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B.Ed. Guidelines (From the academic year 2008-09)

Contents Pages

1. Guidelines for the Projects

Computer project 1-5 Life skills project 6-36 Cocurrricular project 37-44

2. Certificates 3. Lesson Planning

Microteaching – all methodologies 45-52 Macroteaching - Mathematics Physical Science Biological Science Social Studies English –description & sample lesson plans 53-66 Telugu Hindi Urdu

4. Scope of the syllabus 67 Mathematics 68-70 Physical Science 71-72 Biological Science 73-77 Social Studies 78-79 English 80-82

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Paper –XI (ED- 11) Computer Education Project

Marks – 40 Individual Project

Objectives: The course will enable the student teacher:

1. to acquire basics of computers 2. to acquire the Basic commands in DOS & Windows 3. to develop computer literacy 4. to create & edit a document 5. to understand & apply MS Office applications in school management 6. to prepare technology integrated lessons. 7. to prepare for computer assisted teaching

Course content: Unit – 1: Introduction to Computers

1. Basics of computers- Parts of computer, input & output devices 2. Concept & types of Operating Systems (OS) 3. Basics of MS DOS & MS Windows

Unit – 2: MS Office Applications

1. MS Word: Creating & editing a document 2. MS Excel: Creating a Spreadsheet, Generating graphs, Computing Percentage & Statistical measures

such as mean, median & mode 3. MS Access: Creating a Database (Table) & Writing Queries 4. MS PowerPoint: Creating a Multimedia lesson (Technology integrated lesson) 5. MS Publisher: Creating a Newsletter, a Website and a Brochure

Unit – 3: Internet

1. Concept of Internet, WorldWideWeb & Viruses 2. Creating E-mail ID 3. Sending & receiving E-mails, Attaching files

Project Evaluation The project is earmarked for ten (10) days. The maximum marks assigned for this project is forty (40). The evaluation shall take place as per the almanac suggested by the university. Jury consists of two examiners. The average marks awarded by two examiners will be forwarded to the university. Evaluation of the project involves the following:

1. Practical record – Recording Day-wise hands on experience - 10 marks 2. Preparation & showcasing any one of the MS Office Application (Word, Excel, Newsletter and so on)

from the course content - 20 marks 3. Vive-voce by the examiner - 10 marks

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References:

1. X-PDITTE Towards Excellence in Education – Handbook for Teacher Educators, Intel Education, 2007.

2. X-elerated Professional Development for Integration of Technology in Teacher Education (X-PDITTE) – Intel Teach Program Essentials course, Pre-service Edition, v 2.0. Intel Education 2006.

3. Using Technology in Education: A Teachers handbook – Pre-service Curriculum, Intel Innovation in Education, 2003.

4. Norton Peter (2000): Introduction to computers, Tata McGraw-Hill Publications, New Delhi. 5. Schwatz & Schitz (2000): Office 2000, BPB Publications, New Delhi 6. Sinha P.K. (1992): Computer Fundamentals, BPB Publications, New Delhi. 7. Merrill, P.F., et.al., (1985): Computers in Education, Second Edition, Allyn and Bacon, New York. 8. http://www.intel.com

Detailed Guidelines for Conduct of Computer Education Practical classes & Project Introduction to the Computer Education Project

The Computer Education Project is an individual project. Each student is expected to attend everyday classes (Theory & Practical) and maintain a Laboratory Practical Record book (like science record in B.Sc.) reflecting day-wise activities conducted by them. The contents reflected in the project syllabus should be recorded in the Practical record. Every student is expected to develop skills related to MS Office Applications through hands on experience. Students should spend at least a week day’s time browsing Internet to develop surfing skills. Students should create their own E-mail IDs and use the same for future communication and continue correspondence through E-mail. Guidelines for Project work Apart from regular practical work maintenance, students should be made to complete the project in ten days as per the almanac given by Dept. of Education, Osmania University. Each mentor should allocate different MS Office applications to each student during the project work. Each student need to write in the project the topic assigned to them by the mentor. Students should create the folders for project as given below: The Format for writing the project is given below: I. Preliminaries

• Title page • Certificate from the mentor • Declaration by the student

Student R.No / Name Ex: 31-Sirisha

Project Support material

Images-sounds (pictures / websites / audio / video)

Student Sample (multimedia / publications)

Project Plan (word document)

Evaluation tool (word document)

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II. Project Report • Title of the Project • Introduction to the topic • Uses of MS Office Applications • Objectives of the Project • Day-wise activities • Reflections of the student on the project • Reference material / Experts & Institutions contacted • Any other related matter

The student should follow the instructions for the Plan of Action as given below: Time Scheduling of the Project / Plan of Action Days allotted to the project are 10 days. Project Days Nature of Work Planning Day 1 & 2

1. Orientation to mentors by computer faculty / experts / experienced teacher educators 2. Identify topics for projects with the help of mentors 3. Conducting brainstorming sessions on topic selection

4. Collecting information on the websites / resources / material, etc. 5. Viewing Sample projects 6. Preparing tentative plan 7. One hour group discussion / inviting experts / seminar 8. Any other related item.

Day 3 1. Creating folders, completing project plan

2. Planning for topic and title 3. Planning for Motivation 4. Planning for learning objectives 5. Discussion on Evaluation Tool -Rubric to evaluate technology aided project

Day 4 1. Locating resource material from text books 2. Writing the unit summary 3. Planning procedure 4. Completing project plan

Day 5 1. Preparing story board 2. Discussion - focusing on content while using multimedia 3. Starting the student multimedia presentation 4. Internet for locating resources

Day 6 1. Completing slides 1 to 3 of PPT, Locating resources from internet and Encarta / Educational CD's

2. Planning for record work 3. Planning for evaluation 4. Internet for locating resources

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5. Peer group evaluation

Day 7 1. Complete 4,5,6 of PPT 2. Discussion on ensuring appropriate and safe use of internet 3. Writing record 4. Discussion on methodological approaches adopted 5. Internet for resources

Day 8 1. Complete 7,8,9,10 PPT 2. Writing report 3. Discussion on supporting diverse need of learners 4. Discussion on alternate applications to do the project 5. Using E-mail & internet to communicate with others

Day 9 1. Finalize evaluation tool for student multimedia presentation, revisit project plan

2. Showcasing the project to peer group 3. Discussion on the role of computers in classroom teaching 4 Brainstorming: ways to ensure implementation of project into practice Teaching

Day 10 Showcasing & Evaluation

1. 2-member jury evaluates the project for 40 marks independently and objectively. The marks should be awarded individually after conducting viva-voce. The 2- member jury should submit their award lists individually to the Principal. The Principal in turn will aggregate the marks and send the same to the Dept. of Education. OU.

2. The student shall submit the project report in bound form along with a soft copy (in a CD) to the jury. However, the mentor in charge is responsible for handing over the records to the Principal.

Note:

1. The above model shown for the project report is for multimedia. Students should report in their project on 5,6,7,8 & 9 days activities as per their application respectively.

2. Activities on Days 5,6,7,8 & 9 differ for each of the students. For example, if a student takes Multimedia, another student takes Word, yet another student works on Spreadsheet and so on. No two students work on the same topic / data.

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Compute Education Project – Timetable (suggested for strength of 100 students)

BATCHES 1 2 3 4 5 6 7 8 9 10

DAYS / Time

9:00 – 9:45

9:45 – 10:30

10:30 – 11:15

11:15 – 12:00

12:00 – 12:45

12:45 – 1:30

1:30 – 2:15

2:15 – 3:00

3:00 – 3:45

3:45 – 4:30

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Note:

1. A college with strength of 100 students must procure 10 computers and one Server and shall make 10 students as a batch. The duration of about a period is allotted to accommodate each student with hands on experience.

2. The mentors should accompany their students in the computer laboratory. They should guide them during the project days. The students should plan for the next day activities of the project when they are not in the laboratory so as to save time. The planned project material should be entered directly on to the system when they are in the computer laboratory.

3. Students should be trained in all the MS Office Applications and Internet during the regular allotted periods along with the other projects as per the timetable. Students are made to work only on the project topic allotted to them during the project days.

Paper-XIl (ED-12) Life Skills Project

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(Marks-40) Introduction to life skills project

Our lives are profoundly affected by our relationships-relationships with parents, siblings, other family

members, friends, marriage partner, and neighbors. Some relationships are naturally a part of our lives, such

as our relationships with parents and siblings, but other relationships are formed as a result of the choices we

make, like our friendships and marriage partners. The types of relationships we choose can have a significant

impact upon the decisions we make for our lives.

Students examine the answers to important questions that will help determine the quality of their

relationships. Good character and the decision to consistently make good choices are presented as the best

foundation for healthy relationships and for making good choices are resented as the best foundation for

healthy relationships and for making wise choices in difficult situations. Students will learn what it mean to

act with good character and will cover that the development of good character takes time and courage.

Students will be exposed to various life skills to develop the ability to face the choices, to maintain

good relationships, set appropriate goals, adjust to the pressures and stand strong to the situations and so on.

In view of the importance of the life skills and to develop student teachers to cope up themselves to the

contemporary times and prepare the children of tomorrow for similar situations. The present project on life

skills will throw some light and develop insights into our day to day life.

Objectives of the Life skills project

The project will enable the student teacher to:

Major. 1. Build the capacity to empower oneself 2. Empower individual to be in a social context

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Minor. 1. Develop self-awareness 2. Build healthy relationships & friendships 3. Facing and adjusting with pressures and making right choices 4. Foster communicative ability with reference to oral and written skills 5. Stand up for one self and to cope with pressures 6. Develop insights into character formation 7. Get reinforced into goal setting 8. Learn how to manage the time

Course content: This project is designed to develop the following ten (10) skills. Under each major skill

there are 4 - 6 minor skills. Each skill is pruned through culturally relevant activities in students to empower in various skills. The list of skills identified for the project:

1. Self-awareness 2. Communication

3. Time management 4. Goal setting 5. Building and valuing relationships

6. Building friendships 7. Facing choices 8. Character formation 9. Responsibility

10. Facing pressures and standing strong

Each skill is dealt in the following format for teacher preparation and classroom presentation.

I. Teacher preparation

Objectives Key concepts Key terms

Time required Background information

Questions and answers Famous quotations

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II. Classroom presentation 1. Creating positive environment 5 tips:

-acceptance -Non-judgmental -Respecting other persons opinions -Being a facilitator

2. Using interactive methods Participatory approach Discussion method Role playing Brain storming Situational analysis Case study, etc.

3. Adaptation in a culture specific form. It is a group project. Each group constitutes five (5) student teachers. Each group has to work for 5

days on group activities and 2 days on individual activities. The project Teachers need to select the activities

according to the requirement of the group respectively is earmarked for ten (10) days. 5 days for group

activities 2 days for individual activities 2 days for reporting 1 day for showcasing and evaluation. Proforma

for reporting the activities:

S.No. Activity undertaken Individual/Group Skills identified Your role in it Learning outcomes 1 2 3 4 5 6 7

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8 9 10

Evaluation

Each group has to present at least four (4) activities at the time of showcasing, Each student

teacher has to showcase two (2) activities individually on communicative skills and any two (2) group

activities by the whole group.

A jury of two members will evaluate the project showcasing. Candidates have to showcase before

the jury. Project report shall be evaluated for 30 marks and showcasing for 10 marks. On the whole the

project is evaluated for 40 marks by 2 jury members and an average of the 2 evaluators shall be

awarded.

The following guidelines will help the teachers to conduct the project; however teachers are free to use

many more such activities suitable to the area.

1. Self Awareness “What lies behind us & what lies before us are small matters compared to what lies within us”

Objectives: Students will be able to: 1. Identify the 5 (five) dimensions of a person. 2. State two evidences for why each person is special and valuable. 3. Identify some of the qualities that make them unique

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Key concepts 1. I am special because I am unique. 2. I am special because I am wonderfully made. 3. Human beings are not perfect. 4. I am valuable because I am deeply loved. 5. We need to take care of special things. Key terms 1. Unique: one of it’s /a kind 2. Health: the state of complete mental, physical, and social well-being, not merely the absence of disease 3. Self – Awareness

• Identifying strengths & weaknesses • Objectivity • Introspection ability • Accepting self as it is • Openness • Responsibility

Background information:

Generally Adolescence & early adulthood is a period where children are conscious and grow with much stress and feeling of conscious about one self. Most of them at this age feel conscious of their height, weight, complexion, features, and beauty conscious. They influence their personality on the whole. Emotionally they get disturbed for simple reasons. They feel humiliated for small things. It is very important to develop confidence in them by explicating the strong points in them and motivating and building them strong in those areas. Some questions to face:

1. How do I become special? 2. When do people think I am special? 3. I am unique in some way? 4. Why people do not recognize me? 5. Am I Ugly? 6. Does my physical self affect my talents? 7. Do people recognize my talents even if I am not beautiful / handsome?

Suggestive activities to develop the skill of self-awareness.

1. Activity: Ask students to listen how they are different from others? List out the strengths and weakness they have.

Areas Strengths Weaknesses Physical Social Emotional Intellectual

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Spiritual

2. How do you improve your strengths further? List out the ways & Means 3. How do you overcome the weaknesses? List them. 4. How doe you think you are special at home? 5. How are you special in the class? List them? 6. How you are unique in your qualities in your friends group/peer group? List out. 7. What you like in you? Why? 8. What do you do to become special wherever you are? 9. List out the events where you have hurt others?

Your home – siblings Your class – friends / close friends Community – other fellow beings.

Note: Teachers can use self-awareness inventory also.

2. Communication Objectives: Students will be able to:

1. Understand the concept of communication 2. Understand the purpose of communication. 3. Understand about effective communication. 4. Communicate in English Key Terms – Communication, listening. Key Concepts Communication: Communication is primarily saying clearly what an individual intends to say and the manner that it needs to be presented. Listening: Only when a person listens keenly she / he will be able to communicate correctly. So, listening is a pre-requisite to communication.

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Background Information: Communication is the process of sending a message and then receiving the intended response. The speaker should have clarity about the purpose of his talk. The speaker should use the appropriate vocabulary, suitable to the listeners. Communication rests on the skills of listening and the art of speaking correctly. Communication rests on the reach of expression and the language used. Language should be simple, clear & to the point. Suggested activities: Activity 1:

Talking about self & others. Students should sit in pairs and interview each other. Then each of the members should introduce the partner to the larger group. Activity 2:

A message is whispered to the first person in whispers, the information is communicated from one student to the other up to the last student. Last student says the message aloud. The message is checked against original message given to the first person. Activity 3:

Students are asked to write 100 words on a topic given to them. Activity 4:

Teachers can introduce a number of activities such as games, puzzles & stories mentioned above for further practice. Questions:

Whenever I speak something 1. Why does the other person do not understand what I speak. 2. Why is it necessary to listen to speak? 3. What is the role of environment in communication?

Tips to effective communication. The key elements of successful communication are:

1. Careful preparation. 2. A clear purpose. 3. An understanding of a listener. 4. Effective use of body language desirable for communication. 5. A ready smile. 6. A direct eye contact. 7. A firm handshake. Five rules for effective listening. 1. Don’t interrupt. 2. Don’t jump to conclusions. 3. Don’t judge the messenger. 4. Don’t be self-centered. 5. Don’t tune out.

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“If you want to be more successful, the better you are able to communicate, the more you will achieve” Avoid slang. Talk with wit & humor.

3. Time Management

Objectives: Students will be able

• To know how you are using your time at present. • To know whether you have control on your time. • To manage the time the way you want. • To make effective use of your time. Key concepts: Time Management: enriching practices, objectives and responsibilities for effective use of time Programme Evaluation Review Technique (PERT) Key terms Time management Effective use of time Background information: Time being unique resource; every one has the same amount of time. It is not possible to accumulate time. It is not in our control where we can switches on or off. It runs at the same rate of

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60 seconds per minute, one needs to manage the time i.e. within the available time tasks have to be systematically distributed & conducted. It should be wisely used with prioritization. It is also very important to know basically our attitude and change our attitude for effective use.

We can use our time thorough best and careful analysis by following the criteria given below 1. The test of necessity- each activity should be scrutinized. After scrutiny what is essential is

located. 2. Test of appropriateness - once essential task is located, who should do it can it be reassigned to

somebody. 3. Test of efficiency: you need to ask whether you are satisfied with what you are doing and should

check whether it is possible to do in a better way.

Five tips to bear in mind for better time management i) Discontinue low-priority tasks or activities. ii) Be more efficient at what you do. iii) Find some one else to take some of your work. iv) Prioritization – Daily, for the week, for the month, for the year.

v) PERT - Programme Evaluation Review Technique should be used for better time management. Time line for tasks has to be planned.

Personal Needs Assessment Inventory

Indicate the extent to which you agree or disagree with each statement by entering one of these values. 5=completely agree 4=Tend to agree 3=Uncertain 2=Tend to disagree 1=completely disagree _____________________________________________________________________

1. I could not work in a job that required me to work alone most, or all, of the time. 2. What others think of me is extremely important to me. 3. I worry about mistakes I have made in my work. 4. I would be terribly embarrassed if someone found an error in my work. 5. I prefer to be a member of a team rather than work alone. 6. I am pleased when others ask me for assistance and I will do everything I can to comply. 7. I am not satisfied until I have done my very best on any given task or assignment. 8. I frequently spend a lot of time studying or analyzing possibilities before taking action. 9. A friendly social atmosphere is an important part of a good place to work. 10. I frequently subordinate my views and desires to those expressed by others. 11. The only way to be sure something is done correctly is to do it yourself. 12. Rules and regulations are to be understood and strictly followed. 13. It is necessary, and appropriate, to take a portion of a workday for friendly conversation. 14. I find it difficult to end conversations even when they interfere with my work. 15. I often spend a lot of time correcting or redoing work done by others. 16. I prefer a lot of organization and structure in my job.

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17. I take a great deal of pride in the number of friends I have. 18. I often guess at what someone wants rather than be embarrassed by asking for more information. 19. People who turn out less-than-perfect quality of work are either careless or lazy. 20. I have a need to include the thoughts and wishes of others in decisions I make that might affect them.

SCORING List your responses on the lines below that correspond to each statement. Add the values of your responses and record the total for each column.

1. Social Interaction 2.Acceptance 3. Perfection 4.Risk Avoidance

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

13. 14. 15. 16.

17. 18. 19. 20. Total: ___________ _________ _________ _______ A score of 16 or more indicates a high need. A score of 20 or more indicates a need sufficiently strong to be a potential problem in your effective use of time. Needs Profile Analysis 1. Social Interaction Many jobs provide adequate opportunity to satisfy social needs. However, other jobs do not. Problems can arise when people with high social needs occupy jobs with little built-in opportunity to satisfy those needs. When this occurs, needs are typically satisfied in non-productive ways. People with unsatisfied high social needs tend to waste not only their time but also the time of others in close proximity. They tend to be drop-in visitors with no particular agenda-or a very superficial one. Having dropped in, their conversations often are difficult to terminate.

If you fall into this category, two ideas may help:

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First, respect the time of others. Ask if he or she has time to talk or if it would be better for you to come back later. Observe your conversational partner. Does he or she seem anxious to do something else? Watch for such things as standing up and moving away, glancing at papers, or even returning to work by writing, typing at the keyboard, or making calculations. Second, develop ways to have your social needs satisfied productively.

Consider getting together with colleagues at lunch, scheduling breaks with others in advance, requesting assignments to ad hoc work teams, and getting involved in group activities after work. 2. Acceptance

Many work groups provide an adequate opportunity to satisfy high acceptance needs. The self-worth of individual group members is confirmed through normal interaction and feedback. This process is further enhanced when group members cooperate and support each other. They don’t make unreasonable demands on one another, and they work together to minimize the impact of demands from outside the group. People with unsatisfied high acceptance needs tend to take on too much work. Others often view them as “easy”, and others, therefore, take advantage of them. Doing what others ask is the price paid for acceptance, confirmation of self-worth, and being liked. It is often a very high price in terms of alternate use of time. Time used responding to such requests may be wasted when it takes you away from higher-priority work.

If you score high in this category, the following ideas may help you gain better control over the use of your time.

First, look for ways to provide confirmation of worth. You can do this in two ways. As you address a task, determine the significance of the task and the contribution it can make to your organization. Then, give it your best effort. When you finish, reflect on and experience the pride of having completed the task and done it well. Be willing to figuratively pat yourself on the back. Do not depend solely on others for confirmation of your value.

Second, take inventory of the things you do well. Frequently, attention is focused on what is not done well, i.e. where improvement is required. However, by doing this, a person’s positive qualities are often taken for granted or ignored. An inventory of what you do well can counterbalance this tendency. When making your inventory, include both work and non-work items. Your goal is to create a long list, so include everything you can think of and don’t be too critical.

Finally, you must learn to deal with requests that come your way. Basically, you do this by learning to say “no” or at least to say, “Later”. When someone asks you to do something, question its priority or importance. Don’t let your own judgment be overshadowed by the organizational rank or intensity of the person making the request. Compare the priority of the request to the priority of what you would otherwise be doing and use one of the following responses, as appropriate:

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• “I can take care of that, but what I am doing right now will be delayed. Is your request more important?

• “I will be glad to handle that for you. However, I cannot get to it until I finish what I am doing. That will be.”

• “I am sorry; I don’t have time to take on any new work. I will call you when my schedule frees up. “I am sorry, I just can’t do it. Have you considered asking…”

• “I appreciate your vote of confidence but just can’t work it into my schedule at this time. Sorry.”

3. Perfection

Some tasks require very high quality output. As such, spending extra time checking and rechecking to ensure nearly perfect performance is justified. However many things do not require that level of quality. The key is to distinguish between the ones requiring high quality and those that do not. Then, you can invest your time to achieve near-perfect results when required but won't' time to attain perfection if it is unnecessary.

People who score low in this category (less than 10) may also waste time. Because of low quality standards, they may have to redo work that does not meet minimum standards of acceptability. Investing a little more time could result substantial savings by eliminating the need to do something twice.

If this area is a problem for you, try the following techniques: First, obtain a clear understanding of the quality level expected by the one assigning you the work. Ask

questions like those below. Do you want a precise or an approximate answer? How much time and money can be spent to achieve a quality on What quality level is expected? What is the cutoff on your range of acceptable quality?

Secondly, remember that time and effort invested in quality assurance she exceed the costs of potential error. You need a positive return on investment. To achieve this, you need to estimate the cost of potential error. If it is low, you can’t afford to spend a lot of time to eliminate all the errors. If the cost is high, obviously should take the time.

The potential costs of perfection can be great. When standards are too big there will be very few times when they are met. This often leads to disappointment due to infrequent opportunities to experience success. Constant disappointment can have a severe negative impact on people's attitude.

4. Risk Avoidance

People with a high need to avoid risk typically take more time studying and analyzing options, checking with others to obtain concurrence, and waiting (or hesitating) to take action. Again, there may be times when any or these entire time-consuming activities arc justified, but a problem arises when there is a lack: differentiation based on some valid criterion.

If risk avoidance is a problem for you, try the following techniques:

First, examine what is at stake when you find yourself taking more time than justified before rendering a decision or taking action. What is at risk? What will happen if it doesn't work out? Will you be embarrassed? Will you get fired? Will someone be seriously injured? Will the company lose a lot of money?

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Then, explore the question: What will happen if it does work out? Will you get what you want? Will you meet the deadline? Will you save the company money? it improve the business?

Finally, compare the potential payoff and the potential cost of the opportunity face. Which is more likely to occur? Is the potential payoff worth the risk? If move forward with conviction. If not, abandon the idea and don't look back.

There simply is no way to eliminate all risk. It is a normal part of life brought about by an inability to foresee the future. Foolish action, obviously, is to be raided, but calculated risks should be taken when there is a high probability of a positive outcome. Five tips for effective time management 1. List and prioritize weekly objectives. 2. Make a daily to do list and prioritize 3. Devote primary attention to your most important ones 4. Handle each piece of paper only once. 5. Continuously ask, “What is the best use of any time right now?” and DO IT Time analyzer – plans for improved time utilization Five principles of time management:

• Establishing responsibilities • Priorities and objectives • Eliminate unnecessary and inappropriate activities. • Planning and scheduling the use of time on weekly and daily basis. • Eliminate as many distractions as possible.

4. Goal Setting

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Objectives: Students will be able to develop 1. The ability to understand the process of goal setting. 2. The comprehension of the process of goal setting. 3. The ability to set goals in one’s life. Key Terms: Mission Goals Objectives Key Concepts: Goals: Goals are specific, measurable accomplishments to be achieved. A goal is an end towards which effort is directed. Objectives: Behavioral dispositions /expected behavioral outcomes. Mission: Mission is a general statement through which a person specifies the overall strategy or interest that govern the goals & objectives. Background information: Goals are specific, measurable, action oriented, realistic and have time & resource constraint. The steps involved in goal setting are: 1) Outline procedure for goal setting: For e.g.: The outline procedure is suggestive to identify & fix the career goals & work towards achieving them.

They are: a) Self assessment: Analysis of needs, interests, education, skills values in life, personal constraints &

limitations. b) Career Opportunities & life goal inventory make a career goal & professional goal inventory to know

what is important & reasonable. c) Achievement plans: Preparing a practical plan to achieve the goals with a time frame. d) Monitoring Progress: Achievement can care only with effort & perseverance. The progress has to be

monitored to bring necessary modifications. 2) Life – goal Inventory: It is to know the outline of life goals. General goal areas are mentioned below.

a) Career satisfaction b) Material rewards & possession. c) Leisure satisfaction. d) Spiritual growth & religion. e) Status & respect. f) Personal relationship. g) Learning & education etc.

3) Directions for rating goals:

a) Goal importance – Each goal has to be rated & each goal has to be decided as per the scheme of H, M & L.

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H – Compared to others’ goals which is important? M - This goal is evidently important. L – A set of other goals are important than this

b) Ease of goal attainment: as mentioned above H, M, L scheme should be used to know the possibility to attain.

c) Goal conflict: to find out whether this goal is in conflict with other goals. d) Goal priorities – Select the important goals at present 1. --------- 2. -------------- 3. --------------------

4. --------- 5. -------------- 6. -------------------- etc.

e) Anticipatory conflict – conflict between personal &family goals, which may abandon the goal. 4) The cross-inspect matrix: Goals have to be listed on both the axes & prioritize goals as ‘1, 2, 3, 4...on ‘x’ & ‘y’ axis

(+) – For a helpful impact (working on goal-‘1’ help me in goal 3) (-) – Hindering impact – working on goal 2 make it difficult to accomplish goal 5

The cross impact Matrix

Sl.No 1 2 3 4 5 6 7 8 Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goal 8

List conflicts in order of preference. From most serious to least serious this needs your personal attention to resolve. 1. ------------------ 2. ------------------ 3. ------------------- 5) Suggested Activities: Select any goal & make an action plan as per the steps discussed

1. Focusing on an important life goal. 2. The goal achievement plan & achievement progress record. 3. Comparing goal achievement plans.

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Take some goals of your life. Career, Education and others. 1. Focusing on important life goal 2. Goals & expectations. 3. Preferred goal Out comes. (Inventory should be rated Most to least preferred ) 4. Goal options & goals 5. Goal achievement plan Personal Short comings

6) Achievement progress report

1. To know where you stand. 2. Helps as a reminder of the goal. Achievement progress record form Goal

Achievement in %

External obstacles

Help from others Your actions

Myself Now

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100 90 80 70 60 50 40 30 20 10 0 0 2 4 6 8 10 12 Time in weeks 7) Goal setting & commitment Explicit examination of the value of the chosen goal & comparison with other rejected alternatives. Any one of the goals has to be chosen and the plan has to chalk at as per the example given above to achieve the set goal. SMART Small, measurable, Attainable, realistic, Targets.

Tips to form goals

Use SMART goals S M A R T Activities: List out some of your short term & Long-term goals Give action plans for at least one / two of them

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Questions:

1. Am I clear about my goals? 2. Can I make short term goals? 3. Is it possible to plan for long-term goals? 4. How do I plan & overcome the hindrances?

5. Building and Valuing Relationships

Objectives Students will be able to 1. Chart the primary relationships in their own lives. 2. Explain why relationships are the foundation for fulfillment in life.

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3. Illustrate the importance of strong connections to other people. Key concepts

• No man is an Island • People need other people • We need to develop relationships in the important areas of our lives • We need strong relationships with other people • We need to develop relationships to become comfortable in a new or unfamiliar effort

Key terms • Island: symbolizes the felling of loneliness and isolation or a lack of connection with other

people. • Relationship: connection with other people.

Background information: The strength of our relationships determine the fulfillment we experience in our lives. Since relationships provide the foundation for our lives, students should not settle for weak relationships. They need to learn how to build a strong relationship foundation. Through this skill young people should be able to look at different types of relationships in their lives and discover some of the characteristics of relationships in general. Young people often struggle with loneliness. Therefore, your students may feel a sense of isolation in many of their relationships. The purpose of this module will help the students to understand some of these feelings and also to develop stronger relationships. Questions and answers on building & valuing relationships:

a. Do you like to make friends? b. Do you respect your friendships? c. How often you make new friends? d. Do you continue still your childhood friendships? e. Do you give more importance to your friends or relatives? f. With whom do you maintain good relationships? g. With whom do you maintain strong relationship in your life? h. With whom do you maintain very less relationships? i. How can you build strong relationships? j. What should I do when I feel lonely?

Activities:

• Give some group tasks divide the students into groups. • Make them to form into small groups & play some games. • Ask the students to discuss an issue related to them. • Ask the students feelings about the relationships at home. • Write down something that they like in their relationships at home. • Write down something that they do not like to have relationships at home. • If somebody is willing let them share after the activity. • Similarly in the classroom environment – How do they feel? What do they do about it? • Relationships are the foundation for a happy life?

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• Do you agree with this statement? Defend your answer. • With whom do you feel more closely connected? • Describe the person & relationship with that person & explain the reasons you feel close connections.

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6. Building Friendships Objectives:

The students will be able to: 1. State key characteristics of genuine friendships. 2. Specify ways to develop genuine friendships. 3. make special plans for developing characteristics of genuine friendships

Key concepts

• Characteristics of genuine friendship • Over and honest communications • Respect • Forgiveness • Working at the relationship • Commitment to one another • Loyalty • Trust “If I want a friend, I must first be a friend”

“A man should choose a friend who is better than himself; there are plenty of acquaintances in the world: but very few real friends”. Chinese proverb Key terms:

Friendship: One person attached to another by affection or esteem. Background information: human beings are basically social animals. People need people to share, to laugh, to work, to live at any point of time in life. The happy moments they cherish are from friendships. Questions: 1. How can I get my friend trust me?

2. How can I get acceptance from children? Peer groups or? Friends?

List of characteristics 1. Sense of humor 2. Good looking 3. Trustworthy 4. Good listener 5. Honest 6. Generous 7. Flexible 8. Responsible 9. Smart 10. Loyal 11. Athletic 12. Popular

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13. Shared in beliefs and values 14. Kind 15. Shared interests If I want a friend, I must first be a friend. Evaluate your current ability to be a genuine friend.

Most of the time Some of the time Only when I have to be I keep my word I admit when I am wrong

I forgive others when they are wrong to me

I value other’s thoughts & feelings

I communicate openly & honestly

I am loyal to my friends

I am willing to work at developing friendships with others

• Talk about your best childhood friends explain why you considered him or her best friend? • Identify some one who is a genuine friend to your family. What makes this person to be a friend?

What your family can do for him/ her to be a friend? • Ways to make strong relations in the family. • List out some characteristics that you expect to be there in your best friend. • List out some traits, which you never want in your friend. • List some things you expect which your friend extends to you. • How do you plan to keep up your friendship for long? • What do you expect that your friend do to keep your friendship for long? • List out some things that you extend to your friend.

7. Facing choices

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Objectives: The student will be able to: 1. List some of their personal values. 2. Describe how their values affect their lives 3. Facing choices is dependant on the value system. Key concepts True value: The way you spend your time and resources is a very good indicator of what you truly value. Attitudes: Attitudes are shaped on values. Key terms: Beliefs: the things a person considers to be true. Attitudes: expressions of positive or negative feelings based on beliefs. Values: that which is considered to be of greatest worth. Background information: Every individual is a product of the environment in which he lives and his won thinking process. As such he has some beliefs, attitudes which make up his own value system. The values of a person are very important for the individual because of his very life, the way he lives it and makes choices is dependent on. His social relationships, self esteem, habits and the very living styles reflect on his value system. If one understands that his choice depends upon the information he has in the environment he lives in, he would definitely endeavor for his own choices.

• Why is it important to make good decisions this early in life? • Identify the five dimensions of the person you choose.

Facing choices - suggestive activities: 1. How do you want your life partner to be? Why? 2. List out in Physical, social, emotional, Intellectual aspects. 3. List out things that you prefer & why? 4. List out things that you do not prefer why? 5. Which career would you prefer? Why? 6. How do you want your friend to be? 7. Do you look for a particular kind of a friend & make friendship? 8. What type of books you prefer to read? 9. Do you wish/prefer something as it is with your friend? 10. How do you justify the choices you make? 11. What type of food you prefer to eat? Why? 12. What type of recreations you like? Why? 13. Do you respect others suggestions? 14. Why do you feel bad if somebody find fault with you?

Activity:

Once they complete the above, students should be encouraged to reflect on what they write. Then they should answer the following: 1. What do others think about me?

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2. My wants 3. Long term goals 4. Meaning in life. 5. Concern for others wellbeing 6. Material things 7. Security 8. Peace

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8. Character formation Objectives: Students will be able to:

1. Identify qualities and behaviors consistent with good character. 2. Describe behaviors that demonstrate treating others according to the Golden Rule. 3. Explain how good character can be developed.

Key concepts

1. Some would say that the Golden Rule: “Do to others as you would have them do to you” determines right behavior

2. Good character is consistently doing right things. 3. We develop good character by making right choices in difficult situations. 4. We develop good character by making right choices over time.

Key Terms

Golden Rule: “do to others as you would have them do to you.” Good character: consistently doing the right things. Background Information and Information:

Generally people like their persons who are consistent in their behavior: who consistently do right things & make right choices in difficult situations. Such people win trust by making right choices over time. Thus win the hearts of others as they always keep others before them

As such character is all about exhibiting traits of trustworthiness, respect, responsibility, fairness, caring & good citizenship, which is the golden rule to live through relationships with others.

Activity 1: Let the students identify some popular personalities from any of the Professions like doctors (Dr.Chitnis), Teacher (best teacher), Lawyers, Leaders etc, And try to share their characteristics with other group members. Activity 2: 1. How do you want your mothers/fathers to be? 2. How do you want your Teacher to be? 3. How do you want your Friend to be?

Activity 3: 1. Share a story, which has a good character to emulate the characteristics. 2. Ask the students to share such others stories 3. Ask the students to share the stories in their respective groups & ask them to list such of the characteristics. Activity 4: Then reflect whether you would be the way you want them to be? If not why? How do you become like that?

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List out the characteristics that you want to emulate to become a person with good Character.

9. Responsibilities

Objectives:

Students will be able to: 1. List some ways they can take greater ownership to their behavior.

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2. Evaluate their own levels of responsibility in physical, mental, emotional, social, spiritual areas of their lives.

3. Apply the five principles of responsibility to develop an individual plan for improving their level of responsibility in each of the five areas listed

Key terms: Responsibility, Responsible. Key Concepts: Responsible: to be trustworthy, reliable, dependable, & self-reliant. Responsibility: anything for which one is accountable. Background Information: In this age of strife where only success matters, we see people at crossroads. Thinking about the road taken and to be taken, there are some choices where individual himself is responsible. Responsibility implies taking care of oneself, neighborhood, community and nation at large.

1. The choices we make now you will determine our ability to handle responsibility later in life. 2. We can either be part of the design of our future, or we can float into our future like a log in a river. 3. Taking responsibility for our life starts with a decision to become responsible. 4. Responsible people take charge of them selves of their behavior in their entire lives. 5. We are responsible for our behavior is each of these five areas; physical, mental, emotional, social &

spiritual. Group activities:

Divide the students into small groups of ‘5‘students each.

List out the actions where you were responsible in the last week in any situation or events. Complete it in 3 minutes time.

While recording the actions the following five principles of responsibility should be born in mind.

1. I am responsible for everything I do. 2. I am responsible for getting my own education. 3. I am responsible for treating all people with respect. 4. I am responsible for contributing the life of my community, nation & world. 5. I am responsible for treating the earth with care & preserving it for all time. You start now. Suggested activities Area wise: Responsibility Activity 1 Physical: How responsible are you in doing all the work assigned to you in the college?

Mental: How responsible are you in planning & preparation of your course of study regularly?

Emotional: How often you have received appreciation at home & in the college during last few weeks?

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Social: How many times in the last week/month or year were you guilty for what you did & took excuse

from others?

Spiritual: Do you spend your time in knowing about religion or beliefs of your parents (teacher / elders)?

Activity 2 Action Plan: Choose one of the five principles where you need to improve in your life. Make an action

plan for the coming next months.

Note: Teachers can add such of the questions further & make the students to feel the responsibility &

become responsible.

10. Facing pressures & standing strong

Objectives: Students will be able to

1. Know one’s self.

2. Understand about pressure & sources of pressure.

3. Understand how to stand strong in the face of these pressures.

Key Terms: Pressure, Standing strong

Key Concepts Pressure – It could be positive or negative

Peers Pressure – It is the influence on our attitudes & actions exerted by others in the same stage of life, often

a classmate or someone of the same age group.

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Standing strong: Knowing where are weak will help us identify to resist to pressures in those areas.

Background information:

There are three sources of pressure they are; our culture, our peer group & the media. Mixed

messages are received from culture, media & peers, which confuse for an appropriate behavior. The difficulty

is in sorting out through these mixed influences to get to one & make correct choices.

Some times we are pressurized or influenced to do things in ways we don’t realize this can affect/hit

us in any dimension of our life at any inch (physical, mental, social, emotional & spiritual)

Standing strong is setting standards for us. Standards are rules or guidelines for a persons behavior – in

other words we think is good or bad to do.

Suggested activities:

Can you think of same pressures experienced by an adolescent? List them out & categorize them into

the f following format.

Pressure from Culture Pressure from Media Pressure from Peers

1. List out the Ways / Means / Strategies that you use to overcome them. 2. Identify the qualities to be a part of your character, and make a plan to develop it. Tips: Standing strong: Before you start out decide where you want to end up.

Decide on your boundaries ahead of your time.

Ask someone whom you trust to help you.

Select good friends.

Avoid risky places & risky behavior.

Treat others with respect.

Do not do anything, which you have to hide from people.

Take responsibility for your actions.

Questions:

It is easy to say for me to say NO to something, but not to others.

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How can I stand strong when I am confused about what’s right.

References:

1. Cross roads, New Life World AID Inc, UNESCO Life Skills Education Module. 2. www.UNO.org 3. Marion E. Haynes, personal Tome Management Viva books Pvt. Ltd. New Delhi, 2004. 4. Dr.R.L. Bhatia, career planning for success, wheeler publishing, 1997. 5. Sandy McMillan, How to be a better communication, Kogan page India Ltd, 2007. 6. Alan Barker, improve your communication skills, Kogan page India Ltd, 2008.

Paper - XIII (ED-13) Co-Curricular Project

(Marks 40) Group Project

Objectives: The student teachers will be able to:

1. Understand the importance of co-curricular activities for all round development of the learner with special reference to skills, values and attitudes.

2. Guide in effectively organizing different co-curricular activities in and outside the school. 3. Develop relation between the school and community. 4. Develop parent-teacher interaction towards planning and executing strategies for their growth and

development. 5. Managing and organizing activities other than classroom and school effectively.

List of Activities suggested

1. Addressing school Assembly /conduct of School Assembly. Individual/Group activities

• News reading • Poetry recitation • Proverb reading • Moral stories/Anecdotes • Maintaining order in the prayer • Late comers-disciplining /creating a different queue

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• National/International days significance • National Songs/National Anthem singing rhythmically –training children • Devotional songs/regular prayers • Conduct of drill exercises during prayer • Mock Assembly session • Quiz/GK questions • Tales of great personalities • Significance of Indian culture etc.

2. Organizing Sports & Games in the school (Individual/Group Activity) Athletics – Running, Long jump, High jump, Disc throwing, Relay running Indoor/Outdoor: Tennicoit, Shuttle, Badminton, Volleyball, Basketball, Kabbaddi, Kho-kho, Throwball, etc. 3. Cultural Programmes

• Painting – Competitions, cloth textile, portrays ceramic, posters, landscape etc. • Drawing contests- drawings related academics- others – historic events-personalities-theme

based- contemporary issues Dance- classical, folk. Contests in dance and training students.

4. Organizing Literary Programmes; • Essay writing – General science/social related themes – contemporary issues Environment

pollution, disaster, yoga, literacy, privatization, globalization, recycling the waste, inflation, economic policies, commerce, banking

• Significant days - National, international Aids day, Earth day, related to historical events, quiz, debate.

5. Stories relates to

• Values in mythology, personalities, historic events, political Management etc. in the magazine, poem & Songs – creative writing 6. Organizing festivals/Events:

• National festivals – Independence day, Republic day, Teacher’s day • National Songs Regional festivals: • Hindu – rural/tribal culture related festivals. • Muslim- Idd / Bakrid, Mohd. Birthday, Moharam. • Christians – Christmas, Easter, etc. • Hindu – rakhi, Dussera, New year (different regions), Deepavali – pollution free celebrations, • Ganesh festival Pollution free safe celebrations • Wedding songs, songs related to other festivals & functions / ceremonies, Regional songs –

during birth of a child • Regional dance forms: Kuchipudi, Bharatha Natyam, Kath kali, Odyssey etc. • Tribal dance/ songs/folk music & dance, Mime, Theatre arts-dramas related to Mythology & history.

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7. Organizing debates/elocution – on contemporary issues.

• Elocution/Debates on – Political issues – election, public awareness, • Social issues – Dowry, Employment, brain drain etc. • Economic issues – inflation, market status • Educational issues – privatization • Environmental issues – ecological balance, biodiversity, conservation, preservation of

environment, rainwater harvesting, recycling the waste. • Quiz – General Knowledge, Mathematics and science related quiz

Organization of the Programme and reporting the same

8. Organizing annual day celebrations • Conducting games/sports/literary competitions, • Invitation letters to chief guest, parents/students, etc. • How to address chief guest in the Programme • Welcome address • Vote of thanks • Arrangements on stage - podium/lighting/sound system, etc. • Presiding over the function – Programme sheet, mementoes & prizes – parking/distribution –

respective committees • Cultural Programmes – skits, songs, dance etc. • Refreshments • Stage preparations team • Prize/memento team • Refreshment team • Helpers dispatch team

9. Organizing teachers meeting:

• Circular – information about the meeting, writing circular/setting agenda for meeting • Preparation for the meeting/physical and other arrangements, time validity without disturbing

regular schedule, maintaining record work signatures, sands recording meetings – minutes along with the signature.

10. Organizing student council meetings

• Letter for the meeting to the members/group • Fixing time & involving all the members • Setting agenda • Number of meetings conducted – record maintenance with signatures of the members • Documentation of the minutes of the meetings in record

11. Parent Teacher Association Meetings • Letter to parents • Setting agenda & fixing convenient time for parents to attend meeting • Conducting PTA meetings – role of Head Master, concerned member, Parents involvement in

conduct of meeting

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• Recording the minutes & signatures of parents who attended the meeting along with suggestions/ remarks

• For Students /Parents / Teachers Letter to the Parents:

12. Conducting Guidance and Counseling Programmes for students. • Letters to the parents, counselors- Agenda for the meeting-preparation for counseling • Teacher – identify children with educational problems & behavioral problems – personal

problems & any other problem • Maintaining class wise/Teacher wise records with identified problems • Proforma for case profile recording • Signatures of Parents/ counselors /teachers S.No. Name of the

student Parent Class Section Area for guidance

& counseling Remarks

• Recording their proceedings, writing minutes & maintaining record with signatures and

remarks.

13. Parent counseling & guidance • Letters to the parents with the counselors report on the child • Fixing dates for counseling to parents • Guidelines to parents to help the child at home • Holding meeting with the parents of children also need special care (Weak/bright/other

problems) • One-day meeting with the counselors for guidance • Maintaining record/recording minutes/remarks • Case profiles/files of children with the problem • Progress of the child & counseling given • Recording everything in the case profile file.

14. Parental involvement Writing letters to parents/sending news letter/magazines & regular activities/Academic calendar.

Name Day/time Signature Remarks

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15. Inviting parents volunteer to take part in: 1. Maintain remedial Programmes 2. Engaging substitute classes for children. 3. Organizing co-curricular activities 4. Conducting Parent Teacher meetings/Guidance and counseling meetings 5. Suggestion boxes for parents to contribute for quality measure. 6. Time to time in touch with teacher for feedback to the teacher, from the teacher. 7. Informing the teacher about the child’s strengths and weaknesses 8. Fieldtrips/excursions / educational tours etc. 9. Institutional visits- parental help is getting permission and other facilities; their respective

institutions to help to children – visits to NIN, CCMB, NGRI, and Genpact, etc. 10. Calling parents as resource persons /judges for competitions / as judges for some contests or

events exhibitions/ seeking donations or any such help for the improvement of school & progress of children.

11. All the parents’ visit to the school – making some day mandatory. 12. Involving parents in community level activity, conducting rallies, organizing awareness

Programmes. 13. Extending resources like music, vocal, instrumental, dance etc. beyond class /school hours

either voluntarily or on nominal honorarium. 14. i) Organizing science clubs ii) science fairs iii) eco-clubs iv) math clubs & teaching aids, etc.

i) Science clubs: • How to constitute a science club? • Keep one day either in a week or in a month, make the children & teachers as members. • Science teacher should coordinate the Programme • They should plan for discussions, experiments, and other facilities on science related

themes to enrich scientific temper in children. • During practice teaching in schools & during the academic year in the college should

organize science club activities. ii) Science fairs:

• Student teacher shall organize science fairs either in the respective schools on the last day of its practice teaching Programme by motivating children to prepare working models & other exhibits related to science.

• They can also be technology based from Internet newspapers, magazines & scientific organizations.

• They can have a contest & encourage children with either a prize/certificate. • They can even have at colleges & organize fairs by calling all the colleges-

intercollegiate level. • All school related competitions & other innovative contemporary themes should be

presented. iii) Eco clubs:

Colleges should form eco-clubs & every week or month should conduct some activities related to environment related issues. Active involvement in protection, caution of environment

iv) Math clubs: • Math clubs should be formed in colleges • Activities should be regularly conducted on themes related to mathematics.

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• Discussion on Vedic Math, contemporary developments in various areas of mathematics.

• Identifying ways of learning maths. • Lectures, discussions, seminars, symposia. • Math fairs can be organized at college or school level. • Exhibition on teaching aids, planning, collecting material, organizing, displaying to

students from schools either in the schools or at colleges of education.

16. SUPW activities: Concept of reusing waste & remaking from waste & making things economically. Preparation of environmental friendly & more natural products like i) Health & Hygiene related things • Soaps, cleaning powder, cosmetics household needs • Cleanliness related tips, beauty tips, health tips etc. • Collection of indigenous, economic, safe, non-hazardous products for house hold needs. • Should give awareness to the school students & student teachers. • Organize an exhibition on such items • Preparing small booklets & kits to use economically. ii) Food: • Encourage Indigenous, hygienic, healthy, nutritious & economical food habits. • Display of food items & preparing booklets with simple recipes affordable to all. • Collecting pictures related good foods & also displaying porters to show the harmful

effects of the synthetic drinks & other food materials enrich carve obesity & other health hazards.

iii) Shelter – all creative, decorative, interior & related things from waste materials. Developing aesthetic sense in children. Example making flowers, bouquets, wall hangings, posters, vases, pencil, and pen stands etc. iv) Clothing: • Painting, dying, stitching, moping clothes, designing clothes: safe use of material for

clothing, aesthetic way of using clothes, transitional clothes, significance etc. making various items from clothes.

v) Puppetry & other items to use as recreating & educational material.

17. Organizing field trips, including excursions, picnics, visit to museums, historical places. • Planning the visit • Lectures related to the visiting places – • Permission addressing respective director of concerned authorities for facilities • Letter to the students /teachers/ parents • Organizing the trip – distribution of different responsibilities to different student

teachers. • Monitoring the trip – in charge teachers to look after and monitor • Planning for the emergencies & exigencies. They can select any of the area & do it &

documentation

18. Community sources:

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1) Health 2) Education & other social issues 1 Health:

• HIV/AIDS • Communicable diseases • Regular health checkups • Preventive measures • Seasonal diseases • Health hazards & measures • Health condition • Family planning status, etc. • Hygienic environment/health surroundings • Health status • School children for all the four areas

2. Education: • Literacy status in a community • School age children, women & adults • Literacy Programmes • Availing the benefits • Access to the facilities • Success rate of children-primary level, secondary level, government schools, private

schools & corporate schools • Evaluation of existing Programmes and interventions related to education • Opinions of community on Literacy

3. Nutrition: • Surveys on Nutritional food • Food habits, type of food they take, economic value of food • Hygienic nature of food, Nutritional value-different type of food, Nutritional

deficiencies, preventive measures. • Nature of food available in the community • Affordable nutritious diet

4. Social issues: • Child marriages • Illiteracy

5. Problems & childcare • Child labor • Child rights • Drug addiction • Local drug habits in school children • Smoking/alcoholism • Suicides etc.

6. Preparing a schedule along with the mentors • How to conduct a survey • Precautions & skills related to surveying • Negotiation with the subjects & collecting the information

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• Calculation of data • Analysis of data • Compiling & documentation (reporting)

19) Organizing awareness Programme

Same as given in syllabus 20) Student teachers are made to organize Programmes – to create sensitivity towards public property: creating skills, dramas, play, songs and poems, reflecting to themes.

• Creating posters, panting, handouts, brochures, pamphlets, etc. • Holding awareness camps • Charts & captions, material related to Jurisprudence, creating something towards protection of public

property.

For all the above-mentioned areas, the Format for writing the project is given below:

1. Title page

2. Certificate from the mentor (Appendix-A)

3. Certificate from the concerned authority (if necessary) (Appendix-B)

4. Declaration certificate by the group

5. Statement of the topic/title

6. Introduction to the topic

7. Importance of the topic

8. General objectives of the project

9. Specific objectives of the topic (topic wise)

10. As per Proforma enter the activities conducted

11. Suggestions

12. Bibliography

13. Jury evaluation sheet (Appendix-C)

Conduct of the project

Project total number of days – 8

Group of ‘5’ students

Each group should select 10 activities

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7 – Activities related to school

3 – Activities related to community

2 days orientation on the activities/planning /listing the activities

3 days @ 2-3 activities related to school & environment

2 days for activities related to community & compilation of the project

1 day for showcasing.

Procedure for writing activities

S.No. Name of the activities Objectives Description of activities

Learning outcomes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Each activity should be written in detail.

• Activity: -

• Objectives; -

• Procedure: -

• Material required: -

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• Resources used: -

• Learning outcomes: -

• Reflections: -

Two (2) Jury members appointed by the respective institutions will evaluate the performance of the candidate. The maximum marks assigned for the project is 40 marks. Average of 2 Jury members will be considered for award of marks.

Evaluation shall be conducted as per the Almanac suggested by the University.

Note:

• The students should prepare all the project reports collectively and each one of them should write the report by reflecting the handwritings in the report.

• Each student should sign at the end of their reporting with name.

• Projects should be compiled with all the individual & group activities in the same report.

Student Declaration Certificate

I / We here by state that the project “__________________________ “submitted by me / us on the topic / area

_____________________________________________________ as a part of B.Ed., course

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of _________________________________ College Education, Osmania University. This is my / our original

work and no part of this work has been submitted to any other University.

Signature of the Candidate 1. 2. 3. Date: Place: Certificate from the Mentor

This is to certify that the student / students bearing Roll No/No.s

_______________________________________________________________________

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has / have successfully completed this project __________________________________

on the topic _________________________________________________ as a part of the curriculum, from the

_______________________________________________ College of Education, Osmania University,

Hyderabad.

Roll No/Name & Name/Names of the students

Name and Signature of the Mentor Date: Place:

Paper - IX &X (ED-09/10) Microteaching Record Method I / (II) [Total Number of Instructional Hours - 30 (Method I) / 30 (Method II) ]

Marks Allotted: 15 {Method I) /15 (Method II)

Objectives

This Practical Record work will enable the student teachers to:

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1. understand the concept of micro-teaching

2. understand the importance of micro-teaching cycle

3. understand the teaching skills of relevant methodology

4. identify the difficult teaching skills

5. write micro-teaching plan

6. teach as per micro-teaching plan

7. understand the importance of feed-back given by the faculty and the peers

8. rewrite micro-teaching as per the suggestions

9. re-teach and refine his / her teaching skills

10. integrate micro-teaching skills with macro-teaching

Every student teacher has to teach five (5) microteaching skills in each methodology. Each microteaching

skill carries 3 marks and is to be evaluated by the concerned methodology teacher-educator

A detailed format may be worked out at College / University level. However, a brief plan is

suggested below

MICRO TEACHING FORMAT

Preliminaries:

Name of the student teacher -

Roll No. -

Subject -

Class:

Topic:

Date-

Duration –

Skill –

Session – Teach / Re-teach

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Teacher’s Activity Pupil’s Activity Teaching Aids / Black Board Work

OBSERVATION SCHEDULE CUM RATING SCALE

S. NO Components Teacher Educator’s Rating

Comment:

Signature of the teacher educator

Note: The concept of microteaching and different skills are given as appendix - A

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Appendix-A

Microteaching

Introduction The concept of Microteaching was started in Stanford Teacher Education Programme in 1963. It was

introduced to identify, isolate & build training programmes for critical teaching skills and improve teaching competencies. In India, it was first introduced at the Govt. Central Pedagogical Institute, Allahabad in 1967 for teachers to become more responsive & conscious of the individual needs of the pupils.

Centre of Advanced Studies in Education (CASE) Baroda, in 1970-75 conducted a series of workshops to orient teacher educators in India to the concept of microteaching. Further, British High Commission in 1975 in collaboration with Sterling University of Scotland organized many workshops in Tamil Nadu & Maharashtra. National Council for Educational Research and Training (NCERT) conducted a series of workshops and oriented he teachers at the national level. Rationale

Teacher uses several techniques & procedures to bring about effective learning. This includes Verbal acts such as introducing, demonstrating, explaining, or questioning while the non-verbal comprise of smiling, gesturing, nodding and the like. It allows teacher trainee to practice any one skill & then combine it with others when it has been mastered. Definitions: Allen D.W. & Eve A.W. (1968) defined “Microteaching” as a system of controlled practice that makes it possible to concentrate on specific teaching behaviour and to practice teaching under controlled conditions. Mc Aleese W.R. & Unwin D (1971) defined “Microteaching” as a scaled down teaching encounter in terms of time, class, size, lesson, length & teaching complexity. Essential propositions: Allen D.W. & Ryan K.A. (1969)-

• Real teaching • Lessens the complexities • Practice of blackboard writing, etc • Increased control of practice • Feedback- insights into performance & avoid any mannerisms

Microteaching cycle Microteaching cycle consists of the components such as teaching, feedback, re-planning, re-teaching and re-feedback. Ideal duration of the microteaching cycle in Indian settings is about a period consisting of 36 minutes. This is diagrammatically represented as shown below: Microteaching cycle

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Teaching 6min

Re-feedback Feedback 6min 6 min Re-teaching Re-planning 6 min 12min Planning for microteaching

Planning includes the following 5 main steps: 1. Study skills • Orientation about microteaching • Discussion of teaching skills • Selection of skills – importance of skills & needs of the trainees • Study of one skill – reading or listening or both 2. Observe skills • Modeling – imitation a. Perceptual modeling- showing a film or video-tape b. Symbolic modeling- telling written or verbal instructions Observation schedule- each participant plays the role of teacher, pupil & observer by turns in every group 3. Practice skills • Arrangement of facilities • Microteaching setting • Preparation of micro lesson plans – selection of a topic, focus of organization & materials & teaching

aids • Practice of teaching skill 4. Evaluate skills Feedback by supervisor or peers & video tape or audio-tape or a combination of these 5. Refine skills Trainee re-plans lesson, re-teaches & receives feedback Continue till the desired level of competence is acquired, usually 2 cycles are sufficient.

Teaching skill – “ a group of teaching acts or behaviors intended to facilitate pupil’s learning directly or indirectly” (Passi, 1976)

1. Skill of introducing the lesson: a. Utilization of previous experiences. b. Use of appropriate devices or techniques c. Maintenance of community. d. Relevancy of verbal or non-verbal behavior. 2. Skill of probing questions or response management.

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a. Prompting. b. Seeking further information c. Refusing d. Redirection e. Increasing critical awareness 3. Skill of illustrating with examples: a. formulating relevant examples b. Formulating simple examples. c. Formulating interesting examples d. Using appropriate media for examples e. Making use of inductive-deductive approach 4. Skill of explaining: a. Use appropriate beginning & concluding statements. b. Using explaining links c. Covering essential points d. Testing pupils understanding. 5. Skill of stimulus variation: a. movements b. gestures c. change in voice d. focusing e. change in interaction styles f. pausing g. aural-visual switching h. physical involvement of the pupils 6. Skill of reinforcement: a. use of positive verbal rein forcers b. use of positive non-verbal rein forcers c. Use of extra - verbal rein forcers 7. Skill of promoting pupil participation: a. creating set or mental readiness b. Questioning. c. Pausing and non-verbal cues d. Encouraging pupil participation. 8. Lecturing skill: a. set induction or initiating the lecture b. simplicity in speaking c. simplicity and clarity of language d. use of interesting tactics e. Appropriateness of pacing.

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f. Use of audio-visual aids g. Repetition of teaching points h. Variety in interaction i. Closure of lecturing. 9. Skill of discussion: a. Set induction. b. Questioning c. Providing appropriate responses d. Increasing pupil participation e. Variety in interaction analysis f. Respect for other’s opinion g. Increasing critical awareness h. Developing lecturing ability. 10. Demonstration skill: a. handling of equipment and materials concerning demonstration b. relevancy of demonstration with the contents or subject-matter c. pupil’s participation d. Appropriateness of the demonstration work. e. Ability to draw inferences f. Emphasizing cause and effect relationship 11. Skill of using black board a. Legibility of the handwriting b. Neatness of the blackboard work c. Adequacy of the blackboard work with reference to content covered: 12. Skill of class management:

a. promoting attention behavior b. making learning interesting and purposeful c. motivating students for attaining the stipulated objectives d. working for a friendly cordial environment e. teacher pupil interaction f. clarity of directions g. handling of indiscipline cases h. reinforcing acceptable behaviors

13. Skill of structuring classroom questions: a. relevance b. precision c. clarity d. grammatical correctness e. levels of questions - Lower/middle/higher

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14. Skill of delivery and distribution of questions: a. Speed b. Voice c. Pause d. Distribution in classroom space – volunteers & non-volunteers; Redirecting

Advantages For the student teacher, the advantages are:

1. Reduces the complexity of teaching 2. Focuses on controlled practice of specific skills 3. Gives systematic & pin-pointed feedback from several sources

For the teacher trainer, the advantages are: • Economical in time • Makes supervision more potent and teacher evaluation more objective

Finally, for teachers in service, the advantages are: • Gives opportunities for continual growth & improvement • Helps to identify weaknesses in a teacher

Limitations

1. Microteaching cannot be a substitute for macro teaching 2. The microteaching setting poses administrative problems 3. There exist problems of space & furniture 4. Training of supervisors is difficult. 5. Instructional materials for training are not available freely 6. Training of student teachers through microteaching expensive

References

1. Jangira, N.K. (1984): Core Teaching Skills – Microteaching approach, NCERT, New Delhi. 2. Mangal, S.K. (1987): Educational Technology, Sterling Publishers, New Delhi. 3. Mohan Radha (2004): Innovative Science Teaching – for physical science teachers, PHI Pvt

Ltd, New Delhi. MACRO LESSON PLAN FORMAT

(Mathematics, Physical Science, Biological Science & Social Studies)

Preliminaries:

Name of the student teacher –

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Name of the cooperating school:

Roll No. -

Subject -

Class:

Medium:

Unit:

Sub Unit:

Topic:

Date-

Duration –

Content Analysis/ Teaching Points:

Teaching Method:

Teaching Aids:

Reference Books:

Objectives& Specifications:

Objectives Specifications

Knowledge

Understanding

Application

Skill

Appreciation

Interest

Attitude

S.NO Steps Teaching Points

Teacher’s Activity

Pupil’s Activity

Teaching Aids

Black Board Work

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1. Introduction/ Preparation

2. Presentation

3. Recapitulation

4. Assignment

Supervisor’s Comments:

Signature of the Supervisor

Macro teaching Lesson plan

(Formats - English)

In view of the revised curriculum and revision of Lesson Plan Formats the following guidelines are framed for the consumption of teacher educators and student teachers. The changes suggested are not epistemological but structural in nature. As per the NCTE norms, 20 lesson plans are made mandatory. There are slight modifications in the format with respect to columns and stages of lesson planning.

Lesson plans

For making a meaningful transaction, the distribution of the 20 lesson plans is suggested as follows: 20 Lessons

Prose Poetry Supplementary Readers Composition Innovation 2 Lessons 3 Lessons 1 Lesson

12 2 Lessons

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Lessons The format of the lesson has been thought of and some changes were made in the structure of the planning. The lesson plan will have 5 horizontal columns for all types of Lesson plans, namely, Sl.No. Steps / content, learning activity, Teaching learning material / blackboard work, Learning outcomes. There were 19 steps in the earlier prose Lesson Plans which was practically difficult to transact meaningfully. Hence, a few structural changes were thought of in the prose format. The day the prose lesson is planned with a passage, the vocabulary will be emphasized. On the next day, with the same passage, language items will be taken up.

Reading; Comprehension questions, reading by the pupil, recapitulation and home assignment will remain the same. Thus, 8 lessons will be taught. The distribution of the 8 lessons is given as follows: Lesson Plan 1 – Introduction of vocabulary, Reading by the teacher, comprehension questions, reading by the student, home assignment. Lesson plan 2 – Introduction of structure (same passage used in Lesson Plan-I) reading by the teacher Lesson plan 3 – Introduction of vocabulary, reading by the teacher, comprehension of questions, reading by the student, home assignment. Lesson plan 4 – Introduction of structure, reading by the teacher comprehension questions, reading by the student, home assignment. Lesson plan 5 – same as Lesson plan 1. Lesson plan 6 – same as Lesson plan 2. Lesson plan 7 – same as Lesson plan 1. Lesson plan 8 – same as Lesson plan 2. Lesson plan 9 – Introduction of structure, introduction of vocabulary, reading by the teacher, comprehension questions, reading by the student, home assignment. Lesson plan 10 - Introduction of structure, introduction of vocabulary, reading by the teacher, comprehension questions, reading by the student, home assignment. Lesson plan 11 - Introduction of structure, introduction of vocabulary, reading by the teacher, comprehension questions, reading by the student, home assignment. Lesson plan 12 - Introduction of structure, introduction of vocabulary, reading by the teacher, comprehension questions, reading by the student, home assignment. Lesson plan 13 – Poetry Lesson plan Lesson plan 14 – Poetry Lesson plan Lesson plan 15 – Supplementary Readers Lesson plan 16 – Supplementary Readers Lesson plan 17 – Guided composition work. Lesson plan 18 – Formal letter Lesson plan 19 – Formal letter Lesson plan 20 – Innovative Lesson plan

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The distribution is suggestive as far as Lesson plan Numbers are concerned with respect to prose, poetry, supplementary Readers, & composition writing. The non-negotiable is two plans for 1 passage for 8 lesson plans of 12 plans for prose. The lesson plan format which cuts across all the 4 types of plans are as follows:

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Learning Outcomes : While writing learning outcomes in the lesson plans, the following should be taken into consideration.

1. Only 4 skills are considered in English Language Teaching. There are Listening, Speaking, Reading & Writing.

2. Learning outcomes are expected to be written in terms of Listening, Speaking, Reading, Writing and their sub skills. The Lesson Objectives have to be stated with respect to the language item/aspect transacted in the class.

3. The skills and the associated sub-skills have been suggested as listed below: Sub skills of Listening.

Child will be able to: 1. Develop/ sound perception. 2. Develop discrimination of sounds 3. Recognize stress. 4. Recognize intonation and observe fall and rise in tones. 5. Recognize pitch.

Sub skills of speaking Child will be able to

1. Pronounce correctly. i) pronounce with appropriate/stress ii) proper intonation iii) use correct pronunciation.

2. Speak meaningful and complete sentences. 3. Use relevant words in the sentence. 4. Use good and rich vocabulary. 5. Develop social language( in Literature, contacts of inter-personal relationship) 6. Develop communicative skills

i) Making decisions ii) Responding appropriately iii) Adjusting conversation iv) Altering words.

Sub-skills of Reading Child should be able to 1. Learn to recognize letters/words/sentences. 2. Comprehend the meaning of a sentence. 3. Find the main points of a paragraph. 4. Comprehend the conventions used in punctuations. 5. Grasp the essential facts & events in a lesson. 6. Comprehend the effective use of words. 7. Critically evaluate the text. 8. Appraise the author’s attitude. 9. Gather solutions to problems from readings and apply them. 10. Scan and skim the reading material. 11. Appreciate good reading habits.

Sub skills of Writing

Child will be able to

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1. Write with a good handwriting 2. Write with correct spellings. 3. Write with punctuation. 4. Write sentences with appropriate vocabulary. 5. Use idioms 6. Write with suitable tone. 7. Write meaningful paragraph with cohesion & unity. 8. Write grammatically correct sentences. 9. Write relevant content with clarity, originality with logical sequence. 10. Develop documentation skills. 11. Appreciate develop good writings.

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Prose Lesson Plan 1 I Preliminaries:

1. Name of the Student Teacher: 2. Roll No. 3. Name of the practicing school: 4. Subject: 5. Class handling; 6. Medium: 7. Unit: 8. Name of the Lesson: 9. Date: 10. Period:

II Content Analysis: 1. Active Vocabulary: 2. Passive Vocabulary: 3. Words for pronunciation:

III Reference Sources: 1. Name of the grammar book: 2. Dictionary Name: 3. Structures and patterns by :

IV Teaching Aids: V. General Objectives of teaching English prose at the secondary stage: VI. Objectives Specifications.

1. Listening: as per the content 2. Speaking: 3. Reading: 4. Writing.

S.No.

Steps/Content Teaching-learning activity Teaching learning material / B.B.work

Learning ou

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1. 2. 3. 4. 5. 6. 7. 8.

Vocabulary Practice Production Declaration of the topic Reading aloud by the teacher Comprehension questions Reading aloud by the pupils Silent reading by the pupils Recapitulation Home assignment

Comments: Signature of the Supervisor

Prose Lesson Plan – 2

I Preliminaries: 1. Name of the Student Teacher: 2. Roll. No. 3. Name of the practicing school: 4. Subject: 5. Class handling: 6. Medium: 7. Unit: 8. Name of the Lesson: 9. Passage taken: 10. Period: 11. Date:

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II Content Analysis: 1. Teaching items: III Reference Sources: 1. Name of the grammar book: 2. Dictionary Name: 3. Structures and sentence patterns by: IV Teaching Aids: Chart, substitution table, cues. V. General Objectives of teaching English prose at the secondary stage: 1. To enable the pupil to listen to simple English with comprehension. 2. To enable the pupil to speak simple and correct English. 3. To enable the pupil to read simple English with comprehension. 4. To enable the pupil to write simple & correct English. VI Objectives and Specifications:

S.No. Steps/Content Teaching-learning activity Teaching learning material/B.B.work

Learning outcomes

1. Language item a) Presentation of the structural item “Though”

The teacher presents a picture and asks the following questions. The pupil responds Tr. Q: What do you see the picture? P.Ans. Children playing in the rain. Tr: Q: Do we play in the rain? Tr. Says: Children were playing, though it was raining. Tr.Q. When is Christmas Eve? Ans. 25th December Tr.Q. Where do Christians go on that day? P.Ans. They go to the Church Tr.Qn. What do they do? P.Ans. They offer Prayers Tr.Q. How do you find weather then? P.Ans. It is very cold.

Children were playing, it was raining. it is very cold, they go to offer prayers in the church.

Picture of children playing in the rain

Though

Listening Pupil listens to the questions put the teacher.

Listening: Pupil listens with comprehensionthe urge of “though”

Speaking: Pupil answers in simple and corrEnglish. Listening Pupil listens to the usage of ‘thou He was blind it was dark, he hadrain

Speaking: Pupil makes meaningful sentencethe substitution table.

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Teacher says though it is very cold, they go to offer prayers in the church. Explanation: Though is a conjunction. A conjunction joins two words or two sentences.

b) Practice Teacher provides practice in the language item “though” with the help of a substitution table.

He climbed the mountain he walked on Sachin played well

Though

He was blind It was dark. He had a sprain Speaking Pupil makes meaningfusentences from the substitution ta

c) Production The teacher asks the pupil to make sentences of his/her own using’ though’ Pupil makes sentences of his/her own using ’though’

Speaking Pupil makes sentences his/her own using though

2. Declaration of the topic

Today we shall do the lesson

Name of the lesson(on the Black board)

3. Reading aloud by the teacher.

The teacher reads the passage/s aloud clearly with appropriate pronunciation, stress and intonation. Pupil listens to the passage

4. 5 6. 7.

Comprehension questions Reading aloud by the pupils Silent reading by the pupils Recapitulation

The teacher asks the following questions from the passage 1. Teacher Questions Ans. Pupil answers. 2. Teacher Questions Ans. Pupil answers 3. Teacher Questions Ans. Pupil answers 4. Teacher Questions Ans. Pupil answers Pupil reads the passage aloud with proper pronunciation, stress & intonation. Pupil reads the passage silently with comprehension The teacher recapitulates the proceedings of the class.

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8. Home assignment

Teacher gives home work Pupil writes down the Home work.

Comments:

Signature of the Supervisor

(Note: Sample lesson plans for all 4 types of lessons are appended for reference).

Lesson Plan 3: Poetry

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S.No. Steps/Content Teaching-learning activity

Teaching learning material / B.B.work

Learning outcomes

1.

Pre-presentation Activity

Teacher presents a model of a Cloud and asks the following questions: T. Qn. What is this? Can you make out what it is? P.A. It looks like clouds. T. Look closely, how do he clouds look like? Can you see any shapes in it? P.A. Tells whatever he thinks of, especially, the cloud being in the shape of a bird. T. What do we get from clouds? P.A. Rain. T. Rain; drizzle; sometimes dew.

Listening: Pupil listens to the questions put by the teacher. Speaking: Pupil speaks simple and correct English.

Teacher says let us do the poem “The cloud” by P.B.Shelly. Teacher speaks about the poet, Percy Byshe Shelly is a well know English poet who lived in the early part of 19th Century. Like in his life, he fought for the freedom of the individual.. he did not believe in religion. He was interested in science and religion.

The Cloud

2.

Declaration of the topic a) Presentation of the Glossary b) Reading aloud by the teacher.

Teacher gives the meanings of difficult words with the help of a chart. Pupil note down the meanings. Teacher reads the poem aloud, clearly and with proper pronunciation, stress and intonation

Glossary: Showers – Fall of rain Thirsty – Need to drink water Streams – Small bodies of water Shade – Shelter Shaken – To move rapidly Dews – Small drops of water Waken – To get up from sleep Buds – a part of the plant from which flower blossoms.

Listening: Pupil listens to the poem ”The Cloud” read by the teacher.

c)Comprehension questions

Teacher asks the following questions: T.Q. Who is “I” in the poem? P.A. The Cloud. T.Q. Who is thirsty in the

?

Speaking: The pupils answer to the questions. Speaking : The pupils speak simple and correct

Model of Cloud & shapes of clouds & Picture of a Bird

Picture of a Poet P.B.Shelly

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Comments: Signature of the

Supervisor

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Scope of the Syllabus

Mathematics

Physical Science

Biological Science

Social Studies

English

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Methods of Teaching Mathematics Unit-I

1. Meaning of Mathematics or Modern – Ancient period to recent period.

Nature of Mathematics - Science of logical reasoning - Mathematical language and symbolism. - Mathematical language distinguishes between things and names of things. Number and

numerals and fraction and fractional numbers. - Addition can be referred as ‘find the sum ‘ - ‘find the total’, find the whole etc., - Abbreviations, symbols like =, +, - , , >, <, ==, E, geometrical nations, le, le,

le……. - Pure and applied mathematics - The concept of pure mathematics and applied mathematics. - Cam parings of pure and applied mathematics by giving mathematical topics what we

teach at school level.

2. Euclidian, Non-Euclidian geometry and modern mathematics - Concept and comparison.

3. History of Mathematics and contribution of mathematics – Sumerian, Greece, Egyptian, Indian, Arab

and Chinese – Explain contributions of mathematicians but taking at least two mathematicians from each country.

4. Mathematicians – Euclid, Pythagoras, George contra Rane Descartes –

Note: - It can be deleted from the Unit-I because, discussion about these mathematicians will be there in 3rd sub-unit i.e., (History of mathematics and contribution of mathematics.

Unit-II

1. Values of Teaching Mathematics.

2. Aims of teaching Mathematics.

3. Objectives of teaching mathematics at Secondary level ‘Bloom’s Taxonomy of Educational

Objectives.

4. Instructional Objectives – Pertaining to Lesson Plan.

Unit-III: Mathematics Curriculum

1. Principles of Curriculum.

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2. Approaches to Curriculum construction – Logical, Psychological, Topical, Concentric and Spiral.

3. Qualities of a good Mathematics Text Books

4. Critical review of Mathematics Text Books.

- Review can be done – the to 10th class Mathematics books of state and CBSE syllabus. - Review can be done about – content, - Presentation of the content i.e., concepts, principles, number of examples, sufficient,

number of exercises, related diagrams, etc., - Get up, economy and availability of text books in the market.

Unit – IV Instructional Material in Mathematics.

1. Importance and Use of teaching aids. - Classification and types of teaching aids. - Audio, Audio-Visual & Visual aids. - Projected aids and Non-Projected aids.

Graphic Aids. Display Boards 3 – D Aids.

- Principles in the use of teaching aids.

2. Edger Dale’s Cone of Learning Experience. - Concept of Cone of Learning Experiences. - Interpretation of Edgar Dale’s Cone of experience.

3. Multimedia in mathematics teaching. - Preparation of power point presentation by selecting any topic from the mathematics.

Unit – V Strategies of Teaching Mathematics.

1. Mathematics teaching – Concept and Meaning of Approaches, Methods and Techniques

2. Approaches – Constructivist, Discovery, Inductive and Deductive. 3. Methods – Analytic, Synthetics, Problem Solving, Laboratory, Project. 4. Modern techniques of Mathematics teaching – Brainstorming, Quiz, Seminar, Discussion, Scenario

building i.e., creating situation in the class room.

Unit – VI Techniques of Teaching Mathematics

1. Oral Work & Written work. 2. Assignments. 3. Drill Work 4. Supervised Study 5. Means of Securing Speed and Accuracy

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Unit – VII Individualized Instruction.

1. Identification of Slow learners – remedial teaching. 2. Identification of Gifted Children – enrichment programmes. 3. Programmed learning, CAI

Note: - Copybook and workbook can be deleted from this, because these books are not necessary at secondary level.

4. E - Learning – meaning, advantages and procedure.

Unit – VIII Planning for Instruction in Mathematics.

1. Micro – teaching – Concept & Skills – Writing, Instructional Objectives, Introduction, Illustrating with examples, Reinforcement, using black board, Lecturing

- Student Teacher can be selecting any 5 skills from the above for microteaching. 2. Annual plan and Unit plan. 3. Lesson Planning – Herbartian Lesson plan. 4. Lesson Planning _ Different methods.

Different Lesson Plan formats – Innovative methods like laboratory, activity based etc.,

Unit - IX Strengthening Mathematics Education

1. Mathematics club. Mathematics Fairs, Field Trips. - Functions and organization, Mathematics Olympiads.

2. Library – Advantages and how to establish. 3. Mathematical Institutions / Organizations like.

- A.P Mathematical Association, - Ramanujan Foundations. - Mathematics TV. Association – Objectives and role of Institutions for mathematics

development. 4. Celebration of mathematics related events.

Unit – X Evaluation

1. Concept, importance and types of Evaluation. 2. Preparation of Tools of Evaluation in Mathematics. 3. Preparation of Scholastic Achievement Test. 4. Analysis and interpretation of Scores. 5. Diagnosis and remedial programmes.

Methods of Teaching Physical Science

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Unit – I The Nature & Scope of Physical Science No change Unit – II Development of Science

2. Development of Physics & Chemistry and their milestone A brief account of all the major inventions in Physics & Chemistry life theory of Relativity, atomic structure etc..

3. Noble Prize winner in Physics & Chemistry: A brief life sketch of scientists who were awarded Noble Prize for their contribution to the followed Physics & Chemistry V their research year of can be discussed very briefly

4. Development of Science in India – Contribution of Scientific organization their research

programmes of DRDL, BARC, ISRO, TIFR en enroll in punting TIFR is pointed as TISR. Functions and Research area can be focused.

Unit – III Aims and Values Objectives of Teaching Physical Science.

While discussing Objectives of Teaching Physical Science where aver possible example of topics from Physics or Chemistry should be taken & should be explained in writing instructional objectives.

Unit – IV Science Curriculum

5. Critical review of Physical Science text Books –State & CBSE Here mainly the curriculum aspects should be longer especially scope of syllable, standard of syllable and methods of teaching the topics should be focused.

Unit – V Teaching aids in Physical Science.

3. Multimedia in Science Teaching In present day teaching importance of multimedia importance of Power Point Presentation – what are the topics to be presented interactivity between the teacher and the students?

Unit – VI Strategies of Teaching Physical Science – Methods No change

4. Individualization of Science instruction – meaning procedure steps and PSI (Personalized Systems of Instruction) Programmed instruction Keller method should be discussed. – Linear and branched types –if possible, examples of Physics and Chemistry can be taken and discussed.

6. Science building future visualization of how to teach Science should be visualized (imagine)

Unit – VII Instructional Planning No change up to lesson planning – Herbartian Lesson Plan

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4. Lesson Planning Different methods – Blooms Evaluation Approach to Lesson Planning Should be discussed. This Lesson Plan is to be objectives centered when educational objectives learning expensive evaluation as the three vehicles of the triangle.

RCEM approach can be discussed. Unit – IX Strengthening Science Teaching

1& 2 – No Change

3. Celebrations of important days and events related to Science. For example: “Science day” is observed in India on Feb 28 to commemorate the invention of Raman effect. Similarly other Days such as Earth day, Environment day etc.,

5. Talent Search Competition in Science. Here Intel STS (Intel Science Talent Search) Vs bares NSTSS - The National Science Talent Search Scheme by NCERT AISTS – Lucknow based. NSTS - Hyderabad based etc.,

Eligibility, Selection, Procedure Rewards / Scholarships can be discussed.

Unit – X Evaluation No Change

4. Construction of a question bank Objective based question can be framed either by taking methodology book or by taking any unit in any class 8, 9, and 10th Physical Science textbook.

Most of the information can be procured from different styles given in references.

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Methods of Teaching Biological Science

The following guidelines will provide the scope for transacting Methods of Teaching of Biological Science for the teacher educators. Teachers can provide additional information whichever they feel it necessary apart from the scope provided. Unit: 1: Structure and Development of Science

1. Definition of Science Dictionary definitions & definitions given by scientists such as Einstein, Fitzpatrick, J.Bronowski, Conant, Richardson. 2. Nature (Syntactic & Substantive) and Scope of Biology Science and scientific knowledge & its characteristics. Syntactic structure – process of scientific enquiry; Substantive structure – network of related theories & laws, concepts and conceptual schemes. Scope of biology – different facets of life; branches of biology – pure sciences, applied sciences & related branches. 3. Correlation between Biology and Other subjects Correlation of biology unifies the knowledge of different subjects and makes learning a meaningful whole. Correlate biology with mathematics, geography, history, language, etc. 4. Development of Science in India (Scientific Institutions – ICRISAT, CCMB, ICAR, IICT, NIN,

NAARM, CRIDA) Teachers are advised to download material from Internet – log on to Google or Wikipedia to get latest information about these scientific institutions. Further, provision can be made to take students to these institutions, as many of them are located in and around Hyderabad.

Unit 2: Purpose of Teaching Science

1. Values and Aims of teaching science Values of teaching biology – intellectual, utilitarian, vocational, moral, aesthetic, cultural, creative, disciplinary, scientific attitude, etc Aims- scientific knowledge, skills & abilities, interest, appreciation, scientific attitude, etc. 2. Recommendations of Kothari Commission, NPE 1986, NCTE 2006, NCF 2005 & NKC 2007 Teachers are advised to download material from Internet – log on to Google, Yahoo, Rediff or Wikipedia to get information about the recommendations of these commissions with respect to Science Education. A copy of these documents is available in the College library of IASE, OU, Hyderabad. 3. Objectives for teaching Biological Science & Bloom’s Taxonomy of Educational Objectives Concept & objectives of teaching biology. Bloom’s taxonomy of educational objectives – concept, different domains – cognitive, affective & psychomotor 4. Instructional Objectives for Teaching Biological Science Concept & different types of instructional objectives with specifications

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Unit 3: Curriculum in Biology 1. Definition of curriculum Concept & definitions of curriculum – Cunnigham, KG Sayidain, Alexander & Saylor. 2. Principles of curriculum organization Principles – child centeredness, creativity, utility, activity centeredness, variety, conservation, balance, integration. 3. Qualities of a good science text book Qualities – Hunter’s scorecard & Vogel’s scorecard. 4. Critical review of Biology text book – State & CBSE Teachers are advised to review the Biology textbooks of VIII, IX and X classes that are prescribed / followed in State and CBSE schools on the basis of above principles and qualities.

Unit 4: Learning Experiences and Teaching aids in Science 1. Concept, Types of Learning Experiences Concept of learning experience; direct, indirect & vicarious experiences 2. Edgar Dale’s Cone of Learning Experiences Edgar Dale – concrete to abstract & simple to complex classification of learning experiences / teaching aids.

3. Selection & Sources of Learning Experiences Select learning experiences appropriate to instructional objectives; sources – classroom, group discussions, brainstorming, seminars, etc. 4. Importance, Use & Classification of Teaching aids Audio, visual, audio-visual and activity aids. 2-D & 3-D. 5. Integrating Multi-Media Systems for Science Education Concept of multimedia; audio tutorial system (Purdue univ. 1961) & the Markesjo system (Royal institute of technology, Stockholm, Sweden, 1969). Ref: Gupta, S.K. (1983): Technology of Science Education, Vikas Publishing House Pvt Ltd, Delhi. Teachers are advised to present at least one topic through multimedia format (PowerPoint presentation – with or without sound) and prepare students to learn and present one lesson through multimedia during their teaching practice / microteaching.

Unit 5: Strategies of Teaching Bioscience 1. Science Teaching – Concept and meaning of Approaches, Methods & Techniques Distinguish between approach, method and technique. 2. Approaches – Inductive, Deductive & Heuristic. Steps, purpose, use, merits & demerits of inductive, deductive & heuristic approaches.

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3. Methods – Lecture, Demonstration, Lecture cum demonstration, Scientific, Problem solving, Team Teaching

Concept, planning, presenting, advantages & disadvantages of the methods. 4. Individualization of Science Instruction – Personalized System of instruction (PSI), Programmed

instruction (PI), Computer assisted instruction (CAI) Individualized instruction – definition, need, characteristics, approaches. PSI – Keller (1968)- components, advantages & disadvantages. PI – Skinner (1954)- characteristics, advantages & disadvantages. CAI – Papert (1980)- definitions, modes (drill & practice, tutorial, etc), advantages & disadvantages. Ref: Mohan Radha (2004): Innovative Science Teaching – for physical science teachers, PHI Pvt Ltd, New Delhi. 5. Modern techniques of Science teaching – Brainstorming, Quiz, Seminar, Discussion, Scenario

building. Teachers are advised to download material from Internet – log on to Google, Yahoo, Rediff or Wikipedia to get information about the Modern techniques of science teaching.

Unit 6: Planning for Instruction 1. Microteaching – Concept & skills – Writing instructional objectives, Introduction, Explanation,

Structuring classroom questions, Stimulus variation, Probing questioning, Illustrating with examples, Reinforcement, Using blackboard, Lecturing

Concept & skills along with components and observation schedule cum rating scale. Teachers are advised to download material from Internet – log on to Google, Yahoo, Rediff or Wikipedia to get information about Microteaching and its skills. 2. Annual plan & Unit plan Annual plan – characteristics, principles, importance, steps, advantages & format. Unit plan – definition, types of units, criteria, importance, steps, advantages & format. 3. Lesson planning – Herbartian lesson plan Lesson plan - Concept & definition– NL Bossing, WM Ryburn; need, characteristics, principles & advantages. Steps of Herbartian Lesson plan. 4. Lesson planning – Different methods Teachers are advised to develop innovative lesson plans to suit different methods such as project, lecture, scientific and so on. A five E model lesson plan is given in the Dept. of Education, OU website.

Unit 7: The Science laboratory

1. Planning of Science laboratories & Mobile laboratories Science laboratory – characteristics, lecture cum laboratory plan for secondary schools (1964) & biology laboratory. Mobile lab - Laboratory on wheels (NCERT) 2. Equipping science laboratories (purchase & maintenance) Requisition of apparatus & materials, storage, requisition & maintenance of supplies & stock.

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3. Maintaining Registers in the Science laboratory Registers – Permanent stocks register breakable stock, consumable stock, order & requirement – their uses & format. 4. Improvised Apparatus Improvised apparatus (low cost educational materials) – characteristics, process of developing them, values & disadvantages. 5. Safety procedures Safety in the Laboratory – potential sources of accidents, accidents & first aid, safety equipment, safety rules for students & guidelines for new teachers for accident free environment.

Unit 8: Strengthening Science Teaching 1. Science clubs, Ecoclubs, Science museums, Science fairs, Field trips, Science exhibitions, Science

library Objectives, activities, organization & values of Science clubs, Ecoclubs, Science museums, Science fairs, Field trips, Science exhibitions. Science library – importance, role, objectives, limitations, functions & organization. 2. Role of Governmental & Non Governmental Organizations in popularizing science Popularizing science – concept, importance; NGOs – Jawahar bal bhavans, Kishore bharathi, Vikram Sarabhai community centre, AP science center – establishment & its objectives Governmental (State) – Nehru foundation, Birla industrial technical museum, Visveswaraya industrial technical museum, Nehru science centre.

3. Celebration of important days & events related to science Days & events of scientific inventions & discoveries- significance 4. E-learning in the science classroom Teachers are advised to download material from Internet – log on to Google, Yahoo, Rediff or Wikipedia to get information about E-learning in the science classroom. 5. Talent Search Competitions in Science Concept, objective, advantages – NSTSE conducted by NCERT

Unit 9: The Science Teacher 1. Qualities of Good Science Teacher Personal attributes – TEACHER; qualifications, training & practical knowledge. 2. Professional Growth of a Science Teacher Seminars, workshops, conferences, higher qualifications, teacher exchange programmes, in-service training & summer institutes. 3. Professional Organizations of Science teachers Teacher organizations – objective, advantages.

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4. Recruitment Procedures of Science Teachers Teachers are advised to download the procedures followed for recruiting science teachers from the DSE website. Qualifications and eligibility differ according to the school level.

Unit 10: Evaluation in Bioscience Teaching 1. Concept, Types & Importance of Evaluation Evaluation - Concept, purposes, types (placement, formative, diagnostic & summative), importance. 2. Tools of Evaluation for Biology Tools & techniques – concept, advantages & disadvantages of observational (observation, checklist, rating scale), self-reporting (interviews, questionnaires) & testing (achievement, intelligence, aptitude, diagnostic). 3. Construction of a Unit Test in Biology Unit test – characteristics, planning & framing of test items. 4. Construction of a Question Bank Items – according to type & length of response- essay type, short answer type, objective type (fill in the blanks, multiple choice, match the following, true or false).

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Methods of Teaching Social Studies

Chapter wise changes made under syllabus revision of B.Ed. in the Methodology of Teaching social studies and the corresponding guidelines are given below: CHAPER-I Nil CHAPTER-II

A) Citizenship education /preamble of constitution, fundamental rights, directive principals of state Policy, fundamental duties. a guest lecture to be organized by a resource person

B) National Institutes NIRD (National Institute of Rural Development) NGRI (National Geographical Research Institute)

NRSA (National Remote Sensing Agency) ICSSR (Indian Council for Social Science Research) Structure objectives and achievements, ongoing Programmes may be collected and used.

CHAPTER-III

Recommendations of different committees a) Kothari Commission b) NPE 1986 c) NCF 2005 d) NKC-2007

Internet may be used for collecting information. CHAPTER-IV

The critical review of social studies Text Book; essential components of book review students must review social studies textbook of any one classes (VI class to X class) of either state syllabus or CBSE.

CHAPTER-V

Use of multi media in teaching social studies A) Programmed Instruction B) CAI

CHAPTER-VI

A) Modern techniques of teaching social studies a) Brain storming b) Quiz Programme c) Seminar

d) Discussion e) Scenario building (role-play)

B) Team teaching

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The concept is taught by a team of students prepared for enacting a particular theme by assigning different roles to the team members. Example: Dignity of Labour, Importance of primary education, Honesty

CHAPTER-VII

Planning for instruction One macro lesson plan is to be prepared by student teacher using computers MS-Word and Power point. And its soft copy is to be enclosed to the record compulsorily.

CHAPTER-VIII

A guest lecture is to be organized on social studies club. CHAPTER-IX

A) Guest lecture on mock parliament B) Quiz Programmes C) Current affairs

CHAPTER-X

Nil SOCIAL STUDIES LABORATORY USES:

1) Students should be taken to social studies laboratory to demonstrate on map reading and learning on globe.

2) Explain 3D Effects of learning by giving demonstration on uses of models and globe. 3) Relevant charts and specimens are to preserved and displayed. 4) Preparation of models and charts are to be taught by the teacher in the laboratory. 5) List of websites and Encyclopedia Encarta are to be displayed. 6) Different materials used to understand and observe social studies concepts are maintained.

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Methods of Teaching English

Unit – I English in India and Language Learning

1. English in India – Its status Present status of English, importance of English language, the need to continue it in our Education System.

2. Second and foreign language distinction. Difference between learning mother tongue and foreign language. Problems that arise in teaching a foreign language.

3. Feature of a Language 4. Language learning theories and practices.

Behaviour theory, Cognitive theory and Psycholinguistic theory. Practices should be given to develop LSRW in various ways.

Unit – II Introduction to Grammar 1 1. Analysis of Sentences – Types of analysis.

Analysis of Complex and Compound Sentences Clause analysis. 2. Voices their Transformation.

Active and passive voices transformation from one to another. 3. Tenses and Time in English

Present, past and future tenses – their functions only mentioning of perfect tense. 4. Types of tenses and functions they perform.

Present, past and future tenses – their functions only mentioning of perfect tense. Unit – III Introduction to Grammar 2

1. Simple, Complex and Compound Sentences. Nature of these Sentences – Inter change of one type of sentence in to another type.

2. Uses of Conjunctions for Subordination and Co-ordination. Nature and types of Conjunctions, rules to use them, their uses, how it is used as sub ordinate and Co-ordinate manner.

3. Degrees of Comparisons – adjectives and adverbs. Adjectives – 3 degrees – Positive, Comparative and Superlative Formation of sentences using 3 degrees, interchange of degrees of comparison Adverbs – how to frame degrees of Comparison using adverbs – few rules to follow.

4. Concord – agreement between noun/verb/adjective. Removing error of Proximity – rules to be followed for the agreement of the verb with the subject noun/verb/adjective.

Unit – IV Language Skills – Listening and Speaking 1. Listening – its importance in language learning.

Sub-Skills of listening (Specifications) 2. Types of listening and strategies to develop listening skills at Various levels

– Primary and Secondary. 3. Fluency and Accuracy in Speaking.

Sub Skills of Speaking – Activities to develop fluency and Accuracy in Speaking – Elocution, Debates, Seminars, Group discussions, role plays and Dramatizations etc.,

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4. Conversation skills using pair and group work by providing situations.

Unit – V Language Skills – Reading & Writing 1. Reading – Types of reading. Stages in Reading. 2. Sub skills of reading, Methods of teaching reading.

Problems in reading a foreign language – remedies, strategies to develop reading skill. 3. Writing – Sub skills of writing, importance of writing, Mechanics of writing, Nature of a good

writing, writing a paragraph – essentials needed for it. Factors affecting writing. Strategies to develop good writing.

4. Composition / dictation / letter writing / Methods to improve them.

Unit – VI Supplementary Skills 1. Teaching Study Skills – Note making and Note taking strategies to develop the two. 2. Teaching reference skills – importance of dictionaries, thesaurus and encyclopedias in English

language teaching. 3. Methods of Teaching Grammar.

Types of Grammar. – Prescriptive, descriptive, functional and formal grammar methods – Inductive and deductive. Strategies to improve the students to use the correct grammar.

4. Information Transfer Skill To study how the information is presented in maps, diagrams, timetables, flow chart and how that can be converted in language – Vice versa.

Unit – VII Approaches and Methods of Teaching English Language 1. An Overview of Teaching English in India Non-suitable and non-applicable methods. 2. Grammar translation method and direct method advantages and disadvantages of these methods. 3. Michael West and his contribution to ELT in India – advantages and disadvantages. 4. Structural approach.

Types of structures, Principles of selection and gradation of structures, methods of teaching English Language through structural approach – advantages and disadvantages.

5. Communicative approach. Main features of communicative approach, classroom procedures, role of a teacher – advantages and disadvantages.

Unit – VIII Planning English Language Teaching. 1. Microteaching – its importance – advantages and disadvantages.

Microteaching skills: Introducing the lesson – (introducing grammar item, or introducing the Vocabulary), Explanation, Illustrating with examples, Stimulus variation (Situationalisation) Black Board writing, Reinforcement, Structuring classroom Questioning, Probing questioning, Lecturing, etc. Note: Apart from Language skills, teachers are advised to consider microteaching skills practiced in other methodology subjects.

2. Lesson Planning – its importance, objectives Planning of Prose, Poetry, Non-detail and Composition lessons.

3. Planning innovative lesson plans – 19 and 20 (only 2) 4. The teaching aids that are used in ELT Radio, Tape recorder, T.V., Substitution tables – its kinds,

Call words, Flash cards, Pictures, Charts, Models etc.,

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Unit – IX English Language Curriculum

1. Curriculum design – Scope and Nature. 2. Principles of Curriculum construction. 3. Criteria of a good English Language textbook. 4. Analysis of syllabus and textbook for teaching English in A.P.

Unit – X Evaluation 1. Concept and Process of Evaluation. 2. Tools of evaluation 3. Preparation of SAT, Weightage tables, blue print, question papers. 4. Analysis and interpretation of results.