b.ed. integrated programme -course outline-2011 … · b.ed. integrated programme -course...
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B.Ed. Integrated Programme -Course Outline-2011-2012 Onwards Course Code Paper(s) CFA Max.
External Total marks
No. of Credit
Pre-B.Ed courses Psycho Social Bases of Education
50
50
100
4
Essentials of Teaching and Learning 50 50 100 4 (8)
UBE0101 UBE0102 UBE0103 UBE0103A UBE0103B UBE0103C UBE0103D UBE0103E
B.Ed. I Semester Educational system in Emerging India Psychology of Education Elective (Any one) Health and Physical Education Pre-Primary Education Measurement and Evaluation Vocational Education and Training Extension Education and Rural Development
50 50
50
50 50
50
100 100
100
4 4
4
UBE0104 UBE0104A UBE0104B UBE0104C UBE0104D UBE0104E UBE0104F UBE0104G UBE0104H UBE0104I UBE0104J UBE0104K UBE0104L UBE0104M
Optional Subject (Any two) Language Education Tamil I Language Education English I Language Education Hindi I Mathematics Education I Physical Science Education I Biological Science Education I Home Science Education I Tamil Education I English Education I Hindi Education-I Economics Education I Social Science Education I Computer Education I
50 50
50 50
100 100
4 4
UBE0105 Teaching competency (Practice Teaching I) 50 50 100 4 UBE0106 Practical-I 50 50 100 4 UBE0107 VSR 100 4 (32)
UBE0201 UBE0202
B.Ed. II Semester Curriculum Development and Evaluation Educational Technology and Innovations
50 50
50 50
100 100
4 4
UBE0203 UBE0203A UBE0203B UBE0203C UBE0203D UBE0203E
Elective (Any one) Institution planning and Administration Environmental Education Aesthetic and creative Education Peace Education Guidance and Counselling
50
50
100
4
UBE0204 UBE0204A UBE0204B UBE0204C UBE0204D UBE0204E UBE0204F UBE0204G UBE0204H UBE0204I UBE0204J UBE0204K UBE0204L UBE0204M
Optional Subject (any two) Language Education Tamil II Language Education English II Language Education Hindi II Mathematics Education II Physical Science Education II Biological Science Education II Home Science Education II Tamil Education II English Education II Hindi Education II Economics Education II Social Science Education II Computer Education II
50 50
50 50
100 100
4 4
UBE0205 UBE0206
Teaching Competency-II Practicals-II
50 50
50 50
100 100
4 4
UBE0207 Project Work 50 25+25 100 4 (32) Total 850 850 1800 72
GANDHIGRAM RURAL UNIVERSITY
GANDHIGRAM
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PSYCHO–SOCIAL BASES OF EDUCATION Credit – 4 Max. Marks: 100 Hours – 64
Course Objectives
� To know the basics of education
� To understand education from a psychological perspective
� To understand the sociological basis of education
� To know the psycho-social determinants of education
� To familiarize the pedagogical concepts and its application in teacher
education
Unit I Basics of Education
Education - concept, meaning, objectives and scope. Education as science,
Education as a Social Process, Education for Human Resources Development -
Individual, Social and Cultural aims of education, cultural heritage and
education.Functions of Education – individual and social functions of education.
Unit II Psychological Basis
Biological and psychological bases of behavior: concept of growth, development
and maturation. Dimensions of Development – physical, cognitive, emotional, social
and moral.
Principles and process of learning - factors influencing learning-motivation -
rewards and punishment – remembering and forgetting, Individual Difference -Transfer
of learning - Development of personality, Intelligence and Creativity.
Unit III Sociological Basis
School as a social subsystem - school and society - school & community
relationship, community schools and colleges - Agencies of Education – formal,
informal and non-formal.
Education for socialization - social change-social mobility - social stratification -
Education for social justice, democracy and citizenship.
Unit IV Psycho–Social Determinants of Education
Habits and habit formation, Concept and concept formation - Group dynamics,
Defense mechanism - Mental Health and Hygiene.
Gandhian concept of education for integrated development of human being.
Unit V Pedagogical Basis
Taxonomy of educational objectives – Benjamin Bloom’s classification
cognitive, affective and psychomotor domains.
Teacher and classroom behavior – characteristics of a good teacher behaviour -
Flanders Interaction Analysis. Role and functions of teachers - as a planner, facilitator,
counselor and researcher.
References
1. Bhattacharya S., Foundation of Education, Delhi: Atlantic Publishers, 1996.
2. Banerjee A.C., & Sharma S.R., Sociological and Philosophical Issues in
Education, Jaipur: Book Enclave, 1999.
3. Chandra, S.S & Sharma R.K Sociology of Education, New Delhi, Atlantic
Publisher, 2002
4. Curren Reandall (Edited) A companion to philosophy of Education, New
York Black Well Publishing 2003.
5. Dash.B.N, Teacher and Education in the emerging Indian society, New
Delhi: Neelkamal Publications, 2000.
6. Gupta.N, Human Values in Education, New Delhi: Concept publications,
2000.
7. Hemlata, T. Sociological Foundation of Education, New Delhi, Kanishka
Publisher, 2002.
8. Heyting, prieda (Edited) Methods in philosophy of Education. London.
Routledge,2001
9. Jayaram N, Sociology of Education in India, Jaipur: Rawat Publication, 1990
10. Mangal S. K, Advanced Educational Psychology, New Delhi: Prentice Hall, 1993.
ESSENTIALS OF TEACHING AND LEARNING
Credit – 4 Max. Marks: 100 Hours – 64
Course Objectives
� To acquaint students with the concept of teaching and its components.
� To develop an understanding about general principles of teaching.
� To know the role of teachers in teaching in teaching and learning.
� To understand the professional ethics and qualities of a good teacher.
� To familiarize with the importance of teacher-student relationship.
UNIT I Introduction Teaching: Concept, Nature and Characteristics of teaching - Phases and
Operations of Teaching - Variables of teaching.
Learning: Concept, Nature and Characteristics of learning - Effective learning -
Factors influencing learning.
UNIT II Teaching and Learning Teaching and Learning: Relationship between Teaching and Learning -
Principles of Teaching and Learning. Levels of Teaching and Learning: memory level,
understanding and reflective level - Significance of Teaching and Learning.
UNIT III Teaching Profession & Teacher Efficiency Teaching as Profession: Characteristics of a profession - characteristics of
teaching profession - Committed teacher - Professional traits of a teacher.
Qualities of a good teacher - Qualifications-Duties and Responsibilities -
Training of teachers - Pre-service and In-service. Professional ethics of teacher -
Teacher accountability.
UNIT IV Innovative Teaching Practices & ET Micro Teaching - Simulated Teaching - Tean Teaching-Maxims of Teaching -
Instructional Strategies.
ET: Concept - Meaning - Definition - Scope and Limitation - Components of
Education Technology - Audio visuval aids- Improvised aids. IT: Concept – Meaning –
Definition - Scope and Limitation. ICT: Concept – Meaning – Definition - Scope and
Limitation - CAI, CAL, CALL, CLM.
UNIT V Monitoring and Evaluation of Teaching
Evaluation: Concept – Meaning – Definition – Aims – Methods – Normative –
Summative - Norm Referenced and Criterion Referenced Tests.
Need for teacher evaluation - Need for student’s evaluation - Tools for teacher
evaluation - problems of student’s evaluation - Self and Peer evaluation - Priciples of
Teacher evaluation. Teaching competency - Teacher efficiency - Teacher effectiveness
- CBTE.
References
1. Aggarwal.J.C, Principles, Methods & Techniques of Teaching II edition
2. Khanna.S.D, Saxena.V.K, Lampa.L.P and Murthi.V, Technology of teaching and
essentials of teaching learning, Delhi: 2002.
3. Mangal.S.K, Essentials of Teaching-Learning and Information Technology.
Ludhiana: Tandon Pub, 2002.
4. Mahesh kumar, Modern teaching of Information Technology, Anmol Publication
Pvt.Ltd, New Delhi: 2004.
5. Nayak.A.K and Rao.V.K, Classroom Teaching Methods and Practices, APH
Publishing Corporation NewDelhi: 2004.
6. Percy Nunn, Principles of Education, Discovery Publishing House, New Delhi:
1999.
7. Premkumar Jha, Teacher Education: Global context and framework, Delhi:
VISTA International Pub, 2005Tamilnadu Open University B.Ed Study material,
Chennai: 2004.
8. Rao.V.K,Teacher Education, APH Publishing Corporation New Delhi: 2004
9. Status of teachers in India, NCERT Publications New Delhi: 1993.
10. Walia.K (Ed.), Teacher Commitment, NCERT Publications New Delhi: 2003.
UBE0101 EDUCATIONAL SYSTEM IN EMERGING INDIA Credit – 4 Max Marks: 100 Hours – 64 Course Objectives
� To understand the role of education and role of teacher in society
� To analyze the various challenges, solutions and reforms in education.
� To create involvement in students of society and development.
� To familiarize the concepts of Value and Human rights education.
Unit I Our Educational Heritage
Foundations of Education - Philosophical, Sociological & Pedagogical aspects –
Influence of Hinduism – Buddhism – Jainism – Islam & Christianity. Education in the
pre-independent and post - independent India - Policies, Reports and commissions.
Unit II Educational Thought
Educational Ideas, thoughts and contributions of Indian philosophers: M.K.
Gandhi – Swami Vivekananda – Sri.Aurobindo – Rabindranath Tagore – J.Krishna
moorthy – A.P.J.AbdulKalam. Western philosophers: Plato – Rousseau – Dewey –
Froebel – Montessori – Ivan Illich.
Unit III Educational Development
Constitutional provisions in education – Secularism and education -Equalization
of educational opportunities, achieving equity – Barriers and solutions –weaker sections
– Education of girls–Disabled and culturally deprived. Democracy -National and
International understanding – socio-emotional integration –– Economic development –
Liberalization, Privatization, Globalization and Industrialization -Education for Rural
Development.
Unit IV Challenges in Education
Pre-primary – infrastructure – enrolment & quality, Primary Education –
problems and solutions. Secondary and Higher secondary Education – various systems
of education – State board – Matriculation – CBSE, ICSE and NCERT. Tertiary
Education - Role of colleges and universities – Quality concerns in education –
Employability – Distance education and Open learning systems.
Unit V Value Education
Values: meaning, definition, concept, important and types. Components of
value-value inculcation, National goals and value education, value of democracy,
socialism, freedom, discipline, rights and duties of Indian citizens – Human rights
education with reference to child rights –– Education for peace and harmony.
References
1. Anand C.L and (et al) The teacher and education in the Emerging Indian
Society, New Delhi: NCERT, 1992.
2. Dash.B.N – Teacher and Education in the emerging Indian society – New Delhi:
Neelkamal Publications, 2000.
3. Durkheim E, Education and Sociology, New York: The Free Press, 1966.
4. Gupta.N, Human values in Education, New Delhi: Concept Publishing
Company, 2000.
5. Mohanty J, Education in the Emerging Indian Society, New Delhi: Sterling
Publishers, 1982.
6. Mukherjee R.R, Ancient Indian Education, New Delhi: Motilal Banarasidas,
1974.
7. Seetharamu R.S, Philosophies of Indian Education, New Delhi: Ashish
publications, 1978.
8. Shukla S, and Kumar K., Sociological Perspectives in Education, New Delhi:
Chanakya Publication, 1985.
9. Sukumaran Nair.V., Emerging facts of Education, Kerela: Literacy forum, 2003
10. Tilak Raj Bhardwaj, Education of Human values, New Delhi: Mittal
Publications, 1999.
11. UNESCO: Inequalities in Educational Development, ANIIEP Seminar, Paris:
UNESCO, 1982.
12. Venkataiah.N, Value Education, New Delhi: APH Publishing Corporation, 1998.
UBE0102 PSYCHOLOGY OF EDUCATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand the basic concepts of education and psychology
� To appraise the concept of growth and development
� To acquaint with nature of attention, perception and concept formation.
� To acquire the nature of attitude, aptitude and motivation.
� To understand the nature of learning and intelligence
� To facilitate the development of personality, guidance and counseling.
Unit I Nature of Educational Psychology
Meaning of Psychology, Educational psychology definition, nature, scope -Methods
of Educational Psychology - Significance of Educational Psychology to teacher.
Unit II Concept of Growth and Development
Concepts, Principles, stages and charactertics of growth and development -
Attention, Perception, Concept formation - Piaget’s, Bruner’s stage of cognitive
development.
Unit III Attitude, Aptitude and Motivation
Attitude - Measurement of Attitude – Aptitude - Measurement of Aptitude – Interest
- Interest Schedule-Motivation – Types – Motivation cycle, Maslow’s hierarchy,
Achievement, Motivation - Role of reward and Punishment – Goal as a motivational
factor - Implications for the teacher.
Unit IV Nature of Learning and Intelligence
Meaning, Definition, Characteristics, Process of Learning, Learning curve -Learning
theories - Trial and Error, conditioning, classical operant, insight factors affecting
learning – Intelligence - Nature, theories, assessment, significance.
Unit V Development of Personality, Guidance and Counselling
Meaning, Definition, Characteristics of Personality - Theories of Personality,
assessment of Personality, Integrated Personality - Guidance and counseling -Meaning,
Need, Types - Organization of guidance. Programme in a school, counseling.
References
1. Alport G.W., Personality and Psychological Interpretation, London: 1927.
2. Hurlock and Elizabeth B., Development Psychology, New Delhi: Mcgraw Hill
Publishing Company, 1977.
3. Kuppuswamy B., Advanced Educational Psychology, New Delhi: Sterling
Publishers Pvt. Ltd.1967.
4. Kupuswamy B., Text Book of Child Behavior and Development, 2nd Ed., New
Delhi: Vikas Publishing House, 1989.
5. Mangal S. K, Advanced Educational Psychology, New York: Harper and
Brother, 1967.
6. Meenakshisundaram A., Foundations of Educational Psychology, Dindigul:
Kavyamala Publications, 2005.
7. Morgan and King, Introduction to psychology, 5th ed. New Delhi: Tata Mcgraw
Hill Publishing Company, 1976.
8. Parry, John and Adiseshiah W.T.V, Experimental Psychology, Madras: Alied
Publishers Pvt. Ltd., 1977.
9. Robert R, Rielly and Ernest L Lewis, Educational Psychology, New York:
Mcmillan Publishing Company, 1983.
10. Santhanam S., Teacher and learners, Madras: Asian Book Company, 1985
UBE0103 A HEALTH AND PHYSICAL EDUCATION Credit-4 Max.Marks:100 Hours-64
Course Objectives
� To study the theoretical assumption behind the practice of modern Physical
Education
� To develop skills in organizing the physical education programmes in schools
� To study the principles of health education
� To understand the curriculum planning in health education
� To introduce the students to yoga and its practices
� To understand the effect of physical education and sports on health status.
Unit I Introduction to Physical Education Physical education: meaning, implications, aims and objectives. Foundations of
Physical Education, Concept of Physical Fitness - Recreation - Physiological effects
of exercise - Growth and development for the practice of physical education -
Interaction of Health, Physical Education and Physical fitness - concept of positive
health.
Unit II Physical Education Programmes in Schools Organization of physical education programme in secondary schools -
Competitions – their role, values and limitations - Team and house system -
Classification of pupils for instructional and other purposes - preparation of fixtures -
Organization of annual athletic meet including lay out of a standard track with
provision of staggers and field markings - Evaluation of student’s performances in
physical education programmes.
Unit III Principles of Health and Health Education Definition of health – Dimensions of health - Definition of health education and
- R-KAP - Principles of health education and its importance and need - Common
ailments of school children - Communicable diseases, infectious diseases and
deficiency diseases - Cleanliness and Personal Hygiene - Positive mental health –
counseling against alcohol, smoking and drug abuse - Food and nutrition – safety
education and first aid.
Unit IV Health Education–Planning and Practice
Curriculum planning for school health education – its need and importance -
Principles involved in planning implementation of School health education Programme
- School health programme - Health instruction – health appraisal - health service and
health counseling - healthful environment - Teachers role and responsibilities in school
health programme and health evaluation.
Unit V Yoga and Meditation Yoga: Definition, different schools of yoga - Jnana Yoga, Bhakti yoga, Karma
Yoga, Mantra Yoga, Yantra Yoga, Laya /Kundalini yoga, Thantra yoga, Hatha Yoga
and Raja Yoga - its need and importance – practice of yoga and physical exercise –
Meditation – meaning - types of meditation – Mantra meditation, Object meditation,
Breathing meditation, Walking meditation and Gandhian way of meditation/Silent
meditation - Therapeutical value of meditation – its need and importance.
References 1. Bucher Charles, Foundation of Physical Education, St. Louis, The C.V.
Hosby and Co.
2. Chandrasekaran, Sound Health through Yoga, Madurai :Prem Kalyan
Publications, Sedipatti, 1999.
3. First Aid Manual, St. John Ambulance Association and the British Red
Lajpat Rai et.al, Meditation Technique and their scientific evaluation,
Anubhav Rai, Publication, Gurgaon, Haryana, India, 1998.
4. NCERT, National Curriculum for Elementary and Secondary School A Frame
work, 1996.
5. Om Prakash Tiwari, Asana-Why and How, Lonavla :Kaivalyadhama, 2002.
6. Swami Satyananda Saraswathi, Asana Pranayama Mudra Bandha, Bihar: Toga,
1997.
7. Satya Pal, Yogasana and Sadhana,New Delhi: Pustak Mahal, Khari Baoli, 2003.
8. World Health Organization, Comprehensive School Health Curriculum,
Regional Office for South–East Asia, New Delhi.1991.
UBE0103B PRE-PRIMARY EDUCATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand the child and the role of teaching in fostering the Childs
overall developments.
� To gain the knowledge about the pre-school education based on the
principles of child development under Indian condition.
� To be aware of the recent in pre-school programmes and child
development.
� To develop skills related to programme planning in pre-schools and
� To develop the skills of organizing pre-schools. Unit I Introduction to Early Childhood Education
History of early child hood education and pre-school movement – contributions
of the following philosophers and educationists – Rousseau, Frobel and Montessori –
needs of children – importance of pre-school education principles involved in
programme planning – long term, short term, a full-day school programme. Programme
for different age groups.
Unit II Growth and Development during Early Childhood
Nature of birth – parental development – event of birth types of birth – prenatal
and postnatal care – All round development – physical, emotional, social, cognitive and
moral aspects – exceptional children – physically handicapped, mentally retarded
socially handicapped and emotionally deprived. Adjustment problems and behaviour
problem of children – parent education programmes.
Unit III Instructional Material
Preparation of Audio-visual aids – practice of teaching skills through micro
teaching – demonstration of activities such as story telling, music, creative activities,
readiness activities and some experiences – corner arrangements – furniture and
equipment for various activities – building and facilities.
Unit IV Curriculum Planning
Planning the curriculum for pre-school teachers, language teaching, number of
works etc. Analysis of curriculum for pre-school education of different types – pre-
school education in National education policy – private and voluntary agencies –
organization and programmes for child welfare in India. TINP, Noon meal programme,
ICDS, ICCR, ANP, NCERT, NIPCCD, CSWB, CASA CARE, UNESCO, UNICEF etc.
Unit V Evaluation in Pre-School Education
Records and registers to be maintained in the pre-school–child, study techniques
– importance-observing children’s various developments, cumulative record, case study
etc.– preparing and administering the test for measuring cognitive development and
concept formation. Administering and interpreting the test scores.
Practicals
1. Reporting of the visit of nursery schools
2. Arranging different corners in the pre-school doll corner, creative corner, music
corner, story corner, science corner etc.
3. Preparation of visual aids to teach various concepts – measurement, colour,
space, animals, birds, flowers, vehicles, national leaders, social workers, number,
festival celebration etc.
4. Audio recording for teaching a nursery rhyme, story telling and free
conversation.
5. Conducting and recording field visits, exhibition and parent education
programme.
6. Preparation and administration of an achievement test in Home Science.
References
1. Aggarwal J.C, Methods and Materials of Nursery Education, Delhi: Doaba
House, 1990.
2. Day Barbara, Early childhood education, organizing learning activities, New York:
Macmillan, 1983.
3. Elizabeth B.Hwlock, Child development, New Delhi: McGraw Hill Publishers,1987.
4. Grewal J.S, Early Childhood Education, Agra: National Psychological
Corporation, 1984.
5. Khurshrid-ul-islam and Rao.V.K, Early Childhood care and education, New
Delhi: Common wealth publishers, 1997.
6. Pankajam, Pre-School Education in India, Gandhigram: Gandhigram
Publication, 2000.
7. Pant.S.K, Gender bias in girl childhood education, New Delhi: Kanishka
Publishers Distributors, 2002.
8. Pathak,C.K, Early childhood Education, New Delhi: Rajwat Publication, 2003
9. Spoked B.L. (ed), Handbook of research in early childhood education, New
York: The Free Press, 1982.
10. SuriyaKandhi. A., Child Development, Gandhigram: Gandhigram Publication,
2000.
11. Travers J.E, The growing child, Introduction to child development, New York:
John Kluley, 1977.
UBE0103C MEASUREMENT AND EVALUATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand the basic concepts and practices in educational
measurement
� To develop skills and competencies for the use of testing techniques
� To understand about various educational and mental measurement tools.
� To enable the student teacher to interpret the test results.
Unit I Basic Principles of Evaluation and Measurement
Evalution: Concept, Meaning, Principles, importance, Purpose of measurement –
nominal, ordinal, interval & ratio - Concept of testing and measurement.
Unit II Methods of Evaluation
Formative and Summative evaluation - Subjective and objective tests, essay
type, short answer, objective types, merits & demerits - Trends in educational
evaluation, internal assessment - Grading, semester system, question bank - Computers
in evaluation.
Unit III Construction of Tests
Test construction: planning and design, preparation of blue print - Steps in the
construction of a test - General principles of test construction and its standardization -
Writing test items: objective type, essay type and interpretive type.
Unit IV Standardisation of Tests
Basic characteristics of good measuring instruments: validity, reliability,
objectivity, usability and norms - Item analysis - Norm referenced and criterion
referenced tests standard scores, T- scores, Steps involved in standardizing a test -
Achievement tests: construction of standardized achievement tests.
Unit V Types of Tests
Types of test items - Construction of attitude scales, types of scales, preparation
of test items - Measurement of intelligence: concept of I.Q. Individual and group tests
of intelligence - Aptitudes and personality tests: use of aptitude tests – overview - Use
of interest inventors - Assessment of personality: interview, self report inventories,
rating scale, projective techniques.
Practicals
1. Administration of a psychological test and interpretation of test results
2. Determination of reliability and validity of any self made test
3. Construction of a test battery with at least five types of test items
4. Preparation of statements for an attitude scale.
References
1. Anastasi, A, Psychological Testing, New York: Macmillan Co., 1961.
2. Cohen, Jay, Ronald et al., Psychological Testing and Assessment and
Introduction to Tests and Measurement, California: Mayfield publishing
Company, 1995.
3. Cronbach, L.J, Essentials of Psychological Testing, New York : Harper,1972
4. Edwards A.K, Techniques of Attitude Scale Construction, Bombay: Vakils
Feffor and Simons Pvt. Ltd., 1957.
5. Freeman, F.S, Theory and practice of Psychological Testing, New Delhi: Oxford
& IBH Publishing Co, 1963.
6. Ferguson, L.W, Personality Measurement, New York: McGraw Hill Book
Company, 1952.
7. Guilford, J.P, Psychometric methods, Bombay: McGraw Hill, 1978.
8. Garrett, H.E, Statistics in Psychology and Education, Bombay, Allied Pacific
Pvt. Ltd., 1958.
9. Kaul. P.N., Elements of Scientific Methods, New Delhi: Sulthan and Sons.
10. Mursell, James, L., Psychological Tests, New York :Longmans, 1975
11. Rawat, D.S, Measurement Evaluation and Statistics in Education, New Delhi:
New Raj Book Depot, 1982.
12. Rajamanickam, M, Modern psychophysical and scaling methods and
experimentation, New Delhi: Concept publishing company, 2002.
13. Ramamanickam, M, Statistical methods in psychological and Educational
Research, New Delhi: Concept publishing company, 2001.
UBE0103D VOCATIONAL EDUCATION AND TRAINING Credit – 4 Max. Marks: 100 Hours – 64
Course Objectives
� To acquire knowledge of the various aspects of vocational education.
� To study the role of vocational education in increasing productivity.
� To develop proper attitude towards vocational education.
� To study the salient features of organizations
� To give vocational training and entrepreneurship skills.
Unit I Vocational Education: Concept and Need
Concepts of vocational and technical education – Need and importance.
Vocational Education for Human resources development – Vocational education and
economic development - relation of general, technical and vocational education.
Unit II Vocational Education at Secondary Stage
Objectives, course of study-list of vocations – syllabus, scheme of examination –
qualification and training of teachers for vocational education. Major areas of
vocational education. Problems of vocational education - suggestions for improvement.
Unit III Vocational Education Programmes
Work experience – Concept – distinction between work experience and
vocational education.Basic education – concept – merits – criticism, need and
importance, Scheme of multipurpose schools. S.U.P.W. – Concept – Objectives –
selection of activities programme – types of activities and their advantages.
Unit IV Technical Institutions
ITI and Polytechnic – need and importance – classification, admission process –
course of study – organization and administration at state level, vocational guidance –
need and importance-vocational fitness and appraisal-recent trends in technical
education.
Unit V Occupational Training
Salient features and co-operation with industries and other organizations.
Vocational education and training, training for self employment and small scale village
industry. Vocational Trades and Training – Food processing-Bakery, Handmade paper
– Textiles, Khadi and Handloom, Cottage Industries – Diary – Agri – Handicrafts –
Herbal products – Painting – Construction – Leather Works.
References
1. Aggarwal J.C.Aggarwal S.P, Vocational Education, New Delhi: Doaba
House Publishers, 1987.
2. Corrazzini, A.J, The Decision to invert in vocation Education: An Analysis of
costs and benefits, New Delhi: Drivendra Publication, Administration of
vocational education concept, 2001.
3. Delors, Jacq1ues, Learning the treasure, Paris: UNESCO, 1986.
4. Dhirendra Verma, Administration of Vocational Education, New Delhi:
Concept Publication, 2001.
5. Griffiths et al, Organizing schools for effective Education, New York: The
interstate printers and publishers, 1992.
6. Kothari Commission report, New Delhi: Ministry of Education, (1964-66).
7. Luthans Fred, Organizational Behavior, New Delhi: Mc.Graw Hill, 1998.
8. Ministry of Human Resource Development, National Policy on Education,
New Delhi, Govt. of India, 1986.
9. Indian Education Commission (1952-53), New Delhi: Ministry of Education.
10. Vanaja Rao, Inquiry training model, New Delhi: DPH,1997.
11. Vasanth Desai, Small Scale Industries and Entrepreneurship, New Delhi:
HPH Publication, 2000.
UBE0103E EXTENSION EDUCATION AND RURAL DEVELOPMENT Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To develop the knowledge about the significance of Rural Development and
various programmes of Rural Development
� To understand the approaches and strategies of Rural Development in solving
problems in rural areas
� To acquire skills in application of various techniques of Extension education to
promote rural development
� To develop skills in preparing aids to train the rural masses
� To develop attitude to work in rural areas and educate rural masses.
Unit I Extension Education–Basic Concepts Extension – concept, philosophy and principle – Extension education –
definition, objectives and scope, Role of extension in formal, non-formal and informal
education – relationship with other disciplines – extension education at various levels –
secondary, higher secondary, college level – steps in extension teaching.
Unit II Methods and Strategies in Extension Education Individual – group and mass methods in Extension, Preparation of AV aids and
their application – Training and Instruction – Training model – types of training –
training for extension personnel – Information technology for extension education -
Intervention strategies and innovative practices.
Extension education communication – meaning, types, functions, models,
barriers – development communication – communication through satellite. Media
Education: Concept, need, knowledge connectivity - Types - Telephone, T.V, Internet,
Satellite, LMS (Learning Management System), e-governance.
Unit III Extension Education and the Exceptional Children Education of Children with special needs - types of exceptional children –
physically, challenged, mentally retarded and socially deprived children - their
educational needs – Learning disabilities - Dyslexia, Dysgraphia, Dyscalculia,
Dysnomia and Non-verbal Learning Disability (NLD) Integrated education
Mainstreaming Special education programme in India – Inclusive education Alternative
education programme-Referral services – Community intervention -Advocacy for
community awareness and public support – Education of the bright and gifted children
in rural India.
Unit IV Rural Development–Dimensions and Programmes Rural Development – Objectives, scope and strategies of Rural Development –
Rural Development Programmes in pre and post Independent India – New Panchayat
Raj system and educational Institutions – Education through participatory learning
techniques, PRA, people’s education programmes.
Unit V Rural Extension and Community Development
Principles and approaches of Rural Extension, Community Development
Programmes, Employment generation, rural entrepreneurship - Health education -
School Health programme - Health appraisal. Screening Tests, growth charts medical
examination and health records and community health practices, RCH, Role of NGOs
in community development.
References
1. Adiv Reddy, Extension Education, Bapatla: Sree Lakshmi Press, 1987
2. Dahama O.P. & Bhatnagar, Education and Communication for Development,
New Delhi: Oxford IBH publishers, 1990.
3. Eswaran.A, (Com.,) ABC of Extension Education, Gandhigram, GRI, 1987.
4. Mishra S.N–Society of Social economists Readings integrated Rural
Development Panchayat Raj Bureacracy and Rural Development.1984.
5. Pankajam G., Extension Education, New Delhi: 2000.
6. Park. K–Textbook of Preventive and social medicine, Jabalpur: M/S Banar Sida,
Bhanot Publishers.1988.
7. Samnta R.K–Management and Rural Development, New Delhi: McGrew hill
Publishers, 1995.
8. Sangh Mittra, Rural Education, New Delhi: Kalpaz Publications, 2002.
9. Sharma, S.R, New Perspectives on Extension Education, Jaipur: Jai Bhawan
Publishers, 2002.
10. Sita Ram Sharma, Extension Education, New Delhi: OMSONS Publication,
1998.
11. Venkata Reddy, Rural development in India, New Delhi: Himalaya publishers,
1995.
12. Waghnare S.K., Teaching of extension education, New Delhi: Metropolitan
books, 1992.
UBE0104A LANGUAGE EDUCATION–TAMIL I �� ������
Credit – 4 Max.Marks: 100 Hours – 64
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UBE0104B LANGUAGE EDUCATION ENGLISH-I
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To develop an understanding of the nature of language teaching
� To understand teaching learning process of languages
� To orient the innovations in language teaching
� To understand the strategies of language teaching and evaluation
� To develop proficiency in communicative skills.
Unit I Language Teaching-an Introduction
Nature, functions, principles and aims of language teaching - first language and
second language. Three–language formula – Psychology of language teaching and
learning - Language - the primary need of the child, Language and social life,
International traditions.
Unit II Teaching–Learning Strategies
Objectives of English teaching - Cognitive, affective and psychomotor levels -
Teaching methods: Grammar Translation, Direct, Dr.West’s, Substitution Assignment,
group and play - way method.Structural approach, situational approach, communicative
approach - Teaching prose, poetry, vocabulary, grammar, Non-detail and composition.
Unit III Innovations in English Language Teaching (ELT)
Innovative techniques of teaching and learning linguistics skills, Supplementary
skills, reference skills - Individualization of language learning -Pictures for language
learning – aims, challenges and opportunities, class organizations.
Language acquisition: factors affecting language learning and language
acquisition. Developing the language curriculum - concept and principles of
curriculum construction - Role of CIEFL (Central institute of English and Foreign
language), CIIL (Central Institute of Indian language), Kendriya Hindi Sansthan in
strengthening language education.
Unit IV Instructional Materials and Evaluation
Text books: Characteristics, Qualities, Reference and supplementary books.
Audio visual aids: objects and models, picture aids, projector, Linguaphone, radio, T.V,
Tape recorder, Gramophone, Language Lab, web-sites, Computer Assisted Language
Learning (CALL) Evaluation and Examination in English Teaching-Blue print, Item
Analysis, Characteristics of good test - Role of English Language in Globalization.
Unit V Skills in Instructional Context
Communication: Concept, Types, process, Model - linear, transactional
communication model – Dynamics of communication – Communication Skills.
Characteristics of competent communicators – Telephonic conversation - Barriers of
communication - Communication Technologies - English for Academic, Social,
occupational and creative purposes.
References
1. Adrian Doff., Teach English: Cambridge teacher training and development,
Cambridge: Cambridge University press, 2004.
2. Andrew Wright, Pictures for language learning, Cambridge: Cambridge
university press, 1974.
3. Billows F.L, Techniques of Language Teaching, London: Longmans, 1964.
4. Billows.F.L, The techniques of Language teaching, London: Longman, 2001.
5. Gokak.V.K English in India – Its present teaching, London: Asia Publishing
House, 1994.
6. Merris L, The teaching of English as a Second language, New Delhi: Macmillan,
1982.
7. Merton Babcock. C. The Harper handbook of Communication skills, 1982.
8. Morris.L, The Art of Teaching English as a living, London: Macmillan
Publishers, 2000
9. Palmer, H.R, Principles of language teaching, New Delhi: Longmans, 1972
10. Ryburn, W.M, Teaching of mother tongue, New Delhi: McGraw Hills, 1981.
11. Sarah Freedom, Written Communication in English, New Delhi: Orient Longmans,
1977.
UBE0104D MATHEMATICS EDUCATION – I
Credit – 4 Max. Marks: 100 Hours – 64
Course Objectives
� To enable the students acquire knowledge of the nature of mathematics and its
development.
� To know and understand long term and short term goals of teaching mathematics
� To develop effective instructional skills and competency in structuring lesson
plans.
� To apply the different methods and techniques of teaching mathematics.
� To understand the various psychological aspects involved in teaching
mathematics.
� To know the various evaluation procedure.
Unit I Nature and Scope of Mathematics
Meaning of mathematics - Characteristics of mathematics - Logical sequence,
structure, precision, abstractness, symbolism. History of mathematics - Mathematics
and its relationship with other disciplines.
Unit II Goals of Teaching Mathematics
Need and significance of teaching mathematics. Aims of Maths Teaching:
Practical, Social, Disciplinary and cultural. Instructional objectives - GIO’s and SLO’s
related to cognitive, affective and psychomotor domains.
Unit III Micro Teaching Skills and Instructional Methods
Micro teaching: Origin, Need, Procedure, cycle, Skills: Questioning, explaining,
using blackboard, stimulus variation and reinforcement. Methods of teaching –
Induction - Deduction, Analytic - Synthetic, problem solving, project, Heuristic and
laboratory method, ABL (Activity Based Learning), ALM (Activity Learning Method).
Importance of teaching aids - projected and non-projected aids - its specific uses in
teaching mathematics - lesson plan: need, components, uses of lesson plan, unit plan.
Unit IV Psychological Theories and Influencing Factors
The Learning of Mathematics, Individual differences, Psychology of learning
Mathematics - Gagne’s, Piaget and Bruner learning mathematics. Psychological
aspects: interest, attention and Formation of mathematical concepts. Factors influencing
the learning of Mathematics: motivation, maturation, perception, special abilities,
attitude and aptitude - Divergent thinking in Mathematics, creative thinking in
Mathematics. Causes for slow learning in mathematics and remedial measures for the
backward - Identification of the gifted and enrichment programmes for the gifted.
Unit V Evaluation and Statistics
Different types of tests in Mathematics, achievement, diagnostic, prognostic,
criterion and norm referenced evaluation - construction of achievement test. Statistical
measures: mean, median, mode, range, average deviation, quartile deviation, standard
deviation - rank correlation.
Analysis of content for IX to XII text books prescribed by Government of
Tamilnadu.
Practicals
1. Preparing Lesson plans
2. Preparing A.V aids for respective lesson plans
3. Developing micro teaching skills and practicing the skills in a class room situation
4. constructing achievement test for evaluation
5. Evaluating the tool for achievement test.
References
1. Aggarwal, J.C Teaching of Mathematics UP: Vikas Publishing House Pvt Ltd.
2008.
2. Kulshreshthe, A.K, Taching of Mathematics.Meerut:R.Lall Books Depot. 2008.
3. Paswan, N.K., Modern Methods of Teaching Mathematics, New Delhi: Cyber tec
Publication, 2006.
4. Pratap, N. Teaching of Mathematics. Meerut: R.Lall Books Depot.2008.
5. Servas, W., Varga, T., Teaching School Mathematics, UNESCO: 1995.
6. Sharma, R. A., Technological foundation of eduation. Meerut:R.Lall Books
Depot.2008
7. Singh, Chitragada and R.P. Rohatagi. K, Teaching of Modern Mathematics, New
Delhi: Dominant Publications and Distributors, 2005.
8. Sundararajan S, Theory & Principles and Methods of Teaching school
Mathematics, The teacher’s publishing house, 1960.
9. Washwa, S. Modern methods of teaching mathematics. New Delhi: Karan
Papers Backs. 2008.
UBE0104E PHYSICAL SCIENCE EDUCATION-I
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To learn the Nature and scope of Physical Science
� To understand the Aims and Objectives of teaching Physical Science
� To gain the skill of writing lesson plans and unit plans
� To practice various methods of teaching Physical Science
� To know the various evaluation procedure
Unit I Nature and Scope of Physical Science Nature of Science: Product and a body of knowledge - a way of investigation – a
way of thinking. Areas of knowledge related to Physics and Chemistry - Inter
disciplinary approach and impact of Physical Science on modern communities.-
Scientific Attitude, Scientific Method.
Unit II Objectives of Teaching Physical Science Aims and Objectives of Teaching Physical Science - Bloom’s Taxonomy of
Educational objectives - Aims and objectives of Teaching Physical Science at Primary,
Secondary and Higher Secondary levels. Instructional objectives and Behavioral
objectives of teaching Physical Science.
Unit III Lesson Planning Planning of teaching: Developing Year Plans, Unit plans, Lesson Plans.
Principles of Lesson Planning - Lesson Plans - their importance - Herbation steps -
Preparation and analysis of Lesson Plans.
Communication skills with reference to Micro-teaching. Verbal and non-verbal
communication. Principles and steps in Micro teaching - Skill of introduction - Skill of
explaining - Skill of stimulus variation skill of reinforcement - Skill of questioning-
Skill of using black board - Skill of achieving closure - Need for link lessons in Micro
Teaching Programme.
Unit IV Methods of Teaching Physical Science General methods of teaching Physical Science: Scientific method, Induction and
Deduction, Lecture method - Lecture cum demonstration method - Individual practical
work as a method - Analytic & Synthetic method. Heuristic approach – Project method
- Historical and Biographical approaches, Dalton Plan.
Modern methods of teaching Physical Science: Group discussion, Panel
discussion, Simulation, Seminar, Workshop, Symposium, Team teaching, supervised
study, Computer Aided Instruction, Programmed Instruction, PSI.
Unit V Evaluation
Evaluation: Need & importance. Tests and its types: Criterion and Norm
referenced tests - Evaluating outcomes of Science teaching - Principles of good test.
Construction of standarised test: Blue Print and question bank. Item Analysis -
Reliability, Validity - Standardizing a test. Construction, Administration and uses of
achievement tests - Interpretation of test results. Diagnostic testing and Remedial
teaching. Evaluation of scientific attitude and scientific temper.
Reference
1. Gupta S.K. Teaching of Physical Science in Secondary Schools, sterling
Publications, 2006.
2. Heiss. Oborun & Hoffman, Modern science in Secondary Schools, Sterling
Publications, 2002.
3. Nair, C.P.S, Teaching of Science in our Schools, Sulthan Chand & Co ltd 1971.
4. PannerSelvam, A., Rajendran.k Teaching of Physical Science, Shantha
Publishers. Chennai 2005.
5. Patton, M.Q., Qualities Evaluation Methods, Sage Publication, India.
6. Sharma, R.C, Modern Science Teching, Chanpat Rai and Sons 2003.
UBE0104F BIOLOGICAL SCIENCE EDUCATION-I
Credit – 4 Max.Marks: 100 Hours – 64
Course Objectives
� To make the student teacher to understand the importance of biological staff.
� To acquaint the student teacher with suitable methods for resulting purposeful
learning.
Unit I Nature and Structure of Biological Science
Biological Science: Concept, Meaning, Importance and aims of teaching -Nature
and Structure of Biological Science – history of biological Science education -need for
biological Science as a subject in Vocational and academic stream.
Unit II Biological Science Teaching Relevance to the Society
Values, Goals of Teaching Biological Science - Biological Science and its
relation with other subjects – Teaching Biological Science at Primary, Secondary,
Higher Secondary and at the college level.
Unit III Methods of Teaching Biological Science
Instructional Strategies in Biological Science - heuristic method, dalton plan,
individualized instruction, project method, assignment, problem solving, team teaching,
lecture, lecture demonstration, discussion, seminar, symposium, role play.
Unit IV Planning and Designing for Effective Instruction in Biological Science
Planning for instructional process: need, advantages and strategies. Lesson plan –
design, approaches and writing lesson plan. Audio-Visual aids in teaching of Biological
science - Need, Importance, Types.
Unit V Evaluation in Biological Science Evaluation: essay and objective type tests, advantages and limitations.
Characteristics of good test - written and oral tests - blue print - construction of
achievement test - administering and interpreting the test scores. Evaluation of
Laboratory work and Practicals.
References
1. Buffaloe, Neal and Throneberry, J.B, Principles of Biology, New Delhi:
Prentice Hall of India Ltd, 1972.
2. Chauhan.S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas
Publishing Pvt. Ltd., 1979.
3. Heiss E.D, Obown, S. and Hoftman C.W, Modern science teaching, New
York: Macmillan company press, 1961.
4. John S, Richardson, Science Teaching in Secondary Schools, New Delhi:
Prentice Hall, 1962
5. Mangal, S.K, Teaching of Physical and life sciences, New Delhi: Arya book
Depot, 1990.
6. Miller and Blaydes, Methods and materials for teaching biological science,
New Delhi: McGraw Hill 1962.
7. Nair, C.P.S, Teaching of science in our schools, New Delhi: S.Chand and Co
Pvt. Ltd, 1971.
8. Paul B. Weis, Science of Biology, New York: McGraw Hill, 1969.
9. Sharma R.C, Modern Science Teaching, New Delhi: Dhanpati Rai, 1985.
10. Vaidya, N, Science teaching for the 21st century, New Delhi: Deep and Deep
Pub. 1999.
11. Rajagobal, Teaching Biology, Govt. of Tamilnadu, 1978
12. Sharma.R.C, Modern Teaching Science, 1975.
UBE0104G HOME SCIENCE EDUCATION-I Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To help the teacher trainee to understand and appreciate home science as a
subject at the Secondary and Higher Secondary Levels.
� To help the teacher-trainee to develop the skills in planning the lesson.
� To familiarize the teacher-trainee with different methods of Teaching Home
Science
� To familiarize the teacher-trainee with micro-teaching skills and the
importance of lesson plan
� To help the teacher-trainee to understand the concept of evaluation in Home
Science.
Unit I Nature, Values and Principles of Teaching Home Science Meaning and Nature of Home Science - Philosophy of Home Science - Home
Science and National Development. Values: Psychological values - Economic values-
Cultural and aesthetic values in teaching home science - spiritual and ethical
values.Teaching principles: General principles and Psychological principles of
teaching.
Unit II Aims and Objectives of Home Science
Aims: Aims at the primary, secondary and Higher Secondary Levels. Objectives
of teaching Home Science: Classification of objectives in specific behavioural terms -
cognitive domain, knowledge, comprehension, application, analysis - affective domain,
adjustment, scientific attitudes, values, appreciation and interest.
Unit III Microteaching and Teacher’s Plan of Action.
Principles of microteaching - components - teaching relevant skills - skill of
explaining - skill of stimulus variation - skill of reinforcement - skill of questioning -
skill of blackboard writing - need for link practice in microteaching program.
Lesson planning - importance of lesson plan - writing instructional objectives -
planning for specific behavioral change - catering to differing abilities of pupils in a
class.
Unit IV Methods and Techniques of Teaching Home Science
Lecture method - lecture cum demonstration method - laboratory method -
problem-solving method, role playing, discussion, seminar, symposium and
dramatization – Importance of Home Science Laboratory.
Assignments, supervised study, team teaching, brainstorming, programmed
instruction-linear and branching type only.
Unit V Educational Technology in Home Science
Use and principles of hardware: T.V Film, slides, over-head projector, tape-
recorder, radio, chalkboard, bulletin board, chart, posters, flannel board, magnetic
board, models, LCD, CD players, Computer, Audio Cassettes and models.
Models of teaching, programmed learning, action analysis, PSI, CAI, CAL and
CML etc.,
References
1. Anupama & Eda et al, Fundamentals of Teaching Home Science, New Delhi:
Sterling Publishers private limited.1984.
2. Deedham, M.A and others, Better homes third edition, Bombay: Oxford
University press, 1969.
3. Elizabeth B.Hurlock, child development, New Delhi: McGraw Hill Publishing
Company, 1995.
4. Fahmeeda Begum, Modern Teaching of Home Science, New Delhi: Anmol
Publications Pvt.Ltd, 2004.
5. Kanan.S.D & Saxena.V.K etal., Technology of Teaching and essentials of
Teaching Learning,
6. Rajammal P. Devadas, Methods of teaching home science, Coimbatore:
Avinasilingam University, 1992.
7. Seema Yadav, Teaching of Home Science, New Delhi: Anmol publications,
1994.
8. Shaloo sharma, Modern Methods of Teaching Home Science, New Delhi: Sarup
& sons Publications, 2002.
UBE0104H SPECIAL TAMIL EDUCATION-I �����/��� ���������������/��� ���������������/��� ���������������/��� ��������������
����
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UBE0104I ENGLISH EDUCATION-I Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To enable the pupil to develop communication and language skills
� To familiarize the pupil with various aspects of English language
� To help the pupil to develop instructional and learning strategies
� To acquire a working knowledge of evaluation techniques
� To develop proficiency in pedagogical analysis of secondary school
English.
Unit I Introduction
Nature, objectives and values of learning and teaching English in India. English
as International Language – English as second language – English as a skill subject –
acquisition of skills at different levels. Listening: intensive and extensive listening,
phases of listening – Reading - types of reading – silent reading and loud reading –
Reading for comprehension – Skimming and Scanning – Vocabulary – selection of
vocabulary items, Vocabulary games, spelling errors, remedial measures, writing -
process - types of writing. Study skills - gathering skills, storage skills, retrieval skills -
Supplementary skills, Reference skills.
Unit II Instructional Strategies
Audio lingual method, Cognitive anti method, cognitive code method,
Naturalistic method - Communicative approach, Functional notional approach, context
based approach, Script based approach. Teaching of Prose, Poetry, Vocabulary.
Unit III Learning Strategies
Learning strategies in English language-teaching through micro teaching
practice - link practice - Unit plan, Lesson plan and plan of action - reciting Rhymes,
reading composition – Writing – Dialogue - Letter writing. Correction of the
composition, conversation, Debate, Radio lessons - TV lessons, Computer Assisted
instruction-Role play, Dramatization, language Games, précis writing - strategies for
overcoming the difficulties in learning English.
Unit IV Supportive Resources and Evaluation Techniques
Language Laboratory – Role of linguaphone, tape-recorder, films and slides,
audio cassettes, Video – TV, library, dictionaries, talking books, computer CD’s and
computer - Evaluation and measurement – Types of test: subjective and objective;
Norm - referenced and criterion - referenced, Oral tests – Reading comprehension tests
- Writing blue-print – construction of achievement test – continuous evaluation –
Diagnosis and remedial teaching.
Unit V Pedagogical Analysis of Secondary School English Phonetics, syllabification – Idiom and phrases, word clipping, word building,
kinds of passive voice, lexical and non-lexical filler, Acronym, cliché, Error spotting,
starters – simple, complex, compound, describing process, Eponymous, Euphemism,
grammatical functions.
Practicals
1. Awareness of different phonemic scripts.
2. Oral practices in sounds that cause difficulty.
3. Oral practices in word stress and sentence stress.
4. Practice in transcription from ordinary script into phonetic script and vice-
versa including the transcription of short dialogues.
5. Reviewing a book and an English film.
6. Editing a magazine (for school students)
7. Examinations of phonetic scripts used in various textbooks and dictionaries.
8. Preparations of aids to make the high school and higher secondary pupils to
understand certain grammatical concepts.
9. An oral test assessing the teacher trainees, knowledge and mastery of the
various areas in grammar.
10. Preparing language learning materials through computer.
References
1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill
Publishers, 1972.
2. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies, New
Delhi: Macmillan, 2000.
3. Billows.F.L, The techniques of Language teaching, London: Longman, 2001.
4. Frisby, A.W., Teaching of English, London: Longmans, 1970
5. Gokak. V.K., English in India – Its present teaching, London: Longman Future,
Asia Publishing House, 1994.
6. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in
Language Teaching, II edition, Cambridge: Cambridge University Press, 2005.
7. Mark Lester, Introductory Transformation Grammar of English, New Delhi:
Macmillan, 1977
8. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan
Publishers, 2000.
9. Sarah Freeman, Written Communication in English, London: Orient Longmans,
1977.
10. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English, New
Delhi: Neelkamal Publication, 2004.
11. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s
University
12. Adrian Doff-Teach English A training course for teacher-Cambridge teacher
training and development.
13. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation.
UBE0104J HINDI EDUCATION I Credit – 4 Max Marks: 100 Hours - 64 Course Objectives
� To develop trainees understanding of the nature of language learning
� To make them understand the aims of teaching a language
� To develop in them the essential skills of language teaching
� To train them to become efficient in the use of modern instructional methods and
class room techniques
� To develop interest in various activities which are useful in promoting the
teaching of Hindi
UNIT I THE PLACE OF LANGUAGE IN EDUCATION
Aims and objectives of teaching a language - Place of Hindi in Tamilnadu,
Importance of Hindi as the National and official language of India, The three language
formula - Acquisition of the four language skills – understanding, speaking, reading and
writing.
UNIT II GENERAL PRINCIPLES OF LANGUAGE LEARNING
The Psychology of language learning – Important principles – How a language is
learned – Learning theories with reference to language – The functions of a language.
UNIT III METHODS OF TEACHING HINDI
Oral approach, Direct method – Structural approach communicative approach –
Play way method – Dramatization – Role of play – Simulation – Projects – Assignment
method, etc.
UNIT IV TEACHING OF DETAILED PROSE
Aims, objectives and methods of teaching prose - Teaching of poetry-Definition
of poetry-Aims, objectives and methods of teaching poetry - Teaching of grammar-
Aims, objectives and methods of grammar - Teaching of drama-Aims, objectives and
methods of drama
UNIT V EDUCATIONAL TECHNOLOGY IN HINDI TEACHING
Black board, pictures, flash cards, radio, record player, video cassette player,
television, slide projector, overhead projector, video camera, computer language
laboratory etc. Teaching aids like flannel, graphs, charts, models, diagrams, newspapers
and magazines, posters, substitution tables, bulletin boards, objects and specimens.
References
1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha.
2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha
3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty
4. K.M. Siva Ram Sharma. Hindi Sikshan Kala.
5. Bhari Yogendra Jit. Hindi Bhasha Sikshan.
6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas.
7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan
Aur Reehana.
8. Nanda Bulare Baj Peyi, Sahitya Sushama.
UBE0104K ECONOMICS EDUCATION-I Credit – 4 Max. Marks: 100 Hours–64 Course Objectives
� To acquire knowledge about the nature and functioning of the Economics
� To develop skills in using instructional strategies and methods of teaching
Economics.
� To analysis the various problems of economics education in India.
� To develop competency in curriculum preparation and evaluation.
Unit I Introduction
Meaning, scope and definitions of Economics – Economics in Education-fields
of Economics – Economics and other Social Science subjects - Aims and objectives of
Teaching Economics at different stages, Inculcation of values through study of
Economics, Taxonomical approach to the teaching of economics.
Unit II Curriculum in Economics
Curriculum in Economics - Modern concepts - defects in the present curriculum
- Principles, structure and Organization - Curriculum Designing – models - content,
analysis of secondary and Higher secondary textbooks - Instructions in Teaching
economics - Annual plan, unit plan and lesson plan – curricular reforms.
Unit III Instructional Materials
Use of Graphic Materials – Picture – Charts – Types – Tables, Diagrams,
Graphs, Posters, Display Boards, Instructional Sources – Textbook – Periodicals –
Journals – Reference Materials – Community Resource - Technical Documents –
Survey Reports – Current Economic review – Planning - Annual Reports/Documents.
Economics Teacher - Qualities of a good teacher - Responsibilities-pre-service-In-
service programmes - NCERT, SCERT, DIET - Professional Ethics.
Unit IV Methods and Evaluation
Methods of Teaching economics - Lecture method, demonstration method,
deductive and inductive method, problem solving method, project method, and case
study method, Modern Approaches-workshop, Independent study, assignment,
individualized instruction, teaching small groups, Team teaching, seminar, symposium,
panel discussion and conferences.
Importance of Evaluation in Economics teaching - Tools and techniques of
evaluation - objective and subjective type of tests - Teacher made standardized tests –
preparation - Interpretation of results - Blue print - Diagnostic and remedial measures -
Examination reforms - semester pattern - Internal and external - continuous evaluation
- CBCS-CFA.
Unit V Pedagogical Analysis of Secondary School Economics
Evolution of Economic Thought-meaning of Growth and Development –
characteristic of underdeveloped countries-Role of Government in development –
Rostow’s stages – Mathews – J.S.Will – Theories of population – poverty –
unemployment – planning – need – types, planning in India – First to Ten Five year
planning. Contribution of Manmohan Singh and Amarthya sen to Economics.
National theme – Basic concepts – Accounts – GNS–GDP–NDP–perceptive
income – Depreciation – Net indirect taxes – Industries - pattern of Industrial
development – problems – measures – Banking-Foreign Trade–Liberalization,
Privatization, Globalization (LPG), urbanization – HRD – meaning – need – Education
and training – Importance of quality Education.
Practicals
1. Budgeting economic expenses of your family/school
2. Write-up on current economic policies
3. Conducting economic surveys
4. Study of Micro enterprises
5. Writing a lesson plan.
References
1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991.
2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep
Publication, 2001.
3. Chanhan,S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas
Publications, 1979.
4. Dreze.J. and Seu.A., Economic Development and social opportunity, New
Delhi: oxford University press,1995.
5. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi:
Deep and Deep publications, 2000.
6. Johnston, J.N, Indicators of Education, London: Kogan page, 1981.
7. Keits G. Lumsden, New Development in the Teaching of Economics, New
Jersey: Prentice Hall, 1967.
8. Knopt. Keynon. A. The teaching of Elementary Economics, New York:
James & Stauss, Holt Rinehart and Winston, 1960.
9. Mohanty,I, Educational Technology and Communication Media, Calicut:
Valavde,1980
10. Sharma.R.C., Modern Economics Teaching., New Delhi: Dhanpati Rai and
Sons, 1985
11. Vakil, Teaching of Economics, New Delhi: Prentice Hall, 1989.
UBE0104L SOCIAL SCIENCES EDUCATION-I Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To appreciate the need for learning History , Geography, Sociology, and
Economics either as a separate discipline or as an integrated discipline
� To develop knowledge about the basic principles and steps of test
construction in social science
� To develop the classroom skills needed for teaching of Social Science
� To organize co-curricular activities and mobilize community resources
� To acquire the ability to develop instructional support materials.
Unit I Introduction
Meaning, scope, importance and definition of Social Sciences – Integration of
Subjects - Economics, History, Geography, Civics, Sociology, Cooperation, Rural
Industries and Management, Political Science, Gandhian Thought and Peace Science –
Aims, Objectives of teaching Social Science - Values in Social Science: Practical
values, Cultural values, Social values, Intellectual and disciplinary values.
Unit II Social Science Curriculum
Science Curriculum: Modern concept - Principles, structure and organization -
Defects in the present Curriculum – Curriculum designing, models, Content Analysis
of primary, secondary and higher secondary Text books. Instructions to Teach Social
Science, annual plan, unit plan and lesson plan, curricular reforms.
Unit III Instructional Materials Instructional materials: Textbooks, Periodicals and Journals - Government
documents and reports – Newspapers - Publication data-community resources -
Graphical materials - charts, pictures, Graphs, tables, Boards - Bulletin, Clip Board,
PLM, CAI, Radio, TV, Slides preparation – Preparation of teaching aids- Album-
working models.
Social Science Teacher: Qualities of a good teacher - professional ethics –
Responsibilities – Pre-service-In service programmes - Summer Institutes-NCERT,
SCERT, DIET.
Unit IV Methods and Evaluation
Methods of teaching Social Science subjects - Lecture method, inductive and
deductive approach, case study, student motivated approach, Activity centered
approach, source method - modern approaches - Seminar, symposium, panel discussion,
group teaching, individualized instruction, independent study, workshop and
conferences.
Importance of Evaluation in Social Science teaching - Tools and techniques of
Evaluation in Social Science – objective and subjective type of tests - Teacher made
standard tests – Contruction - Interpretation of results – Blue print-diagnostic and
remedial measures - examination reforms - semester pattern - internal, external,
continuous evaluation - CBCS-CFA.
Unit V Pedagogical Analysis of Content in Social Science at Secondary
School Level
Indus Valley Civilization, Ashoka and Buddism, Akbar’s religious policy –
socio–religious reform movements – freedom movement, population explosion,
unemployment problems – Indian Foreign Policy – Unity in Diversity, Composite
Culture – Parliamentary vs Presidential types of Government – Conservation of natural
resources.
Fundamental concepts in Geomorphology – Latitudes and longitudes, origin of
earth – earth’s movements, topography – Human settlement – urban and rural-
Environmental Geography – concept and its types, man in environment, ecology and
ecosystem-regional geography.
Practicals
1. Writing lesson plan.
2. Preparation of instructional material for a unit for providing maximum possible
sensory experiences,
3. Doing a project and recording observations.
4. Conducting field survey reporting.
5. Primary and Secondary data
6. Preparation of case studies for an area development.
7. Map drawing.
References
1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian
Schools, Baroda: Acharya Book Depot, 1992.
2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary
Schools, New York: McGraw Hill Book Company, 1952.
3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice
Hall India ltd, 1981.
4. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C
Heath& Co, 1950.
5. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New
Delhi: A Universal Publication, 1968.
6. Memming James, The Teaching Social Studies in secondary school, London:
Longman Green &Co, 1950.
7. NCERT: Measurement and Evaluation.New Delhi, 2003.
8. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital
Publishers, 1958.
9. Rambai and Patel: Educational theory and practice, New Delhi: Sterling
Publications, 1982.
10. Sampath, K., et al – Introduction to Educational Technology, New Delhi:
Sterling Publishers, 1992.
11. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co.,
1995.
UBE0104M COMPUTER EDUCATION-I
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To acquire the knowledge of the nature of computers and its development.
� To understand long term and short term goals of teaching computer science.
� To develop effective instructional skills and competency in structuring lesson
plans.
� To understand and practice the different methods and techniques of teaching and
develop competency in teaching.
Unit I Nature, Scope and Development of Computers
Meaning and Definition of Computers - Characteristics of computers - History
and Development of computers - correlation of computer science with other subjects.
Unit II Aims and Goals of Teaching Computers
Need and Significance of computer education – aims - practical, social and
cultural. Instructional objectives - GIO’s and SLO’s related to cognitive, affective and
psychomotor domains.
Unit III Micro Teaching Skills and Instructional Methods
Micro Teaching - origin, need and procedure cycle. Skills: Questioning,
explaining, using blackboard, stimulus variation and reinforcement.
Methods of teaching - Lecture, Induction-Deduction, Analytic - Synthetic,
problem solving, project, Heuristic and laboratory method. Importance of teaching aids
– projected - Non-projected - Specific uses of aids. Lesson plan: Need, components,
uses of lesson plan, unit plan.
Unit IV Special Instructional Approaches
CAI and programmed learning - Recreational activities in teaching computers
(Games, puzzles, Quiz etc) Instructional methods-Seminar, group discussion and team
teaching, drill, supervised study.
Unit V Testing and Evaluation
Computer based evaluation - Types of test-prognostic, diagnostic and
achievement tests-characteristics of a good test - construction of tests - Blue print
Interpretation of scores.
References
1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York:
Haworth Prentice, 1985.
2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep
Publications, 1991.
3. Coburn, P and et al, Practical Guide to computers in Education, Addison:
Wesley Publications, 1985.
4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985.
5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London:
Ward Lock, 1969.
6. Harley, Hahn, The Internet completereference, New Delhi: McGraw Hill, 1996.
7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology,
Chennai: Leon Press, 1999.
8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky,
Microsoft office 2000, PB Publications, New Delhi, 2003.
9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004.
10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004.
Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill.
UBE0201 CURRICULUM DEVELOPMENT AND EVALUATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand the principles in curriculum development
� To analyze the foundation of curriculum development
� To develop skills in preparing curriculum design for secondary education
� To evolve strategies for curriculum transaction and evaluation
� To study the innovation in curriculum
Unit I Curriculum Development
Meaning, nature and purpose of curriculum - Principles of curriculum
development - Concept of curriculum development - Identification of learning activities
and experiences - curriculum transaction and evaluation - Criteria of curriculum
development – articulation, continuity, balance - Approaches to curriculum
organization.
Unit II Foundation of Curriculum Development
Philosophical foundation - Socio-cultural foundation - Psycho-linguistic
foundation - Economic – institutional foundation - National curriculum: concept and
importance, core components of curriculum.
Unit III Curriculum Designs
Types of curriculum designs: subject centered – Activity - cum-experience
centered - Undifferentiated and differentiated - Core curriculum, Hidden curriculum.
Unit IV Curriculum Transaction and Evaluation
Analysis of curricular content - Designing units – suitable presentation modes -
Teacher as curriculum practitioner - Instructional planning for effective teaching-
Models of curriculum Development - Need for curriculum evaluation - Aspects of
curriculum evaluation - Internal and external criteria of evaluation.
Unit V Innovation in Curriculum
Concept of innovation and change - Factors influencing curriculum reform -
Elements of change process - Preparation and uses of resources units - Participation of
pupils, teachers, administrators and education leaders – Barriers to change - New
experiments in the realm of curriculum: E curriculum – E-learning, On Line Courses –
E-books – Internet – Internet Pedagogy – e-content development - Information
technology and curriculum change.
References
1. Allen C. Ornsteing and Franchie P.Hunkins, Curriculum Foundation, Principles
and lessons, London: Prentice Hall International (U.K) limited, 1988.
2. Burz , Performance based Curriculum for science, New Delhi: Sage
Publication, 1997
3. Dankin.M. – The international Encyclopedia of Teaching and Teacher
Education, Oxford: Pergman, 1987.
4. Erickson, H, Concept-based curriculum and Instruction, New Delhi: Sage
publication, 1998.
5. Pilliai.G.S- Readings in Education Technology, Madurai: Nirmal & Co, 1981.
6. Reddy Malla Mamidi and S.Ravishankar, Curriculum Development and
Educational Technology, New Delhi: Sterling Publishers, 1984.
7. Saylor Galen, J. and William Alanda, Planning Curriculum School, New York:
Holt Rinchart and Winston Inc, 1965.
8. Scherry Allan.A.C, Education Technology, U.K: John Wiley, 1976.
9. Tammer, Dainal and Lanel N.Tarner, Curriculum Development Theory into
practice, New York: Macmillan Publishing house, 1975.
10. UNESCO, Learning the Treasure, UNESCO: UNESCO Publications, 1996.
11. Vaidya, N. R.C., Science Teaching for 21st Century, New Delhi: Deep and Deep
Publication, 1998.
UBE0202 EDUCATIONAL TECHNOLOGY AND INNOVATIONS Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand educational technology and its applications in teaching – learning
Process.
� To expose the modern methods and approaches in teaching - learning Process.
� To understand and apply the systems approach in teaching - learning Process.
� To know the computer applications in learning - learning Process.
� To acquaint with the innovations in Educational Technology.
Unit I ET-Introduction
Educational Technology: concept - meaning - definition - scope and limitations.
Forms of Educational technology. Educational technology in teaching: learning -
Components of Educational Technology – ET and Audiovisual aids – ET as a system -
usage of educational technology.
Unit II Class Room Interaction and Self Instructional Methods
Class room interaction: Need and importance - Class room interaction analysis
techniques - Self-instructional methods: Auto learning and self-study. Personalized
System of Instruction (PSI), programmed learning – Objectives, Principles and steps
involved in preparing programmed material. Instructional applications of computers:
hardware and software, Computer Aided teaching techniques: CAI-Advantages, Role of
Teacher.CAL, CALL, CML.
Unit III Systems Approach and Communication
Phases of System Approach: Analysis, Design and Management Principles of
System Design, Application of systems approach to classroom Instruction.
Communication: Meaning - elements of Communication, models of
Communication, Barriers of Communication-Factors affecting Communication-
Computer Mediated Communication (CMC).
Unit IV Mass Media Approach to Instructions
Media and methods: Need and Scope - Selection of Media for teaching –
learning, Multi-Media Approach in Learning. Brain storming – Mastery learning –
Discovery learning. C.C.T.V., VCD player, Educational Television-Educational
Satellite – Tele and video conferencing.
Unit V Innovations in Instruction
Instructional Designs, Guidelines for Instructional Designing – steps for design
of instruction - E-learning – E-teaching and E-content development - E-library.
Models of Teaching – concept, essential elements – teaching models – social
interaction, information processing, personal models and behavioral systems. Virtual
Classroom teaching – Digital classroom-Countrywide Classroom.
References
1. Alexis Leon & Mathews Leon, Fundamental of Information Technology, New
Delhi: LeonTECHWorld, 1999.
2. Arun Baveja, Introduction to Information Technology, New Delhi: Kalpaz
Publication, 2000.
3. AIDI, S.M Modern Teaching of Educational Technology. New Delhi: Ammol
Publications (P) Ltd., 2004.
4. Bhatt & Sharma S.R., Educational Technology, New Delhi: Kanishka Publishers,
1992.
5. David Layton (Ed), Innovations in Science and Technology, New Delhi: Stanley
Publishers, 2000.
6. Joyce M & Weil J., Models of teaching, New Delhi: Prentice Hall, 1992.
7. Kumar K.L, Educational Technology, New Delhi: New Age Publishers, 1996.
8. Ramesh Verma & Suresh Sharma, Modern Trends in Teaching Technology,
New Delhi: Ammol Publications Pvt.Ltd, 2003, 2005.
9. Sampath K. et al – Introduction to Educational Technology, New Delhi:
Sterling publishers Pvt. Ltd., 1992.
10. Sharma R.A, Technology of Teaching, Meerut: International Publishers, 1991.
11. Tarachan, Pahuja, N.P Essentioals of Instructional Technology. New Delhi.
Anmol Publication (P) Ltd., 2004.
12. Usha Rao, Educational Technology, Bombay: Himalaya Publishing House, 1991.
UBE0203A INSTITUTIONAL PLANNING AND ADMINISTRATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To enable the students to familiarize with educational planning
� To acquaint with the objectives principles of Institutional planning
� To acquire the students with proper understanding of the functions of
educational administration at various levels.
� To understand the need and mode on educational supervision and its role.
� To recognize the basic qualities required for leadership and educational
administration.
Unit I Educational Planning Educational planning – Meaning and Nature - place of education in the five year
plans – Different levels of educational planning – Long term, short term and annual
plans - Approaches to educational planning - perspective planning.
Unit II Institutional Planning Institutional planning – Meaning, concept - Need and objectives -
Identification and qualification of need – Role of pupils, teachers and principals -
involvement of public and co-operation of the community.
Emphasis in institutional planning on voluntary human effort and local
resources - place of administratives personnel of the government in helping.
Unit III Educational Administration
Need for educational administration at various levels, varying objectives -
Important functions - Nature of administration - Elastic, purposeful and dynamic.
Hierarchy in educational administration - Centre and State - Their role in policy
making – NCERT and its impact on administrative practices. Education in the state list
and its implications - The role of the Ministers and elected representatives in shaping
educational policies - The work education secretariat - Machinery for implementation -
Director of education-its branches-its executive - Their role and functions.
Unit IV Educational Supervision
Meaning and nature – Supervision as service activity - Supervision as a process -
Supervision as functions - Supervision as educational leadership - Modern Supervision
- Functions of supervision - Planning the supervisory programme - Organising
supervisory programme - Implementing supervisory programme.
Unit V Leadership and Educational Administration
Meaning and nature of leadership - Theories of leadership - Styles of leadership -
qualities of a good leader - Measurement of leadership.
Secondary school under different management - center, state and private
agencies public schools, sainik schools, oriental school etc. - Study of differences in
administration staff pattern syllabus.
References
1. Ministry of Education:An organizational History by National Institute of Educational Planning and administration.
2. Problems and strategies of Educational planning UNESCO (IIEP)
3. Fundamentals of Educational PlanningUNESCO.
4. Digumarti Baskara Rao, National policy on education, New Delhi: Mittal
Publications, 2001.
5. Report of the education commission (1964-66).
6. Educational planning by Laxmi Devi, New Delhi: Anmol Publication pvt.ltd.
1998.
7. Managal.S, Advanced Educational Psychology,New Delhi, Anmol Publicaiton
Pvt.Ltd, 1998
8. Tanner, Daniel and Laural, Supervision in Education; Problems and Practices
Newyork: Macmillan Publishing Caompany, 1987.
9. Jamnalal Bayti, Student leadership, Mittal Publications, New Delhi, 1989.
UBE0203B ENVIRONMENTAL EDUCATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To make the students aware of environment and its problems.
� To familiarize with the concept and principles of environmental education
� To inculcate the skills in organizing learning experiences and evaluation
� To develop a sense of responsibility towards conservation of environment.
Unit I Introduction to Environmental Education
Meaning, nature and scope of environmental education - Guiding principles of
environmental education - Aims and objectives of environmental education-Role of
school in environmental conservation and sustainable development.
Unit II Understanding the Environment and Its Problems
Concept of environment, biodiversity, eco system, man and environment
relationship – impact of environment on human development. Environmental
degradation causes and effects – global and local perspectives.Environmental protection
and conservation – restoration of man-nature balance; conservation of soil, water,
wildlife and forests. Environmental awareness – Role of Government, NGOs, and
international agencies.Programmes of attitudinal change for safe environment, eco
feminization.
Unit III Environment and Quality of Life
Population growth, poverty, nutrition, health and sanitation.School programme,
Curricular and Co-curricular activities. SSA on Environmental education and Education
for sustainable development. Gandhian strategies for Environmental conservation.
Achieving Sustainable Develop through Education policy changes –National - State
Activities - Technology and Information - Global, multicultural perspectives.
Unit IV Changes in Environmental Education
Role of Teachers, individuals, youth, community, NGO’s and Government in
Environmental Education. Changes in educational systems. Need for reforms -
Enhancing the quality in Environmental education-Teacher education environmental
education.
Unit V Innovation in Environmental Education
Need for Innovative strategies in Environmental Education- Effective
communication media in environment education - Reorienting environmental education
- Reforms in environmental education - Integrating environmental issus and knowledge
into regular education.
Practicals
1. Conducting exhibitions and environmental fairs/festivals, field surveys,
participation with the community, awareness programmes, camping /
excursions, preparation of soft ware on environment
2. Setting up of Eco-clubs. References
1. Agarwal S.K, Environmental issues and themes, New Delhi: ABH Pub., 1992
2. Bakish, Trilochan. S & Navehm Zev (Ed), Environmental education, New York:
Methods Application, 1986.
3. Bennet, Dean. B, Evaluating environmental education programmes, New York:
1992.
4. Ghauta, Ramesh (ed.) Environmental Education, New Delhi: Concept
Publications, 1999.
5. Kumar S.B, Environmental problems and Gandhian solutions, New Delhi: Deep
& Deep publication, 2002.
6. Pankaj Srivastava and SingD.P, Environmental Education, New Delhi: Anmol
Publication, 2002.
7. Prabakar.V.K, Environmental Awearness Training and Education, New Delhi:
Anmol Publication, 2001.
8. Sharma.R.C, Environmental Education, New Delhi: Metropolitan Book Pvt.
Ltd., 1986.
9. Trivedi P.R, Environmental Education, New Delhi: A.P.H.Corporation, 2004.
10. Singh and Sandhir SharmaP.P, Teaching of Environment New Trends and
innovation, New Delhi: Deep&Deep Publications Pvt.ltd.
11. Purushotham Reddy.K, and Narashimha Reddy.D, Environmental Education,
New Delhi: Neelkamal Publications Pvt.ltd.2002.
UBE0203C AESTHETIC AND CREATIVE EDUCATION
Credit - 4 Max. Marks: 100 Hours - 64 Course objectives
� To understand the traditional Indian music and performing arts.
� To acquire knowledge about the classification of Indian music and performing
arts.
� To develop the basic skills for teaching music and performing arts.
� To prepare educational strategies for aesthetic and creative education
� To evaluate the performance of students.
Unit I
Concept meaning and importance of Aesthetic education - Indian music and
performing arts - musical traditions in Tamil Nadu (Karnatic, Folk and Tamilisai) -
Tradition of performing arts (Bharathanatiyam and Folk dances) – Contributions of
music and dance artists to our cultural heritage.
Unit II
Educational techniques in Music and performing arts – Enriching voice-culture,
Raga, Tala, Instruments-technical terms in Karnatic music for teaching - facial
expression, foot-steps, mudras, postures in Bharathanatiyam for teaching performing
arts like story - telling, demonstration, dramatics (Social oriented, History oriented
etc.,), Play way method.
Unit III
Developing composing skill of a music teacher – techniques for composing –
poems, rhymes, hymns etc.,-Aids for developing choreographic method of teaching -
identification and nurturing of different talents among the students.
Unit IV
Creative teaching through music and performing arts – music in different grades
– aims and objective of teaching music and performing arts – Building musical
experience – Role of a music teacher in school activities – use of musical instruments,
types of instruments and developing skills - Aids for teaching music and performing
arts.
Unit V
Arts and Aesthetic Education – Needs and importance of art and as\esthetic
education - Approach to art and aesthetic education - care elements of the art
curriculum - Art curriculum at different stages as suggested by massive teacher
orientation programme organized by NCERT.
Practicals
1. Basic lessons for singing favorable and easiest tunes
2. Simple rages for improvisation singing method for the following i) Rhymes
ii) Poems iii) hymns iv) awareness songs
3. foot movement for teaching performing Arts
4. Importance and utilization of Gestures, postures and Rasa.
5. Creative skill in making, musical–choir, music club, cultural group activities
and writing criticism for a song or a dance performance.
6. Clay- modeling, paper–sculpture, book-binding, Art from waste (10 items),
Needle-work in towel, hand-karchiefs, painting (pottery, glass).
References
1. Bhawna Misra, Art,Craft and Physical Education, New Delhi: Mohit
publications, 2002.
2. Chakrabarti, S., Impact of music and sports on primary school children: An
exploratory study. Journal of Extension Research, Vol.12, 1988.
3. Chelladurai,P.N Thinnaga Isayeyal, Dindigul :Vaikarai Pathipagam , 1998.
4. Dasgupta,R.S. and Deborah.D., Education at the dawn of new million, The
effects of a mastery learning setting on developmental maths, at the junior
college, Disseration Abstracts international, Vol.52, 1991.
5. Dash B.N, Teacher and Education in the Emerging India Society (Vol. I & II)
New Delhi: Neelkamal publications, 2002.
6. Eyle.M.J. Research for excellence: An effective schools source book,
Washington: D.C: U.S., Govt. printing press, 1985.
7. Gowri Kuppusamy, Teaching of Music, New Delhi: Sterling publishers, 1980.
8. James, H.B., Mastery learning theory and practice, U.S.A.: Holt, Renchart and
Winson INC, 1970.
9. Kalaimani Saraswathi, Bharata Natyakalai, Madras: Thirumagal Nilayam, 1994.
10. Rupali Tripathi, Teaching of music, New Delhi: Mohit Publication, 2004.
UBE0203D PEACE EDUCATION Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To understand the concept of peace education
� To understand the dynamics of transformation of violence into peace
� To study the nature of conflicts and their resolution
� To imbibe the knowledge, attitudes values and skills needed to achieve and
sustain a global culture of peace
� To study the adapt peace education in the curriculum.
Unit I Peace Education
Meaning and concept of peace – Need, aims and objectives of peace education –
Status of Peace Education. In the curriculum – National Curriculum Framwork Review-
2005 - Gandhian philosophy of peace and non-violence - Peace Education in Gandhian
Perspective.
Unit II Violence in Social and Educational Setting
Violence - nature and types - Culture of war and violence - Factors contributing
to violence in schools - Violence and aggression - rejection and withdrawal – violence
in media-effects of violence on students - measures to control violence in school.
Unit III Peace and Value Education
Essential Peace Values to enhance the quality of life - Truth, nonviolence, love
and Mercy, Fearlessness, Freedom, Justice, Equality and Equity, Rights and Duties,
Means and Ends, Righteousness, Punctuality, Responsibility and Accountability,
Forgiveness and Reconciliation, Mutual help, Co-operation, Non-possession and
Voluntary poverty and simple living and High thinking.
Unit IV Conflict and Conflict Resolution
Conflict – Positive and negative aspects – Difference between Conflicts
Management and conflict – tools - techniques to manage emotional tensions -reducting
conflicts among students.
Unit V Educating for Culture of Peace
Tolerance and respect for human rights – Critical thinking and active non-
violence – classroom activities – social justice and civic responsibility – The role of
peace education in developed and developing countries – Adaptation of peace education
in the curriculum.
References
1. Adams, D (Ed) UNESCO and a Culture of Peace: Promoting a Global
Movement, Paris: UNESCO, 1997.
2. Andrews.M.L, Educating for Peacemaking abilities, Cambridge: Harvard
University.1985.
3. Fountain S, Peace Education in UNICEF, New York: UNICEF, 1999.
4. Handa, M.L, Manifesto for a Peaceful world order: A Gandhian Perspectives,
Delhi: Gandhi Bhawan Unit of Delhi, 1983.
5. Muzumdar, H.T, Mahatma Gandhi Peaceful Revlution, New York: Charles
Scribher’s Sons, 1952.
6. Patel R.S, Educational Philosophy of Mahatma Gandhi, Ahemedabad, 1956.
7. Patric, Meyer, Brrish, Culture of peace: A Challenges for schools, Paris:
UNESCO Publishing, 1995.
8. Readon, Betty.A, Tolerance – the threshold of peace, the Teacher’s library,
Paris: UNESCO Publishing House, Paris, 1997.
9. Saroj Pandey, Peace Education, New Delhi: NCERT, 2004.
10. The role of education in developed and developing countries for international
understanding and peace: Conference Proceedings, Seoul: 1982.
11. UNESCO, Learning to live together in peace and harmony, A UNESCO
APNIEVE source books for teacher education and tertiary level education ,
Bangkok : UNESCO principal regional office for Asia and the Pacific, , 1998.
12. WHO, WHO information series on school health, document three. Violence
prevention: an important Element of a health promoting school, Geneva:
UNESCO, 1999.
UBE0203E GUIDANCE AND COUNSELLING
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To appraise the students the concept and principles of guidance and counseling
� To prepare them for organizing, guidance and counselling in a schools
� To develop skills in offering guidance and counselling to students
� To study the recent trends in guidance and counselling programme
� To acquaint with the guidance and counselling programmes for special groups.
Unit I Introduction to Guidance
Nature, principles, purpose of guidance - Guidance an integral part of education
- Historical development of guidance and counseling movement - Types of guidance –
scope and functions of educational, vocational, personal, and social guidance. Need and
scope of group guidance, activities for organizing group guidance services in
educational institutions.
Unit II Principles and Practice of Counselling
Nature and principles of counseling-Approaches to counseling – directive, non-
directive, eclectic - Characteristics, role and functions of counsellor: counsellor as
carrier master, professional preparation of counselor, teacher as a counsellor.
Unit III Techniques of Collecting Information for Guidance
Testing techniques – types of tests used in guidance - Tests of intelligence,
aptitude, interest, achievement and personality – Strengths and limitations of testing
techniques in guidance - Non-testing techniques – observation, questionnaire, rating
scale, interview, anecdotal record, cumulative record, case study.
Unit IV Guidance Services
Organization of guidance services, types of organization: centralized form,
decentralized form, mixed form - Functions of school guidance services - Individual
information service – types of data about the individual/student sources of information -
Occupational information service – sources of information, methods of classifying and
disseminating occupational information - Placement service -educational and vocational
placement - Remedial services and follow up service -Evaluation of guidance
programme.
Unit V Guidance for Special Groups
Special emphasis on guidance for gifted children – slow learners – disabled
children – mentally retarded, orthopedically handicapped, visually disabled, deaf and
dump, maladjusted – juvenile delinquents. Guidence and Counseling Agencies - Career
talks - Career guidance bureau and carrier corners. Recent trends of research in
guidance and counseling in India.
References
1. Anastasi A, Differential Psychology, New York: Macmillan Co, 1982.
2. Arbuckle Dugland, Guidance Counselling in the class room, Allyn & Bacon
Inco, 1985.
3. Crow & Crow, An introduction to Guidance, Eurasia Publishing House, New
Delhi: 1992.
4. Freeman E.S, Theory and Practice of Psychological Testing, New Delhi: Henry
Holt, 1995.
5. Indu Devae, Guidance and Counselling in Indian Education, New Delhi:
NCERT, 1978.
6. Jones. A.J., Principles of Guidance, New Delhi: Mc Grew Hills Publishers,
1970.
7. Kochar, S.K., Educational and Vocational Guidance in Secondary Schools, New
Delhi: Sterling Publishers, Pvt. Ltd. 1990.
8. Mathur, S.S., Educational Psychology, Agra: Vinod Pustak Mandor, 1981
9. Pressey S.L, Psychology in Education, New York: Harper & Brother, 1967.
10. Rogers Car.L, Client centred therapy Houghton, Boston: Hiffin, 1951.
11. Super D.R, The psychology of Careers, New York: Harrer, 1960.
UBE0204A LANGUAGE EDUCATION – TAMIL II
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UBE0204B LANGUAGE TEACHING ENGLISH II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To familiaries with foreign language teaching
� To acquaint with innovative approach in language teaching
� To acquire the recent trends in language teaching.
� To know various theories of L1 and L2 language acquisition
� To understand language variations.
Unit I
Foreign language teaching - Effective language teaching - In-service training for
language teachers - Goals of foreign language teaching/learning.
Unit II
Communicative language teaching - Teaching listening skills - Teaching
speaking skills - Teaching Reading skills - Teaching writing skills
Unit III
Communication Language Learning (CLL) - Total Physical Response (TPR) -
Task Based Language Teaching (TBLT) - English for Specific Purpose (ESP) - Skill
based or Competency Based Teaching (CBT) – Communicative Competence.
Unit IV
Language Learning - Language acquisition and learning - Theories of L1-
Cognitivism - at Naturalism - Theories of L2 learning – Discourse theory -
Neurofunctional theory.
Unit V
Language variation - Early studies - Dialectologists - Anthropological linguistics
– Structuralisms - Causes of variability - region, social class, caste, community,
ethnicity.
References
1. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s
University.
2. Adrian Doff-Teach English A training course for teacher-Cambridge teacher
training and development.
3. Adrian Doff., Teach English: Cambridge teacher training and development,
Cambridge: Cambridge University press, 2004.
4. Andrew Wright, Pictures for language learning, Cambridge: Cambridge
University press, 1974.
5. Billows F.L, Techniques of Language Teaching, London: Longmans, 1964.
6. Billows.F.L, The techniques of Language teaching, London: Longman, 2001.
7. Gokak.V.K English in India – Its present teaching, London: Asia Publishing
House, 1994.
8. Merris L, The teaching of English as a Second language, New Delhi:
Macmillan, 1982.
9. Merton Babcock. C. The Harper handbook of Communication skills, 1982.
10. Morris.L, The Art of Teaching English as a living, London: Macmillan
Publishers, 2000.
11. Prem Shankar, Teaching of English, New Delhi: APH Publishing Corporation
UBE0204D MATHEMATICS EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To understand the principles of curriculum construction with emphasis on
content and organization
� To acquint with equipments and Instructional Resources for Teaching
Mathematics.
� To know the impotance of computers in teaching and learning of
mathematics.
� To understand the impotance of learning theories and strategies in
mathematics.
� To acquint the skills of innovative models of mathematics teaching.
Unit I Principles of Curriculum Development in Mathematics
Curriculum development in mathematics - Need and Importance - Types of
curriculum development and strategies to be employed - stages of curriculum
development in mathematics - Different approaches followed in curriculum
development in mathematics.
Unit II Equipments and Resources for Mathematics Teaching
Text books: Importance, qualities, reference books, work book - Mathematics
Library - mathematics club and its activities. Mathematics teacher: Qualification,
Special qualities of mathematics teacher.
Unit III Computers in Mathematics Education
The role of computers in teaching and learning of mathematics - The uses of
application software packages - MS office-Word, Excel, Power Point presentation. The
uses of multimedia and internet and their applications to learning mathematics.
Unit IV Models of Teaching Mathematics and Class-room Interaction
Formation and application of mathematical concepts - Concept attainment
model, advanced organizer model, Jurisprudential Inquiry model.
Classroom interaction analysis (Flanders Interaction Analysis Category System)
and it implications in learning mathematics.
Unit V Learning Theories and Strategies
Individualised learning techniques - Concept mapping, Keller plan and learning
packages-Dalton plan-benefits, criticisms - supervised study - Programmed learning -
Computer Assisted Instruction.
Group learning techniques - Cooperative learning, Buzz sessions, Group
discussions - mathematical games – Fuzzy concepts in Mathematics.
Practicals
1. Preparation of model practical lab for maths
2. Developing the skills to participate in a mathematical club.
3. Organising mathematical clubs and the corresponding activities
4. Programmes in MS office
5. Analyzing the curriculum for Mathematics.
References
1. Mangal, S.K., & Mangal, S. Essentials of educationaltechnology and management Meerut: loyal book depot.2005.
2. Muthaiah.N. Romping of Numbers. Hyderabad: Neelkamal Publications.2009. 3. Kapoor, S.K The teaching of vedic mathematics. New Delhi: Lotus Press.2006. 4. Kulshreshtha, A.K, Teaching of Mathematics. Meeut: R.Lall Books Depot.2008. 5. Paswan, N.K., Modern Methods of Teaching Mathematics, New Delhi: Cyber tec
Publication, 2006. 6. Schwartz, S.L. Teaching young children mathematics. London: Atlantic Publishers &
Distributors (P) Ltd.2007 7. Sidhu, K.S The teaching of mathematics. New Delhi: Sterling Publisher Private
Ltd.2006. 8. Singh, Chitragada and R.P. Rohatagi. K, Teaching of Modern Mathematics, New Delhi:
Dominant Publications and Distributors, 2005. 9. Sundararajan S, Theory & Principles and Methods of Teaching school Mathematics,
The teacher’s publishing house, 1960. Servas, W., Varga, T., Teaching School Mathematics, UNESCO: 1995.
UBE0204E PHYSICAL SCIENCE EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64
Course Objectives
� To know the importance of Education Technology in teaching Physical
Science
� To understand well about curriculum construction
� To verify the qualities of a good science text book
� To gain the knowledge of constructing a good physical science laboratory
� Tog understand the qualities and qualifications of a good science teacher
Unit I Education Technology
Edgar Dale’s cone of Experience-Projected aids and Non-Projected aids - Audio
Visual Aids in Physical Science teaching - their importance. Uses of Educational
Broadcasts: Radio and TV Lessons. Teleconferencing or Interactive Television, Vedio
Conferencing, Edusat. Use of Internet in teaching Physical Science. E-learning -
Teaching machines, Virtual Universities.
Audio - Video Players - Tapes and CDs - OHP and transperancies, Slide and
Film projectors, Multimedia, Computers, Charts, models (Static and working) Flash
Cards, Pictures, Black board and Chalk, Flannel, Magnetic and Bulletin boards.
Unit II Curriculum Construction in Physical Science
Curriculum: Principles of Curriculum construction - Criteria of selection of
content matter - Organization of content, Critical evaluation of Tamilnadu Secondary
School Science curriculum.
Curriculum improvement projects in India (NCERT) and Abroad (CBA,
Nuffield Project), Chemstudy, PSSC.
Unit III Science Text Book
Qualities of a good science text book. Use of text books inside and outside class
room- Criteria for evaluation of Science text book - Science Libraries: values of
Science Library. A knowledge of all the concepts in Physics and Chemistry up to X/XI
standard, text books.
Unit IV Physical Science Laboratory
Physical Science laboratory: Selection of Physical facilities and Planning and
equipping - Organization and maintenance of laboratory - Storage of chemicals -
Records and Registers to be maintained –Improvisation of apparatus - Accidents and
first aid.
Co-curricular Activities - organization of science clubs - science exhibition and
fairs, fieldtrips and excursions.
Unit V Good Science Teacher
Qualities and Competencies of a science teacher: Inservice training of science
teacher - Improvement of professional competencies of science teacher. Management of
science class.
Attention to individual differences - Giving importance to problems raised by
students. Teacher Evaluation: Self - evaluation of teaching -Evaluation of teachers, by
pupils, by informal talk and administering questionnaire - Maintenance of records.
References
1. Aggarwal J.C.Essentials of Educational Technology. Innovations in
Teaching-Learning. Vikas Publications House. Delhi 2007.
2. Edger Dale, Audio-Visual Methods in Teaching, Revised Edition, Dryden
Press, New York.
3. Garrett, Statistics in Psychology and Education, Vakils, Feffer and Simons
Ltd, Bombay, 1979.
4. Guptha, S.K.Teaching of Physical Science in Secondary Schools, Sterling
Publications, 1985.
5. Sivarajan K. Trends and developments in Modern Educational Practices
Calicut University 2006.
6. Sivarajan.k, Faziluddin.A, Science Education, Methodology of Teaching and
Pedagogic Analysis. Calicut University.2000
UBE0204F BIOLOGICAL SCIENCE EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To enable the student teacher understand the principles of curriculum
� To help them organize biology laboratory
� To acquaint them with the management aspects of laboratory
� To help them understand the co-curriculum activities in biology
� To provide techniques of guidance and counseling for biology students.
Unit I Planning the Curriculum
Defining the term “Curriculum” and Principles of curriculum construction in
biology. Selection and arrangement of topics at various level. B.S.C.S and Nuffield
secondary science projects, NCERT curriculum. Plan of arrangement according to age
of pupils - analysis of the biology syllabus for standards IX, X, XI and XII. Biological
science learning – Primary, Secondary levels.
Unit II Biology Laboratory Organization
Defining the term ‘laboratory’ - need for planning the biology laboratory-
Advantages of laboratory in Biology teaching. Laboratory assistant and duties-
maintance of registers and records. Selection of apparatus and chemicals and purchase
of the apparatus for biology laboratory. Care and maintance of apparatus
Unit III Planning and Management
Special features of the Biology laboratory – Planning - Higher Secondary lab.
High School lab, all purpose lab. Organizing and conducting Biology practical works -
Laboratory accident - prevention and first aids.
Unit IV Co-Curricular Activities
Need and importance - different varieties of co-curriculur in Biology - Hobbies
in Biology - Biology club: Aims, Organization- Activities of Horticulture, Apiculture
and Sericulture. Role of the teacher, student and public in stimulating cocurriculur
programmes. Biology fairs and Biology exhibition: organization, values and its
importance in teaching Biology. Biological Science talent research.
Unit V Guidance and Counselling of Biology
Diagnosing the difficulties in learning biology - Suitable remedial measures -
The role of biology teacher, Headmaster and Public in providing guidance and
counseling biology activities. Characteristics of slow and gifted learners - Teaching of
biology to cater to the needs of different individual – home assignments and individual
practical as a measure of catering to varying needs of the pupils of Biology.Vocational
guidance and its importance in Biological science.
Practicals
1. Design and carry out simple investigatory projects in Biology
2. Preparation of improvise Biology Model
3. Preparation of Charts, Micro slides, Herbarium, stuffed animal-invertebrate,
vertebrate.
4. Preparation of food items (any three): preparation of Janatha fridge.
References
1. Chand and Tare, Educational Technology, Allahabad: Horizon Publishers, 1992.
2. Das.R.C, Seience Teaching in School, New Delhi: Sterling Publications Pvt. ltd.,
1992.
3. Jaganath Methanthi, Educational Technology, New Delhi: Deep and Deep
Publications, 1992.
4. Kochhaar.S.K, Guidance and Counselling in Colleges and Universities, New
Delhi: Sterling Publishers Pvt. ltd., 1992.
5. Koli.V.K, Teaching of Science, M/S. Krishna Bros Amristar: Hall Bazar, 1969.
6. Rai.B.C, Method of Teaching Science, Lucknow: Prakashan Kendra, Sitapura
Road, 1983.
7. Rajagopal.K, Teaching Biology, Govt. of Tamil Nadu, 1978.
8. Ratho.T.N and Ravi Prakash, Emerging Trends in Teaching Biology, Allahabad:
Horizon Publishers, 1996.
9. Sampath.K, Introduction to Educational Technology, New Delhi: sterling
Publishers Pvt. Ltd, 1992.
10. Sharma. R.C, Modern Teaching Science, Delhi Jullunder: J.C.Kanpur for
Dhanpet Rai and Sons, 1975.
11. Vedanayagam, E.G, Taching for College Teachers. New Delhi: Sterling
publishers Pvt. Ltd.1994.
UBE0204G HOME SCIENCE EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To familiarize the teacher-trainees with different tools for teaching Home
Science
� To familiarize the teacher-trainees with instructional aids in Home Science
� To help the teacher trainee to understand trends in Home Science
� To promote the study of Home Science as an academic and Vocational Course
� To help the teacher trainee to develop skills in organizing home science
laboratory.
Unit I Home Science Curriculum and Correlation in Home Science
Home Science Curriculum Development: Meaning - Concept - Principles of
Curriculum construction - Curriculum development - Organization of curriculum and
syllabus.
Correlation – Need - Types of correlation - correlation with other subjects,
Present syllabus - Defects in the Existing curriculum.
Unit II Area, Scope and Co-curricular Activities
Nature and Scope of Teaching: Food and Nutrition, Cookery, Household
management, Textiles, clothing and laundry, child development and mother craft,
Human relationship and health, First Aid and Home Nursing.
Co-curricular Activities: Importance of field trip - Organizing Exibition –
Organizing Home Science Club.
Unit III Home Science Teacher
Home Science Teacher: Competencies - Maintaining optimum physical and
mental health - Acquiring knowledge - Teaching efficiency - Professional ethics and
growth - Personality traits - Duties and Responsibilities - Teacher’s contribution to the
school and community.
Unit IV Home Science Laboratory, Library and Time Table
Home Science Laboratory - Organization of the laboratory - Laboratory
equipments and their maintenance. Library: Aim, need and organization. Time Table:
Need of the school time-table, various types.
Unit V Text Book of Home Science, Examination and Evaluation
Text books - Criteria of good text books - Critical review of Home science text
books used in Higher Secondary schools.
Achievement tests - Essay and objective types - Construction and uses of tests -
Diagnostic testing and remedial teaching.
References
1. Bloom and Benjamin (Ed.,) and others, Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook1: Cognitive Domain,
New York: David McKAY Company, 1965.
2. Broudy, Harry S and Palmer and John R, Examples of Teaching Method,
Chicago: Second Printing, Rand Mcnally & Co., 1966.
3. Chandra Arvinda, Fundamentals of Teaching Home Science, New Delhi:
Sterling publishers.
4. Dale Edgar, Audio Visual Methods in Teaching, revised edition, New York:
Rivehart and Winston, 1962.
5. Das, R.R and Ray Binita, Teaching of Home Science, New Delhi: Sterling
Publishers, 1989.
6. Devadas R.P, Teaching Home Science, All India Council for Teaching Science,
1976.
UBE0204H SPECIAL TAMIL EDUCATION-II
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UBE0204I ENGLISH EDUCATION-II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objective
� To acquaint with concept of in learning English
� To understand the innovative methodology of Teaching English.
� To evaluate qualities of an effective teacher.
� To familiarize with English curriculum
� To acquire the skills of doing content analysis in English text book.
Unit I
Approach method strategy and technique-Research findings on the effectiveness of
various methods and approaches - Quality in learning English - The Internet Power
Point Presentation – Merits - Language Lab – system – Types - Broadcast type library
type, computerized.
Unit II
Methodology of teaching English in the new millennium - Content basis - Silent
way – Suggestopedia - Strategopedia
Unit III
Evaluation – Testing - Approaches to testing - An efficient English teacher -The
living corpses - The competent - Multiple intelligence - Collaborative learning -
Pragmatic
Unit IV
Curriculum Designing - Content selection skill based, structure based, situation–
based, logical and psychological. Continuity and sequence curriculum revision
improvement NCERT English curriculum. Assessment of different school curriculum.
Unit V
An analysis of the Teaching items - Prescribed in standard VII to X in
Tamilnadu School Textbook committee.
References
1. Allen Campell, Teaching English Language, New Delhi: McGraw Hill
Publishers, 1972.
2. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s
University
3. Balasubramanian.T.A, A Text-book of English Phonetics to Indian Studies,
New Delhi: Macmillan, 2000.
4. Billows.F.L, The techniques of Language teaching, London: Longman, 2001.
5. Frisby, A.W., Teaching of English, London: Longmans, 1970
6. Gokak. V.K., English in India – Its present teaching, London: Longman
Future, Asia Publishing House, 1994.
7. Jack C.Richards and Theodore S.Rodgers., Approaches and methods in
Language Teaching, II edition, Cambridge: Cambridge University Press, 2005.
8. Jesa.M, Efficient English Teaching, New Delhi:APH Publishing
corporation,2005.
9. Mark Lester, Introductory Transformation Grammar of English, New Delhi:
Macmillan, 1977
10. Morris.L, The Art of Teaching English as a living, New Delhi: Macmillan
Publishers, 2000.
11. Sarah Freeman, Written Communication in English, London: Orient
Longmans, 1977.
12. Shaikh Mowla, Prabhakar Rao.M, Sarojini.B, Methods of teaching English,
New Delhi: Neelkamal Publication, 2004.
13. Applied linguistics-Study material-M.A. English-Mother Teresa Women’s
University
14. Adrian Doff-Teach English A training course for teacher-Cambridge teacher
training and development.
UBE0204J HINDI EDUCATION II Credit – 4 Max Marks: 100 Hours - 64 Course Objectives
� To make student-teachers conversant with modern trends and methods of
teaching Hindi
� To help teacher trainees in developing the four fold language skills in students
� To make student – teachers capable of developing communicative skills in Hindi
� To develop the skill of preparing teaching aids in Hindi
� To make student-teachers aware of different types of evaluation techniques in
Hindi
UNIT I MODERN TRENDS AND METHODS OF TEACHING
Models of teaching – programmed learning – instructional module – panel
discussions - seminars – simulated teaching - computer assisted instruction – their
importance in relation to the teaching of Hindi as second language.
UNIT II LANGUAGE SKILLS
Comprehension skills – Listening and reporting taped stories, speeches and
reports, commentaries etc on radio and Television - Oral work: Conversation,
discussion, Importance of good pronunciation – causes of wrong pronunciation –
Remedial measures - Objectives of teaching reading – Different types of reading –
Methods of teaching reading - Writing skills: The mechanics of writing – Different
Methods of teaching writing - Techniques to develop speaking skills – questioning and
answering in Hindi
UNIT III PREPARATIOIN OF LEARNING AIDS
To develop skill in preparing teaching aids – models, charts, pictures, posters,
cartoons, advertisement, magazine and newspaper articles, manuscript magazine, audio
cassettes, CD’s.
UNIT IV COMMUNICATIVE HINDI
Techniques to develop students’ skill in communicative Hindi, procedures for
the development of communicative skills of students in different situations – In
business, in conferences, in reporting, in daily life etc.
UNIT V EVALUATION
Importance, different methods, qualities of achievement tests, construction of
objective based test items, different types of questions – short answer type and essay
type – their relative importance in evaluation – construction of achievement tests,
diagnostic test and its uses.
References
1. Acharya Sithram Chathurvedi, Bhasha Ki Siksha.
2. Dr.Sreedharanantha Mukherji, Rashtra Bhasha Ki Siksha
3. P.G. Kamath, Anya Bhasha Sikshan Eak Bhasha vajanik Drishty
4. K.M. Siva Ram Sharma. Hindi Sikshan Kala.
5. Bhari Yogendra Jit. Hindi Bhasha Sikshan.
6. Shri Sathyanarayan Thripadi. Hindi Bhasha Aur Lipi Ka Aithihasic Vikas.
7. Dr.Ramakant Padak and Dr. Bnhagugadh Deekshi, Adhunik Hindi Vyakaraan
Aur Reehana.
8. Nanda Bulare Baj Peyi, Sahitya Sushama.
UBE0204K ECONOMICS EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To understand the importance of economics as a subject in the development of
the sustainable socio-economic development
� To help the pupils to develop instructional and learning strategies
� To enable the learners to develop proficiency in pedagogical aspect of
economics at higher secondary level
� To acquaint the pupils with the context domains of economics teaching at plus
one and plus two levels
Unit I Introduction
Importance of teaching economics as a subject at higher secondary level –
Current trends and challenges – Problems and prospects in economics teaching.
Unit II The Basic Divisions in Economics
The basic economic problems: Economic systems – traditional economy –
market economy – command economy – mixed economy
Unit III Equipment and Resources
Text books – Library – Computer lab – Audio Visual aids – Pupils Record –
Field Trips – Community resources – Evaluation – Economics Teacher
Unit IV Applications of Educational Technology in Economics
Programmed learning: Linear, Branching and methetic programmes; systems
approach and cooperative teaching methods applied in economics
Unit V Context in Economics Teaching at Higher Secondary Level
Text books on Indian Economics higher secondary first year, Tamil Nadu Text
book Corporation
Text book on Economic theory higher secondary second year, Tamil Nadu text
Book corporation.
References
1. Aggarwal, S.M. The Teaching of Economics, New Delhi, Prentice Hall, 1991.
2. Amita, Y., The Teaching of Economics, New Delhi: Deep and Deep Publication,
2001.
3. Chanhan, S.S, Innovations in Teaching- Learning Process, New Delhi: Vikas
Publications, 1979.
4. Dhinra Ishwar, C. The Indian Economy Environment and Policy, New Delhi,
Sultan Chand and Sons, 2001
5. Dreze.J. and Seu. A., Economic Development and social opportunity, New
Delhi: oxford University press, 1995.
6. Ganguli, Studies in Indian Economic problems, Chennai, Allied Publishers, 1978
7. Haijela, P.D, Goswari, M.P, Economic Performs and Employment, New Delhi:
Deep and Deep publications, 2000.
8. Johnston, J.N, Indicators of Education, London: Kogan page, 1981.
9. Karthick G.S., Teaching of Economics, New Delhi, Sumit Enterprises, 2005
10. Keits G. Lumsden, New Development in the Teaching of Economics, New
Jersey: Prentice Hall, 1967.
11. Knopt. Keynon. A. The teaching of Elementary Economics, New York:
James & Stauss, Holt Rinehart and Winston, 1960.
12. Kochhar S.K., Methods and Techniques of Teaching, New Delhi, Sterling
publishers, 1985
UBE0204L SOCIAL SCIENCE EDUCATION– II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To help the learners to understand the interdisciplinary topics in the secondary
school Social science subjects.
� To enable the learners to develop skills in the use of appropriate use of aids in
Social Science teaching.
� To help the pupils to develop interdisciplinary instructional and learning
strategies.
� To acquaint the learners with the content domains of social science teaching at
Secondary level.
� To develop skills among learners in o rganizing co-curricular activities based on
social Science learning.
UNIT I Correlation of Social Science in the Secondary Syllabus
Meaning, concept and dimensions of History, Geography, Civics and Economics
- Interlinkages.
UNIT II Content Domains in Social Sciences
Critical study of the Social Sciences syllabi of standards VI to X.
UNIT III Innovative Methods of Teaching Social Science Subjects
Problem solving method – textbook recitation – Project and Laboratory method
– Activity Based Learning Inputs – Dramatization – Role play – Innovative Teaching
Strategies.
UNIT IV Teaching Aids in Social Science Subjects
Application of time-line charts, maps, symbols and map-reading. Graphic Aids;
Radio, Television, Educational films, videos and Educational Technology aids. Field
trips and Exhibitions, Blackboards, textbooks, workbooks and community resources.
UNIT V
The Social Science Teacher - Pre-service and in-service training - continuous
and consistent learning of new inputs in social science domains
Practicals
1. Preparation of maps and charts
2. Picture Album
3. Field observations and reporting
4. Community based development initiatives
References 1. Bhattacharya Srinivas and Daiji D.R., Teaching Social Studies in Indian
Schools, Baroda: Acharya Book Depot, 1992.
2. Bining C. Arthur and Bining, Teaching the Social Studies In Secondary
Schools, New York: McGraw Hill Book Company, 1952.
3. Chauhan S.S: Innovations in Teaching – Learning Process, New Delhi: Prentice
Hall India ltd, 1981.
4. Copsill, G.H, The Teaching of Geography.NCERT, Practical Geography: A text
book for Secondary schools
5. Edgar Blue Wesley, Teaching Social Studies in High Schools, Boston: D.C
Heath& Co, 1950.
6. Kabir Kumayun and Mathai, The Teaching of Social Science in India, New
Delhi: A Universal Publication, 1968.
7. Memming James, The Teaching Social Studies in secondary school, London:
Longman Green &Co, 1950.
8. NCERT: Measurement and Evaluation. New Delhi,2003.
9. Pickles, T. Elementary Map – reading, Unesco Better History Text books.
10. Rambai and Patel : Educational theory and practice, New Delhi: Sterling
Publications,1982
11. Sampath, K., et al – Introduction to Educational Technology, New Delhi:
Sterling Publishers, 1992.
12. Taneja Vidya Ratha, Teaching of Social Studies, Chandigar: Mohendia Capital
Publishers, 1958.
13. Teaching of Social studies in Secondary school.Chaterjee National Atlas of
India, Survey of India, DehraDun.
14. Willey E.B. Teaching Social Studies in High School, Boston: Heeth & Co.,
1995.
UBE0204M COMPUTER EDUCATION II
Credit – 4 Max.Marks: 100 Hours – 64 Course Objectives
� To develop the ability to prepare and use the audio-visual aids and mass media
effectively.
� To develop the competency to construct and administer diagnostic and
achievement tests and to develop competence in evaluation techniques applied to
computer science.
� To understand the principles of curriculum construction with emphasis on
content and organization.
Unit I Curriculum Designing in Computer Education
Curriculum – Content – Principles - Selection of content - content organization -
logical and psychological, spiral and topical.
Unit II Equipments and Resources for Computers
Text books - Importance, qualities, Library - Importance and need. Computer
teacher - Qualification, special qualities of computer teacher.
Unit II Computer Education
Programming - Flow chart – MS office tools: MS Word, MS PowerPoint, MS
Excel, MS Front page, Web designing.
Unit IV Analysis of Content
Analysis of content prescribed for computer textbook XI and XII of Tamilnadu text
book committee.
Unit V Recent Trends in Computer Education
Recent trends in computer education - need for research in computer education -
online learning, e-learning, virtual learning.
References
1. Adam, D.M, Computers and Teacher Training: A Practical guide, New York:
Haworth Prentice, 1985.
2. Behera, S.C, Educational Television Programmes, New Delhi: Deep and Deep
Publications, 1991.
3. Coburn, P and et al, Practical Guide to computers in Education, Addison:
Wesley Publications, 1985.
4. Desmonde, W.H, Computers and uses, New Delhi: Prentice Hall, 1985.
5. Graeme, K, Blackboard to Computers: A Guide to Educational Aids, London:
Ward Lock, 1969.
6. Harley, Hahn, The Internet complete reference, New Delhi: McGraw Hill, 1996.
7. Leon Alexis and Leon Mathews, Fundamentals of Information Technology,
Chennai: Leon Press, 1999.
8. Rebecca J.Fiala, Jeff Grisenthwaite, Marin reid, Karl Schwartz, Cathy vescky,
Microsoft office 2000, PB Publications, New Delhi,2003.
9. Saxena, Sanjay, A First course in Computers, New Delhi: Vikas Pub., 2004.
10. Tauber, B, Mastering Front 2000, New Delhi: PB Publications, 2004.
11. Warner, Scoot, Teach Yourself Visual Basic 6, New Delhi: McGraw Hill
Publishing company, 2005.