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Study & Evaluation Scheme

of

Bachelor of Education (B.Ed.)[Applicable w.e.f. Academic Session 2015-16]

(Approved vide AC Meeting dated 13 Feb., 2016)

TEERTHANKER MAHAVEER UNIVERSITYDelhi Road, Moradabad, Uttar Pradesh-244001

Website: www.tmu.ac.in1

B.Ed. Semester syllabus applicable w.e.f. Academic session 2015-16 (130216)

http://www.tmu.ac.in/

TEERTHANKER MAHAVEER UNIVERSITY (Established under Govt. of U.P. Act No. 30, 2008)

Delhi road, Moradabad (U.P.)

Study & Evaluation Scheme of

Bachelor of Education (B.Ed.) SUMMARY

Programme : Bachelor of Education (B.Ed.)Duration : Two year course Medium : English/HindiMinimum Required Attendance : 75%Maximum credits : 90Minimum credits required for the : 86degreeEvaluation of theory Papers :

Internal Evaluation of theory Papers :

Evaluation of Practical :

Duration of examination :

To qualify the course a student is required to secure a minimum of 50% marks in aggregate including the semester end examination and teachers continuous evaluation.(i.e. both internal and external).

A candidate who secures less than 40% of marks in a course shall be deemed to have failed in that course. The student should have secured at least 50% marks in aggregate to clear the semester. In case a student has secured more than 40% in each course, but less than 50% overall in a semester, he/she shall re-appear in courses where the marks are less than 50% to achieve the required aggregate percentage (50%) in the semester.

2


External Internal Total70 30 100

Class TestI

Class TestII

Class TestIII

Attendance Total

Best two out of the three10 10 10 10 30

External Internal Total50 50 100

External Internal3 hrs 1.5 hrs

Question Paper Structure1. The question paper shall consist of eight questions. Out of which first question shall be of short answer type (not exceeding 50 words) and will be compulsory. Question No. 1 shall contain 8 parts representing all units of the syllabus and students shall have to answer any five (weightage 4 marks each). 2. Out of the remaining seven questions, student shall be required to attempt any five questions. There will be minimum one and maximum two questions from each unit of the syllabus. The weightage of Question No. 2 to 8 shall be 10 marks each.

Teerthanker Mahaveer University, Moradabad Faculty of Education

Two Year B.Ed. Syllabus 2015-16 First Year Syllabus of B.Ed. Programme

Semester - I

S.No. Course Code

Course/Paper Periods Credit Evaluation Scheme

L T P Internal External Total marks Core Courses

1. BED 106 Philosophical Perspectives of Education

04 04 30 70 100

2. BED 107 Psychological Perspectives of Education

04 04 30 70 100

Foundation Courses (Select Any One)3. BED 108 Foundation English 04 04 30 70 100

BED 109 lkekU; fgUnh 04 04 30 70 100 Optional Course ( Select Any One)

4.BED 118 Health and Physical Education 04 04 30 70 100BED 119 Work Education 04 04 30 70 100BED 120 Value education 04 04 30 70 100

Pedagogy Courses (Select Any One)5. BED

131/231Pedagogy of Hindi 04 04 30 70 100

BED 132/232

Pedagogy of English 04 04 30 70 100

BED 133/233

Pedagogy of Sanskrit 04 04 30 70 100

BED 134/234

Pedagogy of Social Science 04 04 30 70 100

BED 135/235

Pedagogy of Commerce 04 04 30 70 100

BED 136/236

Pedagogy of Computer Science

04 04 30 70 100

BED 137/237

Pedagogy of Home Science 04 04 30 70 100

BED 138/238

Pedagogy of Mathematics 04 04 30 70 100

BED 139/239

Pedagogy of Physical Science 04 04 30 70 100

BED 140/240

Pedagogy of Biology 04 04 30 70 100

Practicum6. BED 154 Practicum based on the

course/Paper00 10 05 50 50 100

Total 20 10 25 200 400 600

3


First Year Syllabus of B.Ed. Programme

Semester- II

S.No. Course Code Core Courses

Periods Credit Evaluation Scheme

L T P Internal External Total Marks

Core Courses1. BED 201 Sociological Perspectives of

Education04 04 30 70 100

2. BED 202 Information & Communication Technology and Micro Teaching

04 04 30 70 100

3. BED 203 Historical Perspectives of Education

04 04 30 70 100

Optional Courses (Select Any One)

4.BED 211 Educational Guidance &

Counselling 04 04 30 70 100

BED 212 Adult & Population Education

04 04 30 70 100

BED 213 Life Skills Education 04 04 30 70 100

Pedagogy Courses (Select Any One)

5. BED 131/231

Pedagogy of Hindi 04 04 30 70 100

BED 132/232


BED 133/233


BED 134/234


BED 135/235


BED 136/236


04 04 30 70 100

BED 137/237


BED 138/238


BED 139/239

Pedagogy of Physical Science

04 04 30 70 100

BED 140/240



course/Paper00 10 05 50 50 100

Total 20 10 25 200 400 600

4


Second Year B.Ed. SyllabusSemester – III

S.No. Course Code

Course/Paper Credits Evaluation Scheme

Internal External Total Marks

Practical

1. BED 351

School Internship 18 100 100 200

Total 18 100 100 200

This semester shall entail a school internship of 16 weeks where in the Ist week will be exclusivily dedicated to observing a regular class room with a regular teacher and would include peer observations, teacher observation in the next 15 weeks of internship the student teacher shall be engaged in teaching experience.

5


Semester – IV

S.No. Course Code

Course/Paper Periods Credits Evaluation Scheme


Core Courses1. BED

401Gender: School and Society 4 04 30 70 100

2. BED 402

Inclusive Education 4 04 30 70 100

3. BED 403

Environmental Education 4 04 30 70 100

Optional Courses (Select Any One)4. BED

411 Education of the Marginalised Groups

4 04 30 70 100

BED 412

School Leadership 4 04 30 70 100

BED 413

Educational Measuremnent and Evaluation

4 04 30 70 100

Practicum5. BED

451Practicum based on the course/Paper

00 8 04 50 50 100

6. BED 452

Teaching Skill-I 2 01 30 70 100

7. BED 453

Teaching Skill-II 2 01 30 70 100

Total 16 12 22 230 470 700

6


Teerthanker Mahaveer University, Moradabad Faculty of Education

Two Year B.Ed. Syllabus 2015-16 First Year Syllabus of B.Ed. Programme

Semester - I

S.No. Course Code

Course/Paper Periods Credit Evaluation Scheme

L T P Internal External Total marks Core Courses

1. BED 106 Philosophical Perspectives of Education

04 04 30 70 100

2. BED 107 Psychological Perspectives of Education

04 04 30 70 100

Foundation Courses (Select Any One)3. BED 108 Foundation English 04 04 30 70 100

BED 109 lkekU; fgUnh 04 04 30 70 100 Optional Course ( Select Any One)

4.BED 118 Health and Physical

Education04 04 30 70 100

BED 119 Work Education 04 04 30 70 100BED 120 Value education 04 04 30 70 100

Pedagogy Courses (Select Any One)5. BED

131/231Pedagogy of Hindi 04 04 30 70 100

BED 132/232


BED 133/233


BED 134/234


BED 135/235


BED 136/236


04 04 30 70 100

BED 137/237


BED 138/238


BED 139/239

Pedagogy of Physical Science 04 04 30 70 100

BED 140/240



course/Paper00 10 05 50 50 100

Total 20 10 25 200 400 600

7


Philosophical Perspectives of Education

Course Code – BED 106

Objectives: To enable the pupil teacher to- Understand the process and purpose of Education. Analyze the process and purpose of Education. Critically evaluate the philosophical context of Education. Construct the knowledge in real life situations and act upon it. Reflect upon different philosophical Schools of Thought. Understand the vision of Indian thinkers on practical aspects of Philosophy. Follow the ways of nurturing values and inculcating human duties.

Unit I Meaning, Nature and scope of education. Liberal and utilitarian education. Aims of education Individual and Social aims of education.

Unit II Meaning, Nature and Scope of Philosophy and its relationship with Education . Indian philosophical thoughts and their contributions to educational practices – Vedant Darshan and education. Jainism and Education.

Unit III Idealism Naturalism. Pragmatism Humanism

Unit IV Philosophical and Educational thoughts of Swami Vivekananda Shri Aurbindo Ghosh Mahatma Gandhi Rabindra Nath Tagore J. Krishnamurti

Unit V Philosophical and Educational thoughts of Plato Rousseau Pestalozzi Frobel John Dewey

Suggestive Readings

8


L T P C4 - - 4

A. S. Thakur and Abhinav Thakur: Teacher in Emerging Indian Society – Agarwal Publication Agra.

Brubacker J.S. ,Modern Philosophies of Education, New Delhi, Surjeet Pulication Harry Schofield, Philosophy of Education An Introduction , New York, Roultrdge Library

editions. N.R. Swaroop Saxena and Shikha Chaturvedi, Teacher in Emerging Indian Society R.lal

Book Depot Meerut,. Raman BihariLal and ShrimatiSunitaPalodh “Educational Thought and Practice,” R.lal Book

Depot Meerut. Ramshakal Pandey and Rana Balwant: Teacher in Developing Indian Society; “Sri

VinodPustakMandir Agra. S.M. Yunus Khan and Dr. Karan Singh; “Teacher in Emerging Indian Society.-Govind

Prakashan, Lakhimpur Kheri. J.S.Ross, Ground work of Educational theory. Ykky jeu fcgkjh] “kSf{kd fpUru ,oa iz;ksx] vkj0 yky cqd fMiks esjB yky jeu fcgkjh] f”k{kk ds nk”kZfud ,oa lekt”kkL=h; fl)kUr] jLrksxh

iCyhds”ku] esjB vksM] ,y-ds- %f”k{kk dh nk”kZfud i`’BHkwfe] jktLFkku fgUnh xzUFk

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ifCyds”ku] vkxjkA

9


Psychological Perspectives of Education


Objectives : To enable the student-teacher- To understand the psychology as a scientific discipline and it’s

application in education. to acquire knowledge and to understand the stages of human development and development

tasks with special reference to adolescent’s learners. to develop understanding of process of children learning in the context of various theories of

learning. to understand the development of personality and indentify the types and traits of personality. to understand the concept of intelligence and the process of memory.

Unit-I Meaning, nature, scope and utility of educational psychology for teachers. Human growth and development: Meaning and nature of growth and development, difference

between growth and development, factors influencing the development. Heredity and environment, importance of heredity and environment in Education. Stages of development of human beings. Aspects of development, cognitive, emotional,

social and moral). Developmental characteristics of adolescence and their education, need and problems of

adolescent and the role of teachers.

Unit-II Meaning and nature of learning, Theories of learning (Thorndike’s S-R, Pavlov’s Classical

conditioning, Skinner’s Operant conditioning, Kohler’s Insight, levels of learning. Teaching-learning process, factors affecting Teaching-learning (learner-related, teacher-

related, content-related, method of teaching-related and environment related), Acceleratory and obstructing teachers of learning.

Motivation and learning: Meaning, Nature, Factors and components of motivation, Maslow and Herzberg, how to motivate students in classroom situation.

Unit-III Intelligence: Meaning, Nature and theories of intelligence (uni-factor, two factor’s, three

factor, multi factor’s, group factor’s, and three dimensional -SI model). Measurement of intelligence creativity definition and development of creativity among children.

Personality: Meaning, Nature, types and theories (psycho-analytical theory, Allport’s trait theory and measurement of personality.

Unit-IV Individual differences: Meaning, Nature, Types, Areas of individual differences, Importance

of individual differences in education. Concept and types of exceptional children and characteristics of each type

including with children with learning disabilities.

Unit-V Statistics- Meaning and its use in education. Collection, classification and tabulation of data.

10


L T P C4 - - 4

Calculation and uses- central tendencies (mean, median and mode) and variability (quartile deviation and standard deviation)

Correlation (rank difference; meaning, use and calculation)

Suggestive Readings

Ausubel, D.P. Educational psychology, A congnitive view, New York. Allport, G.W. Personality: A psychological enterpretation, Hencary hold, New York. Crow, L.D. and A. Crow Educational psychology, American book company New York. Jaiswal, Sitaram : Advanced Educational Psychology, shri Vinod Pustak Mandir Agara. Mathur, S.S. (1975): Educational Psychology, Shri Vinod Pustak mandir, Agra. ekuo vkj0,u0 ¼2014½ mPprj f”k{kk euksfoKku vkj0yky0 cqd fMiks esjBA dqyJs’B] ,l0ih0% f”k{kk euksfoKku] vkj0yky0] cqd fMiks] esjBA xqIrk] ,l0ih0] vydk xqIrk %mPprj f”k{kk euksfoKku% fl)kUr ,oa O;ogkj]

“kkjnk iqLrd Hkou] bykgkcknA flag] ,0ds0% mPprj lkekU; euksfoKku] eksrhyky cukjlh nkl] ubZ fnYyhA

11


Foundation English

Course Code –- BED 108

Objectives: To enable the pupil teacher to- Understand the importance of reading, writing and speaking with intelligible and usage of

English in day to day conversation and official work. Develop Communication skill to enable the students to express fluently in English. Develop basic skills and competencies for formal and informal communication and

comprehension. Provide sufficient practice in reading, writing, listening & speaking the language.

Unit I:Functional Grammar- Pattern & Parts of Speech, Subject- Predicate, Noun, Pronoun, Adjective, Adverb, Verb, Verb phrase, Conjunction, Interjection.

Unit II: Vocabulary: Word formation, Prefix Suffix, Compound words, Synonyms, Antonyms, Homophones & homonyms . How to lookup dictionary

Unit IIIRequisites of sentence Writing: A good sentence, Fragmented Sentences, Rambling sentences, Parallel Comparison, Loose and periodic sentences, Paragraph writing- Principles, writing of single paragraph on different topics.

Unit IVCommunication: Meaning & Importance of communication, Process of Communication Channels of Communication, Barriers to effective Communication.

Unit VWriting Skill: Forms of letters, Classification of letters, Format of social/ formal letters. Letters of application, Social letters & friendly letters. Practicum: Workshop on Functional Grammar & Communication Skill.

Text Books:

Martin & Wren - High School English Grammar & Composition, S.Chand & Co. Delhi. Lewis Norman - Word Power made easy, W.R.Goyal. Publication & Distributors Delhi.

Reference Books: RamanMeenakshi&SharmaSangeeta,TechnicalCommunication-Principles&Practice–

O.U.P. New Delhi. 2007.Mohan Krishna & Banerji Meera, Developing Communication Skills – Macmillan India Ltd. Delhi

Rosen Blum M., How to Build Better Vocabulary – Bloomsbury Publication. London.

lkekU; fgUnh12


L T P C4 - - 4

Course Code- BED 109

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ikB~;&fo’k;&Unit-1 fgUnh /ofu;ksa dk Lo:i&

Loj vkSj O;atu laKk] loZeku] fdz;k] fo”ks’k.k] fdz;k fo”ks’k.k okD; lajpuk

Unit-2 fgUnh “kCn lajpuk& Ik;kZ;okph] lekukFkZd] foyksekFkZd] vusdkFkZd] vusd “kCnksa ds

LFkku ij ,d “kCn lewgkFkZd “kCnksa ds iz;ksx] fudVkFkhZ “kCnksa ds lw{e vFkZ&Hksn] lekukFkZd “kCnksa ds Hksn] milxZ] izR;;Unit-3 orZuh] fojke fpUg ,oa la”kks/ku

orZuh lEc/kh v”kqf);k¡] ek=kvksa dh v”kqf);k¡ orZuh lEc/kh v”kqf);ks ds dkj.k] orZuh lEc/kh v”kqf);ks ds lq/kkjus

mik;A fojke fpUg&iw.kZ fojke] iz”uokpd fpUg lEcks/ku ;k vk”p;Z fpUg]

funsZ”kd fpUg] vorj.k fpUgUnit-4 ys[ku lEcU/kh dkS”ky

fyf[kr Hkk’kk f”k{k.k ds mn~ns”; ys[ku dh fofHkUu fof/k;k¡] ys[ku ds nks’k fucU/k ys[ku] dgkuh ys[ku jk’Vªh;&vUrZjk’Vªh; rkRdkfyd ?kVukdzeksa ij ys[ku

Unit-5 fgUnh i=kpkj ,oa ys[ku vkSipkfjd i=kpkj vukSipkfjd i=kpkj jk’Vªh;&vUrZjk’Vªh; rkRdkfyd ?kVukdzeksa ij ys[ku

lUnHkZ&01& jktHkk’k fgUnh& xksfoUn nkl& fgUnh lkfgR; lEesyu] iz;kxA02& jk’VªHkk’kk vkUnksyu& xksiky ij”kqjke&egkjk’Vª lHkkA03& fojke fpUg& egsUnz jktk tSu& fdrkc?kj] fnYyh04& iz”kklfud ,oa dk;kZy;h fgUnh& jkeizdk”k] jk/kkd`’.k izdk”ku] fnYyhA05& iz;kstuewyd dkedkth fgUnh& dSyk”k pUnz HkkfV;k] r{kf”kyk izdk”ku]

13


L T P C4 - - 4

fnYyh06& iz”kklfud fgUnh fVIi.k] izk:i.k ,oa i= ys[ku& gfjeksgu] r{kf”kyk izdk”ku] fnYyh

Health and Physical Education


Objectives: To enable the student-teacher-

to introduce the concept of holistic health. to understand the various dimensions and determinants of health. to acquaint them with school health programme and its importance. to understand the need and importance of physical education. to make them aware of the benefits of physical fitness and activities for its development. to introduce them the need of Yoga and its importance.

Unit-I

Meaning and definition of physical education, Aims and objectives of physical education, Need and importance of physical education in different levels of school, Misconceptions about physical education

Concept, dimensions and determinants of health. Health Education: Concept, aims, objectives and scope. School health programme and role of teacher in the development of health.

Unit-II

Physical fitness: concept, factors affecting, benefits and assessment of physical fitness.

Need and importance of physical activities at school level. Classification of foods, balance diet, role of various nutrients, vitamins and their role,

malnutrition, adulteration of food.

Unit-III

Personal and environmental hygiene: Concept and importance. Care of skin, mouth, nails, clothing, and bathing etc., brief account of housing, water

supply, sewage and proper disposal, Development of personal and environmental hygiene.

Concept of first aids, importance of knowledge of first aids for the school teacher, first aids for sun stroke, snake bite, dog bite, fracture, etc.

First aid box and its importance in school.

Unit-IV

14


L T P C4 - - 4

NMEP (National Malaria Eradication Programme), DDCP (Diarrhea Diseases Control Programme), National TB Control Programme.

STD Control Programme, NFPP (National family Planning Programme), Polio and Leprosy Control Programme.

International Health Agencies: WHO, UNICEF, UNDP.Unit-V

Yoga: Introduction, meaning, type and need. Misconception about Yoga Various Yogic postures (Asanas), surya namaskara and its importance. Importance of Meditation in school, importance of Yoga practice in school. Importance of Yoga for teacher.

Suggestive Readings

Park, J.E. and Park, K. “Text Book of Preventive and Social Medicine”. 2002 Uppal A.K., Physical Fitness, Friends publication India, 1992 Singh Ajmer “Essentials of Physical Education”. Ludhiana: Kalyani Publishers. Gala. D.R. and Gala. Dhiran “From fat to fit” Kaul. H. Kumar “ Yoga for Health” New Delhi: New Light Publishers Saraswati S.N., (2012) Gheranda samhita Munger, Bihar: Yoga publication Trust.

15


Work Education


Objectives: To enable the pupil teacher to-• To acquire knowledge of the various aspects of vocational education in

India.• To understand the dynamics of the development of vocational programmes

in India with respect to those which play a significant role in increasing productivity.• To develop healthy attitude towards vocational education. • To appreciate the significant changes in the field of vocational education in India.

UnitI• Meaning and Concept of Nai Talim • Historical perspectives: Macaulay’s Education Policy. Gandhi’s philosophy of Work Education,

Wardha Commission report 1938 • Commissions and Education Policies and their recommendations on Work

experience/ Work Education, post independence: Education Commission 1964, Secondary Education Commission 1958, Ishwar bhai Patel Committee report (1977), NPE 1986 , POA 1990, NCF 2005 and current status.

Unit II• Concepts – Education and technical education – Need and importance. Human resources

development – skilled manpower – productivity – Vocational Education –Meaning and Definition

• Work experience-concept – distinction between work experience and vocational education. • S.U.P.W. : Concept and Objectives

Unit III • Concept of work and Hands on activities. • Concept of work and rationale for integration of work in Education • Psychological basis for work in education: Dewey, Piaget, Vygotsky • Constructivism and Work Education

Unit IV • Essential and Elective Work Education • Techniques/ methods of Teaching work education. • Objectives, Need and Significance and objectives of Work Education • Evaluating students work (Preparing Rating scales, check list, Anecdotal records) • ITI and polytechnic–need and importance-classification, admission process

– course of study – organization and administration at state level

Unit V16


L T P C4 - - 4

• Theories of integrated education and its educational implications • Pedagogy of teaching learning of work education • Planning lessons integrating work in education • Significance of integrating work in Education • Linkages of community and school

Suggested Readings

• Banerjee N P (1995) Work Experience in General Education, Ambala, Associated Publishers • Education commission (1964-66), Report of Government of India • Kaul ML(1983) Gandhian Thoughts of Basic Education ; Relevance and Development Journal of Indian Education 8(5) p 11-16 • Mahmood S (1996) Work Experience, Its Role in Educational Process in Co Curricular Activities edited by Farooqui SK and Ahmad I, New Delhi Jamia Millia Islamia, ND • Position Paper National Focus Group On Work And Education, NCF 2005, NCERT • Report National Policy on Education 1986 , Govt of India Government of India, • M.K. Gandhi The story of my experiments with truth, Navjivan Trust • Tarun Rashtriya, Vocational Education(2005), APH Publishing Corporation, New Delhi,

17


Value Education


Objectives: To enable the pupil teacher to-

To understand the need and importance of value –Education. To understand the process of value education. To differentiate the indicator of values. To appreciate role of values in life. To understand the different methods of value education.

Unit-I

Nature and sources of values. Biological, psychological, social and ecological determinants of values and their bearing on education.

Classification of values: material, social, moral and spiritual values, status of values, how values can these be realized through education.

Need of value education for a teacher.

Unit-II

Values in Indian culture- Tolerance and Peace Universal brotherhood Values in Indian Constitution and Fundamental Duties of citizens. Characteristics of instructional material for values.

Unit-III

Personal and social values. Social, moral, spiritual and democratic values on the basis of expectation of society. Value Conflicts: Identification of emerging issues. Design and development of instructional material for nurturing values.

Unit-IV

Development of values as a lifelong process, Teaching of values as an integral part of education.

Unit-V

Traditional Methods of value development: Storytelling, Ramleela, Tamasha , Street play and folk songs.

Causes of values crisis: material, social and economic.18


L T P C4 - - 4

Role of school: Every teacher as teacher of values, School curriculum as value laden. Moral dilemma (Dharmsankat) and one’s duty towards self and society.

Suggested Readings:

Jois, M.Rama, Human Rights and Indian Values, NCTE 0-2/10 Safdarjung, Development Aren. Shri Aurobindo marg, New Delhi 110016.

Franked J.R. (1977):How to teach about values, prentice Hall International, Publication, New York. Gupta N.L. (1986):Value education; Theory and practice. Krishna Brothers, Ajmer.

Sharma R.A (2009): Human Value of Education, R.Lal Book Depot, Meerut.

19


Pedagogy of Hindi

Course Code – BED 131/231

Objective : To enable student-teacher to understand about - The nature and characteristic of Hindi language and its importance. The required skill and their interlinks for mastering Hindi. Planning for successful Hindi teaching. Different methods and techniques for teaching Hindi. Audio-visual Aids' for teaching of Hindi. Evaluation for teaching of Hindi.

Unit Ii. The nature and characteristics of Hindi language, it's phonology, morphology and syntax.ii. The importance of Hindi in the school curriculum in India.iii. Aims and objectives of teaching Hindi at secondary and Higher secondary stages.

Unit IIi. General principles of curriculum construction.ii. A critical appraisal of the existing secondary school curriculum in Hindi.iii. General Principles of Teaching Hindi.iv. Problems of teaching Hindi at school level.

Unit IIIi. Audio - visual Aids for teaching of Hindi.ii. Use of test book and criteria of a good text book of Hindi.iii. Qualities of a good Hindi teacher.iv. Language (Hindi) room and library.

Unit IVi. Methods of developing listening, speaking, reading and writing skills.ii. Methods and techniques of improving pronunciation and correcting spelling mistakes.iii. Methods of teaching prose, poetry, drama, story, composition and grammar.iv. Planning of lessons for prose, poetry, drama, story, composition and essay writing.v. Use of literary activities in teaching of Hindi.

Unit - Vi. Evaluation: meaning and importance.ii. Comprehensive and continuous evaluation (CCE) in Hindi.iii. Diagnostic tests and remedial teaching.

20


L T P C4 - - 4

iv. Preparation of achievement test.

Suggestive Readings

Chhatriya. K. (1989); Matra Bhasha Shikshan, Vinod Pustak, Mandir, Agra. Mangal, Uma (1991); Hindi Shikshan, Arya Book Depot, Delhi.

Pandey, R.S. (1992); Hindi Shikshan, Vonod Pustak Mandir, Agra. Singh, N.K. (1993), madhyamic Vidhyalayon mein hindi shikshan, Rajasthan Hindi granth

academy, Jaipur. Singh, Savitri (1992), Hindi Shikshan, Loyal book Depot, Meerut. Shrivastava R.P. (1979) Teaching of Reading, Bahri publication, New Delhi. Girish, Pachauri,

Hindi Shikshan] R. Lal Book Depot, Meerut. HkVukxj] feuk{kh% fgUnh f'k{k.k] Jh fouksn iqLrd efUnj] vkxjkA 'kekZ] ekrZ.M% fgUnh f'k{k.k] 'kkjnk iqLrd Hkou] bykgkckn A

21


Pedagogy of English


Objective : To enable the pupil teacher to- The nature and characteristics of English language and its importance. The required skills and their inter-links per mastering English. The various approaches for planning for successful English teaching. The approaches and methods for teaching different aspects of English. Aids and other similar available material that could be used for teaching English. The techniques of obtaining feedback for self- evaluation and evaluation of students. success

in learning and using English language.

Unit I

i. The nature and characteristic of English language.ii. Aims and objectives of teaching English at the secondary and higher secondary stage.iii. Present position of English in the school curriculum and its importance in India.iv. General principles of English curriculum constructionv. Board principles of teaching English.

Unit II

i. Methods : Translation method, the direct method, substitution method, look and learn method, bilingual method, structural approach.

ii. The procedures of teaching prose, poetry, translation and composition.

Unit III

i. Place of Grammar in teaching of English.ii. Advantages and disadvantage of teaching Grammar.iii. Audio-visual Aids in teaching of English.iv. Low cost and no-cost teaching aids. in teaching of English.v. Qualities of a good English teacher.

Unit IV

i. Evaluation: meaning and importance.ii. Tools and devices of evaluation.iii. Comprehensive and continuous evaluation in English.iv. Preparation of achievement test.

Unit V

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i. Lesson planning- in English prose, poetry, translation and composition.ii. A critical appraisal of the existing secondary school curriculum in English.

References :

Chaturvedi, M.G. A contractive study of Hindi - English phonology". Frisby, A.W. Teaching English : Notes and comments in teaching English. Gimson, A.C. An Introduction to the pronunciation of English : Edward Arnold,

Second Edition, London. Sharma, R.A.; Teaching of English, R.Lall book Depot, Meerut. Gupta, P.K.; Teaching of English, R.Lall book Depot, Meerut. Rai, Geeta : Teaching of English, R.Lall Book Depot, Meerut. Pahuja, Sudha; Teaching of English, Shri Vinod Pustak Mandir, Agra.

23


Pedagogy of Sanskrit


Objectives: To enable the pupil teacher to- The nature and characteristics of Sanskrit language and its importance. Planning for successful Sanskrit teaching. Different methods and techniques for teaching Sanskrit. Audio-visual aids for teaching Sanskrit. Evaluation for teaching of Sanskrit.

Unit I Sanskrit : its phonology, morphology and syntax and importance of Sanskrit in Indian

society. The position of Sanskrit in the school curriculum : its literacy, cultural and linguistic value,

its relations with modern Indian language. Aims and objectives with specification of teaching Sanskrit (cognitive, affective and

psychomotor domains) in behavioral terms.

Unit II Need, bases and principles of curriculum construction. Precaution in developing curriculum of Sanskrit. Evaluation of present secondary school curriculum of Sanskrit and Suggestions for

improvement.

Unit III Teaching Methods : Pathshala method, Bhandarkar Method, Textbook Method, Direct

method and the Elective method. Oral work and pronunciation, recitation of passages from prose and poetry, their aims and

teaching methods. Text book of Sanskrit- Characteristics and Evaluation procedure of text book.

Unit IV Teaching aids of Sanskrit, Qualities of a good Sanskrit teacher. Lesson plans for teaching of prose, poetry, grammar. Composition, translation, drama, rapid reading and spelling in Sanskrit.

Unit Vi. Evaluation inteaching of Sanskrit and its need.ii. Formative and Summative Evaluation.iii. Comprehensive and continuous Evaluation in Sanskrit.iv. Preparation of achievement test.

24


L T P C4 - - 4

Suggestive Readings

'kekZ f'k[kk^^laLd`r f'k{k.k** vxzoky ifCyds'ku] vkxjkA ik.Ms; MkW0 jke'kdy] laLd`r f'k{k.k] fouksn iqLrd efUnj] vkxjkA oRl MkW0 oh0,y0 ^^laLd`r f'k{k.k** fouksn iqLrd efUnj] vkxjkA feRry MkW0 larks"k^^laLd`r f'k{k.k **] vkj0yky cqd fMiks] esjBA

25


Pedagogy of Social Science


Objectives: To enable the pupil teacher to- Appreciate the need for learning Social Science. Develop the knowledge about the basic principles governing the construction of social

science curriculum. Develop the classroom skills needed for teaching of social science using modern

methodology. Acquire the ability to plan for instruction. Acquire the ability to develop instructional support materials.

Unit I

The need for teaching social science in school. Concept of social science and how it differs from other social science like History, Civics, Economic, Geography and Sociology.

Objectives of teaching social science at upper primary and higher secondarylevels. Discipline - oriented teaching of social science and socialreconstruction approach.

Principles of designing social science curriculum with weight-age to be given for each component subject studies areas, approaches to organizingsocial science curriculum in terms of correlation, integration, unit and chronological approaches.

Unit II

Meaning and importance of instructional strategies for teaching social science in term of specific method like lecture, lecture - cum discussion, project and source method, socialized recitation and supervised studies.

Lesson Planning- Herbartian Evaluation, NCERT and RCEM Approaches Lesson Planning - specification to clarify planning vise lesson, unit and year plans, micro-

teaching lesson plans for developing the, skills of introduction, explanation, black board writing, questioning, stimulus variation and providing illustration with relevant examples.

Knowledge of key concepts of Geography, Economics, History and civics subjects at secondary school level.

Unit III

Resources : Primary and Secondary, Library, Natural flora and fauna, People, Institutions Audio-visual aids - need, types and its uses in Social Science teaching. Qualities of a good social science teacher.

Unit IV

26


L T P C4 - - 4

Arranging and organizing field trips to places of cultural importance through planning, preparing, executing, recording and follow-up the field trip for learning the under lying importance of the subject.

Team teaching. Organization of social studies club. Organization of thought provoking programmes like Quizzes, word searches etc.

Unit V

Purpose of evaluation in social Science, formative & summative evaluations and their features.

Diagnostic test and remedial teaching. Objective and essay type. Comprehensive and continuous Evaluation in Social Science. Preparation of achievement test.

Suggestive Readings

Sharma, R.A. 'Teaching of social studies' - R.Lal Book Depot, Meerut. Saxena, Mishra & Mohanti, 'Teaching of Social Science' R.Lall Book Depot,Meerut. Sahu, Surendra Kumar, 'Teaching of social science'. Wesley, E.b. Teaching Social studies in high school. Bining & Bining, 'Teaching social studies in secondary school'. jkBkSj]MkW0dqlqeyrk]^^lkekftdfoKkuf'k{k.k**]vkj0yky0

cqd fMiks] esjBA eaxy ,oa fllkSfj;k] ^^ lkekftd v/;;u f'k{k.k** flag ,oa jktiwr] ^^ lkekftd foKku vkSj mudk f'k{k.k** R;kxh] xq:ljunkl] ^^lkekftd v/;;u dk f'k{k.k** fouksn iqLrd efUnj] vkxjkA

27


Pedagogy of CommerceCourse Code – BED 135/235


Appreciate the importance of integrating the knowledge through multidisciplinary approach. Develop the keen insight of using different strategies, methods and skills for transfer of

knowledge. Develop the competence of instructional planning. Develop the skill of using teaching-learning resources and creating instructional material

competently.Unit-I

Nature and scope of commerce. Importance of commerce and Aims of teaching commerce. Curriculum: Course of study in commerce, a critical appraisal of the existing syllabus: in

course, suggestions for improvement.Unit-II

Methods of teaching commerce, Lecture, Project, Unit, Discussion. Lesson planning. Audio-visual Aids and their use in teaching of commerce

Unit-III Text books, criteria of good text books in commerce, critical appraisal of the present text

books in commerce, suggestions for improvement.Unit IV

Social responsibilities of business, consumer awareness, E-Commerce and E-Business. Qualities of a good commerce teacher

Unit-V

Different type of test (Essay type, short answer type and objective) their construction and administration.

Knowledge of the subject matter content up to high school.

Suggestive Readings

Singh, R.P. 'Teaching of Commerce' - R. Lal Book Depot, Meerut. Chandar, S.C. and Sharma 'Teaching of Commerce' - R.L.Book Depot,Meerut. flag] MkW0jkeiky^ôkf.kT; f'k{k.k** vxzoky ifCyds'kUl] vkxjkA R;kxh] MkW0 xq: 'kj.k nkl & ^ôkf.kT; f'k{k.k** vxzoky ifCyds'kUl] vkxjkA 'kekZ] ;ksxs'k dqekj & ^^cgh [kkrk f'k{k.k** vxzoky ifCyds'kUl] vkxjkA lDlsuk] mn;ohj^ôkf.kT; f'k{k.k** & fouksn iqLrd efUnj] vkxjkA

28


L T P C4 - - 4



Objectives: To enable the pupil teacher to- Develop a broad understanding of the principles and procedures used in computer science

education. Develop their skills necessary for preparing international accessories. Know the methods of planning instruction for the classroom. Learn successfully various methods of teaching computer science and use them judiciously. Manage introduction activity in such a way that the vast majority of the learner attain most of

the objectives.

Unit I

Need and importance of computer in education, significance of teaching computer in secondary/senior secondary schools.

Objectives based teaching of computer science-(a) General objectives of teaching computer science.(b) Classification of educational objectives (bloom's taxonomy).(c) Statement of specific objectives in behavior terms.

Unit II

Co-operative Learning Approach, Demonstration-cum-Discussion Method. Personalized Instruction System Approach Multimedia Approach.

Unit III

Importance of Planning a lesson. Importance, Preparation and use of Teaching Aids. Organizing a computer Laboratory.

Unit IV

Meaning and importance of evaluation. Comprehensive and continuous evaluation (CCE) in computer science. Development of test items objective type, short answer type, essay type. Preparation of an Achievement Test. Analysis and Interpretation of Test results.

29


L T P C4 - - 4

Unit V

Basic Programming. Data Representation. Computer Organization Operating Environment. Computer Network.

Suggestive Readings

Agarwal V.B. Computer Science for Class XII Dayal, Deam, Gottfriend, D. (1966), Computer Science for Class XI and XII outlines of theory

and problems of programming with Basic including expanded micro computer basic section, New York : MC Graw Hill Publication.

Sharma, A.H. Computer Science for Class XI and XII. Hunt, jaggi, Raja Raman V. (1986) "Computer Science for class XII' fundamentals of

computer : PHI Publications. Goel, Hemant Kumar "Teaching of Computer Science" R.Lal Book Depot, Meerut. xks;y] gseUr dqekj] ^dEI;wVj foKku f'k{k.k* vkj yky cqd fMiks] esjBA

xks;y] gseUr dqekj] dEI;wVj f'k{kk] vkj yky cqd fMiks] esjB

;kno] ds0ds0] ^^dEI;wVj f'k{kk** vxzoky ifCyds'kUl] vkxjkA vjksjk] jatuk] ^^f'k{kk es dEI;wVj ,oa lapkj dkS'kyksa dk iz0 ,oa fodkl**]

vxzoky ifCyds'ku] vkxjkA

30


Pedagogy of Home Science



Develop a board understanding of the principles and procedures used in Modern Home Science education.

Develop their essential skills for practicing modern Home science education. Develop their skills necessary for preparing international accessories. Prepare acceptance lesson models which lay down this procedure to the adopted for preparing

designs of lessons. Manage introduction activity in such a way that the vast majority of the learners attain most

of the objectives.

Unit I

The concept of Home Science : Meaning and components; place of home science in secondary education.

Aims and objectives of teaching of Home Science at secondary and higher-secondary level. Writing objectives in behavioral term. Correlation of Home Science with other school subjects.

Unit II

Foods, Nutrition and Health. Child Care. Fiber and Fabric. Home Management - importance of planning, principles of budget making. Hygiene and sanitation.

Unit III

General principles and methods of teaching Home Science - project method, discussion method, demonstration, practical, individual work.

Micro-teaching skills - explanation, questioning, illustration, stimulus - variation and black board writing.

Unit IV

Development and designing of curriculum. Teaching aids - classification, importance and uses. Concept of lesson plan, preparation of lesson plan. Criteria of Good text book. Planning of space and equipment of Home Science laboratory.

31


L T P C4 - - 4

Unit V

Evaluation in Home Science - Meaning and importance. Comprehensive and continuous evaluation (CCE) in Home Science. Evaluation devices - Written, oral, observation, practical work, assignment. Preparation of achievement test.

Suggestive Readings

Sharma B.L. and Saxena B.M., Teaching of Home Science, R.L. Book Depot, Meerut. 'kekZ ,.M lDlsuk ^^x`gfoKku f'k{k.k** vkj0yky cqd fMiks] esjBA MkW0 efgek xqIrk] ^^x`gfoKku f'k{k.k** vkj0yky0 cqd fMiks esjBA ts0ih0'kSjh] ^^ x`gfoKku f'k{k.k**] & vxzoky ifCyds'kUl] vkxjkA

32


Pedagogy of Mathematics


Objectives: To enable the pupil teacher to- Understand and appreciate the uses and significance of mathematics in daily life. Learn successfully various approaches of teaching mathematics and to use them judiciously. Know the methods of planning instruction for the classroom. Prepare curricular activities and organized the library and book in it as per the needs. Appreciate and organize activities to develop aesthetic of mathematics. Obtain feedback both about teaching as well as students learning.

Unit I

Meaning and nature of mathematics, Uses and significance of Mathematics Contribution of Indian Mathematician - AryaBhatt, Brahmagupta, Bhaskarachrya and

Ramanujam. Contribution of Foreign Mathematician- Euclid, Pythagoras and Rene-Descartes. Aims and objectives of teaching of Mathematics at secondary and higher secondary school

stage. Objectives of teaching mathematics in terms of behavioral outcomes.

Unit II

Methods : inductive - deductive, analytic - synthetic, problem solving, heuristic, project, laboratory.

Techniques : oral, written, drill, assignment, supervised study, programmed learning, Cooperative learning, Brain storming and concept mapping.

Unit III

Meaning and Importance of lesson plan Performa of lesson plan (Herbart , Bloom ,RCEM and NCERT approaches)and its

rationale for unit plan and year plan. Developing/preparing low cost improvised teaching aids, relevant to local ethos. Skill in maintaining and using black board, models, charts, T.V. films, video tapes and

VCR. Application of computer in teaching of Mathematics, CAI

Unit IV

Principles and rational of curriculum development, Organizing the syllabi both logically and psychologically according the age groups of children.

Planning activities and methods of developing the substitute/ alternative material to the prescribed for completing the syllabi, Organization of library.

Text book in mathematics - qualities of a good text book in mathematics.33


L T P C4 - - 4

Using Mathematics as a game for recreation; organizing quiz programmers, skill-development in answering puzzles riddles, magic squares, word search etc.

Learning about the short cuts mentioned in Vedic mathematics Development of math's laboratory, Maths Club

Unit V

Evaluation in mathematics in terms of cognitive, affective and psychomotor behavioral development.

Need of Evaluation. Comprehensive and continuous evaluation (C.C.E.) in Mathematics. Development of test item (short answer and objective type). Diagnostic testing and remedial teaching.

Suggestive Readings

Davis, D.R. The teaching of mathematics', Addition Wesley press, London. Fexmont and Herbert; 'How to teach Mathematics in secondary school', w.b. saurders

company, London. Kulshrestha, A.K.; 'Teaching of Mathematics', R.Lall, Book Depot, Meerut. Vishnoi, Unnati;

'Teaching of mathematics', Shri Vinod Pustak Mandir,Agra. Pratap ,Naresh, Teaching of mathematics, R.Lall book Depot, Meerut. jkor] ,e0,l0 ,.M vxzoky ,e0Mh0 ,^^xf.kr f'k{k.k**, fouksn iqLrd efUnj]

vkxjkA flag] lksju & xf.kr f'k{k.k, vxzoky ifCyds'kUl] vkxjk A


34


L T P C4 - - 4


Objectives: To enable the Pupil teacher to Develop broad understanding of principles and knowledge used in physical science

education. Develop their essential skills for practicing physical science education. To create interest and develop scientific attitude among the students. Know various approaches and methods of teaching physical science. Prepare lesson planning of physical science properly. Organize science exhibitions, science fair, and other activities.

Unit-I

Nature of science, Impact of science on modern communities Globalization and Science. Correlation of science with other subjects Aims and objectives of teaching physical science at secondary level. Blooms taxonomy of educational objectives. Writing instructional objectives.

Unit-II

Method of science teaching-Lecture cum demonstration method Project method, Heuristic method, Laboratory method.

Innovative instructional method: Tutorial, Seminar, Brain Storming Micro – Teaching, Programmed teaching , Team teaching and CAI (Computer Assistance Teaching).

Unit-III

Unit planning and Lesson planning: basic elements, characteristics, significance Use of RCEM approaches in developing lesson plan Designing Lesson plan for science teaching in school Teaching learning materials and improvised apparatus importance and construction.

Unit IV

Curriculum organization using procedures like concentric, topical, process and integrated approaches,

Curriculum accessories and support material- text books, journals, handbooks, student’s workbook, display slides

Co-curricular Activities: Excursion, Science museums, Science club, Science Projects and Science fair

Unit V

Concept of evaluation & measurement, Formative and summative evaluation

35


preparing various kinds of objectives tests. Diagnostic testing and remedial teaching Preparation of achievement test

Suggestive Readings

Gaez, Alert v; 'Innovation in science education', world-wide Paris, The UNESCO press, Paris.

Heiss, obourn and hoff man, 'Modern Science teaching,' Mc Millan co, N.V. Kuhn David J; Science Education in a changing society'; Science Education56 (3) 1972.

Sharma, R.C. (1981): 'Modern Science teaching', Dhanpat Rai and sons, Delhi. Kulshrestha, S.P.; 'Teaching of science,' R.Lall Book Depot, Meerut. HkVukxj] ,0oh0 % ^^fQftdy lkbUl f'k{k.k]** vkj0yky0 cqd fMik] esjBA ekgs'ojh] ch0ds0 % ^^foKku f'k{k.k**] Jh fouksn iqLrd efUnj] vkxjkA fo'uksbZ] mUufr % ^^foKku f'k{k.k**] vkj0yky0 cqd fMiks] esjBA dqyJs"B] ,0ds0 % foKku f'k{k.k] vxzoky ifCyds'kUl] vkxjkA bUVjusVA

Pedagogy of Biology

36


L T P C4 - - 4



Develop a broad understanding of the principles and procedures used in modern life science education.

Develop their essential skill for practicing modern lifescience education. Develop their skills necessary for preparing international accessories. Prepare acceptance lesson models which lay down this procedure to the acceptance for

preparing designs of lessons. Manage introduction activity in such a way that the vast majority of the learners attain most

of the objectives.

Unit I

Meaning and nature of Life Science. Path tracking discoveries and land mark development in Life Science. Impact of Life Science on modern communities.

Justification for including Life Science as a subject in school curriculum, professions in the area of Life Science, Eminent Indian and world Life Scientists-an introduction.

General aims and objectives of teaching Life Science at secondary and higher secondary school stage, Instructional objectives with special emphasis on Bloom's Taxonomy.

Concept of entering and terminal behavior.

Unit - II

Methods - Lecture, Demonstration, Heuristic, project, laboratory, problem solving. Techniques - Team teaching, Micro-teaching, computer assistance teaching.

Unit III

Biology club School gardening. Maintenance of aquariums, herbariums and vivarium. Excursions. Life Science project.

Unit IV

i. Content analysis, pedagogical analysis of content (Talking an example of any one topic of Life science)

ii. Developing unit plans and lesson plans.(a) Principles and approaches for curriculum development, curricular framing according

to local needs.(b) Critical evaluation of the present Life science curriculum at the secondary stage and

suggestion for its improvement.Unit V

Preparation and development of improvised apparatus,

37


Preparation, selection and use of teaching aids. Curriculum accessories and support material - text books, journals, handbooks, student's

work book. Developing tests for measuring specific outcomes - cognitive outcomes, affective outcomes

and psychomotor outcomes. Preparation of achievement test. Measurement : meaning and need, evaluation meaning and types, Formative and summative

evaluation, Diagnostic testing and remedial teaching.

Suggestive Readings

Green. T.C. The Teaching and learning biology,' Allman and sons, London. Kulshrestha, S.P. : 'Teaching of biology,' Aggrawal Publications, Agra. Pahuja, sudha : 'Teaching of Life science,' R.Lall Book Depot, Meerut. ekgs'ojh] ch0ds0 % ^^tho foKku] f'k{k.k**] vkj0yky0 cqd fMiks] esjBA HkVukxj] ,0ch0 % tho foKku f'k{k.k 'kkjnk iqLrd Hkou]bykgkcknA lwn] ts0ds0 tSfod foKku f'k{k.k] jktLFkku fgUnh xzUFk vdkneh] t;iqjA Hkw"k.k]'kSysUnz%thofoKkuf'k{k.k]vxzokyifCyds'kUl]vkxjkA

B.Ed. Semester-I BED 154- Practicum based on the course/paper

38


L T P C- - 10 5

Objective of this paper is to assess the pupil teacher’s knowledge, skills and efficacy in different curricular and co-curricular activities during the whole academic session.

S.No. Activities1. Assignment of one philosopher with a view to study his/her Contributions to present

educational practices.2. Administration, scoring and interpreting of five Psycho Tests.3. Select any one on the basis of opted Foundation course

i. Workshop of language lab.ii. ys[ku ds {ks= esa fdz;kRed “kks/k ;k iqLrd leh{kk

4. Select any one on the basis of opted optional courses i. Preparation of first aid box and using first aid to the students in various cases.ii. Preparing creative work for cultural activities in school. iii. Presentation on value education & community work.

5. Preparation of Micro Plans & performance of Micro-Teaching

Evaluation of Practicum

The assessment will be done in two components: Internal 50% and External 50%

The External assessment shall be done by the external examiner appointed by the controller of examination of university.

The Internal assessment shall be done by the Faculty Concerned or internal examiner appointed by the principal.

First Year Syllabus of B.Ed. Programme

Semester- II

S.No. Course Code Core Courses

Periods Credit Evaluation Scheme


39


Practical Internal Examiner (Marks 50)

External Examiner (Marks 50)

Performance 10 20File Work 20 20Viva 10 10Attendance 10 -

Core Courses1. BED 201 Sociological Perspectives of

Education04 04 30 70 100

2. BED 202 Information & Communication Technology and Micro Teaching

04 04 30 70 100

3. BED 203 Historical Perspectives of Education

04 04 30 70 100

Optional Courses (Select Any One)

4.BED 211 Educational Guidance &

Counselling 04 04 30 70 100

BED 212 Adult & Population Education

04 04 30 70 100

BED 213 Life Skills Education 04 04 30 70 100

Pedagogy Courses (Select Any One)

5. BED 131/231

Pedagogy of Hindi 04 04 30 70 100

BED 132/232


BED 133/233


BED 134/234


BED 135/235


BED 136/236


04 04 30 70 100

BED 137/237


BED 138/238


BED 139/239


04 04 30 70 100

BED 140/240



course/Paper00 10 05 50 50 100

Total 20 10 25 200 400 600

Sociological Perspectives Of Education

40



Objectives: To enable the pupil teacher to - Understand Contemporary Indian society and education Diversity , Inequality and marginalization in society and the implications for education Policy frameworks for public education in India. The importance and role of education in the progress of Indian society. To study education in a sociological perspective. The process of social change and the

socialization to promote the development of a sense of commitment to teaching profession and social welfare.

Think his/her role in the creation of a new social order in the country and learn about various social welfare opportunities in which they can participate helpfully.

Mean and measures towards the promotion of national integration and protection of human rights.

Unit I Sociological basis of education: The new social order, emerging trends in Indian society,

concept of social diversity in terms of religion, culture, languages, castes, tribes, religions etc.

Establishing unity in diversity for peaceful and collective living. Secularism and education, Education & Social and cultural change.

Unit II Knowledge about the Indian constitution: Preamble, articles related to education. Constitutional values related to aims of education in the context of constitutional promise of

freedom, justice. Education and Democracy.

Unit III Equality of educational opportunities in terms of gender, caste, tribes, disabled and minorities. Issues and concepts relating to inequality, discrimination and marginalization that stands in

the way of universalization of education. Means and measures taken for eradication of illiteracy: Distance Education, Continuing

Education, Education for socially, culturally and economically deprived, Population Education,Women Empowerment through education, concept of inclusive education.

Unit IV National and Emotional integration – Role of Educational Institutions and teacher in

achieving them. Role of teacher in linking school with society.

Unit V Right to Education, Sarva Shiksha Abhiyan (SSA), Role of teachers in context to universal

41


L T P C4 - - 4

and inclusive education. Policy frame work for public education in India – the implementation of policies and actual

shaping of school education in contemporary India. New welfare programmes: National Literacy Mission (NLM), Mid-Day Meal scheme (MDM), Common School System, KGBV, Ashram Paddhati School

Suggestive Readings

A.S. Thakur , Abhinavthakur :Teacher in Emerging Indian society ,Agrwal Publication Agra Batra,P.(2005) Voice and Agency of teachers : Missing link in national curriculum frame

work 2005. Economic and Political weekly, 4347-4356

Castells , M.(2011) The rise of network society : The information age : Economy , Society and culture (Vol. I,II,III) John Wiley & sons.

Ghosh, S.C. (2007) History of education in India ,Rawat publications . Govt. of India (2009) The right of Children to free and compulsory education act 2009. Nambissan , G.B.(2009) Exclusion and discrimination in school experiences of Dalit children

, Indian institute of Dalit Studies and UNICEF. Pathak A. (2013 ) social implication of schooling ; knowledge, Pedagogy and consciousness.

Aakar books SheelaMangala : Teacher Education Trends And Strategies., Radha Publication New Delhi UNESCO (2009) Policy guidelines on inclusion in education .

Information and Communication Technology & Micro Teaching

42


L T P C4 - - 4


Objectives: To enable the pupil teacher to -

Understand the meaning, nature and scope of ICT in Education. Understand the changes occurring due to implication of ICT in Education. Appreciate the application of ICT in enrichment of curriculum. Understand ICT supported teaching learning strategies and KnowAnd different ICT based

support services. Get acquainted with e-learning & development in ICT.

Unit- I

ICT meaning, importance and tools of ICT. Relevance of ICT in education [Radio, Television, Computer]. Use of Audiovisual Media and Computers. Role of ICT in Construction of Knowledge.

Unit-II

Educational Communication: Concept, elements, types and barriers. Components of effective Communication in teaching.

Enhancing professional competencies of teachers through the application of ICT such as Micro teaching, programmed instruction, CAI.

Multimedia: Electronic media, print media and mass media.

Unit III

Online educational resources: Concept, features and application. Techniques like E- mail, teleconferencing, Social networking and online libraries.

UNIT-IV

Computer- Definition, Main Units. Characteristics, Classification of Computer. Computer Hardware-input-output devices. Functional knowledge of operating computer.

Unit V

ICT and curriculum enrichment – child centered curriculum, learning activities based on communication technologies, web based resources.

ICT in educational administration and management: concept of MIS systems for educational management, learning management system(LMS),Learning content management system(LCMS),Course management using Wiki and standard for e- learning On-line admission.

43


Assessment and evaluation: Designing evaluation criteria for assessment of e- content and other courseware, online evaluation of courses in different subject

Concept of technology in education, components- Hardware and Software , Difference between software and Hardware.

Select gadgets of ICT and their educational implication-T.V., CCTV, O.H.P. ,L.C.D. , Projector

Suggestive Readings

Assessment and Evaluations - P.G. Pnog. Information and communication - Kishore, Chavan. Information Technology - Dyne, Nandkishore. ABC to internet- Crumlish Christian. ICT strategies for school - Mohenty Laxman. NCF 2005. NCFTE 2009. NCERT position Paper on Educational Technology. National policies on ICT in School Education.

Historical Perspectives of Education

44


L T P C4 - - 4


Objectives:

to acquaint the student teacher with the historical background of education in modern India. to acquire knowledge of characteristic features of Ancient, Medieval and British system of

education in India and their strengths and limitations. to understand the contribution of various major committees and commissions on education

set up from time to time. to appreciate the development in Indian education of the post-independence.

Unit-I

Development of system of education in Vedic, Buddhist and Muslim period in India and their contribution in the development of modern system of Education.

Inception of Modern English system of Education in India.

Unit-II

Education under East India Company rule: Charter Acts of 1813 and 1833, Oriental- Anglicist controversy, Macaulay Minutes, Bentinck Resolution 1885 Wood Dispatch (1854) and their contribution in the development of Modern system of Education in India.

Education under British Rule: Indian Education Commission (1882), Lord Curzon’s Education Policy (1904), National Education Movement, Gokhlay Bill (1911), Wardha scheme (Basic Education) 1937 and Sargent plan (1944) and their contribution in the development of modern Indian system of Education.

Unit-III

University Education commission (1948-49): its recommendation and contribution in the development of modern higher Education in India.

Education provisions in India, Constitution and its impact on Indian Education. Secondary Education Commission (1952-53), its recommendations and contribution

in the development of Modern secondary education in India. National Education Commission (1964-66), its recommendations and role in the

development of Indian Modern system of Education.

Unit IV

National Education Policy (1968) and its impact on Indian system of Education. National Education Policy (1986) and Progamme of Action (1992), its Basic feature and

impact on Indian Education.

National Knowledge Commission: its recommendation and impact on Indian Education.

Unit-V

45


Right to Education Act, 2009: its main feature and its impact on primary Education in India.

Problems of Education in India: universalization of elementary education ( SSA and Mid-Day Meal scheme), Vocationalization of secondary Education in raising the standard of Higher Education.

Equalization of Educational opportunities.

Suggestive Readings

yky jeu fcgkjh] Hkkjrh; f”k{kk dk bfrgkl] fodkl ,oa leL;k;s] vkj0 yky cqd fMiks esjB

R;kxh xqj”kju nkl] Hkkjr esa f”k{kk dk fodkl vxzoky ifCyds”ku] vkxjk Eknku- iwue] Hkkjr esa f”k{kk O;oLFkk dk fodkl vxzoky ifCyds”ku vkxjk Pandey R.S. Development of Indian system of Education, Agarwal publication Agra. Bhatnagar S. and Saxena A. modern Indian education and its problem: Government of India

National Policy on Education, 1986 (with modifications undertaking in 1992) MHRD Department of Education.

MHRD Indian Education Commission (1964-66) Report, Govt. of India New Delhi 1966.

Educational Guidance And Counselling46



Objectives: To enable the pupil teacher to- Explain the concepts of guidance and counseling. Develop an understanding of educational, vocational and personal guidance. Assess the needs of an individual for solving problems. Use testing devices and techniques of guidance. Describe collection and dissemination of occupational guidance for better carrier option. Explain problems faced by students and to develop right attitude and ability in the contemporary society.

Unit – I

Meaning and concept of guidance. Types- educational, vocational and personal needs and principles. Counselling – need, functions and types.

Unit – II

Meaning of career, career information and its components. Occupational information, information about education and opportunity and personal-social information.

Unit – III

Aims to study career information at different school levels. Career information, sources, methods of collection, classification and filling-up of information

and evaluation of the information.

Unit – IV

Information about education and training opportunities for primary, elementary and secondary levels of school.

Unit – V Personal-social information at different school levels. Setting up of a Career Resource Centre, its major importance.

Suggested Readings:• Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling, Jalandhar :

Doaba House. • Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup and Sons. • Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana: Vinod

Publications. • Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and Psychology.

• Gibson, R.L. and Mitchell(2008). Introduction to counseling and Guidance. New Delhi: Bachelor of

47


L T P C4 - - 4

Education PHI Learning Pvt. Ltd.• Joneja G. K. (1997); Occupational Information in Guidance, NCERT publication • Kochhar S.K. (1999) Guidance and counseling in colleges and universities • Nayak A.K. (2004); Guidance and Counseling • Oberoi S.C (2000); Educational, Vocational Guidance and Counseling • Rao S. N. (1991) Counseling and Guidance. • Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek Publications. • Sharma R A Fundamentals of Guidance and Counseling • Sharma, R. N. (2004); Guidance and Counseling • Sidhu, H. S., Guidance and Counseling, (2005), Twenty First Century, Patiala.

Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala: Bawa Publication.

Adult and Population Education

48



Objectives: To enable the pupil teacher to-• To enable the student teachers to develop an understanding of the meaning and concept of

Adult Education. • To impart knowledge to student teachers about the problems and difficulties coming in the

way of achieving full literacy in the country. • To acquaint the student teachers with chief characteristics of an adult learner, different

methods and evaluation techniques of adult learning. • To be aware of the population trends and spread of AIDS in the world. • To understand that population becomes stable when there is little difference between birth

and death rates. • To develop among themselves a healthy, rational and scientific attitude towards the natural

phenomena of birth and death.

Unit I• Meaning, Concept and Scope of Adult and Continuing Education. • Need and Importance of Adult Education for the development of an Individual for Social

Change. • National Literacy Mission - Aims, objectives and strategies.

Unit II• Androgogy- Nature and Scope. Basic difference between Pedagogy and Androgogy. • Agencies and Organizations: Local, State and Central level, their problems. • Adult Learner — Characteristics, problems and motivation. • Adult teaching — Different methods, Role of Mass media.

Unit III• Evaluation Techniques for Adult Learning. • Adult Education, lifelong learning and continuing Education • Adult Education and Continuing education • Lifelong learning- A component of adult education • Lifelong learning in IT age- Exploring ICT as a Tool

Unit IV• Importance of Population Education – concept / meaning and objectives of population

education – factors affecting population explosion – importance of Family Life Education, with reference to Affect of Population Growth on: Economic Development, Social Development, Educational Development, Environmental and Natural Resources, Health and Nutrition

• Symptoms of AIDS – causes, Prevention of AIDS – AIDS Education – meaning and objectives. Role of different agencies in promoting AIDS Awareness Education – [Local, National and International Agencies – 2 each]

Unit V• Role of Government and Non-Govt. Agencies concerning Population Education. • Integration of Population Concept in different School Subjects.

• Population Education through co-curricular activities.

49


L T P C4 - - 4

• Role of the Teacher in Population Education Programs.

Suggested Readings:

• Aggarwal, S. N., India’s Popu1ation Problems, New Delhi,Tata McGraw Hill, Pub. House, 1985.

• Ambasht, N.K.(2014)., Foundations of Adult Education in adult and lifelong learning, Indian Adult Education Association, New Delhi.

• Ghosh, B.N. (1978) Population Theories and Demographic analysis, Meenakshi Prakashan, New Delhi

• Jacobson Wellard JU,(1979) Population Education; A knowledge base, NY, Teachers College Columbia University.

• Mohankumar,V.(2014), Adult and lifelong learning: Selected articles Indian Adult Education Association.

• Sheshadri, C & J.L. Pandey (1991) Population Education: A national Source Book, ND, NCERT

• Shah, S.Y.(1999) Encyclopaedia of Adult Education, NLM, New Delhi.

Life Skills Education50



Objectives: To enable the pupil teacher to-• To familiarize student-teachers in the theoretical foundations of Life Skills Education • To prepare student-teachers in training methodologies and enable students to apply Life Skills

in various spheres • To develop professionals in Life Skills Education and enhance the ability to contribute as

youth workers specialized in the area of Life Skills Education. • To foster the spirit of social responsibility in students and enhance social and emotional well

being

Unit I• Life Skills: Concept, need and importance of Life Skills for human beings. • Life Skills Education: Concept, need and importance of Life Skills Education for teachers. • Difference between Livelihood Skills and Life Skills. • Core Life Skills prescribed by World Health Organization. • Key Issues and Concerns of Adolescent students in emerging Indian context.

Unit II• Classroom Discussions • Brainstorming and Role plays • Demonstration and Guided Practice • Audio and Visual activities, e.g. Arts, Music, Theatre, Dance • Small Groups discussions followed by a presentation of group reports. • Educational Games and Simulation • Case Studies, Storytelling, Debates • Decision making and mapping of using problem trees.

Unit III• Skills of Self awareness and Empathy: Concept, Importance for Teachers in particular,

Integration with the teaching learning process, learning to live together with other living beings. acceptance of diversity in perspectives of different societies and cultures. Acceptance and importance of all living being as along ecological and psychological social structures.

• Skills of Coping with Stress and Emotion: Concept, importance for Teachers in particular and Integration with the teaching learning process.

Unit IV• Skills of Building Interpersonal relationships: Concept, Importance for Teachers in particular

and Integration with the teaching- learning process. • Skills of Critical thinking and Creative thinking: Concept, importance for Educationists,

Integration with the teaching learning process.

Unit V• Skills of Problem Solving and Decision making: Concept, importance for Educationists,

Integration within the teaching -learning process. • Skill of Effective Communication: Concept, importance for Human beings and Educationists,

Integration within the teaching learning process.

51


L T P C4 - - 4

Suggested Readings:

• A Life Skills Program for Learners in Senior Phase. (2002). University of Pretoria. Chapter in Thesis. Retrieved from: http://www2.ed.gov/offices/OVAE/AdultEd/OCE/SuccessStories/success.pdf

• Life Skills Based Education. (2011). Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Life_skills-based_educaion

• Life Skills Based Education CCE. (2009). CBSE. Retrieved from: http://www.cbse.nic.in/cce/life_skills_cce.pdf

• Ministry of Education. (2006). Senior Secondary Phase. Republic of Namibia. Retrieved

from: http://www.nied.edu.na/publications

Pedagogy of Hindi52



Objective : To enable student-teacher to understand about - The nature and characteristic of Hindi language and its importance. The required skill and their interlinks for mastering Hindi. Planning for successful Hindi teaching. Different methods and techniques for teaching Hindi. Audio-visual Aids' for teaching of Hindi. Evaluation for teaching of Hindi.

Unit Ii. The nature and characteristics of Hindi language, it's phonology, morphology and syntax.ii. The importance of Hindi in the school curriculum in India.iii. Aims and objectives of teaching Hindi at secondary and Higher secondary stages.

Unit IIi. General principles of curriculum construction.ii. A critical appraisal of the existing secondary school curriculum in Hindi.iii. General Principles of Teaching Hindi.iv. Problems of teaching Hindi at school level.

Unit IIIi. Audio - visual Aids for teaching of Hindi.ii. Use of test book and criteria of a good text book of Hindi.iii. Qualities of a good Hindi teacher.iv. Language (Hindi) room and library.

Unit IVi. Methods of developing listening, speaking, reading and writing skills.ii. Methods and techniques of improving pronunciation and correcting spelling mistakes.iii. Methods of teaching prose, poetry, drama, story, composition and grammar.iv. Planning of lessons for prose, poetry, drama, story, composition and essay writing.v. Use of literary activities in teaching of Hindi.

Unit - Vi. Evaluation : meaning and importance.ii. Comprehensive and continuous evaluation (CCE) in Hindi.iii.Diagnostic tests and remedial teaching.iv. Preparation of achievement test.

Suggestive Readings

53


L T P C4 - - 4

Chhatriya. K. (1989); Matra Bhasha Shikshan, Vinod Pustak, Mandir, Agra. Mangal, Uma (1991); Hindi Shikshan, Arya Book Depot, Delhi.

Pandey, R.S. (1992); Hindi Shikshan, Vonod Pustak Mandir, Agra. Singh, N.K. (1993), madhyamic Vidhyalayon mein hindi shikshan, Rajasthan Hindi granth

academy, Jaipur. Singh, Savitri (1992), Hindi Shikshan, Loyal book Depot, Meerut. Shrivastava R.P. (1979) Teaching of Reading, Bahri publication, New Delhi. Girish, Pachauri,

Hindi Shikshan] R. Lal Book Depot, Meerut. HkVukxj] feuk{kh% fgUnh f'k{k.k] Jh fouksn iqLrd efUnj] vkxjkA 'kekZ] ekrZ.M% fgUnh f'k{k.k] 'kkjnk iqLrd Hkou] bykgkckn A

Pedagogy of English

54



Objective : To enable the pupil teacher to- The nature and characteristics of English language and its importance. The required skills and their inter-links per mastering English. The various approaches for planning for successful English teaching. The approaches and methods for teaching different aspects of English. Aids and other similar available material that could be used for teaching English. The techniques of obtaining feedback for self- evaluation and evaluation of students. success

in learning and using English language.

Unit I

vi. The nature and characteristic of English language.vii. Aims and objectives of teaching English at the secondary and higher secondary stage.viii. Present position of English in the school curriculum and its importance in India.ix. General principles of English curriculum constructionx. Board principles of teaching English.

Unit II

iii. Methods : Translation method, the direct method, substitution method, look and learn method, bilingual method, structural approach.

iv. The procedures of teaching prose, poetry, translation and composition.

Unit III

vi. Place of Grammar in teaching of English.vii. Advantages and disadvantage of teaching Grammar.viii. Audio-visual Aids in teaching of English.ix. Low cost and no-cost teaching aids. in teaching of English.x. Qualities of a good English teacher.

Unit IV

v. Evaluation: meaning and importance.vi. Tools and devices of evaluation.vii. Comprehensive and continuous evaluation in English.viii. Preparation of achievement test.

Unit Viii. Lesson planning- in English prose, poetry, translation and composition.iv. A critical appraisal of the existing secondary school curriculum in English.

References :

Chaturvedi, M.G.(1973) "A contractive study of Hindi - English phonology".55


L T P C4 - - 4

Frisby, A.W. (1970) Teaching English : Notes and comments in teaching English. Gimson, A.C. (1970); An Introduction to the pronunciation of English: Edward

Arnold, Second Edition, London. Sharma, R.A.; Teaching of English, R.Lall book Depot, Meerut. Gupta, P.K.; Teaching of English, R.Lall book Depot, Meerut. Rai, Geeta : Teaching of English, R.Lall Book Depot, Meerut. Pahuja, Sudha; Teaching of English, Shri Vinod Pustak Mandir, Agra.

Pedagogy of Sanskrit

56



Objectives: To enable the pupil teacher to- The nature and characteristics of Sanskrit language and its importance. Planning for successful Sanskrit teaching. Different methods and techniques for teaching Sanskrit. Audio-visual aids for teaching Sanskrit. Evaluation for teaching of Sanskrit.

Unit I Sanskrit : its phonology, morphology and syntax and importance of Sanskrit in Indian

society. The position of Sanskrit in the school curriculum : its literacy, cultural and linguistic value,

its relations with modern Indian language. Aims and objectives with specification of teaching Sanskrit (cognitive, affective and

psychomotor domains) in behavioral terms.

Unit II Need, bases and principles of curriculum construction. Precaution in developing curriculum of Sanskrit. Evaluation of present secondary school curriculum of Sanskrit and Suggestions for

improvement.

Unit III Teaching Methods : Pathshala method, Bhandarkar Method, Textbook Method, Direct

method and the Elective method. Oral work and pronunciation, recitation of passages from prose and poetry, their aims and

teaching methods. Text book of Sanskrit- Characteristics and Evaluation procedure of text book.

Unit IV Teaching aids of Sanskrit, Qualities of a good Sanskrit teacher. Lesson plans for teaching of prose, poetry, grammar. Composition, translation, drama, rapid reading and spelling in Sanskrit.

Unit Vv. Evaluation inteaching of Sanskrit and its need.vi. Formative and Summative Evaluation.vii. Comprehensive and continuous Evaluation in Sanskrit.viii. Preparation of achievement test.

Suggestive Readings

57


L T P C4 - - 4

'kekZ f'k[kk^^laLd`r f'k{k.k** vxzoky ifCyds'ku] vkxjkA ik.Ms; MkW0 jke'kdy] laLd`r f'k{k.k] fouksn iqLrd efUnj] vkxjkA oRl MkW0 oh0,y0 ^^laLd`r f'k{k.k** fouksn iqLrd efUnj] vkxjkA feRry MkW0 larks"k^^laLd`r f'k{k.k **] vkj0yky cqd fMiks] esjBA

Pedagogy of Social Science

58



Objectives: To enable the pupil teacher to- Appreciate the need for learning Social Science. Develop the knowledge about the basic principles governing the construction of social

science curriculum. Develop the classroom skills needed for teaching of social science using modern

methodology. Acquire the ability to plan for instruction. Acquire the ability to develop instructional support materials.

Unit I

The need for teaching social science in school. Concept of social science and how it differs from other social science like History, Civics, Economic, Geography and Sociology.

Objectives of teaching social science at secondary and higher secondarylevels. Discipline - oriented teaching of social science and socialreconstruction approach.

Principles of designing social science curriculum with weight-age to be given for each component subject studies areas, approaches to organizingsocial science curriculum in terms of correlation, integration, unit and chronological approaches.

Unit II

Meaning and importance of instructional strategies for teaching social science in term of specific method like lecture, lecture - cum discussion, project and source method, socialized recitation and supervised studies.

Lesson Planning- Herbartian Evaluation, NCERT and RCEM Approaches Lesson Planning - specification to clarify planning vise lesson, unit and year plans, micro-

teaching lesson plans for developing the, skills of introduction, explanation, black board writing, questioning, stimulus variation and providing illustration with relevant examples.

Knowledge of key concepts of Geography, Economics, History and civics subjects at secondary school level.

Unit III

Resources : Primary and Secondary, Library, Natural flora and fauna, People, Institutions Audio-visual aids - need, types and its uses in Social Science teaching. Qualities of a good social science teacher.

Unit IV Arranging and organizing field trips to places of cultural importance through planning,

preparing, executing, recording and follow-up the field trip for learning the under lying importance of the subject.

Team teaching. Organization of social studies club. Organization of thought provoking programmes like Quizzes, word searches etc.

Unit V

59


L T P C4 - - 4

Purpose of evaluation in social Science, formative & summative evaluations and their features.

Diagnostic test and remedial teaching. Objective and essay type. Comprehensive and continuous Evaluation in Social Science. Preparation of achievement test.

Suggestive Readings

Sharma, R.A. 'Teaching of social studies' - R.Lal Book Depot, Meerut. Saxena, Mishra & Mohanti, 'Teaching of Social Science' R.Lall Book Depot,Meerut. Sahu, Surendra Kumar, 'Teaching of social science'. Wesley, E.b. Teaching Social studies in high school. Bining & Bining, 'Teaching social studies in secondary school'. jkBkSj]MkW0dqlqeyrk]^^lkekftdfoKkuf'k{k.k**]vkj0yky0

cqd fMiks] esjBA eaxy ,oa fllkSfj;k] ^^ lkekftd v/;;u f'k{k.k** flag ,oa jktiwr] ^^ lkekftd foKku vkSj mudk f'k{k.k** R;kxh] xq:ljunkl] ^^lkekftd v/;;u dk f'k{k.k** fouksn iqLrd efUnj] vkxjkA

Pedagogy Of Commerce60




Appreciate the importance of integrating the knowledge through multidisciplinary approach. Develop the keen insight of using different strategies, methods and skills for transfer of

knowledge. Develop the competence of instructional planning. Develop the skill of using teaching-learning resources and creating instructional material

competently.

Unit-I

Nature and scope of commerce. Importance of commerce and Aims of teaching commerce. Curriculum: Course of study in commerce, a critical appraisal of the existing syllabus: in

course, suggestions for improvement.

Unit-II

Methods of teaching commerce, Lecture, Project, Unit, Discussion. Lesson planning. Audio-visual Aids and their use in teaching of commerce

Unit-III

Text books, criteria of good text books in commerce, critical appraisal of the present text books in commerce, suggestions for improvement.

Unit IV

social responsibilities of business, consumer awareness, E-Commerce and E-Business. Qualities of a good commerce teacher

Unit-V

Different type of test (Essay type, short answer type and objective) their construction and administration.

Knowledge of the subject matter content up to high school.

Suggestive Readings

61


L T P C4 - - 4

Singh, R.P. 'Teaching of Commerce' - R. Lal Book Depot, Meerut. Chandar, S.C. and Sharma 'Teaching of Commerce' - R.L.Book Depot,Meerut. flag] MkW0jkeiky^ôkf.kT; f'k{k.k** vxzoky ifCyds'kUl] vkxjkA R;kxh] MkW0 xq: 'kj.k nkl & ^ôkf.kT; f'k{k.k** vxzoky ifCyds'kUl] vkxjkA 'kekZ] ;ksxs'k dqekj & ^^cgh [kkrk f'k{k.k** vxzoky ifCyds'kUl] vkxjkA lDlsuk] mn;ohj^ôkf.kT; f'k{k.k** & fouksn iqLrd efUnj] vkxjkA


62


L T P C4 - - 4


Objectives: To enable the pupil teacher to- Develop a broad understanding of the principles and procedures used in computer science

education. Develop their skills necessary for preparing international accessories. Know the methods of planning instruction for the classroom. Learn successfully various methods of teaching computer science and use them judiciously. Manage introduction activity in such a way that the vast majority of the learner attain most of

the objectives.

Unit I

Need and importance of computer in education, significance of teaching computer in secondary/senior secondary schools.

Objectives based teaching of computer science-(a) General objectives of teaching computer science.(b) Classification of educational objectives (bloom's taxonomy).(c) Statement of specific objectives in behavior terms.

Unit II

Co-operative Learning Approach, Demonstration-cum-Discussion Method. Personalized Instruction System Approach Multimedia Approach.

Unit III

Importance of Planning a lesson. Importance, Preparation and use of Teaching Aids. Organizing a computer Laboratory.

Unit IV

Meaning and importance of evaluation. Comprehensive and continuous evaluation (CCE) in computer science. Development of test items objective type, short answer type, essay type. Preparation of an Achievement Test. Analysis and Interpretation of Test results.

Unit V

Basic Programming.

63


Data Representation. Computer Organization Operating Environment. Computer Network.

Suggestive Readings

Agarwal V.B. Computer Science for Class XII Dayal, Deam, Gottfriend, D. Computer Science for Class XI and XII outlines of theory

and problems of programming with Basic including expanded micro computer basic section, New York : MC Graw Hill Publication.

Sharma, A.H. Computer Science for Class XI and XII. Hunt, jaggi, Raja Raman V. (1986) "Computer Science for class XII' fundamentals of

computer : PHI Publications. Goel, Hemant Kumar "Teaching of Computer Science" R.Lal Book Depot, Meerut. xks;y] gseUr dqekj] ^dEI;wVj foKku f'k{k.k* vkj yky cqd fMiks] esjBA

xks;y] gseUr dqekj] dEI;wVj f'k{kk] vkj yky cqd fMiks] esjB

;kno] ds0ds0] ^^dEI;wVj f'k{kk** vxzoky ifCyds'kUl] vkxjkA vjksjk] jatuk] ^^f'k{kk es dEI;wVj ,oa lapkj dkS'kyksa dk iz0 ,oa fodkl**]

vxzoky ifCyds'ku] vkxjkA

Pedagogy of Home Science



L T P C4 - - 4


Develop a board understanding of the principles and procedures used in Modern Home Science education.

Develop their essential skills for practicing modern Home science education. Develop their skills necessary for preparing international accessories. Prepare acceptance lesson models which lay down this procedure to the adopted for preparing

designs of lessons. Manage introduction activity in such a way that the vast majority of the learners attain most

of the objectives.

Unit I

The concept of Home Science : Meaning and components; place of home science in secondary education.

Aims and objectives of teaching of Home Science at secondary and higher-secondary level. Writing objectives in behavioral term. Correlation of Home Science with other school subjects.

Unit II

Foods, Nutrition and Health. Child Care. Fiber and Fabric. Home Management - importance of planning, principles of budget making. Hygiene and sanitation.

Unit III

General principles and methods of teaching Home Science - project method, discussion method, demonstration, practical, individual work.

Micro-teaching skills - explanation, questioning, illustration, stimulus - variation and black board writing.

Unit IV

Development and designing of curriculum. Teaching aids - classification, importance and uses. Concept of lesson plan, preparation of lesson plan. Criteria of Good text book. Planning of space and equipment of Home Science laboratory.

Unit V

Evaluation in Home Science - Meaning and importance. Comprehensive and continuous evaluation (CCE) in Home Science. Evaluation devices - Written, oral, observation, practical work, assignment. Preparation of achievement test.

65


Suggestive Readings

Sharma B.L. and Saxena B.M., Teaching of Home Science, R.L. Book Depot, Meerut. 'kekZ ,.M lDlsuk ^^x`gfoKku f'k{k.k** vkj0yky cqd fMiks] esjBA MkW0 efgek xqIrk] ^^x`gfoKku f'k{k.k** vkj0yky0 cqd fMiks esjBA ts0ih0'kSjh] ^^ x`gfoKku f'k{k.k**] & vxzoky ifCyds'kUl] vkxjkA

Pedagogy of Mathematics


Objectives: To enable the pupil teacher to- Understand and appreciate the uses and significance of mathematics in daily life.

66


L T P C4 - - 4

Learn successfully various approaches of teaching mathematics and to use them judiciously. Know the methods of planning instruction for the classroom. Prepare curricular activities and organized the library and book in it as per the needs. Appreciate and organize activities to develop aesthetic of mathematics. Obtain feedback both about teaching as well as students learning.

Unit I

Meaning and nature of mathematics, Uses and significance of Mathematics Contribution of Indian Mathematician - AryaBhatt, Brahmagupta, Bhaskarachrya and

Ramanujam. Contribution of Foreign Mathematician- Euclid, Pythagoras and Rene-Descartes. Aims and objectives of teaching of Mathematics at secondary and higher secondary school

stage. Objectives of teaching mathematics in terms of behavioral outcomes.

Unit II

Methods : inductive - deductive, analytic - synthetic, problem solving, heuristic, project, laboratory.

Techniques : oral, written, drill, assignment, supervised study, programmed learning, Cooperative learning, Brain storming and concept mapping.

Unit III

Meaning and Importance of lesson plan Performa of lesson plan (Herbart , Bloom ,RCEM and NCERT approaches)and its

rationale for unit plan and year plan. Developing/preparing low cost improvised teaching aids, relevant to local ethos. Skill in maintaining and using black board, models, charts, T.V. films, video tapes and

VCR. Application of computer in teaching of Mathematics, CAI

Unit IV

Principles and rational of curriculum development, Organizing the syllabi both logically and psychologically according the age groups of children.

Planning activities and methods of developing the substitute/ alternative material to the prescribed for completing the syllabi, Organization of library.

Text book in mathematics - qualities of a good text book in mathematics. Using Mathematics as a game for recreation; organizing quiz programmers, skill-

development in answering puzzles riddles, magic squares, word search etc. Learning about the short cuts mentioned in Vedic mathematics Development of math's

laboratory, Maths Club

Unit V67


Evaluation in mathematics in terms of cognitive, affective and psychomotor behavioral development.

Need of Evaluation. Comprehensive and continuous evaluation (C.C.E.) in Mathematics. Development of test item (short answer and objective type). Diagnostic testing and remedial teaching.

Suggestive Readings

Davis, D.R. The teaching of mathematics', Addition Wesley press, London. Fexmont and Herbert; 'How to teach Mathematics in secondary school', w.b. saurders

company, London. Kulshrestha, A.K.; 'Teaching of Mathematics', R.Lall, Book Depot, Meerut. Vishnoi, Unnati;

'Teaching of mathematics', Shri Vinod Pustak Mandir, Agra. Pratap ,Naresh, Teaching of mathematics, R.Lall book Depot, Meerut. jkor] ,e0,l0 ,.M vxzoky ,e0Mh0 ,^^xf.kr f'k{k.k**, fouksn iqLrd efUnj]

vkxjkA flag] lksju & xf.kr f'k{k.k, vxzoky ifCyds'kUl] vkxjk A

PEDAGOGY OF PHYSICAL SCIENCE


Objectives: To enable the Pupil teacher to Develop broad understanding of principles and knowledge used in physical science

education. Develop their essential skills for practicing physical science education. To create interest and develop scientific attitude among the students. Know various approaches and methods of teaching physical science. Prepare lesson planning of physical science properly.

68


L T P C4 - - 4

Organize science exhibitions, science fair, and other activities.

Unit-I

Nature of science, Impact of science on modern communities Globalization and Science. Correlation of science with other subjects Aims and objectives of teaching physical science at secondary level. Blooms taxonomy of educational objectives. Writing instructional objectives.

Unit-II

Method of science teaching-Lecture cum demonstration method Project method, Heuristic method, Laboratory method.

Innovative instructional method: Tutorial, Seminar, Brain Storming Micro – Teaching, Programmed teaching , Team teaching and CAI (Computer Assistance Teaching).

Unit-III

Unit planning and Lesson planning: basic elements, characteristics, significance Use of RCEM approaches in developing lesson plan Designing Lesson plan for science teaching in school Teaching learning materials and improvised apparatus importance and construction.

Unit IV

Curriculum organization using procedures like concentric, topical, process and integrated approaches,

Curriculum accessories and support material- text books, journals, handbooks, student’s workbook, display slides

Co-curricular Activities: Excursion, Science museums, Science club, Science Projects and Science fair

Unit V

Concept of evaluation & measurement, Formative and summative evaluation preparing various kinds of objectives tests. Diagnostic testing and remedial teaching Preparation of achievement test

Suggestive Readings

Gaez, Alert v; 'Innovation in science education', world-wide Paris, The UNESCO press, Paris.

69


Heiss, obourn and hoff man, 'Modern Science teaching,' Mc Millan co, N.V. Kuhn David J; Science Education in a changing society'; Science Education56 (3) 1972.

Sharma, R.C. (1981): 'Modern Science teaching', Dhanpat Rai and sons, Delhi. Kulshrestha, S.P.; 'Teaching of science,' R.Lall Book Depot, Meerut. HkVukxj] ,0oh0 % ^^fQftdy lkbUl f'k{k.k]** vkj0yky0 cqd fMik] esjBA ekgs'ojh] ch0ds0 % ^^foKku f'k{k.k**] Jh fouksn iqLrd efUnj] vkxjkA fo'uksbZ] mUufr % ^^foKku f'k{k.k**] vkj0yky0 cqd fMiks] esjBA dqyJs"B] ,0ds0 % foKku f'k{k.k] vxzoky ifCyds'kUl] vkxjkA bUVjusVA

Pedagogy of Biology



Develop a broad understanding of the principles and procedures used in modern life science education.

Develop their essential skill for practicing modern lifescience education. Develop their skills necessary for preparing international accessories.

70


L T P C4 - - 4

Prepare acceptance lesson models which lay down this procedure to the acceptance for preparing designs of lessons.

Manage introduction activity in such a way that the vast majority of the learners attain most of the objectives.

Unit I

Meaning and nature of Life Science. Path tracking discoveries and land mark development in Life Science. Impact of Life Science on modern communities.

Justification for including Life Science as a subject in school curriculum, professions in the area of Life Science, Eminent Indian and world Life Scientists-an introduction.

General aims and objectives of teaching Life Science at secondary and higher secondary school stage, Instructional objectives with special emphasis on Bloom's Taxonomy.

Concept of entering and terminal behavior.

Unit - II

Methods - Lecture, Demonstration, Heuristic, project, laboratory, problem solving. Techniques - Team teaching, Micro-teaching, computer assistance teaching.

Unit III

Biology club School gardening. Maintenance of aquariums, herbariums and vivarium. Excursions. Life Science project.

Unit IV

iii. Content analysis, pedagogical analysis of content (Talking an example of any one topic of Life science)

iv. Developing unit plans and lesson plans.(a) Principles and approaches for curriculum development, curricular framing according

to local needs.(b) Critical evaluation of the present Life science curriculum at the secondary stage and

suggestion for its improvement.Unit V

Preparation and development of improvised apparatus, Preparation, selection and use of teaching aids. Curriculum accessories and support material - text books, journals, handbooks, student's

work book. Developing tests for measuring specific outcomes - cognitive outcomes, affective outcomes

and psychomotor outcomes. Preparation of achievement test. Measurement : meaning and need, evaluation meaning and types, Formative and summative

evaluation, Diagnostic testing and remedial teaching.

71


Suggestive Readings

Heller, R. New trends in biology teaching,' UNESCO, Pairs. Watson, N.S. Teaching Science creativity in secondary school' U.B. Saunders company,

London. Green. T.C. (1967) : 'The Teaching and learning biology,' Allman and sons, London. Kulshrestha, S.P. : 'Teaching of biology,' Aggrawal Publications, Agra. Pahuja, sudha : 'Teaching of Life science,' R.Lall Book Depot, Meerut. ekgs'ojh] ch0ds0 % ^^tho foKku] f'k{k.k**] vkj0yky0 cqd fMiks] esjBA HkVukxj] ,0ch0 % tho foKku f'k{k.k 'kkjnk iqLrd Hkou]bykgkcknA lwn] ts0ds0 tSfod foKku f'k{k.k] jktLFkku fgUnh xzUFk vdkneh] t;iqjA Hkw"k.k]'kSysUnz%thofoKkuf'k{k.k]vxzokyifCyds'kUl]vkxjkA

Semester-II Practicum

Course Code-BED 251

Practical based on the course/paper


S.No. Activities1. Power point presentation on Right to Education & Sarva Shiksha Abhiyan (SSA)

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2. Critical review of TV or Radio programme of NCERT, NOS, IGNOU, UGC at etc.3. Project on Right to Education Act 2009.4. Select any one on the basis of opted optional courses

i. Design a checklist/Questionnaire to collect information on students educational, psychological or social problem. ii. Conducting any one of the following surveys in the local area and prepare a report:

• Progress in the field of literacy • AIDS awareness

iii.The activities listed in Unit II with respect to the process and methods of Life Skills will be taken up in workshops to initiate the student-teachers with respect to the dynamics of the same.

5. Preparation of Micro Plans & performance of Micro-Teaching





Second Year B.Ed. SyllabusSemester – III

S.No. Course Code

Course/Paper Credits Evaluation Scheme

Internal External Total Marks

Practical1. BED

351School Internship 18 100 100 200

Total 18 100 100 200

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This semester shall entail a school internship of 16 weeks where in the Ist week will be exclusivily dedicated to observing a regular class room with a regular teacher and would include peer observations, teacher observation in the next 15 weeks of internship the student teacher shall be engaged in teaching experience.

School InternshipMM: (200 Marks)

S.No. Components Internal Marks

External Marks

1. Evaluation based on the observations by Head of the school during teaching practice & pupil teacher participation in school activities.

25 25

2. 25 Lesson Plans in each pedagogy course (25x2) 25 25

3 Achievement Test Report (ATR)(In one subject) 10 10

4. Case Study 10 10

5. Use of Teaching Learning Material in Classroom Discourse (including teaching aids and reference material)

10 10

6. Peer Group observation 10 10

7. Scout-Gudie Camp 10 10

Total 100 100

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School Internship

BED 351 Credit 18

To achieve the aim of the programme the intern will need to integrate her knowledge base, her understanding of children and classroom processes, theoretical pedagogical considerations, the strategies and skills she has developed in order for her to become a reflective practitioner.

Objectives of the Course:• To observe children and the teaching learning process in a systematic manner. • To learn to relate to and communicate with children. • To learn the nuances of the practice of teaching in a School using appropriate methods,

materials and skills • To evaluate school textbooks and other resource material critically in the context of Children’s development and pedagogic approach used. • To develop a repertoire of resources which can be used by the intern later in his/her teaching –

textbooks, children’s literature, activities and games, planning excursions • To reflect critically on practice by visiting a learning centre.

School Experience Details during Internship:

• During the school-internship the student teacher is expected to observe classroom teaching of mentors/ peers, to get insights into student behavior, instructional practices, student learning, learning environments and classroom management.

• The student-teacher is expected to critically reflect and discuss these practices and engage in activities like maintenance of records and registers, preparation of lesson and unit plans using different artefacts and technology, classroom management, activities related to school- community- parent interface, and reflections on self development and professionalization of teaching practice.

• The other component of school-based activities to be carried out during internship is delivering the lessons/units of pedagogic courses in the first and second year as specified.

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Semester – IV

S.No. Course Code

Course/Paper Periods Credits Evaluation Scheme


Core Courses1. BED

401Gender: School and Society 4 04 30 70 100

2. BED 402

Inclusive Education 4 04 30 70 100

3. BED 403

Environmental Education 4 04 30 70 100

Optional Courses (Select Any One)4. BED

411 Education of the Marginalised Groups

4 04 30 70 100

BED 412

School Leadership 4 04 30 70 100

BED 413

Educational Measuremnent and Evaluation

4 04 30 70 100

Practicum5. BED

451Practicum based on the course/Paper

00 8 04 50 50 100

6. BED 452

Teaching Skill-I 2 01 30 70 100

7. BED 453

Teaching Skill-II 2 01 30 70 100

Total 16 12 22 230 470 700

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Gender, School and Society


Objectives:• To develop understanding of some key concepts and terms and relate them with their

context in understanding the power relations with respect to Educating and Education • To develop an understanding of the paradigm shift from Women studies to Gender Studies

based on the historical backdrop. • To reflect on different theories of Gender and Education and relate it to power relations. • Changing Perspectives with Legal Provisions: Right to Inheritance etc

Unit I• Gender, Sex, Sexuality • Patriarchy, Masculinity and Feminism • Gender bias, Gender Stereotyping, and Empowerment • Equity and Equality in Education w.r.t. relation with caste, class, religion, ethnicity,

disability and region with respect to Gender: Present status in India and prospects • Polyandrous, Matrilineal and Matriarchal Societies in India :Relevance and Status of

Education

Unit II• Paradigm shift from Women's studies to Gender studies • Historical backdrop: Some landmarks from social reform movements • Theories on Gender and Education and their application in the Indian context

• Socialisation theory • Gender difference • Structural theory • Deconstructive theory

Unit III• Power Control in Patriarchal, Patrilineal, Matriarchal and Matrilineal Societies: Assessing

affect on Education of Boys and Girls • Gender Identities and Socialisation Practices in: Family, other formal and informal

organisation. • Schooling of Girls: Inequalities and Resistances (issues of Access, Retention and

Exclusion). • Collection of folklores reflecting socialisation processes.

Unit IV• Changing Perspectives with Legal Provisions: Right to Inheritance etc • Social Construction of Masculinity and Femininity • Patriarchies in interaction with other social structures and identities

Unit V• Reproducing Gender in School: Curriculum, Text-books, Classroom Processes and

Student-Teacher interactions • Overcoming Gender Stereotypes

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• Working towards gender equality in the classroom: Need and Strategies • Empowerment of Women: Strategies and Issues

Suggested Readings:

• Ambasht, et al (1971).Developmental Needs of Tribal People,NCERT • Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialisation in a

Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human • Development: Theory, Research and Applications in India. Sage: New Delhi. • Frostig, M, and Maslow, P. (1973). Learning Problems in the Classroom: Prevention and

Remediation. Grune & Stratton: New York. • Geetha, V . (2007). Gender. Stree: Calcutta. • Ghai, A. (2005). Inclusive education: A myth or reality In Rajni Kumar, Anil Sethi & • Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K.

Biswal (ed.) Perspectives on education and development: Revising Education commission and after, National University of Educational Planning and Administration: New Delhi

• Jeffery, P. and Jeffery, R. (1994). Killing My Heart's Desire: Education and Female • Autonomy in Rural India. in Nita Kumar (ed.) Women as Subjects: South Asian

Histories. New Delhi: Stree in association with the Book Review Literacy Trust: Kolkata pp 125-171.

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Inclusive Education


Objectives: to understand the nature of Inclusive, Integrated and Special education. to understand inclusive instruction design and collaborative instruction to promote inclusion. to organize inclusive classroom. to appreciate the education of children with special needs. to identify the children of special need.

Unit-I

Inclusive Education: concept, objective and need. Development of Inclusive Education in India. Legal provision of Inclusive Education in India. Efforts for Inclusive Education.

Unit-II

Diversity – Meaning and Definition. Disability – Legal Definition and discrimination based on disability. Inclusive Education in Education: Curriculum, Linking individual objectives and

the classroom curriculum. Inclusive Lesson planning.

Unit-III

Exceptional, Learning Disable, Health Impaired, Orthopedic Handicapped and Delinquent children in Inclusive Education.

Emotional disturbed, Speech Impaired children, visually Impaired children and Hearing Impaired children in Inclusive Education.

Unit-IV

Socially- economical-educational disadvantaged. Government efforts to address these problems.

Unit-V

Classroom management in Inclusive Education. Strategy for adapting diversities in Inclusive Education. Family and its functions in Inclusive Education.

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Suggestive Readings

• Corbett Jenny- Supporting inclusive Education, Routledge falmer, 2001 Montgomary,D. (1990) Special need in ordinary school; children with

• learning , difficulties, cassel Educational Ltd. London

• Hallahan and Kauffman J.M. (1984), Exceptional Children and youth ohio:Columbus Charles E Merril Publishing co. A Bell and Howell co

• Loreman, Tim; deppeler J. and Harrey D. (2005) Inclusive Education- A Practical guide to supporting diversity in the class. London: Ront Ledge Falmer.

• UNESCO (1994) The Salmanca Statement and Framework for Action on special needs education Paris, UNESCO

• The person with Disability Act (1995) Ministry of law, Justice and Company Affairs, Government of India, New Delhi, Chapter V.

enu flag] lekos”kh f”k{kk] vkj0yky cqd fMiks esjBA

Environmental Education80



Objectives:• To understand and reflect on the concept and characteristics of environmental

education from various aspects. • To develop awareness understanding and concern about environment and

associated problems, and to develop knowledge, skills, attitudes, motivation and commitment to work individually and collectively towards their solutions and prevention of new ones.

• To do teaching learning about the environment, through the environment and for the environment.

• To develop special skill needed to link theoretical understanding with practical/applied aspects.

Unit I • Nature, need and scope of environmental education and its conservation • Environmental education: a way of implementing the goals of environmental

protection.• Types of environmental Polution. • Role of individual in prevention of pollution: air and water • Role of individual in conservation of natural resources: water, energy and food • Role of information technology and media in environment

awareness/consciousness

Unit – II Causes and effects of environmental hazards. Global and local environmental pollution and its remedies. Green house affect an impending catastrophe. Ozone layer depletion- environmental threat. Acid rain. Pillar melting and significant features. Rise of sea level and their implications.

Unit – III Salient features of environmental awareness through education. Programs of Environmental Education for secondary school children. Programs of Environmental Education for attitude changes among the children.

Unit IV• Organic farming • Agricultural waste: Their impact and management • Rain water harvesting and water resource management • Biomedical waste management • Changing patterns of energy and water consumption.

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Unit – V Biodiversity-conservation of genetic diversity. An important environment priority. Learning to live in harmony with nature. Role of school in environmental conservation and sustainable development.

Suggested readings:• Falmer Press CEE (1987). Joy of Learning: Handbook of Environmental Education

Activities: CEE Bhrucha E. (2004). Textbook • NCERT (2005). National Curriculum Framework. New Delhi: NCERT. • NCERT (2005). Syllabus for Elementary Classes, Volume I. New Delhi: NCERT. • NCERT (2007/2013). Looking Around Us, EVS Textbooks (3-5), New Delhi:

NCERT. • NCERT (2008). Source Book on Assessment for Classes I–V, Environmental

Studies, New Delhi: NCERT. • UNESCO (1990). An Environmental Education Approach to the Training of Middle

Level Teachers: A Prototype Program: UNESCO, UNEP International EE Program. • UNICEF (2008). Best Practice Guidelines for teaching Environmental Studies in

Maldivian Primary Schools: UNICEF.

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Education of the Marginalised Groups


Objectives:• To acquaint the student-teachers of their constitutional rights and duties. • To sensitise students towards the paradigm shift from welfare approach to

development to the rights based approach to • To understand the relevance of Right to Education as a tool for social

empowerment of the marginalized sections of India.

Unit I• Marginalization- Concept, Definitions and Implications for education • Types of marginalization- Social, Political, Economic, Educational,

Psychological • Marginalization vs. Social Exclusion • Marginalization, Discrimination and Disadvantage

Unit II• Foundation of composition of Indian Society and its multicultural multilingual

nature • Identification of Marginalized Groups- Scheduled Castes, Scheduled Tribes, ,

OBCs, Primitive Groups, Religious and Linguistic Minorities,Women and Children, Economically Weaker Sections.

• Constitutional provisions against any kind of Discrimination, Government Programmes, Schemes and Voluntary efforts to curb Discrimination.

Unit III• Five year Plans and progress made towards education of marginalized groups in

India-Inclusive growth and Development of all, Empowerment of marginalized communities in India.

• RTE Act 2009, RMSA and RUSA and Provisions of the 12th Five Year Plan for education of the marginalized groups.

• Human rights in India, role of organizations working for it • India’s commitment at international level for protection of human rights

Unit IV

• India’s Constitutional and legal framework for protection of fundamental rights and human rights

• Constitutional rights of women, minorities and those on Schedules (SC, ST) • SCP and TSP plans and their achievements • States obligations for development of women, minorities, SCs, STs others-Plans

and programmes • Issues- Social security, educational development, vocational courses and avenues,

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L T P C4 - - 4

contextualization of education, partnership in governance and decision making process

Unit V• Educational problems of marginalized groups- Enrolment, drop out, low

achievement, assimilation, equal rights to work • Human rights issues related with equity and equality • Repercussions and Consequences- Health related problems, rise in crime and

violence, disharmony, rise in terrorism, social conflicts. • Coping strategies and interventions required for resolution of the consequences of

Marginalisation. • Future Perspectives and Policy directives in India

Suggested Readings:

• Ahuja,Ram Rights of Women(1992), A Feminist Perspective, New Delhi: Rawat Publications.

• Basu, D.D.(2003) Shorter Constitution, Prentice Hall, New Delhi. • Centre for Development and Human Rights(2004), The Right to Development

–A Primer, New Delhi: Sage Publications. • Naila Kabeer (ed), Geetha B. Nambissan, Ramya Subramanian(2003) Child-

Labour and the Right to Education in South Asia, New Delhi: Sage Publications. • UNDP Bank, Human Development Report, New Delhi, 2003.

84


School Leadership


Objectives:• To develop a critical understanding of the notion of school organization and • To develop a comprehensive understanding of context-specific notions of school

effectiveness. • To develop an understanding of school leadership and challenges to management. • To help in making overt connections between field-based project work,

educational leadership and change facilitation. • To develop an understanding of the system of education, its relationship with

school curriculum management in the context of the structures and processes of the education system and its impact on pedagogic processes in the classroom.

• Course Content:

Unit I• Types of schools within different administration bodies • Roles and responsibilities of education functionaries • Governance rules and financial management of different types of school. • Relationships between support organizations(Affiliating, Regulating and

Financing bodies) and the school. • Concepts of school culture, organization, leadership and management. • Role of school activities such as assemblies, annual days etc., in the creation of

school culture.

Unit II• School effectiveness -meaning and its assessment. Understanding and developing standards in education Bachelor of Education• Classroom management effective communication and motivational skills. • Learner- centred educational and inclusive Education.

Unit III• Administrative and academic leadership • Styles of leadership • Team leadership • Pedagogical leadership • Leadership for motivation and change • Desirable Change in management • Conflict Management

Unit IV85


L T P C4 - - 4

• Sarva Shiksha Abhiyan (SSA) experiences and RMSA • Equity in Education · Incentives and schemes for girl child • Issues in educational and school reform • Preparing for and facilitating change in education through Teacher Education

system as prime mover. Unit V

• Role and functions of IASEs, DIETs, CTE · Role, functions and networking of institutions like UGC, NCERT, NCTE, NUEPA, SCERT etc.

• Accountability and Continuous Professional Development

Suggested Readings:

• Batra, Sunil (2003). From School Inspection to School Support. . • Early, P. and D. Weindling (2004). A changing discourse: from management to

leadership. • Fullan, M. (1993)Making schools successful, synthesis of case studies of schools in Asian

countries, ANTRIEP, NUEPA (2012).. Why Teachers Must Become Change Agents. In Educational Leadership, 50 (6) Bachelor of Education

• Govinda, R. (2001). Capacity Building for Educational Governance at Local Levels. Paper presented at the International Consultation on Educational Governance at Local͒Levels, Held at UNESCO, Paris 27-28 February 2001.

• Madan Mohan (2002). School without Walls Heinemann: New Delhi pp 24-͒40; 128-1

• Senge, P. (2000). The Industrial Age System of Education. In Schools that Learn, NB: London. pp 27-58.

86


Educational Measurement & EvaluationCourse Code – BED 413

Objectives: To enable student teachers:

to understand the nature of measurement and evaluation to develop and use various tools and techniques of evaluation for scholastic

achievement. to understand the process of test development and their standardization. to know the Process and interpret students’ performance according to the test results. Use of elementary statistical methods for analysis and interpretation of data.

Unit I

Measurement: meaning, variables, levels, scales and types. Evaluation: meaning and types – formative and summative evaluation Evaluation in Education, errors of measurement and evaluation.

Unit-II

Tools and methods of educational measurement and evaluation, qualities of good tools; educational tests, norm referenced tests and criterion reference tests, essay type, short answer type and objective type tests.

Validity, reliability, objectivity and norms of a test.

Unit III

Construction and standardization of Achievement Tests. Examination system: meaning and classification, comprehensive and continuous

evaluation, semester system, grading system, credit system, online exam, open book exam, a critical analysis of present system of examination.

Diagnostic Test and Remedial Measures.

Unit IV

Construction of an objective type test: Planning, The blue print, writing of test items and first try-out.

Item analysis - difficulty and discrimination. Final form of the test.

Unit-V

Frequency Distribution Graphical Representation of data: Frequency Polygon, Histogram, Ogives. Measures of central tendency- mean, median, mode

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Measures of variability – Range, Quartile Deviation (QD), Standard Deviation (SD). Norms – Percentiles, Percentile Rank, Standard Scores. Correlation by Rank method, Product moment correlation.

Suggested Readings:

Lal, Raman Bihari and Joshi suresh chemd, Educational Measurement. Evaluation and statistics, R.Lall Book Depot Meerut.

Bhatnagar, A.B., mental measurement and evaluation, R.Lall Book Depot meerut. Agarwal, S.N., Educational and Psychological Measurement, Vinod pustak Bhandar, Agra.

Stanly, J.C. and Hoppins, KD, measurement and evaluation, prentice hall, New Delhi.Thoondike R.L. and Hogen.E., Measurement and evaluation in Psychology and evaluation, John willey New Delhi.

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Semester-IV Practicum

Course Code-BED 451 Practicum based on the course/paper


S.No. Activities1. Debates and discussions on violation of rights of girls and women

2. Identification of Gifted/creative/ slow learner/ children with learning disability using standardized tests.

3. Student-teachers shall be engaged in reflecting and examining the following critical themes; Seminar, presentations

4.Select any one on the basis of opted optional courses

i. The students shall be engaged with the community through projects wherein they would look at the implementation of different aspects of RTE especially the clause on EWS.ii. To help students make specific connections between field observations, class discussions, analytical presentations and participation in change visualization.

iii. Construction of an objective type test.





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Teaching Skill-I

Course Code- 452

Objective of this paper is to assess subjective knowledge, teaching skills and teaching efficiency of the pupil teachers:

Evaluation of Teaching Skill




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Lesson Plan 10 10Knowledge 10 10Presentation 10 10Teaching Aids 10 10Performance 10 10

Teaching Skill-II

Course Code- 453

Objective of this paper is to assess subjective knowledge, teaching skills and teaching efficiency of the pupil teachers:

Evaluation of Teaching Skill




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L T P C- - 2 1



Lesson Plan 10 10Knowledge 10 10Presentation 10 10Teaching Aids 10 10Performance 10 10

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