B.ed. Syllabus
B.ed. Syllabus
B.ed. Syllabus
Objectives:
By the end of the course the student-teacher will be able to:
understand how education derives its relevance from social, cultural, economic
and political contexts.
identify the contribution to education of western and eastern thinkers.
understand the relationship between education and development : at individual
and national levels.
examine the changing emphases on Education in the context of Globalisation,
Liberalisation and Privatisation.
develop an insight into educational funding.
understand the importance of universalisation of secondary education and the
constitutional provisions for realizing it.
identify the various causes for inequality in schooling.
realize the importance of Right to Education and the provisions made for
realizing it.
develop the skills required to contribute towards a Knowledge Society.
understand the importance of educational planning and administration.
understand the need and importance of education for peace and the national
and international efforts towards it.
explore the strategies for sensitising the learners towards environmental
conservation.
1.1 Sources of the Aims of Education: - social, cultural, economic and political contexts and
their impact on education.
1.2 Education as an instrument of Social Change.
1.3 Socialisation - influence of society, family, peer groups, media and new age technologies
on education.
1.4 Emerging trends in societies and their repercussions on education: libralisation,
privatisation, globalisation and internationalisation of education.
1.5 The Right to Education Act of 2009.
1.6 Educational Provisions in the Constitution of India
References:
1. Delors J., (1996).Learning the treasure within: UNESCOs Education Commission
Report for the 21st century.
2. Khanna S. D. (1994) Kothari Commission Report 1964-66, Bhoba House Publication.
3. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
4. Hassan Taj (2005) Current Challenges in Education, Neelkamal
3
Objectives:
After going through the course the teacher trainee will:
1. Understand the growth and development of the learner through the different stages
of Childhood and Adolescence and its importance in the learning process.
2. Develop an understanding of areas of Individual Differences among learners.
3. Develop an understanding of exceptional learners and with Differently abled
learners.
4. Develop an understanding of skills for handling Exceptional learners and Differently
abled learners.
5. Understand the concept of adjustment, maladjustment and the causes of
maladjustment.
6. Develop understanding about factors affecting learning
7. Understand the concept of learning process
8. Understand and apply the different learning theories in the classroom.
9. Understand the role of Guidance and Counseling.
10. Develop the skill in the use of psychological tests and performing experiments
Unit 1: Leaner as a Developing Individual (Childhood and Adolescence) (15%)
1.1 Concept of growth and development: principles, role of heredity and
environment
1.2 Developmental characteristics of the learner, developmental tasks and their
implications (physical, cognitive, social, emotional and moral aspects).
1.3 Contemporary concerns: physical appearance, sexuality, drug abuse, ragging,
peer influence, suicide, negative impact of media)
1.4 Role of teachers and parents in handling adolescents.
Denise Pope (2001), Doing School: How we are creating a Generation of Stresses Out,
Materialistic and Miseducated Students. New Haven: Yale University Press.
Gardner Howard (1985).Frames of Mind.The theory of Multiple Intelligences, Basic Books,
New York.
Goleman, D (1999) Working with Emotional Intelligence, London: Bloomsbury
Hurlock, E. B. Child Development, New Delhi:TataMcGraw Hill
Omrod, Jeanne Ellis et al (2010). Principles of Educational Psychology, Toronto, Pearson.
Omrod, Jeanne Ellis et al. Educational Psychology: Developing Learners. 4th Edition.
Jeffery Arnett (2007).Adolescence and Emerging Adulthood: A Cultural Approach. (3rd
Ed.)Upper Saddle River, N.J. Pearson.
Patricia A. Alexander, Philip H. Winnie (2006) Handbook of Educational Psychology
Plotnik, R.(1999). Introduction to Psychology, New York, Brooks/cole
Sarangapani M. Padma (2003), Constructing School Knowledge: An Ethnography of Learning
in an Indian Village, Sage Publication.
Strut Mary, Oakden, E. C. (1999) Modern Psychology and Education, Routledge.
Woolfolk, A.E.(2009) Educational Psychology (11th Edition) (My Education Lab Series)
Prentice Hall
Mangal, S.K (1997) Advanced Educational Psychology. New Delhi: Prentice Hall of India
Krick, S.A (1962) Educating Exceptional Children .Oxford and ISH Publishing, New York.
Kochar, S.K (1993) Educational and Vocational Guidance in Secondary Schools. New York :
Sterling Publishers
Ewen, R.B (1984) Psychology of Adolescence.New York : Prentice Hall Inc.
Skinner, C.E. (Ed) (1995) Psychology of Adolescence. New Delhi: Prentica Hall of India
Objectives:
7
Unit 4 Designing Self-learning materials (the ADDIE model to be applied in the design
process) (10%)
4.1 Concept, characteristics and importance of designing self-learning materials
4.2 Steps in designing worksheets
4.3 Steps in designing 3D objects/models
4.4 Steps in designing a self-learning material (create a video material using FOSS)
4.5 Role of the teacher in designing self-learning materials
4.6 Designing a checklist to measure the effectiveness of the created self-learning
material
References:
Aggarwal,J.C(2009)Essentials of educational Technology. Noida,Vikas Publishing
House Pvt Ltd
Bhatnagar,R.P and Bhatnagar,Meenakshi(2007) Educational Technology and
Management .Meerut,Loyal Book Depot
Brown, Lewis and Harcleroad,(1977) A.V. Instruction Technology, Media &
Methods.New York,McGraw Hill Book Company
Bhushan,Anand abd Ahuja,Malvinder(2007)Educational Technology.Patiala,Bawa
Publications
Imison,T., Taylor,P.H.(2001). Managing ICT in the Secondary Schools.
Heinemann:Oxford
Haas,Kenneth B and Packer,Harry Q(1960).Preparation and use of audio visual aids.
Englewood, Prentice hall
Jones, F & Jones. B.(2000). Tools for teaching. Fredric Jones and Associates
Kemp, Jerrold E. and Smellie, Don C. Planning Producing & using Instructional Media
Kemp, Jerrold E. and Dayton, Deane K. Planning & producing Instructional Media
Kerry,Trevor (1982) Effective Questioning.London,Macmillan Educational Limited
Mohanty,jagannath(2007)Modern trends in educational Technology. New Delhi
,Neelkamal Publications Pvt Ltd
10
Presnsky, M. (2010). Teaching digital natives: Partnering for real learning.16th Ed.
Corwin Publishers
Richardson, W. (2006), Blogs, wikis, podcasts and other powerful web tools for
classroom.6th Edition. Corwin Publishers
Roisin D & Fiona McSweeney (2008). Applied e-Learning and e-Teaching in Higher
Education
Sanders Donald, H. (1998). Computers Today. McGraw Hill Book Company: New
Delhi
Semenov, Alexy (2005). Information and Communication Technologies in Schools. A
handbook forTeachers. UNESCO
Sharma,R.A(2005) Essentials of Instructional Technology. Meerut.R.Lall Book Depot
Sampath, K., Pannirselvam, A. and Santhanam, S (1990) Introduction to Educational
Technology. New Delhi,Sterling Publihsers Private limited
Vanaja M and Varnasi,Lalini(2007) Educational Technology. New Delhi,Neelkamal
Publications Pvt Ltd
Wittich,Walter Arno and Schuller,Charles Francis(1953)Audio Visual Materials: Their
Nature and Use. New York,Harper and Brothers Publishers
References:
1. Arends, Richard, I (1998) learning to Teach (4th Ed), New Delhi, Mc Graw Hill.
12
2. Malderez Angi and Wedell Martin ( 2007) Teaching Teachers, London, Continuum.
3. Martinez-Pons, Manuel( 2001) The Psychology of teaching and Learning, London,
Continuum.
4. Norton, Lin S.(2009) Action Research in Teaching and Learning, London, Routledge.
5. Overall Lyn and Sangster Margaret ( 2003) Secondary Teachers Handbook ( 2nd Ed)
London, Continuum.
6. Pollard Andrew (2006) Reflective teaching, 2nd Edition , London, Continuum.
7. Reynolds David ( 2011) Effective Teaching ( 3rd Ed), London, Sage.
8. Rowntree Derek (1986) teaching through Self Instruction, London, Kogan Page.
Course Objectives
To enable students to understand the use of management principles for improving
13
ORAL SKILLS
15
WRITING SKILLS
1. Listening and Reading Comprehension of Unseen texts.
2. Communicative Writing Skills: Informal and Formal Letters and CV/Resume Writing
3. Academic Writing Skills: Note Taking, Summarising, Article Writing
4. Report Writing, Writing references ( APA style)
5. Book Reviews
References:
OBJECTIVES
Unit 1.2 The Annual Plan and The Unit Plan for ELT
1.2.1 Developing the Annual Plan
1.2.2 Developing the Unit Plan
Unit 5.2 Syllabuses, Approaches, Methods and Techniques in English Language Teaching
(ELT)
5.2.1 The Structural Syllabus
5.2.2 The Communicative Syllabus
5.2.3 The Humanistic Syllabus
5.2.4 The Learnercentred Syllabus
References:
1. Bright & McGregor,(1970) Teaching English as a Second Language: Theory and
Techniques for the Secondary Stage, Longman.
2. LadoRobert ,(1988)Teaching English Across Cultures, McGraw Hill.
3. Hubbard, Peter et al, (1983)A Training Course for TEFL, OUP.
4. Jeremy Harmer, (2003)The Practice of English Language Teaching with DVD (4th
Edition).
5. Richards &Renandya, (2002) Methodology in Language Teaching: An Anthology of
Current Practice, CUP.
6. Ur & Wright, (1992)Five-minute activities, CUP.
7. Ur P.(1998) Grammar Practice Activities, CUP.
8. Bolton D. andGoodey N. (2008) English Grammar in Steps, Richmond.
9. Woodward Tessa, (2001) Planning Lessons and Courses, CUP.
10. Cameron L., (2001)Teaching English to Young Learners, CUP.
11. Tomlinson, C. (2004) How to Differentiate Instruction in Mixed Ability Classrooms.
Upper Saddle River, NJ: Prentice Hall.
12. Tickoo M. L. (2009)Teaching and Learning English, Orient Black Swan.
13. White G. (1998) Listening, OUP.
14. Underwood M. (1989) Teaching Listening, Longman.
15. Wallace C. (1992) Reading (OUP).
16. Nuttall C, (1982) Teaching Reading Skills in a foreign Language, OUP.
17. Hedge T. (1985) Using Readers in Language Teaching, Macmillan.
18. Hedge Tricia, (2000) Teaching and Learning in the Language Classroom, OUP.
19. Bygate M. (1987) Speaking, OUP.
20. Malamah-Thomas A. (1987) Classroom Interaction, OUP, 1987
21. OConnor J. D. (1980) Better English Pronunciation, CUP 2nd Ed.
22. Hedge T. (1988) Writing, OUP, 1988
23. Brooks & Grundy (1990) Writing for Study Purposes. CUP.
24. Sinclair J.Ed. (1990) Collins COBUILD Grammar, Harper-Collins.
25. Quirk R. and Greenbaum S. (1973), A University Grammar of English, Pearson
20
26. Geoffrey Leech & Jan Svartvik (1975)A Communicative Grammar of English, OUP, 3rd
Ed.
27. Andersen, Peter. (2007). Nonverbal Communication: Forms and Functions (2nd ed.)
Waveland Press.
28. Argyle, Michael. (1988). Bodily Communication (2nd ed.) Madison: International
Universities Press.
29. Matt Purland (2012) Talk a Lot: Spoken English Course , My Ebook Publishing House.
30. Tickoo Champa (1997) Writing With A Purpose, OUP.
31. Littlewood William (1981) Communicative Language Teaching, (CUP).
32. Doff, Adrian, (1988) Teach English, CUP.
33. Richards and Rogers, (1986) Approaches and Methods in Language Teaching, CUP.
GaTk 1 : baalak ko savaa_MgaINa ivakasa maoM BaaYaa va BaaYaa iSaxak ka mah<va (20%)
padya paaz
rcanaa paaz
vyaakrNa paaz
2.3 paaz inayaaojana , GaTk inayaaojana, vaaiYa_k inayaaojana
GaTk 3 : paazyapaustak AaOr AQyaapana paQditayaa* (10%)
3.1 paazyapaustak ka mahtva AaOr inakYa
paazyak`ma taqaa paazyapaustakaoM ka sabaMQa
paazyapaustak ka taulanaatmak AQyayana
3.2 naaTyaIkrNa , BaUimaka paalana Aqyaapana paQdita
3.3 pa`klpa paQdita / cacaa_ paQdita / pairsaMvaad Aqyaapana paQdita
inadanaatmak pairxaNa
]pacaaratmak iSaxaNa
pairyaaojanaa kaya_ :
kxaa paa*cavaI sao dsavaI tak ko ihndI paazyapaustak maoM vyaakrNa saMbaMQaI AByaasa kI saUica taOyaar
kroM |
ivaiBanna baao_D kI ihndI kI paazyapausta k taqaa paazyak`ma ka ivaSlaoYaNa AaOr pa`stauitakrNa kroM |
vyaakrNa paazaoM ka AQyaapana taqaa kxaa maoM pa`stauitakrNa kroM |
Ca~aaoM vdara BaaiYak KaolaaoM kI inaima_ita krnaa taqaa kxaa maoM pa`stauitakrNa krnaa |
kxaa maoM Ca~aaoM kI BaaYaa ka jaayajaa laotao hue ihndI ko ivaivaQa $paaoM par ek irpaa_oT taOyaar
kroM |
ivaivaQa paazaoM ka inayaaojana taqaa kayaa_nvayana kroM (paaz inayaaojana : takinakI , saMgaNak kI
sahayataa ) |
Ca~aaoM vdara SaOixak saaQanaaoM kI inaima_ita taqaa pa`stauitakrNa |
vata_maana baala saaihtya, s~aI saaihtya, dilata saaihtya kI samaIxaa kroM |
saunanao AaOr baaolanao maoM Asamaqa_ Ca~aaoM ka inadana kr ]pacaaratmak iSaxaNa ka Aayaaojana kroM |
sqaanaIya klaakaraoM , kivayaaoM, saaihtyakaraoM ka saaxaatkar |
pai~aka taOyaar krnaa |
naIla pai~aka , pa`Sna taqaa ]ttar pai~aka kI saMrcanaa |
sai~aya parIxaa ka paazSaalaa maoM pa`iSaxaNa ko daOrana Aayaaijana kroM |
sandBa_ saUica :
iSaxaNa pa`iSaxaNa AaOr ihndI AQyaapana : Da#. AanaMd vaaskr, Da#.pauYpaa vaaskr (AavaRi<a :2002)
ihndI iSaxaa - ek AaQauinak dRiYTkaona : pa`a#. baI.DI. paaTIla, pa`a#. ivanaaod paaTIla
iSaxak pa`iSaxaNa AaOr ihndI AQyaapana : Da#. AanaMd vaaskr , Da#. pauYpaa vaaskr(AavaRi<a 2009)
ihndI AQyaapana pairSaIlana : Da Saas~aI jayaond` dvao , Da. rvaInd` AnQaairyaa ( baI. saI Saah pa`kaSana |
[Midra gaaMiQa mauta ivaVapaIz : baI. eD. pa`aoga`ama paazyak`ma |
]iXSTo:-
ivaVaqyaI_ iSaxakasa :-
( gauNadaoYa, mah<va )
Practicum
saMdBa_ :
1. marazI BaaYaocao AQyaapana - ma.vaa. kuMDlao.
2. marazI BaaYaocao AQyaapana Akaolakr.
3. iSaxak pa`iSaxaNa - Da#. vaasaMtaI fDko.
4. AaSayayauta AQyaapana pawtaI - Da#. h.naa. jagataapa
5. AQyaapanaacaI pa`itamaanao - Da#. vaasaMtaI fDko.
6. kaoMkNaI BaaSaocaoM AQyaapana vasaMta gaao. lavaMdo.
7. marazIcao AQyaapana- sauroSa krMdIkr.
]iXSTaM:
ivaVaqyaa_Mk kaoMkNaI BaaSaocaI(AavayaBaasa) vaLKa/sad\yaacaI isqataI AanaI idka, sau~aaM, tatvaaM. mahtva samajaupaak
Aadar idtalaoM.
ivaVaqyaa_Mk kaoMkNaI BaaSaocyaa iSaxakacao gaUNa AapaNaavapaak madta krtalao.
ivaVaqyaa_Mk kaoMkNaI AQyaapanaacao ivaMgaD-ivaMgaD GaTk AanaI paaz inayaaojanaacaIM taM~aaM samajaupaak Aadar
idtalaoM.
ivaVaqyaa_Mk GaTk inayaaojana AanaI vasau_kI inayaaojanaaivaSaIM Aaklana jaatalaMo.
ivaVaqyaa_Mk kaoMkNaI paazyapaustakacaoM mahtva AanaI inakSa haMcaoM iganyaana maoLTlaoM.
AQyaapanaacyaa ivaMgaD-ivaMgaD paQdtaIMcaoM Aaklana jaatalaoM AanaI ]payaaojana krpaak Aadar idtalaoM.
ivaVaqyaa_Mk maaOKaIk maUlyaaMkna AanaI ilaKaIta maUlyaaMknaacaIM taM~aaM samajaupaak AanaI ]paoga krpaak madta
jaatalaI.
kaoMkNaIcaoM AQyaapana krtanaa garjaopa`maaNa ivaMgaD-ivaMgaD SaOxaiNak saaQanaaM vaaparpaak iSaktalaIM.
kaoMkNaIcaoM AQyaapana krtanaa ivaMgaD-ivaMgaD AByaasaanauvataI_ ]pak`maaMcaoM Aayaaojana krpaak iSaktalaIM.
BaaSaocaor AadarIta inadanaatmak caaMcaNaI AanaI saMpaadna caaMcaNaI rcapaak iSaktalaIM.
vaVaqyaa_Mcyaa AByaasak`ma ivaSaya-vastaUcaI AiBavaRwI jaatalaI.
3.1.1 AMtarMga
3.1.2 baihrMga
3.2 kaoMkNaI BaaSaa AanaI AQyaapana taM~aaM/pawtaI/pa`itamaana.
3.3 naaTyaIkrNa , BaUimaka paalana( mhtva, gauNadaoSa )
3.4 pa`klpa paQdta
3.5 cacaa_ paQdta- pairsaMvaad, bauiwmaMqana,saMBaaSaNa
3.6 ]d\gaamaI AanaI AvagaamaI pa`NaalaI
3.7 kRtaI-koMd`Ita AQyaapana
3.8 AQyaapanaacao pa`itamaana- saMklpanaa-pa`aptaI , saja_naatmak ivakasa.
GaTk 6 : BaaSaIk kaOSalya daoSa, iSaxaNaIk inadana AanaI ]pacaarI iSaxaNa (15
(15%M)
6.1 BaaSaIk daoSa
6.1.1 EavaNa daoSa- karNaaM AanaI ]paaya.
6.1.2 ]ccarNa daoSa- karNaaM AanaI ]paaya.
6.1.3 vaacana daoSa- karNaaM AanaI ]paaya.
6.1.4 laoKana daoSa- karNaaM AanaI ]paaya.
AByaasak`ma ivaSaya-
ivaSaya-vastaUcaI AiBavaRwI: ivaVapaIz maUlyaaMkna krcaoM naa.
GaTk 7. AByaasak`ma ivaSaya-vastaUcaI AiBavaRwI:
7.1 gaV ( kqaa, kadMbarI, naaTk, cair~a Aatmacair~a, baalasaaihtya, vyai>ica~aaM, BaaoMvaDovaNa_naaM)
7.2 paV ( Bai>igataaM, BaavaigataaM, baalaigataaM, laaokigataaM, CMdbaw kivataa, mau>CMd kivataa)
7.3 rcanaa ( inabaMd, pa~a, AapajaINa, saaraMSa-laoKana, ANakar, kaNaI -ica~aaM AanaI maud\dyaaMcaor
AadarIta saMvaad)
7.4 vyaakrNa (SauwlaoKana, ivaramaicannaaM, vaak\pa`caar, mhNaI, ]maaNaIM, SabdaMcyaao jaataI, ilaMga, vacana )
Practicum
1. SaaLocyaa paazyapaustakacaI samaIxaa
2. pa`sna-pai~akocaI rcanaa AanaI vagaa_talaoM kayaa_nvayana
3. svaaQyaaya laoKana AanaI pa`stautaIkrNa
4. saMgaNakacaor AaQaarIta pairxaa
5. ivaMgaD-ivaMgaD paazaMcaoM inayaaojana AanaI kayaa_nvayana
6. SaOxaiNak saaQanaaMcaI inama_NaI
7. sa~aIya pairxaa
8. baraovapyaaMcyaao maulaaKataI
9. AByaasak`ma ivaSaya-vastaUcaI AiBavaRwI
AadravaL :
1. kaoMkNaI BaaSaocaoM AQyaapana vasaMta gaao. lavaMdo.
2. kaoMkNaI BaaSaocaoM vyaakrNa sauroSa baaorkr.
3. karbaarI kaoMkNaI BaUYaNa Baavao, pa`kaSa vajarIkar, pa`kaSa payao_kar.
4. kaoMkNaI ivaSvakaoSa KaMD 1,2,3,4,
5. marazI BaaYaocao AQyaapana - ma.vaa. kuMDlao.
6. marazI BaaYaocao AQyaapana Aakaolakr.
7. AQyaapanaacaI pa`itamaanao - Da#. vaasaMtaI fDko.
8. Educational Technology- Usha Rao.
Unit1: Aims and Objectives of Teaching Secondary School Mathematics and Planning for
Instruction (10%)
1.1 General objectives of teaching Mathematics
1.2 Study of the aims and general objectives of teaching mathematics vis--vis the
objectives of secondary education
1.3 Selecting and organizing the content and identifying teaching points for a mathematics
lesson
1.4 Stating instructional objectives and identifying learning outcomes in behavioural terms
1.5 Designing learning experiences using appropriate strategies, planning for preparation
and utilization of instructional materials and evaluation tools
1.6 Writing a unit plan and a lesson plan
1.7 Learning resources: meaning, rationale and limitations
1.8 Types- Charts, models, chalk board, flannel board and geoboard.
References:
33
Periodicals
Journal of Research in Mathematics
Mathematics Teaching
School Science and Mathematics
The Mathematics Teacher
Textbooks
IGNOU, Textbooks of Mathematics for B.Ed
NCERT, Textbook of Pedagogy of teaching Mathematics for two year B.Ed
NCERT, Textbooks of Mathematics for Class V,VI,VII,VIII,IX and X
- Function, types of questions, framing questions under the Revised Blooms Taxonomy
(RBT), framing Higher-Order questions
House
2 Garg, C.L.,Garg Amit. (2003). Seventy one plus Ten New Science projects14th ed.: Delhi,
Pustak Mahal
3 Misra, A .(1991). Performance Discrepancy of Science Teachers: Delhi: Kanishka Publishing
House
4 Rai, B.C. (1992).Method Teaching of Science Lucknow: Prakashan Kendra
5 Sharma,R.C. (1992). Modern Science Teaching Delhi :Dhanpat Rai and Sons
6 N.C.E.R.T. (1960). Evaluation in General Science: New Delhi
7 Richardson , John S. (1964) Science teaching in secondary school :Englewood Prentice Hall
8 Cull R.G.; Drake,W.A. (1979). Concepts of science-1 New Delhi: Wiley Eastern L.T.D.
9 Cull R.G.; Drake,W.A. (1991). Concepts of science-2 New Delhi:Wiley Eastern L.T.D.
10 Cull R.G.; Drake,W.A. (1991). Concepts of science-3 Ne Delhi: Wiley Eastern L.T.D.
11 Atkinson, Arthur (1988) Modern university chemistry. New Delhi: Oxford University Press
12 Beckett Brain, Gallagher R.M. (1988.) All about biology.Oxford: Oxford University Press
13 Beckett B.S. (1989). Illustrated biology.Oxford :Oxford University Press
14 Sharma,R.C. (1994). Modern science teaching Delhi: Dhanpat Rai and Sons
15 Das ,R.C. (1985). Science teaching in schools 2nd ed .New.Delhi: Sterling Publishers PVT.LTD.
16 Vaidya Narendra. (1970). Some aspects of Piagets work and science teaching: a Contribution
towards the foundation of science teaching. New Delhi:S.Chand & Co.Ltd.
17 Siddiqui,N.N. Siddiqui,M.N. (1991). Teaching of science today and tomorrow 3rd ed New
Delhi: Doaba House
18 Kishore,L .(1991). Teaching of physical science New. Delhi Doaba House
19 Radha Mohan. (1995). Innovative science teaching New Delhi: Prentice Hall
20 Das R.C., (1985).Teaching of Science,2nd Edn. New Delhi : Sterling Publishers Pvt.Ltd
21 Narendra, V. (1971)The Impact of Science Teaching. New Delhi: Oxford and IBH
Publishing house.
22 Krishnamacharyulu,V. (2006).Teaching of science.Hyderabad: Neelkamal Publishers.
23 Narasimha, K.(2005). Content cum Method of Teaching Chemistry.Bangalore:Sumukha
Prakashana.
24 Rajasekar. (1995).Method of Teaching Physical Sciences. Hyderabad: Neelkamal publishers
25 Thurber W.A. and Colletta A., (1964). A Teaching Science in todays Secondary schools.New
Delhi:
Prentice Hall of India.
26 Anderson, R.D. (1970). Developing Childrens thinking Through Science.New Delhi:Prentice
Hall,
27 Chand, B. (1986).Teaching of Science. Ludhiana: Prakash Brothers
28 Chauhan, S.S. (2000).Innovation in Teaching Learning Process.New Delhi: Vikas Publishing
House Pvt. Ltd,.
29 Joyce, Bruce and Marsha Weil. (1997).Models of Teaching (4thEd.) .New Delhi: Prentice Hall,
Pvt Ltd.
30 Maitre, K. (1991). Teaching of Physics.New Delhi: Discovery Publishing House,
31 Mukalel, J.C. (1998). Creactive Approaches to Classroom Teaching,.New Delhi: Discovery
Publishing House.
32 Prasad, J. (2005).Practical Aspects in teaching of Science, Kanishka Publishers
33 Rao, D.B. (1997). Reflections on Scientific Attitudes. New Delhi: Discovery Publishing House.
EDU 07-08: METHODOLOGY OF TEACHING HISTORY
Course Objectives:
38
References
1. Hyden, Tarry., Arthur, James and Hunt, Martin.( 2001) Learning to teach history in the
secondary school ( 2nd ed.) London, Routledge.
2. Phillips, Rob (2002) Reflective Teaching of History 11-18,London, Continuum.
3. Phillips, Ian (2008) Teaching History: Developing as a Reflective Secondary Teacher,
London, Sage.
4. Kochhar, S. K. ( 2005) Teaching of History, New Delhi, Sterling
5. National Curriculum Framework 2005
6. George, Alex M and Madan Amman ( 2009) Teaching Social Science in Schools:
NCERTS New Textbook Initiative, New Delhi, Sage.
7. IGNOU: Teaching of Social Studies ( ES-343: Block 1, 2 and 4)
References:
43
Objectives:
1. The student teachers will be able to understand the nature of assessment and
evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment
procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their
implementation practices
12. Traces the technology bases assessment practices and other trends at the
international level
6.1 Existing Practices: Unit tests, half- yearly and annual examinations, semester system,
Board examinations and Entrance tests, State and National achievement surveys
6.2 Management of assessment and examinations wrt CCE, Use of question bank
6.3 Issues and Problems: Marking Vs Grading, Non-detention policy, Objectivity Vs
Subjectivity in assessment.
6.4 Impact of entrance test and public examination on teaching and learning the
menace of coaching
6.5 Policy perspectives on examinations and evaluation: Recommendations in National
Policies of Education and curriculum frameworks
6.6 Trends in assessment and evaluation: Online examination, Computer-based
examination, Open book exam, Exam on demand(meaning and uses only)and other
technology based examinations
Standards based assessment international practices
References
1. Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington, DC: National Academy Press.
2. Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:
Corwin.
3. Burke, K., Fogarty, R., & Belgrad, S (2002). The portfolio connection: Student work
linked to standards (2nd Ed.) Thousand Oaks, CA: Corwin.
4. Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum,
assessment and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
5. Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum
Development.
6. Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching
and assessment so all children can learn. Thousand Oaks, CA:Corwin.
7. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for
student learning. Thousand Oaks, CA. Corwin.
8. Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-Learners
Behaviour,New Dlehi: Association of Indian Universities.
9. NCERT(1985). Curriculum and Evaluation, New Delhi:NCERT.
10. Newman, F.M. (1996). Authentic achievement: Restructuring
schools for intellectual quality. San Francisco, CA: Jossey-Bass
11. Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River,
NJ:Prentice Hall.
12. Norris N.(1990) Understanding Educational Evaluation, Kogan Page Ltd.
13. Singh H.S.(1974) Modern Educational Testing. New Delhi: Sterling Publication
14. Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching
and Assessing: A Revision of Blooms Taxonomy. New York. Longman Publishing.
47
Help them to understand the concept of holistic health, its various dimensions and
determinants and the importance of sports and yoga for development of holistic
health.
Develop positive attitude towards health as individual and be collectively responsible
to achieve it.
Equip them to know their health status, identify health problems and be informed
for taking remedial measures.
Encourage them to learn and to form right habits about exercise, games and sports,
sleep, rest and relaxation.
Create interest for the practice of yogasanas and meditations through which they
learn the skills/art of self-control, concentration, peace and relaxation to avoid ill
effects of stress, strain and fatigue of routine life.
Help them to understand and develop skills to deal with psycho-social issues
including those, related to process of growing up during adolescence, HIV/AIDS and
substance abuse.
Course Content
Theory
Concept of health, importance, dimensions and determinants of health; Health
needs of children and adolescents, including differently-abled children
Understanding of the body systemskeleton, muscular, respiratory, circulatory and
digestive in relation to health fitness, bones, muscles and joints, their functions,
common injuries of bones, common health problems and diseasesits causes,
prevention and cure, immunisation and first aid
Food and nutrition, food habits, nutrients and their functions, diversity of Indian
food, seasonal foods and festivals. Practices related to food hygiene, malnutrition,
including obesity, food and waterborne and deficiency diseases and prevention
Games and sports athletics (general physical fitness exercises), games (lead-up
games, relays and major games) rhythmic activities, gymnastics and their impact on
health
Yogic practices importance of yoga, yogasanas, kriyas and pranayams
Role of institutions (school, family and sports), health services, policies and major
health and physical education-related programmes, blood banks, role of media
Communicable and non-communicable diseases; health and hygiene, HIV/AIDS,
measures to prevent diseases transmission; Harmful effects of self-medication and
patient's rights.
Occupational health hazards and its prevention; Commonly-abused substance and
drugs and ways of prevention and inhabitation
48
Fundamentals skills of games and sports; Sports for recreation and competition;
Rules and regulations of sports; sports ethics; sports awards and scholarships, sports-
personship
Development of physical fitness; Postures; Importance of relaxation; Fitness tests;
Resources and services for games and sports
Yogic practicesimportance of yoga, yogasanas, kriyas and pranayama
Health and physical Education and its relationship with other subject areas like
Science, Social Science and Languages.
Practical
Activities for development of physical fitness, i.e. strength, speed, endurance,
flexibility and body composition (Fundamental Sports Skills ); Basics of track and field
(100 mts., 200 mts., long jump, shot put, 4 50 mts. relay) Gymnastics; Any two
team games (Kabaddi, Kho-Kho, Basketball, Cricket, Hockey, Volleyball and Football)
or individual game
Organisationof games and sports tournaments.
Learning and performing of basic yogic activities.
Workshop on First Aid.
49
Objectives: ( 30 hrs.)
References:
1. Das and Das. (2013) Inclusive Education: A contextual working model:
Concept Publication Co.
2. Inclusive Education : Orientation Package for Teacher Education NCERT
3. Hegarty, S (2002).Education & Children with Special Needs: From Segregation
to Inclusion Sage Publications
4. LoremanT, Depler J, Harvey D. (2005)Inclusive Education: A Practical Guide to
Supporting Diversity in the Classroom. Psychology Press,
5. Jha, Mohan M. (2000). Schools, 2002Without Walls: Inclusive Education For
All, Pearson Education
6. NCERT Review of Existing Instructional Adaptations
7. Norwich B. (2000), Dilemmas of Difference, Inclusion and Disability:
International Perspective on Future Directions, RoutledgeFalmer
8. Clough P, Corbett J, (2000). Theories of Inclusive Education: A Students Guide,
Athenaeum Press Limited
9. NindM,RixJ, Sheehy K, Simmons K, (2005).Curriculum Pedagogy in Inclusive
Education: Values into Practice, RoutledgeFalmer
51
2.2.2 Interview
Types ( structured, unstructured, and focused group)
Developing interview schedule
Stages of conducting interview
Advantages and limitations
2.2.3 Questionnaire
Types of questions ( Open ended, closed ended)
Designing questionnaire
Advantages and limitations
52
References:
SELF-MANAGEMENT SKILLS
a) Maintaining a reflective diary.
b) SWOT Analysis
c) Using SWOT analysis to measure present status and plan future action.
STRESS MANAGEMENT
a) Managing feelings (Anger, grief and anxiety, loss, abuse, trauma)
CODE OF CONDUCT
a) Integrity and ethical behavior in using influence and power; in personal, workplace,
and community contexts
b) Acting responsibly with the interests of the larger community in mind demonstrating
ethical behavior
58
References
1) Jones, Lawrence K. (2013). The Foundation Skills.
2) Fensterheim, Herbert, Jean Baer. (1975). Dont Say Yes When You Want to Say
No.Dell Publishing: New York.
3) Smith, Manuel J. (1975). When I say no, I feel guilty. Bantam Books: New York.
4) Dr Xavier Alphonso S.J . (2004)We Shall Overcome- A Textbook on Life Coping Skills
Sri Venkateshwar Printers, Chennai.
5) Stephen R. Covey. (1989)Seven Habits of Highly Effective People, Simon &Schuster
Ltd., West Garden Place, Kendal Street, London W2 2AQ
6) P.S. Bright, Think Positive Act Positive.Bright Careers Institute, 1525, Nai Sarak, Delhi
7) Jack Canfield & Mark Victor Hansen (1999) Chicken Soup for the Soul. Vol 1,2 and
3.Westland Books Pvt. Ltd, 62-A, Ormes Rd., Kilpauk, Chennai
8) Matthew McKay, Ph. D. & Patrick Fanning (2002) Self-Esteem Master Mind
Books, Bangalore
9) Zig Ziglar. (2000) See you at the Top Magna Publishing Co. Ltd., Magna House,
Mumbai
10 Shiv Khera.(1999), You Can Win,Rajiv Beri, Macmillan India Ltd. New Delhi.
11) Angela Thody & Dereck Bowden.( 2005)Getting Organized Continuum, London
12) Robert Heller, Tim Hindle --- et al 2008 The Winners Manual Series 1-5, Dorling
Kindersley Ltd., London
59
UNIT 2: PERFORMING ARTS: DANCE, MUSIC, THEATRE AND PUPPETRY (20%, 2, hours 30
min.)
2.1 Listening/viewing and exploring Regional Art forms of music, dance, theatre and
puppetry.
2.2 Viewing/listening to live and recorded performances of Classical and Regional Art forms
2.3 Participation and performance in any one of the Regional Arts forms keeping in mind
the integrated approach
2.4 Planning a stage-setting for a performance/presentation by the student-teacher.
References:
1. Henri, Robert, (2007) The Art Spirit, Perseus Book Group
2. Bang, Molly, (2000) Picture This: How pictures work, Amazon .com
3. Gardiner, John (2013) Bach: Music in the Castle of Heaven, Vintage Books
4. Gurney, James (2009) Imaginative Realism: How to paint what doesnt exist,
Amazon.com
61
This Course focuses on Natural disasters, Preparedness, Response, First Aid and Fire
Fighting.
a) Terminology: Disaster, Hazard, Vulnerability, Risk
a. Meaning, differences and classifications
c) Natural Hazards
i. Types, causes, effects (Earthquakes, Tsunami,Cyclone, Flood, Drought,
landslide)
ii. MitigationMeasures of each of the six hazards
e) Identifying the role that the individual can play in Disaster Management at the
grassroots level.
7. A Global Report - Reducing Disaster Risk, A Challenge for Development; UNDP Publication,
2004.
8. Good practices in community based disaster risk management; GoI-UNDP Disaster Risk
Management Programme; 2002 09.
9. Chakrabarty, U. K. Industrial Disaster Management and Emergency Response, Asian Books
Pvt. Ltd., New Delhi 2007.
10. Parasuraman, S & Unnikrishnan, P. V. (ed.), India Disasters Repot Towards a policy
initiative. Oxford, 2000.
11. Valdiya, K. S., Environmental geology Indian context. Tata McGraw Hills,1987.
Documents
National Disaster Management Framework.(2011).Government of India. Ministry of
Home Affairs. New Delhi.
National Policy on Disaster Management.(2009). NDMA, Government of India. New
Delhi.
National Disaster Management Guidelines Preparation of State Disaster
Management Plans National Disaster Management Authority, Government of India.
(July, 2007).
Disaster Management Act. (2005). Ministry of Home Affairs, Government of India,
New Delhi, 2005.
63
b) Objectification
c) Critical Thinking
i. Meaning need and function of critical thinking.
ii. Characteristics of critical thinkers.
i. Critically analysing various media for bias, prejudice, misinformation and/or
disinformation.
References
Objectification Theory, Psychology of Women Quarterly, 21 (1997), 173-206.
Sexual Objectification of Women: Advances to Theory and Research. (2011). Dawn M.
Szymanski, Lauren B. Moffitt, and Erika R. Carr. The Counseling Psychologist. 39(1) 6 38.
Media and Information Literacy Curriculum for Teachers. (2011).Wilson, Carolyn, Alton
Grizzle, Ramon Tuazon, Kwame Akyempong and Chi-Kim Cheung. Published by UNESCO.
Paris, France.
Media Literacy and New Humanism. (2010). Jos Manuel Prez Tornero and TapioVaris.
Published by the UNESCO Institute for Information Technologies in Education.
Media Literacy Project (1993).
Packard, Vance. Hidden Persuaders.
Paul, Richard. Thirty-Five Dimensions of Critical Thinking.
Langrehr, John. (1995). Become a Better Thinker. Wright Books Pvt. Ltd.: Victoria
The Miniature Guide to Critical Thinking Concepts & Tools.
[Available at:http://www.d.umn.edu/~jetterso/documents/CriticalThinking.pdf]
Handbook of Critical Thinking Resources. Prince George Community College. (2004).
[Available at: http://academic.pg.cc.md.us/~wpeirce/MCCCTR/handbook.pdf]
64
Suggested Practicum :
Project on how students perceive sexuality and their own body images. It
would also focus on how gender identities are formed
Debate on how they perceive role models in their own lives
Preparing analytical report on portrayal of women in print and electronic
media.
Preparation of project on key concepts and relating it with the social context
of the pupil teacher
Analysis of textual materials from the perspective of gender bias and
stereotype
Organizing debates on equity and equality cutting across gender, class, caste,
religion, ethnicity disability, and region.
Project on women role models in various fields with emphasis on women in
unconventional roles.
Discussion on theories of gender and education with its application in the
Indian context
Analysis of video clipping on portrayal of women
Collection of folklores reflecting socialization processes.
Preparation of tools to analyze reflection of gender in curriculum
Field visits to schools, to observe the schooling processes from a gender
perspective.
References :
Maitra Sinha Anjana , Women In a Changing Society( 1993) ,New Delhi:
Ashish Publishing Hous.
Agarwal J.C., Bharat Mein Nari Shiksha ( Women Education In Education )(
2004) ,New Delhi: Vidya Vihar,Darya Ganj.
Siddiqui Mujibul Hasan, Women Education : A Research Approach, 1993:
Ashish Publishing House, New Delhi.
Gupt, N.L. ( 2000 ),Women Education Through The Ages . New Delhi: Concept
Publishing Company.
Bedi Kiran , Empowering Women As I See ( 2008) , New Delhi: Sterling
Publications.
66
Increasing awareness of role of self in (i) discipline, self management; (ii) reducing
prejudices, biases and stereotypes and building multicultural orientation; (iii) nurturing
ethical behaviour, positivity, non-violence, love and caring, compassion; and (iv) habitual
self reflection by using daily journal on experiences.
Healthy discipline practices in and outside classroom, for their fairness to different
gender, caste and cultural groups, child rights/human rights, and ameliorative approach
to discipline rather than punitive;
Understanding social justice in local context its implications for beliefs, attitudes, and
values and school/social practices and conflict resolution at all levels
Visiting websites on peace education to become familiar with National and International
initiatives, approaches and strategies of peace, case studies of conflict in the region.
References:-
1. Upadhyay Pratibha- Education for Peace- kalpaz publications, 2010 New Delhi
ISBN13 -97881783588383
2. Gavriel Salomon (ed)- Handbook on peace Education Psychology press, 2009 USA.
ISBN13 -9780805862522
3. Prateeti Barman, Document on peace Education- India Akansha Publishing, 2009
ISBN13 -9788183701587
4. Lucy Marcotte, 2015 Education for a world of peace: Education based on human
values Create space Independent publishing Platform USA
5. Ravindra Kumar Education, Peace and Development Gyan publishing house,
2012, India
REFERENCES:
1. Event Planning by Jude Allen
2. Event Management by Lynn Van Der Wagen and Brenda Carlos
3. The Art of Successful Event Management by Tanaz Basrur
4. Successful Event Management A Practical Handbook by Anton Shone & Bryn Parry 2nd
Edition
5. Event Coordination by National Institution of Event Management (NIEM)