hand, if something happened in class like a faulty application, teachers can employ reflection-in-action which undergoes a certain process (See Schön, 1983).
2) Reflection-on-action is less problematic since it is viewed as teachers’ thoughts and retrospective study of their presentation (Schön, 1983). Russell & Munby (1992:3) describe it succinctly as the ‘systematic and deliberate thinking back over one’s actions’. Another definition which involves thinking back on what teachers have done to discover how knowing-in-action might have contributed to unexpected action (Hatton and Smith, 1995)
3) Reflection-for-action is different from the other two types since it is proactive in nature (Farrell, 2007). Killon and Todnew (1991:15) disagree with this idea as this type of reflection is the product of the prior types of reflection.

2. Observable teaching characteristic?

1. Begins class promptly and in a well-organized way.

2. Treats students with respect and caring.

3. Provides the significance/importance of information to be learned.

4. Provides clear explanations. Holds attention and respect of students….practices effective classroom management.

5. Uses active, hands-on student learning.

6. Varies his/her instructional techniques.

7. Provides clear, specific expectations for assignments.

8. Provides frequent and immediate feedback to students on their performance.

9. Praises student answers and uses probing questions to clarify/elaborate answers.

10. Provides many concrete, real-life, practical examples.

11. Draws inferences from examples/models….and uses analogies.

12. Creates a class environment which is comfortable for students….allows students to speak freely.

13. Teaches at an appropriately fast pace, stopping to check student understanding and engagement.

14. Communicates at the level of all students in class.

15. Has a sense of humor!

16. Uses nonverbal behavior, such as gestures, walking around, and eye contact to reinforce his/her comments.

17. Presents him/herself in class as “real people.”

18. Focuses on the class objective and does not let class get sidetracked.

19. Uses feedback from students (and others) to assess and improve teaching.

20. Reflects on own teaching to improve it.

3. Dewey method?

Step One: Define the Problem

Step Two: Analyze the Problem

Step Three: Determine Criteria for optimal Solution

Step Four: Propose Solutions

Step Five: Evaluate Proposed Solution

Step Six: Select a Solution

Step Seven: Suggest Strategies to Implement the Solution

4. Dewey theory..?

v Experiential education:

Dewey focused his concept of instrumentalism” in education on “learning by doing or hands-on learning”, which means to learn not only by the theory, but also by the practice. “Instrumentalism” is a theory of knowledge created by Dewey in which ideas are seen to exist primarily as instruments for the solution of problems encountered in the environment.
Dewey thought that people learn the best through experience. He thought knowledge could be falsified. Thus, It needed to be consistently challenged and experimented on.

He emphasized on inquiry based education

v The school’s Role:

“The school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.”
Dewey stressed the importance of education in school not only as a place to gain content knowledge, but also as a place to learn how to live.
He believed that students should be actively involved in real-life tasks and challenges. (Neill, 2005)

v Role of Curriculum:

Dewey advocated for an educational structure that makes a balance between the child and the curriculum, that is to say, delivering knowledge while also taking into account the interests and experiences of the student.
He also rejected curriculum-centered view of education rather than student centered education.
Active curriculum should be integrated, rather than divided into subject-matter segments (Brewer, 43)
Flexible and Changeable in according to Child’s Interest.
Reflect social life and social activities- utilities.

v The Teacher’s Role:

He believed that the teacher’s role should be that of facilitator and guide since the teacher becomes a partner in the learning process who leads students to independently discover meaning within the subject area.
Teachers are responsible for achieving the goals of the school, but the specific topics to be studied to meet those goals, cannot be determined in advance because they should be of the interest of the children (Brewer, 43).

Learner’s past experience should be taken into account the teaching-learning process, as well as the environment

“Education is not preparation for life; education is life itself. Education, therefore, is a process of living and not a preparation for future living.”

-John Dewey

5. Interpersonal or Intrapersonal?

Intrapersonal learning through feeling, values and attitudes. This is a decidedly affective component of learning through which we place value on what we learn and take ownership for our learning

Interpersonal learning through interaction with others. Not being simply talkative or overly social. This intelligence promotes collaboration and working cooperative with others

6. As a teacher how you solve the problem and guide grade 1-5..?

Problem-solving is a process—an ongoing activity in which we take what we know to discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions:

1. Seeking information

2. Generating new knowledge

3. Making decisions

8. Mentor qualities?

Consider these seven key qualities that can help you become an effective mentor.

· Ability and willingness to communicate what you know. ...

· Preparedness. ...

· Approachability, availability, and the ability to listen. ...

· Honesty with diplomacy. ...

· Inquisitiveness. ...

· Objectivity and fairness. ...

· Compassion and genuineness.

9. Effective teacher?

According to Harry Wong, there are three main characteristics of an effective teacher:

§ Has positive expectations for student success

§ Excels at classroom management

§ Designs lessons for mastery

Since effective teachers trust that their students are capable of the tasks set before them, positive expectations are the cornerstone of their beliefs. Effective teachers know that students can achieve their goals if given proper, differentiated instruction and guidance.

Effective teachers run their classrooms efficiently. They have set procedures for handling daily tasks that could otherwise become overwhelming and consume instructional time. Effective teachers are able to identify what needs to be done and find ways to consistently achieve order. They understand that the greatest discipline/management problems stem from lack of procedures. If teachers can address potential difficulties ahead of time, these situations can easily be avoided.

Effective teachers also know the content of their subject(s) and what their students need to learn. They use this knowledge to design lessons for mastery. Effective teachers are familiar with national and state standards for the content, and are able to examine data to understand the strengths and weaknesses of their students. Effective teachers teach the student, not the subject.

In his book Qualities of Effective Teachers, James Strange defines five specific, critical areas of teacher effectiveness:

§ The teacher as a person

§ Classroom management and organization

§ Organizing for instruction

§ Implementing instruction

§ Monitoring student progress and potential

10. What are three properties of intelligence according to researcher?

1.Define contextualized reflection?

.This ensures that the reflection activities or topic are appropriate and meaningful in relation to the experiences of the teache 2 marks

2.What is meant by IPE?

interprofessional education (IPE) is an important step in advancing health professional education for many years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of health care 2 marks

3. Define grounded theory?

Focus on generating theoretical ideas (or hypotheses) from experiences rather than having these specified beforehand. Grounded theory is inductively derived from the study of the phenomena it represents2 marks

4. What are two professional relations that teacher have?

he teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.[5]

2 marks

5. Define inquiry ?

Inquiry-based learning (also enquiry-based learning in British English) starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator 2 marks

6. Enlist the steps of reflection practitioner?

A ‘reflective practitioner’ is someone who, at regular intervals, looks back at the work they do, and the work process, and considers how they can improve. They ‘reflect’ on the work they have done.

They are not happy to carry on at the current standard, they want to improve, they do not believe in the saying, ‘if it ain’t broke don’t fix it’.

Everyone should be a ‘reflective practitioner’, in particular, as in my case, when they are writing a dissertation. You need to learn from the experiences, and mistakes of others, you need to look at what you are doing and how others are doing the same thing; can anything be improved? Can anything be done better?

2 marks

7. Write down the choices for teacher in differentiated approach?

To help each individual student reach his fullest potential, teachers should try differentiated instruction strategies.

These educational techniques accommodate each student’s learning style, readiness, and interest. Differentiated instruction strategies use a variety of educational methods to teach students the same information. These techniques may also require teachers to teach content at varying levels based on students’ readiness. The goal of differentiated instruction strategies is to ensure that all students are engaged in the learning process by providing tasks that match each individual’s needs.

Teachers differentiate instruction through a variety of different ways: Flexible grouping, learning centers, and independent study, to name a few. Here we will take a look at each of them

3 marks

8. Explain role of teacher as professional in your own words?

The roles and responsibilities of a teacher

· Learning styles

· Planning a course

· Planning a lesson

· How people learn

Learning from Reflection

· What do you know about and how confident are you about:

· Lifelong learning

· Communication skills

· Presentation skills

· Demonstration skills

· Questioning and explaining

· Using a range of teaching methods

· Designing and uses resources

· Using ICT

· Assessing learning

· Reflection

· Subject knowledge and skills

3 marks

9. Being a teacher how will you explain vision and goals?

10. Write down three purposes for action research?

• Basic and applied research

• The primary purpose of basic research is the extension of knowledge

The primary purpose of applied research is the solution of an immediate, practical problem 3 marks

11. Write down the key feature of becoming reflective procedure?

Teaching is a complex activity, in which decision are made in complex contexts.

In addition, there are theoretical perspectives to consider and the process of reflection brings all these aspects together.

There are some key features of reflection that are widely considered

1. Reflection results in learning- through changing ideas and your understanding of the situation.

2. Reflection is an active process and is more than thinking or thoughtful action

3. Reflection involves problematizing that practice is not without dilemmas and issues.

4. Reflection is not a linear process but a cyclical one where reflection leads to the development of new ideas which are then used to plan the next stages of learning.

5. Reflection encourages looking at issues from different perspectives, which helps you to understand the issue an scrutinize your own values, assumptions and perspectives.

Therefore when the term critical reflection is used, it refers to a combination of the analytical, questioning (0or critical thinking) and reflective approaches 5 marks

12. Elaborate guidelines for conducting pre-observation conference?

Pre-Observation Conference. In her framework for teaching, ASCD author Charlotte Danielson discusses how understanding the various levels of performance—what teaching looks like at an unsatisfactory, a basic, a proficient, and a distinguished level—can help educators analyze their own performance.5 marks

13. Write brief note on Kolb’s learning style?

Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.

Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

Kolb's model therefore works on two levels - a four-stage cycle:

Concrete Experience - (CE)
Reflective Observation - (RO)
Abstract Conceptualization - (AC)
Active Experimentation - (AE)

and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

Diverging (CE/RO)
Assimilating (AC/RO)
Converging (AC/AE)
Accommodating (CE/AE

5 marks

14. What are five dy function of a team in a pyramid model presentation by lencioni?

Pyramid Diagrams helps you to visualize the relationship building blocks as a triangle divided into horizontal slices, and may be oriented up or down. Labelled slices represent a hierarchy. Pyramids are used in marketing presentations to show and analyze hierarchy levels.

Five level pyramid model

A five level pyramid model of different types of Information Systems based on the information processing requirement of different levels in the organization.

§ The first level represents transaction processing systems to process basic data .

§ The second level represents office support systems to process information in office.

§ The third level represents management information systems to process information by managers.

§ The fourth level represents decision support systems to process explicit knowledge.

§ The fifth level represents executive information systems to process tacit knowledge.

15. What is the nature and purpose of professional role of teacher? 5 marks

16. What is the importance of action research for reflective practitioner ? 5 marks

 Ground theory,

What is Grounded Theory?

Core Elements of Grounded Theory

• Inquiry shaped by the aim to discover social & social psychological processes.

• Create analytic codes and categories from the data

• Data collection and analysis proceed simultaneously.

• Analytic process employed prompts theory discovery and development rather than verification of pre-existing theories = Inductive

• Theoretical sampling refines, elaborates and exhausts conceptual categories.

• Systematic application of grounded theory analytic methods will progressively lead to more abstract analytic levels.

 attributes of Dewey model,

Topic: 025 – Foundation Models 1:John Dewey

What is reflective practice?

· It is ongoing, dynamic process of thinking honestly, deeply and critically about all aspects of professional practice

· What is reflective practice?

· It occurs spontaneously as well as in planned reflection activities

· Reflective practice leads to action

Routine action Vs Reflection Action

Dewey’s models is based on the fundamental difference that he sees between routine action-guided primarily by tradition, instruction and imitation (quoted in Furlong and Maynard: 31)

Which action amount to prejudices that is pre-judgments proper that rest upon a survey of evidence”. (Dewey 1910: 4-5), and Reflection action.

Reflective action is instead based on active, persistent and careful consideration (1910: 6), based on the need to solve a problem. For Dewey, it is in problem solving that we find “the steadying and guiding factor in the entire process of reflection and without which the course of suggestions flows on at fandom.

Reflection as Rationality

Teacher John Dewey, saw reflection as a further dimension of thought, and as such in need of education: while we cannot learn or be taught to think, we do have to learn to think well, especially acquire the general habit of reflection” (Dewey, 1933).

For Dewey, reflection is a rational and purposeful act, an active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it leads it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality (Dewey 1933)

Reflection as rationality

Interestingly, from a modern educational perspective, Dewey’s reference to different forms of belief and knowledge may reveal his willingness to apply objective rationality to m ore affective and emotional concerns.

Dewey’s 5 Stage Model

1. We identify a problem that is perplexing and felt

2. We observe and refine the identified problem to create a fuller understanding

3.We develop a hypothesis or an understanding about the problem, its origins and possible solutions.

We subject the hypothesis to scrutiny and reasoning, we test the hypothesis or understanding in practice

4. Dewey placed great emphasis on reflective thought and saw it as an important part of a cycle that enabled us to learn from experience.

5 .He believed that reflective thought began when we found ourselves having an experience that raised some difficulties or dilemmas.

Characteristics of higher standard school,

1. A Clear and Shared Focus

2. High Standards and Expectations for All Students

3. Effective School Leadership

4. High Levels of Collaboration and Communication

5. Curriculum, Instruction, and Assessments Aligned with State Standards

6. Frequent Monitoring of Learning and Teaching

7. Focused Professional Development

8. Supportive Learning Environment

9. High Levels of Family and Community Involvement

socrated method ,

A useful strategy for developing teacher identity through reflective practice is the Socratic Method. Socrates developed this approach to questioning reality based on thorough understanding of skills for questioning and cross examining evidence in order to arrive at the truth of a situation and a reflective practitioner can use this approach to help the reflective approach. It is a process of developing thinking skills and the ability to reason deeply and thoroughly. The focus is on giving students questions, not answers. It is an effective thinking tool and help promote an inquiring, probing mind by continually probing into the subject with questions. Fortunately, the abilities we gain by focusing on the elements of reasoning in a disciplined and self-assessing way, and the logical relationships that result from such disciplined thought, prepare us for Socratic questioning.

The six steps in Socratic Questioning are:

Which topic to choose to question
What examples can we find to help us explore the experience?
Which example suits the topic best?
Can you explain the examples in detail? (Can be in verbal or written form)
Examining the underlying principles
How to make broad understanding from a specific question? This is also known as regressive abstraction.

It is useful for the reflective practitioner to see that the Socratic Method continuously relies on questioning and answering back and forth and through question and answer; the reflective practitioner will begin to understand and interpret situations and experiences very deeply.

 situated learning.....

Learning and development for RP does not happen in isolation and there is a notion around modelling and mentoring in school where learning is considered to be situated. This is in a sense looking at the formal integration of learning from the work place. It can be looked at learning to teach and teaching to learn. But this means for RP that teacher is not only a teacher but a learner and as such learning to think critically and to question the practice to explore new principles. Situated learning implies learning is not simple transfer of knowledge or skill from one individual to another indeed transfer of knowledge is quite inadequate. It is better to think of 'situated learning' process as a transitional process of boundary- crossing to become an expert in order to achieve high level of performance. So teachers as RP need to think like a teacher to look at teaching from a perspective of a learner. This situates learning within a practice. There are certain stages that we can consider:

Stage 1: Implicit modelling of strategies and values. This point the individual is looking at modelling behaviors expressing certain values.

Stage 2: Much more explicit modelling of reflective learning and change in practice.

Stage 3: Linking practical wisdom to abstract theory

Stage 4: Reconstruction by teachers in the classroom through new strategies and technologies.

Situated learning focuses in a holistic way on teacher learning enabling them to think critically and originally, question existing practices and exploring ideas and new principles resonance with Loughran's learning to teach and teaching to learn. This is through situated learning that the RP can make strong connections between theory and practice. This can be looked as a very powerful tool for RP.

Paper 5:

Define Reflective practice...

The place of Reflective Practice in Teaching

What is Reflective Practice?

Teaching should value reflection and evaluation of their own practice and their continuing professional teachers.
There is one quality above all that makes a good teacher-the ability to reflect on what, why and how we do things and to adopt and develop our practice.
Most teachers spend time thinking about what they did in class but they don’t always take it a step on their actions and make plans to do things differently.
What is the implication of this for reflective practice?
In a professional setting, reflection is:
Deliberate
Purposeful
Structured
A process which links theory to practice
Deep learning.
John Moon says:
“Reflection is a form of mental processing that we use to fulfill a purpose or achieve some anticipated outcome”.
applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly, emotions that we already possess.” (Moon, 2005:1)

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////Correction will acceptable if you found any mistake please correct it…Thanks

EDU402 Curriculum Development Final Term Papers

Total Question 26

Mcqs 10

Subjective type Questions 16

1-What is new definition of curriculum?

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools2

2-What is including in instructional objectives?

• behaviors -

o observable

o measureable

• condition under which behaviors will occur -

o on an exam

o in a classroom

• a minimum / acceptable level of performance

(%age of correctness)

Expertise required among teachers to translate goals into instructional objectives

The knowledge about:

goals
subject matter & students 2

3-What are aspects of concept of evaluation?

The last step of the Evaluation Process Model is refined into three steps, namely measurement, rating and assessment.'

Measurement: 'For measurement, the selected metrics are applied to the software product. The result is values on the scales of the metrics.'
Rating: 'In the rating step, the rating level is determined for a measured value [ ... ]'
Assessment: 'Assessment is the final step of the software evaluation process where a set of rated levels are summarized. The result is a statement of the quality of the software product. Then the summarized quality is compared with the other aspects such as time and cost. Finally managerial decisions will be made based on the managerial criteria. The result is a managerial decision on the acceptance or rejection, or on the release or no-release of the software product.

4-What is Low level of organizing the curriculum?

Topic 172: Step – 3 Low Level Units

The kind of low level unit to be used ibn the class, whether,

- Daily lesson

- Topics in sequence or

Teaching units

a. The lesson – a single day is treated as a discrete unit. It is historically the most widely used structure.

b. A topic – may last for several days or weeks.

c. The unit – organized around problems or major student purposes. Usually spreads over several weeks.

Advantages and Disadvantages of Organizing Structures

Achieving continuity and integration through discrete subjects, courses for:

- Semester

- Year

Discrete lessons – all these create problems and vertical organization is impossible to attain.

Vertical organization demands courses to be organized over a period of years in larger units and a larger framework.

5-What is philosophy of reconstraconism?

Reconstructionism

Reconstructionism is about:

• change & reform

• rebuilding of social & cultural infrastructures

It argues that:

• students must be taught to study social problems & think of ways to improve society

• schools become the agent of social change & social reform.

Topic 31: Characteristics of Reconstructivist Curriculum

Its emphasis is on:

• social sciences; history, political science, economics, sociology, religion, ethics, poetry, & philosophy, rather than pure sciences

• social & economic issues as well as social service

• making students to analyze, interpret & evaluate social problems,

• encouraging students to take action to bring about constructive change

• engaging students in critical analysis of the local, national & international community issues; e.g.,

- poverty,

- pollution,

- unemployment,

- crime,

- war,

- political oppression &

- hunger.

The curriculum keeps on changing to meet the needs of changing society.

6-Importance of formulation in curriculum development? 3

7-Learner centered curriculum?

Student / Learner Centered

Focuses upon the:

• developmental level

• needs & interests of the students

Knowledge of child

• growth &

• development

plays an important role in CD

According to Morrison (1993), “whatever happens to children in school is dependent on:

• what they are taught

• how they are taught &

Activities they participate in, should be…….…appropriate to their:

• physical,

• emotional,

• social &

• cognitive level of development.

Broad Fields Design

Focuses upon related disciplines & treated as one field of study, “social studies”, e.g.,

• history,

• economics

• sociology

• geography &

• anthropology

• “It is an attempt to

• Integrate content that

• appears to fit together

• logically”

Example

• Elementary level

• Social studies is one of the examples

8-Steps of evolution procedures?

i. Defining objectives

ii. Identifying situations

iii. Selecting and developing instruments

9-Planning the organizing the LE in curriculum?

Planning the organization of learning experiences in curriculum

It involves:

- A great deal of pre planning

- Planning as work goes on

It is through preplanning and planning that the greatest cumulative effect from various learning experiences is achieved.

We have explored:

1. The meaning of organization

2. The criteria for organization

3. Organization of elements

4. Organizing principles

5. The process of planning unit of organization

10-Kind of information through the process of interview of the students about social culture? 3

11-Operationalzed the curriculum development?

Topic 220: Operationalizing the Curriculum Development Process

Operationalizing CD Process – focusing upon classroom teaching/instruction

Successful completion of steps:

• development of instructional objectives

• selection of a curriculum design

STEP- I Planning for teaching & learning

a. Determining prior

knowledge &
skills

b. Establishing

learning outcomes

c. Reviewing appropriate

resources &
materials

Planning the curriculum

Planning means:

• Reviewing sources of curriculum as suggested by Tyler

• rehearsal for what will take place in Step- 2, that is, “teaching”

Planning as a process means:

• organizing content

• identifying & sequencing learning tasks

• selecting assignments

• defining classroom management

assessment procedures

Topic 221: Operationalizing the Curriculum Development Process II

Step- 2 Implementing the Plan

Curriculum plans are implemented either as parts of a unit or as daily lessons.

Implementing the plan

Teaching lessons
Using teaching strategies & activities
Modeling & providing input
Monitoring student progress

Important facts

- Often time curriculum & teaching are used interchangeably,

- For many educationists, “curriculum” is all about , “outcomes”, and “teaching” is the means to attain these “outcomes”

- There is a relationship between curriculum & teaching. “curriculum” is not just ‘ends’, isolated form “teaching” or ‘means’; together they create a whole that is greater than the sum of their parts.

- Curriculum” & “teaching” are interdependent, not mutually exclusive.

Topic 222: Operationalizing the Curriculum Development Process III

Step- 3 assessing teaching & learning

Conducting

formative &
summative assessment

Analyzing student performance data
Determining the level of achievement

Assessment is done to know:

• what students know about

content &
level of their skills in various tasks

• If students show low performance, the CD process requires:

modification of the plan & re-teaching of concepts with different strategies.

Process of CD

Particular:

• school

• grade level

• class

involves all basic principles we have explored in the course.

12-Note on subject centered curriculum development?

Curriculum Designs

Organization of learning objectives for teaching & learning = curriculum designs

• Subject centered /discipline based

• Student /learner centered

Curriculum Designs

• Broad fields

• Problem solving

• Integrated / thematic

Subject Centered/ Discipline Based Curriculum Design

Focuses upon:

• a separate subject orientation,

• No integration of information or shared skills with other curriculum areas

This design reflects Bruner’s (1960) view,

“Subjects form the basis for what is taught in school & are made up of:

• concepts

• generalizations &

facts 5

13-What a type of assessment through paper pencil test?

1. Evaluation & paper-pencil test

Evaluation as synonymous with paper pencil test. It provides:

- A practicable procedure to gather evidence about several kinds of student behaviours.

Examples:

Paper pencil test assess students’ prior knowledge.

- Writing

- Reading

- Multiple response etc.

Students’ ability to deal with:

- Verbal problems

- Vocabulary

- Reading

Other ways of getting evidence

i. Observations of children under conditions in which:

- Personal-social adjustments

- Habits and

- Operations skills are included.

ii. Interviews

Changes in:

- Attitudes

- Interests

- Appreciations

iii. Questionnaires

Evidence about

- Interests

- Attitudes and

- Other types of behaviours

iv. Student work

- Themes written by students’

- Painting – skill and area of interest

- Models – Creativity

v. Other evidences

- Library books – with drawn

- Health records

Conclusion

Any way of getting to evidence about the kind of behaviours desired by objectives of any educational program – is an appropriate evaluation procedure5

14-Steps of organization curriculum?

1. General scheme of organization

2. General organizing principles to be followed within each of the fields decided on.

3. The kind of low level unit.

4. Developing flexible plans or source plans.

5. Student – teacher planning.

15-How LE helpful developing interest?

Interests – as

• end (objectives)

• means (motivational force with regard to experiences to attain the objectives)

Let’s consider Interests – as objectives, because

• What one is interested in largely determines, what one

· attends to

· & is interested in

2. LEs to helpful in acquiring information

Information

Principles

Laws

Theories

Experiments

Evidences

Supporting:

Ø Generalizations of acts

Ideas 5

Q1. What is the level for analyzing CL? 2marks

Q2. What is an attitude?

A tendency to react even though the reaction does not actually takes place

A predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation. Attitude influences an individual's choice of action, and responses to challenges, incentives, and rewards (together called stimuli).
Four major components of attitude are (1) Affective: emotions or feelings. (2) Cognitive: belief or opinions held consciously. (3) Conative: inclination for action. (4) Evaluative: positive or negative response to stimuli. 2

Q3. What types of evidence can be collected through the interview? 2marks

Q4. What is community record?

- Child mortality,

- frequency of occurrence of any disease with reference to health condition,

- various types of social data by community etc

2 marks

Q5.Define Gestalt theory?

Gestalt / Cognitive Theory

• How students learn

It takes into account students’:

attitudes
prior experiences
values &
interests

It proceeds from whole to parts.

In the theory,

“learning consists of the formation of new perceptions when the learner is confronted with problem situation”

Learning is a process of developing new insights & is influenced by what everyone brings to a learning situation.

Classroom applications of Cognitive theory

• problem solving situations are emphasized

• mistakes are seen as opportunities to learn

• integrated thematic planning is encouraged

• Self-concept activities

• teacher questions focus - higher order cognitive skills (application, analysis, synthesis & evaluation)

Conceptual models & mind maps help students build mental constructs of concepts

After studying:

• goals of education

• sources of curriculum and

• two screens

teachers identify specific instructional objectives.

2 marks

Q6. Write down steps of Evaluation process?

Evaluation Procedure Steps:

i. Defining objectives

ii. Identifying situations

iii. Selecting and developing instruments

3 marks

Q7. What is the demand of school program of curriculum reconstruction?

It demands:

- extensive faculty participation.

- Each teacher to clearly understand objectives of the instructional program.

- Teachers to clearly understand LEs to attain these objectives.

- Teachers to be able to guide the activities of students to enable them to get these experiences.

Fulfilling these demands will ensure that educational program will become an effective instrument for promoting the aims of the school.

Q8. How does learning take place?

- Learning takes place through the active behavior of the learner LEARNING EXPERIENCES

It is, ‘what he does that he learns, not what the teacher does.’

Example:

Two students to be in the same class to have two different types of experiences;

· interested & attentive student

· un-interested & un- attentive

LE- involves interaction of:

Student & his environment – implies that student is an active participant; some features of environment attract his attention, & it is to these (features) he reacts.

Q9. What are criteria against we check our LEs?

- criteria derived from educational psychology, practical experiences.

- objectives that are set up.

- against important psychological principles.

It seems that some kind of preliminary evaluation of LEs has already been done. It can be referred to as preliminary stage of evaluation.

Q12. Write brief note on “psychomotor" domain?

It stresses muscular or motor skills which requires neuro-muscular coordination

Levels of Psychomotor Domain

Reflex movements
Fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Non-discursive communication

A Framework for Examining the Instructional Objectives

The domains & levels within each domain provides a framework for assessing the instructional objectives. A suggestion for teaches is that every lesson should have objectives in each of:

• three domains &

• different levels within each domain

5 marks

Q13. Why do we seek suggestion from subject specialist?

Who is a subject specialist

(SS)?

Why seek suggestions from SS?

How to get hold of suggestions from SS?

Important Facts about SS

• Most commonly used source of objectives

• text books writers

• share their reflections actively & openly

• plan course of studies for schools

• propose objectives that schools should attain.

SS – a source of objectives-Criticism

Objectives propose are:

• too technical

• too specialized

• inappropriate for large number of students

Q15 how do attitude develop?

1. Assimilation from environment

2. Emotional effects of certain kinds of experiences

3. Traumatic experiences

4. Direct intellectual process 5 marks

Q16. Write a brief note on identifying the situation for LEs evaluation? 5marks

2. What is def of integrated curriculum?

An integrated curriculum is one, in which, “the lines separating subject matter areas from one another are erased …and utilizes a conceptual or life-problem-oriented approach to organization”

3. Write the names of basic notions?

Basic notions about evaluation are:

- Change in behaviour

- Frequency

- Modes

- Sampling

4. 3 domains of taxonomy of objective

Taxonomy of objectives

Step - I

Instructional objectives

Step – II

Classification of objectives

• specific level

• domains of learning

Taxonomy of objectives – functions

• Categorization of objectives or

• Evaluation of objectives – learning outcomes

Learning outcomes – classification

Three domains:

(objectives are written)

Cognitive
Affective
Psychomotor

Cognitive Domain

It involves intellectual skills, ranging from remembering & reproducing materials to higher order thinking skills;

reasoning
problem solving
evaluating ideas & materials

Cognitive domain objectives can be assessed from simple to complex behaviors using six levels.

Levels of Cognitive Domain

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Topic 215: Taxonomy of Objectives …. cont

Affective Domain

It stresses upon:

• Values

• Feelings

• Attitudes

Relevant behaviors range from paying attention to personal actions.

Hierarchies of Affective Domain

Receiving
Responding
Valuing
Organizing
Being characterized by a value

Psychomotor Domain

It stresses muscular or motor skills which requires neuro-muscular coordination

Levels of Psychomotor Domain

Reflex movements
Fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Non-discursive communication

A Framework for Examining the Instructional Objectives

The domains & levels within each domain provides a framework for assessing the instructional objectives. A suggestion for teaches is that every lesson should have objectives in each of:

• three domains &

• different levels within each domain

6. Taylers model

Most Suitable Model for Curriculum Development

Tyler’s is the most do-able model.

Qualities of Tyler’s model

- Global in nature

- Helpful to conceptualize

- It helps to view the big picture of curriculum at school level and grade level.

What is the goal of education?

Tyler’s model as a planning tool helps teachers to identify the content of curriculum.

What does the process of curriculum development do?

It enables teachers to formulate student behaviours and to develop appropriate and reflective experiences for students.

7. How teachers learning are important in planning curriculum?

Teacher/s teaching:

- A subject area

- Same subject at different grade levels and

Related subjects can work together for planning the LEs

7 related to vocational

Vocational education and training (VET) DEFINITION:Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market.

8. Core curriculum and integration?

Core curriculum poses less difficulty in achieving integration with regard to the interposition of boundaries between subjects.

Integration with daily life experiences of students

Issues faced in daily life like situations, where students are to apply what they have learnt in the school, tend to cut across narrow subject lines.

Suggestions

Broad groupings for organization like broad fields or core programs should be used instead of narrow units like subjects and course.

9. Criteria for effective organization

Criteria for organization

i. Continuity

ii. Sequence

iii. Integration

I. Continuity

Vertical reiteration of curricular elements

Example

Objective 1:

To develop reading skills in social studies material

How would it appear in Curriculum?

It will:

• reflect recurring opportunity for the skills to be:

· Developed &

· Practiced

Example:

Objective 2:

To develop meaningful concept of ‘energy’

Curriculum

Concept dealt with again & again in various parts of the course.

Continuity – A major factor in effective vertical organization.

Topic 155: ii. SEQUENCE LEs – ORGANIZATION

Continuity & Sequence

• What if there is repetition but at the same level – useless as there is no new development of:

· concept

· skills

· attitude

ii. Sequence

Demands every new experience:

• build upon the previous one

• To go more deeply & broadly into the concepts involved

Sequence – goes one step ahead of continuity

Example

Objective 1:

To develop reading skill in social studies (SS) material.

What would sequence require?

Sequence – would require:

• More complex SS material

• Increasing:

· Breadth in the operation of skill involved in reading

· Depth of analysis so that it is not repetition of what was read in the previous grade.

Example

Objective 2:

To develop meaningful concept of ‘energy’

What would sequence require?

Sequential development of the concept would require:

· Greater depth & breadth

· Broader & deeper implications.

Sequence - requires

• Higher level of treatment with each successive LE &

• rejects repetition

Topic 156: iii. INTEGRATION

Integration –

Horizontal relationship of curricular or LEs.

It requires LEs enable students to:

· gain increasingly a unified view &

· unify behavior in relation to the elements dealt with

Example:

Objective:

To develop skill in handling quantitative problems in arithmetic Ways to develop these skills can be utilized effectively in:

· social studies

· science

· shop/everyday life

It ensures skill is not developed as:

· isolated behavior that can be used in one course only BUT

· part of total capabilities of students to be used in various situations in daily life.

Example

Concept

Development in Social Studies, it is important to see:

· how it is linked to learning in other subject areas

It is easy to ensure that there is:

• Continuity

• Sequence

• Integration in curriculum, for effective curriculum organization?

10. 2 advantages of two dimensional charts.

Objectives- Two dimensional chart is useful:

• to select the learning experience

• achieve intended behaviors

• learn content/concepts

11. Principles of selecting LE

Principles for selection of LE

1. Opportunity to practice

2. Satisfying

3. Desired reactions & range of possibility

4. Multiplicity of LEs

5. LE & multiplicity of outcomes

13. Types of organization

There are two types of organizations:

- Logical and

- Psychological

The distinction between the organizations:

Logical is viewed by the experts in education.

Psychological organization – relationship as it may appear to learners. In many instances logical and psychological organizations are the same.

Example:

A relationship which has a meaning and significance to an expert, is also an appropriate psychological organization, that is, it can be a scheme of development in relations meaningful to learners themselves.

In other instances, sharp differentiation can be made between the connections seen by the experts and developments which are meaningful to learners.

Chronological organizations

- History

- Geography

- Science

- Literature

- Art

Neither it broadens nor deepens learners command on the elements involved.

14. Steps for organizing curriculum.

What is the process of planning a unit of organization?

We know the issues faced in organizing LEs and principles to address these problems effectively. Now we will look into the planning methods used in developing organized curriculum programs. Several ways are used to develop organization in curriculum.

Topic 170: Steps for Organizing Curriculum

Agreeing upon:

1. General scheme of organization

2. General organizing principles to be followed within each of the fields decided on.

3. The kind of low level unit.

4. Developing flexible plans or source plans.

5. Student – teacher planning.

This general operational procedure is used by various curriculum developers.

Step 1- General Scheme of Organization

Agreeing upon the general scheme of organization, whether specific subjects, broad fields and core curriculum will be used

how do alternative enter into a culture?

• by invention in the society

• diffusion from other cultures

Cultures may be:

• static/ un-changing

• dynamic/ changing

New ways of doing things emerge, come to be accepted & absorbed by either the universals or the alternatives.

What is the definition of integrative need?

Need to relate one’s self to something larger and beyond one’s self.

Need for a philosophy of life

What is definition of implicit curriculum?

Implicit curriculum includes “values”& “norms” that are set by society & its culture lessons that arise from culture of school and behaviors, attitudes, & expectations that characterize that culture. It has more to do with the "where" of education than the "what“.

It includes:

• informal &

• unintentional teaching of:

Ø behaviors

Ø attitudes &

Ø perspectives students pick up while they are at school.

They learn to:

Ø form opinions and ideas about their environment & classmates

Ø act in 'appropriate' ways at school

Ø behave as is expected of them in the class or play ground

It also addresses student ideas about:

Ø gender,

Ø morals,

Ø social class,

Ø stereotypes,

Ø cultural expectations,

Ø politics &

Ø language.

The attitudes & ideas are not taught formally, but students absorb & internalize them by observing & participating in activities in- & outside the classroom

What is the focus of humanism theory?

According to humanism learning is a personal act to fulfill one’s potential. It focuses on human dignity, freedom and potential. And fulfills cognitive affective needs (key to development).

Humanism -

• develops self-actualized people in a cooperative supportive environment.

Humanistic curriculum:

Ø learner centered

needs teacher to be a facilitator

What are the characteristics of common education curriculum?

In every culture it will be/ is based on the:

• universal elements of the culture

• aspects of the specialties that are of general concern.

How can we infer objectives from investigation?

How to infer objectives from investigations?

What is data?

- Information collected in an investigation

- Information collected by using different types of sources or instruments/ tools

What can be the form of Data?

- Short/Tabulated/ List

- Statements

How to infer Objectives from investigations?

- Studying the data for implication

o comparing data with standards

o obtaining suggestions about possible needs, a school can meet.

The important of implication of data

-cannot be over emphasized as data can be interpreted in different ways

Example:

“60% boys in 6th grade of an elementary school read nothing outside of school other than lesson given from the textbook” can be interpreted in two ways.

1. One group of teachers might suggest that the school needs to teach the boys how to read more rapidly or with greater satisfaction.

2. Another group of teachers, would suggest the problems of the reading interests of these boys & need for setting up the objectives to broaden reading interests.

What is cultural core?

Cultural Core consists of central body of elements, i.e., Universals & Specialties.

It refers to:

• Fundamental rules

• Knowledge &

• Skills, by which people:

o live

o carry on their conduct

o rationalize their conduct & upon which they build their hopes & expectations.

From these elements society draws it:

stability &
vitality

They underlie all social institutions & constitute the bases of moral & social judgment.

Cultural core & people shapes general pattern & spirit of a culture that determines people’ s

political & economical habits.

The economical habits include:

kind of institutions
extent of competition or collaboration with each other

way of controlling those who deviate from accepted patterns of conduct.

Briefly described the methods of observation as social investigation?

- Methods of social investigations

1. Observation by the teacher

2. Student interview

3. Parent interview

4. Questionnaire

5. Interest questionnaire

What methods can be used in studying the learners?

- Methods of social investigations

6. Test

7. Examination of community records

8. Participation of teachers

9. Participation of students

2. Write note on operational development curriculum?

Already explain

3. Define source plan?

What is a source plan?

- Preliminary flexible plans for teaching

What is the purpose of source plan?

Provides a collection of possible materials for teachers

Characteristics of Source Plan

1. Flexible – can be modified.

2. Inclusive – wide range of experiences.

1. Source plans are flexible and can be modified easily according to the needs, interests and abilities of any particular group.

2. Source plans are inclusive enough, that they provide a wide range of experiences out of which, the most appropriate for any group may be selected.

A teacher can select material of her choice from the source unit as per the requirements of a particular group and use for teaching in her class.

4. Importance of sources in curriculum?

- Society’s values

- Students’ needs

- Input from subject specialists

These sources provide data and help to determine the educational purposes school should pursue. Additionally, sources suggest looking at broader context that impacts curriculum and offers answer to questions like;

1. What educational goals the schools should hope to achieve through curriculum?

2. What knowledge and skills are needed to prepare students for jobs today and in future?

3. How can a school provide a curriculum for students, having different learning styles, abilities, skills and interests?

4. Is the subject hierarchical, sequential or spiral in nature?

5. How can knowledge and skills across subject areas be integrated?

6. How can a thematic approach help students to see the inter-relatedness of knowledge?

First step towards curriculum development is answering these questions, which help to:

- Define the scope of curriculum

- Determine general goals of education

These general goals are stated in all curricula (national and school). These goals help to determine:

- What should be taught in school?

- How it should be taught?

- How it should be assessed?

5. What is industrial revolution?

Prior to Industrial

Revolution –

• limited body of knowledge

• easy to make a selection from cultural heritage

Industrial evolution

• increased body of knowledge

• schools were expected to teach all the knowledge

• school faced to difficulties to fulfill this demand

Since, it was impossible to include all scholarly knowledge in educational program, therefore, the question about the contemporary significance of particular knowledge, skills & abilities, was raised

6. Steps for setting objectives for evaluate data?

7. Hypothesis?

a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation.

8. Theory of behaviorism?

Behaviorism (S-R) Theory

People learn through conditioning process, correct responses are reinforced. Reinforcement strengthens the bond between stimulus and response.

Classroom Situation

It is followed, however it is confined to the lower levels of cognitive domain of Bloom’s Taxonomy; that is recall and comprehension.

Classroom Applications of the S-R theory

It includes the use of:

• Assertive Discipline (rewarding appropriate behavior with treats)

• Behavior Modification

Techniques

(reinforcing appropriate behaviors with praise)

• Questioning Technique

(recall questions - actual or informational with a high degree of success)

• Computer Assisted Instruction

(computers to provide questions,

9. Define thinking?

the process of considering or reasoning about something

using thought or rational judgement; intelligent

10. What is the importance of teacher student planning?

1. Teacher student planning for particular things enables students to:

- Develop greater understanding

- Give meaning to learning

- Be motivated for learning

- In teacher student planning activities must be selected from the ones given in the units. Additions may be made as per students see possibilities.

- A particular plan followed by each group of students will show some variations from the original source unit.

- A particular plan will never include all materials given in the source unit itself.

12. How learning experience is important for integrated thinking development.

13. Steps of change in curriculum?

14. What are two dimensional analyses of objectives?

Two dimensional analysis-importances

Serves as a basis for planning of:

- Learning experiences

- Evaluation procedures

So, two dimensional analyses of objectives serve-as a set of specification for evaluation

Analysis of objectives and evaluation

To develop:

- Behaviours

- Knowledge skills

Two dimensional analysis-importances

Serves as a basis for planning of:

- Learning experiences

- Evaluation procedures

So, two dimensional analyses of objectives serve-as a set of specification for evaluation

Analysis of objectives and evaluation

To develop:

- Behaviours

- Knowledge skills

15. Steps for designing curriculum for large organization?

Structural Elements exist at three levels of organization:

1. Largest

2. Intermediate

3. Lowest

Largest level of organizing structure’

a. Subject specific

b. Broad field

c. Core curriculum combined with broad fields or specific subjects

d. Undifferentiated structure

Subject specific

For example:

- Arithmetic

- Geography

- History

- Spellings

Broad fields

- Social studies

- Language arts

- Mathematics

- Natural sciences

Core curriculum for general education is combined with broad fields and specific subjects.

Completely undifferentiated structure – program is treated as unit.

For example: curricula of less formal educational institutions, like boy scouts and girl guides

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Correction will be Acceptable.

EDU 516 Teaching of English

1.Use of card?

Write your points on a card when you are delivering a lesson. Sometimes teachers tend to forget what they had to say. It is absolutely okay to consult a card in that case. Colored pens can be used to make differences of noun, verb etc. Having notes on a paper is difficult as they can sometimes stick together or fly away. Use a bigger font on a card. Teachers can show a card to the students to help them spell it. Teachers can give red, yellow and green cards to students to assess herself. If they understand the lesson the can show green card. If they didn‟t, they can raise the red card. Yellow card would mean somewhat understood
2.Map reading?

The online maps like Google Maps are very commonly used nowadays. Students must be trained to read maps. They can be given maps on leaflets. It can be done on a primary level. The teacher can make a map of the school. In this way students would not depend on anyone to reach a destination. Teacher can make the students do an actual activity where they go out of the classroom and find a certain place. They can tick off the place they reach at.
3.Team teach?

Team teach means you can have an assistant teacher in your class. Both of you can work together and supplement each other. It is going to benefit both the players. Classroom management can be much better in this way. One teacher can handle individual tasks and other teacher can manage the overall class. Junior school teachers can team teach with senior school teachers to learn their techniques. It is a matter of team playing, learning from each other‟s experiences and also to appreciate each other‟s efforts. A change in the classroom environment is a good way to motivate the students especially those who are shy. Later the teacher can do a survey to assess if the students enjoyed the team teach.
4.Lesson planning?

Topic 132: Lesson Planning

While planning a lesson the most important thing the teachers need to look at is the aims that she is having in her mind for the lesson; that is the student learning aim for the teacher. What does she think the student needs to aim at in order to learn about that topic which she is introducing to the class. There has to be a very realistic aim for the students to make the learning authentic; the realistic aims can be achieved whereas if the teacher is looking for an unrealistic aim that means that will not be achievable. So, in other words the student learning aims have to be realistic and achievable.

Secondly, the aims should be measurable. The teacher should be able to measure the success of the aim. For example, the primary school children should recognize the words and the sounds of the letters, this aim is achievable as well as measureable, because by the end of the lesson, the teacher would be able to assess the recognition and sounds of the letters. Similarly, the teachers learning aim should also be included in the lesson, e.g, the teacher learning aim is that while doing the lesson delivery, the teacher should be able to assess what she needs to develop upon and further work on and add in the lesson to improve it; in other words, how she can teach in a better way e.g, in a secondary school class the teacher aims that the pronunciation of the class should have 100% perfection. This is not a realistic aim. In order to have a realistic aim she may say that the pronunciation of the class should be higher than the current pronunciation level. The teacher should thus keep in mind the learning aims of the students as well as her own aims i.e. she should have a certain level of teaching.

Topic 133: Lesson Planning

The teacher while planning her lesson has to keep targets in her mind. The targets again need to be realistic and achievable. The targets must be kept in mind according to the level of students. Also if it is a mixed ability group, the teacher has to set different targets for different groups of learning. For example, the time management factor is a target for the teacher. To do an activity in a particular time can differ with the high level students and with the lower levels students. If there is a mixed ability group in the class, some students who are high-level learners and challengers can probably finish an essay in 10 minutes whereas there can be some students in the class who would finish the same activity in 20 minutes so, the time management for all the abilities in the class has to be kept in mind when a teacher is planning a lesson.

The time management factor has to be improved gradually as a practice among the students. The teacher needs to sort of monitor what is the time being taken to do an activity and how much time is taken by the high level learners, the average level learners and the low level learners but keeping in mind the ratio; if the ratio is, for example, for high learners it is 10 for average it is 15 and for low it is 20 the teacher needs to keep in mind that this has to be improved at all levels for example while doing the lesson she should make sure that those who finished their activity in 10 should try to finish it in 9 minutes those who finish in 15 should try to finish it in 12 minutes and those who do it at 20 should try to finish at somewhere between 17or18. So, time management factor has to be put in the lesson plan while keeping in mind that this has to be improved by managing time as well. Now there are ways to manage time that is to give instructions to the students to provide them with resources and to make their learning easy so that they can complete the tasks given in the time given. Also the teacher can rehearse the lesson and assess for herself how much time is taken to do a certain activity if she is writing an essay herself taking 8 minutes then she should expect the students to be taking at least 10 minutes because she is herself at a higher level than the students. Similarly, she can also do the practice of rehearsing the same in other classes and then finding out the average time taken to do an activity so she has to be completely in the process of researching and rehearsing, in order to see how much time is practically taken to complete an activity and then improve on that factor.

It should not be considered that if people are taking 10 minutes than they should always take 10 minutes. Gradually, the speed of writing, learning or doing an activity would definitely improve if it is a good lesson therefore the teacher needs to manage time in a way that the activity is completed but it is not completed in a hurried way. Even that is going to give the lesson a poor taste. So, in order to manage it well it has to be again realistic time management. The teacher needs to keep in mind what are the activities, how long would the students take to complete the activities and how much explanation they need in order to complete the activity
5.Reflective practices?

Another useful tip to professionally develop themselves for the teachers is to have an action research done in their own class. In order to have research in her own class the teacher needs to look into her interested areas. For example, a teacher wants to find out why my learners cannot read well, what are the things which are not encouraging my learners to read well. That can be a topic of the action research done by the teacher. So, teacher is going to find out ways how to improve their reading skills. This action research can be formally or informally done.
6.How you teach student past tense give example?

Past Simple

It is something similar to present simple but the difference is in time. The time has passed now. “I eat” now becomes “I ate”. A teacher can draw a timeline as it is a useful tool in grammar lessons. It is a common practice at all levels. Jumping from present to past would make students understand it well. The past tenses of verb must be taught to students. Teacher can make columns of verbs in random order and ask students to match them. It is not a good practice to memorize the past forms of verbs. Students should be able to consult the teacher for help
8.Monitering

Monitoring is the regular observation and recording of activities taking place in a project or programmed. It is a process of routinely gathering information on all aspects of the project.

To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful observation.

Monitoring also involves giving feedback about the progress of the project to the donors, implementers and beneficiaries of the project.

Reporting enables the gathered information to be used in making decisions for improving project performance

9.What is feedback?

Topic184: Feedback

As it very clear from the word, feedback means you give back your opinions after something has been given to you. So, you feed back on the strengths and weaknesses of what you have come across this feedback helps the learners to know there strengths and weaknesses when somebody is doing something and he is putting all his effort in it still he needs to know what is good in what he is doing and what does he lag in or what are his weaknesses. A feedback coming from somebody who is watching him and knows the subject and is an expert in it helps the learner to improve in that and also feel proud about the strengths.

Feedback is very important for all of us. And that is why in all fields of life the feedback is always given. Sometimes, it is in the form of writing that is a written feedback. Sometimes, it is a verbal feedback; which ever form it takes, it has to be very positive it has to be a healthy feedback, it has not to be a critical one where a person is being personalized in order to tell about the weaknesses. Instead it should be a feedback which is focused on the skills, which is focused on the abilities and work on the weaknesses in order to get better results, in order to improve in our lives or in order to get better results we all need feedback. And it is done at every level when a child is in the school a report is actually a feedback the report is actually telling what the child is doing in the class when college students work on assignments, the teachers need to give them a feedback in order to help them improve in their weaknesses and to know what things they are really doing well. So, this type of a feedback which is not personalized which is not affecting the personality of a person is always useful.

Teachers need to be very careful when they have to give feedback on the works of their students whatever the level the teachers are confronting with the students. They must be careful to write the feedback or to give a verbal feedback to the student because this can make the big difference in the life of the students. Generally speaking, it is said that the feedback must start with something good; maybe you have to tell ten things which the person has done wrong. But even if you know one good thing about the person you should start with that it might seem to be very difficult in certain cases with the teachers. Sometimes, trainee teachers complain that there are some students where they don‟t find anything positive to say but still it is I think the best thing to do is to look for something good in your students. To look for something positive that you can start the feedback with because that something is going to really give a starter to your conversation and your student is going to listen to it because in the beginning you said something good for the student if you will start criticizing the student in a negative way from the very beginning of your conversation the student will not be interested in listening to it because instantly when you start criticizing your students negatively or if the feedback is started with the negative sentence the student goes in a state of guilt and shame and this guilt and shame will not let him to the concentrate on the rest of the conversation. So, it is very important that the feedback is started with a positive sentence even if you have to talk about the weaknesses later.

11. Reflexive pronoun?

When the action done by the subject turns back or reflects on the subject, the pronoun used is called reflexive pronoun. As it is very clear by the word, reflexive means turning back; so it is very clear by the meaning of the word that the definition of the reflexive pronoun where the action is reflected back by the subject for example I hurt myself. Thus, I would be the reflexive pronoun of the pronoun I. I is also the subject and it is also the pronoun but myself is going back to the pronoun I and so it is created as a reflexive pronoun I and becomes myself.

Similarly he is the subject. And he is hurt. So he the action is hurt it goes back it reflects back on him. Again he is also a pronoun but it is not the reflexive pronoun at the moment. So we will not be talking about the pronoun him. But we know that it is a pronoun on which reflective pronoun is being based because the action which is done on is going back on him
12.Exhortation?

Exhortation which comes under imperative mood is a type of suggestion or any advice but it is more than in a suggestion it is more of advice. Be steady, take care of your health, try to do better, keep smiling try to save money. In all these example of exhortation we notice that there is addressing to somebody as such and there is no use of the noun as a subject rather it is very direct this makes it different from anything which is said in another mood which could be interactive or subjective this is how it is differentiated and described as imperative mood because it is very direct. It is not addressing somebody and becoming a formal expression to say something to somebody and then there are no added words to it it is a short form of giving advice and it is very direct it is just pointing out to the advice or the action that has to be taken for example try to do better. It is having you as a reference in the sentence because the reference is already understood by bob the speaker and the listener most of the time we use exhortation in conversation that is most of the exhortation would be used in the speaking skills activity. Some of the time it is also used in written form but then punctuation makes it helpful for the student to understand that this is what is being said by the writing or the speaker or the characters who is in the text in written form keep smiling is a very common education used all over the world try to save money could be any device and it and you also used very commonly used. Be steady is the exhortation which is usually used by parents telling their children to be steady in the characters. Try to do better is an exhortation commonly used by the teachers in order to make students work hard. Entreaty or prayer we have some examples of entreaty or prayer which again comes under the same mood. Have mercy on us. May be all be forgiven. Grant a spice help to do good things in this world, save our souls help us to progress in life every day again all these entreaty, prayers and examples that have been given here are very direct there is no formal dress to anyone that means again the imperative mood statements are usually used in spoken form and these activities included in the speaking skills when teaching English however we do come to see the examples of these entreaties and prayers in the written form as well as. If we come across such text in written form we will also noticed that there is some punctuation given in order to help the student to understand the mood of the sentence and with the help of the punctuation the student will understand that these are being spoken by somebody because they are imperative and they are dependent on command or an entreaty or a prayer or a suggestion or an advice therefore they are based on a language which is more often spoken. It has to be addressed in a framework of such a mood which is called imperative which gives this type of a mood or manner and or mode to the sentence.
13.Why feedback is very important in learning?

Already explain in feedback question
14.How Teacher professional development training helping the teacher?

Professional development means a process in which the professional abilities are developed and there is a continuous growth taking place in the skills that you are using in your profession, these skills have to be refreshed all the time because the time is changing fast and new things coming in each and every profession. Where ever we are working or whichever field we are working in or whatever job status we have in all these fields we need to be with the growth and development that is taking place with the changing times. Unfortunately, in countries like Pakistan the concept of professional development is hardly there; very few organizations are in practice with the professional development policies and schemes, whereas, it is highly regarded in the West. The professional development is a part of your profession and your job. Any person who is working is not considered to be fit for the job if the professional development is not taking place with regards to his profession and skills.

It is compulsory for every worker to develop professionally in his occupation and that brings a lot of support and awareness to do the job skillfully; that is why everybody is in touch with the modern technologies, policies, strategies and skills to combat with the modern changes that is taking place all over the world. This practice must be now in use in Pakistan as well if Pakistan will not be working on the professional development of its workers and organizations then Pakistanis will be just left behind because of the fact that we all need to learn all our life and as they say learning takes time and it also is continued in the time of death till we are in our graves we need to learn. It is all a lifetime process in which the learning has to take place with regards to our professions we only need to refresh our knowledge all the time while doing any sort of professional development and at the same time at to our information and knowledge and skills with regards to the teaching profession teacher training should be in practice throughout the careers of all the teachers the new teachers or whether they are veteran teachers or they are very experienced teachers.

Professional development and teacher training is not very much in place in the Pakistani education system however recent years have shown that some of the organizations and some of the private schools are working on the professional development of teachers. There are some government projects also working with collaboration with institutions where there are opportunities for teachers to learn and have teacher training. Teacher training is not only important because it is going to enhance the skills that we already have as teachers; it is important to know what is the changing world of education how are the students behaving in this time, what are the requirements of the teachers to cope with the learning needs of their students. So, by having discussions while we are having teacher training programs and workshops, we come across other people and exchange ideas and share ideas to understand the needs of the child of this century. If we are aware of the needs of the students in this century only then we will be able to satisfy their learning needs. It has been noticed that the traditional teachers, because of the lack of teacher training programs, just stick to the same teaching methods which they had learned 20 or 30 years ago. We all know that the child of today is very different from the child of the year which has been somewhere in 1970 or 1980. They have different demands in all their lifestyles and also in education. So that shows that teacher training programs are compulsory and this professional development must take place in the profession of teaching as well
15.What is professional developing learning?

EDU516 Teaching of English:

Today's Paper :)

1. 1: what are team teach?

Already explain

2. What are reflective practice?

Already explain

3. What is meant by feedback?

Already explain

4. A teacher provide some phrases to use in the conversation, this is not possible at the primary level why?

The teacher can provide different phrases for students to use in their conversation. This activity is not possible in primary school as they would not be able to understand the meaning of phrases. Teachers can use phrases from text or lessons students are already familiar with. Students can find meanings of phrases by asking their peers. This activity should be more intrapersonal rather than the teacher intervening all the time. Teacher can take rounds and monitor them while not making her presence felt. She should not look at the faces of students to make them conscious. The students should be dealt with independently. It should be learner centered activity. The teacher can make informal observations of her students and perhaps evaluate them. After ten lessons she can reevaluate them to check their progress.

5. What is emphasizing adjective?

Sometimes we use the word „own‟ as a verb. For example, I own this building. That means I actually have this building in my custody. This building belongs to me but here we are going to talk about it as an emphasizing adjective. Own and very are the adjectives used to emphasize on the meaning and description of the noun in the sentence. For example, I saw it with my own eyes. So when I say I saw it with my own eyes. I am emphasizing on seeing whatever I am talking about with my own eyes and there is no doubt about it .I am very sure. I am emphasizing on the fact that I am very sure that I have seen something I am talking about and it is not someone else who has told me about that vision or that happening or that event. It is my own seeing and seeing is believing. I am very sure that I have seen it and I am confirming that this is true, why because I have seen it with my own eyes. So here the word own becomes an adjective

6. What is present perfect continuous tense ? gives two examples?

7. To make a difference between the two tenses, I am going to change the same examples from past perfect to past perfect continues and specify the time as well. Look at the first sentence, „he had been reading many books‟, „he had been reading many books since 2004‟ so I am naming the year therefore I am putting the word since that means that he started the activity of reading the books in 2004 and continued it for some time maybe he continued for about 5 years but still there was a continuity in the practice of reading books by the subject.

Another example, he had been writing his first novel since 2005 I am using the word since because I'm using the name of the year if I didn‟t want to use the name of the year I can change my sentence and I can say he had been writing his first novel for the last two years. I am saying that he was doing an activity which he has stopped now. There has to be a difference from the present perfect continuous because this is a past perfect continuous sentence but I am talking about an event which started two years ago and it finished somewhere. I'm not mentioning that but he did it continuously for the two years he had been writing his first novel for the last two years I don't know whether he's continuing it now so I'm not using the present continuous tense in that case. I'm using the past perfect continuous tense because he started doing an activity I know for the last two years he had been doing it so it's past he had been doing it I want to use the time frame of two years so I will use the word „for‟ for that and I will use had been writing because this activity was continued for some time. It was not a one-time event it was an event with a sequence. Let us look at the third example, she had been discovering a new story for the last 10 years. Again I want to specify the time duration not the name of the year therefore I would say for the last ten years I would use for if I want to name the month then I would say she had been discovering a new story since January that event has stopped now because it's a past perfect continuous tense it started in January I name it therefore I use the word since because I'm naming the month and also I know had been has to be used with the verb ing because it was a continuous activity that took place starting from January over until now.

8. How can you teach present perfect continuous tense to the students?

Ask yes or no questions and teach students to give short answers:
T: Have you been studying for next week’s test?
S: Yes, I have./No, I haven’t.

Students ask classmates yes or no questions, and classmates reply with short answers. Make sure they place emphasis on actions that are continuing.

9. Aisa want to teach Prefixes to her students which strategies she use?

As a teacher I will used the following Strategies

You know what a prefix is. And you might even be able to explain what a prefix is.

But do you know how to teach prefixes?

An understanding of prefixes is an important step toward proficient reading and spelling. This mini teaching guide will fill your teaching toolkit with tricks and tips that will help your children master this skill and become better readers and spellers.

So what is a prefix?

A prefix is a word part that is placed in front of a base word. A prefix usually changes the meaning of the base word. Take a look at the example below.

Think about the word happy. The prefix un placed in front of the word happy makes a new word with a new meaning—unhappy. The prefix un means not, so it changes the meaning of the word happy to not happy.

The Two Most Common Prefixes

The most common prefixes are un and re. These two prefixes are the most useful for beginning spellers to learn because they appear frequently and their meanings are easy to understand and remember.

Un means not (unhappy = not happy) or the reverse of or opposite of (as in untie).

Re means again (redo = do again) or back (as in repay).

When teaching a skill, it helps to identify a few easy-to-remember tips that simplify the application of a skill. The tips below can make remembering how to add prefixes much easier for your child.

10. Why is professional development is necessary?

professional development is important because it ensures you continue to be competent in your profession. It is an ongoing process and continues throughout a professional's career.

10. What are the disadvantages of loud reading?

It has more disadvantages than advantages.

The advantage is that the teacher gets to know the level of familiarization of the students with the language. However, the disadvantages are that it does not engage other students at all. Usually, the best student is asked to read, who is already at an advantage, and the rest of the class can‟t follow him, they become disinterested. Even the one who is reading does not concentrate on the content but is pressurized to read correctly, well with proper pronunciation so, in fact he does not benefit much either. It is merely a waste of time however; it can benefit if it is timed correctly and carried out at the end of the lesson when everyone has become familiar with the content. It is better if loud reading is done in pairs or groups rather than one student reading and the rest of them getting disengaged. Maybe one student can be asked to read while the others repeat after him.

11. What are the benefits of reflective practices?

1. Improving your teaching practice

2. Learning from reflective practice

3. Enhancing problem solving skills

4. Becoming a critical thinker

5. Making Decisions

6. Improving your own organizational skills

7. Managing personal change

8. Acknowledging personal values

9. Taking your own advice

10. Recognizing emancipatory benefits

12. Why profession development need and what is their importance in their careers?

Professional development can provide the drive to progress your career keeps engineers across the industry competitive and, ultimately, can make you more employable. Professional development is something you will do every day of your life without even thinking about it; however, being conscious of the development you undertake will allow you to record this and develop in a systematic way. In order to maximize your potential for lifetime employability, it is essential that you maintain high levels of professional competence by continually improving your knowledge and skills.

You need to take ownership of your career and its continuing development, as the job market is always changing and you may no longer be able to rely on your employer to identify and satisfy your development needs. The effect of such changes has increased the demands on professionals to maintain documentary evidence of their continued competence; and nowhere is this more important than in science and engineering, where technology is advancing so swiftly. You should be developing a personal portfolio of your professional activities and their relevance to your current job and your continued career as well as future ambitions.

By taking ownership of your career and focusing your professional development you will:

· Be better able to recognize opportunity;

· Be more aware of the trends and directions in technology and society;

· Become increasingly effective in the workplace;

· Be able to help, influence and lead others by your example;

· Be confident of your future employability;

· Have a fulfilling and rewarding career.

13. Which factors are considered while making a classroom activity?

The teachers need to specify the continuous tense with both the present perfect continuous tense and past perfect continuous tense. The students need to have an understanding of comparing both the tenses; they both carry similar words such as perfect continues but the difference is one is present perfect continuous and the other is past perfect continuous. Look at past perfect simple tense. For past perfect simple tense we just mention about an event that has happened in the past with the reference to the sequence of event which has happened in the past.

Past perfect continuous tense is actually talking about the similar event which is having some sequence and has a continuity in it for example, I had read a book and I had been reading a book. As it is very clear from the name, past perfect simple tense means there is going to be a past verb in it and there is going to be the use of perfect tense. In present perfect continuous we have just the verb had added to the past perfect tense. We don't have to use any other verb such as there are two options in the present perfect of using has and have according to the use of the pronoun of singular and plural but in case of past for both singular and plural pronoun we use the same had. I had we had she had he had they had so we are using the same verb had in order to show it is a past perfect tense.

14. Eye contact importance in the lesson delivery

Eye contact with audience is also very important whether it is a presentation or a lesson. Students become alert and attentive if the teacher has eye contact with them. Teachers should have eye contact with everybody otherwise it would create a bias and consciousness. No eye contact can lead to students being upset or losing interest. In primary school it is an important way to evaluate the attention of the student. The teacher needs to know what her students are doing. Eye contact should be equally divided. Too much eye contact can make the student nervous or conscious

Conditional about MCQS

Personal pronoun

Personal pronoun stands for three persons. The first one is the person speaking, the person speaking is “I”. The examples are: I am young. So, when I am saying I am young that means I am the first person. I am the person who is speaking so that will be the first person. We are young. So we is again referring to the first person. People who are saying something about themselves are the first person. So, this is first person in plural. I is first person in singular. This book is mine. Again there is a pronoun which is referring to the first person, the person who is talking is referring that the book is mine. So again this is the first person and this is the person who is speaking. And the pronoun used for the person who is speaking and is referring to the first person is known as personal pronoun. And the examples are: this book is mine. He was talking to me. So when somebody is saying he was talking to me. So that means this is the person who is speaking. And is using the pronoun for himself.

Look at some other examples. The person spoken to that is the second person so the personal pronoun will also be used for the person spoken to and this person spoken to would be called the second person. The examples are: You are quite young. So this personal pronoun you is being used for the person to whom the person is speaking to. This book is yours. So somebody is telling the other person this book is yours. So yours here is personal pronoun which is being used for the person spoken to and that is called the second person he was talking to you after a long time. So he is a pronoun but that is not a personal pronoun he was talking to you, you is a personal pronoun because the person is talking to somebody and this somebody is a second person the person spoken to. And this second person can be you another personal pronoun used for you can be yours and he was talking to you after a long time. Again you is going to be the personal pronoun and this personal pronoun is used for the second person the person to whom somebody is speaking it is the person spoken to. Which makes the personal pronoun of you and when it becomes possessive it becomes yours. This book is yours this is your camera. Again there can be yours and you’re both used for the personal pronoun when it is having an object like this book is your belonging. So it becomes yours and when you just want to stop the sentence this book is yours if you just want to stop the sentence at yours then you will be using an so this book belongs to you again you would be the personal pronoun used for the second person and then we come to another example the person spoken of that is the third person. She is quite young and pretty so this is a personal pronoun where it is being used for the third person, the person who is being referred to. These are their tickets to travel by train today. So there is becoming a plural personal pronoun because they are the people about whom something is being said. And they are the third person he was talking to them in the class room. Again they are in plural so it is in them it is not he or she rather it is them because it is a plural personal pronoun.

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Teaching of Islamic Studies solved past final papers Edu-512

1 . concept of Hadith in your own words?

According to “Mufti Ahmad Yar Khan Na'eemi”; Hadith is the reported speech of the Messenger of Allah (S.A.W), whether this is: (a) explicit (sarih) or (b) implicit (hukmi). It is also the action of the Messenger of Allah (S.A.W) , also split into the two categories, and also what someone did or said in front of the Messenger of Allah (S.A.W) , but the Messenger of Allah (S.A.W) did not condemn that action or what was said, but, in fact remained silent and established it through His (S.A.W) action.

a) Explicit (Sarih): In this type the witness has himself heard from the Prophet (S.A.W) or seen Him (S.A.W) personally performing some act e.g. “I heard the Messenger of Allah state that…” / “I saw the Messenger of Allah doing…”

b) Implicit (Hukmi): means that any companion who does not transmit anything from the earlier books (such as from the People of the Book) informs of anything in which there is no room for ijtihad.

According to Dr. Mehmood Ghazi; “Sayings, deeds, decisions, tacit approval of His (S.A.W), companion talks and description of His (S.A.W) person is Hadith.

History of Hadith

The Prophet (S.A.W) had used following means to preserve Quran and Hadith.

a) Memorization

b) Through practice

c) By recording (Writing)

The tradition was not restricted only to Madina. At the time of passing away of Prophet (S.A.W) there were more than one lac companions to transmit traditions. Maximum number has been transmitted by Hazrat Abu-Huraira (R.A). Hazrat Abu-Huraira (R.A) had 9 students for recording Hadith or tradition. Hazrat Anus-Bin-Malik (R.A) wrote 2286 Ahadith and 16 other persons wrote from him (R.A). He (R.A) was companion of Prophet (S.A.W) for 10 years.

Following number of ahadith are associated to the companions of prophet (S.A.W).

1) Hazrat Ayesha (R.A) 2210

2) Abdullah-ibne-Abbas 1660

3) Jaabar-ibne-Abdullah 1640

4) Abu-Saeed Khudri 1170

Kind of hadith

1) Hadith-os-Saheh

2) Hadith-e-Hasna

3) Hadith-e-Zaef

4) Hadith-e-Mutwatar

2. At which place battle of Uhad took place?

The second Battle was fought on 07 Shawal 3 A.H among Kuffar and Muslims

Approximately 5 Km in the North of Madina there is a mountain named Uhad. Since the war took place there, it is called battle of Uhad
3. Character of Khalid Bin Waleed (R.H) in Battle of Moota?

When the war started the Muslim army comprising 3000 people attacked an army of 100,000 people. Hazrat Zaid (R.A) met shahadat right in the beginning. Now the flag was taken by Hazrat Abdullah-bin-Umar (R.A) who also met shahadat having 90 wounds on his chest. Now the command shifted to Hazrat Jaffar (R.A) and after that Hazrat Abdullah-bin-Rawah (R.A) who also met shahadat. Now Hazrat Khalid (R.A) became the commander and fought with great bravery and courage. 8 swords were broken but he (R.A) courageously fought with 3000 people against 100,000 people. Having appreciated the situation he very safely withdrew his army without any further loss. It was a great strategy.

Roman Army Defeated

Although, Shurjeel and Qaisar-e-Rome had prepared and organised an army comprising countless people but yet they could not do a great harm to the Muslim army which they had planned. It is strange that they were spread in a vast area and hardly any escape route was left yet, Hazrat Khalid (Saif-Ullah) (R.A) successfully withdrew his army without any great damage. That way the Roman plans were defeated.
4. Translation of 3 verses about patience?

Rewards are only for those who are patient with the Decree of Allah.

Surah-e-Al-Imran verse # 146: “Allah surely loves those who are the Sabireen (patient).”

Surah-e-Baqarah verse # 155-156: “And We will surely test you with something of fear and hunger and a loss of wealth and lives and fruits, but give good tidings to the patient, Who, when disaster strikes them, say, "Indeed we belong to Allah , and indeed to Him we will return.

“ Surah-e-An-Nahl verse # 42: “[They are] those who endured patiently and upon their Lord relied.”

Surah-e-Ar-Rome verse # 60: “So be patient. Indeed, the promise of Allah is truth. And let them not disquiet you who are not certain [in faith].”

Surah-e-Ar-Raad verse # 24: "Peace be upon you for what you patiently endured. And excellent is the final home.

“Surah-e-Al-Zummar verse # 10: "Indeed, the patient will be given their reward without account. “ Keeping in view the messages of Allah, the Prophet (S.A.W) faced everything and demonstrated unexampled patience. The Koraish taunted and mocked at Him (S.A.W), physically handled Him (S.A.W) and abused Him (S.A.W).
5. Translation of three verses about orphans?

Quran has also mentioned multi-dimensional instructions about the orphans.

Surah-e-Ad-Duha verse # 9: “So as for the orphan, do not oppress [him].”

Surah-e-Al-Maoun verse # 1-2: “Have you seen the one who denies the Recompense? For that is the one who drives away the orphan.”

Surah-e-Al-Fajar verse # 17: “No! But you do not honour the orphan.”

Surah-e-An-Nisa verse # 2: “And give to the orphans their properties and do not substitute the defective [of your own] for the good [of theirs]. And do not consume their properties into your own. Indeed, that is ever a great sin.”

Surah-e-An-Nisa verse # 6: “And test the orphans [in their abilities] until they reach marriageable age. Then if you perceive in them sound judgement, release their property to them And do not consume it excessively and quickly, [anticipating] that they will grow up. And whoever, [when acting as guardian], is self-sufficient should refrain [from taking a fee] and whoever is poor - let him take according to what is acceptable. Then when you release their property to them, bring witnesses upon them. And sufficient is Allah as Accountant.”
6. When and where Khtba Hajj-tu-Wida was delivered?

Last sermon was held in the Arafat Valley on 9th Zil-Hajj 10 A.H. Prophet (S.A.W) addressed His (S.A.W) companions from the top of the Jabul-ul-Arafat. Due to the mountain of Arafat this valley is known as Arafat Valley. This was the Prophet‘s (S.A.W) first and last pilgrimage that’s why it is called Last Sermon or Farewell Address
7. How will u teach faith, adab un Nabi and Character to grade 4?

The verses have been carefully selected and you should remember yourself also. Since there is no other authority better than Quran therefore these verses have been selected from Quran.

The junior grade may not be able to pick up the whole matter but effort should be made that they remember at least the key words indicating the key topics.

The senior grade is comparatively mature therefore, they should be taught in comparatively greater detail. They should also be told to memorize some selected short verses which they can easily do.

These should be listened also and appropriate time should be allowed to complete the task. These lessons should also be used as motivation to read and understand the Holy Quran.
8. Translation of one verse about faith?

Surah-e-Baqara verse # 84 reads as: “To Allah belongs whatever is in the heavens and whatever is in the earth. Whether you show what is within yourselves or conceal it, Allah will bring you to account for it. Then He will forgive whom He wills and punish whom He wills, and Allah is over all things competent
9. How will you teach about orphans to grade 5?

Social Impotence of Fasting?

Even from seeing the social aspects Fasting is a matchless and unique institution of Islam. It is unexampled and ever growing tree of infinite virtue. It helps in understanding the pains and suffering of the poor and the deprived. We practically understand the difficulties of those who go without food.Poverty is helped through Zakat and national economy is also boosted. One becomes very kind hearted because once he himself goes through the hard experiences. When we turn towards righteousness ourselves and observe the rules of virtue we then refrain from sinful acts. This gives birth to a much better, co-operating and caring society. Lot of things improves at social level also.

Fasting in Ramadan enables us to master the art of mature adaptability and Time-Management. We can easily understand this point when we realize that fasting makes people change the entire course of their daily life. When they make the change, they naturally adapt themselves to a new system and schedule, and move along to satisfy the rules. This, in the long run, develops in them a wise sense of adaptability and self-created power to overcome the unpredictable hardships of life. In nut shell Fasting is an institution for the improvement of moral and spiritual character of human being. The purpose of the fasting is to help develop self-restraint, self-purification, God-consciousness, compassion, the spirit of caring and sharing, the love of humanity and the love of God.
Translation of 1 verse on wealth?

Surah-e-Al-Hamazah verse # 1-6 read as: “Woe to every scorner and mocker. Who collects wealth and [continuously] counts it He thinks that his wealth will make him immortal. No! He will surely be thrown into the Crusher. And what can make you know what the Crusher is? It is the fire of Allah, [eternally] fueled
Translation of 2 vesrses about Toheed and resaalat?

Quran has commanded us towards Toheed at several places in various ways.

• In our prayers when we recite verse # 4 Surah-e-Fateha we say “It is You we worship and You we ask for help.”

• Surah-e-Nisa verse # 36 which reads as: “Worship Allah and associate nothing with Him”

• Surah-e-Al-Anbiya verse # 25: “And We sent not before you any messenger except that We revealed to him that, "There is no deity except Me, so worship Me.”

• Addressing Prophet Moses God Says in Quran Surah-e-Taha verse # 14: “Indeed, I am Allah. There is no deity except Me, so worship Me and establish prayer for My remembrance.”

• Surah-e-Ikhlas verse # 1-4: “Say, "He is Allah, [who is] One, Allah, the Eternal Refuge. He neither begets nor is born, nor is there to Him any equivalent."
Translation of 3 ayah about life after death?

As referred in Surah-e-Al-Qasas verse # 61 : “Then is he whom We have promised a good promise which he will obtain like he for whom We provided enjoyment of worldly life [but] then he is, on the Day of Resurrection, among those presented [for punishment in Hell]?” Surah-e-Al-Jasia verse # 26 says: Say, “Allah causes you to live, then causes you to die; then He will assemble you for the Day of Resurrection, about which there is no doubt, but most of the people do not know. “We can find another reference in Surah-e-Yaseen verse # 79 which reads as: Say, "He will give them life that produced them the first time; and He is, of all creation, Knowing."
Relation between Quran and sin?

The concept of sin is very simple if one tries to understand. Deviance, defiance, negligence and volunteer disobedience from the revelations of Holy Quran and Sunnah are sins. In this universe one spends his life at various levels e.g. life at individual level, collective level, social level, evident and discrete level. All these levels demand very transparent and virtuous acts. Quran has warned us against all those bad things, habits and acts which are called sins. For us life of Prophet (S.A.W) is ideal to follow and His (S.A.W) sermons are enough to remain away from commission of sins. Anything against the sermons of Allah in the Holy Quran and contrary to the life of Prophet (S.A.W) is sin. Prophet (S.A.W) gave a long list of sins in His (S.A.W) last sermon in Arafat

Quran also warns us against various sins at a number of places. E.g. the first sin committed by the man has been mentioned by the Quran in Surah-e-Baqarah verses 35-36. “And we said, "O Adam, dwell, you and your wife, in Paradise and eat there from in [ease and] abundance from wherever you will. But do not approach this tree, lest you be among the wrong-doers. “But Satan caused them to slip out of it and removed them from that [condition] in which they had been. And we said, "Go down, [all of you], as enemies to one another, and you will have upon the earth a place of settlement and provision for a time."
translation of 3 Hadith about Namaz?

Surah-e-Ar-Rome verse # 31 which reads as: “[Adhere to it], turning in repentance to Him, and fear Him and establish prayers and do not be of those who associate others with Allah” Surah-e-An-Nisa verse # 103 which reads as: “And when you have completed the prayer, remember Allah standing, sitting, or on your sides. But when you become secure, re-establish (regular) prayer. Indeed, prayer has been decreed upon the believers a decree of specified times.” In Surah-e-Al-Ankaboot verse # 45 Allah has commanded us as: “And regularly offer your Namaz, because surely Namaz stops you from bad and undesirable deeds.”
How will you teach character?

The junior grade may not be able to pick up the whole matter but effort should be made that they remember at least the key words indicating the key topics.

The senior grade is comparatively mature therefore, they should be taught in comparatively greater detail. They should also be told to memorize some selected short verses which they can easily do

What is third pillar of islam?

Zakat is the 3rd Pillar of Islam

Write two verses (Translation) about social ethics?

Surah-e-Al-Furqan Verse # 63-65:“And the servants of the Most Merciful are those who walk upon the earth easily, and when the ignorant address them [harshly], they say [words of] peace,” “And those who spend [part of] the night to their Lord prostrating and standing [in prayer]”“And those who say, "Our Lord, avert from us the punishment of Hell. Indeed, its punishment is ever adhering;”

Surah-e-Al-Furqan Verse # 66-68:“Indeed, it is evil as a settlement and residence”.And [they are] those who, when they spend, do so not excessively or sparingly but are ever, between that, [justly] moderate” “And those who do not invoke with Allah another deity or kill the soul which Allah has forbidden [to be killed], except by right, and do not commit unlawful sexual intercourse. And whoever should do that will meet a penalty.”

What is the fifth pillar of Islam?

Hajj is the fifth pillar of Islam

Being a teacher, how will you teach the concept of Uswa-e-Hasna to Grade 7th ?

Usswa-e-Hassna is the most important topic which requires tremendous hard work for teaching the students. Once you become teacher you must thoroughly study whole life of Prophet (S.A.W) (Seerat-un-Nabi). There is no good or virtous thing which is not there in the life of prophet (S.A.W). When you are teaching them the subjects like following, make sure that first you give the definition and never forget to give examples. charity to deserving,

• truthfulness,

• no back biting

• Honouring the promises

• Forgiveness / no revenge

• Preaching

• Good behavior

• Patience

• Steadfastness

• Sincerity and Piety

• Justice and kindness

Your style of teaching should bring positive change in the personality of the students including their better academic performance. This is such a subject which automatically goes in the hearts and brains of the students if they are taught according to the temperament of the subject. It is so because the bracket of life through which they are going they have not made any strong opinions or habits. Therefore, if they are taught the subject with love for God, the Prophet (S.A.W) and the Holy Book they will definitely have soft hearts to absorb your instructions. Also tell them to remember some small verses of Quran, with translation, relating to a subject

How will you teach the Battle of Uhad to Grade 1-4?

The junior group should be shown the countries and should be made to remember the names of famous countries and opponents. They should know the names of commanders, their character and instructions of Prophet (S.A.W). Tell them to remember Surah-e-Kousar.

The senior group should be told to remember the war, enemies, causes of war, results of war and aftermath. They should be told to memorise Surah-e-Al-kafaroon.

How can zakat eliminate the poverty from the society?

Zakat is one of the five pillars which constitute the foundation of Islam. So much stress is laid on the importance of Zakat in Islam that it has been mentioned in around eighty two places in the Quran and in close connection with prayers. Prayer and Zakat are given precedence over other types of Islamic worship because prayer, which is offered purely for Allah’s sake, has an important role in restraining people from committing sinful and evil deeds, while Zakat has a greatly beneficial effect on both individuals and the society. Islam makes it obligatory on every Muslim to pay a certain "tax", called Zakat, on their accumulated wealth. The money collected from this Zakat is to be distributed among the poor and needy. Zakat can solve the problem of poverty in the world. Consider the Zakat due on money only. Zakat is due at 2.5% on money that has been in one's possession for over a year. Now consider this simple fact that only 600 richest individuals who possess around $1.9 trillion dollars and if these 600 richest people in the world paid Zakat, we would have had $47.5 billion dollars distributed among the poor. These are just figures to give the reader an idea of how much money, Zakat can generate.

How will you teach the Sunnah & Hadith to Grade 1-4?

When you become the teacher you will realise that it is a very sensitive subject and requires lot of study and practice. You should start teaching by using one term at one time i.e. Hadith or Sunnah. It would be better if you take both the overlapping subjects separately. It would be better if definitions of both the terms are given in the beginning and then teach them one by one. The topic can create many misunderstandings, confusions or ambiguities. It is therefore, important that both the terms should be taken separately and at the end the commonalities and minor differences should be explained. If you feel any confusion left in the minds of the students you must clear them. Give them the home work to write down the differences between Hadith and Sunnah.

Write a note on good behavior with reference three verses?

Character of a person is real reflection of his personality. Character involves countless things which comprise dos and don’ts. Almighty Allah has indicated and sometimes explained also, in the Holy book, the components and elements of good character which HE demands from us. Let’s see some verses with reference to character. Surah-e-Al-Mumanoon Verse # 1-5:

“Certainly will the believers have succeeded”.

“They who are humbly submissive during their prayer”

“And they who turn away from ill speech.”

“And they who are observant of zakah.”

“And they who guard their private parts.”

Surah-e-Al-Mumanoon Verse # 6-11:

“Except from their wives or those right hands possess, for indeed, they will not be blamed -”.

“But whoever seeks beyond that, then those are the transgressors”.

“And they who are to their trusts and their promises attentive”

“And they who carefully maintain their prayers -”

“Those are the inheritors”

“Who will inherit al-Firdaus. They will abide therein eternally.”

Write a note on treaty of hudabia?

10 miles away from Mecca there is a well which is known as Hudabia. There is a village nearby which is also associated with the same name. Since the treaty of Hudabia was written here therefore, it is called treaty of Hudabia. Treaty of Hudabia is a great event in the history of Islam therefore, in the whole literature of the world this name is recorded and everyone knows about it. Also this treaty occurred at a time of an event which is accorded tremendous importance. Quran-e-Hakeem has called Sulah-Hudabia as victory. Prophet (S.A.W) disclosed the intentions to go for ‘Umrah’. When it was discussed with Sahabah and in the adjacent areas also, 1400 Muslims joined the Prophet (S.A.W) for Umrah. On 1st Zee-Qad 6 A.H Prophet (S.A.W) left for Umrah with 1400 companions. The Kuffar stopped them near Hudabia

Why Hazrat abou Bakr (R.A) and Hazrat Muhammad (S.A.W) stayed at cave of sure?

They knew that in the morning kuffar would search for them. The Kuffar search parties would try to chase them. At a short distance there is a cave called ‘Suar’. They hid themselves in the cave to avoid the search parties. They stayed in this cave for complete 3 days. It is believed that food to them was served by Hazrat Asma (R.A), the elder sister of Hazrat Ayesha (R.A). The young man Abdullah son of Hazrat Abu-Bakar (R.A) would spend the night in the cave with them and would leave early morning for the city to find out the activities of Koraish. He would keep the Prophet (S.A.W) and his own father in picture

Being a teacher, how can you teach the life after the death to grade 1-4?

In this extremely busy day to day life, one usually, almost forgets about life after death. If one reads the Holy Quran it becomes crystal clear that there is another life waiting for us which will be endless. The Prophet (S.A.W) also mentioned a number of times, in various ways to get prepared for the life hereafter. Quranic verses and ahadith should be quoted to the students to ensure that they believe in it from the core of their heart. It is also advisable that even in the other lectures small little running references should be given to the students to keep refreshing this undeniable fact. It must be stressed that righteousness is the ultimate aim of a Muslim and then the mercy and forgiveness of God is with him. It is very obvious even at physical level that virtue is reciprocated by virtue and vice is reciprocated by vice. Virtue wins paradise and sin earns hell.

Write a note on sincerity and piety with five verses?

The word ‘Ikhlas’ (sincerity) derives its origin from ‘Khalis’ which means pure. Therefore, the word Khalis is used for a pure thing in which nothing is mixed. In our day to day human relations this quality aims at purely working for a person or purpose which does not aim at any personal interest, exhibition or personal gain. In Islam Ikhlas means the same that is pure and it aims at doing any good thing purely for the prayer of Allah and to keep Allah happy. A person who resorts to this is called sincere or Mukhlis. In simple words our act should be purely to please Allah or help someone without having any personal motive or gain. Ikhlas (sincerity) in our actions and statements is of utmost importance for the acceptance of our deeds.

According to Al-Bukhari and Muslim narrated that ‘Hazrat Umar (R.A) said, "I heard the Messenger of Allah (s) say: "Verily, the reward of deeds depends upon the Niyyah (intentions) and every person will get the reward according to what he has intended. “ Surah-e-Baqarah verse # 3: “This is the Book about which there is no doubt, guidance for those conscious of Allah.” Taqwa is one of those unique words in the Arabic language that cannot simply be translated into a word or two in English. As a result, many translators struggle to bring out the real meaning of the word taqwa. Literally, taqwa means to protect and could be that one protects himself from the Wrath of Allah by protecting himself from indulging in things that Allah forbids.

In the Shariah, taqwa as used in the Quran repeatedly, signifies the obedience to the Rules of Islam while avoiding Haraam, and additionally abstaining from unsuitable things in life. Taqwa is mentioned in the Qur’an many times over and Allah has ordered each and every Muslim to have taqwa. Surah-e-Baqarah verse # 177: “Righteousness is not that you turn your faces toward the east or the west, but [true] righteousness is [in] one who believes in Allah , the Last Day, the angels, the Book, and the prophets and gives wealth, in spite of love for it, to relatives, orphans, the needy, the traveler, those who ask [for help], and for freeing slaves; [and who] establishes prayer and gives zakah; [those who] fulfill their promise when they promise;

And [those who] are patient in poverty and hardship and during battle. Those are the ones who have been true, and it is those who are the righteous.” Surah-e-Al-Hujrat verse # 13: “O mankind, indeed We have created you from male and female and made you peoples and tribes that you may know one another. Indeed, the most noble of you in the sight of Allah is the most righteous of you. Indeed, Allah is Knowing and Acquainted.” According to Tirmizi; “The Prophet (S.A.W) said, “The most common thing which leads people to Paradise is taqwa of Allah and good conduct.”

In fact sincerity and piety or Taqwa and Ikhlas are overlapping each other in many aspects. If one of these is neglected the other one automatically gets neglected. They are welded together and have to be observed in letter and spirit together

5 about Al-Berooni mcqs

Q:1 Important component of Hadith?

Hadith has got many components but following three components are usually quoted and used.

A. Chain of transmitters (Isnad). Transmitter is the one who is the basic source of a hadith. Usually when we read a hadith we find the name of the narrator or transmitter right in the beginning. It has become almost a tradition that the writers first of all mention the name of the narrator in their writings. There are some narrators who are simply taken as an undoubted authority or their text is un-challenged. It is one of the writing skills that writers use such names before the text so that the reader concentrates fully well.

B. Introduction (Taraf). The beginning sentence of a hadith or a part of it which provides indication about the subject of the hadith, including sayings, actions, decisions and characteristics. It is called Taraf.

C. Text of the Hadith (Mattan). Text of the hadith means the text of whole hadith without any ambiguity, even the slightest possible doubt or change. The chain is directly related to the text. The text does not change from narrator to the last man/writer who quotes it.

Q:2 Tadabur-e-Tafakkur mean defined with verse?

Surah-e-As-Saf Verse # 1-4:“Whatever is in the heavens and whatever is on the earth exalts Allah, and He is the Exalted in Might, the Wise.” “O you who have believed, why do you say what you do not do?”

“Great is hatred in the sight of Allah that you say what you do not do.” “Indeed, Allah loves those who fight in His cause in a row as though they are a [single] structure joined firmly.”

Surah-e-As-Saf Verse # 8-11:“They want to extinguish the light of Allah with their mouths, but Allah will perfect His light, although the disbelievers dislike it.” “It is He who sent His Messenger with guidance and the religion of truth to manifest it over all religion, although those who associate others with Allah dislike it.” “O you who have believed, shall I guide you to a transaction that will save you from a painful punishment?” “[It is that] you believe in Allah and His Messenger and strive in the cause of Allah with your wealth and your lives. That is best for you, if you should know.”

Q:3 Verse about preaching in Islam?

Preaching means to spread the message of Allah i.e. the message of faith. It is not an easy task and requires manifold and multi-dimensional requirements, means and efforts. One has to face many unpleasant situations also. During the time of Prophet (S.A.W) the non-believers were practising different believes and were very firmly attached to those believes. It was almost an un-manageable challenge to put them on the right track. The House of Allah was full of Idols and there was no dearth of worshipers of Idols. They were rigid, stubborn, blind followers, hostile, revengeful and non-forgiving. They were also well to do and possessed physical power also. Under those circumstances the last Messenger of Allah, Hazrat Mohammad (S.A.W) had to preach Islam. Well! He (S.A.W) was equipped with all the virtuous qualities and guidance and protection of Allah. Allah desired Him (S.A.W) to preach HIS name and HIS orders.

Surah-e-Al-Maidah verse #67: “O Messenger, announce that which has been revealed to you from your Lord, and if you do not, then you have not conveyed His message. And Allah will protect you from the people. Indeed, Allah does not guide the disbelieving people.” Preaching was a difficult task which commenced right from the day the first Wahi was revealed on the Prophet (S.A.W). The first address of preaching was from the Koh-e-Safa which created friends and foes.

Q:4 Define Uswa-e-Husana with verse?

Just as it is important to believe in God’s mercy and forgiveness, it is also necessary to base human relations on forgiveness. We cannot expect God's forgiveness unless we also forgive those who do wrong to us. Forgiving each other, even forgiving one's enemies is one of the most important of Islamic teaching. Surah-e-Al-Shuraa verse # 37: “And those who avoid the major sins and immoralities, and when they are angry, they forgive.” Surah-e-Al-Shuraa verse # 40: “And the retribution for an evil act is an evil one like it, but whoever pardons and makes reconciliation - his reward is [due] from Allah. Indeed, He does not like wrongdoers.” Surah-e-An-Nahl verse # 126: “And if you punish [an enemy, O believers], punish with an equivalent of that with which you were harmed. But if you are patient - it is better for those who are patient.”

Our Prophet (S.A.W) was a true example of forgiveness and no revenge. He (S.A.W) always overlooked other people’s faults and bad behaviour. For long thirteen years people of Mecca left no stone unturned to insult Him (S.A.W), abuse Him (S.A.W), harm Him (S.A.W) and tease Him (S.A.W) using awful methods. Even to the extent that many a times they tried to take His (S.A.W) life. Ultimately He (S.A.W) had to migrate to Madina and yet the non-believers did not change their behaviour and fought many battles against Him (S.A.W). Ultimately He (S.A.W) had to migrate to Madina and yet the non-believers did not change their behaviour and fought many battles against Him (S.A.W).

Instead He (S.A.W) asked Allah to forgive them and show them the right path. What better example of forgiveness can be than this? Abdullah-bin-Ubbay, the leader of the hypocrites had worked all his life against Hazrat Mohammad (S.A.W). He intrigued with the chiefs of Mecca to wage war against Muslims; he withdrew his 300 men from the battle of Uhad and harms the interest of Muslims. Yet, the Holy Prophet (S.A.W) forgave him and always treated him gently.

For thirteen years, the people of Mecca had taunted and mocked at Him (S.A.W), and abused Him (S.A.W) bitterly. Yet, when He (S.A.W) conquered Mecca, He (S.A.W) did not take any revenge from anyone. Even Abu-Syfiyan, who had fought many battles against Him (S.A.W), was forgiven. Anyone who took refuge in his house was also forgiven. At the end Prophet (S.A.W) said, ‘You all are free today’. Wahshy, who had murdered Prophet’s (S.A.W) uncle Hazrat Hamza (R.A) he had forgiven him also. It was He (S.A.W), who never took revenge from anyone for personal reasons and forgave even His (S.A.W) bitterest enemies

Q: 5 Verse about the day of judgments?

Surah-e-Baqara verse # 82 which reads as: “But they who believe and do righteous deeds - those are the companions of Paradise; they will abide therein eternally.”

In Surarh-e-Aal-Imran verse # 85: “And whoever desires other than Islam as religion - never will it be accepted from him, and he, in the Hereafter, will be among the losers.”

We also find another reference in Surah-e-Nisa verse # 136 which reads as: “O you, who have believed, believe in Allah and His Messenger and the Book that He sent down upon His Messenger and the Scripture which He sent down before……. And whoever disbelieves in Allah, His angels, His books, His messengers, and the Last Day has certainly gone far astray.”

Q:6 Connection of Quran and science?

Along with many other essentially required things the Quran has given science also to human beings. Starting from human body and living creature to solar system, oceanic system, rain, agriculture, storms, movement of Moon and Earth and other vast subjects have been covered by the Holy Quran. There are tremendous things which the man knew not before the revelation of Holy Book and then having carried out many experiments and scientific tests, ultimately Quranic version stood true. It is true today, and will be true forever. There are countless references which

can be quoted. e.g. { Surah-e-Baqarah verse # 164} “Indeed, in the creation of the heavens and earth, and the alternation of the night and the day, and the [great] ships which sail through the sea with that which benefits people, ….. ….and what Allah has sent down from the heavens of rain, giving life thereby to the earth after its lifelessness and dispersing therein every [kind of] moving creature and [His] directing of the winds and the clouds controlled between the heaven and the earth is signs for a people who use reason.” {Surah-e-Yasin verses 39-40} reads as:

“And the moon - We have determined for it phases, until it returns [appearing] like the old date stalk. It is not allowable for the sun to reach the moon, nor does the night overtake the day, but each, in an orbit, is swimming.” There are a great number of things which cannot be discussed in short time.

Q:9 Return to Allah according to verses?

Who, when disaster strikes them, say, "Indeed we belong to Allah , and indeed to Him we will return."surah Al Baqarah

Indeed, as-Safa and al-Marwah are among the symbols of Allah . So whoever makes Hajj to the House or performs 'umrah - there is no blame upon him for walking between them. And whoever volunteers good - then indeed, Allah is appreciative and Knowing. surah Al Baqarah

Q:11 What is the qualities of Muhammad (SAW) reference of verses?

Quran says in Surah-e-Al-Anbia verse # 107: “And We have not sent you, [O Muhammad], except as a mercy to the worlds.” Quran says in Surah-e-Al-Anbia verse # 107: “And We have not sent you, [O Muhammad], except as a mercy to the worlds.” Surah-e-Al-Imran verse # 159: “So by mercy from Allah, [O Muhammad], you were lenient with them. And if you had been rude [in speech] and harsh in heart, they would have disbanded from about you. So pardon them and ask forgiveness for them and consult them in the matter. And when you have decided, then rely upon Allah. Indeed, Allah loves those who rely [upon Him].” Once a person came with the intentions to take His (S.A.W) life but when he saw Him (S.A.W) he became so nervous that his hands shivered and his sword fell on the ground. The Prophet (S.A.W) picked up his sword, could kill him but very politely He (S.A.W) forgave him.

Q:12 Consequence of Mecca how to teach 1-4 grade?

Already explain

Q:13 Before preaching of Islam the condition of Madina and how to teach 1-6 grade?

Revise the names and incidents very briefly making them a part of the activity.

Ensure that they are very clear about these two terms i.e. ‘Preaching’ and ‘Migration’.

Show gadgets and then explain to the students accordingly. Give task to junior grade to learn reciting Nazrah Quran starting from 1st Sipara.

Tell senior grades to remember Prayers (Namaz) by heart.

Q:14 Life after death reference of verses?

Already explain

Q:15 Mojira of Hijra_Aswad?

1- What is Uloom-ul Hadith?

It is a multi-dimensional and many fold subject. It involves, both Quran and Prophet (S.A.W). One has to have thorough knowledge about the Holy Quran and Seerat-un-Nabi (S.A.W). In addition to these two one needs to have detailed knowledge about the authors who have been termed as companions of the Prophet (S.A.W). Since the Hadith has started from the times of the Prophet (S.A.W) and it has reached us through the chain of Muhadithein. We need to have through knowledge about these Muhadithein and their writings. We must know that a transmitter needs to have Zabt and Adalah. It is to us to ensure that the narrator or the transmitter possess these qualities.

Since no body has control over history or writing history including or excluding any thing therefore, one has to have to be equipped with the ability to sift the facts. It is not common man’s job. We know that a Hadith involves sayings, decisions, advices, deeds, tacit approval of companion’s talks and actions of the Prophet (S.A.W) therefore; one has to have command over all these things. Over the time many false things have also been included, using various forms, by some people with some ill intentions. Hence, if we are not aware of uloom-e-Hadith, we are likely to go wrong which is simply intolerable from the religious point of view

2- How Hazrat Mohammad (S.A.W) met hazrat Khadija?

6- How will you teach ‘Invasion and Conquest of Mecca’ to grade 5-8?

You should first of all tell them the location of Mecca and Khana Kaaba with the help of any good teaching aid available. You should stress on them that one should pray to God Almighty only and not to idols. Idols are nothing but statues made of clay, stone or mixture of many things that cannot give anything to anyone and cannot take anything from anyone. You should stress on one point that Koraish were the worst enemies of Muslims and Prophet (S.A.W) but Prophet (S.A.W) forgave all of them and did not harm anyone at all. This shows how kind hearted our Prophet (S.A.W). Also tell the students to write difficult words on their note books and check them.

8- 3 Verses about Tauheed?

1. “And indeed when we heard the Guidance (this Qur’an), we believed therein (Islamic Monotheism), and whosoever believes in his Lord shall have no fear, either of a decrease in the reward of his good deeds or an increase in the punishment for his sins” [Al-Jinn 72:13]

2. “Say (O Muhammad P.B.U.H): “Who provides for you from the sky and the earth? Or who owns hearing and sight? And who brings out the living from the dead and brings out the dead from the living? And who disposes the affairs?” They will say: “Allah.” Say: “Will you not then be afraid of Allah’s punishment (for setting up rivals in worship with Allah)?” [Yunus 10:31]

3. “Has he made the Alihah (gods) (all) into One Ilah (God – Allah). Verily, this is a curious thing!” [Surah Sad 38:5]

10- Five verses about huquq-ul-ebad?

Almighty Allah has said in the Holy Quran Surah-e-Isra verse # 23-24: “And your Lord has decreed that you not worship except Him, and to parents, good treatment….. Whether one or both of them reach old age [while] with you, say not to them [so much as], "uff," and do not repel them but speak to them a noble word….. And lower to them the wing of humility out of mercy and say, "May Lord, have mercy upon them as they brought me up [when I was] small.

Allah Almighty has also commanded us in the Holy Quran Surah-e-Issra verse # 26: “And give the relative his right.” When you become relatives to each other Allah Almighty increases your wealth and resources and the one who gives due regards to relativeness his age is also increased

Surah-e-Ad-Duha verse # 9: “So as for the orphan, do not oppress [him].” Surah-e-Al-Maoun verse # 1-2: “Have you seen the one who denies the Recompense? For that is the one who drives away the orphan.”

Surah-e-Al-Fajar verse # 17: “No! But you do not honour the orphan.”

Surah-e-An-Nisa verse # 2: “And give to the orphans their properties and do not substitute the defective [of your own] for the good [of theirs]. And do not consume their properties into your own. Indeed, that is ever a great sin.”

11- First speech of Hazrat Mohammad (S.A.W) on Koh-e-Safa?

There is a hill in Mecca called Koh-e-Safa. One day, Prophet (S.A.W) invited everyone in Mecca to Koh-e-Safa to tell them of a great danger which they faced because of Kufr and Shirk. Koh-e-Safa is close to Ka’abah. Standing on the hill,He (S.A.W) addressed them, “what do you think of me”? Everyone responded “al-Sadiq and al-Amin” (truthful and trustworthy). If I say there is an army behind this hill to attack you, will you believe me? Yes! Why not. You are al-Sadiq. Then listen,said Prophet (S.A.W) “I invite you to believe in Allah, say with me ‘La illaha illa Allah’ give up your idols, evil practices and do good deeds. There will be a day of judgement. You will be judged for your belief and actions. I invite you to believe in Allah only”.

12- Write few lines about faith?

Faith comprises many components. Some may not even physically be seen but one has to believe, In other words one has to have strong belief in the sayings of Islam, based on spiritual conviction rather than proof.

Surah-e-Baqara verse # 284 reads as: “To Allah belongs whatever is in the heavens and whatever is in the earth. Whether you show what is within yourselves or conceal it, Allah will bring you to account for it. Then He will forgive whom He wills and punish whom He wills, and Allah is over all things competent.”

13- Period of stay in Mecca and how many surah revealed in Makah?

The Meccan period was 13 years where, a substantial part of Quran was revealed out of 114, 86 Surahs were revealed while stay at Mecca.

Quran-e-Hakeem has got:

Total verses: 6666

Total Surahs: 114

Macci Surahs: 086 (Revealed in Mecca)

Madani Surahs: 028 (Revealed in Madina)

Total Rakou: 540

Manazil: 007

Surah-e-Fateha to Surah-e-Nus

Surah-e-Maidah to Surah-e-Tobah

Surah-e-Younis to Surah-e-Ishaq

Surah-e-Bani-Irsaiel to Surah-e-Furqan

Surah-e-Al-Shuara to Surah-e-Yasin

Surah-e-Al-Saffat to Surah-e-Al-Hujraat

Up to Surah-e-Naas

15- What happened in the battle of Moota?

16- How will you teach Hajja-tul-Wida and Last Sermon to grade 1-4 amd 5-8?

These are very important and simultaneously very sensitive topics. While teaching Hajja-tul-Wida it must be emphasised that it was and still it is a unique event in the history and particularly history of Islam. The students must be taught with emphases that the number of people who gathered around the Prophet (S.A.W) for Hajj is a unique and wonderful phenomenon. It would be better if important dates, places and incidents are briefly written on the board before the lecture begins.

The last activities of Prophet (S.A.W) must be taught with reference to the places where they occurred. The dates and years of Islamic calendar and Common Era calendars should also be taught in a way that they should understand the difference between the two calendars. Since the junior grade may not be able to understand the minute details therefore, they should be taught in a broad way. Whereas, the senior grade should be taught in detail and questions must be asked from students of every category to know the feedback and give the home work accordingly.

17- How will you teach Huqooq-ul Allah?

When you teach your students you should tell them that the Holy Quran is divine book which was revealed by Allah on the Prophet (S.A.W) whom Allah had sent as HIS Messenger. To become a true Muslim and have true faith, we need nothing else but Quran and Sunnah. You should even select certain examples to tell the students as how to behave under different situations. There is hardly any situation with which our Prophet (S.A.W) was not confronted. We should know that and follow Him (S.A.W). On the other hand you should tell them in simple words that Quran was revealed on the Prophet (S.A.W) to deal with the various situations and guide Him (S.A.W). Try to teach them by giving very simple examples like if we did not have tongue in our mouth, how we could speak. If we did not have pen and paper, how could we write? If we did not have teacher, how could we study. We should therefore be thankful to Allah and thank the way Quran and Sunnah tells us.

1. Quran and history

Quran is not a typical book of history however; it contains much more authentic history than the history books. It contains historical stories about righteous (Prophets) and sinful (Faroh) individuals and nations, which are not explained in detail because whatever detail is given is enough to fulfil the purpose. Additionally, Quran has a unique style even in relating history. Understanding this aspect of Quran is vital when studying its historical accounts. Quran covers individuals like Prophets as example Hazrat Adam (A.S), Hazrat Moses (A.S) and 25 Prophets like that.

It covers nations e.g. Aad-o-Samud, Jews and Pagans etc. It also gives tremendous historical information about the solar system, human being, physical features, wild life and various happenings. It also narrates true stories about various human groups and individuals. It starts the history from the time history started itself e.g. story of Hazrat Adam (A.S), Habeel and Qabeel and the crow. In nut-shell there is hardly anything which we do not find which leaves lessons and virtuous guidance for us

2. Hazrat Khalid and his bravery

3 How will you teach Iman-e-Mufassal and Iman-e-Mujmal?

There are certain preconditions to embrace Islam which one has to fulfill. One has to accept all those conditions from the core of his heart. In brief one has to surrender his free will to the will of God

Iman-e-Mufassal: Iman-e-Mufassil or the Detailed declaration of faith;“I have faith in Allah and His Angels, His Books and His Messengers, and the Day of Judgment and that all good and evil and fate is from Allah and it is sure that there will be resurrection after death”.

Iman-e-Mujmal: Iman-e-Mujmal or the Summary declaration of faith;“I have faith in Allah as He is known by His Names and attributes and I accept all His commands, I confess it by saying from my mouth and core of my heart”.

3. Translation of Second Kalimah

Second Kalimah:

“I bear witness that no-one is worthy of worship but Allah, the One alone, without partner, and I bear witness that Muhammad is His Man and Messenger”

5 Loves for Allah

Allah has created us and the whole universe full of charms, joys and comforts. Although we never have considered but the air, water, light, fire, vegetables, fruits and other edibles and drinks are all for us. And one cannot live without these. Much more beyond our thoughts Allah has blessed us with many things which we can’t even see. All these things demand that we must love from soul and heart, our Lord Almighty Allah. Allah says in Surah-e-Ibrahime verse # 34: “And if you should count the favor of Allah, you could not enumerate them.” When one remembers HIS kindness he automatically falls in love with Allah, who has sent Prophets and messengers to us to convey us the same message that our first and foremost duty is to love Allah. We must always keep thanking HIM for HIS kindness to us. This is our love with Allah. Allah says in Surah-e-Ad-Duha verse # 11: “But as for the favour of your Lord, report [it].”

6. Who was the first person Prophet told about Wahl?

That was Hazrat Khadiji (R.A)

9. Adab –un-nabi

Allah has granted an un-matched status to Prophet (S.A.W) and its various dimensions have been mentioned in the Holy book. Some of the examples are given in

Surah-e-Al-Hujraat. Verse # 1:

“O you, who have believed, do not put [yourselves] before Allah and His Messenger but fear Allah. Indeed, Allah is Hearing and Knowing.

”

Verse # 2:“O you, who have believed, do not raise your voices above the voice of the Prophet or be loud to him in speech like the loudness of some of you to others, lest your deeds become worthless while you perceive not.”

Verse # 3:“Indeed, those who lower their voices before the Messenger of Allah - they are the ones whose hearts Allah has tested for righteousness. For them is forgiveness and great reward.”

Verse # 4:“Indeed, those who call you, [O Muhammad], from behind the chambers - most of them do not use reason.”

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Bed Second semester Solved Final term papers

What are the benefits of reflective practice?

1. Improving your teaching practice

2. Learning from reflective practice

3. Enhancing problem solving skills

4. Becoming a critical thinker

5. Making Decisions

6. Improving your own organisational skills

7. Managing personal change

8. Acknowledging personal values

9. Taking your own advice

10. Recognising emancipatory benefits

The Experiential Learning Cycle

So what is a prefix?

The Two Most Common Prefixes

Indeed, as-Safa and al-Marwah are among the symbols of Allah . So whoever makes Hajj to the House or performs 'umrah - there is no blame upon him for walking between them. And whoever volunteers good - then indeed, Allah is appreciative and Knowing. surah Al Baqarah

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