B.Ed..pdf - Janardan Rai Nagar Rajasthan Vidhyapeeth ...

Bachelor of Education (B.Ed.)

Email : [email protected]

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(NAAC Accredited A Grade University)

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Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed) University

(Implemented with effect from September 2015)

As per the Guidelines of NCTE Curriculum Framework - 2014

Curriculum for Two YearBachelor of Education

Lokmanya Tilak Teachers Training College (CTE)Dabok, Udaipur - 313022 Tel. : (0294) 2655327

(NAAC Accredited A Grade University)

socio-cultural-political & multilingual Indian society and resolve

them.

?Plan and organize classroom instruction through learner

centered techniques for inclusive education.

?Conduct pedagogical content analysis in subject areas and use

it for facilitating learning in the classroom.

?Effective utilization of Information Communication Technology

resources, online as well as offline for day-to-day classroom

teaching, remedial instruction and providing challenging

learning to the gifted.

?Develop critical understanding of ICT in Education.

?Develop professional commitment and work as responsible

professional.

?Cultivate reflective teaching practices and interface with

societal resources.

Edu. R-1 : Admission

(a) Eligibility : Candidates with at least 50% Marks either in

Bachelor Degree and/or in Master Degree in Science/Social

Sciences/Humanities, or any other qualification equivalent

thereto, are eligible for admission to the programme.

(b) Eligibility criteria for admission to B.Ed. programme in

Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed)

University, Udaipur will be according to the qualifications and

norms laid down by NCTE/UGC/Government of Rajasthan

from time to time.

(c) Reservation : Reservation of seats for SC/ST/OBC and

Handicapped will be as per existing Rajasthan Govt.

(d) Procedure : Admission shall be made on the basis of entrance

examination (PTET).

Edu. R-2 : Duration and Working Days

B.Ed. programme is a full time course and consists of two year as

shown in programme structure.

Objectives :

The main objective of this programme is to prepare teachers for

Upper Primary (Classes VI-VIII), Secondary (Classes IX-X) &

Senior Secondary (Classes XI-XII) schools.

The B.Ed. programme enables student teacher to -

?Acquire competence to teach subjects of his/her specialization

on the basis of accepted principles of learning and teaching in

the context of NCF 2005 and NCFTE 2009.

?Develop skills, understanding, interests and attitude which

enable him/her to foster all-round growth and development of

the children under his/her care.

?Develop skills in identifying, selecting, innovating and organizing

learning experiences for teaching the required subjects.

?Develop understanding of psychological principles of 'growth

and development', 'individual differences and similarities' and

'cognitive and affective learning'.

?Develop skills in guiding and counselling the children in solving

their personal as well as academic problems.

?Understand the role of the home, the peer group and the

community in shaping the personality of the child and help to

develop an amicable home-school relationship for mutual

benefit.

?Understand the role of school and community in changing

society.

?Contribute to fill up the gap between theory and practice by

dovetailing both appropriately.

?Acquire interactive processes of group reflection, critical

thinking and concept formation.

?Understand the nature, purpose, influencing factors and

problems of various levels of education in the context of diverse

RULES AND GUIDELINES

B.Ed. Programme

Syllabus B.EdSyllabus B.Ed01 02

(a) Duration : The B.Ed. Programme shall be of a duration of Two

Academic Years, which can be completed in a maximum of

Three Years from the date of the admission to the programme.

(b) Working Days : There shall be at least Two Hundred Working

Days each year excluding of the period of examination.

Institution shall work for a minimum of Thirty six hours a

week, during which physical presence in the institution of all the

teachers and student teachers is necessary to ensure their

availability for advice, guidance, dialogue and consultation as

and when needed.

Edu. R-3 : Attendance :

(a) The minimum attendance of student teachers shall have to be

80% for all theory and supervised learning classes, and 90%

for school internship.

(b) It is mandatory for every student to keep 80% of attendance in

the college. Principal may condone the attendance of any

student not more than 10% of total attendance to be kept by the

student for a genuine and valid reason. In case of serious

il lness or under extraordinary circumstances, on

recommendation of the principal, the executive coiuncil shall

decide to condone the required attendance of any student.

Further provided that, any student participating in

sports/cultural activities to represent the college/the university

at university/district/state/national level the principal shall

condone these days as attendance for want of completion of

the required attendance by the institute.

Edu. R-4 : School Internship

(a) The student teachers wil be actually placed in a school for a

duration of four and sixteen weeks, in first and second year

respectively.

(b) Student teachers will function in liaison with the regular

teachers in the school in all day-to-day functioning along with

teaching learning.

(c) In first year Pre-internship will be held for two weeks in which

school observation, orientation of subject specific skills, Pre-

view of Text-books and development of teaching learning

material will be done.

Pre-intership will be held for 10 days in which Demo lessons,

preparation of 5 lesson plans based on different methods and

approaches (fusion based) and teaching in simulated

conditions will be organized.

(d) In the second year, they will go for 'school placement' of sixteen

weeks. It is desirable that student teacher be provided

internship in both upper-primary and secondary/higher

secondary schools. A student teacher will have maximum four

months internship in one school or minimum two month's

internship in a school. The student teacher will not be

permitted to get the experience of internship in more than

two schools. During this period, their role in the school is

something like an 'apprentice' and its specific contours need to

be worked out by course faculty. They will be engaged in the

school functioning in all its aspects.

Edu. R-5 : Teaching Practice :

(a) Not more than two lessons per day by a student teacher will be

allowed. All the teaching practice should be given under the

supervision of a member of the teaching staff of the college OR

Head Master / Principal of upper Primary/Secondary/Senior

Secondary Schools OR Senior Teacher of Upper Primary/

Secondary/Senior Secondary Schools.

(b) Student, teacher should use all available audio-visual

equipments in his/her lessons.

(c) Science student teacher has to demonstrate two science

experiments related to school syllabus during the practical

lessons in the practicing schools.

(d) A student teacher has to prepare and deliver two digital lessons

during the programme.


Edu. R-6 : Examination :st nd

(a) The examination for I and II Year the B.Ed. programme shall

consist of Written Examination and Annual Lesson (External),

Engagement with field, Practice teaching and other work in the

college and school.

(b) Written Examination and Annual Lesson (External), will be

taken after each year attendance at an Education College or a

B.Ed. Department of Janardan Rai Nagar Rajasthan Vidyapeeth

University.

(c) Student teacher will not be permitted to appear for Annual

Lesson exam in Second Year unless they produce a

completion certificate of practical work done to the satisfaction

of the Head of the Education College or B.Ed. Department of

Janardan Rai Nagar Rajasthan Vidyapeeth University.

(d) In Final Lesson examination, student teachers will be tested in

their practical skill of class management and teaching the one

subject of their choice.

(e) For Engagement with Field activities, student teacher has to

conduct different activities [i.e. (1) Seminar / Workshop /

Group Discussion / Quiz., (2) Library Engagement / Laboratory

Engagement, (3) Social Engagement / Community Engagement,

(4) Observation / Case Study / Research / ICT / Resource

Generation / Any Other.

Edu. R-7 : Term Grant

(a) A candidate if has completed all the submissions and has

attended required number of days, shall be eligible to join the

next consecutive even if he/she has not appeared or cleared

the external examination of that year.

(b) A candidate should have cleared the external examination of

First Year for joining Second Year.

B.Ed. Course Structure FIRST YEAR

Course Course Name Course Marks

Code Type

1001 Childhood & Growing up CC 100

1002 Contemporary India & Education CC 100

1003 Language Across the Curriculum CC 100

1004 Understanding Discipline & Subjects CC 100

1005 Assessment for Learning CC 100

1006 Reading & Reflecting on Text PRA 50

1007 Art & Dram Education PRA 50

1008 Pedagogy of a School Subject - I CC 100

1008-1 Teaching of English

1008-2 Teaching of Hindi

1008-3 Teaching of Sanskrit

1008-4 Teaching of Social Science

1008-5 Teaching of Book-Keeping & Accounting

1008-6 Teaching of Mathematics

1008-7 Teaching of Science

1009 Pre - Internship PRA 25

1010 Internship I (4 Weeks) PRA 75

1011 Cultural & Literary Development PRA 50

1012 Mediation,Yoga & Sports PRA 50

1013 Extesion & Outreach Programme PRA 50

1014 Working with Community PRA 50

Total 1000


B.Ed. Course Structure SECOND YEAR

Course Course Name Course Marks

Code Type

2001 Teaching & Learning CC 100

2002 Gender, School & Society CC 100

2003 Knowledge & Curriculum CC 100

2004 Critical Understanding of ICT CC 100

2005 Creating an Inclusive School CC 100

2006 Understanding the Self PRA 50

2007 Optional Course CC 100

(Peace Education Guidance Environmental Physical)

2007-1 Peace Education

2007-2 Guidance and Counseling in Schools.

2007-3 Health & Physical Education.

2007-4 Environmental Education.

2008 Pedagogy of School (Subject - II) Ordinary Level CC 100

2008-1 Teaching in English

2008-2 Teaching of Hindi

2008-3 Teaching of Sanskrit

2008-4 Teaching of Mathematics

2008-5 Teaching of Economics

2008-6 Teaching of Geography

2008-7 Teaching of Civics

2008-8 Teaching of History

2008-9 Teaching of Commerce

2008-10 Teaching of Physics

2008-11 Teaching of Biology

2008-12 Teaching of Chemistry

2008-13 Teaching of Home Science

2008 Pedagogy of School (Subject - II) Advance Level CC 100

2009 Internship - II PRA 250

Total 1000

2008-1A Teaching in English

2008-2 A Teaching of Hindi

2008-3 A Teaching of Sanskrit

2008-4 A Teaching of Mathematics

2008-5 A Teaching of Economics

2008-6 A Teaching of Geography

2008-7 A Teaching of Civics

2008-8 A Teaching of History

2008-9 A Teaching of Commerce

2008-10 A Teaching of Physics

2008-11 A Teaching of Biology

2008-12 A Teaching of Chemistry

2008-13 A Teaching of Home Science


FIRST YEAR

Syllabus B.Ed09

2.3 Philosophical aims of education in context of globalization.

Unit-III : Psychological Dimensions of Childhood and

Adolescence

3.1 Dimensions of Psychological Attributes - Learning, Interest,

Apptitute, Creativity and Personality of children and

adolescence.

3.2 Role of Teacher in Creating Fascilitative Learning Environment.

Unit-IV : Social and Economical Dimensions of Childhood and

Adolescence

4.1 Effect of Family, School, Neighborhood and Community on

Social and Economical Dimensions of Children and

Adolescents.

4.2 Constitutional Provisions for Children and Adolescence.

4.3 Role and Effect of Media on Development of Children and

Adolescent.

Unit-V : Cultural Dimensions of Childhood and Adolescence.

5.1 Meaning and Importance of Culture.

5.2 Education as Instrument for Conservation and Development

of Culture.

5.3 Nurturing Values of Culture.

5.4 Cultural crises in modern era and role of education.

Assignments (any one)

1. Prepare Power Point Presentation of biography of any two

(Indian and Western) Educationists.

2. Case study of different socio-culture background children.

3. Observation of the behaviour of five children or adolescent

during play.

4 Suggested the activity inculcate values and culture among

children and adolescent.

5. Prepare a scrap book on life sketch any one Indian and

Western Philosopher.

Objectives :

1. To acquaint students with the concept and characteristics of

childhood and adolescence.

2. To understand the contribution of Indian and Western

Philosophers.

3. To acquaint the students with dimensions of differences in

Psychological attributes.

4. To understand the role of teacher in creating learning

environment.

5. To acquaint the students social and economic dimensions of

childhood and adolescence.

6. To understand the role of Media.

7. To aware the students about Gender Sensitivity and Role of

Education.

8. To understand various Cultural Dimensions of Childhood and

adolescence.

Unit-I : Introduction to Childhood and Adolescence

1.1 Concept and characteristics - Childhood and Adolescence.

1.2 Principles and Stages of Development.

1.3 Physical, Social, Emotional, Moral & Language Development

and their inter-relationship.

1.4 Factors affecting Development.

Unit-II : Philosophical Dimensions of Childhood and Growing-up

2.1 Contribution of Gandhiji, Janubhai, Frobel, Dewey (with

reference to childhood and adolescence).

2.2 Concept, Nature and Types of Education

CHILDHOOD AND GROWING UP

Course Code : B.Ed.-1001 M.M. 100


Hall of India

16. Magal, S.K.: ShikshaManovigyan, Prentice-Hall of India

17. Mathur, S.S.: ShikshaManovigyan, Agarwal Publications, New

Delhi

18. Mavis Hethering Ton E. (1986) : Child Psychology. McGraw

Hill Book Company, New York.

19. Muklt Joseph C. (2003) : Gandhian Education. Discovery

Publishing House, New Delhi.

20. Patri, Vasantha R.: Counselling Psychology, Authors Press,

New Delhi

21. Santrock, John W.: Adolescence (11th Edition), TATA

McGraw-Hill

22. Santrock, John W.: Educational Psychology : Classroom

Update : Preparing for Praxis and Practice, TATA McGraw-Hill

6. Study of learners interpersonal relationship in inclusive

classroom.

Reference Books:

1. Ambron Sueann Robinson (1981) : Holt, Rinehart and

Winston, New York.

2 Anderson, John, R.: Cognitive Psychology and Its Implications

(2nd Edition), W.H. Freeman & Co., New York

3. Baron, Robert A.: Psychology (5th Edition) Pearson Education

4. Bee-Helen (1989) : The Developing Child. Harper Collins

Publishers.

5. Berk, Laura F.: Development Through the Lifespan (3rd

Edition), Pearson Education.

6. Bhatnagar, S. and Saxena, A. : Advanced Educational

Psychology, R. Lall Book Depot, Meerut

7. Boing Edwin Garrigues, Langfeld, Weld Harry Porter (1963) :

Foundations of Psychology. Asia Publishing House, Bombay.

8. Chauhan, S.S. : Advanced Educational Psychology, Vikas

Publishing House, New Delhi.

9. Chopra, R.K.: Psychology of Mental Hygiene (Vol. I &II), Arise

Publishers, Chandigarh

10. Cole Luella & Hall Irma Nalson (1970) : Psychology of

Adolescence. Holt, Rinehart and Winston Inc., New York.

11. Feldman, Robert S.: Understanding psychology (6th Edition),

TATA McGraw-Hill

12. Flexner, William : Educational Psychology and Mental health,

Sarup & Sons

13. Hurlock Elizabeth B. (1978) : Child Psychology. McGraw Hill

International Editions.

14. Lal, Raman Bihari & Manava, Ram Nivas: Shiksha

Manovigyan, Rastogi Publications, Meerut

15. Mangal, S.K.: Essentials of Educational Psychology, Prentice-


Unit-II : Sociological Basis of Education

2.1 Concept of socialization and role of educational in

Socialization process, concept of universal education (VEE &

USE) obstructs and solutions.

2.2 Concept of Social change role of education as an agent of

social change.

2.3 Right to education 2009 and role of education in

implementation of RTE 2009

2.4 Concept of social stratification, modernizations, cultural leg,

modernizations - Concept, Role of Education in

modernizations.

Unit-III : Constitutional Values and Initiatives in Education

3.1 Aims of Education in the light of constitutional values.

3.2 Concept of constitutional values with the special reference to

fundamental rights duties.

3.3 Introduction, functions and contribution of Madhyamik Shiksha

Abhiyan (RMSA)

3.4 Concept of Inclusive education in the light of NCF 2005.

Unit-IV : Emerging Global Concern And Education

4.1 Education for peace, Issue of National and International

Conflicts, Social injustice, commutations confects.

4.2 Role of teacher in peace building environment.

4.3 Education for environment Conservation Gender Sensitivity,

Social and global.

4.4 Gender Equality and role of Education.

Unit-V : Study of educational commissions polices of

Government

5.1 Indian Education commission (1964-66) : objectives and

recommendations.

5.2 Dalor's commission in the light of four pilors.

5.3 Knowledge commission

5.4 NCF 2005

Objectives :

1. To know basic concepts of contemporary India and education.

2. To know the concept of social diversity and role of education.

3. To understand the constitutional values and fundamental

rights, duties and directive principles.

4. To know constitutional provisions about education.

5. To introduce pupil-teachers to basic concepts of inequality,

discrimination.

6. To acquaint pupil-teacher various emerging trends in

education like RTI, RTE, UEE, USE etc.

7. To introduce pupil-teachers by different agencies and

programmes for universalization of education like RMSA,

NCF-2005 etc.

8. To acquaint pupil-teachers with emerging global concerns and

education.

9. Develop overal l understanding of working and

recommendation of various commissions.

Unit-I : Social-Diversity and Education

1.1 Concept of Education

1.2 General Aims of Education.

1.3 Aims and objectives of education (According to kothari

commission and national policy 1986.

1.4 Forms of Education

1.5 Concept, Type and level's of Social diversity.

1.6 Enrichment of social diversity through education for

universalization.

CONTEMPORARY INDIA & EDUCATION




1. A survey of awareness about constitutional values in

secondary level students.

2. Prepare power point presentation on any sub-unit of syllabus.

3. Write a monograph on any sub unit of syllabus.

4. Write a term paper on any National document related to

Education.

5. Group discussion and prepare report on any sub unit of

syllabus.

Reference Books :

1. Anord, C.L. et al. (1983) : Teacher Education in Emerging

Indian Society, NCERT, New Delhi at least 30 students.

2. A.S. Balasooriya (2001) : Learning the Way of Peace, United

Nations Educational, Scientific and Cultural Organization,

New Delhi.

3. Govt. of India (1992) : Programme of Action (NPE) Ministry of

HRD.

4. Mohanty, J. (1986) : School Education in Emerging Society.

Sterling Publishers, McMillan, New Delhi.

5. Ministry of Education "Education Commission" 1964-1966.

Education and National Development, Ministry of Education,

Govt. of India, 1966.

Objective :

1. To understand the concept of language and will differentiate

between language and communication.

2. To know the language functions and language diversity.

3. To understand home language and school language.

4. To use language as a tool of learning.

5. To use oral language in the classroom.

6. To develop multi-cultural awareness and use multi-lingualism

while teaching.

7. To develop language at receptive level and productive level.

Unit-I : Nature of Language and Its Functions

1.1 Concept of Language

1.2 Animal Communication

1.3 Human Language

1.4 Language and Communication

1.5 Language Functions

1.6 Components of Language - Sound, Vocabulary and Sentence

Language diversity with reference to dialects regional language.

Unit-II : Language and Its Social Impact

2.1 Concept of Mother Tongue, First Language, Second Language

and Third Language.

2.2 Language acquistion vs Language learning

2.3 Home Language and School Language

2.4 Language as a tool of learning

LANGUAGE ACROSS THE CURRICULUM



Unit-III : Development of Language in the Classroom

3.1 Classroom Discourse

3.2 Oral Language in Classroom

3.3 Discussion as a tool for learning

3.4 Questioning in Classroom

3.5 Multi-lingualism as a resource

3.6 Multi-cultural awareness

3.7 Role of teacher in resolution of speech defects (lipsing,

stuttering, stammering).

Unit-IV : Language at Receptive Level

4.1 Listening Comprehension.

4.2 Phonetic elements involved at receptive level (vowels and

consonants).

4.3 Understanding intentional meaning through intonation

patterns.

4.4 Listening strategies

4.5 Reading comprehension

4.6 Reading in content areas (social science, science and

mathematics).

4.7 Reading Strategies (note taking, summarizing, interpretation,

central idea).

Unit-V : Language at Productive Level

5.1 Speaking : Phonetic elements involved at productive level.

5.2 Use of Communication Skills (Gestures, Emotions, Facial

expression, Expression, Posture and Movements).

5.3 Writing : Composing Letters, Essay, Reports, Notices,

Paragraphs.

5.4 Strategies to enhance writing skills.


1. Compare the sounds (vowel and consonants) of different

languages and write a report based on it.

2. Prepare a PPT on any sub unit of the syllabus.

3. Prepare a write-up on multi-lingualism as a resource of

teaching.

4. Study mispronounced sounds of school students and prepare

a report.

5. Write an article on the role of teacher in developing reading

skills of student.

Reference Books:

1. Anderson, R.C. (1984). Role of the reader's schema in

comprehension, learning and memory. In R.C. Anderson, J.

Osborn, & R.J. Tierney (Eds.), Learning to read in American

Schools : Basal readers and contecnt texts. Psychology

Press.

2. Eller, R.G. (1989). Johnny, can't talk either : The perpetuation

of the deficit theory in classrooms. The Reading Teacher, 670-

674.

3. Grellet, F. (1981). Developing reading skills : A practical guide

to reading comprehension exercieses. Cambridge University

Press.

4. NCERT. (2006d). Position paper-National focus group on

teaching of Indian Language (NCF 2005). New Delhi : NCERT.


Objectives :

1. To acquaint the students with the nature and developmental

history of Science, Social Science and Language disciplines.

2. To acquaint the students with the position papers of disciplines.

3. To acquaint the students with the general and specific skills of

disciplines.

4. To acquaint the students with the recent trends and innovations

in the disciplines.

5. To acquaint the students with the role of ICT in understanding

the disciplines.

Unit-I : Nature and Developmental History of Social Science

Discipline

1.1 Nature of Social Science Discipline.

1.2 Origin and Historical Development of Social Science Discipline.

1.3 Salient features of position paper in Social Science Discipline.

1.4 Teaching Skills - General and Specific Skills.

1.5 Recent trends and innovations in Social Science Discipline.

Unit-2 : Nature and Developmental History of Science Discipline

2.1 Nature of Science Discipline.

2.2 Origin and Historical Development of Science Discipline.

2.3 Salient features of Position Paper in Science Discipline.

2.4 Teaching Skills - General and Specific Skills

2.5 Recent trends and innovations in Science Discipline.

Unit-III : Nature of Language Discipline

3.1 Nature of Language Discipline.

3.2 Salient features of Position Paper in Language Discipline.

3.3 Teaching Skills - General and Specific Skills.

3.4 Recent trends and innovations in Language Discipline.

Unit-IV : Taxonomy of Education

4.1 Bloom's Taxonomy of Educational Objectives, Correlation of

subject with other subjects.

4.2 Levels of Teaching in the disciplines.

4.3 Contribution of disciplines in developing Global Citizen.

Unit-V : Instructional Support System in Understanding the

Disciplines

5.1 Planning of Labs (Social Science, Language and Science Lab).

5.2 Use of mass-media and computers in teaching disciplines.

5.3 Use of local resources in teaching disciplines.

5.4 Role of school and teacher in relation to teaching disciplines.

Assignments (any one) :

1. Prepare a summary on position paper related to any one

discipline.

2. List out general and specific skills of any disciplines and plan a

lesson based on those skills.

3. Write a term paper on any innovation in the discipline.


5. Prepare a list of local resources for teaching disciplines.

Reference Books:

1. Carr, D.(2005). Making sense of education : An Introduction to

the Philosophy and theory of education and teaching.

Routledge.

2. Charkavarti, U. (1998). Rewriting history : The life and Times of

Pandita Ramabai. Zubaan.

3. Deng, Z (2013) School subjects and academic disciplines. In

A. Luke, A. Woods, & Wer (Eds.), Curriculum syllabus design

and equity: A primer and model. Routledge.

UNDERSTANDING DISCIPLINES

AND SUBJECTS



ASSESSMENT FOR LEARNING

Objectives :

1 To gain a critical understanding of issues in assessment and

evaluation.

2 To understand Key concepts, such as formative and summative

assessment and evaluation.

3 To acquaint with different kinds and forms of assessment that

aid student learning.

4 To use of a wide range of assessment tools and learn to select

and construct these appropriately.

5 Evolve realistic, comprehensive and dynamic assessment

procedures.

Unit-1 Assessment and Evalution

1.1 Concept of Assessment and Evaluation.

1.2 Difference between Assessment and Evaluation.

1.3 Distinction between 'Assessment of Learning' and 'Assessment

for Learning'.

1.4 Purposes of Assessment

1.5 Formative and Summative Evaluation

Unit-2 Assessment of Learning

2.1 Assessment tools

2.2 Kinds of tasks : projects, assignments, performances

2.3 Kinds of test and their construction

2.4 Observation of learning processes by self, by peers, by teachers

2.5 Self-assessment and peer-assessment.

Course Code : B.Ed. 1005

4. Deplit, L.D. (1988). The silenced dialogue : Power and

pedagogy in educating other people's children, Harvard

Educational Review, 58(3), 280-299.

5. Ghosh, S.C. (2007). History of education in India. Rawat

publications.

6. GOI. (1992, 1998), National policy on education, 1986 (As

modified in 1992). Retrieved from http://mhrd.gov.in/sites/

upload_files/mhrd/files/NPE86-mod92.pdf

7. Goodson, I.F. & Marsh, C.J. (2005). Studying school subjects :

A guide. Rouledge.

8. Hodson, D (1987). Science curriculum change in Victorian

England : A case study of the science of common things. In I.

Goodson (Ed.), International perspectives in curriculum

history. Croom helm.

9. Ladson-Billings. G. (1995). Toward a theory of culturally

relevant pedagogy. American Education research journal.

32(3). 465-491.

10. Montuschi, E. (2003). Objects of social science. London. :

continuum press.

11. Naik J.P. & Nurullah, S. (1974) a student's history of education

in India (1800-1973). Macmillan.

12. Plato (2009) Reason and persuasion Three dialogues

(chapter) in J. Holbo (Ed) meno : reason, persuasion and

virtue. Person.

M.M. 100


5. Observation of the record of CCE maintained by upper primary

school teachers and its report presentation.

Reference Books :

1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012).

Assessment and teaching of 21st century skills. New York :

Springers.

2. Gardner, John(2012). Assessment and learning -2nd edition.

New Delhi : SAGE Publication India Pvt. Ltd.

3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010)

knowledge what students know the science and design of

educational assessment National Academy press.

4. Glathorn, A.A. (1998). Performance Assessment and Standard-

based curricual : the Achievement Cycle. Larchmont, NY : Eye

no Education

5. Gredler, M.E. (1999). Classroom Assessment and Leaning.

USA : Longman

6. Hanna, G.S., & Dettmer, P.A. (2004). Assessment for effective

teaching : Using context-adaptive planning. Boston, MA :

Pearson A & B.

7. http://www.differencebetween.com/difference-between

assessment-and-vs-evaluation/

8. Likert, R,. (1932). A technique for the measurment of Attitude.

Archives psychology. 40

9. Linn, Robert and Norman E. Gronland (2000); Measurment and

Assessment in teaching 8th edition, by prentice Hall, Inc,

Pearson Education, Pearson Education, Printed in USA

10. Mehrens, W.A. & Lehman, I.J. (1991). Measurement and

Evaluation in Education and psycholgy (8th ed.) : chapter 10:

Describing educational Data.

11. Oosterhof, A. (1994). Classroom Applications of Educational

Unit-3 : Data Analysis, Feedback and Reporting

3.1 Concept and use of Statistics.

3.2 Statistical Tools - Percentage, Graphical Representation,

Frequency distribution, Measures of Central - Tendency, mean

median mode standard deviation.

3.3 Feedback as an essential component of formative assessment.

3.4 Type of Teacher Feedback (Written, comments, oral), Pear

Feedback.

Unit-4 : School-Based Assessment and Evaluation

4.1 Continuous and comprehensive assessment

4.2 Types of Evaluation : Quantitative and Qualitative aspects -

Appropriate tools for each.

4.3 New trends in evaluation : Types of questions, Cummulative

record card.

Unit-5 : Directions for Examination Reform

5.1 Flexibility in examination ( Open book and on line examination)

5.2 Improving quality and range of questions in exam papers.

5.3 Including school-based credits

5.4 Role of ICT in examination

Assignments (Any one) :

1. Write a report on current practices of assessment and

evaluation at the upper primary, secondary / sr. secondary

stage.

2. Analysis the question papers of any subject in the light of

knowledge, understanding and application.

3. Develop question paper to assess all the aspects of teaching.

4. Analysis answers given by the learner for one particular

question.


measurement (Second Edition), New York : Macmillan College

Publishing Company Inc.

Objectives :

1. To develop a taste for reading.

2. To deduce meaning of different kinds of texts.

3. To learn to engage with ideas.

4. To appreciate different kinds of writings used to communicate

ideas in different context.

5. To develop overall language proficiency.

6. To express and reflect given ideas as well as their own ideas.

Unit-I : Engaging with Narrative and Descriptive Text

1.1 Selection of the text from fiction, drama, stories, descriptive

account or comic scripts.

1.2 Reading of the text for comprehension and visualization

(individual reading, group reading, discussion/explanation).

1.3 Relating the text with one's life experience and presenting/

narrating/describing it in front of smaller group.

1.4 Sharing interpretation and points of view.

1.5 Writing based on the text (summary of the scene, extrapolation

of story, converting a situation into a dialogue etc.)

Unit-II : Engaging with Expository Writing

2.1 Selection of the text from articles, biographical writings,

extracts from popular non-fiction writing with the themes that

are drawn from subject areas of the student teachers

(Science, Mathematics, History, Political Science, Geography,

Literature pieces).

2.2 Reading of the text for extracting overall meaning, information

and subject knowledge (guided reading in pairs). Identifying

major concepts and ideas involved.

READING AND REFLECTING ON TEXTS

Course Code : B.Ed. 1006 M.M. 50


2.3 Making notes from the text in the form of flow diagram, tree

diagram and mind maps etc. (pair / group work)

2.4 Explaining the hist of the topic to others (in subject group).

2.5 Writing a review or the summary of the text individually.

Unit-III : Engaging with Journalistic Writing

3.1 Selection of the text from newspaper or magazine articles on

topics of contemporary interest.

3.2 Individual task for skimming, scanning and for extracting

information.

3.3 Analysis of structure of article, identifying sub-headings, key

words, sequencing of ideas, use of concrete details.

3.4 Illustrations and / or statistical representation (guided work in

pairs).

3.5 Writing articles on topics of local interest (produce a magazine

with topics of local interest).

Unit-IV : Engaging with Subject related Research and

Reference Books

4.1 Selection of topic for research.

4.2 Framing guiding questions.

4.3 Searching and locating reference books.

4.4 Extracting relevant information from the books by making notes.

4.5 Organizing information under various sub-headings.

4.6 Planning a presentation using ICT.

4.7 Presentation before whole subject group.

Unit-V : Engaging with Educational Writing

5.1 Selection of the text from the popular educational writing in the

form of well written essays, extracts on schooling, teaching

and learning (should present a point of view or argument about

some aspects of given themes).

5.2 Reading for discerning the theme (guided reading individually

or in pairs).

5.3 Discussion of the theme, sharing response and points of view.

5.4 Writing a response paper. (Individually or in pairs)

Reference Books :

1. Reflecting on Literacy in Education. Peter Hannon. Routledge

Publication

2. Reflective Practice : Writing and Professional Development.

Gillie Bolton. Sage Publication.

3. Write to be Read Teacher's Manual : Reading, Reflection, and

Writing. William R. Smalzer. Cambridge University Press.

4. Literacy and Learining : Reflections on Writing, Reading, and

Society, Deborah Brandt. Wiley Publishers

5. Fostering Reflection and Providing Feedback : Helping Others

Learn from. By Jane Westberg PhD. Hilliard Jason MD, EdD.

Springer Publication

6. Research and Reflection : Teachers Take Action for Literacy

Development. Andrea lzzo. Information age Publication

7. Reading to learn in the Content Areas. Judy Richardson,

Raymond Morgan, Charlene.


ART IN EDUCATIONAND DRAMA

Objectives :

1. Gain insight into the concept of Drama and Art in Education.

2. Trace the development of Drama and Art in India.

3. Understand basics of different art forms

4. Enhance artistic and aesthetic sensibility among learners to

enable them to respond to the beauty of different Art forms

through genuine exploration experience and free expression.

5. Enhance skills for integrating different Art forms across school

curriculum at secondary level.

6. Enhance awareness of the rich cultural heritage, artists and

artisans.

Unit-1 : Appreciation of Arts

1.1 Meaning and concepts of Arts and aesthetics and its significance

at secondary level of school education.

1.2 The Co-Relation between art in Education and with other

teaching subject.

1.3 Types of Art, areas and variety in Art Skill.

1.4 The contemporary knowledge of Indian Art, Artist, Dance,

Singing, Instruments, Theatre, Prppet and visual arts.

Unit-2 : Visual Arts and Crafts (Practical)

2.1 The observation and preparation various types of visual arts

such as pasted, Poster Pen and Ink, Rangoli Materials, Clay etc.

2.2 Exploration and experimentation with different methods of

Visual Arts like Painting, Block printing, Collage, Clay modelling,

Paper cutting and folding etc.

2.3 Paper framing and display of Art works in art galleries.

Unit-3 : Performing Arts : Dance, Music, Theater and Puppetry

3.1 Listening/viewing and exploring regional art forms of music,

dance, theatre and puppetry.

3.2 Listening/viewing to live and recorded performances of classical

and regional art forms.

3.3 Planning a stage decoration for a performance and puppet show

planning for class room teaching.

Assignments (Any One) :

Theme-based projects from any one of the curricular areas

covering its social, economic, cultural and scientific aspects

integrating various Arts and Craft forms.

Textbook analysis to find scope to integrate Art forms either in

the text or activities or exercises.

Documentation of the processes of any one Art or Craft form

with the pedagogical basis such as weaving or printing of textiles,

making of musical instruments, folk performances in the community,

etc. - how the artist design their products, manage their resources,

including raw materials, its marketing, problems they face, to make

them aware of these aspects of historical, social, economic,

scientific and environmental concerns.

Student-teacher should prepare at least five lesson plans in

their respective streams of subjects (Science/Maths/Social

Sciences/ Languages etc.) while integrating different art forms.

Reference Books

1. Jefferson, B. (1559) : "Teaching Art to Children" Allyan & Bacon

Inc. Boston.

2. Jeswani, K.K. : "Teaching and Appreciation of Art" Atma Ram &

Sons.

3. Read, Herbert (1929) : "An Introducation to Art Education D.

Appleton & Co.

4. Lowen Feld, V (1957) : Creative and mental Growth The

Macmillam Comp. New York



5. Mc Donald, R. : Art as Education, Henry Holt & Company, New

York

6. t;nso vk;Z % dyk v/;kiu] y{ehukjk;.k vxzoky] vkxjk&3

7. MkW- ekrk izlkn 'kekZ] MkW- Vh- ds- 'kekZ % dyk f'k{kk] Jh dfork izdk'ku]

t;iqj

8. fot; vkpk;Z] f'kokuUn 'kekZ % dyk f'k{kk f'k{k.k] ';ke izdk'ku]

t;iqj

9. T;ksfr xkSre % dyk f'k{kk n{krk,¡] fo"k;oLrq ,oa f'k{k.k fof/k;k¡] lhek

ifCyds'ku] t;iqj

10. vkseizdk'k xxZ % dyk f'k{kk f'k{k.k xks;y ifCyds'kUl] t;iqj

11. dksbZuk iky % f'k{k.k dyk] fot; izdk'ku efUnj] okjk.klh 221001

12. MkW- fp=ys[kk flag % vk/kqfud fp=dyk dk bfrgkl

13. MkW- izHkk 'kekZ % dyk f'k{kk f'k{k.k Jqfr ifCyds'ku t;iqj & 6

14. MkW- jktdqekjh HkkxZo] MkW- euh"kk pkSchlk % dyk f'k{kk f'k{k.k] ân;

laLFkku] mn;iqj

15. Jherh ;'koUrh xkSM % Art Education Teaching, vfjgUr f'k{kk

izdk'ku] t;iqj

Syllabus B.Ed32

PEDAGOGY OF A

SCHOOL SUBJECT - 1

TEACHING OF ENGLISH

Objectives

To enable the student teachers to :

* Develop a good understanding of the basic concepts in second

language teaching.

* Teach basic language skills as listening, speaking, reading and

writing and integrate them for communicative purpose.

* Critically review and use appropriately different approaches and

methods of teaching English as a second language.

* Prepare lesson plans on different and prescribed aspects of

English as a second language.

* Choose, prepare and use appropriate audio-visual aids for

affective teaching of English.

* Use various techniques of testing English as a second language

and develop remedial teaching.

Unit-1 : Basic Concepts and Objectives of English Language

Teaching

1.1 Concept of language, language acquisition, language learning.

1.2 Mother tongue, second language, English as a second language

(ESL), English as a Foreign language (EFL), English for specific

purpose (ESP).

1.3 Principles of second language teaching.

1.4 The objectives of teaching English as a second language at

different levels of school education - (i) Skill based-LSRW (ii)

Competency based - (a) Linguistic competence and (b)

Communicative competence.

Unit-2 : Teaching of Listening and Speaking

2.1 Listening

2.1.1 Concept of listening in second language, elements of

Course Code : B.Ed. 1008 - 1 M.M. 100


listening.

2.1.2 The phonetic elements involved in listening at the receptive

level (monothongs, diphthongs, consonants, pause,

juncture, stress, accent, beat, intonation, rhythm);

2.1.3 Listening skills and their sub-skills;

2.1.4 Authentic listening vs graded listening;

2.1.5 Techniques of teaching listening;

2.1.6 Role of teaching aids in teaching listening skills;

2.2 Speaking

2.2.1 Concept of speaking in second language.




2.2.3 Use of pronouncing dictionary.

2.2.4 Technique of teaching speaking skills and pronounciation

practice and drills - Ear Training, Repetition, Dialogues and

Conversation.

2.2.5 Role of A.V. aids in teaching speaking skills.

Unit-3 : Teaching Reading and Writing Skills

3.1 Reading Skills

3.1.1 Concept of reading in second language.

3.1.2 Mechanics of Reading (Eye span, pause, fixations,

regression);

3.1.3 Types of Reading - Skimming, Scanning, Silent reading,

Reading loud, Intensive reading, Extensive reading.

3.1.4 Teaching silent reading, intensive reading, extensive

reading.

3.1.5 Role of textbook and dictionary in teaching reading skills.

3.2 Writing Skills

3.2.1 Concept of writing in and second language.

3.2.2 Types of Composition - oral, written, controlled, guided

composition.

3.2.3 Teaching the following items : Letters (Formal and Informal),

Essays, Report, Email, Notices, Precis, Paragraph,

Developing, Stories.

Unit-4 : Methodology of English Language Teaching

4.1 Approaches, Methods and Techniques

4.1.1 Difference between an approach, method and a technique.

4.1.2 Whole language approach, communicative approach, task

based approach, eclectic approach.

4.1.3 Direct method, Bilingual Method.

4.2 Planning for English Language Teaching

4.2.1 Prose Lessons

4.2.1.1 Content analysis - Planning a unit, based on a lessons in the

textbook.

4.2.2.2 Planning for teaching the content and skills in the following

order:

- New lexical items (vocabulary - active and passive,

techniques of teaching vocabulary)

- New structural items

- Reading comprehension

- Textual exercises

- Written / composition

- Unit test

4.2.2 Teaching of Poetry

4.2.2.1 Components of poetry

4.2.2.2 The place of poetry teaching in school curriculum

4.2.2.3 Concept, aims and objectives of teaching poetry in second

language

4.2.2.4 Steps of preparing a lesson plan on poetry.

Unit-5 : Resources and Assessment of English Learning


1. Planning of vocabulary building exercises and techniques to

teach the students in the classroom.

2. Identification of learning difficulties experienced by student

teachers during teaching practice and implementation of

remedial instructional strategies in English.

3. Review of two research articles related to teaching and learning

of English from educational journals, magazines or

newspapers.

4. Critical analysis of the method used in a lesson taught by a

regular teacher.

5. Preparing an action plan for improving any of the following skills

: reading skill, speaking skill, listening skill or creative writing.

6. Preparation of five (5) word cards, five (5) picture cards and five

(5) cross word puzzles.

7. Preparation of twenty (20) test items in listening / speaking /

reading / writing skills.

8. Preparation of CALL material (five pages).

9. Construction of a unit test or a diagnostic test or an achievement

test for any class of your choice in English.

10. Preparing a power-point presentation (PPP) for teaching a topic

of your choice. Prepare a CD and submit it along with its hard

copy (print out).

11. Review of an English textbook prescribed at the secondary

stage.

12. Content analysis of a unit or a chapter of English textbook in

terms of the lexical and structural items, language skills and

given exercises.

Reference Books :

1. Willis, Jane : A framework for Task-Based Learning. Pg. 135-136.

Longman, 1996.

2. Frost, Richard : "A Task-based Approach". British Council

5.1 Resources in English

5.1.1 Concept and use of A.V. aids in second language teaching.

- Textbook, workbook, teacher's book, chart, picture, flash

clards, flannel board

- The Blackboard and the White Board

- Black Board Drawings and sketches.

- The Overhead Projector (OHP)

- Flashcards, Posters and Flip charts

- Songs Raps and Chants

- Video Clips.

- Pictures, Photos, Postcards and Advertisements

- Newspapers, Magazines and Brochures

- Mind Maps

- Radio, Tape Recorder, T.V.

- Language Laboratory

- Realia

- Stories and Anecdotes

5.2 Assessment of Second Language

5.2.1 Concept of assessment and testing in English as a second

language.

5.2.2 Concept, Need and Techniques of Continuous and

Comprehensive Evaluation (CCE) in English.

5.2.3 Type of Test (Achievement test, Proficiency test, Diagnostic

test, Prognostic test, Formative and Summative tests);

5.2.4 Testing language skills, lexical and structural items, poetry

and grammar.

5.2.5 Preparation of unit test and examination paper - their blue

print and answer key.

Assignments (Any one)

The teacher students have to submit one assignment :


Teaching English. http://www.teachingenglish.org.uk/think/

methodology/task_based.shtml 4/12/2006.


mís'; %

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4- Hkk"kk;h dkS'ky] lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU; tkudkjh

nsukA

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mikns;rk crkukA

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tkudkjh nsukA

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fl)kUrksa ls voxr gks ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu

fo/kkvksa ,oa muds f'k{k.k ds lkFk lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa

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2- fgUnh dk mn~Hko ,oa fodklA

3- ekr`Hkk"kk] ifjHkk"kk ,oa egÙoA

4- Hkkjr dh Hkk"kk;h leL;kA

5- Hkk"kk ds laca/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351]

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fodkl gsrq iz;klA

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bdkbZ ikB ;kstukA

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,d fjiksVZ rS;kj djukA

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lEcU/k esa ,d fjiksVZ rS;kj djukA

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4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA

5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir

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8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA

lanHkZ xazFk lwph % &

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2005

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2009

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fnYyh] 2006

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Course Code : B.Ed. 1008 - 3

laLÑr Hkk"kk f'k{k.k 2-3 laLÑr Hkk"kk f'k{k.k ds fl)kUr

2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky

v- vFkZxzg.kkRed dkS'ky

c- vfHkO;DR;kRed dkS'ky

bZdkbZ 3

3-1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo

3-2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡

v- x| f'k{k.k

c- i| f'k{k.k

l- O;kdj.k f'k{k.k

n- ukVd f'k{k.k

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mudk mi;ksx

bZdkbZ 4 : laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe

4-1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡

v- ikB'kkyk fof/k

c- O;kdj.kkuqokn fof/k

l- ikB~;iqLrd fof/k

n- izR;{k fof/k

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v- laxzUFku mikxe

c- lEizs"k.k mikxe

: laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.kbl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %

1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA

2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA

3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA

5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA

6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA

7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk

lh[k ldsaxsA

8- lLa Ñr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;k as ,o a mikxek as dk s tku ldxas As

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10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA

bZdkbZ 1 % laLÑr Hkk"kk dk Lo:i ,oa egRo

1-1- Hkk"kk dk Lo:i ,oa egRo

1-2- laLÑr Hkk"kk dk egRo

1-3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr

1-4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr

1-5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr

bZdkbZ 2 laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky

2-1 izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';

2-2 laLÑr Hkk"kk f'k{k.k ds lw=

:

M.M. 100


l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe

n- lexz mikxe

bZdkbZ 5

5-1- ewY;kadu dk lEizR;;] mís'; ,oa egRo

5-2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu

5-3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk

5-4- funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k dk lEiRz ;;] mí's ; ,o a egRoA

5-5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA

l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;

izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA

2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa

dk v/;;u ,oa izfrosnuA

3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA

4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA

5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.kA

6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z dh lwph cukuk ,oa ml ij fØ;kRed vH;klA

7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh cgqHkkf"kdrk dk v/;;u djukA

8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij vk/kkfjr 20 iz'uksa dh lajpuk djukA

lUnHkZ xzUFk lwph

1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA

: laLÑr Hkk"kk f'k{k.k esa ewY;kadu

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR; vdknehA

3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ fnYyh % jktdey izdk'kuA

5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d uokpkj] t;iqj % dYiuk izdk'kuA

7. Paliwal, A.K. (2002 : Communicative Language Teaching,

Jaipur : Surbhi Publication.

8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods

in Language Teaching, Cambridge University Press, C.U.P..

9. Widdowson, H.G. (1978) : Teaching Language as Communication,

Oxford University Press.

10. Freeman, D.L. (20000 : Techniques and Principles in Language.



2.4 Study of recent curriculum development of social .

2.5 Qualities, role and professional growth of a teacher of social

science.

Unit 3 : Methods and Approaches of Teaching Social

3.1 Meaning and concept of method and approaches.

3.2 Various methods of teaching social science at secondary level,

role playing, story telling, brain storming, demonstration,

lecture, problem solving project, field trip, observation,

discussion method.

3.3 Common and subject specific skills for teaching social science.

3.4 Planning of unit plan and daily lesson plan.

Unit 4 : Teaching Learning Resources in Social Studies

4.1 Meaning, Need and Importance of teaching learning resources

in social science, types of primary and secondary sources data

from field, Textual materials, journals, magazines, newspapers,

books.

4.2 Teaching aid in social science : maps, graphs, models, chart,

slides, museums, TV, radio, transparencies.

4.3 Use of mass-media and computer in social science teaching.

4.4 Planning of social science lab and its use.

Unit 5 : Evaluation in Social Science

5.1 Concept and objective of evaluation.

5.2 Tools and techniques of evaluation in social science teaching.

5.3 Preparation of achievement test :

a. Different types of question

b. Blue Print

c. Preparation of Question Paper.

Assignments (Anyone) :

1 Analysis of the syllabus.

2 Development of self-instructional material on any one topic of

science

Science

TEACHING OF SOCIAL SCIENCE

Objectives

To enable the pupil teacher to :

1 To enable the student trainees to understand the nature and

structure of social studies.

2 To enable the student trainees to know the importance teaching

social studies at the primary and secondary level.

3 To enable the student trainees to know the method and

approaches for organizing social curriculum.

4 Development understanding and skill using different strategies

for teaching social studies at school stage.

5 Develop understanding of the concept and practice of different

approaches of the evaluation and to develop skills in preparing

and using different evaluation tools in teaching social studies.

6 Develop the skills of using local environment community

resources and other instructional inputs in the teaching of social

studies.

Unit 1 : Foundations of Social Science Teaching

1.1 Concept and importance of social Science.

1.2 Nature and Scope of social science.

1.3 Aims & Objectives of social science at elementary and

secondary level.

1.4 Correlation of social studies with other school subject.

Unit 2 : Curriculum and Planning

2.1 Concept and objectives of curriculum.

2.2 Characteristics of good social science curriculum.

2.3 General approaches and underlying principles of curriculum

construction.



Objectives :

After completion of the course the student will be able to

1. Understand the importance of teaching of Book keeping &

Accounting, Its scope and relationship with other school

objects

2. Undertake critical appraisal of existing Book keeping &

accounting curriculum at Sr. Sec. stage

3. Know the qualities of text book of book keeping & Accounting

4. Develop the ethics & Professional efficiency among students

5. Develop an understanding use learning resources in book

keeping & Accounting

6. Develop necessary skills to prepare and use various

instructional / learning ,methods

Unit - I : Nature of Book keeping and Accounting as Discipline

1.1 Concept Nature and Scope of book keeping & Accounting

1.2 Importance of studying book keeping & Accounting as a

subject in the context of charging global scenario.

1.3 Development of financial Accounting education in India with

reference to Sr. Sec Level

1.4 Aims and objectives of Accounting at Sr. Sec. Level

1.5 Correlation of Book keeping & Accounting subject with other

school subjects via Business studies, Banking, Economics

Mathematics and statics

Unit - II : Curriculum and text Book in Book Keeping &

Accounting

2.1 Concept, Objectives and principles of developing curriculum

in Book Keeping and Accounting

TEACHING BOOK - KEEPING & ACCOUNTING

Course Code : B.Ed. 1008-5 M.M. 100

social science.

3 Collection of newspaper cutting related to social science issues.

4 Prepare transparencies/PPT of any one subject unit related to

subject.

5 Organized a seminar on current social issue and prepare report.

6 Construction of different types of test items.

Reference Books :

1 Sharma M.B. : Methods of social study teaching.

2 Singh Rampal : Social studies teaching.

3 James Hamming : The teaching of social studies in Secondary

School.

4 Horn EE : Methods of instruction in the social studies.

5 Gallanvan Kohler, Ellen : Secrets to success for social studies

teachers.

6 Kochhar, S.K. : The teaching of social studies.

7 Taneja,VR : Teaching of social studies.

8 Tyagi, Gurusharan Das : Teaching of social studies.


4.2 Recreational Activities through commerce club related to

book keeping & Accounting reaching

a) Commerce Exhibition

b) Commerce Fair

c) Financial Model

d) Games

e) Field Trip

4.3 Qualities role & professional development of a teacher of

book keeping & accounting

Unit – V : Evaluation & Assessment in book keeping &

Accounting

5.1 Importance and concept of evaluation

5.2 Various devices of testing and their need

5.3 Preparation of achievement test along with blue print

5.4 Qualities of good test

5.5 Diagnostic test and remedial teaching

Assignment (Any one)

a) Preparation of Unit test along with blue print

b) Preparing scrap book related to business activities

c) Report of a visit to a business organization with a view to study

its financial system

d) Preparation of lesson plan based on any innovation methods

e) Reports on any financial topic or any correct issue related to

business

References :

1. Agarwal J C (2003) Teaching of Commerce : Vikas

Publication, New Dehli

2. Sharma B L (2007) Vaniyayashikshan, R L Book Depot,

Meerut

3. Parson Ashish Ashok (2007) Vanijayaskishan Radha

Prakashan Agra

2.2 Critical Appraisal/Evaluation of present syllabus curriculum at

Sr. Sec. Level.

2.3 Characteristics and selection criteria of a text book of Book

Keeping & Accounting

2.4 A Critical review of a text Book of fincnancial Accoutning

prescribed by RBSE/CBSE for Sr. Sec. Classes

2.5 Role of library and Reference book in teaching of Books &

Accounting

Unit - III : Approaches abd methodology of teaching book

keeping & accounting

3.1 Various approaches of teaching book keeping & accounting

equation approach, Journal Approach, Ledger Approach,,

Cash Book approach

3.2 Method in teaching of book keeping & Accounting

3.2.1 Lecture cum Demostration Method

3.2.2 Problem Solving Method

3.2.3 Project Method

3.2.4 Modern Method of Teaching (ICT)

3.3 Techniques of teaching Book Keeping & Accounting

3.3.1 Questioning

3.3.2 Drill

3.3.3 Illustration

3.3.4 Role Playing

3.3.5 Assignment

3.4 Meaning , Need , Importance & preparation of unit plan &

lesson plan

Unit – IV : Learning resources in book keeping & Accounting

4.1 Use of audio-visual aid, ICT including multimedia, OHP,

Computer in teraction bord, LCD projector, internet E-

learning, Social media, networking etc in Book keeping &

Accounting teaching


Unit-2 : Mathematics as a School Subject

1. Importance of mathematics in school curriculum.

2. Aims and objectives of teaching mathematics at secondary

level. Writing objectives in behavioral terms. Bloom's taxonomy

(Revised).

3. Correlation of mathematics with other school subjects.

4. Changing trends and goals of teaching mathematics with

reference to NCF 2005.

Unit-3 : Methodology of Teaching and Learning of Mathematics

1. Nature of concept, concept formation.

2. Methods of teaching mathematics at secondary level.

a. Lecture-cum-Demonstration

b. Inductive-Deductive

c. Problem Solving

d. Project

e. Heuristic

f. Analytic & Synthetic

3. Techniques of teaching mathematics

a. Oral work

b. Written work

c. Drill work

d. Home assignment

Unit-4 : Pedagogical Analysis and Mode of Learning

Engagement

1. Pedagogical analysis of the units with reference to concepts,

learning outcomes, activities and learning experiences and

evaluation techniques of following content at secondary level.

a. Number system

TEACHING OF MATHEMATICS

Objectives :

After completion of course the students will be able to :

1. Gain insight into the meaning, nature, scope and objectives of

mathematics education.

2. Appreciate mathematics as a tool to engage the mind of every

student.

3. Understand the process of developing the concepts related to

Mathematics.

4. Appreciate the role of mathematics in day to day life.

5. Construct appropriate assessment tools for evaluating mathematics

learning.

6. Understand methods and techniques of teaching mathematics.

7. Perform pedagogical analysis of various topics in mathematics

at secondary level.

8. Understand and use I.C.T. in teaching of mathematics.

Unit-1 : Nature of Mathematics as a Discipline

1. Nature of Mathematics : Concept, need, objectives, variables,

etc.

2. Important processes of mathematics : Estimation, approximation,

understanding or visualizing pattern, representation.

3. Historical development of mathematics as a discipline

contribution of Indian Mathematicians like Ramanujan, Aryabhatt,

Bhaskaracharya, Brahmgupta.

4. Constructivist and concept mapping approach in learning

mathematics.



4. Prepare Instructional Material for teaching one topic in

mathematics.

5. A term paper on a brief history of one mathematician.

6. Preparing a working model.

7. A project report on any project related to mathematics.

Reference Books :

1. Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd

gkml] t;iqj

2. eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh

3. lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

4. gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj

5. ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk

6. fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB

7. ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics,

Dhanpat Rai and Sons, Delhi.

9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-

matics in the new education, Universal Publication.

10. Butler and Wren (2000), The teaching of Secondary Mathematics,

McGraw Hill Book Co.

11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching

Secondary School Mathematics, Boston : Honghton Mifflin.

12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-

matics Teaching and Learning.

13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-

matics, Moti Lal Banarasi Das Publisher, Delhi.

14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya

b. Measures of central tendency

c. Congruency and Smilarity

d. Trigonometrically ratios and identities

e. Area and Volume

f. Profit, Loss and Partnership

g. Graphical representation of data

2. Modes of learning engagement in Mathematics

a. Providing opportunities for group activities

b. Group / Individual Presentation

c. Providing opportunities for sharing ideas

d. Designing different Working Models for concept formation

e. Teaching aids and activities in laboratory work.

Unit-5 : Assessment & Evaluation of Mathematics Learning

1. Assessment of critical thinking, logical reasoning and to

discourage mechanical manipulation and rote learning -

a. Planning of evaluation in mathematics

b. Formative, Summative and Predictive evaluation in

mathematics

c. Continuous and Compressive Evaluation (CCE) in mathe-

matics at secondary level

d. Diagnostic Testing, Remedial Teaching and Enrichment

programme.

2. Construction of achievement test / question paper in mathematics.

Assignments (Anyone)

1. Preparing a Diagnostic or Achievement Test

2. Preparing one innovative lesson plan

3. Conduct at least one Experiment on any topic of mathematics.


Book Depot, New Delhi.

15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on

Mathematics Teaching and Learning, Charlotte, NC : NCTM &

Information Age Publishing.

16. Mager, Robert (1962), Preparing Instructional Objectives, Palo

Alto, CA : Fearon.

17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :

Cambridge University Press.

18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in

Secondary School. London : Routedge.

19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash

Brothers, Ludhiana.

20. Nickson, Marilum (2000) : Teaching and Learning Mathematics :

A Guide to Recent Research and its Applications. NY : Continuum.

21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics :

An International Perspective. Psychology Press.

22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton

University Press.

23. Sudhir Kumar (2006) : Teaching of Mathematics.

24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.

25. UNESCO : Trends in Mathematics Teaching.

26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary

Mathematics. New York : McGraw Hill Book Comp.

27. Carey L.M. (1975) : Measuring and Evaluating School Learning.

Boston : Allyn and Bacon.

28. Copeland, R.W. (1979) : How Children Learn Mathematics ?

New York : McMillan Pub. Comp.

29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of

Maths in Secondary Schools, A Research Monograph. Delhi :

NCERT.

30. Davind Wood (1988) : How Children Think and Learn ? Oxford

U.K. : Blackwell Publishers Ltd.

31. Mathematics for Class VIII, 2008, NCERT, New Delhi.

32. Mathematics for Class VII, 2007, NCERT, New Delhi.

33. Mathematics for Class VI, 2006, NCERT, New Delhi.

34. National Curriculum Framework - 2006, NCERT.

35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.

36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.

37. Position Paper of NCF on Examination Reforms - 2005, NCERT.

38. Position Paper of NCF on Aims of Education - 2005, NCERT.

39. Position Paper of NCF on Gender Issues in Education - 2005,

NCERT.

40. Position Paper of NCF on Education and Peace - 2005, NCERT.

Journals :

1. Teaching Children Mathematics (TCM), NCTM, USA.

2. Mathematics Teaching in the Middle School (MTMS), NCTM,

USA.

3. Journal of Mathematics Teacher Education, Springer Netherlands.

Web Links :

1. Mathematics Thinking and Learning, Philadelphia, USA

2. http://www.mathforum.org/dr.math

3. http://www.sakshat.ac.in

4. http://web.utk.edu

5. http://www.confluence.org

6. http://www.natinalmathtrail.org

7. http://www.qsh.org/lists/hilites.html

8. http://www.kn.pacbell.com/wired/bluewebn

9. http://www.qsh.org/pr

10. http://www.education-world.com

11. http://www.nctm.org


Objectives :

After completion of the course student-teachers will be able to :

1. Understand the nature, scope, values and objectives of

teaching science at secondary level.

2. Appreciate that science is a dynamic and expanding body of

knowledge.

3. Understand various approaches of teaching - learning of

science.

4. Utilize the instructional material effectively in the teaching of

science.

5. Diagnose the gaps and misconception in learning science and

evolve remedial measures.

Unit - 1 : Nature, Scope and Objectives :

1.1 Concept, nature and scope of science.

1.2 Place of science in school curriculum.

1.3 Values of teaching science at school level.

1.4 Objectives of teaching science at secondary level.

Unit - 2 : Curriculum and Planning :

2.1 Principles of developing science curriculum at secondary level.

2.2 Analysis of science syllabi and textbooks of NCERT and

Rajasthan Board at Upper Primary and Secondary level.

2.3 Unit Plan and lesson plan.

2.4 Qualities and responsibilities of science teacher.

Unit - 3 : Methods & Approaches of Learning Science :

3.1 Pedagogical shift from science as fixed body of knowledge to

constructing knowledge.

3.2 Learner centered methods - Demonstration method, Laboratory

method, Problem solving method, Heuristic method, Project

method, Inductive and Deductive method.

3.3 Inquiry approaches, Programme Instruction, Team teaching,

Workshop and Seminar.

Unit - 4 : Instructional Support System :

4.1 Multi Sensory Aids - charts, models, bulletin board, flannel

board, transparencies, Overhead projector, radio, T.V.,

computer.

4.2 Organisation of co-curricular activities - Science club, Science

fair, Field trips.

4.3 Use of community resources.

4.4 Concept, preparation and use of improvised apparatus.

Unit - 5 : Assessment and Evaluation :

5.1 Meaning and concept of assessment and evaluation.

5.2 Meaning, concept and construction of achievement test.

5.3 Meaning, concept and construction of blue print.

5.4 Continuous and comprehensive evaluation in science.

5.5 Tyes of test items - Essay type, Short-answer type and Objective

type.

Assignments (Anyone) :

1. Conduct at least one experiment from the science syllabus.

2. Construction, administration and interpretation of an

achievement test.

3. Mark the student with less than 60% in science, diagnose the

difficulties and give appropriate remedial measures too.

4. Prepare any one improvised apparatus.

5. Prepare a power point presentation on any sub unit of syllabus.

Reference Books :

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

TEACHING OF SCIENCE

M.M. 100Course Code : B.Ed. 1008 - 7


2. Yadav, K. (1993) : Teaching of Life Science. Anmol Publishers,

Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Science.

Anmol Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot,

New Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.

6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol

Publishers, Delhi.

7. Das, R.C. (1985) : Science Teaching in Schools. Sterling

Publishers Pvt. Ltd., New Delhi.

8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.

Sterling Publishers Pvt. Ltd., New Delhi.

10. Vinayak, Malhotra : Encyclopedia of Modern Methods of

Teaching Science. New Delhi : Crescent Publishing

Corporation.

PRE-INTERSHIP PROGRAMME

1. Orientation of Subject (4 days) specific and general skills.

2. Teaching skill development (10 days).

3. Review of Text-Books (2 days).

4. Development of Teaching learning Material (2 days).

Note : The Course is Mandatory (Without Participation in the activity

further work will not be allowed)



Course Code : B.Ed. 1009-1

1. School Activity

2. Daily Lesson Planning

3. Class-room Teaching

INTERNSHIP (4 Weeks)


CULTURAL AND LITERARY DEVELOPMENT


Objectives :

1. To search hidden talent of pupil-teachers.

2. To develop their self-confidence.

3. To become more creative in their ideas and work.

4. To a true sportsman spirit is develop.

5. To become efficient in team work.

6. To develop in better co-ordination and understanding among

pupil-teacher.

Activities :

1. Talent Search 2. Get Together

3. Solo Song 4. Duet Song

5. Solo Dance 6. Pair Dance

7. Nail Art 8. Mehandi

9. Rangoli 10. Debate

11. Poster Making 12. Essay Writing

13. Extemporary 14. Fancy Dress

15. Without Gas Cooking 16. Annual Function


Course Code : B.Ed.1007

publishin Corporation.

3. R.C. Sharma & Daur. M : An Introducation to Health and

physical Education, Tandon public cations.

4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty

First Country publications.

5. lquhy dqekj O;kl % ;ksx f'k{kk] fnYyh] [ksy lkfgR; dsUnzAObjectives :

To enable the Student teachers to -

1. Know the Meaning of vauious Yoga Asnas and to apply in their

life.

2. Understand the importance of good posture and postural

deformities.

3. To Create interest for the practical of yoga sanas and

Meditation though which they learn the skill/ art of self control,

Control fatigue of routine life.

Unit - I Asans

1.1 Asana - (Definition & Classification) Different types of Asna.

padmasana, Vajarasana, Tadasana, Naukasana,

Bhujangasana, Salabhasana, Sarvangasnana, Savasana,

Makasasna, Pranam Mukthasana mandkasana mayurasana,

vakasna

Unit - II Pranayams

Defination, Different types of pranayam.

A. Anulom-Vilom B. Bramari C. Bhastrika

Unit - III Meditation

Unit - IV Bandhas

A. Jalandhar B. Uddiyan C. Mool Bandha

Unit - V Athletics - All Athlltics Activities

Reference Books:-

1. J.C. Aggarwal : Healthand physics Education, Shipra

Public casions

2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH

MEDITATION, YOGA AND SPORTS

M.M. 50


Objectives :

* To develop feeling of self discipline and responsibility among

prospective teachers.

* To develop leadership qualities and initiativeness among

student teachers.

* To develop management and organization skills among

student teachers.

* To acquaint them with the cultural heritage of India.

* To sensitize them for social problems.

* To develop spiritual feelings and aesthetic sense among

students.

* To develop scientific attitude among them through survey

and exihibition.

Activities of Extension and Outreach Programme :

- All activities will be organized through association.

- Morning assembly.

- Yoga and Meditation.

- Spiritual talks

- Social survey

- Rallies

- Nukkar Natak (Street Play)

- Maun Vela

- Camp Fire

- Cultural Night

- Visit to nearby places

- Exhibition based on Social Survey

EXTENSION AND OUTREACH

PROGRAMME (VAC)


Objectives :

1 To develop linkage with Community (Community Centers

run by JRNRV).

2 To develop awareness about health and hygiene.

3 To develop Social Awareness.

4 To organize different activities at Community Centers of

JRNRVU -

- Street dramas

- Rallies

- Exhibitions

- Fairs

- Puppet Show

- Plantation

- Cleanness Programme

- Health Services

- Quotation and Slogan Writing

- Extension lectures for Educational, Social

Awareness

- Guidance and Counselling Programme

- Organizing Health Camp

- Blood Donation Camp

- Heritage Conservation

WORKING WITH COMMUNITY



S. No.

Course

Code

8 B.Ed.1008

Course

Type

CC

Course Name Evaluation

Total - 100 MarksExternal - 75 (Theory Paper)Internal - 25

Padagogy of a School Subject

9 Total - 25 Marks

Teaching Skills - 10 Marks

Content analysis - 5 Marks

Teaching Learning Materials - 5 Marks

NCTE Practicum - 5 Marks

Pre Internship

PRA

FIRST YEARS.

No.

Course

Code

1 B.Ed.1001

Course

Type

CC

B.Ed. PROGRAM

EVALUATION SCHEME


Total - 100 MarksExternal - 75 (Theory paper)Internal - 25

Childhood and growing up

Sessional Work Pre University Test

5 10 B.Ed.1009 2 B.Ed.

1002CC Total - 100 Marks

External - 75 (Theory paper)Internal - 25

Contemporary India and Education

3 CC Total - 100 MarksExternal - 50 (Theory paper)Internal - 50 (40+10)

Language across the curriculum

40

Practical Work

(M.M. 20)

10 4 B.Ed

1004.

CC Total - 100 MarksExternal - 75 (Theory paper)Internal - 25

Understanding Disciplines and Subjects

5 B.Ed.1005

CC Total - 100 MarksExternal - 75 (Theory Paper)Internal - 25

Assessment for Learning

Presentation Report

5 15 5

Quiz

6 1006

B.Ed.PRA Total - 50Marks

External - 30 (Practical)Internal - 20 (Practical)

Reading & Reflecting on Text

7 B.Ed.1007

Drama and Art EducationPRA

5 5

15


5 105 5

15

Pre University Test


5 105 5

15


5 105 5

15

Presentation Report

5 10 5

Quiz

Total - 50 MarksExternal - 30 (Practical)Internal - 20 (Practical)

Teaching of EnglishTeaching of HindiTeaching of SanskritTeaching of Social ScienceTeaching of Book-Keeping & AccountingTeaching of ScienceTeaching of Mathematics


5 105 5

15

10 Total - 75 Marks

School Activity - 20 Marks

Lesson Planing - 25 Marks

Teaching - 25 Marks

Attendance - 5 Marks

School Internship(4 Weeks)PRA

B.Ed.1010

11 Total - 50 Marks

Internal - 50 Marks

Cultural and Literacy Development to LearnerPRA

B.Ed.1011

Attendance Participation

3020

12 Total - 50 Marks

External - 30 (Practical)

Internal - 20 (Practical)

Meditation, Yoga and SportsPRA

B.Ed.1012

Daily Presentation Attendance

515

13 Total - 50 Marks

Internal

Extension and OutreachProgrammePRA

B.Ed.1013

Campus Beautification

Field survey

1020

Attendance

20 14 Total - 50 Marks

Internal

Working with Community

PRA

B.Ed.1014

Participationin Activity

SocialSurvey

1020

Attendance

20


Objectives :

1 To develop an understanding of the concepts, methods and

principals of educational psychology.

2 To develop and understanding of the nature and process of

learning in the context of various learning theories and factors.

3 To understand the nature of intelligence, creativity, personality

and its assessment.

4 To understand the psychology of learning with special needs

and teach them accordingly.

5 To make the students familiar with administration and

interpretation of psychological tests.

Unit-1 : Learning and Motivation

3.1 Concept of Learning : Learning as a process and as an outcome.

3.2 Factors affecting learning.

3.3 Theories of learning & its educational implications :

Trial and error - Thorndike

Classical conditioning - Pavlov

Operant conditioning - Skinner

3.4 Transfer of Learning.

3.5 Motivation : Concept, Types and Techniques for enhancing motivation.

Unit-2 : Personality and Individual Differences

4.1 Personality - Concept and Determinants.

4.2 Assessment of Personality (Qualitative and Qualitive method)

4.3 Individual Difference : Concept, Areas and Educational

LEARNING AND TEACHING


SECOND YEAR

M.M. 100


4 Paper presentation on any sub unit of syllabus.

Reference Books :

1. Holt, J. (1964). How children fail (Rev. ed.) Penguin.

2. Mukunda, K.V. (2009). What did you ask at school today? A handbook of child learning. Harper Collins.

3. NCERT. (2005). National curriculum framework. NCERT.

4. Piaget, J, (1997). Development and learning. In M. Gauvain & M. Cole (Eds.), Readings on the development of children. New youk: WH Freeman & Company.

5. Rampal, A. (2003). Counting on everyday mathematics. In T.S. Saraswathi (Ed.) Crosscultural perspectives in human development : Theory, research and applications (pp. 326-353). Sage.

6. Rao. V.K. Reddy, R.S. 1992, Learning and teaching commonwealth publisher, New Delhi.

implications.

Unit-3 : Intelligence and Creativity

2.1 Concept and theories of intelligence (Spearman and

Gardener )

2.2 Measurement of Intelligence : (Verbal, Non-verbal,

Performance Test) Uses and Limitations of intelligence tests.

2.3 Emotional Intelligence : Concept, Dimensions of emotional

intelligence.

2.4 Role of teacher in promoting emotional intelligence.

Unit-4 : Teaching Process and Models of Teaching

4.1 Concept and nature of Teaching.

4.2 Relationship between Teaching and Learning.

4.3 Principles and phases of teaching.

4.4 Components of Teaching : Teacher, Student, Teaching - Learning Material and Classroom Climate.

4.5 Interrelatedness of objectives, teaching learning experiences and evaluations.

4.6 Concepts of models of Teaching

4.7 Types of Models of Teaching - Richard Suchman's inquiry training model, Glaser's Basic teahing model, information processing model and concept attainment.

Unit-5 : Teaching Approches and transaction mode

5.1 Content analysis and Task analysis

5.2 Constructivism

5.3 Transition Mode : Lecture clum discussion. seminar, workshop, cooperative learning, Experimental Learning

5.4 Teaching as a profession : Why and How

Assigments (any one) :

1 Administration of one (Psychological) test

2 Case study of special child.

3 Observing the behaviour of an adolescent boy/girl and listing his/her characteristics and problems.


Objectives

1. To develop understanding of some key concepts - gender,

gender bias, gender stereo-type, equity, equality and

patriarchy.

2. Become aware of the processes of socialization at home

school and society.

3. To understand the theories on gender and education and

their application in the Indian Context.

4. Understand the gender issues in family, school and society.

5. To understand the role of Mass Media, Gender Sensitivity

and the policies as strategies for change.

UNIT-I : Key Concepts In Gender

1.1 Gender, Sex

1.2 Gender Stereotyping

1.3 Patriachy, Gender bias

1.4 Equity and Equality

1.5 Difference between Sex and Gender

1.6 Difference between reproductive rights and sexual rights

UNIT-II : Nature And Process Of Socialization

2.1 At home - family as a social institution, Parenting style and

their impact; Transmission of Parental values.

2.2 Society - Neighborhood, family and their socialization

functions.

2.3 At school - Relation between school and society.

Role of schooling in developing values Relation between

home, Community and School.

Social Differentiation among women in educational context

by caste, religion and region etc.

UNIT-III : Gender Studies

3.1 Theories on Gender and Education and the application in

the Indian and Western context -

3.1.1 Socialization theory - Theory of charles cooley, Theroy of

Freud, Psychoanalysis, theory of Durkheim 'Group

competition, Theory of Mead' Social analysis.

3.1.2 Theories related with faminity and masculinity.

3.1.3 Structural theory

3.1.4 Deconstructive theory

UNIT-IV : Gender Issues / Biases

4.1 in the family

4.2 in the school

4.3 in the society

UNIT-V : Strategies For Change

5.1. Role of family in developing gender parity.

5.2. Policy and management in the school.

5.3. Role of Media in developing gender parity.

5.4 Gender Sensitivity.

Assignments (any one) :

1. Field visit to schools, to observe the schooling process from

gender perspective.

2. A comparative study of daily routine of the girl and a boy from

the same family.

3. Content analysis of two text books of school with respect to

gender.

4. Development of a project on the organizational climate of

two schools single sex and co-education school.

5. Debates and discussion on violation of rights of girls and

women.

GENDER, SCHOOL AND SOCIETY



Reference Books

1. Geetha, V. (2007) : Gender, Stree : Calcutta.

2. Pandey, K.P. (1983) : Perspectives in Social Foundation of

Education, Ghaziabad : Amitabh Prakashan.

3. Bussalo (2009) : Gender Aspects of the Trade and Poverty

Nexus : A Macro-Micro Approach (English): Palgraus

MacMillan, U.K.

4. Mathur, A. (2007) : Gender and Development in India 01,

Gyan Book Pvt. Ltd.

Syllabus B.Ed79

KNOWLEDGE AND CURRICULUM


Unit-3 Foundation and Principles of Curriculum Construction

3.1 Philosophical, Phychological and Socioloigcal foundation of

curriculum

3.2 Meaning and need of curriculum

3.3 Principles of curriculum construction.

3.4 Types of curriculum - Subject centered, Experience centered,

activity centered, child centered etc.

Unit-4 : Paedocentric Education

4.1 Concept of paedocentric education.

4.2 Basic Education - Gandhi ji

4.3 Child Centered Education - Giju Bhai

4.4 Activity Centered Education - J.M. Dewey

Unit-5 : Organisation and Evaluation of Curriculum

5.1 Role fo external agencies in providing curriculum.

5.2 Role of teachers and learner in transacting curriculum in the

light of NCF - 2005

5.3 Innovations in the Curriculum

5.4 Evaluation of Curriculum


1. Observe ways of knowing of any child at school or/and out of

school. Prepare a report on observations.

2. Write a term paper on any sub unit of your syllabus.

3. Critically analyse present curriculum frame work 2005 in the

light of allround development of child.

4. Critical analysis of a textbook of secondary level (Any Subject).

5. Write a term paper an any two philosopher related to their

curriculum ideas.

6. Conduct a surney on feedback of curriculum from learners /

teacher / community and prepare a report.

Objectives :

1. To acquaint student teachers about curriculum development.

2. To develop understanding of epistemology and knowledge.

3. To develop understanding of activities related to paedocentric

education with reference to gandhi, Gijubhai, John Dewey.

4. To Understand concept need and types of curriculum

5. To understand of principles of curriculum construction.

6. To develop understanding of philosopical psychological and

sociological foundation of education.

7. To develop understanding the role of external agencies in

providing curriculum.

8. To develop understanding in the innovation and evaluation of

the curriculum.

Unit-1 : Concept of Epistemology and Knowledge

1.1 Concept and Nature of knowledge.

1.2 Kinds and sources of Knowledge.

1.3 Epistemology : Meaning, Philosophical basis of knowledge

according to Indian and western philosophy.

1.4 Knowledge and its relationship with the curriculum.

Unit-2 : Process and Facets of Knowledge

2.1 Different ways of knowing.

2.2 Construction of knowledge (scholastic and co-scholastic activity).

2.3 Different facets of knowledge :

1. Local and Universal 2. Concrete and Abstract

3. Theoritical and Practical 4. School and out of school

M.M. 100


Reference Books :

1. ik.Ms; jke'kdy] 1973 ikB~;Øe fo'ks"kkad] lkfgR; ifjp;] fouksn

iqLrd efUnj] vkxjk

2. lsB] ';ke fd'kksj ,oa feJ] uhfyek ¼2000½ % Kku n'kZu] bykgkckn]

yksd Hkkjrh izdk'kuA

3. ;kno] fl;kjke ¼1999½ % ikB~;Øe fodkl] vkxjk] fouksn iqLrd

eafnjA

4. Ediger, Marlow & Rao, Digumarti Bhaskara (2003) : Philosophy

and Curriculum, New Delhi, Discovery Publishing House.

Syllabus B.Ed82

Objectives

1. To acquaint pupil teachers with the concept area and main

approaches of educational technology.

2. To acquaint pupil teachers with the process of teaching

learning and role of education technology.

3. To develop ability of using information and communication

techniques in teaching and vocational training.

4. Work with various office applications.

5. To become familiar with meaning, concept, type and scope

of ICT.

6. To Make Education as a tool to empower.

7. To Promote the professional competencies of the novice

teachers.

UNIT-I : Concept Of Educational Technology

1.1 Concept, nature of educational technology.

1.2 Area, scope and need of educational technology.

1.3 Major approaches of educational technology, hardware,

software.

UNIT-II : Various Forms Of Educational Technology

2.1 Teaching technology - concept, assumption and main

features.

2.2 Instructional technology - concept and main features.

2.3 Behavioral technology - concept, assumption and main

features.

UNIT-III : Teaching Learning Process. Mass Media And

Communication Skill

3.1 Concept of teaching learning process.

3.2 Levels of teaching learning process.

3.3 Role of education technology in teaching learning process.

3.4 Concept of communication, types and characteristics.

UNIT-IV : Computer Basics And Computer Organization

4.1 Basics of computers, Block diagram of computer,

characteristics of computer.

4.2 Historical development of computer, hardware & software,

CUI & GUI.

4.3 Operating system, Introduction to windows, desktop,

creation of icon & folder.

4.4 Introduction to word : detail about word.

4.5 Introduction to excel : detail about excel.

UNIT-V : Computer Application In Teaching & Learning

5.1 Power Point : Detail of power point (in this they can create

any two complete lessons).

5.2 Network, internet and search engine.

5.3 Eduset, multimedia, encyclopedia.

5.4 Managing computer files like copy between different

devices, virus etc.

5.5 Virtual classroom, web based teaching materials, use of

visualizer, interactive board.

Assignments (Any One)

1. Prepare own documents.

2. Prepare class mark list and also create individual mark sheet.

3. Prepare school time table

4. Prepare own presentation slides related to any sub unit of

course.

5. Prepare effective lessons through multimedia.

6. Computer Skill Development.


CRITICAL UNDERSTANDING OF ICT

M.M. 100


7. Multimedia program Development.

8. Learning Material Development

Reference Books:

1. Ahuja, M. (2007) : Mastery learning a practical approach,

Vivek Publishers, Meerut.

2. Bhushan, A. & Ahuja, M. (2003) : Education technology,

Bawa Publishers, Patiala.

3. Bloom, B.S. (1972) : Taxonomy of education objectives. A

handbook-i (Cognitive domain), New York : David Mokeay

Campo.

4. Chauhan, S.S. (1978) : A textbook of programmed

instruction, New Delhi, Sterling Publishers.

5. Das, R.C. (1993) : Educational Technology : A Basic Text,

New Delhi, Sterling Publishers.

6. Dececco, J.P. & Cramford, W.R. (1970) : Psychology of

learning and instructions, Prentice Hall of India Pvt. Ltd.

7. Flanders, Ned A. (1978) : Analyzing teaching behavior,

London, Addison Wesley Publishing Co.

8. Gage, N.I. (1978) : The scientific basis of the art of teaching,

London, Teacher's College Press.

9. Joyce, B. Weil, M. & Showers, B. (1985) : Models of

teaching, Prentice Hall of India Pvt. Ltd.

10. Mehra, V. (2010) : A textbook of educational technology,

New Delhi : Sanjay Prakashan.

11. P.K. Sinha : Computer fundamentals.

12. http://www.office.com

13. www.gclflearnfree.org

14. www.openoffice.org

Syllabus B.Ed85

Objectives

1. To sensatized the student-teachers about learners of special

need.

2. To understand student-teachers about role and

responsibilities towards special need learners.

3. To acquaint student-teachers about constitutional

provisions for special need children.

4. To sensatize the student-teacher about the problems of

learners.

5. To develop competencies and commitment among student-

teachers.

6. To inculcate values among student-teachers.

UNIT-I : Perspectives Of Inclusive Education

1.1 Historical background of Inclusive Education.

1.2 Concept and Meaning of Inclusive Education.

1.3 Need of Inclusive Education.

UNIT-II : Constitutional Provisions & Educational Policies For

Special Learner

2.1 Constitutional provisions for special Learner.

2.2 Education Policy.

2.3 Right to Education - 2009.

UNIT-III : Inclusive School And Teacher

3.1 Role of Teachers in Inclusive School.

3.2 Challenges for Teachers in Inclusive Education.

3.3 Competencies and Commitment among teachers in light of

Inclusive Education.

UNIT-IV : Learners In Inclusive Education

4.1 Identification of Learners Need.

4.2 Classification of Special Need Learners.

4.3 Motivational techniques for special Need-Learners.

UNIT-V Facilitates For Special Need Learners

5.1 Governmental level.

5.2 NGO's.

5.3 Family and Community.

Assignment (Any One)

1. Visit to a inclusive school and prepare a report.

2. A study of inclusive school plan and compare with high

excellent school.

3. Design and evaluate and inclusive education programme

4. A study of any one N.G.O. Promoting inclusive education

5. A study of any special teacher training college or institution

and prepare a report.

Reference Books

1- fof'k"V f'k{kk dk izk:i % 'kekZ] MkW- vkj-,-( lw;kZ izdk'ku

esjB&2014

2- fof'k"V vko';drk okys ckydksa dh f'k{kk rFkk funsZ'ku ,oa ijke'kZ %

MkW- fxjh'k ipkSjh] lw;kZ izdk'kuA

3. Corinne Roth : Learning Disobjectics, Allyan & Bacon,

USA Smith.

4. Walson Robert : Psychology of the Child, John Willey &

Sons, New Delhi

5. Bigge, M.L. (7982) : Learning theories for Teacher, New

York, Harper & Row.

6. Corbett Jenny - Supporting inclusive education,

Routledge Falmer, 2001.

CREATING AN INCLUSIVE SCHOOL



Group Formation, Cooperation and Competition).

2.5 Methods of Conflict Resolutions and Group & Social

Harmony.

UNIT-III : Journal Writing

Each student-teacher will be asked to maintain a regular journal, in

which he/she may write :

3.1 Short reflective accounts of significant life experiences.

3.2 Observations of life situations that evoke questions and

responses.

3.3 Questions on education, learning and teaching that he/she

is facing.

- The journal should be periodically presented before a faculty

member, who will offer brief comments, suggestions or

further questions for the student-teacher to reflect on.

UNIT-IV : Writing Tasks

4.1 Writing an Educational Autobiography with respect to their

experience as a learner till now.

4.2 Writing a reflective statement of aspirations and expectations,

based on one's learning so far in the course.

UNIT-V : Viewing And Analyzing Film(s)

5.1 Suggested workshop themes :

5.1.1 Purposive film viewing

5.1.2 Ways of analyzing themes

5.1.3 Detailed observation of a key scene and discussion

5.1.4 Ways of seeing situations in the film

5.1.5 Writing a film review.

Reference Books

1 Dalal, A.S. (Ed.) (2001) : A greater psychology : An

introduction to the psychological thoughts of Sri Aurobindo.

Punducherry : Sri Aurobindo Ashram Pub.

Objective

After completion of the course, student-teachers will be able to :

1. Identify their own potential.

2. Give conscious direction to their lives to take responsibility

for their actions.

3. Develop a holistic and integrated understanding of the

human self.

4. Develop the capacity for self-reflection and personal

integration.

5. Develop the capacity of SWOC analysis.

6. Develop the capacity to establish peace within oneself.

7. Develop the capacity to establish harmony within a group

and methods of conflict resolution.

UNIT-I : Knowing One's True Potential

1.1 Concept of Self and Self Identity, Self-Esteem, Aspects of

Development of the Inner Self, Self-Development

Strategies.

1.2 Forms of self-expression : Personal constructs, Social

constructs.

1.3 Communication Skills, Soft Skills.

1.4 SWOC Analysis.

UNIT-II : Peace, Progess And Harmony

2.1 Concept of peace and its need.

2.2 Locus of control.

2.3 Stress Management and Techniques of Relaxation.

2.4 Social Interaction and Group Influence (Social Bonds,

UNDERSTANDING THE SELF

Course Code : B.Ed. - 2006 M.M. 50


2 Delors, Jaquis et.al. (1996) : Learning the treasure within -

Twney first century education : Report of UNESCO

Education Commission, Paris : UNESCO.

3 Krishnamurti, J. (2000) : Education and Significance of Life.

Chennai, Krishnamurti Foundation India.

4 Krishnamurti, J. (1998) : On self-knowledge. Chennai,

Krishnamurti Foundation India. Goel , B.S. (1988) :

Psycho-Analysis and Meditation, Third Eye Foundation of

India, Sonepat, Haryana.

5 Snyder, C.R. (2011) : Positive Psychology : The Scientific

and Practial Explorations of Human Strengths, Sage

Publishers.

6 Topichik, G.S. (2008) : Managing Workplace Negativity, PHI,

Delhi.

7 Hadfield, J.A. (1983) : Psychology and Morals, Methuen &

Co., London.

8 Charles, K. and Arul, V. (2015) : Peace and Value Education,

Selvi Publishers.

9 Feldonan, R.S. (2009) : Essentials of Understanding

Psychology. Seventh Edition, Tata McGraw Hill, New Delhi.

10 Kubalker, R. (2015) : Know your Stress - Manage Your

Stress. Neelkamal Publishers.

11 Sheorron, B. (2008) : The presentation skills workshop,

Prentice Hall of India, New Delhi.

12 Steve, D. (2012) : The Basics of Communication : A relational

perspective. Sage Publishers, Title : Understanding the Self

Credits : 2.

13 UNICEF (2006) : Life skills modules - Adolescence

education program. New Delhi : UNICEF House.

14 Venkateshamurthy, C.G. & Govinda Rao, A.V. (2005) : Life

skills education training package. Mysore : Regional

Institute of Education.

OPTIONAL COURSE(Peace Education Guidance Enviromental Physical)


3.2 Agencies contributing to peace UNESCO, Gandhi peace

foundation etc

Unit - 4 : Empowerment of self for Peace

4.1 Understanding adequate self as a product at positive agencies

of caring weather and appreciation in the family, School,

neighborhood etc which promote healthy discipline shunning

violence

4.2 Negative experiences generate stress, anger, aggressor

4.3 Yoga meditation, anger/stress management as practices that

restore position physical healthy and attitudes

Unit - 5 : Activities in school for promoting peace

5.1 Celebration of festivals of different religious important days

5.2 Exposure to personalities working of fastering peace in society

5.3 Peace Rallies

Sessional Work (Assignment)

1. Analysis of morning assembly programme of a school from the

point of peace

2. Preparation of a report on school programmes for promoting to

peace

3. Developing on action plan for peace in the school and local

community

4. Case study of a child suffering from stress and tension or bad

habits.

Reference Books

1 Adans, D. (Ed.) (1997) : UNESCO and a Culture of Peace,

promoting a global movement.

2 Aggarwal, J.C. (2005) : Education for values, environment

and human rights. New Delhi : Shipra Publication.

3 Chadha, S.C. (2008) : Education Value & Value Education.

Meerut : R. Lall Books Depot.

4 Chand, J. (2007) : Value Education, Delhi : Anshah

Objectives :

1. To explain and know about peace education

2. To study about Human Rights and Peace Education

3. To Understand and resolve conflicts within in staff and in society

4. To study the usages of integration peace into the curriculum

5. To study and understand the various of different Philosophies

about peace

6. To use skills and strategies in school for promoting peace.

Unit - 1 : Understanding peace : as a dynamic Social Reality

1.1 Concept need and importance of peace education

1.2 Human Right and peace education

1.3 Nature and causes of conflicts

1.4 Conflicts of different levels in society with himself, interpersonal ,

organizational himself, interpersonal, interpersonal,

organizational interstate and global

1.5 Peace education and conflict resolution in school

Unit - 2 : Orienting education for peace Building

2.1 Education for peace – values and skills

2.2 Designing programmes – ways of integrating peace into the

curriculum, practice that make school a place of peace, Teacher

as a peace builders pedagogical skill and strategies, integrating

peace concerns in classroom transaction

Unit - 3 : Role of various thinkers and agencies in promoting

peace

3.1 Concept of peace according to the following thinkers & Gandhi,

Arbindo, Vivekanand, Tagor, Gijubhai , Mother Teresa initiatives

at national and International Levels

PEACE EDUCATION



19 UNICEF. The State of the World's Children (Reports of the

last five years).

20 Venkataiah, (2009) : Value Education. New Delhi : APB

Publishing Corporation.

Online Resources :

1 Peace in Minds of Men.

http://www.learndev.org/dl/WarPeaceMinds.PDF

2 History of Culture of Peace.

http://www3.unesco.org/lycp/kits/uk_concept.pdf

3 UNESCO Culture of Peace.

http.://www.pathwaystopeace.org/documents/idp_essayco

ntest.pdf

4 Conflict Management Techniques :

http://www.imd.org/research/publications/upload/PFM149_

LR_Kohlreiser.pdf

5 Non-violence in Education:

http://portal.unesco.org/education/en/file_download.php/fa

99ea234f4accb0ad4340eld60809cmuller_en.pdf

6 Peacemaking in Schools :

http://www.learningpeace.com/pages/LSP_PSchool.htm

7 Peace Education Resource : www.cpsglobal.org

Publishing House.

5 Civilization. London : SAGE Publications, 1996.

6 Diwaar, R.R. & Agarwal, M. (Ed.) (1984) : Peace Education,

New Delhi : Gandhi Peace Foundation.

7 Education for Human Values (2003) : Sathya Sai

Instructional Centre for Human Values, New Delhi.

8 Jagannath, M. (2005) : Teaching of moral values

development, New Delhi : Deep and Deep Publication.

9 Johan, G. (1996) : Peace for peaceful means. New Delhi :

Sage Publication.

10 Khan, Wahiduddin (2003) : Ideology of Peace, Goodword,

New Delhi.

11 Kumar, M. (Ed.) (1994) : Non-violence, Contemporary

Issues and Challenges. New Delhi : Gandhi Peace

Foundation.

12 Morrison, M.L. (2003) : Peace Education, Australia :

McFarland.

13 Passi, B.K. & Singh, P. (1999) : Value Education. Agra :

Psychological Corporation.

14 Ruhela, S.P. (1986) : Human Values and Education, New

Delhi : Sterling Publishing.

15 Salomon, G. & Nevo, B. (2002) : Peace Education : The

concept, principles and practices around the world. London :

Lawrence Erlbaum Associates.

16 Singh, Y.K. (2009) : Value Education. New Delhi : APH


17 Singh,Y.K. & Natha, R. (2008) : Value Education. New Delhi :

APH Publishing Corporation.

17 Subramanian, K. (1990) : Value Education. Madurai :

Ravana Publication.

18 UNESCO. Learning the Way of Peace : Teacher's Guide.


3.4 Role and qualities of counsellor.

UNIT-IV : Guidance Programme And Services

4.1 Characteristics of good guidance programme.

4.2 Outline of guidance programme at secondary level.

4.3 Guidance services - concept importance and type.

4.4 Information services and placement services.

UNIT-V : Guidance For Special Children

5.1 Concept, meaning and need.

5.2 Types of special children.

5.3 Guidance methods of special children - case study, remedial

and experimental.

5.4 Role of Teacher in Guidance of special children.


1. Write an article on the guidance or counselling.

2. Study of the guidance programme in any secondary level.


4. Case study of special child.

5. Role of the teacher for good guidance or counselling

programme.

Reference Books

1. bUnq nos ,oa vjfoUn QkVd % funsZ'ku ds ewy rÙo] jktLFkku fganh

xzaFk vdkneh] t;iqj] 1982

2. 'kf'k fpÙkkSM+k % funsZ'ku ,oa ijke'kZ] vxzoky ifCyds'ku] vkxjkA

3. vfurk dksBkjh % fo'ks"k f'k{kk] eksuksxzkQ] fgeka'kq ifCyds'ku] mn;iqj]

20154. Prem Pasaricha : Guidance and Counselling in Indian

Education, NCERT, New Delhi, 1976.

5. Indu Dave : The Basic Essentials of Counselling, Sterline

Publishers Pvt. Ltd., New Delhi, 1982.

6. S.S. Chauhan : Principles and Techniques of Guidance,

Vikas Publishing House Pvt. Ltd., U.P., 2008.

Objectives

1. To acquaint students with the concept and nature of guidance and counselling.

2. To acquaint them with different types of guidance - Educational, Vocational and Personal Guidance.

3. To know the qualities required for a good counsellor and guidance teacher.

4. To describe the different services in the school guidance programme.

5. To make them understand the guidance for special children.

UNIT-I : Introduction of Guidance

1.1 Concept and Nature of guidance.

1.2 Aims and Objectives of guidance.

1.3 Basic Principles of guidance.

1.4 Different between guidance - direction, counselling and advise.

UNIT-II : Types of Guidance

2.1 Educational Guidance - Nature, Scope and Objectives.

2.2 Need of Educational Guidance at Secondary, Senior Secondary level.

2.3 Vocational Guidance - Concept, Need and Objectives.

2.4 Personal Guidance : Concept and Need and Objectives, Nature of the problems at different levels, childhood adolescent and youth with social and cultural references.

UNIT-III : Counselling

3.1 Concept, nature and need of counselling

3.2 Principles of counselling

3.3 Types of counselling : directive, non-directive and elective.

GUIDANCE AND COUNSELLING IN SCHOOLS



Unit-II : Physical Education

2.1 Meaning, Concept & importance of Physical education.

2.2 Role of different science to strengthen physical education.

2.3 Need and Importance of Physical Education in different

levels of school.

Unit-III : Personal Care, Safety & Security

3.1 The way of prevention & treatment - Dog bite, Snake bite,

Animal attack.

3.2 Physical Fitness - Exercise, P.T., Gymnastic, Role & Impact.

Factors affecting Physical Fitness.

3.3 Self Defence - Activities : Need.

Unit-IV : Games & Sports

4.1 Need & Importance of Games in daily life.

4.2 Effect of Games on Health.

4.3 Encouraging Sports - Sports, Ethics, Value, Award,

Scholarship.

4.4 Types of Games at different school level - Indoor / Outdoor.

Unit-V : Physical Systems

5.1 Blood Circulatory System

5.2 Digestive System

5.3 Muscular System

5.4 Respiratory System


1. Prepare teaching aids any two from the following :

(a) Chart (b) Diagram (c) Model

2. Report of Physical Education Programmes of a Sec./Sr.

Sec. School.

3. Term Paper on any one sub unit).

Objectives

1. To introduce the student-teacher with the concept of

wholistic health.

2. To enable them to understand the various dimensions and

determinants of health.

3. To acquaint them to school health program and its

importance.

4. To enable them to understand the need & importance of

physical education.

5. To acquaint them to allied areas in physical education.

6. To sensitize the student teacher towards physical fitness

and its importance.

7. To make them aware of the benefits of physical fitness and

activities for its development.

8. To help them acquire the skills for assessment of physical

fitness.

9. To motivate them to resort to physical activity for the fitness

development.

UNIT-I : Health

1.1 Concept and meaning of health.

1.2 Dimensions & determinants of health.

1.3 Health care need for children & adolescents.

1.4 Importance of Balanced Diet.

1.5 School health programme and role of teacher in

development of health.

HEALTH AND PHYSICAL EDUCATION



Unit-3 : Community Participation and Environment

3.1 Sustainable land use management.

3.2 Role of media and ecotourism in creating environmental

awareness.

3.3 Role of local bodies in environmental management.

3.4 Shifting cultivation and its impact on environment.

Unit-4 : Environmental Issues and Concerns

4.1 Environmental degradation and its impact on the health of

people.

4.2 Agricultural Waste : Their impact and management.

4.3 Rain water harvesting and water resource management.

4.4 Biomedical waste management.

4.5 Changing patterns of energy and water consumption.

Unit-5 : Initiatives by various agencies for Environment

Education

5.1 Impact of natural-disaster/man-made disaster on

environment.

5.2 Governmental and non-government agencies.

5.3 Alternative sources of energy

5.4 Heat production and green house gas emission.


1. Study of major initiatives taken by NCERT regarding

environment education.

2. Study of Development of slum area and their inhabitants in a

nearby area/institute.

3. A critical study of school habitat in the context of drinking

water, sanitation paper, energy, garbage management etc.

4. Develop a road map for implementation of Environmental

Education as suggested by NCF 2005.

5. Write a term paper on any environmental issue.

Objectives

* To understand and reflect on the concept and characteristics

of environmental education from variouis 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-1 : Nature and Scope of Environmental Education

1.1 Nature, need and scope of environmental education and its

conservation.

1.2 Environmental education : a way of implementing the goals

of environmental protection.

1.3 Present status of environmental education at various levels.

1.4 India as a mega bio-diversity Nation, Different ecosystems.

Unit-2 : Conservation of Natural Resources

2.1 Role of individual in conservation of natural resources :

water, energy and food.

2.2 Role of individual in prevention of pollution : air and water.

2.3 Equitable uses of resources for sustainable livelihoods.

2.4 Role of information technology and media in environment

awareness/consciousness.

ENVIRONMENTAL EDUCATION



Reference Books :

1. Falmer Press CEE (1987) : Joy of Learning : Handbook of

Environmental Education Activities : CEE Bhrucha E.

(2004). Textbook For

2. NCERT (2005). National Curriculum Framework. New Delhi.

NCERT.

3. NCERT (2005) : Syllabus for Elementary Classes, Volume 1,

New Delhi : NCERT.

4. NCERT (2007/2013) : Looking Around Us. EVS Textbooks

(305), New Delhi : NCERT.

5. NCERT (2008) : Source Book on Assessment for Classes I-

V, Environmental Studies, New Delhi : NCERT.

6. Sarabhai V.K. et al. (2007) : Tbilisi to Ahmedabad - The

Journey of Environemntal Education - A Source Book,

Centre for Environment Education, Ahmedabad.

7. SCERT (2011). Prayavaran abhyayan aur vigyan shikshan.

D.E1.Ed.-ODL Course : Chhattisgarh.

8. SCERT (2012/2013). We-Our Environment, EVS Textbook

(305) : Andhra Pradesh. Seminar Proceedings (1995-96).

Seminar on EVS, organized by Vidya Bhawan, Udaipur.

9. Springer (2006). Science Literacy in Primary Schools and

Pre-Schools.

10. The Green Teacher (1997). Ideas, Experiences and

Learning in Educating for the environment : Centre for

Environment Education.

11. UNESCO (1988). Games and Toys in Teaching of Science

and Technology : UNESCO.

12. UNESCO (1990) : An Environmental Education Approach to

the Training of Middle Level Teachers : A Prototype

Program. UNESCO, UNEP International EE Program.

13. UNICEF (2008) : Best Practice Guidelines for teaching

Environmental Studies in Maldivian Primary Schools:

UNICEF.

PEDAGOGYSCHOOL SUBJECT - 2

(Ordinary Level)


TEACHING OF ENGLISH

Objectives



language teaching.











Unit-1 : Basic Concepts and Objectives of English Language

Teaching

1.1 Concept of language, language acquisition, language learning.

1.2 Mother tongue, second language, English as a second language

(ESL), English as a Foreign language (EFL), English for specific

purpose (ESP).

1.3 Principles of second language teaching.

1.4 The objectives of teaching English as a second language at

different levels of school education - (i) Skill based-LSRW (ii)

Competency based - (a) Linguistic competence and (b)

Communicative competence.

Unit-2 : Teaching of Listening and Speaking

2.1 Listening

2.1.1 Concept of listening in second language, elements of


Syllabus B.Ed 104

listening.




2.1.3 Listening skills and their sub-skills;

2.1.4 Authentic listening vs graded listening;

2.1.5 Techniques of teaching listening;

2.1.6 Role of teaching aids in teaching listening skills;

2.2 Speaking





2.2.3 Use of pronouncing dictionary.



Conversation.


Unit-3 : Teaching Reading and Writing Skills

3.1 Reading Skills


3.1.2 Mechanics of Reading (Eye span, pause, fixations,

regression);

3.1.3 Types of Reading - Skimming, Scanning, Silent reading,

Reading loud, Intensive reading, Extensive reading.


reading.

3.1.5 Role of textbook and dictionary in teaching reading skills.

3.2 Writing Skills

3.2.1 Concept of writing in and second language.


composition.

3.2.3 Teaching the following items : Letters (Formal and Informal),


Developing, Stories.

Unit-4 : Methodology of English Language Teaching




based approach, eclectic approach.

4.1.3 Direct method, Bilingual Method.

4.2 Planning for English Language Teaching

4.2.1 Prose Lessons

4.2.1.1 Content analysis - Planning a unit, based on a lessons in the

textbook.

4.2.2.2 Planning for teaching the content and skills in the following

order:


techniques of teaching vocabulary)



- Textual exercises

- Written / composition

- Unit test


4.2.2.1 Components of poetry

4.2.2.2 The place of poetry teaching in school curriculum

4.2.2.3 Concept, aims and objectives of teaching poetry in second

language

4.2.2.4 Steps of preparing a lesson plan on poetry.

Unit-5 : Resources and Assessment of English Learning




2. Identification of learning difficulties experienced by student



3. Review of two research articles related to teaching and learning

of English from educational journals, magazines or

newspapers.


regular teacher.

5. Preparing an action plan for improving any of the following skills

: reading skill, speaking skill, listening skill or creative writing.

6. Preparation of five (5) word cards, five (5) picture cards and five

(5) cross word puzzles.

7. Preparation of twenty (20) test items in listening / speaking /

reading / writing skills.

8. Preparation of CALL material (five pages).

9. Construction of a unit test or a diagnostic test or an achievement

test for any class of your choice in English.

10. Preparing a power-point presentation (PPP) for teaching a topic

of your choice. Prepare a CD and submit it along with its hard

copy (print out).

11. Review of an English textbook prescribed at the secondary

stage.



given exercises.

Reference Books :

1. Willis, Jane : A framework for Task-Based Learning. Pg. 135-136.

Longman, 1996.

2. Frost, Richard : "A Task-based Approach". British Council


5.1.1 Concept and use of A.V. aids in second language teaching.

- Textbook, workbook, teacher's book, chart, picture, flash

clards, flannel board

- The Blackboard and the White Board

- Black Board Drawings and sketches.

- The Overhead Projector (OHP)

- Flashcards, Posters and Flip charts

- Songs Raps and Chants

- Video Clips.

- Pictures, Photos, Postcards and Advertisements

- Newspapers, Magazines and Brochures

- Mind Maps

- Radio, Tape Recorder, T.V.

- Language Laboratory

- Realia

- Stories and Anecdotes



language.

5.2.2 Concept, Need and Techniques of Continuous and


5.2.3 Type of Test (Achievement test, Proficiency test, Diagnostic

test, Prognostic test, Formative and Summative tests);


and grammar.

5.2.5 Preparation of unit test and examination paper - their blue

print and answer key.


The teacher students have to submit one assignment :


Teaching English. http://www.teachingenglish.org.uk/think/

methodology/task_based.shtml 4/12/2006.

3. Ellis, Rod (2003) : Task-based Language Learning and Teaching.

Oxford, New York : Oxford University Press. pp.156-157. ISBN

978-0-19-442159-1.

4. Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.)

Practical English Language Teaching (pp. 199-224). New York :

McGraw Hill.

5. Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for

India, Madras : Orient Longman Ltd.

6. Baruah, T.C. (1985) : The English Teacher's Handbook, New

Delhi : Sterling Publishing Pvt. Ltd.

7. Brumfit, C.J. (1984) : Communicative Methodology in Language

teaching. Cambridge : C.P.U.

8. Gimson, A.C. (1980) : An introduction to the pronounciation of

English. London : Edward Arnold.

9. Lado, Robert (1971) : Language teaching, New Delhi : Tata

McGraw Hill Publishing House Co. Ltd.

10. Palmer, H.L. (1964-65) : The principles of language study.

London : O.U.P.

11. Quirk, Randolph and Greenbaum (1973 ) : A University

Grammar of English, London.

12. Roach, Peter (1991) : English Phonetics and Phonology,

Cambridge, C.P.U.

13. Richards, J.C. and Rodgers, T.S. : Approaches and Methods in

Language Teaching. Cambridge, C.P.U.

14. Leech, Geoffrey and Svartvik, Jan (2000) : Communicative

Grammer of English, Cambridge, C.P.U.

15. Elizabeth, M.E.S. (2010) : Methods of Teaching English,

Discovery Publishing House.

16. Thomson, A.J. and Martinet (1998) : A Practical English

Grammar, ELBS, O.U.P.

17. Bright and McGregor : Teaching English as Second Language,

Longman.

18. Hornby, A.S. (1998) : Guide to Patterns and Usage in English,

O.U.P.

19. Paliwal, A.K. (2011) : Methodology of Teaching English as a

Second Language, Kalpana Publications, Jaipur.

20. Paliwal, A.K. (2011) : A Handbook for Teachers of English,

Kalpana Publications, Jaipur.

21. Collins Cobuild English Grammar (2000) : Harper Collins

Publishers, India.

22. Venkateshwaran, S. (1995) : Principles of Teaching English.

Delhi : Vikas Publishing House Pvt. Ltd.


Course Contents :

bdkbZ ,d % Hkk"kk ifjp;] fgUnh vkSj bldk LFkku

1-1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egRoA

1-2- fgUnh dk mn~Hko ,oa fodklA

1-3- ekr`Hkk"kk ifjHkk"kk ,oa egRoA

1-4- Hkkjr dh Hkkf"kd leL;kA

1-5- Hkk"kk ds lEcU/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351]

dksBkjh deh'ku] jk"Vªh; f'k{kk uhfr&1986] ih-vks-,- 1992] ,u-lh-

,Q- 2005

bdkbZ nks % Hkk"kk dk oSKkfud Lo:i

2-1 Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &

2-1-1 o.kZ & ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k

vo;o] lkekU; mPpkj.k v'kqf);ka ,oa mudk la'kks/kuA

2-1-2 'kCn & ifjHkk"kk ,oa izdkj ¼mRifÙk ds vk/kkj ij] jpuk ds vk/kkj ij]

iz;ksx ds vk/kkj ij] vFkZ ds vk/kkj ij½A

2-1-3 okD; & ifjHkk"kk] vax] HksnA

bdkbZ rhu % Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k

3-1- lquuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa lquuk dkS'ky

fodkl gsrq iz;klA

3-2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa cksyuk dkS'ky

fodkl gsrq iz;klA

3-3- i<+uk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa i<+uk dkS'ky

fodkl gsrq iz;klA

3-4- fy[kuk dkS'ky & lkekU; ifjp;] mís';] egRo ,oa fy[kuk dkS'ky

fodkl gsrq iz;klA

mís'; %

1- Hkk"kk dk lkekU; ifjp; iznku djukA

2- fgUnh Hkk"kk vkSj Hkkjr dh Hkkf"kd leL;k dh tkudkjh nsukA

3- Hkk"kk ds oSKkfud Lo:i dk Kku] o.kZ] 'kCn ,oa okD; dh n`f"V ls

djkukA

4- Hkk"kk;h dkS'ky & lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU;

tkudkjh nsukA

5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr djkukA


7- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkkfork gsrq n`';&JO; lkexzh dh

mikns;rk crkukA

8- fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu ls lEcfU/kr fcUnqvksa dh

tkudkjh nsukA

ikB~;Øe dh lekfIr ij Hkkoh v/;kid Hkk"kk] Hkk"kk dk vFkZ] ifjHkk"kk

,oa egRo] Hkkjr dh Hkkf"kd leL;k] Hkk"kk ds lEcU(/k esa laoS/kkfud izko/kkuksa

dh tkudkjh ls ;qDr gks ldsaxsA

Hkkoh v/;kid Hkk"kk;h dkS'ky ¼lquuk] cksyuk] i<+uk] fy[kuk½ ds

lkekU; ifjp;] mís';] egÙo ,oa dkS'ky fodkl gsrq fd, tk ldus okys

iz;klksa dh tkudkjh izkIr dj ldsaxsA fgUnh Hkk"kk f'k{k.k ds mís'; ,oa

fl)kUrksa ls voxr gks ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu fo/kkvksa

,oa muds f'k{k.k ds lkFk lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa

ewY;kadu ls voxr Hkh gks ldsaxsA

fgUnh Hkk"kk f'k{k.k



3-

bdkbZ pkj % fgUnh Hkk"kk dh fofHkUu fo/kk,a] mudk f'k{k.k ,oa

lgk;d lkexzh

4-1- x| f'k{k.k & mís';] fof/k;ka ¼xgu ikB ,oa æwr ikB :i esa½A

4-2- i| f'k{k.k & ¼jl] ikB ,oa cks/k ikB ds :i esa½A

4-3- ukVd ,oa ,dkadh f'k{k.k & ¼vfHku; ,oa eaph; :i esa½A

4-4- O;kdj.k ,oa jpuk f'k{k.kA

4-5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO;

lkexzh ¼midj.k½A

bdkbZ ikap % fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu

5-1- fgUnh Hkk"kk f'k{k.k esa uokpkj

5-2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa

bdkbZ ikB ;kstukA

5-3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,a ,oa izdkj½A

5-4- iz'u&i= fuekZ.k ,oa uhyi=A

l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ %

1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'kalk,a rFkk fofo/k flQkfj'kksa ij

,d fjiksVZ rS;kj djukA

2- vklikl ds ikap fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds

lEcU/k esa ,d fjiksVZ rS;kj djukA

3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;ka rS;kj djukA

4- ekSfyd dfork,a ,oa ukVd ys[ku dk;ZA

5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir

djukA

6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA

5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrA 7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA

8- uokpkj/kkfjr nks ikB ;kstuk,a fufeZr djukA

lanHkZ xazFk lwph % &

1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ

fnYyh] 2014

2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh]

2005

3- MkW- jke'kDy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]

2009

4- MkW- HkksykukFk frokjh] Hkk"kk foKku] fdrkc egy] bykgkckn] 2005

5- MkW- jkepUæ 'kqDy] fgUnh lkfgR; bfrgkl] jktdey izdk'ku] ubZ

fnYyh] 2006

6- MkW- lkfo=h flag] fgUnh f'k{k.k] baVjus'kuy ifCyf'kax gkÅl] esjB]

2004

7- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008


Course Code : B.Ed. 2008 - 3

laLÑr Hkk"kk f'k{k.k 2-3 laLÑr Hkk"kk f'k{k.k ds fl)kUr

2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky



bZdkbZ 3

3-1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo

3-2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡

v- x| f'k{k.k

c- i| f'k{k.k

l- O;kdj.k f'k{k.k

n- ukVd f'k{k.k

3-3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od


3-4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa

mudk mi;ksx

bZdkbZ 4 : laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe

4-1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡

v- ikB'kkyk fof/k

c- O;kdj.kkuqokn fof/k

l- ikB~;iqLrd fof/k

n- izR;{k fof/k

4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

v- laxzUFku mikxe

c- lEizs"k.k mikxe

: laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.kbl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %



3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA




lh[k ldsaxsA

8- lLa Ñr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;k as ,o a mikxek as dk s tku ldxas As

9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu dk mís'; ,oa egRo le> ldsaxsA

10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA

bZdkbZ 1 % laLÑr Hkk"kk dk Lo:i ,oa egRo

1-1- Hkk"kk dk Lo:i ,oa egRo

1-2- laLÑr Hkk"kk dk egRo

1-3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr

1-4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr

1-5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr

bZdkbZ 2 laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky

2-1 izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';

2-2 laLÑr Hkk"kk f'k{k.k ds lw=

:

M.M. 100


2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR; vdknehA

3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ fnYyh % jktdey izdk'kuA

5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d uokpkj] t;iqj % dYiuk izdk'kuA

7. Paliwal, A.K. (2002 : Communicative Language Teaching,

Jaipur : Surbhi Publication.

8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods

in Language Teaching, Cambridge University Press, C.U.P..

9. Widdowson, H.G. (1978) : Teaching Language as Communication,


10. Freeman, D.L. (20000 : Techniques and Principles in Language.


l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe

n- lexz mikxe

bZdkbZ 5

5-1- ewY;kadu dk lEizR;;] mís'; ,oa egRo

5-2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu

5-3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk

5-4- funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k dk lEiRz ;;] mí's ; ,o a egRoA

5-5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA

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(Revised).

3. Correlation of mathematics with other school subjects.








c. Problem Solving

d. Project

e. Heuristic



a. Oral work

b. Written work

c. Drill work

d. Home assignment


Engagement




a. Number system


Objectives :





student.


Mathematics.



learning.



at secondary level.




etc.







mathematics.




mathematics.




Reference Books :


gkml] t;iqj























e. Area and Volume














mathematics




programme.


Assignments (Anyone)










Alto, CA : Fearon.






Brothers, Ludhiana.






University Press.












NCERT.












NCERT.

40. Position Paper of NCF on Education and Peace - 2005, NCERT.

Journals :



USA.


Web Links :













Objectives

1. To familiarize the student-teacher with various strategies,

methods, techniques and skills of teaching Economics at Senior

Secondary level.

2. To develop competence in use of appropriate strategy in relation

to the content to be taught.

3. To inculcate spirit of experimentation for finding out

effectiveness of alternative strategies of teaching.

4. To promote reflection on issues pertaining of teaching of

Economics.

5. To develop competence in designing effective instructional

strategies to teach Economics.

6. To develop ability to design, develop and use various tools &

techniques of evaluation.

7. To develop awareness about syllabus prescribed by different

State Board.

8. To develop awareness about recent advancements in teaching

of Economics.

UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION

CONTEXT AND CONCERN

1.1 Meaning, nature and scope of Economics.

1.2 History of Indian Economics.

1.3 Contribution of eminent Indian Economics. Chanakya, Amartya

Sen.

1.4 Correlation of Economics with school subjects.

1.5 Aims and Objectives of Teaching Economics at Senior

Secondary level.

UNIT-II : CURRICULUM AND PLANNING


2.2 Fundamental principles of constructing curriculum of

Economics.

2.3 Critical analysis of Economics syllabus at Secondary level.

2.4 Text-book - Importance and Qualities of a good text-book of

Economics.

2.5 Critical appraisal of Economics Text-book.

UNIT-III : LESSON PLANNING, METHOD AND APPROACHES IN

TEACHING OF ECONOMICS

3.1 Meaning, Need, Importance and Preparation of Unit Plan,

Lesson Plan.

3.2 Framing of Instruction of Objectives.

3.3 Various methods of Teaching of Economics at Secondary Level,

Problem solving Project method, Team teaching, Inductive-

deductive method, Lecture method.

3.4 Innovative Practices in teaching of Economics - Symposia,

debate, assignment, brain-storming, workshop, seminar.

3.5 Use of ICT in Economics.

UNIT-IV : TEACHING LEARNING RESOURCES IN ECONOMICS

4.1 Meaning, need and importance of Teaching Learning

Resources in Economics.

4.2 Types of Primary and Secondary Sources - Data from field,

Textual material, Journals, Magazines, Newspapers, Books.

4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart,

Slides, T.V., Museum, Computer, Smart Board, Teaching

Learning material, Internal.

4.4 Co-curricular Activities - Types, Role and Significance of co-

curricular Activities in teaching Economics.

4.5 Economics teacher and his qualities.




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UNIT-V : Evaluation And Assessment In Economics Teaching

5.1 Purpose and concept of Evaluation.

5.2 Types of Evaluation (Formative, Sumative and Diagnostic).

5.3 Continuous and Comprehensive Evaluation.

5.4 Preparation of Achievement Test, Blue Print.

5.5 Rubrics in teaching of Economics.


1. Content analysis and preparation of Instructional Material

related to any unit of subject related to Economics.

2. Construction of Objective types test items and Preparation of

question papers.

3. Critical appraisal of Economic, Syllabus at Senior Secondary

Level.

4. Visit of Wholesale market and Retail market and Prepare report.

5. Develop a multi-media lesson using appropriate ICT resources

and transacting the same before peers in simulated teaching

exercise.

6. Prepare a lesson plan on Innovative Method. (Any two)

7. Review of current budget.

8. Prepare E-learning material related to subject.

Reference Books :

1. Teaching of Social Studies in Secondary School : Bining and

Bining.

2. Teaching of Economics : M.H. Siddiqui, New Delhi, Ashish

Publishing House.

3. The Principles of Teaching Economics within the curriculum :

Oliver, J.M.

4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,

Delhi University.

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UNIT-III : TEACHING LEARNING OF GEOGRAPHY

3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning,

Need and Importance.

3.2 Geographical Methods : Regional Method, Demonstration,

Inductive-Deductive, Project, Comparative and Lab method.

UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER

4.1 Curriculum Development Process : National and State levels.

4.2 Study of Geography syllabus - Secondary level.

4.3 Quality and professional growth of Geography teacher.

4.4 Geography text-book.

4.5 Geography teaching in CAI.

UNIT-V : ASSESSMENT AND EVALUATION

5.1 Characteristics of assessment - types of question best suited for

examining. Questions for testing quantitative skills, questions

for testing qualitative analysis, Open-ended questions.

5.2 Meaning, concept, process, construction of achievement test,

Blue print diagnostic.

5.3 Open book tests : Strengths and Limitations.

5.4 Continuous and Comprehensive Evaluation (CCE) in

Geography.


Any two of following : (10 Marks)

1. Preparation of Maps, Charts and Models for Physical

Geography.

2. Develop two lesson plan based on new methods and

approaches. (PPT)

3. Collection of newspaper cuttings related to Geographical

issues.

4. Preparation of report of visit some place of Geographical

interest.

Objectives

After the class the Pupil-Teachers able to :

1. Understand the modern concept of Geography.

2. Understand the aim & objective of Geography Teaching.

3. Apply appropriate methods and techniques of teaching of

various topics of Geography at different level.

4. Arrange field trips survey.

5. Prepare achievement test and diagnostic and administration of

the test.

6. Understand use of Geography Lab know about necessary

equipments for Geography lab.

UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE

1.1 Concept of Geography Teaching.

1.2 Aims, Objective of Geography Teaching (Different level).

1-3 Nature and Scope of Geography Teaching.

1-4 Co-relation with Geography or Social Science, Civics, Nature

Science, Economics, History.

UNIT-II : TEACHING LEARNING RESOURCE IN GEOGRAPHY

2.1 People as resource the significance of oral data.

2.2 Types of primary and secondary sources data from field, textual

materials, journals, magazines, newspaper etc.

2.3 Various Teaching-aids : Using atlas as a resources for

Geography, Maps, Globe, Chart models, Graphs visuals,

teaching learning material.

2.4 Geography Room & Laboratory, Museums, Co-curricular

activities.

TEACHING OF GEOGRAPHY



Reference Books :

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Objectives :

To enable the pupil outcomes :

1. Develop a critical understanding about the nature of developing

a critical and its interface with society.

2. Refresh the knowledge of the meaning and importance of civics.

3. Develop skill and abilities for organizing school activities related

to the subject.

4. To understand and adopt proper methods and techniques of

teaching various topics of civics to develop understanding of the

concept and practices different approaches of evaluation and to

develop skill preparing and using diferent evaluation tools of

teaching civics.

5. The civics teacher knowledge outlook and teaching skill.

6. Develop understanding of various strategies and need to

involve student in various group activities to promote co-

operative leaning.

7. Introduce students to the centrally of power sharing in

democracies.

UNIT-I FOUNDATIONS OF CIVICS EDUCATION CONTEXT AND

CONCERNS

1.1 Meaning, nature and scope of civics.

1.2 Need and importance of civics.

1.3 Develop a historical sense of the choice and nature of

democracy in India.

1.4 Understand rules in human right, child right, women right.

1.5 Importance of civics in school curriculum.

TEACHING OF CIVICS

Course Code : B.Ed. - 2008-7 M.M. 100


1.6 Correlation of civics with other subjects.

1.7 Aims and objectives of teaching civics at elementary/secondary

level.



2.2 Fundamental principles of construction curriculum of civics.

2.3 Principles of selection and organization of content.

2.4 Critical appraisal of civics curriculum and text-book.

2.5 Presentation of the subject matter of civic at elementary

secondary level.

2.6 Curriculum development and book review.

UNIT-III : METHODS AND APPROACHES OF TEACHING CIVICS

3.1 Meaning and concept of method.

3.2 Various method of civics teaching at elementary secondary

level-1 inductive/deductive discussion, project, problem

solving, role-play, story telling, method, brain-storming, field,

puzzle solving.

3.3 Use of local resources in teaching civics, importance of teaching

skill.

3.4 Planning of daily lesson plan and unit plan.

3.5 Use of mass media and computer in civics teaching.

UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS

4.1 Concept need and importance of teaching learning resources in

civics.

4.2 Type of elementary/secondary sources - text-book materials,

journals, magazines, news channel, electronic media.

4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel

board, blackboard, smart class, white board.

4.4 Planning of civics lab and its use.

4.5 Role of teacher in using modern tool.

UNIT-V : EVALUATION IN CIVICS TEACHING

5.1 Concept and objective of evaluation.

5.2 Tools and techniques of evaluation in civics teaching.

5.3 CCE in civics teaching

5.4 Preparation of achievement test.

5.4.1 Different types of question.

5.4.2 Blue print.

5.4.3 Preparation of question paper.

Assignments (Any one) :

1. Critical study of any one civics books prescribed of secondary

class.

2. Preparation of unit plan, lesson plan for civics book.

3. Collection of newspaper cutting related to civics issues.

4. Prepare transparencies / PPT related to subject.

5. Organize a seminar on current political issues and prepare

report.

6. Field work based on object of keeping our nation clean and

green.

7. Visit any local bodies as Panchayat, Municipality, Municipal

Corporation and Nagar Nigam and prepare report about

function of local bodies.

8. Construction of different types of test items.

Reference Books

1. Agarwal, 1993 : Teaching of Political Science : A practical

approach. Vikas Publishing House, New Delhi.

2. Arora and Awasthy (2003) : Political theory. Haranand

Publication Pvt. Ltd., New Delhi.

3. Bining AC and Bining DH (1952) : Teaching of political science in

secondary schools. Tata McGraw Hill Publishing Co. Ltd.

Bombay.


4. Ellis AK (1995) : Teaching and Learning elementary social

studies. Boston Allyn and Bacon.

5. Kirt Patrick Ecron (1997) : Foundation of political science

research methods and scope. New York, The Free Press.

6. Kocher, S.K. (1985) : Methods and techniques for teaching.


7. Verma, LS (1988) : Research methodology in political science.

Rajasthan Granth Akadami, Jaipur.

8. Savaga Tom V and Armstrong David G. (1992) : Effective

teaching in elementary social studies. Macmillan Publishing

Co., New York.

9. Harlikar : Teaching of Civics in India. Bombay Padma

Publication Ltd.

10. Cray Ryland W.: Education for Democratics Citizenship.

11. Machaelies : Social Studies for children in democracy, New

York, Prentice Hall, 1956.

Objectives


1. Understand the nature of History.

2. Understand the aims & objective of History Teaching.


various topics of History at different level.


the test.

5. Prepare and utilize different teaching aids.

6. Understand the changing concept of History.

7. Introduce student-teachers to matters of both content and

pedagogy in the teaching of History.

UNIT-I NATURE AND SCOPE OF HISTORY

1.1 Meaning, nature and scope of History.

1.2 Importance of teaching history.

1.3 Importance of studying local history, national history and world

history in the context of National Integration and International

brotherhood and global citizenship.

1.4 Co-relation of History with Social Science, Civics, Political

Science, Economics and Geography.

UNIT-II TEACHING LEARNING RESOURCE IN HISTORY

2.1 People as resource the significance of oral data.

2.2 Types and importance of Primary and Secondary sources in

history teaching.

UNIT-III HISTORY CURRICULUM FOR SCHOOL

3.1 Concept of curriculum.

TEACHING OF HISTORY



3.2 Fundamental principles of formatting curriculum in History and

critical appraisals of the syllabus of state and CBSE board at

different stages.

3.3 Qualities and professional growth of history teacher, and his role

in future prospective.

3.4 Challenge faced by History teacher (Challenges passed by

tecyhnology, pedagogy and globalization).

UNIT-IV TEACHING PLANNING, METHODS AND TEACHING

SKILLS

4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and

Importance.

4.2 Methods of teaching history - Story telling Method,

Demonstration, Biographical, Problem solving and role play

method.

4.3 Teaching aid in history teaching - Timline, Models, Chart

Museums, TV, Radio, OHP.

4.4 Use of ICT in History Teaching.

UNIT-V : EVALUATION IN HISTORY SUBJECT

5.1 Concept and purpose of evaluation.

5.2 Objective based evaluation.

5.3 Various types of question, blue print, content analysis.


1. Content analysis and preparation of instructional material

related to any unit of history.

2. Visit to any historical place and preparation of report.

3. Collection of newspaper cutting related to history's issues.

4. Develop a lesson plan based on new methods / technique in

history.

5. Study of analysis aspect of Historical issue and preparation of

report.

6. Interview two history teachers and find the challenges faced by

them and submit the report in about 500 words.

Reference Books :

1. NCERT - Handbook of History teachers.

2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,

Jaipur.

3. Choudhary, K.P. : Effective teaching of history in India, NCERT.

4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.

5. Hill, C.P. : Suggestions on the teaching of History.

6. Nayak, A.K. (2004: Classroom teaching methods and practice.

APH Publishing Corporation, New Delhi.

7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.

8. Varjeshwary, R.: Handbook for History teacher inIndia.

Relevant Websites :

1. www.ncert.nic.in

2. www.historical thinking.


TEACHING OF COMMERCE

Objectives :

By the end of the semester the teacher trainees are able to refresh

the knowledge about the basic concepts of commerce and their

wide applicability.

1 Understand the importance of teaching of commerce, its scope

and relationship with other school subjects.

2 Knowledge about aims, objective and values of teaching

commerce in Sr. Secondary School.

3 Acquaintance with the commerce curriculum at Sr. Secondary

Level.

4 Knowledge of wider range of teaching methods and techniques

in order to enable them to plan their lesson in teaching of

commerce.

5 Acquaintance with the role of teaching aids and various learning

resources in commerce, opportunity to rejuvenate their content

knowledge concerning commerce.

6 Develop professional efficiency among student.

Unit-1 : Foundation of Commerce Teaching Context and

Concerns

1.1 Meaning, Nature and Scope of commerce Importance of

Commerce in Sr. Secondary Curriculum.

1.2 Aims and Objectives of teaching commerce at Sr. Secondary

Level with special reference to Bloom's taxonomy.

1.3 Co-relation of commerce subject with other school subjects.

Unit-2 : Curriculum and Planning

2.1 Curriculum-concept, objective and principles of curriculum

construction in teaching of commerce.


2.2 Critical appraisal of existing commerce curriculum at Sr. Secondary Level.

2.3 Commerce Textbook - Need and importance, Criteria for the evaluation of commerce textbooks.

2.4 Role of Library and Reference Books in teaching of commerce.

Unit-3 : Lesson Planning, Methods and Approaches of Teaching Commerce

3.1 Meaning, Need, Importance and Preparation of Unit Plan and Lesson Plan.

3.2 Instructional strategies and methods of teaching commerce and its importance.

3.3 Difference between instructional strategy and method.

3.4 Methods in teaching of commerce at Sr. Sec. School discussion method, project method, problem solving method, lecture method and lecture cum discussion method.

3.5 Innovative practice in commerce teaching, assignment techniques, brain storming, workshop, seminar.

3.6 Approaches of teaching commerce.

Unit-4 : Teaching Learning Material in Commerce

4.1 Instruction material in commerce, need and importance, classification of instructional material projected & non-projected.

4.2 Use of various instructional material in Teaching & Learning of Commerce (films, television, computers, chart, graph, model, tables, slides, original material, internet).

4.3 Commerce teacher - qualities, role & professional development.

4.4 Objectives, need and importance of co-curricular activities, organization of debates, field trips/excurion in teaching of commerce.

4.5 Pedagogical Analysis - Aspect and Utility of Pedagogical Analysis for commerce teachers.

Unit-5 : Continues and Comprehensive Evaluation in Commerce

5.1 Evaluation in Commerce - Purpose of evaluation, formative and


Objectives

On completion of the course the student-teacher will be able to :

1. To explain the nature and structure of Physics.

2. Understand the aims and objectives of teaching Physics.

3. Apply various approaches and methods of teaching Physics.

4. Organize various co-curricular activities.

5. Develop Low Cost experiments.

6. To acquire and learn specific laboratory skills to conduct

practical work in Physics.

7. Develop and use the techniques for evaluation of students'

performance.

8. Develop a blue print.

9. Plan lesson in Physics.

10. Critically evaluate the existing Physics.

UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE

1.1 Nature and scope of Physics in daily life.

1.2 Contribution of Physicists in the development of Physics.

1.3 Major landworks and contribution in the field of Physics

1.4 Aims and Objective of Teaching of Physics : General and

Specific.

1.5 Relation between Physics and other branches of Science and

Social Science.

1.6 Scientific Attitude : Concept, characteristics and role of teacher

in their development.

TEACHING OF PHYSICS


summative evaluation, tools and techniques of evaluation (Quantitative and Qualitative).

5.2 Achievement test in commerce purpose uses and construction of achievement test.

5.3 Diagnostic test & remedial teaching.

5.4 Unit tests in commerce - construction of a unit test and preparation of blue Print.

5.5 Rubrics in commerce teaching.


(a) Construction of objective type test items and preparation of question papers.

(b) Content analysis and preparation of instructional at material related to any unit of subject related to commerce.

(c) Preparation of lesson plan based on any innovative method.

(d) Prepare PPT related to commerce teaching content of Senior Secondary Level.

(e) Visit and observe any commercial bank and prepare report.

Reference Books

1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. Ltd., 1995.

2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy, Jaipur, 1986.

3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) Ltd., Jallandhar-3.

4. Bharali Devas : Commerce Education in India, D.K. Publishers Distributors (P) Ltd., New Delhi, 1988.

5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra, Lucknow, 1986.

6. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto, 1965.

7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra, 1968.



1. Life History of any three Nobel Prize winner in .

2. Write a Critical Report After reading of textbook.

3. Prepare a improvised apparatus for secondary level students.

4. Preparation a Power Point presentation on any sub-unit of

syllabus.

5. Collection of newspaper cuttings articles related to physics.

Reference Books

1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.


3. Vinayak, Malhotra : Encyclopedia of Modern Methods of

Teaching Science. New Delhi : Crescent Publishing

Corporation.

Physics

UNIT-II : PLANNING AND CURRICULUM

2.1 Principles of developing curriculum at Secondary

Level.

2.2 Characteristics of an ideal text-book.

2.3 A critical study of present Physics text-book at Secondary /

Senior Secondary school.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities of Physics teacher.

UNIT-III : METHOD AND APPROACHES OF PHYSICS

3.1 Approaches and Methods of Physics:

(a) Process Approach - Scientific method, Problem solving method.

(b) Activity based Approach- Project method, Laboratory method.

(c) Co-operative learning approach.

3.2 Physical Science Laboratory - Need, Importance, Design,

Maintenance of Apparatus, Equipment and Safety measures.

UNIT-IV : TEACHING-LEARNING RESOURCES IN PHYSICS

4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,

Computer.

4.2 Use of Community (Local) resources and Preparing low cost

teaching aids.

4.3 Planning and Organization of Co-curricular activities : Science

Fair, Excusrions, Science Club.

UNIT-V : EVALUATION AND ASSESSMENT IN PHYSICS

5.1 Evaluation : Need, Concept and Importance of Evaluation in

Physics.

5.2 Tool and Techniques of Evaluation.

5.3 Continuous and Comprehensive Evaluation in Physics.

5.4 Preparation of Blue Print in light of NCF 2005.

5.5 Physics Teacher as a researcher - Action research and case

studies in Physics.

Physics


b .

2.3 Equal partnership of learners with special needs.

UNIT-III : NEW TRENDS IN CURRICULUM

3.1 Principles of biological curriculum.

3.2 Analysis of text-books and biological science syllabi of

NCERT at Secondary and Higher Secondary stages.

3.3 Analysis of other print and non-print materials in the area of

biology

3.4 New trends in biological science curriculum - BSCS, Nuffield

biology- O and A level.

3.5 Basic criteria of validity of biology curriculum in the light of

NCF-2005.

UNIT-IV : PEDAGOGICAL ASPECTS AND LEARNING RESOURCES

IN BIOLOGY

4.1 Need and importance of unit plan and lesson plan.

4.2 Identification and use of learning resources in biology,

exploring alternative sources.

4.3 Use of audio-visual materials and ICT experiences in

learning biology.

4.4 Need, importance and planning for biology laboratory.

UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Meaning, concept, need and construction of achievement

test and blue-print.

5.2 Continuous and comprehensive evaluation in biology.

5.3 Tools and Techniques for testing qualitatively and

quantitatively.

5.4 Open Book Examination, Strengths and Limitations.

Assignments ( Any One)

1. Prepare a lesson plan by using fusion method of teaching.

iology

BIOLOGY

Objectives :

1. To understand the nature and scope of Biology

2. To understand the importance and objectives of biology as a

school subject and its place in the school curriculum.

3. To appreciate various approaches of learning biology.

4. To understand meaning, concept and various types of

assessment.

5. To utilize the teaching learning material effectively in

teaching biology.

6. To understand the importance of biology curriculum.

UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES

OF BIOLOGY

1.1 Historical development of biology.

1.2 Origin of life and evolution, biodiversity, eco-system, food

chain and food web, photosynthesis, factors affecting the

process of photosynthesis, concept and types of cell

division.

1.3 Nature, Scope and Objectives of teaching of biology.

Taxonomy of educational objectives, writing objectives in

behavioural terms.

1.4 Place of Biology in school curriculum and its relationship

with other subjects.

UNIT-II : INNOVATIVE METHODS OF LEARNING

2.1 Activity based learning, collaborative learning, experintial

learning, cooperative learning, concept mapping, peer

learning, facilitating learner for self-study.

2.2 Role of learners in negotiating and mediating learning in

TEACHING OF BIOLOGY



2. Write a critical report after reading of school text-book.

3. Mark the student with less than 60% in biology diagnose the

difficulties and give appropriate remedy.

4. Establish biology science club in school and conduct at least

five activities related to biology.

Reference Books

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

2. Yadav, K. (1993) : Teaching of Life Science. Anmol

Publishers, Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Science.

Anmol Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book

Depot, New Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.

Objectives

1. To understand the nature and scope of Chemistry.

2. To understand the importance and objectives of Chemistry

as a school subject and its place in the school curriculum.

3. To understand the importance of Chemistry curriculum.

4. To understand various approaches of teaching - learning of

Chemistry.


Chemistry.

UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY

CURRICULUM

1.1 Curriculum Development : Need and salient features of

curriculum, Strategy and Principles of curriculum

development, Development of Curriculum for the Secondary

level. Salient features of NCF-2005.

1.2 Chemistry Curriculum : Common characteristics of

chemistry curriculum. Basic criteria of validity of chemistry

curriculum in the light of NCF-2005. A critical study of IX and

X classes.

UNIT-II : MODES OF LEARNING ENGAGEMENT

2.1 Constructivist Approach : Activity based learning,

Experimentation interactive learning, Group work, Peer

learning, Project work, assignments followed by

presentation, discussion, inquiry approach, concept

mapping etc.

TEACHING OF CHEMISTRY



UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR

TEACHING-LEARNING OF CHEMISTRY

3.1 Lesson Planning : Pedagogical shift from science as fixed

body of knowledge to process of constructing knowledge.

3.2 Learning Resources : Identification and Use of learning

resources in Chemistry. Improvisation of apperatus, Audio-

visual materials, Multimedia, selection and designing, Use of

ICT in learning chemistry.

UNIT-IV : EXPLORING LEARNING OF CHEMISTRY

4.1 Exploring learning of Chemistry topics such as Chemical

reactions, types of chemical reaction - combination,

decomposition, displacement reactions, Endotheramic and

Exothermic reactions, Concept of oxidation reducation,

redox reactions, rate of reactions, factors affecting the rate

like concentration, temperature, pressure and catalyst.

UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Tools and Techniques of Assessment, Development of

learning indicators, Performance based assessment,

Learner's record of observations, Assessment of Project

Work. Construction of Test items and administration of tests.

Continuous and comprehensive for overall development of

child.


Activities based on syllabus of Chemistry at Secondary

level.

1. Preparation of one working model.

2. Preparation of Model Lesson Plan followed by Seminar /

Presentation.

3. Preparation of a Kit for teaching learning of a topic along with

write-up (name of unit, home / topic / material used /

procedure / learning outcomes).

4. Construction of an Achievement Test, Administration and

Analysis of Result.

Objectives


1. Understand the concept of Home Science.

2. Acquire the knowledge of nature and scope of Home Science.

3. Acquire the knowledge of aims and objectives of teaching Home

Science.

4. Understand the approaches and techniques of teaching Home

Science.

5. Develop skill in planning lessons by using various approaches.

6. Develop skill in constructing acheivement and diagnostic test in

Home Science.

UNIT-I : CONTENT OF HOME SCIENCE

1.1 Food : its constituents functions, basics of nutrition, macro and

micro nutrient selection of food, principles and methods of food

preparation.

1.2 Fundamental of interior decoration, elements of arts and colors.

1.3 Consumer education - problems of consumer rights and

responsibilities.

1.4 Infancy - neonate - care of a neonate, touch therapy, importance

of breastfeeding, immunization schedule, complementary

feeding.

1.5 Savings - importance and types of savings.

1.6 Community health and Nutrition : Malnutrition, Vitamin 'A'

deficiency, iron deficiency, iodine deficiency.

TEACHING OF HOME SCIENCE



- Professional qualities and competencies of a Home Science

teacher, duties and responsibilities of a Home Science teacher.

UNIT-V : CCE IN HOME SCIENCE TEACHING

5.1 Evaluation - concept, types and purposes.

5.2 Concept of Continuous and comprehensive evaluation.

5.3 Formative and summative evaluation.

5.4 Types of text items - objective type, short answer & essay type.

5.5 Planning Objective based test items of different types.

5.6 Construction and use of achievement test.


1. Collect food sources for various nutrients.

2. Role of extension education in Home Science for national

development.

3. Detection of food adulterants commonly used in food.

4. Collection and recording of different textiles and their uses.

5. Prepare & present PPT on any one sub-unit related to subject.

6. Any handmade preparation of stitching painting tie and die

(minimum four samples).

7. Seminar presentation on current issue of health & nutrition

which is a global problem.

8. Scrap Book.

Reference Books

1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi :

Sterling Publisher Pvt. Ltd. (1987).

2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) :

Fundamentals of teaching Home Science, New Delhi : Sterling

Publishers.

3. Seshaih P.R. (2004) : Methods of Teaching Home Science,

Chennai - Manohar Publishers and Distributors.

4. Lakshmi, K. (2006) : Technology of Teaching Home Science,

UNIT-II : NATURE OF HOME SCIENCE AND OBJECTIVES OF

TEACHING HOME SCIENCE :

2.1 Meaning, Nature and Scope of Home Science.

2.2 Philosophy of Home Science : Sociological, Psychological and

Economic perspectives of Home Science, Home Science - a

science as well as an art in subject.

2.3 Aims and objectives of teaching Home Science at Senior

Secondary Level, Scope of Home Science in School curriculum.

2.4 Correlation of Home Science with other subjects.

UNIT-III : FACILITATING LEARNING HOME SCIENCE

3.1 Methods and approaches of teaching Home Science lecture

cum demonstration method, laboratory method, project

method, Inductive-Deductive approach, Problem Solving

approach.

3.2 Techniques of teaching and learning Home Science -

Multimedia and inter-disciplinary, seminars, group discussions,

penal discussion, group work, field trips.

3.3 Planning for teaching home science - Unit plan and Planning for

lessons episodes based on five E-Model.

UNIT-IV : RESOURCES AND CURRICULUM FOR HOME

SCIENCE

4.1 Home Science Laboratory planning and equipping Home

Science Laboratory guidelines for organising practical work

care and maintenance of equipment safety precaution for work

in Home Science Lab.

4.2 Multi-sensory aids charts, models, Bulletin Board, posters,

computer web resources.

4.3 Principles of developing Home Science curriculum at Senior

Secondary Level :

- Factors affecting the selection and organization of Home

Science curriculum.


New Delhi : Sonali Publishers

5. Yoday, S. (1997) : Teaching of Home Science. New Delhi :

Syllabus B.Ed153

PEDAGOGY

SCHOOL SUBJECT - 2

(Advance Level)

OBJECTIVES



language teaching.











UNIT-I : BASIC CONCEPT AND OBJECTIVES OF ENGLISH

LANGUAGE TEACHING

1.1 Concept and Nature of Language.

1.2 Mother tongue, Second language, English as Second

Language (ESL), English as a Foreign Language (EFL),

English for Specific Purpose (ESP).

1.3 Principles of Second Language Teaching.

1.4 The Objectives of teaching English as a Second Language

at Secondary Level of School Education.

UNIT-II : TEACHING OF LISTENING AND SPEAKING

2.1 Listening

2.1.1 Concept of listening in Second Language, Elements of

Listening.

TEACHING OF ENGLISH

Course Code : B.Ed. 2008-1 A M.M. 100



level (Monothongs, Diphthongs, Consonants, Pause,

Juncture, Stress, Accent, Beat, Intonation, Rhythm).

2.1.3 Listening skills and their sub-skills.

2.1.4 Authentic listening vs Graded listening.

2.1.5 Techniques of teaching listening.

2.1.6 Role of teaching aids in teaching listening skills.

2.1.7 Difference between - listening and listening comprehension,

hearing and listening.

2.1.8 Note-taking.

2.2 Speaking



level. (Monothongs, Diphthongs, Consonlants, Pause,

Juncture, Stress, Accent, Beat, Intonation, Rhythm).

2.2.3 The stress system - weak forms and scheme.

2.2.4 Use of Pronouncing dictionary.

2.2.5 Phonetic transcription.



Conversation.


UNIT-III : TEACHING READING AND WRITING SKILLS

3.1 Reading Skills


3.1.2 Mechanics of reading (Eye span, pause, Fixations,

Regression).

3.1.3 Types of reading : Skimming, Scanning, Silent reading,

Reading aloud, Intensive reading, Extensive reading.


reading.

3.1.5 Role of text-book and dictionary in teaching reading skills.

3.2 Writing Skills

3.2.1 Concept of writing in first language and the second

language.


composition.

3.2.3 Teaching the following items - Letters (Formal and informal),


Developing stories.

UNIT-IV : METHODOLOGY OF ENGLISH LANGUAGE

TEACHING




based approach is eclectic approach.

4.1.3 Direct method, Bilingual method, ESA model, Audio-lingual

method..

4.2 Planning for English Language teaching

4.2.1 Prose Lesson

- Content analysis - Planning a unit, based on a lesson in the

text-book.

- Planning for teaching the content and skills in the following

order :


techniques of teaching vocabulary).



- Textual exercises

- Writing / Composition

- Unit test.



3. Review of two research articles related to teaching and

learning of English from educational journals, magazines or

newspapers.


regular teacher.

5. Preparation an action plan for improving any of the following

skills : reading skill, speaking skill, listening skill or creative

writing.

6. Preparation of five (5) word cards,five (5) picture cards and

five (5) cross word puzzles.

7. Preparation of twenty (20) test items in listening/speaking/

reading/writing skills.

8. Preparation of CALL material [five (5) pages].

9. Preparation of CALL material [five (5) pages].

10. Construction of a unit test or a diagnostic test or an

achievement test for any class of your choice in English.

11. Preparing a Power Point Presentation (PPP) for teaching a

topic of your choice. Prepare a CD and submit it along with

its hard copy (print out).

12. Review of an English text-book prescribed at the secondary

stage.



given exercises.

Reference Books

1 Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for

India. Madras : Orient Longman Ltd.

2 Baruah, T.C. (1985) : The English Teacher's Handbook. New

Delhi : Sterling Publishing Pvt. Ltd.

3 Bright and McGregor : Teaching English as Second

Language, Longman.

4 Brinton, D. (2003) : Content-based instruction. In D. Nunan

- Components of poetry

- The place of poetry teaching in school curriculum.

- Concept, aims and objectives of teaching poetry in second

language.

- Steps of preparing a lesson plan on poetry.

UNIT-V : RESOURCES AND ASSESSMENT OF ENGLISH

LEARNING


5.1.1 Concept and use of resources in second language teaching.

5.1.2 Text book, work book, teacher's book, chart, picture, flash

cards, flannel board, tape-recorder, radio, OHP,

substitution, tables, computer, newspapers, magazines,

redia, The blackboard and the white board, Songs,

Newspapers, Magazines and Brochures, Stories and

Anecdotes, Planning and organizing lab activities,

Language games.



language.

5.2.2 Concept, need and techniques of Continuous and


5.2.3 Type of test (Achievement test, Proficiency test, Diagnostic

test, Prognostic test, Formative and Summative tests).


and grammar.




2. Identification of learning difficulties experienced by student-




(Ed.), Practical English Language Teaching (pp. 199-224).

New Work : McGraw Hill.

mís'; %

1- Hkk"kk lajpuk esa fgUnh Hkk"kk rRoksa dk Kku nsukA

2- orZeku le; esa Hkkjr dh Hkk"kk;h leL;k dh tkudkjh nsukA

3- Hkk"kk ds oSKkfud Lo:i dk Kku o.kZ] 'kCn] okD; dh n`f"V ls djukA

4- ,d vkn'kZ fgUnh f'k{kd ds xq.kksa ls voxr djkukA

5- Hkk"kk;h dkS'ky] Jo.k] mPpkj.k] okpu] vfHkO;fDr dh lkekU;

tkudkjh nsukA

6- Hkk"kk f'k{k.k ds mís';ksa ,oa fl)kUrksa ls voxr djkukA


8- fgUnh Hkk"kk f'k{k.k gsrq n`';&JO; lkexzh dh mikns;rk crkukA

9- fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu dh mikns;rk crkukA

10- fgUnh Hkk"kk f'k{k.k esa ikB ;kstuk ds fuekZ.k ,oa fofHkUu izdkjksa rFkk

uhyi= fuekZ.k dh tkudkjh nsukA

bZdkbZ 1% Hkk"kk dk ifjp;] fgUnh vkSj bldk LFkku

1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egRoA

2- fgUnh dk mn~Hko] izÑfr ,oa fo'ks"krk,aA

3- ekr`Hkk"kk ifjHkk"kk ,oa egRoA

4- ekr`Hk"kk f'k{k.k ds mís';] fl)kUrA

5- Hkkjr esa Hkk"kk;h leL;k ,oa lek/kkuA

bZdkbZ 2 % Hkk"kk dk oSKkfud Lo:i

1- Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &

fgUnh Hkk"kk f'k{k.k

Course Code : B.Ed. 2008- 2 A M.M. 100


¼v½ o.kZ & vFkZ] ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h]

mPpkj.k] lkekU; mPpkj.k v'kqf);ka ,oa mudk la'kks/kuA

¼c½ 'kCn] vFkZ] ifjHkk"kk ,oa izdkj

& mRifÙk ds vk/kkj ij]

& jpuk ds vk/kkj ij]

& iz;ksx ds vk/kkj ij]

& vFkZ ds vk/kkj ijA

¼l½ okD; & ifjHkk"kk] vax] Hksn] izdkjA

2- fgUnh f'k{k.k ds xq.kA

bZdkbZ 3

1- Hkk"kk;h dkS'kyksa ds fodkl gsrq fuEukafdr i{kksa ds Lo:i dk f'k{k.k &

lkekU; ifjp;] mís'; ,oa egÙo rFkk dkS'ky fodkl gsrq iz;kl ds

lanHkZ esa &

v- Jo.k

c- mPpkj.k

l- okpu ¼lLoj ,oa ekSu okpu½

n- vfHkO;fDr ¼ekSf[kd ,oa fyf[kr½

2- Hkk"kk f'k{k.k ds mís';

3- Hkk"kk f'k{k.k ds fl)kUr

4- iqLrdky; ,oa okpuky; dk fgUnh Hkk"kk;h fodkl esa mi;ksxA

bZdkbZ 4 % fgUnh Hkk"kk dh fofHkUu fo/kk,a] mudk f'k{k.k ,oa lgk;d

lkexzh

1-v- x| f'k{k.k & mís';] fof/k;ka ¼xgu ikB ,oa æwr ikB :i esa½A

c- i| f'k{k.k & ¼jl] ikB ,oa cks/k ikB ds :i esa½A

l- ukVd ,oa ,dkadh f'k{k.k & ¼vfHku; ,oa eaph; :i esa½A

% Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k

n- dgkuh f'k{k.k & ¼vkSipkfjd ,oa O;kogkfjd f'k{k.k ds :i esa½

;- O;kdj.k ,oa jpuk f'k{k.k

2- fgUnh f'k{k.k esa n`';&JO; midj.kka dk egRo ,oa mi;ksxA

3- fgUnh Hkk"kk f'k{k.k esa ikB~;iqLrd dk egRo ,oa fo'ks"krk,aA

bZdkbZ 5

1- fgUnh Hkk"kk f'k{k.k esa uokpkj

2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa

bdkbZ ikB ;kstukA]

3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,a ,oa izdkj½A

4- iz'u&i= fuekZ.k ,oa uhyi=A


1- Hkk"kk ds mn~Hko ,oa fo'ks"krkvksa ij ,d fjiksVZ rS;kj djukA

2- fofHkUu i=&if=dkvksa ls dgkuh ladyu ,oa dgkuh ds mís';iw.kZ

f'k{kk ewY;ksa ij fjiksVZ rS;kj djukA

3- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.k djukA

4- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA

5- ekSfyd dfork,a ,oa ukVd ys[ku dk;ZA

6- fofHkUu fgUnh dfo;ksa ij ck;ksxzkQh thouh dh :ijs[kk rS;kj djukA

7- vklikl ds ikap fo|ky;ksa dk nkSjk dj fgUnh dh fLFkfr ds lEcU/k esa

fjiksVZ rS;kj djukA

8- ek/;fed Lrj dh fgUnh ikB~;iqLrd dh leh{kk djukA

lanHkZ xzaFk lwph %

1- MkW- Jqfrdkar ik.Ms; % fgUnh Hkk"kk vkSj bldk f'k{k.kA ih,p vkbZ] ubZ

fnYyh] 2014

% fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu


2- MkW- mek eaxy % fgUnh f'k{k.kA vk;Z cqd fMiks] djksy ckx] ubZ fnYyh]

2005

3- MkW- jke'kqDy ik.Ms; % fgUnh f'k{k.kA Jh fouksn iqLrd Hk.Mkj]

vkxjk&2] 2009

4- MkW- HkksykukFk frokjh % Hkk"kk foKkuA fdrkc egy] bykgkckn] 2005

5- MkW- jkepUæ 'kqDy % fgUnh lkfgR; bfrgklA jktdey izdk'ku] ubZ

fnYyh] 2006

6- MkW- lkfo=h flag % fgUnh f'k{k.kA baVjus'kuy ifCyf'kax gkml] esjB]

2004

7- HkkbZ ;ksxsUæthr % fgUnh Hkk"kk f'k{k.kA fouksn iqLrd eafnj] vkxjk]

2008

mís'; %

bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid &



3- laLÑr Hkk"kk f'k{k.k ds mís';ksa ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa f'k{k.k fl)kUrksa dks tku ldsaxsA




lh[k ldsaxsA

8- laLÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;ksa ,oa mikxeksa dks tku

ldsaxsA

9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu ds mís'; ,oa egRo dks le> ldsaxsA

10- laLÑr e as funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k dk s le> ldxas As

Course Contents :

bZdkbZ 1 % laLÑr Hkk"kk dk Lo:i ,oa egÙo

1- Hkk"kk dk Lo:i ,oa egRo

2- laLÑr Hkk"kk dk egRo

3- fofHkUu f'k{kk vk;kxs k as ,o a f'k{kk uhfr;k as e as lLa Ñr Hkk"kk f'k{k.k dh fLFkfr

4- jk"Vªh; ikB;~ ppk Z dh :ij[s kk&2005 e as lLa Ñr Hkk"kk f'k{k.k dh fLFkfr

5- Hkkjrh; fo|ky; ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfrA

laLÑr Hkk"kk f'k{k.k

Course Code : B.Ed. 2008 - 3 A M.M. 100


bZdkbZ 2

1- izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij lLa Ñr f'k{k.k d s mí's ;

2- laLÑr Hkk"kk f'k{k.k ds lw=

3- laLÑr Hkk"kk f'k{k.k ds fl)kUr

4- laLÑr Hkk"kk f'k{k.k ds dkS'ky



bZdkbZ 3 % laLÑr f'k{k.k esa fo/kkxr ikB fu;kstu ,oa f'k{k.k

lgk;d lkexzh

1- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo

2- fufeZroknh mikxe vk/kkfjr ikB ;kstuk fu;kstu ,o a f'k{k.k fof/k;k a &

¼v½ x| f'k{k.k

¼c½ i| f'k{k.k

¼l½ O;kdj.k f'k{k.k

¼n½ ukVd f'k{k.k

3- laLÑr Hkk"kk f'k{k.k esa n`';] ,oa n`';&JO; rFkk oS|qnf.od


4- laLÑr Hkk"kk f'k{k.k esa n`';] JO; lk/kuksa dk p;u ,oa mudk mi;ksx

bZdkbZ 4 % laLÑr Hkk"kk f'k{k.k dh fof/k;ka ,oa mikxe

¼v½ laLÑr Hkk"kk f'k{k.k dh fof/k;ka

1- ikB'kkyk fof/k

2- O;kdj.kkuqokn fof/k

3- ikB~;iqLrd fof/k

4- izR;{k i)fr

% laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky ¼c½ laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

1- laxzaFku mikxe

2- lEizs"k.k mikxe

3- iznÙk dk;Z vk/kkfjr mikxe

4- lexz mikxe

bZdkbZ 5 % laLÑr Hkk"kk f'k{k.k esa ewY;kadu

1- ewY;kadu dk lEizR;;] mís'; ,oa egRoA

2- laLÑr Hkk"kk esa dkS'ky dsfUær ewY;kaduA

3- laLÑr Hkk"kk esa uhyi= vk/kkfjr iz'u i= lajpukA

4- funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k lEiRz ;;] mí's ; ,o a egRoA

5- laLÑr Hkk"kk vf/kxe esa lrr~ ,oa O;kid ewY;kadu


izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k; izk/;kid ds

ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mibdkbZ ij i= izLrqfr ,oa izfrosnuA

2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr

ewY;ksa dk v/;;u ,oa izfrosnuA

3- mPp izkFkfed@ek/;fed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd

dh leh{kkA


5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa

mipkjkRed f'k{k.kA

6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr

dk;Z dh lwph cukuk ,oa mu ij fØ;kRed vH;kl ,oa izfrosnuA

7- mPp izkFkfed@ek/;fed Lrj dh ikB~piqLrd esa vk, laLÑr 'kCnksa


13- flag] yky lkgc ¼1994½ % ekiu ewY;kadu ,oa lkaf[;dh] vkxjk %

lkfgR; izdk'kuA

14. Numan, David (1993) : Designing Task for Communicative

Classroom : Cambridge : Cambridge University Press.

15. Willis, Jane (1996) : A Framework for Task based Learning.

Oxford : Langman.

16. Paliwal, A.K. (1996) : Communicative Language Teaching.

Jaipur : Surbhi Prakashan.

dh cgqHkkf"kdrk dk v/;;u ,oa izfrosnuA

8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa

ij vk/kkfjr 20 iz'uksa dh lajpuk djukA

lanHkZ xzaFk lwph

1- feÙky] larks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj-yky cqd fMiksA

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;

vdknehA

3- ukjax] oS'uk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku

laLFkkuA

4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ

fnYyh % jktdey izdk'kuA

5- frokjh] Hkkys kukFk ¼1982½ % Hkk"kk foKku] u's kuy ifCyf'kxa gkml] ub Z fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d

uokpkj] t;iqj % dYiuk izdk'kuA

7- ,u-lh-Vh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] ubZ

fnYyh % ,ulhVhbZvkjVh] ubZ fnYyhA

8- xqIrk] ,l-ih- ¼2006½ % vk/kqfud ekiu ,oa ewY;kadu] bykgkckn %

'kkjnk iqLrd HkouA

9- frokjh] HkksykukFk ¼1994½ % Hkk"kk foKku] bykgkckn % fdrkc egy

izdk'kuA

10- ik.Ms;] pUæ'ks[kj ¼1998½ % laLÑr lkfgR; dh :ijs[kk] dkuiqj %

lkfgR; fudsruA

11- feJ] izHkk'kadj ¼1998½ % laLÑr f'k{k.k p.Mhx<+ % gfj;k.kk lkfgR;

vdknehA

12- lkroysdj] Jhikn nkeksnj ¼2006½ % laLÑr Lo;a f'k{kd] fnYyh %

jktiky ,.M lal daiuhA






(Revised).

3. Correlation of mathematics and other school subjects.








c. Problem Solving

d. Project

e. Heuristic



a. Oral work

b. Written work

c. Drill work

d. Home assignment


Engagement




a. Number system




Objectives





student.


Mathematics.



learning.



at secondary level.




etc.







mathematics.



Reference Books :


gkml] t;iqj

























Alto, CA : Fearon.



e. Area and Volume














mathematics




programme.







mathematics.









Brothers, Ludhiana.






University Press.












NCERT.












NCERT.

40. Position Paper of NCF on Education and Peacs - 2005, NCERT.

Journals :



USA.


Web Links :













Objectives :

1. To enables to teacher trainees.

2. To develop interest in Economics subject among the pupil.

3. To help the students to acquire the basic understanding in the

field of Economics.

4. To enable the student teachers to understand the objectives of

teaching Economics at the school stage.

5. To enable the student to acquire necessary skills use and

preparations of teaching aid and instructional material in

Economics.

6. To acquaint the students teacher with different Audio-Visual aids

and develop in them the skill of for the proper use and

maintenance of teaching aid.

7. Understands and use of appropriate devices of evaluation in

Economics.

UNIT-I : CONCEPTUALIZATION OF ECONOMICS TEACHING

1.0 Economics Reforms

1.1 Liberalization

1.2 Privatisation

1.3 Globalisation and Budget.

2. Existing approaches of teaching learning of Economics

(Constructive approach, cbhild centered and participatory

approach).

3. Various educational policy documents and National Curriculum

Framework concerning teaching learning of Economics (NPE

1986, NCF 2005).

4. Place of economics in school curriculum, aims and objectives of

teaching Economics at Senior Secondary level.

5. Research Prospective in Pedagogy of Economics education.

UNIT-II : ECONOMIC CURRICULUM

2.1 Approaches to organization of economics curriculum,

economics curriculum at various stages of school education.

2.2 Methodology of development of curricular materials viz. text-

book, workbooks, teacher handbooks, teacher's education

manuals, other content enrichment materials - their

conceptualization and process.

UNIT-III : APPROACHES TO PEDAGOGY OF ECONOMICS

3.1 Utilization of various methods in economics at Senior

Secondary level.

3.1.1 Brain storming.

3.1.2 Analysis and synthesis.

3.1.3 Survey method

3.1.4 Supervised Study

3.1.5 Concept mapping.

3.2 Selection fo skill and techniques to teach economics.

3.2.1 Teacher pupil participation

3.2.2 Use of ICT

3.2.3 Assignment techniques

3.2.4 Workshop

3.2.5 Explanation

3.2.6 Debate

UNIT-IV : MEDIA MATERIALS AND RESOURCES FOR

TEACHING-LEARNING OF ECONOMICS

4.1 Effective use of Print and Audio-Visual Materials for economics.

4.2 Meaning, Need and Importance of learning Resources in

Economics.




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6. Gupta, Rainu, Saxena, R.G. (2003) : Teaching of Economics,

Jagdamba Book Centre, New Delhi.

7. Aggarwal, J.C. (2007) : Teaching of Economics : A Practical

Approach, Vinod Pustak Mandir, Agra-1.

4.3 Use of Community Resources in Economics Teaching (Post

Office, Bank, Cottage industries).

4.4 Teacher of Economics : Qualities and Role.

UNIT-V : LESSON PLANNING AND EVALUATION

5.1 Preparation of lesson plan based on different approaches

(constructive approach, child centered and participatory

approach).

5.2 Open Book examination, Evaluating Project Work, Question

Bank, Remedial teaching.

5.3 Recent trends in evaluation - Grading system continuous and

Comprehensive evaluation (CCE).


1. Preparation of a scrapbook related to any current issue of

Economics.

2. A Power Point Presentation related to any one topic of

Economics.

3. Preparing a Radio or T.V. script related to a current Economic

issue.

4. Prepare a list of audio-visual aids related to teaching of

Economics.

5. Prepare a lesson plan on Innovation method (Any two).

Reference Books

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dkWjiksjs'ku] nfj;kxat] ubZ fnYyh

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Objectives

1. Understand the modern concept of Geography.

2. Understand the aim & objective of Geography Teaching.


various topics of Geography at different level.

4. Arrange field trips survey.


the test.

6. Understand the use of Geography Lab know about necessary

equipments for Geography lab.

UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE

1. Concept of Geography Teaching.

2. Aims, Objective of Geography Teaching (Different level).

3. Nature and Scope of Geography Teaching.

4. Co-relation with Geography or Social Science, Civics, Nature

Science, Economics, History.

5. Solar System

6. Physical Feature of India

7. Climate

8. Indian Mansoon

UNIT-II : TEACHING LEARNING RESOURCES IN GEOGRAPHY

1. People as resource the significance of oral data.

2. Types of primary and secondary sources data from field, textual

materials, journals, magazines, newspaper etc.

3. Various Teaching-aids : Using atlas as a resources for

Geography, Maps, Globe, Chart models, Graphs visuals,

TEACHING OF GEOGRAPHY


Syllabus B.Ed 180

teaching learning material.

4. Geography Room & Laboratory, Museums, Co-curricular

activities.

UNIT-III : TEACHING LEARNING OF GEOGRAPHY

1. Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning,

Need and Importance.

2. Geographical Methods : Regional Method, Demonstration,

Inductive-Deductive, Project, Comparative and Lab method.

UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER

1. Curriculum Development Process : National and State levels.

2. Study of Geography syllabus - Secondary level.

3. Quality and professional growth of Geography teacher.

4. Geography text-book.

5. Geography teaching in CAI.


1. Characteristics of assessment - types of question best suited for

examining. Questions for testing quantitative skills, questions

for testing qualitative analysis, Open-ended questions.

2. Meaning, concept, process, construction of achievement test,

Blue print diagnostic.

3. Open book tests : Strengths and Limitations.

4. Continuous and Comprehensive Evaluation (CCE) in

Geography.


1. Preparation of Maps, Charts and Models for Physical

Geography.

2. Develop two lesson plan based on new methods and

approaches. (PPT)

3. Collection of newspaper cuttings related to Geographical

issues.

4. Preparation of report of visit some place of Geographical

interest.

Reference Books :

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2.2.2 Heuristic Method

2.2.3 Laboratory Method

2.2.4 Observation Method

2.2.5 Lecture Method

2.2.6 Seminar Method

2.3 Modern Techniques

2.3.1 Illustration

2.3.2 Questioning

2.3.3 Observation

2.3.4 Analytical

2.3.5 Concept Attainment Model

2.3.6 Jerk Technology

UNIT-III : CHALLENGES AND RESOURCES OF

3.1 Teaching Civies to the learners with special needs (challenged

and gifted).

3.2 Correlation of Political Science with other Civies.

3.3 Civies room.

3.4 Professional competence and personality of civics teacher.

UNIT-IV : EVALUATION IN CIVICS

4.1 Difference between Measurement, Assessment and

Evaluations.

4.2 Characteristics of good measurement, Diagnostic test and

remedial teaching, criterion referred testing and Norm referred

testing,

4.3 Different types of items, Multiple Discriminant Type Item,

Development and Standardization of Achievement Test in

Political Science,

4.4 CCE wtih reference to Civies.

CIVIES

OBJECTIVES :

1. Acquire the knowledge of the meaning and nature of Civies

Modern Concepts and Contemporary concepts of Civies.

2. Develop understanding of objectives of teaching Civies in

democratic country.

3. To understand and adopt proper methods and techniques of

teaching various topic of Civies.

4. To develop the understanding of inter-relationship between

different subjects of Civies.

5. To develop understanding of the concepts and practices of

different approaches of the evaluation and to develop skills in

preparing and using different evaluation tools in teaching of

Civies.

6. To develop understanding of Civies curriculum and to enable

them to give suggestion for its improvement.

7. To develop understanding of issues in Civies.

UNIT-I : FOUNDATIONS OF CIVIES

1.1 Meaning, nature and scope of Civies.

1.2 Concepts - Liberty, Equality, power, authority and legitimacy,

political system, soverignty and pluralism.

1.3 Democracy and Dictatorship, Political parties and Pressure groups.

1.4 Contemporary concepts - Political Modernization, Political

Culture, Political Socialization.

UNIT-II : OBJECTIVES, METHODS AND TECHNIQUES

2.1 Objectives of teaching Civies in a democratic country.

2.2 Modern Methods of teaching Civies.

2.2.1 Inductive - Deductive Method

TEACHING OF CIVIES



UNIT-V : EVALUATION AND DEVELOPMENT OF

5.1 Evaluation of the curriculum up to contemporary times in

the Indian Context.

5.2 Construction of knowledge and process of knowledge

generation in Civies.

5.3 Different perspectives and Issues in Civies.


1. Peer interaction (Peer Educators) and group work on selected

areas taken from school syllabus and write a report.

2. Analysis of curriculum Policies / Documents and existing school

curriculum and write a report.

3. Group presentation for critical appraisal of existing Civies

curriculum and Text Books and write a report.

4. Preparation of five Transparencies / CD related to civics

teaching.

5. Prepare a Scrap Book related to National Political Issues.

Reference Books

1. B.L. Fadia : 'Rajnity Vigyan ke mool sidhant.

2. Pukhraj Jain : Rajnity Vigyan ke mool sidhant.

3. Vishnu Bhagwan, Vidhya Bhushan, G.P. Mehrotra : Rajniti

vigyan sa sidhant.

4. Dr. Veerkeshwar Pratap Singh : Rajnity Shastra ke Sidhant.

5. Vikas Shukla : Nagrik Shastra Shikshan, Vijay Prakashan

Mandir, Varanasi.

6. Ramchandra Agrawal : Rajnity Shastra ke Sidhant.

7. Kochhar, S.K. : Teaching of Political Science, New Delhi :

Sterling Publishers, 1970.

8. Aggarwal, J.C. : Teaching of Social Studies, New Delhi : Vikas

CIVIES

Civies

Publishing House Pvt. Ltd., 1982.

9. Desia, D.M. and Mehta, T.S. : Evaluation in Social Studies -

Ministry of Education, Govt. of India.

10. Pal, H.R. and Pal, R.: Curriculum - Yesterday, Today and

Tomorrow, Kshipra, New Delhi, 2006.

11. Sansanwal, D.N. : Jerk Technology, Journal of Indian Education,

Vol. XXVI, No.1., 2000, pp.17-22.

12. Sansanwal, D.N. and Tyagi, S.K. : Multiple discriminant Type

item. MERI Journal of Education, Vol.1, 2006, pp.18-25.


Objectives


1. Understand the nature of History.

2. Understand the aims & objective of History Teaching.


various topics of History at different level.


the test.

5. Prepare and utilize different teaching aids.

6. Understand the changing concept of History.

7. Introduce student-teachers to matters of both content and

pedagogy in the teaching of History.

UNIT-I : SOURCES OF KNOWING OF ANCIENT INDIAN

HISTORY

1.1 Arahaelogical Sources

1.2 Literacy Sources

1.3 Foreign Accounts.

UNIT-II : LEARNING RESOURCES

2.1 Audio-Visual Resources : T.V., Films, Documentary, Visual

Maps, Models, Time-line, Artifacts.

2.2 Print Media - Magazine, Newspaper, Archieves.

2.3 Online Resources - Websites, Virtual tour.

UNIT-III : HISTORY CURRICULUM FOR SCHOOL

3.1 Concept of curriculum.

3.2 Fundamental principles of formatting curriculum in history.

3.3 Critical appraisals of the sylalbus of State and CBSE Board at

different stages.

3.4 Qualities and professional growth of history teacher, and his role

in future prospective.

UNIT-IV : TEACHING PLANNING, METHODS AND TEACHING

SKILLS

4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and

Importance.

4.2 Methods of teaching history - Story telling Method,

Demonstration, Biographical, Problem solving and role play

method.

UNIT-V : C.C.E. IN HISTORY

5.1 Concept and purpose of evaluation.

5.2 Objective based evaluation.

5.3 Various types of question, blue print, content analysis.


1. Content analysis and preparation of instructional material

related to any unit of history.

2. Visit to any historical place and preparation of report.

3. Collection of newspaper cutting related to history's issues.

4. Develop a lesson plan based on new methods / technique in

history.

Reference Books

1. Nayak, A.K. (2004: Classroom teaching methods and practice.

APH Publishing Corporation, New Delhi.

2. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.

3. NCERT - Handbook of History teachers.

4. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,

Jaipur.

5. Choudhary, K.P. : Effective teaching of history in India, NCERT.

6. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.

TEACHING OF HISTORY



Objectives

The objectives of this course is to give teacher trainers - Orientation

the pre-service teacher training programme for teaching commerce.

The student teacher will be able to :

1. Acquire knowledge about aims and objectives of teaching

commerce.

2. Understand methods of teaching commerce.

3. Understand with the role of teaching aids and various learning

resources in commerce.

4. Students aware to basics of Book-keeping, management,

marketing & Business Administration.

5. To develop commerce efficiency among students.

6. To develop professional efficiency among students.

UNIT-I : CONTENT OF COMMERCE

1. Meaning and Principles of Book-keeping.

2. Concept of Management, nature and its significance of

functions.

3. Meaning and functions of Marketing and its role.

4. Business Administration - concept, forms of business,

organisation.

UNIT-II : CONCEPT AND TEXONOMY OF COMMERCE

1. Meaning and Nature of Commerce.

2. Need and Scope of Teaching Commerce.

3. Aims and Objectives of Teaching Commerce.

4. Co-relations of Commerce with other school subjects.

TEACHING OF COMMERCE


7. Hill, C.P. : Suggestions on the teaching of History.

8. Varjeshwary, R.: Handbook for History teacher inIndia.

Relevant Websites :

1. www.ncert.nic.in

2. www.historical thinking.

3. www.educat ional .a lber la.ca/media/1234045/making

difference_2010pdf.


UNIT-III : CURRICULUM AND PLANNING

1. Curriculum - Concept, Objectives and Principles of Commerce.

2. Critical Appraisal of existing commerce curriculum at Sr.

Secondary level.

3. Commerce text-book, need and importance criteria for the

evaluation of Commerce text-book.

UNIT-IV : LESSON PLANNING & METHODS OF TEACHING

COMMERCE

1. Meaning and Importance and Preparation of Unit Plan.

2. Different methods of Teaching Commerce at Sr. Secondary

level. - Discussion, Project, Problem solving and Lecture

method.

3. Innovative Practice in Commerce Teaching - assignment

techniques, brain storming, workshop, seminar.

4. Approaches of Teaching Commerce.

UNIT-V : TEACHING LERNING MATERIAL

1. Importance of equipment and teaching material of commerce.

2. Criteria for selections of instructional material and equipment.

3. Different Audio-visual equipment and material used in

commerce education.

4. Qualities of Commerce teacher, role and its professional growth.

5. Evaluation in Commerce - Importance Types of Test-Essay,

Short answer and Objective type.


1. Prepare a Lesson Plan based on any innovative method.

2. Prepare PPT related to Commerce teaching content.

3. Visit and observe any Bank / Departmental Store / Post Office /

Factory / Film and Prepare Report.

4. Prepare instructional material related to any unit of subject

related to commerce.

5. Construct of objective type test item and prepare a question

paper.

Reference Books

1. SNS Head : Financial Accounting, Alka Pubications, Ajmer.

2. Dr. R.L. Nolakha : Prabandh ke Sidhant, Ramesh Book Depot,

Jaipur.

3. Prof. Dariyav Singh Chundawat, B.L. Porwal, Dr. Pradeep

Khocha : Principles of Marketing.

4. J.S. Sudha : Sales Organisation.

5. J.S. Sudha : Sales and Distribution Management.

6. Pankaj Madan, Amit Mittal, Hemraj : Marketing Management.


Objectives

On completion of the course the student-teacher will be able to :

1. Familarize with Nature of Physics.

2. Understand the aims and objectives of teaching Physics

Teaching.

3. Apply various approaches and methods of teaching Physics.

4. Develop low cost material.

5. Explain the concept of Evaluation.

6. Critically analysis the existing Physics textbook.

7. Develop a blue print.

8. Acquaint with laboratory plan, equipments and materials.

UNIT-I : STRUCTURE AND CONTENT ENRICHMENT OF THE

DISCIPLINE

1.1 Concept and Nature of Physics.

1.2 Contribution of Eminent Indian and Foreign Physicists in

Development of Physics (Albert Einstein, Gallileo, SIr Isaac

Newton, Marie Curie, Homi Jahangir Bhabha, Sir

Chandrashekhar Venkar Raman).

1.3 Aims and Objective of Teaching of Physics : General and

Specific.

1.4 Relation between Physics and other school subjects.

1.5 Content Enrichment : Motion, force, Newton's law's, Reflection

and Refraction of light, Atomic structure model- Rutherford,

Bohr's model.

UNIT-II : PHYSICS CURRICULUM

2.1 Principle of Curriculum formation of Physics.

2.2 New trends of curriculum development in Physics Teaching.

2.3 Characteristics of an ideal higher secondary school physics

text-book.

2.4 Critical Analysis of XI Class text-book.

2.5 Preparation of Unit Plan and Lesson Plan at Higher Secondary

School level.

2.6 Professional Development of a Physics Teacher :

- Need for professional development at individual level,

organizational level and Government level.

- Need and Relevance of participation in Seminars, Workshops,

Conferences, Symposia etc. as well as Membership of

Professional Organizations in professional development of

teachers.

UNIT-III : APPROACHES AND METHODS OF TEACHING

PHYSICS

3.1 Approaches and Methods of Physics:

Problem solving approach, Inductive and deductive approach,

Laboratory method, Project method.

3.2 Physics Science Laboratory : Importance, Design, Maintenance

of Equipment and Safety measures.

UNIT-IV : EDUCATIONAL TECHNOLOGY IN PHYSICS

EDUCATION

4.1 Audio-Visual aids - OHP, Epidaiscope, Projector.

4.2 Computer Aided Instructions.

4.3 Preparation of Teaching Aids with emphasis on Improvisation

Low Cost Materials.

4.4 Use of Community resources.

UNIT-V : EVALUATION IN PHYSICS TEACHING

5.1 Meaning and Concept of Evaluation in Physics.

5.2 Tool and Techniques of Evaluation.

5.3 Preparation of Blue-print based Question Paper.

TEACHING OF PHYSICS



Objectives

1. To understand the nature and scope of biological Science.

2. To understand the importance and objectives of biological

Science as a school subject and its place in the school

curriculum.

3. Appreciate various approaches of learning biological

Science.

4. To understand meaning, concept and various types of

assessment.

5. To utilize the teaching learning material effectively in

teaching biology.

6. To understand the importance of biological Science

curriculum.

7. To plan and organize biological science practical work in

laboratory

UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES

OF BIOLOGICAL SCIENCE

1.1 Historical development of biological Science.

1.2 Origin of life and evolution, biodiversity, eco-system, food

chain and food web, photosynthesis, factors affecting the

process of photosynthesis, concept and types of cell

division.

1.3 Nature, Scope and Objectives of teaching of Biological

Science, Taxonomy of educational objectives, writing

objectives in behavioral terms.

1.4 Place of Biology in school curriculum and its relationship

with other subjects.

TEACHING OF BIOLOGICAL SCIENCE


5.4 Continuous and Comprehensive Evaluation in Physics.

5.5 Importance and Evaluation of Practical work.


1. Preparation a Power Point Presentation on any sub-unit of

syllabus.

2. Analysis of Physics Text Book.

3. Survey of Physics Laboratory in the schools.

4. Collection of Newspaper cuttings / clippings, journal, Articles

related to Physics.

5. Preparing one innovative lesson plan.

6. Prepare instructional material for teaching one topic in Physics.


8. Life History of any three Nobel Prize winners in Physics.

9. Identifying and conducting at least 2 experiment /

demonstrations from the Physics syllabus individually or in

small groups.

Reference Books :

1. Maitre, K. (1991) : Teaching of Physics, New Delhi : Discovery

Publishing House.

2. Sharma, R.C. (1981) : Modern Science Teaching, Delhi :

Dhanpat Rai and Sons.

3. Mangal, S.K. (1997) : Teaching of Science, Arya Book Depot.

4. Gupta, S.K. (1991) : Teaching Physical Science in Secondary

Schools, New Delhi : Sterling Publishers.

5. Mangal, S.K. and Mangal, Shubra (2007) : Teaching of Physical

Science. Meerut : International Publishing House, NCERT,

Science Textbooks for classes VII-X (2003).

6. Sharma, R.C. (2002) : Science Teaching, Dhanpat Rai

Publication.


UNIT-II : INNOVATIVE METHODS OF LEARNING

2.2 Role of learners in negotiating and mediating learning in

biological science

2.3 Equal partnership of learners with special needs.

UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE

CURRICULUM

3.1 Principles of biological Science curriculum.

3.2 Analysis of text-books and biological Science syllabi of

NCERT at Secondary and Higher Secondary stages.

3.3 Analysis of other print and non-print materials in the area of

biological Science.

3.4 New trends in biology curriculum - BSCS, Nuffield biological

Science O and A level.

3.5 Basic criteria of validity of biological Science curriculum in

the light of NCF-2005.

UNIT-IV : PEDAGOGIC ASPECTS AND LEARNING

RESOURCES IN BIOLOGICAL SCIENCE

4.1 Need and importance of unit plan and lesson plan.

4.2 Identification and use of learning resources in biological

Science, exploring alternative sources.

4.3 Use of audio-visual materials and ICT experiences in

learning biology.

4.4 Need, importance and planning for biology laboratory.

4.5 Characteristics of a good text book and evaluation of a text

book

UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Meaning, concept, need and construction of achievement

test and blue-print.

5.2 Continuous and comprehensive evaluation in biological

Science.

5.3 Tools and Techniques for testing qualitative and

quantitatively.

5.4 Open Book Examination, Strengths and Limitations.

5.5 Evaluation of Practical work in biological science.


1. Prepare a lesson plan by using fusion method of teaching.

2. Write a critical report after reading of school text-book.

3. Mark the student with less than 60% in biology diagnose the

difficulties and give appropriate remedy.

4. Establish science club in school and conduct at least five

activities related to biological science.

5. Prepare of improvised apparatus for Secondary/ Sr.

Secondary level students.

6. Construction and administration of diagnostics test on any

one unit of biological science.


Objectives

1. To understand the nature and scope of Chemistry.

2. To understand the importance and objectives of Chemistry

as a school subject and its place in the school curriculum.

3. To understand the importance of Chemistry curriculum.

4. To understand various approaches of teaching - learning of

Chemistry.


Chemistry.

UNIT-I : CURRICULUM DEVELOPMENT AND CHEMISTRY

CURRICULUM

1.1 Curriculum Development : Need and salient features of

curriculum, Strategy and Principles of curriculum

development, Development of Curriculum for the Secondary

level. Salient features of NCF-2005.

1.2 Chemistry Curriculum : Common characteristics of

chemistry curriculum. Basic criteria of validity of chemistry

curriculum in the light of NCF-2005. A critical study of IX and

X classes.

UNIT-II : MODES OF LEARNING ENGAGEMENT

2.1 Constructivist Approach : Activity based learning,

Experimentation interactive learning, Group work, Peer

learning, Project work, assignments followed by

presentation, discussion, inquiry approach, concept

mapping etc.

UNIT-III : PLANNING AND PEDAGOGIC ASPECTS FOR

TEACHING-LEARNING OF CHEMISTRY

3.1 Lesson Planning : Pedagogical shift from science as fixed

body of knowledge to process of constructing knowledge.

3.2 Learning Resources : Identification and Use of learning

resources in Chemistry. Improvisation of apperatus, Audio-

visual materials, Multimedia, selection and designing, Use of

ICT in learning chemistry.

UNIT-IV : EXPLORING LEARNING OF CHEMISTRY

4.1 Exploring learning of Chemistry topics such as Chemical

reactions, types of chemical reaction - combination,

decomposition, displacement reactions, Endotheramic and

Exothermic reactions, Concept of oxidation reducation,

redox reactions, rate of reactions, factors affecting the rate

like concentration, temperature, pressure and catalyst.

UNIT-V : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Tools and Techniques of Assessment, Development of

learning indicators, Performance based assessment,

Learner's record of observations, Assessment of Project

Work. Construction of Test items and administration of tests.

Continuous and comprehensive for overall development of

child.


Activities based on syllabus of Chemistry at Secondary

level.

1. Preparation of one working model.

2. Preparation of Model Lesson Plan followed by Seminar /

Presentation.

3. Preparation of a Kit for teaching learning of a topic along with

write-up (name of unit, home / topic / material used /

procedure / learning outcomes).

4. Construction of an Achievement Test, Administration and

Analysis of Result.

TEACHING OF CHEMISTRY



UNIT-II : NATURE OF HOME SCIENCE AND OBJECTIVES OF

TEACHING HOME SCIENCE :

2.1 Meaning, Nature and Scope of Home Science.

2.2 Philosophy of Home Science : Sociological, Psychological and

Economic perspectives of Home Science, Home Science - a

science as well as an art in subject.

2.3 Aims and objectives of teaching Home Science at Senior

Secondary Level, Scope of Home Science in School curriculum.

2.4 Correlation of Home Science with other subjects.

UNIT-III : FACILITATING LEARNING HOME SCIENCE

3.1 Methods and approaches of teaching Home Science lecture

cum demonstration method, laboratory method, project

method, Inductive-Deductive approach, Problem Solving

approach.

3.2 Techniques of teaching and learning Home Science -

Multimedia and inter-disciplinary, seminars, group discussions,

penal discussion, group work, field trips.

3.3 Planning for teaching home science - Unit plan and Planning for

lessons episodes based on five E-Model.

UNIT-IV : RESOURCES AND CURRICULUM FOR HOME

SCIENCE

4.1 Home Science Laboratory planning and equipping Home

Science Laboratory guidelines for organising practical work

care and maintenance of equipment safety precaution for work

in Home Science Lab.

4.2 Multi-sensory aids charts, models, Bulletin Board, posters,

computer web resources.

4.3 Principles of developing Home Science curriculum at Senior

Secondary Level :

Objectives


1. Understand the concept of Home Science.

2. Acquire the knowledge of nature and scope of Home Science.

3. Acquire the knowledge of aims and objectives of teaching Home

Science.

4. Understand the approaches and techniques of teaching Home

Science.

5. Develop skill in planning lessons by using various approaches.

6. Develop skill in constructing acheivement and diagnostic test in

Home Science.

UNIT-I : CONTENT OF HOME SCIENCE

1.1 Food : its constituents functions, basics of nutrition, macro and

micro nutrient selection of food, principles and methods of food

preparation.

1.2 Fundamental of interior decoration, elements of arts and colors.

1.3 Consumer education - problems of consumer rights and

responsibilities.

1.4 Infancy - neonate - care of a neonate, touch therapy, importance

of breastfeeding, immunization schedule, complementary

feeding.

1.5 Savings - importance and types of savings.

1.6 Community health and Nutrition : Malnutrition, Vitamin 'A'

deficiency, iron deficiency, iodine deficiency.

TEACHING OF HOME SCIENCE




Publishers.






Anmol Publishers.

6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of

teaching (8th Ed.), New Delhi : PHI Learning Private Limited.

- Factors affecting the selection and organization of Home

Science curriculum.

- Professional qualities and competencies of a Home Science

teacher, duties and responsibilities of a Home Science teacher.

UNIT-V : CCE IN HOME SCIENCE TEACHING

5.1 Evaluation - concept, types and purposes.

5.2 Concept of Continuous and comprehensive evaluation.

5.3 Formative and summative evaluation.

5.4 Types of text items - objective type, short answer & essay type.


5.6 Construction and use of achievement test.


1. Collect food sources for various nutrients.

2. Role of extension education in Home Science for national

development.

3. Detection of food adulterants commonly used in food.

4. Collection and recording of different textiles and their uses.

5. Prepare & present PPT on any one sub-unit related to subject.

6. Any handmade preparation of stitching painting tie and die

(minimum four samples).

7. Seminar presentation on current issue of health & nutrition

which is a global problem.

8. Scrap Book.

Reference Books





SECOND YEAR

B.Ed. PROGRAM

EVALUATION SCHEME

S. No.

Course

Code

1 B.Ed.2001

Course

Type

CC



Teaching and learning


510

2 B.Ed.

2002CC Gender, School and Society

4 B.Ed

2004.

CC Critical Understandingof ICT

5 B.Ed.

2005CC Creating and Inclusive

School

Presentation Report

5 10 5

Quiz

6 B.Ed.2006

PRA Total - 50MarksExternal - 30 (Practical)Internal - 20 (Practical)

Understanding the Self

5 5

15Report Presentation Quiz



510

5 5


3 CC Knowledge and CurriculumB.Ed.

2003Total - 100 MarksExternal - 75 (Theory paper)Internal - 25


510

5 5




510

5 5




510

5 5


S. No.

Course

Code

8 B.Ed.2008

Course

Type

CC


PADAGOGY OF A SCHOOL SUBJECT - II

(Ordinary Level)

Teaching in English

Teaching of Hindi

Teaching of Sanskrit

Teaching of Mathematics

Teaching of Economics

Teaching of Geography

Teaching of Civics

Teaching of History

Teaching of Commerce

Teaching of Physics

Teaching of Biology

Teaching of Chemistry

Teaching of Home Science

Total - 250 MarksRegular Class Room Teaching- 50 MarksOrganization Various SchoolActivity - 50 MarksCriticism - 50 MarksFinal Lesson - 100 Marks

10 INTERNSHIP - II(16 Weeks)PRA

B.Ed.2009

7 B.Ed.2007

CC OPTIONAL COURSE

Peace Education

Guidance and Counseling

in Schools

Health & Physical Education

Environmental Education

2007-1

2007-2

2007-3

2007-4



510

5 5


2008-1

2008-2

2008-3

2008-4

2008-5

2008-6

2008-7

2008-8

2008-9

2008-10

2008-11

2008-12

2008-13



510

5 5


9 B.Ed.2008-A

CC PADAGOGY OF A SCHOOL SUBJECT - II

(ADVANCE LEVEL)



510

5 5


Teaching in EnglishTeaching of HindiTeaching of SanskritTeaching of MathematicsTeaching of EconomicsTeaching of GeographyTeaching of CivicsTeaching of HistoryTeaching of CommerceTeaching of PhysicsTeaching of BiologyTeaching of ChemistryTeaching of Home Science

2008-1A2008-2A2008-3A2008-4A2008-5A2008-6A2008-7A2008-8A2008-9A2008-10A2008-11A2008-12A2008-13A


Syllabus B.Ed.180

Course Title : Working with Community-II (NTCC)

Course Code : B.Ed. 2007-II

L T P CU Marks

0 0 0 3 50

OBJECTIVES :

To acquaint student-teachers with their local surroundings

through Historical, Geographical, Educational, Cultural, Literary,

Environmental, Industrial, Political and Agricultural Study.

Activities :

The student teacher will opt any area of study according to

his interest.

Areas of Interest :

- Historical

- Geographical

- Agricultural

- Educational

- Cultural

- Literary

- Environmental

- Industrial

- Political

Syllabus B.Ed. 181

Course Title : Individual Guidance Programme (VAC)

Course Code : B. Ed. 3003

L T P CU Marks

0 0 2 1 25

OBJECTIVES :

To acquaint student teacher with the role of guidance

personnel.

Plan of Execution :

- The student-teacher will adopt one student of his school

during internship and will guide him according to his need.

SEMESTER - III

S. No.

Course

Code

Course

Type

B.Ed. PROGRAM 216

EVALUATION SCHEME


Teaching of English

Teaching of Hindi

Teaching of sanskrit

Teaching of Mathematic

Teaching of History

Teaching of Civics

Teaching Of Geography


Teaching of Physical Science

Teaching of Biological Science


Total - 100 MarksExternal - 70 (Theory)Internal - 30

Sessional Preuniversity test Attendance

10 15 5

3001-01

3001-02

3001-03

3001-04

3001-05

3001-06

3001-07

3001-08

3001-09

3001-10

3001-11

Syllabus B.Ed182

SEC

Report

5

Quiz

5

Padagogy of a School Subject(Ordinary Level )

Teaching of English

Teaching of Hindi

Teaching of sanskrit

Teaching of Mathematic

Teaching of History

Teaching of Civics

Teaching Of Geography


Teaching of Physical Science

Teaching of Biological Science


Teaching of Commerce

Teaching of Chemistry



10 15 5

3001-A1

3001-A2

3001-A3

3001-A4

3001-A5

3001-A6

3001-A7

3001-A8

3001-A9

3001-A10

3001-A11

3001-A12

3001-A13

SEC

Report

5

Quiz

5

Padagogy of a School Subject(Advance Level )

1-A

1

2

3

4

5

6

7

8

9

10

11

2-B

1

2

3

4

5

6

7

8

9

10

11

12

13

Syllabus B.Ed183

2 NTCC Total - 50 Marks

External - 50Working with Community

3 3002

VAC

Total - 450 Marks

School Internship

Regular Class Room Teaching

Marks : 50+50 = 100

Observation Dairy and Criticism

Marks : 25+25 50

Organization of various activities and sports

Study of school calender, time tableAssessments Schedule, institution planing etc. and report

Marks 50

Final Lesson Marks 100

Marks 50

B.Ed.

B.Ed.2007-II

3003

B.Ed.4Individual Guidance Programme

Total - 25 MarksInternal - 30

Diary Guidance Given Attendance

10 510

SEMESTER - IV

Syllabus B.Ed. 188187Syllabus B.Ed.

COURSE TITLE : KNOWLEDGE AND CURRICULUM - PART-II

Course Code : B.Ed. 2002-II

L T P CU MM

3 1 0 4 100

Objectives

1. To develop understanding of epistemology and knowledge.

2. To develop understanding of subject-object relationship.

3. To develop understanding of activities related to

paedocentric education with reference to Gandhi, Gijubhai,

John Dewey and Plato.

4. To understand concept, Need and types of curriculum.

5. To understand of Principles of Curriculum Construction.

6. To develop understanding of philosophical, psychological

and socialogical foundation of education.

7. To develop understanding of National and International

priorities in curriculum development.

8. To develop understanding of critical issues of foundation of

curriculum.

9. To develop understanding of critical issues of curriculum

development.

10. To develop understanding the role of external agencies in

providing curriculum.

11. To develop understanding the role of teacher and learner in

transacting curriculum.

12. To develop understanding in the innovation and evaluation

of the curriculum.

UNIT-I : Concept Of Epistemology And Knowledge

1.1. Concept and Nature of Knowledge.

1.2. Kinds and Sources of knowledge.

1.3. Epistemology : Meaning,Philosophical basis of knowledge,

according to Indian and Western Philosophy.

1.4. Construction of knowledge, The role of knower and Known in

construction and Transmission of knowledge.

UNIT-II : Paedocentric Education

2.1. Concept of Paedocentric education.

2.2. Basic Education - Gandhiji.

2.3. Child Centered Education - Giju Bhai.

2.4. Activity centered education - J.M. Dewey.

2.5. Dialogue Learning - Plato.

UNIT-III : Principles Of Curriculum Construction

3.1. Meaning and Need of Curriculum.

3.2. Principles of Curriculum Construction.

3.3. Types of Curriculum - Subject centered, Experience

centered, Activity centered, Child centered etc.

UNIT-IV : Foundation Of Curriculum

4.1. Philosophical foundation of curriculum.

4.2. Psychological foundation of curriculum.

4.3. Sociological foundation of curriculum.

UNIT-V : Organisation And Evaluation Of Curriculum

5.1. Role of external agencies in providing curriculum.

5.2. Innovations in the curriculum.

5.3. Evaluation of curriculum.


1. Critical Analysis of a Textbook of Secondary level. (Any

subject)

2. Write a term paper on any sub unit of the syllabus.

3. Write a term paper on any two philosopher related to their

Syllabus B.Ed. 190

12. Soti and Sharma, A. (2014) Enrichment Educational

Thinkers of India, Agra, R.S.A. International Publisher, Agra.

13. Aggrawal, J.C. (1998) : Theory and Principles of Education,

Philosophical and Sociological bases of education, New

Delhi : Vikas Publishing House.

14. Chaube, S.P. (1998) : Indian and Western Educational

Philosophies, Agra : Vinod Pustak Mandir.

189Syllabus B.Ed.

curriculum ideas.

4. Conduct a survey on feedback of curriculum from learners /

teachers / community and prepare a report.

Reference Books

1. lsB] ';ke fd'kksj ,oa feJ] uhfyek ¼2000½ % Kku n'kZu] bykgkckn]

yksd Hkkjrh izdk'kuA

2. ;kno] fl;kjke ¼1999½ % ikB~;Øe fodkl] vkxjk] fouksn iqLrd

eafnjA

3. Ediger, Marlow & Rao, Digumarti Bhaskara (2003) :

Philosophy and Curriculum, New Delhi, Discovery

Publishing House.

4. Verghese, B.V. (2002) : Primary School Curriculum, New

Delhi, Anmol Publications Pvt. Ltd.

5 vksM] y{ehyky] ds- ¼2008½ % f'k{kk dh nk'kZfud i`"BHkwfe] t;iqj]

fgUnh xzaFk vdknehA

6. ekFkqj] ,l-,l- ¼2005½ % f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj]

vkxjk] fouksn iqLrd eafnjA

7. Schilvert, W.H. (2012) : Curriculum : Perspective Paradigm

and Possability. M.C. Millan Publication.

8. Hirst, Paul, H. (2006) : Knowledge and the curriculum.

Routledge Publication,

9. Pathak, A. (2013) : Social Implications and Schooling :

Knowledge Pedagogy and Conciousness, New Delhi, Akbar

Book Publications.

10. Balsara, M. (1999) : Principles of Curriculum

Reconstruction,New Delhi, Kanishka Publication.

11. Prasad, Janardan and Kumar, Vijay (1997) : Advanced

Curriculum Construction, New Delhi, Kanishka Publication.

204Syllabus B.Ed.Syllabus B.Ed. 203

1.4 Classification of Peace : Individual and Social, Positive and

Negative peace.

1.5 Method of Peace in Mind : Learning Positive Lessons from

Negative Experiences.

UNIT-II : Integrating Peace Education in the Present Curriculum

Integrating Peace Education in -

2.1 Subject context

2.2 Teaching Methods

2.3 Co-curricular activities

2.4 Staff development

UNIT-III : Culture of Peace

3.1 Practical steps to build Culture of Peace in Schools :

Simulations Classroom Discussions, Book Clubs,

Experience - Sharing Sessions.

3.2 Developing Attitude of Culture of Peace and Peace-making :

Mutual Respect, Tolerance, Patience, Seeking Spirit and

Realistic, Objective .

3.3 Educating for a Culture of Peace : Learning mutual respect,

duty-consciousness, Leadership skills through unilateral

ethics, Introspection and Mutual learning through duty-

consciousness.

UNIT-IV : Violence for Peace and Conflict Resolution

4.1 Conflict Management : Managing Conflicts through dialogue

and discussion, cooperation, peace education in managing

conflicts in family and student life.

4.2 Role of peace education in learning non-violence.

4.3 Peace Education : Role of Community, school and family in

the development of values for Peaceful Co-existence.

COURSE TITLE : PEACE EDUCATION

Course Code : B.Ed 4005-2

L T P CU Marks

3 1 0 4 100

Objectives

1 To understand the concept of peace.

2 To understand the importance of peace education in

personality development.

3 To imbibe the knowledge, attitudes and skills of culture of

peace needed to achieve and sustain a global culture of

peace and values.

4 To make future teachers aware of the scale and variety of

conflicts affecting contemporary life and learn to deal with

them through unilateral ethics.

5 To encourage inquiry into the complex role that

institutionalized education plays in the Context of different

types of conflicts and to learn to play the role of peace-maker

in conflict situations.

6 To enable students to develop personal initiative and

resources for the pursuit and promotion of peace by

inculcating change to culture of peace within themselves.

7 To analyze the need for Peace Education to foster National

and International understanding.

UNIT-I : Peace Education - Concept and Scope

1.1 Meaning, Nature and Concepts of Peace Education

1.2 Aims and Objectives of Peace Education

1.3 Status of Peace Education in the curriculum and its

relevance in present global scenario.

206Syllabus B.Ed.

8 Jagannath, M. (2005) : Teaching of moral values

development, New Delhi : Deep and Deep Publication.

9 Johan, G. (1996) : Peace for peaceful means. New Delhi :

Sage Publication.

10 Khan, Wahiduddin (2003) : Ideology of Peace, Goodword,

New Delhi.

11 Kumar, M. (Ed.) (1994) : Non-violence, Contemporary

Issues and Challenges. New Delhi : Gandhi Peace

Foundation.

12 Morrison, M.L. (2003) : Peace Education, Australia :

McFarland.

13 Passi, B.K. & Singh, P. (1999) : Value Education. Agra :

Psychological Corporation.

14 Ruhela, S.P. (1986) : Human Values and Education, New

Delhi : Sterling Publishing.

15 Salomon, G. & Nevo, B. (2002) : Peace Education : The

concept, principles and practices around the world. London :

Lawrence Erlbaum Associates.

16 Singh, Y.K. (2009) : Value Education. New Delhi : APH


17 Singh,Y.K. & Natha, R. (2008) : Value Education. New Delhi :

APH Publishing Corporation.

17 Subramanian, K. (1990) : Value Education. Madurai :

Ravana Publication.

18 UNESCO. Learning the Way of Peace : Teacher's Guide.

19 UNICEF. The State of the World's Children (Reports of the

last five years).

20 Venkataiah, (2009) : Value Education. New Delhi : APB


Syllabus B.Ed. 205

UNIT-5 : Global Issues and Peace Movements

5.1 Role of World Organizations in Promoting Peace Education

5.2 Role of NGO's in monitoring peace in Global contest.

5.3 Global issues and challenges.

5.4 Human Rights as a Duty : Learning to give human rights to

others.


1 Hold a Peacemaking Workshop in the School to understand

the use of Conflict Management Techniques.

2 Make a Report on how problems can be taken as

challenges, not deprivation. What is its importance in

personality and social development ?

3 Develop a Personality Development Program that

incorporates the Culture of Peace and Peacemaking

Techniques.

Reference Books

1 Adans, D. (Ed.) (1997) : UNESCO and a Culture of Peace,

promoting a global movement.

2 Aggarwal, J.C. (2005) : Education for values, environment

and human rights. New Delhi : Shipra Publication.

3 Chadha, S.C. (2008) : Education Value & Value Education.

Meerut : R. Lall Books Depot.

4 Chand, J. (2007) : Value Education, Delhi : Anshah

Publishing House.

5 Civilization. London : SAGE Publications, 1996.

6 Diwaar, R.R. & Agarwal, M. (Ed.) (1984) : Peace Education,

New Delhi : Gandhi Peace Foundation.

7 Education for Human Values (2003) : Sathya Sai

Instructional Centre for Human Values, New Delhi.

207

Online Resources :

1 Peace in Minds of Men.

http://www.learndev.org/dl/WarPeaceMinds.PDF

2 History of Culture of Peace.

http://www3.unesco.org/lycp/kits/uk_concept.pdf

3 UNESCO Culture of Peace.

http.://www.pathwaystopeace.org/documents/idp_essayco

ntest.pdf

4 Conflict Management Techniques :

http://www.imd.org/research/publications/upload/PFM149_

LR_Kohlreiser.pdf

5 Non-violence in Education:

http://portal.unesco.org/education/en/file_download.php/fa

99ea234f4accb0ad4340eld60809cmuller_en.pdf

6 Peacemaking in Schools :

http://www.learningpeace.com/pages/LSP_PSchool.htm

7 Peace Education Resource : www.cpsglobal.org

Syllabus B.Ed.

Syllabus B.Ed.214

Course Title : Life Skills Education

Course Code : B.Ed 4006

L T P CU Marks

0 0 4 2 50

Objectives

1 To familiarize student-teachers in the theoretical

foundations of Life Skills Education.

2 To prepare student-teachers in training methodologies and

enable students to apply Life Skills in various spheres.

3 To develop professionals in Life Skills Education and

enhance the ability to contribute as youth workers

specialized in the area of Life Skills Education.

4 To foster the spirit of social responsibility in students and

enhance social and emotional well-being.

Unit-1 : Introduction

1.1 Life Skills : Concept, need and importance of Life Skills for

human beings.

1.2 Life Skills Education : Concept, need and importance of Life

Skills Education for teachers.

1.3 Difference between Livelihood Skills and Life Skills.

1.4 Core Life Skills prescribed by World Health Organization.

Unit-2 : Process and Methods of Enhancing the Life Skills

2.1 Classroom Discussions.

2.2 Brain storming and Role plays.

2.3 Demonstration and Guided Practice.

2.4 Small Group Discussions followed by a presentation of

group reports.

Syllabus B.Ed. 215

Unit-3 : Core Life Skills

3.1 Skills of Coping with Stress and Emotion : Concept,

importance for Teachers in particular and Integration with

the teaching learning process.

3.2 Skill of Effective Communication : Concept, importance for

Human beings and Educationists, Integration within the

teaching learning process.

Reference Books:

1 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/SuccessSt

ories/success.pdf

2 Life Skills Based Education (2011). Wikipedia. Retrieved

from:

http://en.wikipedia.org/wiki/Life_skills-based_education.

3 Life Skills Based Education CCE. (2009). CBSE. Retrieved

from : http://www.cbse.nic.in/cce/life_skills_cce.pdf

4 Ministry of Education (2006) : Senior Secondary Phase.

Republic of Namibia. Retrieved from :

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

SEMESTER - IVS.

No.

Course

Code

Course

Type

B.Ed. PROGRAM

EVALUATION SCHEME

Course Title Evaluation

1 Gender, School and Society

Knowledge and Curriculum Part II

Creating an Inclusive School

Critical Understanding of ICT

Understanding the Self

Opetional Course



10 15 5

4001

2002-2

4002

4003

4004

4005

Syllabus B.Ed

CC

Report Quiz

5

CC

CC

CC

CC

SEC

4005-1Guidance and Counseling

in Schools

4005-2Peace Education

4005-3Health & Physical Education

2

3

4

5

6

4005-4 Environmental Education

4006 Life Skills VAC

Total - 50 MarksExternal - 30 Internal - 20

Total - 75 MarksExternal - 50Internal - 25


10 10 5

Report

5

Quiz

5



10 15 5

Report Quiz

5

5

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

B.Ed.

5

5

216

125 Syllabus B.Ed. Syllabus B.Ed. 126

COURSE TITLE : TEACHING OF HOME SCIENCE

Course Code : B.Ed. 3001-11

Objectives


1. Understand the nature, scope and objectives of teaching Home

Science at Senior Secondary level.

2. Understand the importance of teaching Home Science in

school.

3. Understand various approaches of teaching learning of Home

Science.


Home Science.

5. Evaluate student performances effectively with reliability and

validity.

UNIT-I : NATURE, SCOPE AND OBJECTIVES

1.1 Concept, Nature and Scope of Home Science.

1.2 Place of Home Science in School curriculum.

1.3 Objectives of Teaching Home Science at Senior Secondary

Level.

1.4 Correlation of Home Science with other subjects and school

activities.


2.1 Principles of Developing Home Science curriculum at Senior

Secondary level.

2.2 Factors affecting the selection and organization of Home

Science curriculum.

2.3 Analysis of Rajasthan State curriculum for Home Science.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities and Responsibilities of Home Science teacher.

UNIT-III : METHODS AND APPROACHES OF TEACHING HOME

SCIENCE

3.1 Demonstration Method, Discussion Method, Project Method,

Problem Solving Method.

3.2 Inquiry Approach, Programme Instruction, Team Teaching,

Workshop, Seminar.

UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM

4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel

Board, Transparencies, Overhead Projector, Radio, T.V.,

Computer.

4.2 Organization of Co-curricular Activities - Home Science Club,

Field Trips.

4.3 Use of Community Resources.

4.4 Home Science Laboratory - Planning and Equipping Home

Science Laboratory Care and Maintenance of Equipment,

Safety Precaution for work in Home Science Laboratory.


5.1 Meaning and Concept of Assessment and Evaluation.

5.2 Preparation of Blue Print and Construction of Achievement Test.

5.3 Types of Test Items - Essay Type, Short Answer Type and

Objective Type.



1. Planning and Organization of Home Science Laboratory.

2. Any handmade preparation of Stiching Printing, Tie and Die

(Minimum for samples).

127 Syllabus B.Ed.

3. Development of self-instructional material on any one topic of

Home Science.

4. Development of computer assisted lesson in Home Science.

5. Use of current events in Home Science teaching.

6. To prepare design on the cloth by typing it with beads, marble,

glass, bangles, bittle caps etc. and make the following items :

(a) Cushion cover - 2

(b) Pillow cover - 2

(c) Table cloth

(d) Tray cover.

Reference Books





Publishers.






Anmol Publishers.

6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of

teaching (8th Ed.), New Delhi : PHI Learning Private Limited.